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Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Published by Institut Agama Islam Negeri Lhokseumawe
ISSN : 27742865     EISSN : 27758990     DOI : 10.47766/arriyadhiyyat.v3i1
Core Subject : Education,
Education Mathematics
This journal aims to facilitate and promote dissemination of scholarly information on research and development in Mathematics and Mathematics Education. The articles published in this journal can result from research, conceptual thinking, ideas, innovations, best practices, and book reviews. The scopes of this journal include the following topic areas: 1. Algebra; 2. Analysis; 3. Applied mathematics; 4. Curriculum Development; 5. Educational Technology; 6. Geometry; 7. Instructions media; 8. Mathematics Teaching and Learning; 9. Statistics; 10. Teacher Education; 11. The curriculum; 12. Teacher education.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 72 Documents
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Systematic Literature Review: Ethnomathematics Research Trends Using Bibliometrix R Studio Biblioshiny (2005-2025) Dhea Wulantika; Sumin
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 2 (2026): Ar-Riyadhiyyat: Journal of Mathematics Education
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i2.6544

Abstract

This study aims to analyze the trend of scientific publications on the theme of ethnomathematics indexed by Scopus during the period 2005-2025. The analysis is conducted as a basis for identifying future research directions and opportunities. The method used is Systematic Literature Review (SLR) with the help of bibliometric analysis using R Studio through the biblioshiny interface. Data was collected automatically through the Scopus API with the keyword “ethnomathematics”, which resulted in 670 documents from journals, books, book chapters and others. Furthermore, publication patterns, author collaboration, journal distribution, and thematic trends were analyzed. Data visualization through biblioshiny provides a comprehensive picture of research dynamics, which can be used as a strategic reference for the development of further studies in this field. Trends in the topics of equations, ethnomathematics, mathematics education, and curricul from the derivatives of this theme are also still largely unexamined so it is important that there is novelty related to further research on the theme of ethnomathematics.
Role of the System Processing Information on Thinking Process and Effectiveness Mathematics Learning Yulia Rahmawati Z; Neviyarni
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 2 (2026): Ar-Riyadhiyyat: Journal of Mathematics Education
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i2.6856

Abstract

This study synthesizes recent empirical research (2015–2025) on the relationships among cognitive load, working memory, metacognitive regulation, self-regulated learning (SRL), and mathematics anxiety in university-level mathematics. Although Cognitive Load Theory (CLT), Working Memory frameworks, and Metacognitive Regulation models have substantially advanced understanding of mathematical information processing, their application to advanced university mathematics remains conceptually fragmented. Through a systematic review of indexed literature, this paper consolidates evidence on how metacognitive strategies—planning, monitoring, and evaluation—interact with cognitive resources and affective factors across mathematical subdomains such as calculus, abstract algebra, statistics, and geometry. The findings indicate that metacognitive regulation supports cognitive load management, that self-regulated learning mediates the relationship between motivational beliefs and performance, and that mathematics anxiety disrupts both working memory efficiency and metacognitive monitoring. Empirical evidence further suggests that cognitive-metacognitive strategy training, particularly when embedded within instructional design or digital learning environments, is more consistently associated with performance gains than purely affective interventions. Rather than proposing a wholly new theoretical framework, this study integrates and clarifies existing perspectives to outline directions for a more holistic model of university mathematics learning that accounts for cognitive, metacognitive, motivational, and emotional dimensions. The review concludes by identifying implications for instructional design and priorities for future empirical research.
Implementation of Ethnomathematics in Teaching Geometry Concepts in Elementary School: Systematic Literature Review Marsya Aulia Nanda; Zahra Arin Luthfany; Ragil Dian Purnama Putri
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 2 (2026): Ar-Riyadhiyyat: Journal of Mathematics Education
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i2.6874

Abstract

This study aims to identify forms of local cultural integration through ethnomathematics in teaching geometry concepts in elementary schools and analyze its impact on students conceptual understanding and learning motivation. The method used is a Systematic Literature Review (SLR) following the PRISMA flow, including definition, screening, and inclusion stages. Eight articles published from 2021 to 2025 were analyzed based on relevance and quality. The review shows that ethnomathematics effectively improves students conceptual understanding, motivation, and engagement. Cultural elements such as traditional games, artistic motifs, traditional foods, and traditional architecture are used as concrete media for learning geometry. The main challenges involve limited learning media and teachers’ ability to develop culture-based materials. Ethnomatematics supports contextual learning and aligns with the principles of the Merdeka Curriculum.  
The Archimedean Property in Real Analysis: A Philosophical and Pedagogical Integration with Islamic Values Malahayati; Muhammad Wakhid Musthofa
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 2 (2026): Ar-Riyadhiyyat: Journal of Mathematics Education
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i2.6880

Abstract

This study examines the integration of Archimedes' property in real analysis with Islamic epistemology, focusing on how this integration can enhance mathematics education in Islamic higher education. The study explores Archimedes' property from both a mathematical and philosophical perspective, proposing a pedagogical model that combines technical mathematical understanding with ethical values such as humility. The study's primary contribution lies in the theoretical exploration of Archimedes' property within a broader philosophical framework, emphasizing the limitations of human knowledge and the spiritual insights offered by Islamic teachings. While the study offers an integrative pedagogical model designed to improve students' engagement with mathematics through both intellectual and moral development, it has not been empirically tested in classroom settings. Therefore, the claims of the model's feasibility and impact remain theoretical. The study suggests that future research should pilot the model in real educational environments to assess its practical effectiveness and impact on student learning outcomes. This work contributes to the literature by highlighting the potential for integrating philosophical and ethical dimensions into mathematics education, offering a new approach to teaching real analysis that is relevant to both academic and spiritual development.
Analysis of Mathematical Concepts in Cowongan Rituals: An Ethnomathematics Study of the Soka Village Community in Batang Regency Uyuni Aryaningtyas; Widya Safitri; Nur Fadhillah Amelia; Rohmatul Aulia; Siti Fatimah
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 2 (2026): Ar-Riyadhiyyat: Journal of Mathematics Education
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i2.6928

Abstract

This study is an ethnomathematical analysis that focuses on the mathematical concepts embedded in the Cowongan Ritual, an agrarian tradition of the Javanese community that is still preserved in Soka Village, Batang Regency. This ritual is typically performed as a plea for rain during prolonged droughts and represents local wisdom passed down through generations. The research employs a qualitative-descriptive method with an ethnographic approach to understand the symbolic meanings and cultural context of the ritual. Data were collected through observations of all stages of the ritual, in-depth interviews with community members, and documentation. Data analysis focused on identifying mathematical concepts that appear in the symbols, structures, and ritual actions. The main findings identify three formal mathematical concepts that are intuitively applied in this cultural practice: first, the concept of odd numbers, which appears in determining the number of offerings and the repetition of movements, which mathematically reflects an arithmetic sequence with the nth term formula Un​=2n−1; second, modular arithmetic, which underlies the determination of the ritual time on the night of Friday Kliwon, where the 35-day repeating cycle (selapanan) can be modeled as a solution of simultaneous congruences between modulo 7 (day cycle) and modulo 5 (Javanese market-day cycle); and third, symmetry and geometry, which are evident in the circular formation of the procession and the swinging movements of Nini Cowong that contain rotational symmetry, while the ornaments of the effigy also display reflective symmetry. The conclusion of this study is that the Cowongan Ritual contains a strong mathematical structure that is closely integrated with Javanese spiritual and cosmological values, thus making a tangible contribution to the development of contextual mathematics learning based on local culture.
Comparative Effectiveness of Student Team Achievement Division and Team Assisted Instruction on Grade 10 Students’ Performance in Polynomial Functions Nester Jade U. Baggas; Francis Brylle V Barila; John Patrick P. Villastiqui
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 2 (2026): Ar-Riyadhiyyat: Journal of Mathematics Education
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i2.7211

Abstract

This study examined the comparative effectiveness of Student Team Achievement Division (STAD) and Team Assisted Instruction (TAI) in improving Grade 10 students’ performance in illustrating polynomial functions and writing polynomials in standard form. Grounded in cooperative learning theory, a quantitative quasi-experimental counterbalanced repeated-measures design was employed involving 20 Grade 10 students from a public secondary school during the 2024–2025 academic year. Descriptive statistics and paired-samples t-tests were used to analyze post-test scores, while structured classroom observations assessed learning behaviors. Results indicated that both STAD and TAI produced high levels of mathematics achievement. Although TAI yielded slightly higher mean scores, the differences were not statistically significant at the 0.05 level, with only small effect sizes observed. Behavioral findings demonstrated consistently high levels of participation, collaboration, attentiveness, and persistence under both instructional conditions. The results suggest that shared cooperative learning mechanisms, positive interdependence, individual accountability, peer explanation, and scaffolding, may exert a stronger influence on achievement than procedural differences between models. Despite limitations related to sample size and the absence of a pre-test, the study provides context-specific evidence supporting the effectiveness of structured cooperative learning in secondary algebra instruction.
Mathematical Structures in The Movements and Formations of The Selendang Pemalang Dance: An Ethnomathematical Study Shofa Hidayat; Naf'a Rohmaniyya; Utiya Nur Arimbi; Muthia Isna Arofah; Ahmad Faridh Ricky Fahmy
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 7 No. 1 (2026): Ar-Riyadhiyyat: Journal of Mathematics Education
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v7i1.6888

Abstract

This study explores the mathematical structures embedded in the movements, floor patterns, body postures, rhythmic organization, and scarf use of the Selendang Pemalang Dance. A qualitative descriptive design with an ethnographic orientation was employed. Data were obtained from an in-depth interview with a dance practitioner on 3 November 2025, visual observation of three performance videos, and relevant literature. The data were reduced, displayed in a movement-mathematics matrix, and interpreted through the ethnomathematical framework; credibility was strengthened through method and visual-source triangulation. The findings reveal horizontal, parallel, and curved lines; rectangles, parallelograms, trapezoids, scalene and right triangles, rhombi, and semicircles; vertical reflection; and acute, right, obtuse, and straight angles. These forms are not isolated geometric objects but emerge through coordinated spacing, bodily direction, and scarf trajectories. The study's novelty lies in integrating movement, formation, rhythm, and the scarf as one cultural-mathematical system and translating the findings into concrete classroom tasks involving coordinate geometry, polygon classification, transformation, and angle measurement. Selendang Pemalang Dance therefore offers a culturally meaningful resource for contextual mathematics learning and local heritage appreciation.
Students’ Algebraic Thinking in Solving Algebraic Problems Across VAK Learning-Style Preferences Ratih Sasmita Habsa; Ali Shodikin
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 7 No. 1 (2026): Ar-Riyadhiyyat: Journal of Mathematics Education
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v7i1.7051

Abstract

Algebraic thinking is an essential component of mathematics learning because it enables students to represent relationships, use variables, construct mathematical models, and solve problems systematically. However, students may demonstrate different ways of processing and communicating algebraic ideas. This study aimed to describe students’ algebraic thinking in solving algebraic problems across visual, auditory, and kinesthetic (VAK) learning-style preferences. A descriptive qualitative design was employed. The initial participants were 30 seventh-grade students from a junior high school in Surabaya, Indonesia. Based on the results of a learning-style questionnaire and an algebraic thinking test, three students with comparable mathematical abilities were purposively selected to represent visual, auditory, and kinesthetic learning-style preferences. Data were collected through a learning-style questionnaire, algebraic thinking tests, and semi-structured interviews and were analyzed through data reduction, data presentation, and conclusion drawing. The findings revealed distinct patterns across the three cases. The visual student demonstrated appropriate algebraic modeling and calculation but did not explicitly record some initial problem information in the written solution. The auditory student constructed appropriate mathematical models and performed calculations correctly but showed incomplete written organization and did not provide explicit final conclusions. In contrast, the kinesthetic student produced the most complete and systematically organized written solution, from identifying problem information to formulating mathematical models and stating final conclusions. These findings indicate that the three students differed primarily in how they represented, organized, and communicated their algebraic thinking processes. The study highlights the importance of examining students’ solution processes through multiple forms of evidence rather than relying solely on final answers.
Exploring Ethnomathematics in Scout Marching Drills: Geometry, Deep Learning, and Islamic Values Siti Khoiriyah; Sayidatun Nasuha; Sri Retno Handayani; Miftah Fathur Ardien Arzacky; Saiyidin Syahuri
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 7 No. 1 (2026): Ar-Riyadhiyyat: Journal of Mathematics Education
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v7i1.7100

Abstract

This study examines ethnomathematical concepts embodied in Scout marching drills and analyzes their relevance to Deep Learning and Islamic educational values. A qualitative descriptive design with an exploratory ethnographic orientation was implemented at UPT SMP Negeri 2 Gadingrejo. Data were collected through observation of movements, visual documentation, a semi-structured interview with one Scout leader, and a literature review. The data were analyzed through reduction, display, and conclusion drawing, with source and method triangulation used to enhance trustworthiness. The findings indicate that the attention stance models a vertical line; right-dress alignment models a horizontal line; the salute approximates an acute angle; right and left turns represent a quarter-turn rotation or a 90° angle; and row-and-column arrangements approximate a rectangle. These representations can be developed into classroom activities involving coordinates, angle measurement, distance, slope, rotation, perimeter, area, and model validation. The activities support meaningful, mindful, and joyful learning while embodying order, responsibility, cooperation, and solidarity. The study contributes a novel perspective by extending Scout ethnomathematics from static pioneering artefacts to dynamic bodily movements and by integrating geometry, Deep Learning, and Islamic values.
Bibliometric Mapping of Innovative Learning Models for Two-Variable Linear Equation Systems in Junior High School Aminda Salsabillah; Lilis Marina Angraini
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 7 No. 1 (2026): Ar-Riyadhiyyat: Journal of Mathematics Education
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v7i1.7263

Abstract

This study maps publication growth, conceptual structure, and emerging themes in research on innovative learning models for two-variable linear equation systems at the junior high school level. A descriptive bibliometric design was applied to Google Scholar records retrieved on 21 October 2025 using Publish or Perish 8.17.4863.9118 and analyzed with VOSviewer 1.6.20. The search returned 994 records and 4,241 citations; 962 records contained complete publication-year metadata for trend analysis. Publications increased from 132 in 2021 to a peak of 232 in 2023, followed by 225 in 2024 and 170 in the partial 2025 dataset. Co-occurrence mapping retained 59 terms in six clusters. The most substantive themes concerned Contextual Teaching and Learning, mathematical problem solving, student worksheets, realistic mathematics, creative problem solving, and self-efficacy. Generic phrases in the map also revealed metadata noise inherent in Google Scholar text mining. The findings suggest a shift from model comparison toward contextual, digitally supported, problem-oriented, and affect-sensitive learning. The study contributes a transparent research agenda that combines bibliometric evidence with pedagogical theory and Islamic educational values of knowledge, justice, collaboration, and responsible learning.

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