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Noumerico: Journal of Technology in Mathematics Education
Published by Universitas Islam Tribakti Lirboyo Kediri
ISSN : -     EISSN : 29868041     DOI : https://doi.org/10.33367/jtme.v1i2
Core Subject : Science, Education, Social,
Computer Science & IT Education Mathematics Social Sciences
The aim of this Journal is to promote a principled approach to research on technology in mathematics education and related concerns by encouraging enquiry into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: 1. Use of technology in teaching and learning mathematics 2. Innovation learning models in mathematics education 3. Innovation learning strategies and methods in Mathematics education 4. Innovation learning media in Mathematics education 5. Innovation of Classroom action research Focus-Journal Noumerico: Journal of Technology in Mathematics Education is a scientific journal that focuses on mathematics education. It publishes articles based on empirical studies using quantitative or qualitative approaches or a combination of the two. Scope-Journal Noumerico: Journal of Technology in Mathematics Education calls for scientific articles on use of technology in teaching and learning mathematics, innovation learning models in mathematics education, innovation learning strategies and methods in Mathematics education, innovation learning media in Mathematics education, and innovation of Classroom action research
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 63 Documents
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The Effect of Nearpod-Based Learning Media on Students’ Learning Interest and Learning Outcomes Anisa; Isnawati Lujeng Lestari
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 1 (2026): Noumerico, March 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i1.7805

Abstract

This study aims to develop a Nearpod-based mathematics learning media that is valid, practical, and effective in increasing the interest and learning outcomes of Grade X students at MA NU Lekok. The development model used is the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The instruments used in the research include expert validation sheets, practicality questionnaires, learning interest questionnaires, and pretest and posttest questions. The validation results from subject-matter and media experts indicated that the media falls into the "very valid" category. A limited-scale practicality test obtained a score of 90%, showing that the media is highly practical for classroom use. The effectiveness of the media was demonstrated by improved student learning outcomes, as evidenced by pretest and posttest scores, and by increased interest in learning, as measured through questionnaires. The t-test results showed a significant difference between the pretest and posttest scores. Therefore, the Nearpod-based learning media is effective in improving students’ interest and learning outcomes.
A Hybrid PBL-IGL Approach to Improving Algebraic Thinking and Self-Efficacy of High School Students Annisa Annisa Eka Pratiwi; Zainullah Zuhri
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 1 (2026): Noumerico, March 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i1.8042

Abstract

Algebraic thinking ability and self-efficacy are essential components in mathematics learning; however, many students still experience difficulties in both cognitive and affective aspects. Therefore, an instructional approach that integrates these two domains is needed. This study aims to examine the effectiveness of a hybrid Problem-Based Learning (PBL) model combined with an Individual Group Learning (IGL) strategy in improving students' algebraic thinking ability and self-efficacy. This study employed a quantitative approach using a one-group pretest–posttest design. The participants were 15 tenth-grade students of SMA Syarif Hidayatullah Grati in the 2024/2025 academic year. Data were collected through algebraic thinking tests and self-efficacy questionnaires and analyzed using paired-sample t-tests, N-Gain, and effect size (Cohen's d). The results showed a significant improvement in both variables (p < 0.001). The mean score of algebraic thinking increased from 65.40 to 86.10, with an N-Gain of 0.59 (moderate category) and a large effect size (d = 1.20). Similarly, students’ self-efficacy improved from 66.80 to 86.53, with an N-Gain of 0.60 (moderate) and a large effect size (d = 1.25). The greatest improvement in algebraic thinking was observed in modeling and solving contextual problems, indicating PBL's effectiveness in promoting higher-order thinking. These findings indicate that the PBL-IGL hybrid approach is effective in enhancing both cognitive and affective learning outcomes. The novelty of this study lies in integrating individual and collaborative learning within a problem-based framework, while simultaneously focusing on algebraic thinking and self-efficacy. This study contributes to mathematics education by providing empirical evidence that a balanced instructional design can improve students' understanding and confidence in learning mathematics.
Algebraic Thinking Ability of Seventh Grade SMP/MTs Students on Algebraic Expression Operations Based On Cognitive Style Iis Syahidah; Mayang Sari
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 1 (2026): Noumerico, March 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i1.8220

Abstract

This study aims to describe the algebraic thinking abilities of seventh-grade junior high school students on the algebraic operations material in terms of field-independent (FI) and field-dependent (FD) cognitive styles. This study uses a descriptive qualitative approach with two subjects, namely FI1 (field-independent) and FD1 (field-dependent), selected based on the results of the GEFT test and teacher recommendations. Data were obtained through written tests and interviews and analysed using six indicators of algebraic thinking ability: generalisation and abstraction, analytical and dynamic thinking, modelling, and organisation. The results of the study show that subject FI1 met all indicators well. FI1 could identify important information from the questions, construct mathematical equations accurately, and solve problems using relevant elimination and substitution strategies. He was also able to independently evaluate the results and construct answers in a coherent, logical manner. Meanwhile, subject FD1 showed more limited achievement. FD1 was quite capable of generalizing and abstracting, but there were still errors in copying information. In terms of analytical and dynamic thinking, as well as modelling, FD1 did not demonstrate adequate procedural understanding or verify answers. Nevertheless, FD1 still attempted to organize information and final results in a structured manner
Ethnomathematical Exploration of Geometric Concepts in Tegowangi Temple Ornaments Bryant Candra Wijaya; Fanny Rahma Eka Aprianny; Amelia Putri Wahyuni; Jatmiko Jatmiko; Aprilia Dwi Handayani
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 1 (2026): Noumerico, March 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i1.8472

Abstract

This study explores geometric concepts embedded in the ornaments of Tegowangi Temple through an ethnomathematical perspective. Previous studies on temple-based ethnomathematics have primarily focused on general geometric forms, with limited attention to specific concepts and their pedagogical relevance, particularly in the context of Tegowangi Temple. Addressing this gap, this research aims to identify and analyse the concepts of reflection, similarity, and circles within the temple’s ornamental structures. A qualitative exploratory design with an ethnographic approach was employed. Data were collected through observation, interviews, and documentation, and analysed using domain and taxonomic analysis to interpret mathematical representations within cultural artefacts. The findings reveal that reflection is evident in the symmetrical structure of corner kala ornaments, in the similarity of the yoni's proportional dimensions, and in circular concepts in the decorative patterns of the Perwara Temple. These concepts were derived through systematic visual and structural analysis of ornament forms. Conceptually, the study contributes to a deeper understanding of geometry in cultural contexts, while pedagogically, it provides contextual learning resources for junior high school mathematics
Analysis of Junior High School Students’ Mathematical Literacy Processes (Formulating, Employing, and Interpreting) in PISA Space and Shape Abirrotun Nabilah; Mauliddiyah Istiqomah; Hendri Handoko
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 1 (2026): Noumerico, March 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i1.8663

Abstract

This study aims to describe students’ mathematical literacy processes when solving PISA problems in the Space and Shape content domain, based on the three PISA literacy processes: Formulating, Employing, and Interpreting. This research uses a descriptive qualitative approach with three ninth-grade students as subjects, selected through purposive sampling: S1 (moderate ability), S2 (low ability), and S3 (high ability). Data were collected through a mathematical literacy test consisting of three PISA Space and Shape problems (Problem 1, Problem 2, and Problem 3) and semi-structured interviews. Data analysis was conducted through data reduction, coding based on literacy process indicators, data display, and conclusion. The results show that S1, in Problem 1, was able to fulfil all mathematical literacy processes (Formulating, Employing, and Interpreting). S2, in Problem 2, was only partially able to achieve the Formulating stage and experienced difficulties with the Employing and Interpreting stages. Meanwhile, S3, in Problem 3, also only partially achieved the Formulating stage and failed to achieve the Employing and Interpreting stages due to an inaccurate mathematical model and inappropriate procedures. These findings indicate that the level of mathematical literacy achievement is not always aligned with students’ ability categories but is influenced by the characteristics of the problem and the accuracy of mathematical modelling. Therefore, learning should emphasise modelling activities, meaningful application of procedures, and interpretation of results in real-world contexts.
Clifford's Algebraic Approach in Determining the Direction of Qibla Muhamad Imam Mutamaqin; Muhamad Safa’udin
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 1 (2026): Noumerico, March 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i1.8810

Abstract

While classical methods and hisab methods based on spherical trigonometry and vector algebra are commonly used, this article introduces a more elegant, purely geometric alternative using Clifford Algebra (within the framework of Geometric Algebra). This method uses unit vectors in three-dimensional space to represent the positions of the observer and the Kaaba, then projects these vectors onto the local horizontal plane using geometric operations such as the dot product and the outer product. The results of the Qibla direction calculations for five major cities in Indonesia—Jakarta, Surabaya, Medan, Bandung, and Makassar—when compared with the spherical trigonometry and vector algebra methods, show high consistency, with a maximum difference of less than 0°. Further validation using data from the Qibla Locator also confirms the method's accuracy. Clifford Algebra has proven to be an accurate, intuitive, and computationally efficient approach, with great potential for applications in digital navigation systems, augmented reality, and science education. Thus, this method offers a powerful modern alternative for determining the direction of the Qibla through hisab
Evaluating Differences in Elementary Students’ LCM Mastery Across School Environments Ibnu Imam Al Ayyubi; Nurhikmah; Namiyah Fitriani; Rabiatul Nadawiyah; Alamul Huda Almuzakky
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 2 (2026): Noumerico, September 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i2.9044

Abstract

Mathematics learning outcomes are not merely administrative indicators; they reflect the extent to which students have mastered conceptual understanding. This study aims to analyze elementary school students’ mastery of the Least Common Multiple (LCM) by comparing mathematics achievement scores across different schools. The study employed a quantitative approach with an ex post facto research design. The sample consisted of 70 fifth-grade students from four Madrasah Ibtidaiyah in West Bandung Regency, namely MI Muktarul Arifin, MI Al-Qodar, MI Darussyifa Al-Musri’ 1, and MIS Jauharul Huda. The final mathematics scores were analyzed using descriptive and inferential statistical techniques. Normality and homogeneity tests indicated that the data did not fully meet the assumptions for parametric analysis; therefore, the Kruskal–Wallis test was used to examine differences among groups. The findings showed a statistically significant difference in students’ mastery of LCM material by school affiliation. Post hoc analysis further showed that MI Al-Qodar consistently had significantly different learning outcomes than the other three schools, while MI Muktarul Arifin, MI Darussyifa Al-Musri’ 1, and MIS Jauharul Huda showed relatively comparable achievement levels. These findings indicate that students’ mastery of LCM varies across schools, suggesting differences in local learning environments. Practically, these results underscore the need for targeted instructional interventions and standardized teaching strategies to address conceptual gaps and ensure equitable mathematics achievement across elementary schools.
Tracing the Path from Self-Efficacy to Artificial Intelligence Use: The Mediating Role of Technology Acceptance Among Mathematics Undergraduates in Nigeria Oluwanife Segun Falebita; Ntuthuko S’bonelo XULU
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 2 (2026): Noumerico, September 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i2.9663

Abstract

The way students learn, engage with, and create information has changed as artificial intelligence (AI) becomes more common in classrooms. Therefore, understanding the factors that influence students' adoption of AI tools is vital to improving learning outcomes, especially in disciplines that require extensive mathematics. This study examined the mediating role of technology acceptance in the relationship between self-efficacy and AI use among mathematics undergraduates in Nigeria. We used a quantitative cross-sectional design and collected data from 256 students across three public universities in Southwestern Nigeria using a structured survey instrument. We operationalised technology acceptance solely as perceived ease of use, rather than as the full set of constructs typically represented in the Technology Acceptance Model. Data were analysed using PLS-SEM. The findings showed that self-efficacy significantly and positively relates to both technology acceptance (β = 0.591, t = 9.166, p < .05, f² = 0.537) and AI use (β = 0.301, t = 4.727, p < .05, f² = 0.092). Technology acceptance also significantly relates to AI use (β = 0.371, t = 5.093, p < .05, f² = 0.140) and partly mediated the relationship between self-efficacy and AI use. The model explained 35.0% of the variance in technology acceptance (R² = 0.350) and 36.1% of the variance in AI use (R² = 0.361), while both endogenous constructs demonstrated predictive relevance (Q² > 0). The findings suggest that mathematics educators can support AI use by strengthening students’ technological self-efficacy and ensuring that AI tools are easy to use within mathematics learning activities. Theoretically, the findings indicate that perceived ease of use provides an important mechanism through which self-efficacy relates to students’ AI use, while also highlighting the need to distinguish this specific acceptance dimension from broader technology acceptance models.
Exploration of the Baruga Adat Culture Lawela Village: An Ethnomathematical Study of Geometric Forms, Practices, And Meanings Afudin La Arua; Muhammad Na’im Mahmud; Rifaldi; Samron; Irawati Windani; Firliana Nurddin
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 2 (2026): Noumerico, September 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i2.9750

Abstract

The Baruga Adat of Lawela Village is a traditional building in the form of an open stilt house with a tiered roof that holds social, cultural, and mathematical value. This study explores the ethnomathematical elements of the Baruga Adat of Lawela Village and examines its symbolic meanings in relation to planar shapes. The study used a qualitative approach with an ethnographic design. Data were obtained through observation of the Baruga structure, interviews with traditional leaders and the Culture Office of South Buton Regency, and documentation in the form of photographs and field notes. Data analysis used data reduction, data display, and descriptive conclusion drawing. The results show that the Baruga Adat of Lawela Village contains various planar shapes, namely triangles, squares, rectangles, rhombuses, trapezoids, and parallelograms. These shapes not only demonstrate the application of geometric concepts in the building's structure but also carry symbolic meanings related to the community's worldview, such as the triangle, which symbolizes the three-layered cosmology of the world, the square, which reflects the four pillars of life, and the rectangle, which represents the deliberation space. These findings extend ethnomathematical studies of traditional buildings by revealing the relationships among geometric forms, spatial functions, and symbolic meanings within the cultural context of the Lawela Village community. Thus, the Baruga Adat of Lawela Village functions not only as a social and cultural center but also represents local mathematical knowledge that can be developed as a source of contextual mathematics learning while supporting the preservation of local culture.
Developing SIAR through ADDIE: Offline Augmented Reality Associated with Moderate Gains in Fifth-Grade Solid Geometry Learning Yhasinta Agustyarini; M. Khadiqul Abror; Ali Rahmatulloh
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 2 (2026): Noumerico, September 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i2.9758

Abstract

Solid geometry remains challenging for elementary students because three-dimensional concepts require spatial visualization that static two-dimensional media do not fully support. Although augmented reality (AR) can provide interactive three-dimensional representations, many educational applications assume reliable connectivity and individual device access, conditions that are not always available in resource-constrained primary schools. This study developed SIAR (Sistem Interaktif Augmented Reality), an offline, marker-based Android application, using the ADDIE model, and examined its expert-assessed validity, practicality, and impact on learning outcomes in fifth-grade solid geometry. Three experts appraised content, media, and language quality. A limited practicality trial involved 10 students and one teacher, followed by a main implementation with 27 students and the same teacher. Data were collected through validation sheets, user-response questionnaires, and pretest-posttest achievement scores and analyzed descriptively, including normalized gain. Content, media, and language appraisal reached 85.45%, 88.33%, and 92.50%, respectively. Student and teacher practicality responses were 88.80% and 82.00% in the limited trial and 87.60% and 84.00% in the main implementation. Mean achievement increased from 48.56 to 69.33, with a normalized gain of 0.4111, indicating moderate improvement during the instructional sequence. SIAR combines offline operation, marker-based three-dimensional visualization, and teacher-mediated shared-device projection, making it context-responsive to classrooms with limited connectivity and student-device access. Because the study used a one-group pretest-posttest design without a control group, the score increase should not be interpreted as a causal effect of SIAR. The findings support SIAR as a valid and practical visual learning support and justify further controlled, multi-school evaluation.

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