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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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Development of a Game-Based Mathematics Learning Medium for Third-Grade Elementary School Students Dinda Lestari; Musahrain; Nurhairunnisah; Ainurrahmi; Reska
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.v4i2.9778

Abstract

This research and development study aimed to produce a mathematics learning medium based on the snakes-and-ladders game for third-grade elementary students and to determine its feasibility. The study was prompted by field data showing that 62% of third-grade students at SDN Reberas had difficulty completing mathematics tasks, along with the absence of game-based media in classroom instruction. The study used a Research and Development (R&D) approach and adopted the 4-D model (Define, Design, Develop, Disseminate), but it was limited to the Development stage due to time constraints. Data were collected through questionnaires completed by one media expert, one material expert, five students in a small-group trial, and 16 students in a large-group trial, then analyzed descriptively using qualitative and quantitative techniques. The resulting product consists of a game board, dice, pawns, question cards, challenge cards, fortune cards, and a teacher guidebook covering whole-number arithmetic operations. Validation showed the medium was highly feasible, with mean scores of 3.50 from the media expert, 3.67 from the material expert, 3.70 from the small-group trial, and 3.80 from the large-group trial, indicating it is feasible for elementary mathematics instruction. This study is limited by its reliance on a single media and material expert, a large-group trial of only 16 students, single-school implementation, and content restricted to whole-number arithmetic.
Exploring the Learning Experiences of Students at Sekolah Indonesia Kuala Lumpur in Fingermathics Training: Cognitive and Kinesthetic Perspectives on Basic Arithmetic Operations Faridatul Nur Andini; Wahyu Lestari; Poppy Rachman; Eka Rahayu
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.v4i2.9787

Abstract

Numeracy is a fundamental skill in elementary mathematics learning; however, the learning process often remains oriented toward memorization and mechanical procedures. Fingermathics uses finger movements as a concrete representation to understand basic arithmetic operations. This study explores the learning experiences of students at Sekolah Indonesia Kuala Lumpur (SIKL) participating in Fingermathics training from cognitive and kinesthetic perspectives. This study employed a qualitative approach with a descriptive design. Participants included fourth-, fifth-, and sixth-grade students who participated in the Fingermathics training, as well as teachers serving as supporting informants. We collected data through non-participant observation, semi-structured interviews, and documentation, and analyzed them using Braun and Clarke’s six-stage thematic analysis. We established data trustworthiness through source triangulation, technique triangulation, member checking, and persistent observation. The findings identified three dimensions of students’ learning experiences: cognitive, kinesthetic, and overall learning experience. In the cognitive dimension, finger movements served as number representations that helped students understand concepts, follow arithmetic procedures, and reduce reliance on memorization. From the kinesthetic dimension, finger-movement activities were associated with students’ concentration, engagement, and self-confidence. Integrating cognitive and kinesthetic aspects fostered an active, concrete, and meaningful learning experience. These findings indicate that Fingermathics can serve as an alternative approach to basic arithmetic instruction centered on students’ learning experiences.
Development of a Quizizz-Based Interactive Quiz as a Mathematics Learning Evaluation Medium on Statistics Umi Hanifah; Masriyah; Firda Hariyanti; Ayu Silvi Lisvian Sari; Faridatul Ilmiah; Novi Istianah
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.v4i2.9793

Abstract

This study aims to develop a Quizizz-based interactive quiz (Quizizz, now rebranded as Wayground) as a valid, practical evaluation tool for junior high school mathematics on statistics. The research employed the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed product contained twenty questions covering data representation, measures of central tendency, data spread, and contextual data interpretation, supported by immediate feedback and teacher-generated response reports. Participants included 30 eighth-grade students at a junior high school in Pasuruan, East Java, Indonesia, one mathematics content expert, and one educational media expert. Data were collected through interviews, expert validation sheets, and a student practicality questionnaire and were analyzed using percentage-based descriptive statistics. The material validity score was 92.5%, the media validity score was 90.0%, and student practicality was 91.3%. These results placed the product in the very valid and very practical categories. The study did not use inferential statistical tests or comparison groups; therefore, it evaluated the product's validity and practicality rather than its effectiveness in improving students’ learning outcomes. The findings indicate that the developed interactive quiz is suitable for limited classroom implementation as an engaging, structured, and feedback-oriented evaluation medium. This study offers a simple framework for integrating gamified digital assessment with statistical literacy tasks in junior high school mathematics learning.
The Influence of Ethnomathematics-Based Teaching Materials in Improving Elementary School Students' Motivation and Learning Outcomes Rana Anjani; Feny Eka Nuryanti
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.v4i2.9798

Abstract

This study aims to develop ethnomathematics-based teaching materials that are valid, practical, and effective in improving third-grade elementary school students' motivation and mathematics learning outcomes in fractions. The teaching materials integrate Kediri’s traditional foods, Gethuk Pisang and Tahu Takwa, as contextual ethnomathematics content relevant to students’ daily lives. The study employed the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The trial was conducted at SDN Sepawon 1 and SD Negeri Sepawon 2, Kediri Regency, involving 26 students in the initial trial and 51 students in the main trial, divided into experimental and control groups. Data were collected through observation, interviews, questionnaires, and tests and analyzed using qualitative and quantitative methods. The results showed that the teaching materials were valid based on material expert (79.51%) and media expert (82.62%) assessments, practical based on teacher responses (80.5%), and very practical based on student responses (91.1%). Statistical tests indicated significant differences in learning outcomes (p = 0.026) and motivation (p = 0.007) between the groups. The developed materials are feasible and effective for elementary mathematics learning. Further research may develop more multimodal ethnomathematics materials to accommodate diverse learning styles.
Development of an Ethnomathematics-Based Educational Game Tool to Improve Elementary School Students' Understanding of Mathematical Concepts Dona Arsinta; Nurhairunnisah; Musahrain; Andi Haris; Ainurrahmi
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.v4i2.9818

Abstract

This Research and Development study aimed to develop an ethnomathematics-based educational game tool, examine its feasibility, and determine its effectiveness in improving fifth-grade students' understanding of integer addition and subtraction at SDN 1 Penyaring. The study was motivated by low numeracy achievement, with only 39% of students reaching the minimum competency, and by the lack of contextual teaching materials that draw on the traditional game Jajar Telu. The ADDIE model was employed. Data were collected using validation questionnaires from a media expert, a design expert, and a material expert; student-response questionnaires from one-to-one, small-group (10 sixth-grade students), and large-group (23 fifth-grade students) trials; and a conceptual understanding test administered as a pretest and posttest. The resulting product, "Jajar Telu Bilangan Bulat," received feasibility scores of 76.25% (media expert) and 75% (design expert), both "feasible," and 90% (material expert), "very feasible." Student trials yielded 85% (one-to-one), 88.44% (small-group), and 91.58% (large-group), all "very feasible." The mean score rose from 44.35 on the pretest to 72.61 on the posttest, with an N-Gain of 0.49 (49.46%), categorized as "moderate." These findings indicate that the Jajar Telu educational game is feasible and moderately effective for improving fifth-grade students' understanding of integer concepts.
Development of a CORE-Based Mathematics Textbook Integrated with IoT and Angkola Local Wisdom: An Expert Validation Study Nunik Ardiana; Laila Surayya; Nurzanna; Marzuki Ahmad; Zohaib Hassan Sain
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.v4i2.9819

Abstract

This study aimed to develop a valid CORE Learning Model Textbook Integrated with the Internet of Things (IoT) based on Angkola Local Wisdom. The study employed a Research and Development (R&D) approach using the Four-D model. In accordance with the research objectives, this study implemented the define, design, and develop stages, while the disseminate stage will be conducted after the developed product has been demonstrated to be practical and effective. The study involved five validators who evaluated the validity of the developed mathematics textbook for seventh-grade students at the junior high school level. The study assessed the product's validity across four aspects: Content Feasibility, Presentation Feasibility, Language Feasibility, and Feasibility of the Applied Learning Model. The results showed that the developed textbook achieved a content feasibility percentage of 93.33% (very good), a presentation feasibility percentage of 92.44% (very good), a language feasibility percentage of 94.18% (very good), and a feasibility percentage for the use of the selected instructional approach of 92.00% (very good). Overall, the average product validity percentage reached 93.07% (very good). The very good ratings obtained across all assessed aspects, as well as the overall average score, indicate that the developed product meets the criteria for validity. Therefore, the developed CORE Learning Model Textbook Integrated with the IoT Based on Angkola Local Wisdom meets the criteria for high validity and is considered suitable for further practicality and effectiveness testing in mathematics learning.
Establishing the Need for HOTS and Computational Thinking Integrated Mathematics Assessment Instruments in Upper Secondary School: A Needs Analysis Anisah Rahmah; Cholis Sa'dijah; Mochammad Hafiizh
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.v4i2.9820

Abstract

This study aimed to develop a valid CORE Learning Model. This study investigates the need for a mathematics assessment instrument that integrates Higher Order Thinking Skills (HOTS) with Computational Thinking (CT) components at the senior high school level. Using a qualitative, descriptive-analytical case study approach in upper secondary school in Malang, the study involved three mathematics teachers and 120 Grade XII students. Student data served a dual function: diagnostic tests generated process-level evidence of how students decomposed problems and constructed solutions, rather than correctness alone, while semi-structured interviews triangulated the reasoning strategies observed in students' written work. Document analysis of summative exams characterized the cognitive demands of assessment practices. Data were analyzed through Miles, Huberman, and Saldana's interactive model: data condensation (coding based on HOTS indicators and CT components, data display (matrices comparing student performance across CT components), and conclusion drawing/verification through cross-checking across data sources. Findings revealed that students could only partially decompose problems, with weaknesses in abstraction and algorithmic thinking, while most summative exam questions were low-order and none assessed CT. This gap confirms the need for an integrated HOTS–CT assessment instrument, contributing a novel bridge between abstract mathematical reasoning and systematic computational reasoning, previously undocumented in Indonesian upper secondary mathematics assessment.
An Exploratory Quantitative Comparison of Nazrul, Tagore, and Humayun Ahmed: Shared Motifs, Contrasting Literary Geographies, and Life-Course Shifts S M Nazmuz Sakib
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.v4i2.9821

Abstract

This study develops a comparative quantitative reading of three major Bengali literary signatures: Kazi Nazrul Islam, Rabindranath Tagore, and Humayun Ahmed. The analysis uses datasets the researcher created through deep analysis of lexical, thematic, spatial, stylistic, work-level, and series-level measurements. Because the datasets use different units, the cross-author comparison is based primarily on within-author ranks, normalized concentration measures, and nonparametric statistics rather than pooled raw counts. Three novel relationships emerge. First, a harmonized set of 13 shared motifs shows a strong rank-order alignment between Nazrul and Tagore (Spearman ρ = 0.775, p = 0.0019, Benjamini–Hochberg q = 0.0056), but not between Humayun and either poet, suggesting a shared poetic motif backbone that later prose reorganizes. Second, Humayun’s distinctive motif profile shifts toward rain, moon, cloud, bird, and night, while his recurring place profile is unusually even (normalized Shannon entropy = 0.990), anchored in Dhaka, tea stalls, rooftops, rickshaws, rented flats, hospitals, and university space. Third, within 35 dated Nazrul entries, age is negatively related to revolutionary intensity (Spearman ρ = −0.539, q = 0.0014; Theil–Sen slope = −0.429 index points/year, 95% CI [−0.714, −0.167]) and positively related to romantic intensity (ρ = 0.573, q = 0.0013; slope = 0.400, 95% CI [0.200, 0.667]). A sensitivity analysis of the first 17 sequential collections additionally detects rising spiritual intensity with age. Tagore’s ten-work profile yields a first principal component that explains 61.8% of the variance and separates lyric-contemplative works from social-narrative works. The paper therefore proposes a data-derived model of Bengali literary modernity in which common motifs persist, but their rank, spatial anchoring, and genre function are reorganized across authors and historical moments. Results are exploratory because the inputs include analyst-coded and estimated measurements rather than a uniform raw-text corpus.
Exploring Instructional Practices for 2D Shapes Using TPACK-Based Cooperative Learning in the Malaysian Non-Formal Education Sector Dodi Kurniawan; Kholilatun Naili; Muhamad Imam Mutamaqin; Abdul Rahman Rizky Lubis; Rika Islidawahid
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.v4i2.9879

Abstract

Nonformal education in Sanggar Bimbingan (SB) plays a strategic role in facilitating Indonesian children's academic adaptation, mitigating culture shock, and building readiness for repatriation, although its practical implementation still faces challenges related to limited technological and pedagogical integration. This study explores the implementation of flat-shape geometry learning based on Technological, Pedagogical, and Content Knowledge (TPACK) through a cooperative learning model at Sanggar Bimbingan (SB) Sungai Mulia 5 Gombak, Malaysia. Data were gathered through observations of students' geometry learning processes at the learning center, followed by in-depth interviews with a mathematics tutor/volunteer and the center's manager. Data analysis involved data collection, data reduction, and conclusion drawing. This study used a descriptive qualitative approach, using in-depth interviews, observation, and documentation as data collection methods. The findings reveal that neither supporting technology nor advanced pedagogical strategies for flat-shape geometry learning have been implemented; however, the center can successfully apply cooperative learning. This study contributes by showing that nonformal education settings can adopt TPACK-based cooperative learning frameworks despite limitations in technology, content, and pedagogical execution. Furthermore, geometry learning in this community center serves a strategic function in mirroring formal schooling in Indonesia to reduce culture shock and establish students' academic readiness upon their return to the homeland.
From Concrete to Abstract: Mapping the Zone of Proximal Development through Dynamic Assessment and Scaffolding in Grade VII Algebra Learning Sindi Setiandari; Sahidi; Syamsulrizal
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.v4i2.9903

Abstract

This study mapped Grade VII students’ operational Zone of Proximal Development (ZPD) in algebra and examined score changes across a concrete–semi-concrete–abstract instructional sequence supported by differentiated scaffolding. This sequential explanatory mixed-methods study involved 32 students at SMP Negeri 11 Kabupaten Sorong during the 2024/2025 academic year, with data collected from February to April 2025. Instruments comprised a 20-item Algebra Diagnostic Test (Aiken’s V = 0.87; Cronbach’s α = 0.847), a graduated Dynamic Assessment Protocol, a scaffolding observation sheet, and semi-structured clinical interviews. We summarized quantitative data descriptively and analyzed them using paired Wilcoxon tests, while we analyzed qualitative data thematically and integrated them with the quantitative findings. Dynamic assessment classified 53.13% of students at Level 2, 25.00% at Level 1, 15.63% at Level 3, and 6.25% at Level 0. Mean scores increased from 52.34 at baseline to 81.88 after the abstract phase. Pairwise Wilcoxon comparisons were statistically significant (p < 0.001), with rank-biserial effect estimates ranging from 0.855 to 0.874. Qualitative findings showed differentiated scaffolding patterns across ZPD levels. The results provide preliminary evidence for the feasibility of the Z-CRA framework linking dynamic assessment, representational progression, and contingent scaffolding; controlled studies should examine causal effectiveness.

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