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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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Research Trends and Thematic Evolution of Gamification in Mathematics Learning: A Scopus-Based Bibliometric Analysis, 2020–2025 Andre Simanjuntak; Wike Ellissi; Siti Suprihatiningsih; Gusti Uripno
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.v4i2.9922

Abstract

Gamification has been widely investigated in mathematics education, yet existing bibliometric reviews either predate the post-pandemic acceleration or address gamification in education at large, leaving the knowledge structure of the mathematics-specific literature unmapped. This study maps the productivity, collaboration patterns, and thematic structure of research on gamification in mathematics learning published between 2020 and 2025. We retrieved bibliographic records from Scopus on 20 May 2026 using a title-abstract-keyword query combining gamification and mathematics learning terms. We screened records using a four-stage procedure adapted from PRISMA 2020, and 456 documents from 266 sources met the eligibility criteria. We conducted performance analysis and science mapping using Bibliometrix in R and VOSviewer. Publication output grew at an average annual rate of 19.92%, rising from 50 documents in 2020 to 124 in 2025, with the sharpest acceleration occurring after 2022. Spain (32 documents), China (22), and Indonesia (22) were the leading contributors, although international co-authorship accounted for only 20.39% of the corpus, indicating limited cross-national collaboration. Thematic mapping positioned gamification, mathematics, and motivation, together with engineering education, teaching, and technology, as motor themes, whereas artificial intelligence, machine learning, and behavioural research occupied the niche quadrant. Trend-topic analysis indicates a recent shift toward STEM, engineering education, and computer-aided instruction. The study contributes a mathematics-specific knowledge map for the post-pandemic period and identifies AI-personalised gamification design and cross-national collaboration as the two most tangible research gaps.
Development of an Innovative Gamification and Augmented Reality Based Mathematics Learning Medium on Solid Geometry to Improve Elementary School Student’ Spatial Ability Supratman; Halidin; Mohammad Auza’i Aqib; Ansar
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.v4i2.9932

Abstract

Spatial ability is a critical foundation for geometry learning; however, teaching solid geometry in elementary schools still largely relies on static two-dimensional representations, making it difficult for students to mentally visualize three-dimensional objects. This study aims to develop an innovative mathematics learning medium that integrates gamification and Augmented Reality (AR) in solid geometry content to improve elementary school students' spatial ability and to examine its validity, practicality, and effectiveness. The study used a Research and Development (R&D) approach based on the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). A medium named "RuangKu AR" was developed by integrating AR-based 3D visualization of solid shapes with gamification elements (points, levels, badges, and leaderboards) designed on the basis of Self-Determination Theory to encourage active student engagement. Development results show that content experts, media experts, and language experts rated the medium as highly valid (average 92%), and teachers (91%) and students (89%) rated it as highly practical. The effectiveness test, conducted as a field trial using a one-group pretest–posttest design involving 30 elementary school students, showed that the medium effectively improved students' spatial ability (mean score increased from 58.4 to 84.7; N-Gain of 0.63, in the medium category). This study contributes an alternative mathematics learning medium that is contextual, interactive, and relevant to twenty-first-century learning needs, while also offering a solution to the limited availability of representative physical teaching aids in elementary schools.
Students’ Probabilistic Reasoning Under Mathematical Uncertainty: An Interpretive Study of Adversity-Related Responses Firda Hariyanti; Noor Alhuda Madzlan; Umi Hanifah; Hodiyanto; Fajriyah Rachmatika; Cahya Mar’a Salihah Sumantri
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.v4i2.9972

Abstract

Probabilistic reasoning requires students to interpret uncertain information, construct possible outcomes, justify conclusions, and regulate their thinking when difficulty arises. This study examined how adversity-related response profiles are reflected in students’ probabilistic reasoning under mathematical uncertainty. Using a qualitative multiple-case design, three Grade 8 students with contrasting Adversity Quotient (AQ)-related profiles completed two open-ended probability tasks followed by semi-structured interviews. We analyzed written responses and interview data within and across cases to examine interpretation, possibility construction, strategy development, mathematical justification, evaluation, and responses to difficulty. The findings showed no fixed correspondence between AQ-related profiles and the quality of probabilistic reasoning. Reasoning varied across tasks and representations, while persistence and solution checking became productive when they supported clarification, strategy adjustment, or evaluation. Cross-case analysis also showed that different representational approaches could support successful reasoning without forming a fixed AQ-based hierarchy. These findings informed an empirically grounded conceptual model linking probabilistic task demands, reasoning processes, responses to difficulty, and cognitive regulation, with AQ-related profiles positioned as an interpretive context rather than a causal predictor of mathematical performance. The study highlights the importance of supporting students in monitoring, justifying, and revising their reasoning under uncertainty.

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