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Arifta Nurjanah
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Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Tidar
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INDONESIA
Indonesian Journal of Mathematics Education
Published by Universitas Tidar
ISSN : 26543907     EISSN : 2654346X     DOI : https://doi.org/10.31002/ijome
Core Subject : Education,
Mathematics
Indonesian Journal of Mathematics Education is a scientific journal which publishes the research issues on mathematics and mathematics education, could be experiments, research and development, survey, etc. This journal is published twice a year in April and October.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 42 Documents
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Students' Mathematical Literacy in Solving PISA Model Questions: A Case Study of Systematic and Intuitive Cognitive Style Utama, Dikey Putra; Budiarto, Mega Teguh; Masriyah
Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v7i1.1332

Abstract

This research is a qualitative descriptive study that aims to describe the mathematical literacy of high school students with a systematic and intuitive cognitive style in solving PISA model questions. The cognitive style test, cognitive style inventory, and mathematics ability test were used to select research subjects. One student with a systematic cognitive style and one with an intuitive cognitive style were selected with equivalent mathematical abilities and the same gender. The results of the mathematical literacy test and test-based interviews were used to collect data on students' mathematical literacy. Time triangulation was used to test the credibility of the findings obtained. Data analysis techniques include data reduction, presentation, and drawing conclusions. The research results show that in formulating problems, systematic students identify the information obtained from the two questions in more detail and are more careful in understanding the questions, while intuitive students identify the necessary information to solve the problem in general. In applying problems, systematic students design and use strategies to find solutions, identifying known information from the problem first, while intuitive students create and use strategies to find solutions and solve problems using the concept of comparison. For the interpreting aspect, the two students reinterpreted the mathematical results they obtained into contextual problems, stated the truth of the answers they obtained, and provided arguments to support their answers.
The Impact of Implementing Guided Inquiry-Based Mathematics E-Worksheets Using the Blended Learning Method on Increasing Students' Critical Thinking Triyono, Ageng; Kusuma, Arie Purwa; Alghadari, Fiki; Wibowo, Teguh; Marhaeni, Nafida Hetty; Adnan, Mazlini
Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v7i1.1391

Abstract

The development of mathematics e-worksheets focused on forming critical thinking skills for class VII students is still very minimally carried out by teachers. This research is critical to test the effectiveness of guided inquiry-based e-worksheets implemented using the blended learning method in improving students' critical thinking abilities. The type of research was a quasi-experiment with a nonequivalent pretest-post-test control group design involving two subjects: the experimental group that applied guided inquiry-based e-worksheets and the control group that used other e-worksheets. Each subject group consisted of 18 students from one of the Yogyakarta boarding schools, which became the research population. Research data came from pretest and post-test results collected using critical thinking test instruments developed based on indicators from Facione (2018). Data analysis was conducted using a paired sample t-test followed by an independent sample t-test. The results of data analysis show: (1) there is a significant difference between the pretest and post-test results in the experimental group; (2) there is a significant difference between the results of students' critical thinking tests in the experimental and control groups; and (3) the difference in increasing critical thinking skills of students in the experimental group is higher than students in the control group. These results conclude that applying guided inquiry-based e-worksheets using the blended learning method is more effective than other e-worksheets when viewed from the aspect of increasing students' critical thinking abilities.
Exploring Students’ Statistical Reasoning through the Statistical Reasoning Learning Environment 'Adna, Syita Fatih; Parta, I Nengah; Anwar , Lathiful; Azhar, Farid; Darmawan, Puguh Andhia
Indonesian Journal of Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Mathematics Education (In Press)
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v8i2.2766

Abstract

This study aimed to (1) analyze students’ statistical reasoning achievement through the Midterm Exam in the Educational Research Statistics course, (2) evaluate lecturers’ adherence to Statistical Reasoning Learning Environment (SRLE) principles using the Statistics Teaching Inventory (STI), and (3) examine the relationship between students’ reasoning outcomes and SRLE implementation. Employing a descriptive quantitative-qualitative method with purposive sampling of one class, data were collected from exam results and STI responses. The findings indicate that students demonstrated strong performance in the aspects of Describing (approximately 89%), Organizing (75.8%), and interpreting data in the context of the t-test (71.6%). However, difficulties remain in the aspect of Representing Data, particularly in one-way ANOVA tasks that require Interpreting SPSS outputs, which only reached 64.4%. Meanwhile, the STI results show that lecturers’ adherence to SRLE principles falls within the moderate to high category (scale 3–5), especially in the application of contextual tasks and the use of real data, both receiving the highest score of 5. These results emphasize the need to enhance students’ skills in representing and interpreting complex data and the importance of consistent SRLE implementation to foster statistical reasoning development.
Improving Students’ Mathematics Learning Achievement Through a Culturally Responsive Teaching Approach Supported by Spinner Media Lasmiasih; Wanda Nugroho Yanuarto; Purwani
Indonesian Journal of Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v8i1.2866

Abstract

This study aims to improve the mathematics learning achievement of third-grade students at a public elementary school in Central Java, particularly on the topic of presenting data in tabular form, through the implementation of the Culturally Responsive Teaching (CRT) approach supported by a spinner media. The problem addressed in this study is the low level of students’ mathematics achievement, which was below the Minimum Mastery Criteria. This study employed a Classroom Action Research design using the Kemmis and McTaggart spiral model, consisting of planning, action, observation, and reflection stages. The results demonstrated a consistent improvement in learning achievement in each cycle. In the pre-cycle phase, the students’ average score was 65. In Cycle I, the classical mastery percentage reached 35% with an average score of 67. A significant improvement was observed in Cycle II, where the mastery percentage increased to 91% with an average score of 89. These findings indicate that the implementation of the Culturally Responsive Teaching approach, supported by spinner media, was effective in improving the mathematics learning achievement of third-grade students at the school.
Interactive Multimedia in Differentiated Learning: Improving Students' Mathematical Representation and Confidence Kartina, Tina; Sundayana, Rostina; Puspitasari, Nitta
Indonesian Journal of Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Mathematics Education (In Press)
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v8i2.2936

Abstract

This study investigates the role of interactive multimedia in differentiated learning to enhance students’ comprehension, mathematical representation, and self-confidence, while accounting for their diverse learning styles. The research involved 97 eighth-grade students at a public junior high school at Garut Regency, Indonesia, divided into four classes. A quantitative approach with a quasi-experimental design was employed, grouping students homogeneously and heterogeneously based on visual, auditory, and kinesthetic learning styles. Data were collected using mathematical comprehension and representation tests, as well as a self-confidence questionnaire. The results show improvements in mathematical comprehension by 17.59 points in homogeneous group and 16.86 points in heterogeneous group, and increases in representation ability by 13.08 and 12.41 points, respectively. Students’ self-confidence also increased in both groups, with a difference of 0.169 points. These findings indicate that interactive multimedia integrated into differentiated learning significantly enhances students’ cognitive and affective outcomes. In conclusion, multimedia aligned with students’ learning styles fosters an inclusive and adaptive learning environment, supports differentiated instruction, and strengthens students’ conceptual understanding and confidence.
AI-Enhanced Electronic Modules Bridge Mathematical Induction Learning Gap Sari, Mayang; Lestari, Isnawati Lujeng; Uripno, Gusti; Suprihatiningsih, Siti; Hariyanti, Firda
Indonesian Journal of Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Mathematics Education (In Press)
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v8i2.2988

Abstract

This study develops and validates AI-integrated electronic modules (e-modules) for instruction in mathematical induction. Mathematical induction requires sophisticated logical reasoning, yet students often struggle to master this proof technique. The research employed a systematic three-phase approach: analysis of learning challenges, design of e-module architecture with AI integration, and development using the Canva platform with integrated AI tools including Wolfram Alpha, Interactive Theorem Provers, and ChatGPT. Validation used a 4-point Likert scale across four primary dimensions, including material aspect, media aspect, language aspect, and learning aspect. Unlike traditional materials, these AI-integrated e-modules provide personalized feedback, adaptive learning pathways, and real-time diagnostic support tailored to individual student needs. Results demonstrate the potential of AI-enhanced educational technology in bridging the gap between complex mathematical reasoning and student comprehension.
The Effect of Culturally Responsive Teaching Supported by Gamification on Students' Critical Thinking Skills Ayu May Lestari; Kana Hidayati
Indonesian Journal of Mathematics Education Vol. 9 No. 1 (2026): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v9i1.2751

Abstract

The increasing demand for critical thinking skills in the Industrial Revolution 4.0 era highlights the need for innovative and contextually relevant teaching approaches in mathematics education. This study aims to examine the effect of a culturally responsive teaching approach supported by gamification applications on improving students' critical thinking skills. The research focuses on the topic of Systems of Linear Equations in Two Variables and integrates artifacts from the Sonobudoyo Museum in Yogyakarta to align with the local context. A quasi-experimental method with a one-group pretest-posttest design was employed. The sample consisted of 32 students selected through purposive sampling. Data were analyzed using a paired samples t-test after confirming normality (pretest p = .140 > .05; posttest p = .431 > .05). The results showed a significant improvement in students’ critical thinking skills, as indicated by a p-value of .000 < .05 and  9.993 < t-table = 3.467, leading to the rejection of H₀. The mean score increased from 22 (pretest) to 66.14 (posttest). In conclusion, the culturally responsive teaching approach supported by gamification applications significantly improves students' critical thinking skills.
Improving Numeracy Performance Through a Digitized 5-Minute Drill Mary Grace Campomayor
Indonesian Journal of Mathematics Education Vol. 9 No. 1 (2026): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v9i1.3093

Abstract

The continuous decline in numeracy performance among Filipino learners highlights the need for technology-supported instructional strategies. This study examined the effectiveness of a digitized 5-minute drill in improving learner’s numeracy skills in a public elementary school. Twenty-two learners (14 male, 8 female) participated in a quasi-experimental study using a reflexive comparison design. Pretest and posttest assessments aligned with the Mathematics curriculum were administered to measure changes in performance. Results revealed a statistically significant improvement in learners’ scores, with the mean increasing from 14.50 in the pretest to 16.09 in the posttest (p = .03 ). The findings suggest that short, consistent, and technology-assisted drills can effectively enhance learners’ mastery of the four fundamental operations. The study highlights the potential of digital timed practice as an accessible and scalable strategy for strengthening foundational numeracy skills in mathematics education. Further research may investigate other digital formats and examine their effects on higher-order mathematical competencies.
Problem-Based Learning with GeoGebra: Its Effect on Students’ Mathematical Reasoning and Self-Efficacy Muhammad Abroor; Wahyu Setyaningrum
Indonesian Journal of Mathematics Education Vol. 9 No. 1 (2026): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v9i1.3173

Abstract

This study investigated the effectiveness of the Problem-Based Learning with GeoGebra (PBL-GeoGebra) model in teaching systems of linear equations in two variables with respect to students’ mathematical reasoning and self-efficacy. Specifically, this study examines: 1) the simultaneous effectiveness of the PBL-GeoGebra model on students’ mathematical reasoning and self-efficacy, and 2) the difference in effectiveness between the PBL-GeoGebra and expository models. This quasi-experimental study employed a nonequivalent control group design involving Grade 10 students at a public senior high school in Sleman, Indonesia. The test instruments consisted of mathematical reasoning tests, self-efficacy questionnaires, and observation sheets. The data were analyzed using descriptive statistics and Hotelling's Trace MANOVA. The results at a significance level of  revealed that: 1) the PBL-GeoGebra model was simultaneously effective in improving students’ mathematical reasoning and self-efficacy ( ; and 2) there was a significant difference in effectiveness between the PBL-GeoGebra and the expository models ( ), with the experimental group demonstrating better mathematical reasoning and self-efficacy than the control group. These findings suggest that the PBL-GeoGebra model is more effective than the expository and support the integration of GeoGebra into PBL to enhance students’ mathematical reasoning and self-efficacy.
Mathematical Literacy and Its Teaching: Exploring the Understanding and Readiness of Indonesian Preservice Mathematics Teachers Sumbaji Putranto; Ibrahim
Indonesian Journal of Mathematics Education Vol. 9 No. 1 (2026): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v9i1.3375

Abstract

Mathematical literacy is a key 21st-century competency that enables students to solve mathematical problems across various real-world contexts. This study aims to explore preservice mathematics teachers’ understanding of mathematical literacy, their knowledge of teaching mathematical literacy, and their readiness to implement it in classroom practice. It also investigates the influence of gender, theoretical coursework, and teaching practice experience on these three aspects. The quantitative phase used a questionnaire as the data-collection instrument and involved 114 preservice teachers, while the qualitative phase included interviews with 10 participants. Quantitative data were analyzed descriptively and continued with independent samples t-tests, whereas qualitative data were analyzed through reduction, presentation, and verification to deepen the interpretation of findings. Preservice mathematics teachers in Indonesia showed a good understanding of mathematical literacy (M = 3.21), a very good understanding of mathematical literacy instruction (M = 3.37), and good readiness to teach mathematical literacy (M = 2.94). Independent samples t-test results revealed that gender had no significant effect (p > .05), theoretical coursework significantly influenced understanding of mathematical literacy (p = .016), and teaching practice experience significantly affected understanding of mathematical literacy (p = .020), understanding of mathematical literacy instruction (p = .037), and readiness to teach mathematical literacy (p = .043). These findings highlight the importance of integrating theory and practice in teacher education, through microteaching, lesson study, and field experiences, to strengthen preservice teachers’ professional competence in fostering mathematical literacy in the classroom.

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