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Arifta Nurjanah
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ijome@untidar.ac.id
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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
 1   2   3   4   5 
Funnctional Thinking Processes of Maritime Vocational Students with and without GeoGebra Luthfiana Tarida; Dedeh Suryani
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.v9i1.3530

Abstract

Functional thinking has been recognized as an important mathematical competence for maritime students because it can support the understanding of relationships among variables involved in navigation and shipping safety. However, research examining how this competence develops through mathematical problem-solving, particularly with and without the support of dynamic technology in vocational higher education, remains limited. This study investigated differences in the functional thinking processes of maritime students when solving mathematical problems with and without GeoGebra. This study employed a qualitative comparative design involving two participants from the Nautical Study Program who were purposively selected based on their relatively homogeneous mathematical ability, as indicated by the smallest difference in their mathematics test scores. Both participants completed non-routine linear interpolation tasks followed by task-based interviews. Data were analyzed comparatively based on aspects of functional thinking. Both participants were able to identify and represent the relationship between cargo space height and cargo capacity. Differences were observed in the extent to which they generalized and evaluated this relationship. The findings provide preliminary evidence that different representational environments may be associated with distinct pathways of functional thinking. This study contributes to the limited body of research on functional thinking in maritime vocational education by providing an initial description of students’ reasoning processes and by highlighting the potential of GeoGebra as a dynamic representational tool for exploring functional relationships in authentic maritime contexts.
Combinatorial Thinking in Mathematics Classrooms: A Systematic Literature Review on Current Trends and Pedagogical Implications Gusti Uripno; Puji Rahayu; Edy Nurfalah
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.v9i1.3728

Abstract

Combinatorial thinking, the cognitive capacity to systematically enumerate, structure, and reason about discrete arrangements, constitutes a foundational yet persistently challenging domain in mathematics education. This systematic literature review (SLR), conducted in accordance with the PRISMA 2020 guidelines, synthesises 15 empirical and theoretical studies published between 2004 and 2021. Four research questions guided the review: (RQ1) What research trends characterise the field in terms of educational level, methodology, and topical focus? (RQ2) What cognitive strategies do students employ, and what difficulties do they encounter? (RQ3) What pedagogical implications and instructional recommendations does the literature yield? (RQ4) How do digital tools and technology-mediated contexts support combinatorial thinking development? Findings indicate that higher-education qualitative research dominates the field, organised around a coherent programme centred on Lockwood's model of combinatorial thinking. Key cognitive strategies identified include systematic listing, the set-oriented perspective, equivalence thinking, and guided reinvention of counting formulas. Persistent difficulties centre on inconsistent application of the multiplication principle and category confusion between ordered and unordered selection. Pedagogically, the review endorses guided reinvention sequences, multiple-solution tasks, and explicit verification-strategy instruction. Technology, particularly outcome listing environments and online reinvention tasks, emerges as a meaningful scaffold when aligned with deliberate instructional design.

Page 5 of 5 | Total Record : 42

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