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INDONESIA
IndoMath: Indonesia Mathematics Education
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 26145103     EISSN : 26145111     DOI : http://dx.doi.org/10.30738/indomath
Core Subject : Humanities, Education,
Humanities Education
Indomath publishes theoretical or empirical studies related to specific teaching and learning in the field of Mathematics Education. Indomath received publications from teachers, lecturers, and students as well as from observers and researchers of mathematics education. The scope of scientific articles that can be published in Indomath is as follows: Mathematics Learning Model, Media Learning Mathematics Curriculum in Mathematics Teaching, Assessment and Evaluation in Mathematics Teaching, Ethnomatics in Mathematics Learning Design Didactical in Mathematics Learning Lesson Study in Mathematics Learning Single Subject Research in Mathematics Education
Arjuna Subject : Umum - Umum
Articles 79 Documents
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Review of Critical Thinking Ability as an Indicator in Solving Mathematical Problems Based on Representation Hijriani, Lailin; Siahaan, Meiva Marthaulina Lestari; Simamarta, Justin Eduardo; Salsinha, Cecilia Novianti; Mone, Ferdinandus
IndoMath: Indonesia Mathematics Education Vol 9, No 1 (2026): Vol 9 No 1, February 2026
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v9i1.183

Abstract

This study aims to describe student’s critical thinking ability in solving mathematical problems based on the type of representation used when solving the given problems. The study was conducted in 9th grade in junior high school in Kefamenanu, Timor Tengah Utara, NTT, Indonesia. Three respondents were selected from 28 students who were given a critical thinking ability test based on the completeness of their answers and then interviewed to clarify their answers. The instruments used in this study were test questions and interview guidelines. Test data obtained, has been analyzed based on Facione's critical thinking ability indicators which include interpretation, analysis, evaluation, inference, explanation, and self-regulation. The results showed that student with symbolic representation, fulfilled 4 indicators of critical thinking ability, namely interpretation, analysis, evaluation, and inference. Which means that symbolic representation tends to support deeper critical thinking indicators than visual or verbal. Where student with visual representation fulfilled the critical thinking skills indicators, namely analysis and evaluation. Meanwhile, student with verbal representation fulfilled 1 indicator, namely interpretation.
Problem-Based Learning with Deep Learning for Mathematical Reasoning in Vocational High School Students Proborini, Ellen; Asy'ari, Fajar Husain
IndoMath: Indonesia Mathematics Education Vol 9, No 1 (2026): Vol 9 No 1, February 2026
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v9i1.178

Abstract

Mathematical reasoning ability is an important skill that students need to have in order to analyze, compile evidence, and solve mathematical problems. The observation results show that the mathematical reasoning ability of grade XII students of SMK Wongsorejo Gombong is still relatively low. This could be caused by the application of passive learning models and less stimulation of higher-order thinking. The Problem-based Learning model is known as one of the effective learning models in maximizing reasoning and problem-solving skills. This study aims to determine whether there is a difference between the problem-based learning model with the Deep Learning, problem-based learning, and Direct learning approaches on students' mathematical reasoning abilities in mathematics lessons on geometric transformations. This study used 3 samples taken by random sampling method. The conclusion shows that the problem-based learning with Deep learning model provides better results than the problem-based learning and direct learning models, while the problem-based learning model provides better results than direct learning on students' mathematical reasoning abilities.
Diagnostic Analysis of Grade 11 Learners’ Errors in Trigonometric Function Graphs: A Mixed-Methods Investigation. Ronke Anifat Adebayo; Hanlie Botha
IndoMath: Indonesia Mathematics Education Vol 9, No 2 (2026): Article in Press
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v0i0.188

Abstract

Trigonometric function graphs are a central component of the secondary mathematics curriculum and underpin further learning in STEM disciplines. Yet learner performance in this area remains persistently weak, with errors commonly observed in examination contexts. This study investigated the types and underlying causes of errors made by Grade 11 learners when solving tasks on trigonometric function graphs. A mixed-methods design was adopted. Data were gathered from 150 learners through a researcher-developed Trigonometric Achievement Test, from which 30 scripts were subjected to detailed analysis, and semi-structured interviews with 15 learners provided complementary insight. Errors were classified using Newman’s Error Analysis Framework, and Radatz’s cognitive model was used to identify underlying causes. Findings revealed that comprehension errors (33%) and misconceptions (31%) were most common, followed by encoding errors (17%). Learners experienced difficulty with horizontal shifts, determining range and asymptotes, and reasoning graphically from symbolic expressions, often relying on procedural rather than conceptual strategies. The study concludes that reducing error prevalence requires diagnostic, concept-focused instruction that integrates visual and algebraic representations. It recommends use of error-analysis frameworks in classroom practice and professional support for teachers. Future research should examine the effects of conceptual intervention and technological tools on learners’ understanding of trigonometric graphs.
Impact of Guided Discovery Learning and Problem-Based Learning on Students’ Achievement and Locus of Control Lazuardi Nugroho; Mathilda Susanti; Fariz Budi Arafat
IndoMath: Indonesia Mathematics Education Vol 9, No 2 (2026): Article in Press
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v0i0.168

Abstract

Learning achievement is influenced by learning models and students’ locus of control. However, empirical evidence on the interaction between Guided Discovery Learning and Problem-Based Learning with locus of control is still limited, creating an urgent need for this study. Therefore, this research aims to investigate the effects of Guided Discovery Learning and Problem-Based Learning on students’ mathematics achievement by considering locus of control as a blocking variable. Using a quasi-experimental Randomized Complete Block Design, two groups of 32 seventh-grade students were assigned to GDL and PBL. Data from pretest–posttest instruments and an LoC questionnaire were analyzed using descriptive statistics and Two-Way ANOVA. Results showed that the learning model significantly affected achievement, while its interaction with LoC wasn’t significant, although I-LoC students performed better on average. These findings indicate that structured, supportive models like GDL and PBL can reduce LoC-related differences and emphasize the need for future mathematics instruction that promotes guided exploration and equitable learning environments.
Effects of Problem-Based Learning with Educational Games on Mathematical Problem-Solving Across Mathematical Anxiety Levels Kurnia Amalia; Samsul Maarif
IndoMath: Indonesia Mathematics Education Vol 9, No 2 (2026): Article in Press
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v9i2.207

Abstract

This study examines the impact of Problem-Based Learning (PBL) integrated with the Wordwall edugame on students’ mathematical problem-solving ability in trigonometry ratios based on their anxiety level. A quantitative quasi-experimental design was utilized with a pretest-posttest non-equivalent control group design involving 64 tenth-grade students in Jakarta. The experimental group underwent PBL integrated with Wordwall, while the control group received conventional treatment. Data were gathered through a mathematical problem-solving essay test grounded on Polya’s indicators and an anxiety questionnaire. The findings revealed that the experimental group attained a moderate N-Gain score (M = 0.53), whereas the control group demonstrated a smaller gain (M = 0.15). Statistical analysis indicated a statistically significant difference between the two groups (p < 0.001). Nevertheless, no significant differences were observed across anxiety levels or the interaction effect between treatment and anxiety level. These results suggest that PBL integrated with the Wordwall edugame consistently and effectively enhances students’ mathematical problem-solving ability across all anxiety levels.
Learners’ Perceptions of Marking Practices in Informal Mathematics Assessment: Evidence from Secondary Schools Eric Machisi; Mpho Gift Manamela
IndoMath: Indonesia Mathematics Education Vol 9, No 2 (2026): Article in Press
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v0i0.197

Abstract

This study examined learners’ perceptions of marking practices for informal mathematics tasks in 12 public secondary schools in the Pietersburg Circuit of the Capricorn South District, Limpopo Province, South Africa. Although previous research has extensively examined formative assessment and teacher feedback practices, limited studies have explored how learners perceive the effectiveness and usefulness of marking practices for informal mathematics tasks, particularly in under-resourced secondary school contexts. A mixed-methods survey design was employed to collect data from 125 secondary school learners across Grades 8–12. Data were gathered through an online questionnaire comprising Likert-scale and open-ended items. Quantitative data were analyzed using descriptive statistics, chi-square tests, analysis of variance, independent-samples t-tests, and Spearman correlation, while qualitative responses were analyzed thematically. The findings revealed that although self-marking was the most frequently used marking strategy in mathematics classrooms, most learners preferred teacher marking. Learners’ satisfaction with the marking system was positively associated with the frequency of teacher marking. No significant differences in perceptions of marking practices were found across grade levels, although perceptions differed significantly according to mathematics achievement level. Qualitative findings indicated that learners value consistent teacher marking, detailed explanatory feedback, supportive correction processes, and meaningful teacher involvement during feedback activities. The study concludes that while self- and peer-marking may support learner participation and self-regulation, regular teacher feedback remains central to learners’ confidence, understanding, and engagement in mathematics learning. The findings highlight the importance of balanced marking approaches and clear school-level feedback practices that support meaningful formative assessment in mathematics classrooms.
Enhancing Mathematical Pedagogy with TPACK-AI: A Study On Prospective Mathematics Teachers Siti Suprihatiningsih; E Erwin; Muhammad Firman Annur; Gusti Uripno; Margareta Rista; Ebenezer Bonyah
IndoMath: Indonesia Mathematics Education Vol 9, No 2 (2026): Article in Press
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v0i0.201

Abstract

This study aims to examine the level of competence of prospective mathematics teachers in integrating Artificial Intelligence within the Technological Pedagogical and Content Knowledge framework. The research focuses on analysing several knowledge domains, including Pedagogical Knowledge, AI-Technological Content Knowledge, AI-Technological Pedagogical Knowledge, and AI-Technological Pedagogical and Content Knowledge. A quantitative descriptive method was employed using a survey distributed to 110 prospective mathematics teacher students selected through purposive sampling  . The collected data were analysed using descriptive statistics based on percentages to determine participants’ competency levels across the measured indicators. The findings reveal that most participants demonstrate adequate competence in pedagogical knowledge, particularly in selecting appropriate teaching methods, adapting instruction based on student feedback, and considering students’ backgrounds and learning needs. In terms of AI integration, participants generally show positive familiarity and the ability to utilise AI tools for academic purposes and knowledge development. However, moderate responses were identified in areas involving advanced AI applications, such as assessment, classroom management optimisation, and real-time feedback. Overall, the results indicate that prospective mathematics teachers possess foundational readiness to integrate AI into teaching practices, although further training and structured support are necessary to enhance advanced AI-based pedagogical integration.
Junior High School Students' Conceptual Understanding of Flat-Sided Geometric Shapes through APOS Theory: A Qualitative Study Muh. Khaedir Lutfi; Endang Cahya Mulyaning A; Fitri Anisa Kusumastuti
IndoMath: Indonesia Mathematics Education Vol 9, No 2 (2026): Article in Press
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v0i0.192

Abstract

Research on students' difficulties in geometry has mostly emphasized errors and formula mastery, while fewer studies have examined how junior high school students construct three-dimensional geometric concepts through APOS theory. This qualitative descriptive study analyzes eighth-grade students' conceptual understanding of cubes and prisms in flat-sided geometric shapes using the APOS framework. Participants were 28 eighth-grade students in Tangerang Regency who had studied cubes and prisms. Data were collected through five open-ended diagnostic questions mapped to Action, Process, Object, and Schema indicators and through semi-structured interviews. The results showed that 10 students (35.7%) were at the Action stage, 9 students (32.1%) at the Process stage, 6 students (21.4%) at the Object stage, and 3 students (10.8%) at the Schema stage. Most students could apply formulas but had difficulty explaining why formulas worked, coordinating two- and three-dimensional representations, and integrating base area, height, volume, and context. The novelty of this study lies in using APOS as a diagnostic framework for identifying were students' cognitive construction stalls in junior high school three-dimensional geometry. The findings suggest that geometry instruction should include visualization, manipulation, and reflective explanation to support transitions between APOS stages.
Readability Open-Ended Problems: Effects on the Learners’ Achievement Level of the Grade 7 Learners on Sets Aimee Cadeliña Sumalpong; Douglas A Salazar; Jocelyn Amen Sumalpong
IndoMath: Indonesia Mathematics Education Vol 9, No 2 (2026): Article in Press
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v0i0.193

Abstract

This study investigated readability-based open-ended problems’ effectiveness in improving Grade 7 learners’ Mathematics achievement level on Sets. Employing a quasi-experimental pretest-posttest nonequivalent groups design, two intact classes were compared: an experimental group (n=10) exposed to readability-based open-ended problems and a control group (n=10) using conventional word problems. The open-ended problems were contextually realistic, calibrated to Grade 7 via Flesch-Kincaid Readability Test, and allowed multiple correct answers to accommodate diverse abilities. Pretests, posttests, and interviews assessed performance and perceptions. Results revealed significant improvement in the experimental group, with most learners reaching proficient and advanced levels, whereas the control group had fewer advanced achievers. Nonparametric statistical tests confirmed significant differences favoring the experimental group. Qualitative findings indicated increased confidence and engagement, particularly among low-performing learners. The study concludes that integrating readability-based open-ended problems fosters enhanced understanding and problem-solving skills and recommends blending them with conventional problems for a fuller problem-solving repertoire.

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