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International Journal of Research in Mathematics Education
Published by Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto
ISSN : 30251842     EISSN : 30257638     DOI : https://doi.org/10.24090/ijrme
Core Subject : Education,
Education Mathematics
AIM International Journal of Research in Mathematics Education (IJRME) is double blind peer-reviewed journal that aimed on scientific articles based on research in mathematics education field. SCOPE 1. Teaching and Learning in Mathematics 2. Curriculum Development of Mathematics Education 3. Assessment and Evaluation in Mathematics 4. Improving Pre-Services and In-Services Mathematics Teacher
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 40 Documents
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The Influence of High School Students' Mathematical Curiosity on Interest in STEM Learning Maqruf, Agus; Patunah, Siti; Sumiati
International Journal of Research in Mathematics Education Vol. 2 No. 2 (2024)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v2i2.12337

Abstract

The study had explored the influence of high school students' mathematical curiosity on their interest in STEM (Science, Technology, Engineering, and Mathematics) learning. Using a quantitative approach, the study had involved 271 students from various high schools, who had filled out a questionnaire regarding their level of mathematical curiosity and interest in STEM learning. Regression analysis had been conducted to identify the relationship between the two variables. The study's results had revealed a significant relationship between mathematical curiosity and interest in STEM learning, with a p-value of <0.05. This finding had indicated that students' mathematical curiosity had simultaneously influenced students' interest in STEM learning with several indicators that had significantly affected interest in STEM learning, namely the desire to detail information and enthusiasm for learning. The implications of these results had highlighted the importance of designing teaching strategies that could trigger students' mathematical curiosity to increase their engagement in STEM fields.
Analysis Ability Literacy Mathematics Reviewed from Self Efficacy Junior High School Students Nada, Yusrina Qotrun; Yulianto, Alfany Rahman; Iffah, Rona Dhiya Layli
International Journal of Research in Mathematics Education Vol. 2 No. 2 (2024)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v2i2.12354

Abstract

study in study This to explain about ability literacy mathematics participant reviewededucation from self efficacy. Research This aiming for analyze and describe ability literacy mathematicsbased on self efficacy participant educate with category high, medium, and low. Research Thisconducted at PKBM Homeschooling HSPG Purwokerto . Subject study this is participant educate 9thgrade of junior high school. Taking sample use propositional sampling with take subject in accordancewith topics developed. Data collection techniques with use questionnaire, test written, and interviews.While data analysis using analysis qualitative descriptive for describe in detail related ability analysismathematics reviewed from self efficacy. Research results mention that participant educate with selfefficacy tall own ability literacy good mathematics, thing that proven with results workmanshipsystematic questions. While the participantsstudents who have ability self efficacy currently own abilityenough math well, some indicator literacy mathematics can done with good although Still there aresome who haven't maximum. Then the participants educate with self efficacy low own ability literacyvery poor mathematics, thing that proven with less results in every indicator evaluation literacymathematics. Based on results study that self efficacy influence ability literacy mathematics participanteducate, because self efficacy play a role important in build belief participant educate in to his abilityin finish question mathematics .
The Effect of Resilience on Students’ Mathematical Logical Thinking Ability Yuliana, Dita Indah; Muhammad Aziz, Irsyad
International Journal of Research in Mathematics Education Vol. 3 No. 1 (2025)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v3i1.12030

Abstract

The ability to think logically is one of the essential skills acquired through learning mathematics, as it facilitates students in understanding material and solving problems in a rational manner. However, students often avoid working on mathematics problems due to the belief that mathematics is inherently difficult. To address this issue, students must develop positive attitudes such as self-confidence, persistence, perseverance, and optimism—traits closely related to resilience. This study aimed to examine the influence of mathematical resilience on students’ logical thinking ability in mathematics among eighth-grade students at SMP Negeri 2 Kutasari. This research employed a quantitative approach using a survey method. The population consisted of all eighth-grade students at SMP Negeri 2 Kutasari, totaling 219 students. A sample of 142 students was selected using the Slovin formula and simple random sampling technique. The research instruments included a resilience questionnaire and a logical thinking ability test. Data were analyzed using simple linear regression analysis. The results showed that mathematical resilience had a significant effect on students’ mathematical logical thinking ability. The coefficient of determination was 0.058, indicating that 5.8% of the variance in logical thinking ability was explained by resilience, while the remaining 94.2% was influenced by other variables not examined in this study.
Exploration Of Ethnomathematics In Traditional Tea Processing In Banyumas As A Source of Mathematics Learning Lestari, Budi; Bougeurra , Mohamed
International Journal of Research in Mathematics Education Vol. 3 No. 1 (2025)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v3i1.13343

Abstract

This study explored ethnomathematics within the traditional tea processing in Banyumas Regency, aiming to examine its potential as a source for mathematics learning and its integration into instructional design. A qualitative ethnographic approach was employed at two sites: a home industry in Menggala Village, which processes raw tea leaves into semi-finished product, and another in Pasiraman Kidul Village, which refines semi-finished tea into consumable tea. Data were collected through interviews, observations, and documentation. Interviews were conducted with home industry owners to understand their techniques and knowledge related to mathematical concepts. Observations focused on daily activities, tools, and processes used in tea production. Findings revealed the presence of mathematical concepts such as geometry, measurement, ratios, decay, and set theory across various stages of tea production. Ethnomathematical activities identified included measuring ingredients, designing tools, counting quantities, determining optimal locations, and explaining procedures, which highlighted the relevance of traditional knowledge in mathematics education.
Enhancing Junior High School Students’ Mathematical Understanding through Augmented Reality Media Using Assemblr Edu: A Development Study Mukaromah, Dwi Sofiatul; Kumala, Fitria Zana; Sardido, Joannah Mae C.
International Journal of Research in Mathematics Education Vol. 3 No. 1 (2025)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v3i1.13438

Abstract

Mathematical understanding ability is one of several basic mathematical abilities to be mastered and improved by students. Good mastery of this ability can support the development of advanced mathematical abilities. However, the students at SMPN 1 Paguyangan demonstrated low levels of mathematical understanding, which was partly due to monotonous lecture-based instruction and the rare use of interactive media to aid comprehension. This study aimed to develop Augmented Reality (AR)-based mathematics learning media using Assemblr Edu that were valid and effective in improving the mathematical understanding ability of ninth-grade students at SMPN 1 Paguyangan. The study employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results showed that the AR-based mathematics learning media developed using Assemblr Edu for the topic of "Three-Dimensional Shapes with Curved Surfaces" were declared valid and feasible, with scores of 80% from material experts, 91.6% from media experts, and 94.5% from mathematics teachers. Student responses were also positive, with average scores of 80.54% in the small group test and 78.48% in the field test. Furthermore, the pretest and posttest data were analyzed using an independent samples t-test, which produced a significance value of 0.000 (p < 0.05), leading to the rejection of H₀ and acceptance of H₁. The experimental group achieved an average N-Gain score of 0.771 (categorized as “High”), while the control group obtained a score of 0.357 (“Medium”), indicating that the developed learning media effectively improved students’ mathematical understanding.
An Analysis of Students’ Mathematical Problem-Solving Ability in Relation to Their Mathematical Anxiety: A Study of Grade VII Students at SMP Muhammadiyah Sokaraja Oktifiani, Shela; Rahmawati, Lily
International Journal of Research in Mathematics Education Vol. 3 No. 1 (2025)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v3i1.13454

Abstract

This study aimed to analyze the mathematical problem-solving abilities of seventh-grade students at SMP Muhammadiyah Sokaraja in relation to the mathematical anxiety they experienced. This research was conducted as qualitative field research, with data collected at SMP Muhammadiyah Sokaraja. The subjects of the study were students from Class VII B. Data were obtained through observation, interviews, and problem-solving tests. The tests were administered to assess students' mathematical problem-solving abilities, which were then categorized into three levels: low, moderate, and high. Students were subsequently observed and interviewed regarding their experiences of mathematical anxiety. These observations and interviews were conducted over three meetings. The findings revealed that students with low problem-solving abilities tended to experience mathematical anxiety in the form of difficulty speaking or trembling voices, dependence on peers, frequent help-seeking, dislike of mathematics, and heart palpitations. Students in the moderate category exhibited anxiety such as dizziness, heart palpitations, and fear of failure. Meanwhile, students in the high category of mathematical problem-solving ability tended to experience anxiety only in the form of worry or fear of failure.
The Effect of Applying the Peer Tutoring Model on Fifth-Grade Students’ Ability to Solve Mathematical Word Problems Amalia, Rizka; Hayati, Zikra; Herawati, Herawati
International Journal of Research in Mathematics Education Vol. 3 No. 1 (2025)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v3i1.13455

Abstract

Mathematics is one of the sciences that plays an important role in human life. Through learning mathematics, students are trained to think critically, logically, and systematically, as well as to solve the problems they encounter in daily life—many of which are presented in the form of mathematical word problems. Based on initial observations, students' ability to solve mathematical word problems is still relatively low. Therefore, efforts are needed to improve this ability, one of which is through the implementation of the peer tutoring learning model. This research used a quasi-experimental method with a pretest–posttest control group design. The population in this study consisted of fifth-grade students from public elementary schools in the Darussalam sub-district. The sample included 25 students from Ujong Kuta Public Elementary School and 7 students from Tanjung Selamat Public Elementary School. Data were collected using a mathematical word problem-solving ability test. Data analysis was conducted using the Independent Samples t-test via the SPSS application. Based on the analysis of the posttest scores, the Sig. (2-tailed) value was 0.003, which is less than 0.05. These results indicate that the peer tutoring model had a significant effect on the ability of fifth-grade students to solve mathematical word problems.
Artificial Intelligence in Mathematics Education: Trends, Challenges, and Opportunities Tang, William Ko-Wai
International Journal of Research in Mathematics Education Vol. 3 No. 1 (2025)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v3i1.13496

Abstract

This paper examines the transformative influence of artificial intelligence (AI) on mathematics education. It delineates the evolution of educational technology, progressing from basic computational tools to advanced AI-driven systems that enhance personalised learning experiences. The study highlights how AI adapt to individual student needs, increase engagement, and promote deeper understanding of mathematical concepts by analysing contemporary trends such as intelligent tutoring systems, automated assessments, and personalised learning platforms. Additionally, it explores the potential of AI to foster inclusive learning environments, particularly for students with special needs. The paper also considers challenges related to infrastructure, teacher preparedness, and equity in AI implementation, alongside future directions for research and innovation in the application of AI within mathematics education.
Investigating the Factors Contributing to Low Mathematics Performance in Tanzanian Ordinary Secondary Schools Deogratias, Emmanuel; Paulo, Heri
International Journal of Research in Mathematics Education Vol. 3 No. 1 (2025)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v3i1.13499

Abstract

This quantitative study aimed to investigate the factors contributing to low mathematics performance in secondary schools within Morogoro Municipality, Tanzania.. Relevant literatures reviewed on findings that emerged from different authors. The study involved in 3 secondary schools, 50 mathematics teachers and 150 students. These helped us to obtain numerical data through simple random sampling Data collection conducted by using questionnaires, then the data were analyzed using statistical package software (SPSS). It was found that teacher lack of professional training contribute to low performance in mathematics, inappropriate teaching methods effect on student’s performance in mathematics, class size contribute to low performance in mathematics,, teaching materials and use of ICT contribute to high performance in mathematics, appropriate using teaching and learning resources in teaching Mathematics contribute to high performance, parental educational status contributes to low performance in mathematics, students’ attitude towards mathematics contribute to low performance in mathematics, the teacher- student- relationship contribute positively or negatively towards low performance in mathematics subject, and classroom and school environment contribute either positively or negatively towards low performance in mathematics. These results have implication in improving performance in mathematics for students in secondary schools.
The Effectiveness of Visual Number Card Media in Enhancing the Counting Skills of Students with Mild Intellectual Disabilities Maimanah, Asnahul; Nugraha, Enung; Rachmiati, Wida
International Journal of Research in Mathematics Education Vol. 3 No. 1 (2025)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v3i1.13502

Abstract

This study aimed to examine the extent to which the use of pictured number card media influences the counting ability of students with mild intellectual disabilities at the Special School (Sekolah Khusus/Fauzan SKh) in Serang Regency.  the primary research question was whether the use of pictured number card media had a significant effect on the counting skills of students with mild intellectual disabilities at Fauzan Special School. The hypotheses of this study comprised a null hypothesis (Ho), which stated that the media had no effect on the students’ counting skills, and an alternative hypothesis (H1), which posited a significant effect. The study employed a pre-experimental method using a one-group pretest-posttest design. The population consisted of 23 students with special needs, from which a sample of 10 students with mild intellectual disabilities was selected. Data were collected through tests, observations, and documentation. The results, analyzed using the Wilcoxon Matched Pairs test at a significance level of 0.05, yielded ap-value of 0.005. Since this value was less than 0.05, the null hypothesis (Ho) was rejected. These findings indicated that the use of pictured number card media significantly improved the counting skills of students with mild intellectual disabilities.

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