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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 48 Documents
 1   2   3   4   5 
Exploration of Ethnomathematics at the Batu Tulis Site in Cipaku Village Purbalingga as a Mathematics Learning Resource Fuadin, Akbar; Jamous, Abdelillah
International Journal of Research in Mathematics Education Vol. 3 No. 2 (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.v3i2.13498

Abstract

This research aims to explore mathematical concepts present in historical artifacts at the Batu Tulis Site in Cipaku Village, Purbalingga, as a source of learning mathematics through an ethnomathematics approach. The research method used is qualitative with an ethnographic approach. Data was collected through observation, interviews, and documentation. Observations were conducted by the researcher. Interviews were conducted with two informants: the manager of the Batu Tulis Site in Cipaku Village, who is also a cultural expert. Documentation was carried out during the observation process. The results of the research show that the Batu Tulis Site in Cipaku Village contains numerous cultural elements, as evidenced by the many historical artifacts, each with its own philosophical significance. In addition to cultural elements, mathematical concepts were also identified, such as geometric shapes found in the iron fence (rectangle), tiles (square), and wooden wheels (circle). The concept of angles is present in the statue of Dewa Wisnu (acute angle), houses (obtuse angle), and pillars (right angle). The concept of three-dimensional shapes is found in the watu kenong (sphere), genthong (cylinder), and stone inscriptions (irregular shapes). Geometric transformation concepts are evident in the statue of Dewi Welas Asih (translation), wooden wheels (rotation), floral motifs (reflection), and gamelan instruments (dilation). The concept of sets is found in gamelan instruments. The concept of lines is present in the inscriptions on the stone. The concept of similarity is found in the entrance gate. In addition to cultural elements and mathematical concepts, ethnomathematical activities were also identified at the Batu Tulis Site in Cipaku Village, including play activities, design and construction activities, measuring activities, and location-determining activities. The discovery of these ethnomathematical activities at the Batu Tulis Site in Cipaku Village can be utilized as a source for learning mathematics.
The Effect of VAK (Visualization, Auditory, Kinesthetic) Learning Model Assisted by Baamboozle Game on the Mathematical Communication of Grade VIII Students at SMP Negeri 2 Sumpiuh Carribia, Nevada; Anter, Maria Cristine Joy V.
International Journal of Research in Mathematics Education Vol. 3 No. 2 (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.v3i2.13524

Abstract

This research was conducted because it was motivated by the low mathematical communication skills of class VIII students of SMP Negeri 2 Sumpiuh. With this low mathematical communication skills of class VIII students, based on the preliminary test conducted, a solution is needed. The purpose of this study was to determine whether there was an effect of the VAK (Visualization, Auditory, Kinesthetic) learning model assisted by the Baamboozle Game on the mathematical communication of grade VIII students at SMP Negeri 2 Sumpiuh. This study used quantitative experimental design research. This experimental design uses a quasi-experiment. This study has a population of 271. The research sample was class VIII D as the experimental class and class VIII B as the control class. The analysis of this study used the N-Gain test and the t-test. The results of this study indicate that the experimental class obtained an average N-Gain value of 0.6491, which means that the learning model in the experimental class is quite effective, while the control class obtained an average N-Gain value of 0.3661, which means that the learning model used is not effective. Then, based on the t-test calculation, on the N-Gain value between the two sample classes, a significant value of 0.000 <0.05 was obtained. It can be concluded that there is a difference in the average N-Gain value of the experimental class and the control class. so that there is an effect of the VAK (Visualization, Auditory, Kinesthetic) learning model assisted by the Baamboozle Game on the mathematical communication of grade VIII students at SMP Negeri 2 Sumpiuh
The Effect of The Two Stay Two Stray Learning Model Assisted by the Wizer.Me Application on the Problem-Solving Ability of Grade XI Students Sayekti, Triyas; Amrah , Aura Nawamadani
International Journal of Research in Mathematics Education Vol. 3 No. 2 (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.v3i2.13528

Abstract

This study aims to determine the effect of the Two Stay Two Stray (TSTS) learning model assisted by the Wizer.me application on the mathematical problem-solving abilities of class XI students at a vocational school in Banyumas Regency. This study was motivated by the low ability of students in solving mathematical problem-solving problems. This study uses a quantitative approach with a quasi-experimental design method of the Nonequivalent Control Group Design type. The subjects of the study consisted of two classes, namely the experimental class using the TSTS model assisted by Wizer.me and the control class using conventional learning methods. Each class consists of 25 students. The instruments used in this study were pretest and posttest essay tests arranged based on problem-solving indicators according to Polya. Data analysis techniques used normality, homogeneity, t-test, and N-Gain tests. The results of the t-test showed that there was a significant difference between the posttest scores of the experimental class and the control class, with a significance value of 0.000 <0.05. In addition, the average value of N-Gain in the experimental class was higher than that of the control class. Based on these results, it can be concluded that the TSTS learning model assisted by the Wizer.me application has a positive effect on improving students' mathematical problem-solving abilities.Keywords: Problem Solving, Two Stay Two Stray, Wizer.me, Mathematics
Discovery in Student-Centered Learning: The Essential Role in Guiding Students' Mathematical Reasoning and Proof Scristia; Herman, Tatang
International Journal of Research in Mathematics Education Vol. 3 No. 2 (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.v3i2.13568

Abstract

This study explores how a teacher focuses students' mathematical reasoning to advance instruction through the implementation of five mathematically productive teaching streams: guidance to student reasoning and proof, student mathematical discussion, working with selected student mathematical arguments, working with worksheets on the proof process. The findings suggest that discovery teaching, especially guidance to students reasoning and proof resulted in the implementation of teaching discovery in student-centered learning. This teaching highlights whose mathematics is centered in the classroom and whether the focus is on correct answers and procedures or on students' mathematical thinking and justification.
The The Influence of Self-Confidence on Students’ Mathematical Reasoning Ability at SMA Negeri 3 Purwokerto: Pengaruh Kepercayaan Diri terhadap Kemampuan Penalaran Matematis Siswa SMA Negeri 3 Purwokerto Salimah, Tobingatus; Sofiana Mardiyantiningsih
International Journal of Research in Mathematics Education Vol. 3 No. 2 (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.v3i2.14188

Abstract

Mathematical reasoning is a fundamental skill that students need develop in the process of learning mathematics. This skill is crucial, as one of the primary objectives of mathematics education is to enable students to apply reasoning in understanding mathematical forms and properties, perform mathematical manipulations to develop generalizations, construct factual knowledge, and articulate mathematical arguments and statements. Among the various factors that may influence students' mathematical reasoning ability, one of them is self-confidence. Students with a high level of self-confidence tend to exert greater effort in problem-solving, demonstrate persistence in overcoming difficulties, and are less likely to give up when faced with challenges in mathematics. This study aims to analyze and describe the influence of self-confidence on the mathematical reasoning ability of students at SMA Negeri 3 Purwokerto. The research employed a quantitative approach using a survey method. The study was conducted at SMA Negeri 3 Purwokerto with a population comprising 396 eleventh-grade students. The sample was selected through simple random sampling, using Slovin's formula, which resulted in a total sample of 199 students. Data were collected using two instruments: a questionnaire to measure the self-confidence variable and a test to assess students’ mathematical reasoning abilities. The findings indicate that self-confidence significantly influences students' mathematical reasoning ability. The degree of influence is reflected in the coefficient of determination (R²) value of 0.203, indicating that self-confidence accounts for 20.3% of the variance in students’ mathematical reasoning ability. The remaining 79.7% is attributed to other factors not examined in this study. These results highlight the importance of fostering self-confidence in students as part of efforts to improve their mathematical reasoning skills.
Factors Influencing Students’ Interest in Mathematics Olo Tomé, Agosto
International Journal of Research in Mathematics Education Vol. 3 No. 2 (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.v3i2.15196

Abstract

This study offers a fresh perspective on the perceptions of junior high school students toward mathematics learning in Timor-Leste, focusing specifically on seventh-grade students at Ensino Básico 3º Ciclo Santo António de Oe-Cusse. The research directly explores students’ learning experiences from their own viewpoint, which has rarely been documented in the educational context of the Oe-Cusse region. A descriptive qualitative approach was employed to understand the factors shaping students’ interest in mathematics. Eight students were purposively selected and asked to respond to the open-ended question: “What do you like about math lessons?” The findings reveal four main factors contributing to students’ enjoyment of mathematics: (1) clear teacher explanations that make the material easier to understand, (2) enjoyment of calculation activities such as addition, subtraction, and geometry, (3) the presence of games or puzzles that challenge concentration and creativity, and (4) awareness of mathematics’ relevance to daily life. These results indicate that students’ motivation to learn mathematics in this region is influenced by a unique combination of pedagogical, cognitive, and contextual factors, highlighting the importance of instructional approaches that integrate clear explanations, varied calculation activities, playful or puzzle-based elements, and real-world applications. This study provides valuable insights for developing mathematics teaching strategies that are tailored to the characteristics of students in Timor-Leste, particularly in border areas like Oe-Cusse, and opens avenues for further research on innovative teaching methods grounded in students’ perceptions and experiences.
EXAMINING ORDINARY LEVEL SECONDARY STUDENTS’ CONNECTIONS BETWEEN CLASSROOM-LEARNED MATHEMATICS WITH THEIR REAL-LIFE EXPERIENCES Deogratias, Emmanuel; Hezron, Majura; Lupeja, Thabita
International Journal of Research in Mathematics Education Vol. 3 No. 2 (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.v3i2.15203

Abstract

Mathematics is termed as difficult subject by most of the students in secondary schools and majority of them perform it poorly in their final examinations. This study investigated the extent at which ordinary level secondary students in Tanzania secondary schools connect classroom learned mathematics knowledge with their actual living experiences. The study was constructed in the lens of pragmatism approach of learning which penlights that in education students should be taught things which are practical to the real world and useful in their daily living environment. In this study, 220 ordinary level secondary students were randomly selected as the study sample. Questionnaires were used in data collection. The collected data was analysed through descriptive statistics using statistical graphs and percentages. The study revealed that secondary students in Tanzania rarely connect classroom learned mathematics knowledge with their actual living experiences and most of them failed to explain precisely how learned mathematical topics/knowledge are helpful in their day to day living experiences. The study recommends that classroom learned mathematics should be authentic to student’s real-life experiences.
Teachers’ Experiences with Students’ Learning Obstacles in Geometric Thinking: Insights from the van Hiele Framework Muhassanah, Nur'aini; Muhammad 'Azmi Nuha; Riski Aspriyani
International Journal of Research in Mathematics Education Vol. 3 No. 2 (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.v3i2.15429

Abstract

Understanding geometric concepts is often a challenge for students because it requires spatial thinking and deductive reasoning skills that develop gradually. This study aims to describe the barriers to student learning in geometric thinking based on teacher perceptions using van Hiele's theoretical framework. The research approach used was qualitative with a phenomenological design, involving 49 junior high school mathematics teachers from 35 schools across seven districts. Data were collected through questionnaires and in-depth interviews, then analyzed thematically. Interview data was collected from only six teachers selected through purposive sampling. The results of the study showed that students' learning barriers increased as their geometric thinking level increased. At level 0 (Visualization), the barriers were low (58.63%) because students were still able to recognize shapes visually. At level 1 (Analysis), the barriers increased to 64.61% (high category) because students had difficulty finding relationships between the properties of shapes. At level 2 (Informal Deduction), the barriers reached 72.48% (high category), especially in the use of formal mathematical language and the preparation of logical arguments. In addition, the results showed that epistemological barriers were related to weak mastery of basic concepts, ontological barriers were related to misclassification of geometric objects, and didactic barriers stemmed from external factors such as learning strategies and learning motivation. Overall, these results emphasize the need for contextual, tiered, and exploratory geometry learning designs to reduce learning barriers at every level of student thinking.

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