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Journal of Teaching and Learning Mathematics (JTLM)
Published by Universitas Muhammadiyah Malang
ISSN : jtlm@umm     EISSN : 3025745x     DOI : prefix 10.22219
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Teaching and Learning Mathematics covers problems. Research on the subject of Teaching and Learning Mathematics. Focuses on Information Technology-based mathematics teaching and learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 29 Documents
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Integration of Scratch Media in Mathematics Learning to Improve Computational Thinking Skills of High School Students Naim, Muhammad Ainun; Rizkiya, Nur Bella; Rahmatullah, Jindan
Journal of Teaching and Learning Mathematics Vol. 2 No. 2 (2025): Journal of Teaching and Learning Mathematics (January)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v2i2.37686

Abstract

With the vision of realizing Indonesia Emas in the current digitalization era, computational thinking skills are an urgent need in learning, including in mathematics. Scratch, as a mathematics learning medium, offers a relevant approach to developing students' computational thinking skills. This study aims to review the literature related to the use of Scratch as a mathematics learning medium to improve students' computational thinking skills. The methodology used is a literature study consisting of three stages: compilation, synthesis, and identification. Based on the results and discussion, it was found that Scratch has a significant influence in improving students' computational thinking skills. This is shown through the development of students' computational thinking skills by using Scratch as a mathematics learning medium. This study suggests the need for more research on the use of Scratch in mathematics learning to produce more innovative and optimal results. Thus, the integration of technology in mathematics learning can make a major contribution to improving the quality of education and students' readiness to face future challenges.
The Implementation of Ethnomathematics to Improve Cognitive Learning Outcomes on Integer Topics Yusrianto Yusrianto; Syamsulrizal; Heny Sri Astutik
Journal of Teaching and Learning Mathematics Vol. 4 No. 1 (2026): Journal of Teaching and Learning Mathematics (July)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v4i1.43809

Abstract

This study aims to explore the implementation of ethnomathematics in teaching integer concepts and to describe how this implementation supports the cognitive learning outcomes of seventh-grade students at SMP An-Nur Teminabuan. The study employed a Mixed Methods approach using an Embedded Mixed Methods (QUAL(quan)) design, in which the qualitative approach served as the primary method and the quantitative approach functioned as a supporting method. Qualitative data were collected through observations, interviews, and documentation, while quantitative data were obtained from students’ cognitive learning achievement tests. Qualitative data were analyzed using the interactive analysis model, whereas quantitative data were analyzed descriptively using the mean, maximum score, minimum score, and standard deviation. The findings revealed that the implementation of ethnomathematics was categorized as excellent, as indicated by the teacher’s successful integration of local cultural elements into the learning process and the high level of student engagement during classroom activities. Students demonstrated positive responses to ethnomathematics-based learning because the instructional materials were closely related to their cultural experiences. The test results showed that students achieved good cognitive learning outcomes, with a mean score of 81.73, a maximum score of 95, a minimum score of 60, and a standard deviation of 8.42. The integration of qualitative and quantitative findings indicates that ethnomathematics supports students’ cognitive learning outcomes by providing meaningful learning contexts, increasing student engagement, and strengthening conceptual understanding of integer concepts. Therefore, ethnomathematics can serve as an effective alternative instructional approach for creating contextualized, meaningful mathematics learning experiences that are aligned with students’ local cultural characteristics.
Integration of Local Wisdom in Mathematics Learning: Systematic Literature Review Magdalena Dhema; Mohammad Fitri; Maria Aprilia Venerani Gokun
Journal of Teaching and Learning Mathematics Vol. 4 No. 1 (2026): Journal of Teaching and Learning Mathematics (July)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v4i1.44599

Abstract

The integration of local wisdom in mathematics learning is gaining increasing attention as it helps bridge abstract mathematical concepts with students’ contextual experiences. Learning that incorporates local cultural values, practices, and artifacts not only enhances conceptual understanding but also strengthens cultural identity and the relevance of learning in everyday life. However, existing studies on this topic remain scattered, with diverse approaches, findings, and levels of effectiveness. Therefore, a systematic literature review is needed to identify research trends, implementation forms, and the impacts of integrating local wisdom in mathematics learning. This study aims to systematically analyze the integration of local wisdom in mathematics learning using a Systematic Literature Review (SLR) combined with bibliometric analysis. The data were obtained from the Scopus database, covering publications from 2019 to 2026 using the keyword "local wisdom in mathematics learning." Following the PRISMA framework, a total of 37 relevant articles were selected for analysis. The findings reveal that research on local wisdom in mathematics learning remains relatively limited but has shown a fluctuating increasing trend in recent years. The distribution of studies is dominated by Indonesia, which also serves as the central hub for global research collaboration in this field. Thematically, the studies primarily focus on the integration of local wisdom through ethnomathematics, traditional games, and contextual learning approaches. Furthermore, the integration of local wisdom has been shown to enhance students' conceptual understanding, learning motivation, engagement, and higher-order thinking skills. However, several challenges remain, including limited teacher readiness, lack of contextual learning resources, and uneven research distribution. Therefore, future studies should focus on underexplored regions and strengthen the design of culturally responsive and sustainable mathematics learning models.
Profile of Mathematics Reasoning of Junior High School Students in Solving Mathematical Problems Based on Auditory Learning Style La Sahija; Rizal Rizal; Wa Ode Nining Setiyawan; Aufal Kausar
Journal of Teaching and Learning Mathematics Vol. 4 No. 1 (2026): Journal of Teaching and Learning Mathematics (July)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v4i2.44752

Abstract

Mathematical reasoning is an important competency in junior high school mathematics learning, but learning and evaluation are still more focused on the final result than the student's thinking process. In addition, studies on the relationship between auditory learning styles and students' mathematical reasoning profiles are still limited, especially in revealing students' thinking processes in depth. This study aims to describe the mathematical reasoning profile of junior high school students based on auditory learning styles in solving mathematical problems. This study uses a descriptive qualitative approach with the subjects of six grade VII students of SMP Negeri 18 Buton, which consist of high, medium, and low hearing categories. Data were collected through learning style questionnaires, written tests, and semi-structured interviews, then analyzed using the Miles and Huberman models. The results showed that students in the high auditory category had more consistent reasoning skills in the aspects of making assumptions, mathematical manipulation, drawing conclusions, and checking the validity of arguments. Middle category students need verbal reinforcement at several stages, while lower category students experience difficulties in evaluative and argumentative aspects. This study emphasizes the importance of learning strategies based on verbal discussions, scaffolding, and multimodal assessments to optimally develop students' mathematical reasoning skills.
Analysis of Students' Mathematical Reasoning Skills In Problem-Solving Related to SPLDV Material Marlinda Indah Eka Budiarti; fitri Cahaya; Muhammad Guvron; Doriana Damaris; Nova Yuliani
Journal of Teaching and Learning Mathematics Vol. 4 No. 1 (2026): Journal of Teaching and Learning Mathematics (July)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v4i1.44778

Abstract

This study aims to analyze the mathematical reasoning abilities of first-semester Mathematics Education students in solving contextual problems on the topic of Systems of Linear Equations with Two Variables (SPLDV). This study employed a qualitative descriptive method with a sample of 14 students from Muhammadiyah University of Sorong. The research instruments consisted of three story problems based on real-life situations and triangulation interviews to validate the written test results. The analysis of mathematical reasoning ability was conducted based on the indicators of making conjectures, mathematical manipulation, providing evidence, and drawing conclusions. The results of the study indicate that the students’ mathematical reasoning ability achieved an average score of 69.4, with 43% in the high category, 21% in the moderate category, and 36% in the low category. Students in the high category were able to fully and accurately meet all mathematical reasoning indicators. Students in the moderate category were able to meet most of the indicators but still struggled with drawing final conclusions. Meanwhile, students in the low category struggled with transforming problems into mathematical forms, performing mathematical manipulations, and providing appropriate evidence. Based on the research results, it is recommended that instructors provide contextual problem-solving exercises more frequently and encourage students to write down the proof process and final conclusions to improve students’ mathematical reasoning skills.
Comparison of Empirical and Classical Probabilistic Reasoning In Solving High School Mathematics Problems: A Systematic Literature Review Endang Setyowati Mas Ula; Abdussakir; Elly Susanti
Journal of Teaching and Learning Mathematics Vol. 4 No. 1 (2026): Journal of Teaching and Learning Mathematics (July)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v4i1.44989

Abstract

Probabilistic reasoning is a fundamental competency in high school mathematics education, yet the comparative strengths and limitations of empirical (frequency-based, real-world data) versus classical (a priori, theoretical) probabilistic reasoning approaches remain understudied in the Indonesian secondary school context. This Systematic Literature Review (SLR) synthesises 25 peer-reviewed studies published from 2021 to 2025, supplemented by four methodological anchor studies (2012–2024), identified through a PRISMA 2020-compliant search of Scopus, ERIC, Google Scholar, and SINTA databases. Studies were screened against predefined inclusion/exclusion criteria and assessed for quality using the Mixed Methods Appraisal Tool (MMAT). Findings indicate that empirical reasoning significantly outperforms classical reasoning in probabilistic literacy and critical reading of statistical information from media sources (66.7% vs. approximately 15%), while classical reasoning is superior in procedural accuracy and conceptual depth, particularly in applying Bayes' theorem (58% vs. 10.6%). The transposed conditional bias affects more than 50% of participants in empirical contexts, while the equiprobability fallacy is more prevalent in classical settings. Both approaches yield comparable proportions of students reaching the reflective use metacognitive level (approximately 36%), but through distinct cognitive pathways. Integration of both approaches within non-routine problem-based learning environments is recommended to develop holistic probabilistic competency in high school studens
Efficiency Recipe: Optimization of Online-Offline Sales Combination for Maximum Net Profit of Gado-Gado MSMEs with the Simplex Method Indri Susilowati; Putri Jhahrotul Fitriana; Rifka Marako Nita; Laraib Aftab Khokhar
Journal of Teaching and Learning Mathematics Vol. 4 No. 1 (2026): Journal of Teaching and Learning Mathematics (July)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v4i1.45069

Abstract

This study aims to determine the production combination that produces maximum net profit in hodgy MSMEs through the application of the Simplex method on a linear program model. A quantitative approach with a case study was carried out on one hodgepodge MSME that sells online and offline. The model is formulated with two decision variables (number of online and offline portions) and four constraints: maximum number of portions (50 portions), service time (max. 450 minutes/day), gross profit (max. IDR 300,000), and the selling price. Data were collected through interviews, observations, and documentation. The optimization results showed that the optimal solution was achieved in the production of 50 offline portions and 0 online portions, with a maximum net profit of IDR 300,000 per day. These findings confirm that service time efficiency (offline: 5 minutes/portion vs online: 7 minutes/portion) is the dominant determining factor in production decisions, even though online selling prices are higher. Research proves that the Simplex method is effective in helping MSMEs make rational and data-driven production decisions
Profile of Cognitive Barriers of Students in the Transition from Arithmetic to Algebra in Learning Algebraic Form Dwi Roudhotillah; Fadhila Rizqia Dewi Putri; Baiduri Baiduri; Mayang Dintarini; Rabia Rasheed
Journal of Teaching and Learning Mathematics Vol. 4 No. 1 (2026): Journal of Teaching and Learning Mathematics (July)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v4i1.45100

Abstract

This study aims to analyze the cognitive barriers experienced by seventh-grade students in solving algebraic problems in a public junior high school in Malang Regency. This study uses a qualitative approach with a descriptive research type. The research subjects consisted of three seventh-grade students who were selected purposively based on indications of cognitive barriers in learning algebra. Data were collected through written tests on algebraic problems and in-depth interviews. Data analysis was carried out using the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results showed that students experienced four forms of cognitive barriers, namely: (1) lack of conceptual understanding, especially in distinguishing like terms and performing algebraic operations; (2) reasoning errors in formulating solution steps and interpreting algebraic problems; (3) use of inappropriate cognitive strategies, such as converting variables into numbers so they can be calculated; and (4) mental attitudes that do not support the learning process, such as low self-confidence, lack of thoroughness, and a tendency to rush in solving problems. These findings indicate that students still experience difficulties in making the transition from arithmetic to algebraic thinking. The implications of this research emphasize the importance of implementing learning strategies that emphasize conceptual understanding, the development of mathematical reasoning, the use of meaningful algebraic representations, and strengthening students' positive attitudes towards mathematics to minimize the emergence of cognitive barriers in algebra learning.
Socio-Ecological Problem Posing in Waste Context: Socio-Ecological Awareness and Mathematical Thinking of Preservice Mathematics Teachers Tina Rosyana; Tatag Yuli Eko Siswono; Abdul Haris Rosyidi; Sugi Hartono
Journal of Teaching and Learning Mathematics Vol. 4 No. 1 (2026): Journal of Teaching and Learning Mathematics (July)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v4i1.45163

Abstract

Socio-ecological issues increasingly require mathematics education to connect mathematical learning with sustainability-related problems encountered in everyday life. In this context, problem posing provides opportunities for students to formulate mathematical problems and to interpret socio-ecological phenomena through mathematical reasoning. This study aims to examine socio-ecological problem posing in waste contexts by investigating the mathematical problems posed by preservice mathematics teachers, the manifestation of socio-ecological awareness reflected in their responses, and their mathematical thinking patterns. This study employed an interpretive qualitative approach involving six sixth-semester preservice mathematics teachers enrolled in a socio-ecological mathematics education course at a teacher education institution in Cimahi, Indonesia. Data were collected through a problem-posing worksheet designed around waste-related issues in Cimahi City and analyzed using qualitative content analysis. The findings reveal that participants generated diverse and contextual mathematical problems related to landfill capacity, waste growth, waste reduction, and community-based waste management. Socio-ecological awareness emerged through ecological awareness, social awareness, socio-ecological interconnectedness, and solution orientation. Furthermore, participants demonstrated variations in mathematical thinking, particularly in identifying quantities, establishing relationships between variables, constructing mathematical representations, and engaging in systematic reasoning. The findings suggest that socio-ecological problem posing may help preservice mathematics teachers connect mathematics with sustainability issues and provide insights into how they interpret socio-ecological problems through mathematical thinking. These findings have practical implications for school mathematics teaching by demonstrating how socio-ecological problem posing can be used to connect mathematical concepts with authentic sustainability issues. Such activities may support students in developing mathematical reasoning, systems thinking, and awareness of environmental challenges through meaningful classroom contexts.

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