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Department of Mathematics Education, Universitas Muhammadiyah Surakarta Pabelan, Kartasura, Kab. Sukoharjo, 57169 Provinsi Jawa Tengah, Indonesia
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JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Published by Universitas Muhammadiyah Surakarta
ISSN : 25033697     EISSN : 25412590     DOI : https://www.doi.org/10.23917/jramathedu
Core Subject : Education,
Mathematics
The JRAMathEdu (Journal of Research and Advances in Mathematics Education) is an open access and peer reviewed scholarly international journal devoted to encouraging the academic conversation of researchers in the field of mathematics education. The JRAMathEdu covers all the research topics on the technology in mathematics education, mathematics teachers development, special needs in mathematics education, educational psychology in mathematics education, and ethnomathematics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Volume 10 Issue 1 January 2025" : 5 Documents clear
Development of BRUSLE hologram augmented reality based on Android apps by Engklek ethno-games Learning Falah, Mochammad Faiz Nur; Rifqy, Muhammad Iqbal; Primrose, Ailsa Tsabita; Mukti, Taufiq Satria
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 1 January 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i1.4298

Abstract

Curved Side Spaces (BRSL) in learning need to be presented with learning media to make it easier for students to understand the concept. This research aims to produce learning media based on technology and cultural values. The media in question is (BRUSLE) an Android application that can be accessed via mobile with augmented reality hologram content and integrated traditional Engklek game in the learning process. Development research was conducted using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The development was carried out based on a needs analysis at MTs N 2 Malang grade 7 in 2023 Mathematics Subjects on BRSL material. The developed product was carried out content validity by 3 experts (media, mathematics learning, and practitioners / teachers) to continue the feasibility test. The first stage feasibility test was conducted on 29 students from MTs N 2 Malang while the second stage feasibility test was conducted on 32 students from MTs N 3 Malang. product quality is interpreted through student questionnaire feedback after taking part in learning with BRUSLE. The quality of the product was also tested on the test results of students' comprehension skills. Data presentation is descriptive to describe the entire series of development process. The products produced in the development research can be concluded that BRUSLE Android APPS based on Hologram Augmented Reality on Engklek ethno-game-based learning is feasible and effective to use to improve students' concept understanding.
Systematic literature review: Ethnomathematics research in Indonesia Iffah, Rona Dhiya Layli; Subanti, Sri; Usodo, Budi; Nurhasanah, Farida
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 1 January 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i1.5621

Abstract

Ethnomathematics research has developed globally, with significant contributions from various countries, especially from Indonesia. Indonesia has diversity and cultural richness that offers opportunities to strengthen its education system, especially in improving mathematical literacy by connecting learning materials with daily activities and cultural norms owned by students. This article presents a systematic literature review on ethnomathematics research in Indonesia. Ethnomathematics is the study of mathematical practices that grow and develop in the cultural context of local communities. This study aims to provide a clear picture of the development of ethnomathematics research in Indonesia, especially in terms of research year, research methodology, regional distribution, level of education, types of cultural products, and types of media used. This study uses a systematic literature review with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) rule with data sources from ERIC and Scopus. Data was collected without the criteria of the year, with the aim of finding out when ethnomathematics began to be developed in Indonesia. Next, this study differs from previous ethnomathematics systematic literature review studies, focusing on different research scopes, data sources, and objectives. The results show that ethnomathematics emerged in Indonesia in 2016. Utilising an ethnomathematics approach can improve students' mathematical literacy in Indonesia by using more comprehensive research methods (quantitative, mix-method, R&D) and focusing on examining the cultural richness of the Javanese tribes in Central Java, East Java, and DIY, which are still underresearched and through traditional cultural products. In addition, it is hoped that ethnomathematics research can be expanded to other levels of education other than junior high school and utilise digital learning media.
Modeling the antecedents of integration of ethnomathematical perspectives into geometry teaching among faculty: A logistic regression analysis Kyeremeh, Patrick; Awuah, Francis Kwadwo; Orey, Daniel Clark
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 1 January 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i1.6374

Abstract

The necessity for establishing links between school mathematics and students' personal lives and cultures, as enshrined in the ethnomathematics program, is being recognized and investigated in different regions across the globe. However, a comprehensive understanding of the antecedents that drive the integration of ethnomathematical perspectives into mathematics teaching among mathematics teachers is still limited. This cross-sectional survey aimed to address this gap by investigating whether the explanatory variables (such as gender, teaching experience, and religion) predict the mathematics teacher educators’ incorporation of the mathematics found outside of school into geometry teaching. We included a sample of 128 mathematics teacher educators in the survey through non-probability sampling. A logistic regression model was employed to analyze the data garnered using a web-based questionnaire. Based on the findings, all three explanatory variables (gender, teaching experience, and religion) did not predict mathematics teacher educators’ incorporation of mathematics found outside of school into geometry teaching. The findings would help key actors of mathematics education to re-examine their beliefs and practices about the incorporation of ethnomathematical perspectives into teaching that builds on students’ socio-cultural experiences. Implications for teaching and future research are reported.
The agency of mathematics clubs as panacea for efficacious pedagogical praxis: A grade 3 case study Hebe, Headman; Hebe, Gasenakeletso
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 1 January 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i1.6398

Abstract

Mathematics is, universally, considered the heartbeat of the Science, Technology, Engineering and Mathematical (STEM) education. Accordingly, the learners must be equipped with strong mathematical proficiency very early in life. This behoves mathematics practitioners to use various impactful pedagogical strategies. The bigger action research from which this paper derives investigated, through the use of qualitative and quantitative approaches, the potential of mathematics clubs as a strategy to improve learner performance in early childhood education (ECE).  Since there is already a published report on the bigger study, this paper focuses only on teasing out the factors that enabled the success of the maths clubs which participated in this study. The current study is essential because the literature reviewed underscores a paucity of research that focuses on factors enabling the efficacy of maths clubs. This  qualitative study relied on interviews with participant-teachers and observations by the field researcher. Vygotsky’s sociocultural framework and the Appreciative Inquiry model underpinned and guided the study. The findings of this study indicate the following as efficacy-enablers in maths clubs:  play-based pedagogy, code-switching, the use of real-life scenarios in pedagogy, learner independence in problem-solving, participant collaboration and small classroom sizes. The study advocates for more research on factors enabling effectiveness in maths clubs and challenges policy decision-makers to transform everyday classroom settings to model mathematics clubs scenarios.
Growth mindset in mathematics: A bibliometric analysis Metu, Chukwuemeka; Marbán, José Maria; Espina, Estefanía
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 1 January 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i1.6482

Abstract

A growth mindset is the belief that one's intellect and abilities may develop through effort. This mindset suggests that intelligence is not fixed but adaptable. With the continuous growth in literature on the growth mindset in mathematics, there is a need to investigate the current trends from a bibliometric perspective. To meet this need, the leading countries, source citations, author co-citations, and word co-occurrences were examined. A total of 317 articles were retrieved from the Scopus and Web of Science (WoS) databases spanning 2014–2023. The VOSviewer software was used to analyze the collected data. The United States was the leading contributor to growth mindset research, Frontiers in Psychology emerged as the major source of citations, with Dweck being the most cited author. The word co-occurrence map was grouped into different clusters. The Scopus database shows how belief systems shape mindsets and how motivation intersects with clinical and longitudinal investigations. WoS emphasizes the importance of interventions that narrow belief-achievement gaps, as well as the role of technology. These findings offer valuable insights into the expanding body of research on growth mindset in mathematics, paving the way for further research to explore interventions, cultural influences, and long-term effects on student outcomes.

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