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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 2 April 2025" : 5 Documents clear
Integrating Africanised play into digital learning of mathematics in the foundation phase Selepe, Mmakgabo Angelinah; Mphahlele, Ramashego Shila
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 2 April 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.v10i2.6342

Abstract

Africanised play is a pedagogical transformation that stresses integrating play pedagogies, African culture and digital learning within mathematical curriculum. This transformation contributes to learners developing problem-solving, mathematical, digital skills and appreciating culture. Given that, there still needs to be more knowledge on the integration of Africanised play into digital mathematics learning. This study is underpinned by Vygotsky's sociocultural theory, which argues that educators can use applications of the zone of proximal development and integrate cultural tools, mediated learning and social interaction to teach mathematics. The hermeneutic phenomenology research design was employed in a qualitative study. Data was generated using semi-structured interviews, document analysis, and non-participant observations from twelve educators from four primary schools in Limpopo. These educators were selected through homogenous purposive sampling. The data was analysed through interpretative phenomenological analysis on NVivo 12. The findings indicated that African games that integrate digital learning can teach counting, mathematical and problem-solving skills to Foundation Phase learners. However, there is a challenge of limited digital tools and experiences of planning lessons and implementations in their classrooms. This paper contributes the pedagogical and theoretical strategies of integrating Africanised play into digital learning of mathematics in the foundation phase.
The influence of gender disparities on high school students’ mathematics performance Awoniyi , Florence Christianah; Brenya, Ebenezer Kwame; Asomah, Richard Kyere; Donkor, Phyllis Bernice Kwarteng
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 2 April 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.v10i2.7052

Abstract

The differences in gender have consequence on mathematics achievement. Nonetheless, the dominance in the performance of mathematics with regards to both sexes remains skewed. Thus, the current study sought to measure the impact of gender disparities on mathematics performances and investigate the attitudes and perceptions towards the learning of mathematics in some selected senior high schools (SHS) in Ghana. A descriptive research design was employed. A total of 311 students were sampled using stratification approach. The analysis of the data was achieved using means, standard deviation and paired sample t-test. The findings show significant differences in both sexes’ perceptions and attitudes towards mathematics, with males having better perception and attitudes than females. Further, males exhibited superior mathematics performance to females on an account of the test administered. Finally, the study established that students’ mathematics background, learning environment, gender stereotype and career aspirations are factors that influence performance in mathematics at the SHS level. The study recommends heads of educational institutions to hire more female teachers to take up the teaching of mathematics with the view to modelling favourable high school female perceptions about mathematics. Implications for policy, practice and further research are addressed.
Effects of Buddy system on year 9 students’ mathematical discernments and performance Jamil, Siti Nur Amalina; Shahrill, Masitah; Sari, Yurizka Melia
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 2 April 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.v10i2.7058

Abstract

Cooperative learning is a student-centred approach that enhances engagement and understanding. This study investigates the effectiveness of the Buddy system, a cooperative learning strategy, in improving Year 9 students’ mathematical performance in converting between decimals, fractions, and percentages (DFP), and explores their perceptions of the system. Conducted in Brunei, where the Buddy system is relatively underexplored, the study employed a mixed-methods design using pre- and post-tests, questionnaires, and student reflection journals across three intervention cycles. Results showed an overall improvement in test scores, though a few students experienced slight score declines. Students generally viewed the Buddy system positively, citing peer guidance, emotional support, and collaborative learning as key benefits. While the findings support the system’s potential within this specific context, further research is needed to assess its applicability across subjects or educational levels.
EFA and CFA analysis: Development and validation of a test instrument for mathematical abstraction skills Ocy, Dwi Rismi; Sarifah, Iva; Riyadi, Riyadi
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 2 April 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.v10i2.7601

Abstract

Mathematical abstraction skills are fundamental for advanced reasoning and problem-solving; however, assessing these skills in senior high school students poses challenges due to the limited availability of validated instruments. This study aims to develop and validate a test instrument for measuring mathematical abstraction skills in Indonesian high school students. The instrument targets three hierarchical cognitive levels: perceptual abstraction, internalization, and interiorization. A quantitative approach was used, involving Exploratory and Confirmatory Factor Analysis (EFA and CFA) to establish construct validity. Content validity was first evaluated by 17 mathematics educators using Aiken’s V index, followed by expert judgment from five specialists. A field test with 507 students provided the dataset for analysis. Findings from EFA and CFA confirmed that the instrument exhibited strong construct validity and reliability, with clear alignment between items and the targeted abstraction levels. The internal consistency metrics demonstrated the instrument’s ability to reliably assess mathematical abstraction across cognitive hierarchies. This validated tool contributes to mathematics education by providing a reliable means for assessing abstraction skills, facilitating improvements in instructional strategies and student evaluations. Its potential applications extend to educational research and classroom assessments, offering educators insights into students’ reasoning processes to support deeper learning outcomes. 
The beauty of mathematics in Indonesian culture: An impactful and meaningful context in number patterns learning Khasanah, Binti Anisaul; Prahmana, Rully Charitas Indra; Adiputra, Sofwan; Arnal-Palacián, Mónica
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 2 April 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.v10i2.10441

Abstract

The integration of cultural heritage into mathematics learning remains underexplored, particularly in the context of Indonesian traditional arts. Existing mathematics curricula often overlook the potential of local cultural artifacts to contextualize abstract mathematical concepts. This study addresses this gap by investigating the mathematical structures embedded within Batik Lampung motifs, highlighting their novelty in representing numerical patterns through culturally significant designs. The primary aim of this research is to explore and analyze mathematical pattern concepts—specifically odd and even arithmetic sequences, square numbers, rectangular numbers, and constant sequences—within the Siger, Gajah, Pucuk Rebung, Sembagi, and Kapal motifs of Batik Lampung, while also uncovering their underlying philosophical meanings. Employing a qualitative ethnographic approach, the study collected data through visual documentation, direct observation, semi-structured interviews, and literature review. The findings reveal the presence of arithmetic sequences, square and rectangular number patterns, and constant sequences, each reflecting cultural values such as sustainable growth, balance, perfection, and continuity. These results underscore the potential of Batik Lampung as a meaningful and contextual medium for mathematics instruction. This study contributes to the development of culturally responsive teaching strategies aimed at enhancing students' mathematical understanding and motivation through the incorporation of local cultural heritage.

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