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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 3 July 2025" : 5 Documents clear
The effectiveness of problem-based learning assisted with the ethnomathematics-based Geocube e-module on problem-solving skills Sumaji, Sumaji; Widianingrum, Evi; Wanabuliandari, Savitri; Premprayoon, Kasem
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 3 July 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.v10i3.3228

Abstract

Problem-solving skills are essential in improving the creative, critical, and logical thinking skills needed in mathematics learning and daily life. This study aims to examine the effectiveness of problem-based learning (PBL)-assisted ethnomathematics-based Geocube e-module on problem-solving skills. This quantitative research applied a quasi-experimental design. The specific design applied in this research is the non-equivalent pretest-posttest control group design. The research sample consisted of 32 participants, all of whom were students involved in this study. Research instruments included test questions. The researchers analysed the data using a two-sample t-test for independent samples and an N-gain test. The results showed that the application of the PBL learning model assisted by the Geocub e-module based on ethnomathematics effectively improved problem-solving skills. It can be seen that (1) the average mathematical problem-solving skills of students in the experimental class were better than the control class, (2) there is an increase in the average of students' mathematical problem-solving skills after being taught the PBL model assisted by the Geocub e-module based on ethnomathematics. The researchers concluded that the implementation of PBL, assisted with the ethnomathematics-based Geocub e-module, effectively improved the mathematics problem-solving skills of the students.
Assessing cognitive obstacles in learning number concepts: Insights from preservice mathematics teachers Kania, Nia; Saepudin, Aep; Gürbüz, Ferit
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 3 July 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.v10i3.8638

Abstract

Persistent difficulties in learning abstract algebraic concepts—particularly among preservice mathematics teachers—continue to hinder students’ mathematical development. While prior studies have documented general misconceptions, few have grounded their analysis in comprehensive learning theories. Addressing this gap, the present study adopts the APOS (Action, Process, Object, Schema) theoretical framework to examine the cognitive obstacles encountered in understanding logarithmic, matrix, and quadratic function concepts. This qualitative study employed a descriptive case study design involving six preservice mathematics teachers with varying levels of mathematical ability (high, moderate, and low). Data were collected through written responses, semi-structured interviews, classroom observations, and cognitive mapping. The findings revealed that most participants were at the action stage, relying on procedural steps without deep conceptual understanding. Key cognitive obstacles included errors in applying logarithmic properties, difficulties integrating logarithms with matrices, and an inability to perceive systems of equations as unified entities. Group discussions proved effective in helping participants transition through the learning stages. Collaborative interactions enabled participants to identify errors, correct misconceptions, and strengthen conceptual understanding through reflection and validation. Furthermore, the use of visual tools, graphical representations, and real-world contexts supported deeper conceptual integration. This study underscores the importance of implementing APOS-based instructional strategies, including group discussions, exploratory exercises, and problem-based learning, to facilitate transitions between stages. The implications of these findings highlight the need for developing APOS-based diagnostic tools and innovative instructional designs to address cognitive obstacles effectively.
Evaluation of geometry skills: Integrating logic and drawing indicators through GeoGebra-based learning Hamidah, Hamidah; Kusuma, Jaka Wijaya; Chotimah, Siti; Senjayawati, Eka
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 3 July 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.v10i3.8802

Abstract

The problem in this study is to evaluate the improvement of students' geometry skills using the GeoGebra application by focusing on two key indicators: logical thinking and drawing skills. This study employs both quantitative and qualitative methods. In the first stage, quantitative data were collected through pretests and posttests to measure student geometry skill changes. In the second stage, qualitative methods were used to explore and validate the quantitative findings through geometry skill tasks and interviews. The research subjects were second-semester mathematics education students at Bina Bangsa University, selected using purposive sampling. The findings reveal that students who engaged in geometry learning with GeoGebra experienced significant improvement in both logical reasoning and geometric drawing skills. Students became better at visualizing geometric problems, constructing geometric figures accurately, and connecting visual information to logical reasoning processes. GeoGebra improved students’ ability to identify patterns, perform deductions, draw conclusions, and visually communicate geometric ideas. It is recommended that GeoGebra be complemented with mathematical writing and drawing activities in geometry instruction to strengthen further the logical and visual dimensions of students’ geometric thinking.
Emerging trends in mathematics assessment practices in Southeast Asia Puspitaningtyas, Apriliana Retno; Nurhasanah, Farida; Indriati , Diari
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 3 July 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.v10i3.8868

Abstract

Assessment in education has shifted from summative to formative models in recent decades, with technological advancements facilitating flexible implementation anytime and anywhere. Stemming from this phenomenon, this study aims to identify the trends in mathematics learning assessment in Southeast Asia through a systematic literature review (SLR) utilizing the PRISMA protocol. Articles were collected from the Scopus and ERIC databases, yielding an initial 1533 articles, which were then filtered to 39 final articles for analysis. The results indicate that Assessment for Learning is the most frequently studied assessment topic in the context of mathematics assessment in Southeast Asia (15 articles), with quantitative research dominating the methodologies employed (18 articles). The most prominent research objective is assessment for evaluation purposes (nine articles). Furthermore, junior high school and undergraduate levels are the most researched educational levels (10 articles each). Lastly, the Quizizz application is the most frequently discussed assessment practice in mathematics classrooms in Southeast Asia (two articles). The practical implication of these findings highlights the need for a study on the topic of assessment as learning in mathematics education. More effort is needed to make prospective teachers and teachers of mathematics utilize technology in assessment in mathematics learning.
An exploration of critical thinking stages of junior high school students in solving contradictory mathematical problems Agusman, Agusman; Purwanto, Purwanto; Rahardi, Rustanto
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 3 July 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.v10i3.8911

Abstract

Critical thinking is a fundamental competence in 21st-century education, particularly in mathematics, where students frequently encounter contradictory information that requires logical reasoning and reflective judgment. This study explores the stages of critical thinking among junior high school students when solving contradictory mathematical problems. A qualitative descriptive design was employed, involving two eighth-grade students from SMP Negeri 01 Sumber Pucung, Malang, who were selected based on their skeptical responses to illogical mathematical tasks. Data were collected through open-ended tests and interviews, then analyzed to capture reasoning patterns and problem-solving strategies. The findings revealed three distinct stages of mathematical critical thinking: (1) Initial Stage (interpretation), where anomalies are sensed; (2) Tracing Stage (analysis), where contradictions are identified; and (3) Global View Stage (evaluation and inference), where holistic reasoning and alternative solutions are proposed. Subject 1 demonstrated conceptual awareness, cognitive flexibility, and evaluative rigor, while Subject 2 showed procedural accuracy but limited inferential precision. These findings suggest that contradictory problems can serve as effective instructional tools for balancing procedural and conceptual reasoning. Practical implications highlight the need for integrating contradictory problems into mathematics instruction to promote metacognitive reflection. Future research should expand participant diversity, employ longitudinal and experimental designs, and explore affective dispositions influencing students’ critical engagement.

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