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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 3 Documents
 1 
Search results for , issue "volume 11, issue 2, april 2026" : 3 Documents clear
Nearpod-assisted PBL enactment within the TPACK framework: Transforming mathematics learning to enhance problem solving skills and digital literacy Hafsah Adha Diana; Nadya Syifa Utami; Fatimah Fatmawati
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 11, Issue 2, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v11i2.14386

Abstract

Technology integration in mathematics learning requires a theoretically grounded design rather than simple digital adoption. Within the Technological Pedagogical and Content Knowledge (TPACK) framework, Problem-Based Learning (PBL) represents pedagogical knowledge, and Nearpod represents technological knowledge. This study does not propose a new model; instead, it operationalizes TPACK through a structured instructional enactment that aligns statistical content, PBL inquiry phases, and Nearpod affordances. A quasi-experimental pretest–posttest control group design was employed with twelfth-grade students. Baseline equivalence between the experimental and control groups was confirmed using an independent-samples t-test. Enhancement in mathematical problem-solving was analyzed using gain scores, independent-samples t-tests, and two-way ANOVA. Results revealed a significant difference in scores gained between groups. A significant main effect of the instructional approach and an interaction effect with initial ability were found. Digital literacy also differed significantly between groups. These findings demonstrate that TPACK becomes instructionally meaningful when statistical content is transformed through structured inquiry and technology-mediated representation, although students’ initial mathematics ability moderates’ effectiveness.
Enhancing critical thinking through differentiated challenge-based STEM context learning integrated AI-Website: An analysis of adversity quotient Wahid Jauhari; Adi Satrio Ardiansyah; Eny Agustianingsih
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 11, Issue 2, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v11i2.14507

Abstract

Society 5.0 transforms education, urging students to develop their critical thinking for complex problems. Indonesia's low proportion of students with these skills highlights the need to develop learning innovations. Beyond innovations, this research also considers affective factors like the Adversity Quotient in their impact on critical thinking. On the other hand, there has been no research that integrates Challenge-Based STEM Context Learning, AI-Websites, and differentiated learning simultaneously and examines the influence of AQ within that framework. Therefore, this study aims to determine the effectiveness of differentiated CBL-STEM Context learning integrated by AI-Website to improve critical thinking skills, analyze the influence of AQ on critical thinking skills, and describe those critical thinking skills based on the students' AQ categories. This research used a mixed-method with a sequential explanatory design in all eighth-grade students at one of the state junior high schools in Semarang, represented by two sample groups. Conducted over four weeks, it collected quantitative data through tests and questionnaires, and qualitative data via interviews. Quantitative data were analysed with R software, while qualitative data were condensed and compared to assess critical thinking skills indicators. The results show that the learning model effectively improved students’ critical thinking skills, with the experimental group achieving a 75.6% improvement. Regression analysis indicated that the adversity quotient contributed only 8.4% to critical thinking skills in this learning. Field interviews show students meet interpretation and analysis indicators across AQ categories, with differences in other critical thinking areas. This study suggests that similar research should include AQ differentiation in the learning process.
Modeling mathematical critical thinking and connection abilities as predictors of spatial ability in pre-service mathematics teachers Nurma Izzati; Aditiya Eka Nugraha
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 11, Issue 2, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v11i2.15073

Abstract

Spatial ability plays a crucial role in geometry learning, yet its cognitive predictors within higher education contexts remain underexplored. While prior research has established associations between spatial reasoning and mathematical performance, limited studies have examined the combined predictive roles of mathematical critical thinking and mathematical connection abilities within a single regression framework. This study investigates the structural predictive influence of these two cognitive constructs on students’ mathematical spatial ability among pre-service mathematics teachers. A quantitative explanatory correlational design was employed, involving all 23 students enrolled in a Spatial Geometry course at UIN Siber Syekh Nurjati Cirebon during the 2025/2026 academic year. The sample represented a census of the accessible cohort, as the entire population meeting the inclusion criteria was included. Data were collected using validated essay-based instruments aligned with established theoretical indicators. Multiple regression analysis was conducted after verifying statistical assumptions. The results indicate that mathematical critical thinking ability significantly predicts mathematical spatial ability (p = 0.001), and mathematical connection ability also demonstrates a significant positive predictive role (p = 0.000). Jointly, both predictors explain 81.1% of the variance in spatial ability (Adjusted R² = 0.811). These findings highlight the integrative contribution of analytical reasoning and conceptual linkage processes to spatial cognition and suggest that geometry instruction may benefit from systematically fostering critical thinking and mathematical connections.

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