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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 123 Documents
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GeoGebra-based flipped learning model: An alternative panacea to improve students’ learning independency in online mathematics learning Ishartono, Naufal; Nurcahyo, Adi; Waluyo, Mohamad; Hanifah, Millenia; Razak, Rafiza Abdul; Sufahani, Suliadi Firdaus
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022
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.v7i3.18141

Abstract

Previous studies have tried to improve students' independence in online mathematics learning. However, the Flipped Learning model integrated with GeoGebra is scarce as none of the existing syntaxes accommodate the model. As the existing syntax is based on three phases: pre-class activity, in-class activity, and post-class activity. This research aims to develop GeoGebra-based Flipped Learning syntax to increase students' independence in learning mathematics. The main difference between the existing syntax and the developed one is the integration of GeoGebra in the pre-class activity. The integration is based on previous studies showing that using GeoGebra can improve student’s learning achievements. It research employed the Design-Based Research (DBR) model involving 125 second-year undergraduate students of a private university in Indonesia. The syntax results were obtained from the study, indicating an increase in the average value of student independence in learning mathematics based on learning independence, confidence, level of discipline, sense of responsibility, level of initiative, and self-control. This developed syntax is expected to help teachers streamline online mathematics learning.
Consequential implications of mathematics student teachers’ definitions of the function concept Malambo, Priestly
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022
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.v7i4.17146

Abstract

This article reports consequential implications of mathematics student teachers’ definitions of the function concept. The implications emanated from scrutiny of written definitions, and exploration of demonstrated ability to identify functions and translate them into different representations. A qualitative study characterized by a case study design was conducted. Four student teachers of mathematics education at a public university constitute the sample. Whereas the study site was conveniently chosen, the participants were a sub-sample in the principal study selected using extreme case strategy. Data were collected through semi-structured interviews preceded by student teachers’ written definitions of the function concept. Explorations of the written work and interview transcripts suggest that the student teachers’ definitions of a function were dominated by a narrow view that all functions are one-toone relations. Notwithstanding, the participants’ conception of one-toone functions was superficial. The student teachers’ flawed definitions of a function influenced their inability to correctly identify functions. Likewise, those definitions were consistent with the student teachers’ incapacity to translate functions accurately from one kind of representation into another. These findings underscore the necessity for mathematics teacher educators to facilitate student teachers’ development of correct definitions and appropriate concept images of the function concept.
Chronicling the experiences and beliefs of mathematics student teachers and their educators on their practices Olawale, Babawande Emmanuel; Hendricks, Winston
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022
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.v7i4.17979

Abstract

Understanding the experiences of those undergoing teacher education and their educators is central to pedagogical practices. While some studies have found that experiences and beliefs influence instructional decisions, others revealed that practice influences beliefs. Although the complexity of the relationship between conceptions and practice defies the simplicity of cause and effect, much of the contrast in the teachers’ instructional emphasis may be explained by differences in their prevailing views of mathematics. This study examined the experiences and beliefs of mathematics student teachers and their teacher educators on their practices. The study employed a qualitative research approach and a case study design; data was gathered using document reviews, observations, and interviews. For this study, seventy-five mathematics student teachers and six mathematics teacher educators were purposively sampled from three traditional South African universities. Data collected for this study were analyzed thematically. Research findings revealed that teacher education program positively influences mathematics student teachers’ beliefs of their practices. On the contrary, mathematics teacher educators’ educational background and teaching experiences contribute little to no to their teaching, making their practices authoritative. The study concludes that the emotional, relational, and moral viability of pedagogical methods is dependent on the experiences of those undergoing mathematics teacher preparation programs and their educators. As a result, development programs for mathematics teacher educators are critical for upskilling them in how to set up and manage more participatory classrooms.
Analysis of students’ mathematical communication skills in web-based geometry in space and plane learning Priatna, Nanang; EfridaMuchlis, Effie; Maizora, Syafdi
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022
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.v7i4.17498

Abstract

Mathematical communication skill in a mathematics learning process isa basic skill that must be possessed by students in developing the ability to think, reason, and solve problems. Especially in virtual learning, both online learning and blended learning, teachers must be able to conduct learning that built students' mathematical communication skills. Implementing web-based geometry in space and plane learning can be an alternative for forming mathematical communication skills with the aid of technology in today's virtual learning environment. This research aimed to examine 1) how web-based geometry in space and plane learning is implemented, 2) how students' mathematical communication skills are built through web-based geometry in space and plane learning, and 3) what learning alternatives need improvement to optimize students' mathematical communication skills. This research used a qualitative method with instruments in the form of lecturer activity observation sheet, student activity observation sheet, interview guide, and mathematical communication skills test. Data were collected through observation of learning implementation, mathematical communication skills testing, and interviews based on the test results. The data were analyzed with a descriptive technique. The results showed that 1) web-based geometry in space and field learning can be implemented by exploring with concept discussion on the activity pages, 2) web-based geometry in space and plane learning could help students explore ideas throughout the students' mathematical communication skills formation process, and 3) the learning could be improved by developing an HLT (hypothetical learning trajectory) using technology to develop a higher level of mathematical thinking ability.
Ethnomathematics study of bamboo woven model in Yogyakarta based on Liki design matrix and its integration in mathematics learning Sulistyawati, Eka; Radite, Ramadian
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022
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.v7i4.18170

Abstract

This study aimed to analyze woven bamboo models in Yogyakarta based on Liki Design. Liki Design was sand painting design which was analyzed by Paul Gerdes. This study also described the integration of the results analysis in school mathematics. This research is a qualitative with an ethnomathematics approach. The woven bamboo model was analyzed based on the stages of data collection through interviews, documentation and collection of audiovisual materials, data separation, data analysis carried out by determining the main motif, coding the woven motifs into a matrix, analyzing using Liki Design, and conducting assessments between raters to prove the validity of the results. Based on the results by analyzed of 13 woven bamboo motifs obtained 6 corresponding matrix models. The integration of research results can be done in 2 ways, namely as context and content. As a context, the results of the analysis of woven motifs could be used to teach the context of matrix orders, number motifs, matrix operations, and geometric transformations. While integration in terms of content, research results can be used as content for mathematical exploration and technological literacy in the learning process.
Student teachers’ conceptualizations of mathematical problem solving and the nature of their warrants Ndemo, Zakaria; Mtetwa, David K. J.
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022
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.v7i4.15303

Abstract

Absence of inquiry about meaning of mathematical objects learners deal with has permeated the school mathematics curriculum. Deep learning through questioning situations can be achieved if learners are helped to embrace the argumentation discourse in their problem solving efforts. This paper reports on a study that investigated linkages between the kinds of mathematical arguments constructed by students and the students’ grasp of the concept of problem solving. With the overall goal of teasing out such linkages a questionnaire that elicited likert-style and textual data was administered to 30 undergraduate and 5 postgraduate mathematics education students. The two data sources were triangulated with reflective interviews guided by students’ written responses and their validations on likert items. Descriptive statistics were applied to likert data and directed content analysis was used to analyze and interpret the qualitative data. The study concluded that students lacked appropriate conceptions of the notion of problem solving and in particular their thinking as reflected in their arguments that contradicted current understandings on the construct. The fragile grasp of the idea of mathematical problem solving uncovered by this study has the potential to inform mathematics instruction.
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. 

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