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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 129 Documents
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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.
Unravelling undergraduate mathematics students' understanding of derivatives Aniswita, Aniswita; Sepriyanti, Nana; Medika, Gema Hista
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 4 October 2024
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.v9i4.11267

Abstract

Derivatives are a significant concept in calculus; nonetheless, students' conceptual understanding remains inadequate.  Therefore, a conceptual understanding of this subject should be a priority.  This study aimed to elucidate the conceptual understanding of Mathematics Education students on the topic of Derivatives.  A qualitative approach was employed.  The participants in this study comprised 62 students enrolled in the Mathematics Education programme who completed the Differential Calculus course.  The instrument employed was a conceptual knowledge assessment comprising three questions that examined the definitions of derivatives, derivative theorems, and derivatives of implicit functions.  To investigate students' conceptual understanding, the researcher interviewed four students selected to represent each category for every topic.  The employed data analysis method was qualitative data analysis as per Miles and Huberman.  The findings indicated that the majority of students had not employed the correct notion.  Students encounter difficulties in determining the differentiability of a function at a certain point and in applying the rules of multiplication and differentiation to implicit functions.  It can be argued that students' conceptual understanding of derivatives was significantly deficient.
Optimising mathematics teaching practice in an ODeL context: A subject-specific supervisor’s perspectives Ngoveni, Mbazima Amos; Mphahlele, Ramashego Shila; Mphuthi, Gabriel Tshepo
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10, Issue 4, October 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.v10i4.7483

Abstract

Many student teachers in Open Distance e-Learning (ODeL) contexts struggle to develop strong teaching competencies, partly because supervision is often not subject-specific. This gap limits the quality of feedback needed to address discipline-related misconceptions. The study, therefore, examined how subject-specific supervision can optimise mathematics teaching practice in an ODeL environment.  A qualitative, multiple-case study was conducted with five student teachers, three from Mathematics and two from Natural Sciences & Technology, participating in the Mathematics Specialist-Supervisor Pairing Programme (SSPP). Data were generated through classroom observations, lesson analysis, field notes, and reflective feedback meetings, and were thematically analysed using Pedagogical Content Knowledge (PCK) as the guiding framework. Findings showed that subject-specific supervisors were able to identify and correct key misconceptions, including misuse of brackets, misunderstanding the distributive property, misrepresenting geometric fractions, and interpreting chemical equations arithmetically. Targeted probing, modelling, and immediate feedback helped student teachers refine both content knowledge and pedagogical strategies.  The study concludes that subject-specific supervision significantly enhances instructional quality in Mathematics and related STEM subjects within ODeL settings. It recommends institutionalising subject-specialist pairing models to strengthen student teachers’ PCK, improve feedback quality, and better prepare graduates for effective classroom practice.
An APOS analysis of preservice mathematics teachers’ understanding of limits of trigonometric functions Mangwende, Edmore; Chirume, Silvanos
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10, Issue 4, October 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.v10i4.10440

Abstract

This paper reports on an APOS analysis of first year undergraduate pre-service mathematics student teachers’ understanding of the Sine Limit Identity(SLI), , and its application in computing limits of trigonometric functions. It was a case study of sixty-eight pre-service mathematics teachers. The student teachers explored various ways of computing . They also learnt how to apply the SLI in evaluating limits of other trigonometric functions. In order to determine the participants’ level of understanding, the researchers analysed the participants’ responses to given test items, against a constructed genetic decomposition. The results of the study revealed that although more than half of the students could evaluate the sine limit, three quarters of them made some procedural, conceptual and extrapolation errors when applying the SLI in computing limits of related trigonometric functions. Based on the findings, the researchers recommended inclusion of visual computer applications like Geogebra as teaching tools for teaching limits of trigonometric functions. Such applications allow students to visualise relationships among variables. The researchers also recommended further research on teaching strategies that aim at improving the teaching of limits of trigonometric functions.
Exploring symmetry concepts through Hindu's weeding rituals: Ethnomathematics and ethnomodelling perspectives Parajuli, Kharika; Koirala, Bidya Nath Koirala
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10, Issue 4, October 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.v10i4.11014

Abstract

This study explores the concepts of geometric symmetry embedded in Hindu marriage ritual activities. A community-based descriptive ethnographic approach was employed in a Hindu-majority community in Pokhara, Kaski District, using local participants’ experiences and the researchers’ lived observations. Data were collected through observations, field notes, photographs, videos, and reflective insights, and analyzed using a data reduction process to generate meaningful themes. The findings reveal that Hindu marriage rituals incorporate diverse symmetry concepts and properties, including vertical and horizontal lines of symmetry, infinite lines of symmetry, as well as rotational and translational symmetry. These forms of symmetry align with key topics taught in school geometry. The results demonstrate that mathematical ideas, particularly geometric symmetry, naturally emerge from traditional cultural practices, supporting culturally responsive teaching and learning. Integrating Hindu ritual practices into classroom instruction can enhance students’ and teachers’ conceptual understanding through visualization and contextualization, while providing accessible and well-designed learning resources. Furthermore, such integration promotes creativity, critical thinking, and entrepreneurial skills, contributing to engaging and meaningful learning experiences. The study highlights a strong connection between cultural traditions and formal geometric concepts, and have practical implications for teachers, students, and policymakers in developing context-based teaching strategies, curriculum reforms, and professional development programs.
Exploring Buginese ethnomathematics in Saoraja La Tenri Bali to foster cultural intelligence Aras, Andi; Sudirman, Sudirman; Zahrawati B, Fawziah
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10, Issue 4, October 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.v10i4.11788

Abstract

Mathematics is often taught without sufficient cultural context, resulting in limited relevance and student disengagement. To address this issue, integrating ethnomathematics into mathematics instruction is essential for enhancing both mathematical understanding and cultural intelligence. This study explores the mathematical concepts embedded in the architectural design of the Saoraja La Tenri Bali, a traditional Buginese house, and examines its potential as a culturally grounded learning resource. Using a qualitative descriptive design with an ethnographic approach, data were collected through observations, documentation, and in-depth interviews, and analysed using Spradley’s ethnographic model. The findings identify various mathematical concepts, including linear equations (parallel, intersecting, and perpendicular lines) and geometric transformations (reflection, translation, rotation, and dilation), reflected in the house’s architectural structure. These mathematical elements are closely intertwined with Buginese philosophical values such as sipakalebbi, sipakaraja, sipakatau, and sipakainge, which emphasise mutual respect and social harmony. The study highlights that integrating traditional architecture into mathematics education can strengthen mathematical reasoning while fostering students’ cultural intelligence. Therefore, culturally responsive learning models that incorporate local wisdom are recommended to support both academic achievement and intercultural competence.
Praxeological analysis of junior secondary students’ epistemological obstacles in algebraic operations Jatisunda, Mohamad Gilar; Hoon, Teoh Sian; Jamilah, Jamilah; Rohimatunissa, Dela
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10, Issue 4, October 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.v10i4.13374

Abstract

This study investigates junior secondary students’ epistemological obstacles to learning algebraic operations through a praxeological framework grounded in the Anthropological Theory of the Didactic (ATD), with Didactical Design Research (DDR) as the conceptual orientation. Diagnostic algebra tasks and semi-structured interviews were administered to six seventh-grade students in Indonesia to examine their algebraic techniques and justifications. Students’ written and verbal responses were analysed by reconstructing tasks (T), techniques (τ), technologies (θ), and theories (Θ). The findings reveal that students generally exhibit procedural fluency in routine tasks, such as simplification and distributive expansion. However, substantial epistemological obstacles arise in tasks that require justification, relational interpretations of equality, variable generalisation, and contextual transfer. These obstacles are characterised by a misalignment between students’ correct techniques and weak or absent justificatory discourse, indicating that procedural correctness does not consistently reflect conceptual understanding. This study contributes to mathematics education by offering a fine-grained praxeological analysis that makes epistemological obstacles often overlooked in error-based analyses visible. By distinguishing students’ actions from their justifications, the study clarifies the structural nature of algebraic difficulties and identifies instructional directions that emphasise relational equality, explicit justification, and stable conceptions of variables to support deeper structural and theoretical understanding of algebra.
Students’ instrumental understanding in solving spatial mathematical problems across levels of mathematical ability Sukowati, Berliani Ardelia; Masduki, Masduki
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 4 October 2024
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.v9i4.13832

Abstract

This study explores students’ instrumental understanding of spatial geometry problems, accounting for differences in initial mathematical ability. Many students tend to solve geometry problems procedurally without sufficient conceptual understanding, while research that examines explicitly instrumental understanding in spatial contexts remains limited. A qualitative case study design was employed involving 25 eighth-grade students from a public junior high school in Pagar Alam City, South Sumatra. Data were collected through written tests and in-depth interviews with six students representing high, medium, and low levels of mathematical ability. The analysis was guided by four indicators of instrumental understanding: recalling concepts, identifying concepts, selecting appropriate solution strategies, and representing concepts visually and in written form. The findings indicate apparent differences across ability levels. Students with high initial mathematical ability consistently fulfilled all four indicators across various spatial geometry problems. In contrast, students with medium and low ability demonstrated partial fulfilment of the indicators, particularly in topics such as cylinder volume and triangular prisms. These results suggest that students’ initial mathematical ability plays a crucial role in the development of instrumental understanding. Therefore, differentiated instructional strategies aligned with students' ability levels are recommended to support balanced procedural and conceptual learning in spatial geometry.

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