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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 137 Documents
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Uncovering metacognitive awareness and meaningful learning of prospective mathematics teachers after learning absolute value inequalities Wayan Rumite; Halil Arianto; Syamsinar Syamsinar
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 11, Issue 1, January 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v11i1.13391

Abstract

Learners who lack adequate metacognitive awareness and meaningful have the potential to work mechanically. The aims of this study is to uncover the characteristics and description of metacognitive awareness and meaningful of prospective mathematics teachers after learning absolute value inequalities and the involvement of intuitive and analytical thinking. This study uses a qualitative approach with an exploratory type. A total of 5 prospective mathematics teachers who were taking differential calculus courses were selected as subjects from 87 candidate subjects from two different universities in Indonesia. Data collection was carried out by administering tests and conducting semi-structured interviews. Data analysis in this study went through three stages, namely data reduction, data presentation, and drawing conclusions. The results of data analysis show that: 1) unaware and not meaningful, 2) aware but not meaningful, 3) unaware but meaningful, 4) aware and meaningful. In addition, a pattern of intuitive and analytical thinking was also found, whereby prospective mathematics teachers who were not conscious activated analytical thinking, while those who were conscious activated intuitive thinking.  These findings imply the importance of emphasizing mindful and meaningful during the learning process so that students can understand concepts holistically and deeply, enabling them to solve problems accurately.
Development of ethnomathematics-integrated android-based media for enhancing problem-solving skills in secondary geometry learning Hodiyanto Hodiyanto; Patrick Kyeremeh; Gemi Susanti; Veti Aprida; Hartono Hartono
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 11, Issue 1, January 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v11i1.13730

Abstract

Mathematical problem-solving abilities among junior high school students remain persistently underdeveloped, particularly in geometry instruction on prisms and pyramids, which frequently proceeds without interactive or culturally responsive media. Although interest in ethnomathematics-informed digital tools continues to grow, empirical evidence directly linking Android-based applications grounded in local cultural heritage to measurable gains in problem-solving at this level remains scarce. This study developed an Android-based m-learning medium integrating ethnomathematical elements into prism and pyramid instruction to enhance eighth-grade students’ mathematical problem-solving skills. The 4D Model (Define, Design, Develop, and Disseminate) was applied, and a small-scale pilot trial was conducted involving ten eighth-grade students at SMP Negeri 2 Pontianak. Expert appraisal yielded a composite validity score of 95.33%, practitioner and learner evaluations produced a practicality rating of 93.95%, and effectiveness testing revealed a statistically significant improvement, with mean scores rising from 51.11 at pretest to 90.83 at posttest (p = 0.00000034; Cohen’s d = 3.09). The integration of local cultural artefacts—notably ketupat, patlau, and pengkang—effectively bridged abstract geometric concepts with students' everyday experiences. Given the pilot nature of this study, the findings should be regarded as preliminary and not yet generalisable. Future research is encouraged to involve larger, more diverse samples and to employ controlled experimental designs to validate these outcomes more rigorously.
Differentiation, technology, creativity, and equity in gifted mathematics education: A systematic review Zahara Yuyun Nailufar; Budi Usodo; Riyadi Riyadi; Farida Nurhasanah
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 11, Issue 1, January 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v11i1.14045

Abstract

Gifted students in mathematics possess advanced cognitive abilities that often require instructional approaches beyond conventional classroom practices. However, existing mathematics education practices frequently fall short in addressing both the intellectual and affective needs of this population. This study aims to systematically map and synthesize mathematics learning strategies for gifted students reported in the literature over the past decade. Employing a Systematic Literature Review (SLR) guided by the PRISMA protocol, this study analyzed 17 empirical articles published between 2015 and 2025 in Scopus-indexed journals. The analysis combined thematic synthesis and bibliometric techniques to identify dominant instructional approaches, emerging trends, and research patterns. The findings reveal that technology-enhanced learning and differentiated instruction are the most frequently adopted strategies, followed by creativity-oriented instruction, enrichment, self-regulated learning, and acceleration. In addition, recent studies increasingly emphasize equity-sensitive and culturally responsive approaches, particularly in addressing the needs of twice-exceptional students and those from diverse socioeconomic backgrounds. These results highlight the multidimensional nature of mathematical giftedness and underscore the importance of flexible, inclusive, and evidence-based instructional designs. This review provides a conceptual foundation for curriculum development, educational policy, and teacher professional development aimed at optimizing meaningful mathematics learning for gifted students across diverse educational contexts.
Defragmentation of construction holes in students with high mathematical ability: Addressing “skipping steps” errors using scaffolding Liny Mardhiyatirrahmah; Dewi Rosikhoh
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 11, Issue 1, January 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v11i1.14077

Abstract

High-ability students generally excel in mathematics but frequently make "skipping steps" errors during complex problem-solving. These errors occur due to cognitive construction holes, where specific schemas are unconsciously bypassed, leading to incomplete final solutions. This study aims to identify and defragment these construction holes in high-mathematical-ability students using Level-3 scaffolding to restore complete cognitive processing.  A qualitative multiple-case study was conducted involving three high-ability eighth-grade students from three different middle schools. Data were comprehensively collected through written tests, semi-structured interviews, and observations. The analysis utilized cognitive mapping based on Polya’s problem-solving stages to pinpoint specific cognitive gaps.  Each student exhibited a "Skipping Steps" construction hole, omitting one or two essential schemas in the final stages. The application of Level-3 scaffolding successfully guided students to recover these missing schemas. It enabled them to self-detect errors, reconstruct their mathematical reasoning, and achieve accurate solutions while fully maintaining their procedural independence. Targeted conceptual scaffolding effectively remediates light construction holes in high-ability learners, ensuring problem-solving completeness without compromising their learning autonomy.
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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