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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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A bibliometric analysis on artificial intelligence in mathematics education Subroto, Prawidi Wisnu; Malik, Maulana; Raditya, Aji; Saputra, Nisvu Nanda
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 1 January 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.v9i1.2429

Abstract

The research on artificial intelligence in mathematics education has attracted much attention from researchers since the last decade. This study aims to provide holistic information about artificial intelligence in mathematics education research using bibliometric analysis. Data for the analysis were extracted from the Scopus database from 1986 – 2023. The analysis, conducted using R-packages (Bibliometrix) and VOSviewer software, identifies the relevant nations, affiliations, journals, articles, and keywords on artificial intelligence in mathematics education research. The study reveals that 565 documents have been published in 354 journals, with an average annual growth rate of 11.27%. These documents, on average, have received 14.61 citations each. The research field has engaged a total of 1,847 authors, with an average of 3.26 authors contributing to each document. Additionally, 17.17% of these publications involved international co-authorship, indicating a moderate level of global collaboration. Our findings reveal a growing interest in using artificial intelligence as an educational tools and methods, particularly in the United States and China, which lead in publication output and citations. The analysis also reveals emerging trends and research gaps. The keywords such as "virtual reality," "sustainable development," and "COVID-19" reflect recent research focus on artificial intelligence in mathematics education research. Meanwhile, the keywords such as "mathematical literacy," “assessment,” and "gamification" identified as underexplored areas, suggesting potential opportunities for future research on artificial intelligence in mathematics education research.
Improving communication, problem-solving, and self-efficacy skills grade-10 students through scientific approach based on discovery learning Rahmi, Cut Nadia; Jailani, Jailani; Chrisdiyanto, Endar
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 1 January 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.v9i1.2448

Abstract

Education plays an important role in creating a young generation to be able to compete in the era of globalization, one of which is through mathematics learning. The objectives of mathematics learning include mathematical communication, learning to reason mathematically, learning to solve problems, and learning to connect ideas. These abilities are abilities that students must have in facing global challenges. This study aims to determine the improvement of communication skills, the sharpness of mathematical problem solving, and self-efficacy using a scientific approach through the application of the discovery learning model. This study is a quantitative study, and the type of research used in this study is quasi-experimental. The research design used is one group pretest-posttest. This study was conducted in one of the high schools in West Aceh. The study population was 29 grade 10 students. Data collection techniques used test and non-test methods. The findings of the study showed a significant increase in communication skills, problem-solving abilities, and self-efficacy when using the discovery learning approach in the context of trigonometric ratios. The approach is considered quite effective, which means it produces a substantial increase in the cognitive abilities mentioned above among students.
Improving the quality of mathematics teacher education: An integrated approach to the 4C skills Dahlan, Taufiqulloh; Judijanto, Loso; Hali, Fitriyani
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 1 January 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.v9i1.2687

Abstract

With the development of increasingly sophisticated technology, educators must have an appropriate learning model in teaching. On the other hand, a country's obligation is to provide facilities and support teachers in developing their competencies. Currently in Indonesia, there is minimal use of 4C skills teaching. Forms of support should be given to teachers to apply 4C to students in schools. However, the fact is, learning 4C skills is very difficult. Therefore, the purpose of this study is to analyze the obstacles and difficulties in teaching 4C skills. The research method used is qualitative and the data collection method is by interviewing 24 respondents. The data analysis technique is with comparative analysis. The results of the study identified five obstacles, namely lack of competency and motivation support, initial knowledge of 4C, minimal references and political mixtures into the curriculum. Pedagogical competence is also problematic. Conclusion, moral and material support is needed for teachers in preparing, designing materials, implementing, assessing and evaluating 4C learning and schools and the government need to think about the form of routine training for teachers in schools in teaching 4C skills. This study recommends that 4C skills be specifically focused on the education curriculum in Indonesia.
Impact the Labirin: the board game on the student’s numeracy ability Putra, Deni Dwi; Pamungkas, Aan Subhan; Nindiasari, Hepsi; Fathurrohman, Maman; Porter, Anne
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 1 January 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.v9i1.3299

Abstract

This research aims to improve the numeracy abilities of secondary students after using the Labirin: the board game and students' perceptions of mathematics learning using the game. This empirical study research used a one-group pretest posttest design. The research population is all grade-8 students in one of the Islamic public secondary schools (MTsN) in Serang City. The sample is 76 students from two classes as the experimental class who implemented the game in learning mathematics. The instruments used to collect the data are the numeracy ability tests and students' perception questionnaires. Before use, both instruments are tested for validity and reliability. The findings showed that the students' numeracy abilities improved after implementing the game and helped students to learn mathematics easily, especially in whole numbers and fractions. In addition, the student's understanding is also achieved. The implementation of the game also showed that this learning media helps students learn in the classroom and interest in using the game. It can be concluded that, the Labirin: the board game improved the student’s numeracy ability.
The investigation of middle school mathematics textbooks in terms of mathematics’ connection to nature and science Durmus, Soner; Kirenli, Serdar
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 1 January 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.v9i1.3858

Abstract

Effective education depends on various factors, with textbooks and courses being essential for preparing students for real life situations. Therefore, it's crucial that textbooks are thoughtfully developed and chosen. This study investigates how middle school mathematics textbooks approved by the Ministry of National Education for the 2021-2022 academic year address the connections between “Mathematics - Science” and “Mathematics - Nature.” As a descriptive research study, it seeks to reveal the current state of these connections. Data was collected through document analysis, a qualitative research method. Within the scope of this study, eight middle school mathematics textbooks were examined, two from each grade level. The analysis was organized according to the curriculum, emphasizing science and nature themes, as identified through curriculum goals and educational literature. These themes were identified by examining the mathematics curriculum goals and literature on effective mathematics education and textbooks. The research found that while content associations with science and social sciences were somewhat adequate, they were lacking in nature and art. Additionally, connections to daily life were well-represented and designed to engage students. It is recommended that future efforts should aim to enhance textbook preparation to better align with contemporary educational needs.
Using international large-scale assessment for learning: Analyzing U.S. students’ geometry performance in TIMSS Liu, Jinqing; Zhou, Lili; Bharaj, Pavneet Kaur; Zhou, Da; Lo, Jane-Jane
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 3 July 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.v9i3.4019

Abstract

The data from international large-scale assessments, such as The Trends in International Mathematics and Science Study (TIMSS), is often designed and used as an assessment of learning rather than an assessment for learning. This research employed TIMSS 2011 data, focusing on the geometric performance of fourth-grade students in the United States,  to demonstrate how large-scale assessments can be utilized qualitatively to identify students' learning challenges, providing valuable insights to inform geometry teaching practices. Using van Hiele’s levels of geometric thinking as a guiding framework, the 24 released geometry items were analyzed to identify students’ struggle points in geometry nationwide. Our analysis revealed that students performed well on tasks that were visual, contextually grounded, and had clearly defined manipulative expectations.. However, students needed further support to solve items requiring a deep understanding of geometrical concepts, such as finding the perimeter of a square. Additionally, students excelled at solving tasks involving the identification of relative positions of objects on a map and recognizing lines of symmetry in regular shapes. However, they struggled with measurement-related tasks. Our analysis also identified a range of item features that might cause difficulties that impacted the way students responded to these items. Instructional implications for elementary mathematics education are discussed.
A task design based review on eye-tracking studies within mathematics education Bairral, Marcelo; Aldon, Gilles
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.v9i4.4128

Abstract

This paper presents a based review on Eye-Tracking (ET) studies in mathematical problem-solving. ET method provides a promising channel for educational researchers to connect learning outcomes to cognitive processes. Due to the advent of digital technologies, eye tracking studies are increasingly growing in different fields and in mathematics education. The main principle of eye tracking is that our gaze and our focus of attention are connected. If the task provided by the teacher is one of the ways to analyze cognitive processes, we wonder how ET studies are dealing with load cognitive on task design. We captured 39 papers, 23 of which were more specifically analyzed, based on mathematical proposed tasks in three intertwined strands: mathematical problem-solving, affective aspects and reasoning and proofs. We observed an expressive amount of low demand tasks on ET papers, the studies are still mainly based on numerical issues and focused less on geometry topics, and few of them are integrating digital technology on the provided tasks. Our didactical contribution is to claim for more high cognitive demand tasks regarding mathematical processes of thinking and geometrical learning.
Predictive analytics of student performance: Multi-method and code Yu. Vladova, Alla; Borchyk, Katsiaryna M.
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.v9i4.4643

Abstract

The maintenance of a high level of education in universities can be a challenging task due to low academic performance. Despite the significant amount of collected diagnostic data, education managers underutilize machine learning methods to improve the accuracy of predicting academic performance. Authors apply a multi-method approach for data analysis using simple logistic and linear regressions, k-means clustering, that all together gave a synergetic effect. The proposed approach differs from known analogs in that, firstly, the dimensionality of the feature space increases due to the normalization of scores onto a single scale and the creation of new features: the index and rank of students, as well as the changes in performance across various activities for each student. Secondly, students at academic risk are forecasted, and the statistical significance of the features included in the model is evaluated. Thirdly, for each student, the final score for the semester is forecasted using an linear regressive model of academic performance. Fourthly, groups of students with similar learning trajectories are identified for customization of consultations. The authors managed to achieve a high predictive ability of models based on historical training data: binary prediction of exam passing in 90% of cases, prediction of individual assessment in 70% of cases.
Self-directed learning through gamification of mathematics lessons: Literature review and a framework for enactment ONG, Eythan Tzeng Junn; TOH, Tin Lam
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.v9i4.4729

Abstract

Gamification, or the use of game-like elements for classroom instruction, has been the subject of study by educators. Currently there are no frameworks for enacting gamification in the mathematics classroom.  In this paper, we propose a framework for facilitating Mathematics teachers to implement gamification in classrooms. Through gamification, we target to nurture self-directed learners of Mathematics.  Our proposed framework is based on a systematic literature review conducted by the researchers. In our proposal, we map the use of various elements of gamification at each phase of learning through to Merrill’s First Principles of Instruction and van Hiele’s Model of Geometric Thinking. An exemplar of a lesson on geometry with the use of the framework is also presented.
Design of algebra digital book on mixed reality-based to improve learner's numeracy literacy Nugroho, Aryo Andri; Dwijayanti, Ida; Prayito, Muhammad; Noordin, Muhammad Khair; Fenyvesi, Kristof
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.v9i4.4745

Abstract

The development of digital technology in the world of education is currently growing very rapidly, one of which is digital books. Digital books become more interesting if they can present the real environment around students in a virtual form. One technology that can present the real world environment into digital objects and can interact is Mixed Reality. The purpose of this research is to produce a Mixed Reality-based Digital Book on algebra material that is valid and feasible to use in improving students' numeracy literacy skills so that it can support learning. This study uses the Borg and Gall research and development pattern method. Data is taken through expert validation and readability tests for product testing. In the media expert validation which includes general aspects, aspects of learning presentation, aspects of language feasibility, aspects of graphics meet the valid criteria with an average value of five validators 89.2%. In the material expert validation which includes general aspects, aspects of material substance, learning aspects, aspects of usefulness meet the valid criteria with an average score of five validators 92.6%. In the readability test, teachers and lecturers obtained an average of 86% and the readability test on students obtained an average of 80%. Based on the results of media and material validation along with the Mixed Reality-based Digital Book readability test on algebra material, it is concluded that it is valid and feasible to use. The implication of this research is that it makes it easier for students to learn by using digital books to support learning in the classroom so that they can improve their achievement.

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