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Polyhedron International Journal in Mathematics Education
Published by Nashir Al-Kutub Indonesia
ISSN : -     EISSN : 29876540     DOI : https://doi.org/10.59965/pijme.v1i1
Core Subject : Education,
Education Mathematics
Polyhedron International Journal in Mathematics Education (PIJME) journal aims to stimulate discussions at all levels of mathematics education through disseminating significant and innovative scholarly studies that are of value to the international research communities. The journal welcomes articles focusing on all aspects of mathematics education including empirical, theoretical, methodological, and philosophical works that have a perspective wider than local or national interest. PIJME publishes only original scholarly works. Manuscripts that are indeed a derivative or replication/duplication (if there is not clear reason, justification) of previous work are not accepted and will not be published in PIJME. Please do not submit the same manuscript simultaneously or separately to PIJME with another journal. In such cases the responsibility solely rests with the author(s).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 30 Documents
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A critical study on the length of Pythagoras’ hypotenuse for unit square Roy, Probir
Polyhedron International Journal in Mathematics Education Vol. 3 No. 1 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i1.162

Abstract

This study included the geometric, algebraic, and arithmetic measurement of one-dimensional length for an important ancient theorem in mathematical history, named Pythagoras’ theorem, for a unit square. In this paper, we also tried to disclose a rigorous evaluation for the Pythagorean hypotenuses, which were founded incomplete square numbers by us through classical construction instead of considering flexible arithmetic approximation (root extraction) and incommensurable abstract algebraic point of view. Every conscious math reader knows that the characteristic of a theorem is that it produces true results, and the characteristic of a formula is that it may give approximate mathematical results. The much-discussed Pythagorean relation for the side of a right triangle does not satisfy the aspirations of mathematicians to measure the hypotenuse of a unit square, which remains elusive. Therefore, in some cases, this formula exhibits limitations in providing complete results in order to maintain the properties of a theorem.
Empowering students’ critical thinking through the integration of statistical board teaching aids and problem-based learning Safira, Amanda Adelia; Darmawan, Puguh
Polyhedron International Journal in Mathematics Education Vol. 3 No. 1 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i1.166

Abstract

This study explores the impact of integrating a Statistics Board teaching aid within a Problem-Based Learning (PBL) model to foster students’ critical thinking skills in learning statistics, specifically in the topic of single data. Employing a qualitative case study approach, the research involved prospective mathematics teachers and undergraduate students enrolled in an Offering E class of a Mathematics Education Program. Data were obtained through classroom video recordings, observational notes from the lecturer, and the use of the Statistics Board during learning sessions. The collected data were analyzed using an interactive analysis technique, encompassing data condensation, data display, and conclusion drawing. Findings demonstrate that the incorporation of the Statistics Board within a PBL setting significantly enhances students' engagement and conceptual understanding while promoting the development of higher-order thinking, particularly critical thinking. The tangible and visual nature of the teaching aid enabled students to navigate abstract statistical concepts more intuitively and collaboratively solve contextual problems. This research affirms the pedagogical value of integrating concrete teaching aids and student-centered learning models in mathematics instruction. It recommends the use of the Statistics Board as an effective instructional resource for both practicing teachers and teacher candidates, offering a pathway toward more innovative, engaging, and cognitively enriching mathematics classrooms.
Integrating cultural contexts into mathematics: effects of culture-based worksheets on students’ mastery of geometric transformations Khairunnisa, Ika Aulia; Mairing, Jackson Pasini; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
Polyhedron International Journal in Mathematics Education Vol. 3 No. 1 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i1.167

Abstract

The integration of cultural elements into the learning process, particularly in mathematics, served as a strategic approach to create a contextual and engaging classroom environment. The use of Student Worksheet played a significant role in enhancing students’ comprehension of the subject matter and improving their academic performance. This research aimed to examine the effect of implementing culture based worksheet featuring the Mandau Talawang Dance of the Dayak Tribe in Central Kalimantan on students’ learning outcomes in the topic of geometric transformations. The research employed a quasi-experimental design, specifically using the one group pre-test and post-test design. Quantitative methods were used to analyze the data, applying statistical tests such as the shapiro-wilk test, the paired sample t-test, and the N-Gain Score. The participants consisted of 15 ninth grade students. The findings indicated that the data followed a not normally distributed, with significance levels of 0.013 for the pre-test and 0.002 for the post-test. The average N-Gain score showed a notable improvement in learning outcomes, reaching a high category score of 0.7829. Furthermore, the hypothesis testing using the Wilcoxon Signed Rank Test  confirmed the acceptance of H1, with a significance value of 0.000 (p < 0.05), demonstrating that the culture based worksheet had a statistically significant positive effect on students’ learning outcomes. Integrating culture-based worksheets into classroom mathematics instruction fostered students' awareness of local cultural heritage, enhanced their mathematical abilities, and improved their learning outcomes.
The Musi Board as a didactic tool: strengthening conceptual mastery of greatest common factor and least common multiple Kusumawati, Sri Silvia; Darmawan, Puguh
Polyhedron International Journal in Mathematics Education Vol. 3 No. 1 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i1.168

Abstract

This study employed a qualitative case study approach to investigate the effectiveness of the Musi board in enhancing students’ understanding of the abstract mathematical concepts of Greatest Common Divisor (GCD) and Least Common Multiple (LCM). These topics were often difficult for students due to their abstract nature and the limited use of concrete learning media. The participants were third-semester students from Offering E in the Mathematics Department at Universitas Negeri Malang. The learning process was conducted using the Problem-Based Learning (PBL) model, where the Musi board functioned as both a visual aid and a tool for collaborative problem solving. The teaching sequence followed five PBL stages: problem orientation, student organization, guided investigation, group presentation, and evaluation. Data collection included classroom observations, video recordings, student worksheets (LKPD), and written feedback from the course lecturer. The data were analyzed using Miles and Huberman’s interactive model consisting of data reduction, data display, and conclusion drawing. The findings revealed that the Musi board helped students concretize abstract mathematical ideas, making it easier to grasp and apply GCD and LCM concepts in problem-solving contexts. It also encouraged active participation and collaborative learning. The implication of this research was that integrating simple, culturally relevant, and interactive media like the Musi board into mathematics instruction could significantly improve conceptual understanding. Teachers were encouraged to incorporate such tools into their practice to make abstract content more accessible and engaging for students.
Gamifying fractions: the development of 'fraction heroes' for junior high learners Muhardiffa, Azzahra; Zaura, Bintang; Elizar, Elizar
Polyhedron International Journal in Mathematics Education Vol. 3 No. 1 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i1.175

Abstract

The application of digital technology in education has had a positive impact on improving learning outcomes. One form of technology integration in education is the use of educational games as interactive learning media. This study aims to develop the Fraction Heroes educational game using Unity software and to describe the quality of the developed product in terms of its validity and practicality. The method employed in this study is research and development (R&D), utilizing the ADDIE development model. The research subjects included expert validators in mathematics and educational technology, as well as seventh-grade students from two junior high schools in Banda Aceh. The research instruments consisted of expert validation sheets and student response questionnaires. The data were analyzed descriptively to assess the validity and practicality of the Fraction Heroes educational game. The results indicate that the Fraction Heroes game meets the criteria for validity and practicality as an instructional medium. The game can enhance student engagement in learning and offers an innovative alternative for teaching fraction concepts. This research suggests that integrating technology into mathematics instruction can enrich students’ learning experiences in a more interactive and enjoyable manner.
Enhancing mathematical communication and learning independence through learning cycle 6E model with dynamic geometry software: A study of vocational high school students Mustikaningsih, Dian; Yumiati, Yumiati; Sudirman, Sudirman
Polyhedron International Journal in Mathematics Education Vol. 3 No. 2 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i2.262

Abstract

Mathematical communication ability and learning independence are essential 21st-century competencies that remain underdeveloped in vocational mathematics education, where students often perceive mathematics as irrelevant to their careers. This quasi-experimental study investigated the effectiveness of integrating the Learning Cycle 6E model with Dynamic Geometry Software (GeoGebra) in improving these competencies among vocational high school students. Sixty-nine tenth-grade students from the Marketing Skills Program were assigned to experimental (n=35) and control (n=34) groups through random sampling. The experimental group received instruction using the six-phase Learning Cycle 6E model (engage, explore, explain, elaborate, evaluate, extend) integrated with GeoGebra, while the control group received conventional expository instruction. Data were collected through mathematical communication tests and learning independence questionnaires administered as pretest and posttest. Normalized gain (N-Gain) analysis was employed to measure improvement effectiveness. Results demonstrated that the experimental group achieved significantly higher improvement in mathematical communication ability (N-Gain = 0.62) compared to the control group (N-Gain = 0.44), representing a 40.9% advantage. Similarly, learning independence improved significantly more in the experimental group (N-Gain = 0.51) versus the control group (N-Gain = 0.26), nearly doubling the control group's gain. Statistical analyses confirmed both differences were significant (p < 0.05) with large effect sizes. These findings provide empirical evidence that integrating constructivist pedagogy with dynamic technology effectively enhances both cognitive and metacognitive competencies in vocational mathematics education, offering a practical framework for revitalizing mathematics instruction to meet contemporary educational demands and career-relevant applications.
Enhancing mathematical disposition and learning outcomes through Team Games Tournament: A two-cycle action research on probability instruction in indonesian secondary education Mayangsari, Cintya; Qohar, Abd; Faridha, Nurul
Polyhedron International Journal in Mathematics Education Vol. 3 No. 2 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i2.205

Abstract

Despite growing recognition of mathematical disposition's importance for long-term STEM success, traditional teacher-centered instruction often fails to develop students' affective engagement, leading to mathematics anxiety and diminished self-efficacy. Team Games Tournament (TGT) offers a promising cooperative learning approach, yet systematic investigation of its effects on both cognitive and affective outcomes remains limited. This two-cycle action research investigated TGT implementation effects on probability learning outcomes and mathematical disposition across four NCTM dimensions: attention to accuracy and precision, perseverance in facing challenges, reflection and evaluation abilities, and openness to diverse strategies. Thirty-four Grade 10 students in Aceh, Indonesia, participated in seven-week TGT instruction following Kemmis and McTaggart's spiral model. Data collection employed validated achievement tests (α = 0.82) and mathematical disposition questionnaires (α = 0.89) at three time points, supplemented by classroom observations and field notes. Paired t-tests, effect size calculations, and chi-square analyses examined changes across baseline, Cycle 1, and Cycle 2. TGT implementation produced substantial improvements in achievement (M = 67.3 to 87.7; Cohen's d = 2.35) and mastery rates (32.4% to 88.2%). Mathematical disposition improved markedly, with high-disposition students increasing from 12% to 70%. Iterative refinements in Cycle 2 generated additional significant gains (d = 0.79), demonstrating cumulative benefits of sustained implementation. Dimension-specific analysis revealed differential growth patterns, with tournament structures rapidly developing accuracy attention while strategic flexibility required sustained exposure. Well-designed TGT implementation simultaneously enhances cognitive achievement and cultivates productive mathematical dispositions essential for 21st-century competencies, offering scalable approaches for transforming mathematics instruction in contexts where students exhibit low engagement.
Bridging abstract to concrete: The SPLDV board as an innovative tool for teaching systems of linear equations Maurilla, Chatra Arlinta; Darmawan, Puguh
Polyhedron International Journal in Mathematics Education Vol. 3 No. 2 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i2.260

Abstract

This qualitative case study examines the effectiveness of the SPLDV Board, a color-coded manipulative tool, in teaching systems of linear equations with two variables to 37 mathematics education students. Through inquiry-based instruction and systematic questioning, the study analyzed students' conceptual understanding, procedural fluency, and engagement patterns. Results demonstrated that the SPLDV Board's visual scaffolding significantly improved students' ability to identify coefficients, execute cross-multiplication procedures, and understand underlying mathematical structures, with all participants achieving fluent responses to guiding questions. However, limitations emerged: the tool only works for systems with unique solutions and some students remained passive during instruction. Findings provide practical guidance for developing accessible manipulative materials that support both procedural and conceptual learning in algebra, with design principles transferable to other mathematical topics requiring multi-step problem-solving.
The Impact of augmented reality on the learning of polyhedral: an approach based on didactical engineering and instrumental genesis Sies, Alberto Apreza; Román, Guillermina Sánchez; Juárez-López, José Antonio
Polyhedron International Journal in Mathematics Education Vol. 3 No. 2 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i2.263

Abstract

Despite the relevance of spatial skills in mathematics education, upper-secondary students face persistent difficulties, especially in the manipulation and conceptual understanding of three-dimensional objects. This study aims to design, implement, and analyze a didactic sequence mediated by Augmented Reality (AR) for the learning of polyhedral. The novelty lies in the analysis of the underlying cognitive processes through the framework of Instrumental Genesis, basing the design on the principles of Didactic Engineering. The research adopts a mixed-method and quasi-experimental approach. A pre-test and post-test were administered to a sample of fourth-semester upper-secondary students (n=12), complemented by an exhaustive qualitative analysis of the interaction with the GeoGebra 3D AR tool. Pre-test findings confirmed student weaknesses, showing only 25% success on measurement and dimensioning tasks. The post-intervention analysis demonstrated a significant and positive impact of the didactic sequence, evidenced by the total adaptation and instrumentalization of the AR tool. This resulted in a favorable evolution of cognitive schemes and a noticeable improvement in spatial visualization skills. The findings suggest that successful technological integration in 3D geometry must be guided by rigorous theoretical design and a detailed analysis of knowledge construction mediated by the instrument, providing empirical evidence for the implementation of AR in the mathematics classroom.
Development and validation of ethnomathematics-based worksheets integrating Sundanese Pupuh for enhancing number pattern learning in Indonesian secondary schools Aulia, Pitri Aulia; Sugiarni, Rani; Rodríguez-Nieto, Camilo Andrés
Polyhedron International Journal in Mathematics Education Vol. 3 No. 2 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i2.275

Abstract

This study addresses the persistent challenge of low mathematical performance among Indonesian secondary students, particularly in learning number patterns, by developing culturally responsive teaching materials. Although Indonesia’s PISA performance has improved, students remain below the OECD average, with prior studies highlighting difficulties in pattern recognition, symbolic representation, and generalization. To address this issue, the study bridges abstract mathematical concepts with students’ cultural contexts through the development of ethnomathematics-based student worksheets integrating Sundanese Pupuh, a traditional literary art form characterized by structured numerical patterns in syllable counts and line arrangements. The research employed a Research and Development approach using the 4D model (Define, Design, Develop, Disseminate). The worksheets were designed to explicitly connect the inherent mathematical structures of Pupuh—guru wilangan and guru lagu—with formal number pattern concepts in the eighth-grade mathematics curriculum. The development process included needs analysis, alignment with Indonesia’s Merdeka Curriculum, and analysis of student characteristics. Expert validation conducted by mathematics education lecturers and prospective teachers resulted in a combined validity score of 90%, categorized as very valid. Practicality testing with eighth-grade students yielded a score of 92.6%, indicating high usability. This study contributes to mathematics education in three key ways: (1) introducing a novel pedagogical use of indigenous cultural heritage to support abstract mathematical learning, (2) providing empirically validated culturally responsive worksheets that address specific difficulties in number pattern learning, and (3) offering a replicable framework for integrating ethnomathematics into formal curricula. The findings suggest that culturally grounded instruction can enhance student engagement and conceptual understanding, with potential application to other cultural contexts.

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