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Journal of Mathematical Pedagogy (JOMP)
Published by Universitas Negeri Surabaya
ISSN : 27157466     EISSN : 27157458     DOI : https://doi.org/10.26740/jomp.v5n1
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
The aim of the Journal of Mathematical Pedagogy (JOMP) is to provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in mathematics education. The JoMP invites authors to submit high-quality manuscripts resulted from a research project in the scope of mathematics education, which includes, but is not limited to the following topics: 1. Pedagogical issues in mathematics instruction, 2. Mathematics teacher knowledge and beliefs, 3. Assessment in mathematics education, 4. ICT in mathematics teaching/learning, 5. Social and cultural dimension of mathematics education,
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 70 Documents
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Exploring Student’s Computational Thinking in Number Line Patterns through the Dakon Context Rahma Mutiari; Ali Shodikin
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 1: December 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n1.p43-53

Abstract

This study explores how the traditional game Dakon supports students’ computational thinking in understanding number patterns. Computational thinking ability in this study includes four main indicators: decomposition, pattern recognition, abstraction, and algorithm. This study employed a case study design and a qualitative methodology and involved six students in grade VIII of junior high school who were purposively selected based on their level of mathematical ability. Data collection was conducted through observation of Dakon playing activities, number pattern-based written tests, semi-structured interviews as well as records. Data analysis was carried out, with triangulation of data from various sources to increase validity. The findings highlight strengths in decomposition and pattern recognition, while indicating the need for scaffolding in abstraction and algorithmic strategies. This finding confirms that the Dakon game not only strengthens mathematical understanding through a local cultural context, but is also able to build a deep and meaningful foundation of computational thinking. This research recommends the integration of traditional games as part of contextualized and fun math learning strategies to support acquiring skills for the twenty-first century.
Collaborative Problem Based Learning and Students’ Anxiety: An Experimental Study in Algebra Learning Aulia Eka Putri; Yurizka Melia Sari
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 1: December 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n1.p54-61

Abstract

Mathematical skills and ability are indispensable in the 21st century, especially in the development of modern technology. Thus, an understanding of mathematics is necessary to face future challenges. Unfortunately, math is often perceived as a big challenge by students, especially in affective aspects such as math anxiety. This anxiety is known to have a negative impact on students' performance, working memory, and mathematical ability. Therefore, this study aims to determine how much influence Collaborative Problem Based Learning has in reducing math anxiety. Through post-test data, this study uses quantitative, quasi-experimental methodology. The population is class 10 students in a high school in Gresik Regency (N = 320). By purposive sampling, two classes (64 students) studying Two-Variable Inequality System material were selected, which were divided into experimental groups with CPBL treatment and control groups with conventional learning. This research instrument was modified from Sadia Mahmood and Tahira Khatoon's Mathematics Anxiety Development Instrumen (14 items). The results showed that the application of the CPBL learning model did not have a significant effect on reducing student anxiety. This may be due to the short implementation period (two meetings), inconsistent group collaboration, and and a lot of students are hesitant to seek clarification when they are having trouble understanding algebra.
Effectiveness of the MathShark Application in Enhancing Students’ Problem-Solving Skills in Exponent Learning: A STEM-Integrated Approach Inaz Iffarani Sofiana; Ali Shodikin
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 1: December 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n1.p35-42

Abstract

Learning exponent concepts remains challenging for middle school students, particularly in developing problem-solving skills. This study aimed to examine the effectiveness of the MathShark game-based application integrated with a STEM approach compared to conventional mathematics instruction. A quasi-experimental design with a pretest–posttest control group was employed. The participants consisted of two groups of middle school students: an experimental group using the MathShark application and a control group receiving traditional instruction. Data were collected through problem-solving tests and analyzed using the Mann–Whitney U test and the Wilcoxon Signed-Rank test. The results indicated a significant improvement in students’ problem-solving skills in the experimental group compared to the control group (p < 0.05). These findings suggest that integrating game-based applications within a STEM framework has a positive effect on students’ understanding of exponent concepts and their problem-solving abilities.
Numeracy Literacy Skills of Vocational School Students at NU Sunan Ampel Poncolkusumo in Solving PISA and TIMSS Problems Ucik Fitri Handayani
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 1: December 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n1.p1-22

Abstract

Students must possess numeracy as a basic skill. Numeracy questions are developed from PISA and TIMSS questions. This study aims to describe students' level of numeracy literacy when solving questions adapted from PISA and TIMSS. This descriptive qualitative study was conducted on 25 students in the 11th grade of TKJ FO at SMK NU Sunan Ampel Poncokusumo. Three students were selected as research subjects based on high, moderate, and low numeracy literacy categories. Data were collected through tests and interviews. The students were given three PISA and three TIMSS test questions aligned with numeracy literacy indicators: applying, interpreting, and analyzing. The results showed that students in each ability category performed differently on the numeracy literacy indicators. Students in the low and medium categories only met the analyzing indicator when answering PISA questions. Meanwhile, students in the low category were able to meet the applying and interpreting indicators on TIMSS questions, but not the analyzing indicator. Students in the medium category could meet the interpreting and analyzing indicators on TIMSS questions but not the applying indicator. Conversely, students in the high category met all numeracy literacy indicators when completing PISA and TIMSS questions.
The Effect of the MURDER Learning Model on Primary Students’ Data Literacy and Mathematical Problem-Solving: A Quasi-Experimental Study Adhi Eka Widiawan; Wiryanto; Idha Novianti; Hadi Amroni
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 1: December 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n1.p23-34

Abstract

According to cognitive scripting theory, systematic learning phases can significantly optimize information processing and enhance cognitive retention. Based on this theoretical justification, the Mood-Understand-Recall-Detect-Elaborate-Review (MURDER) model was implemented to address students' low proficiency in data analysis and probability. This study aims to evaluate the influence of the MURDER model on the data literacy and mathematical problem-solving abilities of fourth-grade students. Using a non-equivalent pretest-posttest control group design, the research involved 74 students in Primary Schools Cluster 2, Slahung District. Through purposive sampling, SDN 5 Slahung was designated as the treatment class ( =16) and SDN 3 Slahung as the control class ( =18). The statistical analysis for data literacy revealed a t-value of 2.91, exceeding the t-table value, which indicates a significant difference between the experimental and control groups. In contrast, mathematical problem-solving abilities yielded a t-value of 1.63, falling below the significance threshold. The study concludes that the MURDER model has a significant influence on data literacy both within and between groups. However, its impact on mathematical problem-solving was limited to within-group improvements only. These findings suggest that while cognitive scripting effectively builds literacy, additional logical scaffolding is required to bridge the gap in complex mathematical problem-solving.
Effects of Simulation-Based Mathematics Pedagogy on Grade Three Pupils' Mathematics Achievement: Evidence from Loitokitok Sub-County, Kenya Harrison Njaru Mbogo
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 2: July 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n2.p74-86

Abstract

Grounded in Gardner's theory of multiple intelligences, this study examined the effectiveness of simulation-based mathematics pedagogy in improving Grade Three pupils' mathematics achievement in Loitokitok Sub-County, Kenya. Specifically, the study investigated whether integrating diverse pedagogical simulation methods into mathematics instruction could enhance pupils' academic performance. A quasi-experimental design was employed involving 954 participants selected through stratified random sampling. Data were collected using pre-tests, post-tests, and classroom observation questionnaires. Quantitative data were analysed using descriptive statistics and Pearson's Chi-square test, while qualitative data were analysed thematically. The findings revealed a substantial improvement in mathematics achievement among pupils exposed to simulation-based pedagogy, with above-average attainment increasing from 62.3% to 92.9% in the experimental group. The results indicate that instructional approaches incorporating mathematical storytelling, educational games, music, drama, and classroom discussions create meaningful learning experiences that foster higher mathematics achievement. These findings provide empirical evidence supporting simulation-based pedagogy as an effective instructional approach for primary mathematics education. The study recommends integrating simulation-based pedagogical strategies into the Grade Three mathematics curriculum and strengthening teachers' professional development to support their effective classroom implementation. Future research should investigate the long-term effects of simulation-based pedagogy on pupils' mathematical achievement and affective learning outcomes
The Effect of Powtoon-Assisted Discovery Learning on Students' Trigonometry Learning Outcomes Sillatur Rohmah
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 2: July 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n2.p87-96

Abstract

Low achievement in trigonometry remains a persistent challenge in secondary mathematics education, primarily due to teacher-centred instructional practices and the limited use of interactive learning media, which hinder students' conceptual understanding of abstract mathematical concepts. This study investigated the effectiveness of Powtoon-assisted Discovery Learning in improving students' trigonometry learning outcomes. A quasi-experimental design employing a pretest–posttest control group design was implemented with 68 tenth-grade students from SMAN 1 Gondangwetan, Indonesia, selected through cluster random sampling. The participants were assigned to an experimental class (n = 36) and a control class (n = 32). Data were collected using a validated and reliable essay test designed to measure students' conceptual understanding of trigonometry. The findings indicated that students who learned through Powtoon-assisted Discovery Learning achieved a moderate N-gain score (0.43), substantially higher than the control group's low N-gain score (0.06). Furthermore, an independent-samples t-test revealed a statistically significant difference between the two groups (p = .001). In conclusion, integrating Discovery Learning with Powtoon animation effectively enhances students' conceptual understanding and learning outcomes in trigonometry. The study highlights the potential of interactive digital media to support more engaging and meaningful mathematics instruction in secondary schools.
Pedagogical Content Validation of an Ethnomathematics-Based Role-Playing Game for Teaching Geometric Transformations Lustanti Rara Halis; Yurizka Melia Sari
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 2: July 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n2.p97-114

Abstract

Students frequently experience difficulties in learning geometric transformations because the concepts are highly abstract and require well-developed spatial reasoning. Integrating ethnomathematics into interactive learning media offers a promising pedagogical approach to contextualize mathematical concepts while promoting students' spatial ability. This study aimed to develop and examine the content validity of an ethnomathematics-based educational role-playing game (RPG), namely Tapak Citra, which incorporates the cultural heritage of Gedog Tuban batik to support junior high school students' learning of geometric transformations. The study employed a development research approach focusing on expert validation. Two mathematics education experts and two educational media experts evaluated the game using validation instruments, and the level of agreement was analysed using Gregory's content validity formula. The findings revealed a material validity index of 1.00 and a media validity index of 0.72, indicating that the developed game possesses high content validity and is appropriate for classroom implementation. These findings suggest that ethnomathematics-based role-playing games have the potential to become meaningful pedagogical tools for supporting students' spatial ability through culturally contextualized mathematics learning. Nevertheless, the study was limited to expert validation without classroom implementation. Future studies should investigate the practicality and effectiveness of the game in improving students' spatial ability and learning outcomes in geometric transformations
The Dynamics of Students' Heuristic Failure and Mathematical Perseverance in Solving Contextual Problems Across Cognitive Demand Levels Asta Denata; Sugi Hartono
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 2: July 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n2.p114-134

Abstract

This study aimed  the dynamics of heuristic failure and mathematical perseverance among students in solving contextual problems across different cognitive demand levels. A descriptive qualitative approach was employed involving three purposively selected tenth-grade students representing high, medium, and low mathematical ability. The research instruments consisted of a mathematics ability test, a contextual problem-solving test on Systems of Linear Equations in Three Variables comprising Procedures with Connections (PWC) and Doing Mathematics (DM) tasks, and retrospective interviews. Data were analyzed using the heuristic failure framework adapted from Schoenfeld and the Three-Phase Perseverance Process (3PP) proposed by DiNapoli and Miller. The findings revealed that the high-ability student experienced heuristic failure at the execution and reflection stages and discontinued effort after reaching an impasse on the DM task. The medium-ability student revised errors and sustained productive effort until obtaining a correct solution, whereas the low-ability student experienced more dominant heuristic failures and did not continue solving the problem after encountering an impasse. The findings indicate that mathematical ability alone did not determine perseverance patterns, particularly when students encountered an impasse in the more cognitively demanding DM task.        
Exploring the Commognitive Processes of a Prospective Mathematics Teacher in Mathematical Problem Posing Restu Ria Wantika; Tatag Yuli eko siswono; Raden Sulaiman
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 2: July 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n2.p62-73

Abstract

This study aims to explore the commognitive processes of a high-performing prospective mathematics teacher during mathematical problem posing by examining how the four commognitive components word use, visual mediators, routines, and narratives emerge across the orientation, connection, generation, and reflection stages. This study employed a qualitative descriptive approach. The participant was purposively selected based on obtaining the highest score on a mathematical problem-solving test. Data were collected through a problem-solving test, a problem-posing task, and semi-structured interviews. The data were analyzed using data reduction, data display, and conclusion drawing, while credibility was established through data triangulation. The findings revealed that all four commognitive components emerged throughout the mathematical problem-posing process. During the orientation stage, the participant represented mathematical ideas using appropriate mathematical symbols and terminology. During the connection stage, the participant established conceptual relationships by linking derivatives and integrals as inverse operations. During the generation stage, the participant formulated a more sophisticated mathematical problem involving exponential functions. During the reflection stage, the participant verified the solution through substitution and logical justification. These findings indicate that mathematical problem posing is not merely a procedural activity but a commognitive process in which conceptual understanding, mathematical communication, and reasoning interact dynamically. This study extends the application of the commognitive framework to mathematical problem posing and provides pedagogical insights for developing prospective mathematics teachers' problem-posing competencies.

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