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Riemann : Research of Mathematics and Mathematics Education
Published by Universitas Katolik Santo Agustinus Hippo
ISSN : 27218848     EISSN : 2721883X     DOI : https://doi.org/10.38114/pgnbcd43
Core Subject : Education,
Education Mathematics
Riemann: Research of Mathematics and Mathematics Education Journal Riemann is peer-reviewed journal that contains the work of the field of educational research or teaching mathematics, mathematics, mathematical applications, mathematical computerization, and models of mathematics education in the learning process. Journal Riemann is published Thrice a year, every April, September, and December. The focus and scope of the Journal Riemann covers the following topics: Mathematics Teaching Mathematical Applications Mathematical Computerization Model of Mathematics Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 120 Documents
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Effect Of Augmented Reality-Based Textbook On Geometry Spatial Ability Of Deaf Students: A-B-A SSR Lia Arum Puspitasari; Sugiman
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.196

Abstract

Mathematical spatial ability plays a crucial role in geometry learning, particularly in visualizing and manipulating three-dimensional objects. However, students with hearing impairment often face difficulties in developing spatial reasoning due to limited access to dynamic and interactive visual learning media, which can hinder their overall performance in geometry and related subjects. Although Augmented Reality (AR) has been widely implemented in mathematics education, empirical evidence on its effectiveness in improving spatial ability among deaf students, particularly using a Single Subject Research (SSR) design, remains limited. This study aims to examine the effect of an AR-based mathematics textbook on the mathematical spatial ability of three deaf students at a special senior high school (SMALB). A mixed-methods embedded design was employed, with quantitative data collected using a Single Subject Research (A1–B–A2) model and qualitative data obtained from observations, interviews, and questionnaires to explore students’ learning experiences. Quantitative data were analyzed using visual and quantitative techniques in a single-subject research design. The findings indicate consistent improvement during the intervention phase, supported by positive trend direction, clear level changes, immediacy of effect, and 0% data overlap between baseline and intervention across subjects. These results provide evidence of the effectiveness of AR-based mathematics textbooks in improving and sustaining mathematical spatial ability within the observed cases of deaf students in geometry learning.
Improving Classification Performance of Imbalanced Data Using SMOTE: empirical studies Ulfasari Rafflesia; Dedi Rosadi
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.199

Abstract

Data balancing methods in multi-class settings continue to evolve as the importance of balanced data conditions for classification analysis grows. However, limited studies have provided comprehensive empirical comparisons across both binary and multi-class imbalanced datasets. Data imbalance can affect model predictions, particularly by leading to inaccurate identification of minority classes. Therefore, this study aims to evaluate the effectiveness of the Synthetic Minority Over-sampling Technique (SMOTE) in improving classification performance. Three benchmark datasets from the UCI Machine Learning Repository—Breast Cancer, Ecoli, and Glass—were selected to represent imbalanced classification problems in both binary and multi-class settings. The proposed framework addresses class imbalance during data preprocessing using SMOTE. Each dataset is first divided into training and testing subsets. SMOTE is applied only to the training data to address class imbalance, while the test data is kept unchanged for evaluation. Then, the classification process is applied to the original (imbalanced) data and to the balanced data generated by SMOTE. The classifiers used in this study are SVM, a decision tree, and AdaBoost. The classification results are evaluated based on accuracy, sensitivity, and F1-score. The results show that the decision tree and AdaBoost improve classification performance under imbalanced data conditions. In particular, AdaBoost achieves the best overall performance in terms of prediction accuracy and class balance, demonstrating the effectiveness of combining SMOTE with ensemble methods for handling imbalanced datasets.
Developing a Set of Learning Tools Based on Realistic Mathematics Education for Sequences and Series Assisted by MathCityMap in Islamic Boarding School Hanifah Rizki Mubarokah; Didik Sugeng Pambudi; 3Nurcholif Diah Sri Lestari; Dian Kurniati; Abi Suwito
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.200

Abstract

Mathematics learning is essential for strengthening students’ logical reasoning and numeracy skills, particularly in abstract topics such as sequences and series; however, instructional practices in Islamic boarding schools often remain procedural and insufficiently contextualized, creating a gap between theoretical recommendations of meaningful learning and classroom reality. This study aims to develop and evaluate RME-based learning tools for sequences and series assisted by MathCityMap to determine their validity, practicality, and effectiveness in a pesantren context. The research employed a 4D development model consisting of Define, Design, Develop, and Disseminate stages. Implementation involving an experimental class and a control class, each comprising 34 students. Data were collected through expert validation sheets, observation instruments, questionnaires, interviews, and numeracy pretest-posttest assessments. The results show that all learning tools achieved valid criteria, with average expert scores above 3.75 on a four-point scale. Practicality was confirmed by 95% implementation fidelity, 84.9% active student participation, and highly positive teacher and student responses. Effectiveness testing revealed a moderate N-gain score of 0.65 in the experimental class compared to 0.54 in the control class, with an independent samples t-test indicating a significant difference (Sig. = 0.049 < 0.05). These findings demonstrate that integrating Realistic Mathematics Education with MathCityMap enhances conceptual understanding, engagement, and numeracy achievement in sequences and series learning within Islamic boarding schools.
The Mathematical Literacy Task Using the Context of the Traditional Games “Engklek” and “Congklak” Caswita; Nurain Suryadinata; Siti Mutmainah
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.201

Abstract

The low level of mathematical literacy among Indonesian students remains a significant challenge, as evidenced by PISA and national assessment results. Although ethnomathematics has been widely recognized as a promising approach to contextualize mathematics learning, studies that specifically develop mathematical literacy tasks based on traditional games and examine their validity, practicality, and effectiveness are still limited. In particular, the integration of traditional games such as "Engklek" and "Congklak" into mathematical literacy task design has not been extensively explored. This study aims to develop mathematical literacy tasks using the context of the traditional games "Engklek" and "Congklak" that meet the criteria of validity, practicality, and effectiveness. Employing a design research methodology with a development study approach, this study adopted a formative evaluation model consisting of self-evaluation, expert review, one-to-one, small-group, and field test stages The subjects were junior high school students in Bandar Lampung. Data were collected through walkthroughs, documentation, observations, interviews, and tests, then analyzed using descriptive qualitative methods. The results show that the developed tasks achieved a high level of validity based on expert judgment, with consistent agreement across content, construct, and language aspects. The tasks were also found to be practical, as indicated by students’ positive responses and their ability to engage with the tasks during trials. Furthermore, the field test revealed an improvement in students’ mathematical literacy performance, particularly in formulating, employing, and interpreting mathematical problems within real-life contexts. Therefore, it can be concluded that the ethnomathematics-based mathematical literacy tasks developed in this study are valid, practical, and effective, and suitable for supporting students’ development of mathematical literacy.
Mathematical Critical Thinking in HOTS Problems With a Malay Cultural Context Nur Izzati; Anggia Rahmawati; Azizah Demokratia ‘Adilah; Laila Rahmadani Ali Nasution; Siska Amanda
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.202

Abstract

This study investigates students’ mathematical critical thinking skills in solving Higher Order Thinking Skills (HOTS) problems contextualised within Malay culture, focusing on two-variable linear equation systems. Although numerous studies have examined critical thinking in mathematics, limited research integrates local cultural contexts into HOTS problem design. This qualitative descriptive study involved three ninth-grade students selected purposively from different critical thinking categories (high, medium, and low). Data were collected through written tests and semi-structured interviews based on Facione’s six critical thinking indicators: interpretation, analysis, evaluation, inference, explanation, and self-regulation. The findings reveal distinct characteristics across ability levels. Students in the high category were able to interpret contextual information accurately, construct appropriate mathematical models, and explain their reasoning logically before concluding, although minor computational inaccuracies occasionally occurred. Students in the medium category showed adequate ability in identifying relevant information and modelling the problem but experienced difficulties in organising information systematically and formulating precise conclusions. Meanwhile, students in the low category demonstrated limited ability in translating contextual problems into mathematical representations and expressing coherent reasoning in written form. The integration of Malay cultural contexts supported meaningful engagement, yet critical thinking development remained dependent on students’ cognitive readiness. These findings highlight the importance of contextual HOTS problem design combined with structured metacognitive scaffolding in mathematics instruction.
Development of a Mobile Learning Application for Integral Topics Using the Mechanics, Dynamics, and Aesthetics (MDA) Gamification Approach Triana Harmini; Dihin Muriyatmoko; Muhammad Shofar Riduantara
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.131

Abstract

Learning integral topics in calculus courses is characterized by a high level of complexity, which often leads to low student motivation and limited engagement in the learning process. Gamification in mathematics education has been recognized as an effective approach to enhance learning interaction, particularly for abstract and procedural topics such as integrals; however, the application of a structured gamification framework, specifically mechanics, dynamics, and aesthetics (MDA), in mobile-based calculus learning remains limited. This study aims to develop an Android-based mobile learning application for integral topics by implementing the MDA gamification approach. The research employs the Software Development Life Cycle (SDLC) using the Waterfall model, which consists of requirement analysis, design, implementation, testing, and maintenance stages, involving 34 second-semester students of the Informatics Engineering Study Program as research subjects. The application was evaluated through black-box testing, functional testing, and expert validation. The validation results indicate that the application is categorized as very feasible, with an average score from material experts of 96% and a score from media experts of 95.65%. These findings demonstrate that the MDA-based gamified mobile learning application is highly suitable from both material and media aspects and can serve as an alternative learning medium to support calculus learning, particularly for integral topics.
Multidimensional Analysis of Algebraic Errors in Integrated Problems: A Study in Timor Leste Yustinus Didimus Nai; Henrique de Fatima Marques; Yohanes Ovaritus Jagom; Kristoforus Djawa Djong; Samuel Igo Leton; Agapitus Hendrikus Kaluge; Maria Gracia Manoe Gawa; Meryani Lakapu
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.158

Abstract

This study aims to identify and describe the types of errors made by students in solving integrated problems involving arithmetic sequences and series combined with systems of linear equations in two variables, as well as to analyze the characteristics of algebraic understanding reflected in their solution processes. The research employed a descriptive qualitative approach involving 31 students at Instituto Escola Secundária Técnica Vocacional Católica Mater Misericordiae (IESTVC-MM), Timor-Leste. The research instrument consisted of a single integrated problem-solving task designed to require coordination of symbolic representation, formula application, algebraic manipulation, and result interpretation. Data were analyzed through error coding based on students’ written solution steps. The findings indicate that although most students were able to construct the initial mathematical model correctly, multidimensional errors were still identified, including incomplete, procedural, conceptual, notational, and numerical errors. Some students even obtained correct final answers through procedures that were not conceptually valid. These findings suggest that, within the context of the analyzed integrated task, students’ algebraic understanding may not yet be fully integrated across conceptual, procedural, and representational dimensions, as reflected in their solution processes. Therefore, the results highlight the potential value of designing algebra instruction in a more integrative and diagnostic manner to support the coherence of students’ mathematical thinking.
Learning Obstacles in Understanding the Pythagorean Theorem among Ninth-Grade Students Yuce Sandra; Didi Suryadi; Dadan Dasari
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.183

Abstract

The Pythagorean Theorem is a fundamental concept in geometry and serves as a foundation for various mathematical topics. Despite its fundamental importance in mathematics, students still have difficulty understanding and applying this theorem correctly, indicating limited conceptual understanding. This study aimed to examine the learning obstacles encountered by ninth-grade students. This qualitative descriptive study involved 32 ninth-grade students in a junior high school in Bandung. Subjects covered in this research are considered with students who have studied the Pythagorean Theorem. Data collection using tests with eight questions, interviews with questions that make clear of the answers given by students on tests, and documentation. The result found that students had obstacles in learning the Pythagorean Theorem with three main points, namely: inadequate understanding of prerequisite material; limited conceptual understanding of the Pythagorean Theorem; and difficulty in solving contextual problems. These obstacles were further classified into ontological, epistemological, and didactical obstacles based on Brousseau’s framework. This study contributes to mathematics education by showing that learning obstacles remain evident even after students have completed formal instruction on the Pythagorean Theorem. By identifying the underlying conceptual and contextual characteristics of these obstacles, the study extends current understanding of students’ post-instruction learning obstacles and offers empirical evidence to inform future instructional planning and related research
Designing Ethnomathematics-Oriented Mathematics Worksheets through Scientific Exploration of Batik Patterns in the Merdeka Curriculum Context Christina Khaidir; Sinta Pratama Putri; Rozi Fitriza
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.198

Abstract

Bridging abstract geometric concepts with students’ cultural experiences remains a persistent challenge in mathematics education. While ethnomathematics offers a promising pathway, there is a notable shortage of empirically validated instructional materials that simultaneously ensure mathematical rigor and cultural authenticity within Indonesia’s Merdeka Curriculum. To address this gap, this study developed and validated an ethnomathematics-oriented geometry worksheet using Silungkang and Pandai Sikek batik patterns for seventh-grade instruction. Guided by the ADDIE research and development model, the design embedded systematic geometric analysis (symmetry, transformations, and tessellations) directly into culturally authentic motifs. Validation involved five subject-matter experts, two mathematics teachers, and nine seventh-grade students stratified by ability level. Expert review yielded a composite validity score of 88.7% (“very valid”), while practicality assessments indicated strong classroom feasibility for both teachers (88.75%) and students (89.16%), with minimal variation across ability strata (SD = 1.21). These findings demonstrate that culturally grounded materials can maintain high mathematical precision while supporting inquiry-based learning. By structuring batik patterns as guided sites for geometric analysis rather than decorative contexts, the worksheet aligns with the Merdeka Curriculum’s emphasis on contextual, student-centered instruction. While this study establishes a validated foundation for culturally responsive geometry resources, future research should examine instructional effectiveness and broader classroom implementation.
Development and Evaluation of a Brain-Based Learning Microsite for Geometric Transformation Learning Muhtarom; Anindyo Windi Sulistyowarno; Ida Dwijayanti
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.205

Abstract

The limited availability of interactive learning media that align with students' cognitive processes and promote mathematical creative thinking remains a challenge in mathematics education. Therefore, this study aimed to develop a Brain-Based Learning microsite to enhance students' mathematical creative thinking. This study employed a Research and Development (R&D) method by integrating the ADDIE model with the Design Thinking approach. The developed learning media focused on the topic of geometric transformations for Grade 12 senior high school students. The participants consisted of 17 students in the experimental class and 31 students in the control class. Data were collected through expert validation sheets, mathematical creative thinking tests, and user response questionnaires. The data were analyzed using descriptive statistics, an independent-samples t-test, and N-gain analysis. The results indicated that the developed microsite was highly valid, obtaining validation scores of 88.75% from the media expert and 100% from the subject-matter expert. The user response questionnaire showed a practicality score of 90%, categorized as very good. The effectiveness analysis demonstrated a significant difference in mathematical creative thinking between the experimental and control classes, with students using the developed microsite achieving better performance. Furthermore, the experimental class obtained an N-gain score of 0.76, categorized as high, indicating substantial improvement in students' mathematical creative thinking. These findings suggest that the Brain-Based Learning microsite is a valid, practical, and effective learning medium for supporting mathematics learning and enhancing students' mathematical creative thinking.

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