cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Siti Suprihatiningsih
Contact Email
s.suprihatiningsih@sanagustin.ac.id
Phone
+6282251216968
Journal Mail Official
riemann@sanagustin.ac.id
Editorial Address
Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo Jl. Ilong, Dusun Gasing Pal 4, Amboyo Utara, Ngabang, Landak - Kalimantan Barat Email: riemann@sanagustin.ac.id Website: https://www.sanagustin.ac.id
Location
Kab. landak,
Kalimantan barat
INDONESIA
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
 8   9   10   11   12 
The Role of Problem Based Learning in Improving Self-Efficacy, Self-Regulation, and Algebraic Problem-Solving Ability: Evidence from Secondary School Students in Makassar Ovan; Sudarsono; Johanis Pao Ali
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.v8i2.241

Abstract

This inquiry investigated how Problem-Based Learning (PBL) impacts students' algebraic problem-solving skills, self-regulation, and self-efficacy. Utilizing a quantitative quasi-experimental approach with a pretest-posttest control group design, the study involved 53 eighth-graders Bajiminasa Junior High School in Makassar City, Indonesia. The subjects were divided into an experimental cohort taught via PBL and a control cohort under conventional methods. Data gathering relied on three highly reliable instruments: the Self-Efficacy Questionnaire (SEQ, α = 0.85), Self-Regulation Questionnaire (SRQ, α = 0.88), and Algebraic Problem-Solving Test (APST, α = 0.92). Analytical methods comprised descriptive statistics, independent and paired-samples t-tests, normalized gain (N-gain), and Cohen's d. Initial findings showed no meaningful baseline differences between the groups (p > 0.05). Post-intervention, however, the PBL group substantially outpaced the control group (p < 0.01), achieved a higher normalized gain (0.59, moderate-to-high) than the control group (0.35, moderate), and a substantial effect size (Cohen's d = 1.32). Consequently, PBL proves to be an effective pedagogical tool for bolstering these academic outcomes. Mathematics educators are encouraged to adopt PBL, while future researchers should expand the sample size and diversity to ensure broader generalizability.
Research Trends On The Use of GeoGebra in Problem-Based Learning: A Systematic Literature Review Rini Dwi Mardiyah; Dian Septi Nur Afifah; Silfia Hayuningrat
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.v8i2.243

Abstract

Research on the integration of GeoGebra in mathematics education has increased substantially in recent years. However, existing studies are dispersed across multiple sources, necessitating a systematic synthesis to provide a comprehensive understanding. This study aims to analyze research trends on the use of GeoGebra through a Systematic Literature Review (SLR). Articles were collected from major databases, including Scopus, ERIC, Google Scholar, and Garuda. A total of 58 articles published between 2017 and 2025 were selected based on predefined inclusion and exclusion criteria. The analysis indicates that the highest number of publications occurred in 2023 (n = 13). Quantitative methods were most frequently employed (41.40%), and the dominant research focus was the use of GeoGebra as a learning medium or instructional tool (n = 25). Furthermore, several research gaps were identified, including the limited number of studies at the elementary education level, the lack of investigations into long-term effects, and the limited integration of GeoGebra with innovative pedagogical models. These findings provide a comprehensive overview of current research developments and offer directions for future studies.
Effectiveness of Realistic Mathematics Education Assisted by Traditional Game of Dakon on Numeracy Skills and Learning Interest of Elementary School Students Karnelia Agenina; Eka Zuliana; Henry Suryo Bintoro
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.v8i2.246

Abstract

Students' low numeracy skills and lack of interest in learning make it urgent to address these issues through learning that is relevant and responsive to cultural contexts. Several studies have demonstrated the effectiveness of RME in improving numeracy skills, but there remains a gap in the integration of cultural contexts within these approaches. This study seeks to address this gap by integrating RME into a cultural context through the game of dakon, with the aim of determining its effectiveness on students' numeracy skills and learning interest. Using a quantitative method, specifically a post-only control design, this study employed cluster random sampling, involving 40 students (20 students from class VA and 20 students from class VB) at SDN Rejoagung 01, Trangkil, Pati. This research design didn't include a pretest, so the initial equivalence between groups was based on their previous average academic scores. Data were collected through tests and questionnaires. Data analysis utilized the independent samples t-test. The results show a significant difference (p < 0.01) in students' numeracy skills between the experimental class (88.80) and the control class (71.80), and a significant difference (p < 0.01) in students' learning interest between the experimental class (95.40) and the control class (86.05). It can be concluded that RME assisted by the dakon game is effective in students' numeracy skills and learning interest. These findings provide empirical evidence and a more comprehensive understanding of learning that responds to cultural contexts, which is effectively capable on tudents' numeracy skills and learning interest in elementary school.
AI-Integrated Student Worksheets: Scaffolding Spatial and Representational Reasoning in Double Integrals Rachmalia Vinda Kusuma; Edy Nurfalah
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.v8i2.247

Abstract

This study aims to develop and examine the effectiveness of Artificial Intelligence (AI)-integrated student worksheets as scaffolding for students' spatial and representational reasoning in double integral material. Using an explanatory sequential mixed-methods approach, this exploratory study employed a one-group pretest-posttest design involving the entire cohort of 11 third-semester students from the 2023 batch of the Mathematics Education Study Program at Universitas PGRI Ronggolawe. Data were analyzed using the Wilcoxon Signed-Rank test and N-Gain. The qualitative phase involved in-depth observations and semi-structured interviews to explore the mechanisms of AI scaffolding. Expert validation yielded a score of 87.7% (highly valid), while practicality reached 85.5% (highly practical). The effectiveness test showed a significant improvement ( , large effect size) with a mean N-Gain of 0.556 (moderate category), and all students surpassed the minimum mastery score of 75. Qualitative findings revealed three distinct AI scaffolding mechanisms: (1) externalized thinking through Socratic interaction for high-ability students; (2) progressive fading aligned with Vygotsky's Zone of Proximal Development (ZPD) for moderate-ability students; and (3) graphical-to-symbolic representational transfer facilitated by graduated AI prompts for low-ability students. As a preliminary, theoretically informed contribution, this exploratory study proposes an initial framework for differentiating AI-driven scaffolding in multivariable calculus pedagogy, to be further tested in future research with larger samples and controlled designs.
Bridging Cultural Heritage and Mathematics: Ethnomathematical Exploration of Penataran Temple Architecture in Blitar Mochammad Reval Ardhi Yudi Prayogo; Rini Setianingsih
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.v8i2.249

Abstract

Mathematics and culture are closely interconnected, as cultural artifacts often embody mathematical ideas through their forms, structures, and patterns. Ethnomathematics provides a framework for examining this relationship by revealing mathematical concepts embedded in cultural heritage. This study aims to identify and analyze the mathematical concepts found in the architecture of Penataran Temple, Blitar, Indonesia. The research employed a qualitative design with an ethnographic approach. Data were collected through observation and documentation of the temple's architectural elements and were analyzed using visual and structural interpretation. The findings reveal various mathematical concepts, including two-dimensional and three-dimensional geometry, symmetry, geometric transformations, slope, proportional relationships, and repetitive patterns represented in the temple architecture. These findings indicate that cultural heritage embodies structured mathematical knowledge and demonstrate the relevance of ethnomathematics in uncovering mathematical ideas within local cultural contexts. This study contributes to the development of ethnomathematics by highlighting architectural heritage as a meaningful source of mathematical insight and contextual learning.
Analyzing Student Misconceptions in Ratio, Proportion, and Percentage in Pharmaceutical Mathematics Using a Modified Three-Tier Diagnostic Test Farida Tuahuns; Alifa Sabrina; Fitri Savitri
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.v8i2.257

Abstract

Pharmaceutical calculations require a solid understanding of ratios, proportions, and percentages to ensure accurate drug preparation and dosage determination. However, pharmacy students often struggle to apply these concepts, which may lead to misconceptions. This study aimed to develop a modified three-tier diagnostic test (MTTDT) to identify pharmacy students' misconceptions in ratio, proportion, and percentage calculations. The instrument was developed using the ADDIE model.  Unlike conventional three-tier tests, the second tier was modified from a multiple-choice to an open-ended essay format, enabling separate assessment of conceptual understanding, problem-solving process, and calculation accuracy. Content validity was evaluated by seven experts using Aiken's V, while empirical validity and reliability were assessed in a separate validation cohort using point-biserial correlation and Cronbach's alpha (α = 0.727). Of the ten items initially designed, nine met the empirical validity criterion and were retained for the main study, which was administered to 97 first-year pharmacy students. On average, 20.44% of responses reflected misconceptions and 25.44% reflected a lack of knowledge. Analysis of the open-ended second-tier responses revealed a marked disparity between conceptual understanding (81.56%) and calculation accuracy (43.00%), although most students recognized relevant concepts; their performance declined substantially during the problem-solving and unit-conversion steps. These findings suggest that the modified three-tier diagnostic test, particularly its open-ended second tier, can effectively surface procedural and unit-conversion-related misconceptions that conventional multiple-choice formats may fail to detect, supporting its use for targeted instructional intervention in pharmaceutical mathematics education.
Rasch-Based Diagnostic Instrument for Mathematical Abstraction in Linear Equations: Development and Initial Validation Beni Setiawan; Olenggius Jiran Dores
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.v8i2.273

Abstract

Mathematical abstraction is a foundational cognitive competency for junior high school students, yet diagnostic instruments that map students’ positions along the Concrete–Representational–Abstract (CRA) continuum are still limited. This study developed and initially validated a Rasch-based diagnostic instrument for mathematical abstraction in single-variable linear equations. Participants were 222 Grade 8 students from seven junior secondary schools in Sintang Regency, West Kalimantan, Indonesia. The instrument consisted of 18 constructed-response items scored 0–3 and administered using an overlapping multi-booklet design; each student completed 9 items, with valid responses per item ranging from 56 to 166. Data were analyzed with the Partial Credit Model using the TAM package in R. Seventeen of 18 items met the acceptable fit criteria, while item A2 (Outfit MNSQ = 1.519) required further review. EAP Person Reliability was 0.755, WLE Reliability 0.674, and Item Separation Reliability 0.889, indicating adequate psychometric quality for classroom diagnosis. Unidimensionality was supported (MADaQ3 = 0.137). The Wright Map classified students into four diagnostic zones: Zone 1 pre-transition Concrete (14.41%), Zone 2 Concrete-to-Representational transition (53.60%), Zone 3 Representational-to-Abstract transition (26.58%), and Zone 4 established Abstract (5.41%). Local dependency appeared between R1 and R4 (Q3 = 1.000). Sensitivity analysis showed that removing R4 only slightly reduced EAP reliability (0.751) while lowering the maximum Q3 to 0.498. A lower-ability measurement gap was also found, with 11 students (4.95%) having WLE standard errors above 1.0. The instrument is an initial diagnostic prototype that requires refinement through R4 revision, additional easier Concrete items, and validation with a larger sample.
Impulsive and Reflective Cognitive Styles of Pre-Service Teachers in Solving Analytic Plane Geometry Problems Ari Suningsih; Hidayatulloh; Yunni Arnidha; Ana Istiani
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.v8i2.281

Abstract

Understanding cognitive styles is crucial in mathematics teacher education as future teachers are expected to demonstrate accurate and systematic problem-solving skills. However, previous studies on impulsive and reflective cognitive styles have mainly focused on school students and general mathematics contexts, while research involving pre-service mathematics teachers in analytic plane geometry remains limited. In addition, little attention has been given to how these cognitive styles influence each stage of problem solving, creating an important research gap in mathematics teacher education. Therefore, this study aims to describe the characteristics of impulsive and reflective pre-service mathematics teachers in solving analytic plane geometry problems based on problem-solving stages. The novelty of this study lies in examining cognitive style differences among pre-service teachers specifically in analytic plane geometry and across each stage of problem solving. This study employed a descriptive qualitative approach involving Mathematics Education students selected using the Matching Familiar Figure Test (MFFT). Data were collected through an analytic plane geometry problem-solving test and semi-structured interviews and analyzed using data reduction, data display, and conclusion drawing. The findings show that impulsive pre-service teachers tend to respond quickly but with lower accuracy, especially in understanding problems and evaluating results, whereas reflective pre-service teachers demonstrate higher accuracy, careful reasoning, and systematic strategies throughout all problem-solving stages. Theoretically, these findings enrich the literature on cognitive styles in mathematics education by extending their application to pre-service teacher contexts and analytic geometry learning. Practically, the results highlight the importance of differentiated instruction to accommodate diverse cognitive characteristics in mathematics teacher education.
Development of Numeracy Questions Based on the Free Nutritious Meal Program at High School Silda Hikmaya; Rahmah Johar; Mohd. Harun
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.v8i2.282

Abstract

Numeracy skills are essential competencies in 21st-century mathematics education, playing a crucial role in fostering critical thinking and contextual problem-solving. However, the availability of high-quality numeracy assessment instruments based on real-world contexts remains limited, particularly those integrating the context of the Free Nutritious Meal Program (Makan Bergizi Gratis/MBG) at the high school level. This study aims to develop numeracy items based on the MBG context in the algebra domain for 10th-grade students that are valid, practical, and have potential effectiveness in improving students' numeracy skills. This study employed a research and development (R&D) method using the Tessmer model, which includes preliminary and formative evaluation stages (self-evaluation, expert review, one-to-one, small group, and field testing). The participants were 10th-grade students from a high school in Banda Aceh, with 36 students involved in the field test. The results of the study indicate that the developed instrument has very high validity (89.64%), practicality in the "practical" category (74.17%), and effectiveness, as evidenced by 66.67% of students falling into the "effective" and "fairly effective" categories. These findings indicate that MBG context-based numeracy questions are suitable for use as an innovative assessment instrument that can support the development of students' numeracy skills, particularly in the aspects of modeling, application, and mathematical reasoning.
Pedagogical Readiness of Mathematics Teachers and Students' Geometry Mastery in Facing Academic Ability Tests Verminus; Bistari; Komang Triwedari Handayani; Iis Krisdiyanti; Anugroho Adi Wibowo; Puput; Nurul Azkiya
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.v8i2.283

Abstract

This study aimed to analyze the relationship between teachers' pedagogical readiness and students' geometry mastery in facing academic ability tests, as well as to develop a conceptual model explaining the link between these two variables. The research employed a quantitative approach with a correlational design. The sample consisted of 77 junior high school mathematics teachers and 89 ninth-grade students in Pontianak City, selected through non-probability sampling (convenience/voluntary) via MGMP distribution. The research instruments included a pedagogical readiness questionnaire developed based on the Mathematical Knowledge for Teaching framework and a geometry mastery test based on Academic Ability Test simulations. Data were analyzed using descriptive and inferential statistics with Pearson correlation tests. The results showed that teachers' pedagogical readiness was at a moderate level, with Specialized Content Knowledge being the lowest domain. Meanwhile, students' geometry mastery was also at a moderate level, with a significant gap between conceptual understanding (46.2) and problem-solving ability (20.0). The Pearson correlation test revealed no significant relationship between teachers' pedagogical readiness and students' geometry mastery (r = -0.151, p = 0.190), with a coefficient of determination of only 2.3%. These findings challenge the basic assumption of the MKT framework regarding the direct relationship between teachers' pedagogical knowledge and student learning outcomes. This study proposed an alternative conceptual model suggesting three potential mediation pathways: pedagogical orchestration capacity, approximation of practice, and digital and technological literacy. The implications of this study confirm that improving teachers' pedagogical competence alone is insufficient without equal attention to contextual variables such as HOTS teaching materials and teachers' digital literacy.

Page 12 of 12 | Total Record : 120

 8   9   10   11   12 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 8 No. 2 (2026): EDISI AGUSTUS Vol. 8 No. 1 (2026): EDISI APRIL Vol. 7 No. 3 (2025): EDISI DESEMBER Vol. 7 No. 2 (2025): EDISI AGUSTUS Vol. 7 No. 1 (2025): EDISI APRIL Vol. 6 No. 3 (2024): EDISI DESEMBER Vol. 6 No. 2 (2024): EDISI AGUSTUS Vol. 6 No. 1 (2024): EDISI APRIL Vol. 5 No. 2 (2023): EDISI OKTOBER