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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 67 Documents
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Achievement of Mathematical Problem-Solving Abilities of 4th Grade Students at SDN 02 Kajar through The Problem-Based Learning (PBL) Model: One-Sample T-Test Analysis Khoirul Ana; Risma Hanim Mazida; Fauzul Muna; Fitriyah Amaliyah
Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 3 (2025): EDISI DESEMBER
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v7i3.57

Abstract

The mathematical problem-solving ability of IV grade students in plane geometry is still a concern that requires attention. Teachers, as educators, should apply varied learning models that can develop students' mathematical problem-solving skills. This research aims to determine whether the mathematical problem-solving abilities of IV grade students at SDN 02 Kajar in plane geometry using the Problem Based Learning (PBL) model can meet the minimum competency criteria (KKM) score or not. This study is quantitative research using a pre-experimental design method with a one-shot case study type, involving 15 fourth grade students at SDN 02 Kajar. Data collection techniques include mathematical problem-solving ability tests, observation, and interviews. The data obtained was then analyzed using the T-Test (one-sample t-test). The research results show that the achievement of mathematical problem-solving abilities through the Problem-Based Learning (PBL) model is equal to the minimum competency criteria (KKM) score, which is 75.
The Influence of Learning Independence and Intelligence Quotient on Students’ Mathematical Creative Thinking Skills Setianingrum, Ervina; Kintoko, Kintoko; Hadi Siswanto, Deny
Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 3 (2025): EDISI DESEMBER
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v7i3.113

Abstract

This study aims to examine the influence of learning independence and Intelligence Quotient (IQ) on students’ mathematical creative thinking skills. The research employed a quantitative approach with an ex post facto design and was conducted at SMPN 5 Purworejo during the odd semester of the 2024/2025 academic year. The population comprised seventh-grade students, from whom 32 participants were selected through purposive sampling based on the availability of official IQ test results from a professional psychological institution. The research instruments included an essay test measuring creative thinking skills based on four indicators, namely fluency, flexibility, elaboration, and originality; a learning independence questionnaire covering six assessment aspects; and documentation of students’ IQ scores. Data analysis consisted of descriptive statistics, prerequisite testing, and multiple linear regression analysis using SPSS version 25. The results showed that learning independence and IQ significantly affected students’ mathematical creative thinking skills, both partially and simultaneously. Learning independence had a more dominant effect than IQ. Together, both variables explained 92.5% of the variance in students’ mathematical creative thinking skills.
Development of the IDCIR Mathematics Learning Model to Improve Junior High School Students' Problem-Solving and Creative Thinking Skills Sufri, Sufri Mashuri; Tahmir, Suradi; Ahmad Talib; Ihsan, Hisyam
Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 3 (2025): EDISI DESEMBER
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v7i3.117

Abstract

This study aims to develop and validate the IDCIR (Incubation, Divergence, Convergence, Innovation, Reflection) mathematics learning model as an effort to improve problem-solving skills and creative thinking abilities of junior high school students. The background of this research is grounded in the low levels of numeracy and mathematical reasoning abilities among Indonesian students, as reflected in the results of PISA 2022 and AKM 2024. To address these issues, this study employs a Research and Development (R&D) approach by adapting the Plomp model, which includes the stages of preliminary investigation, design and development, as well as implementation and assessment. The resulting product consists of a learning model along with supporting materials such as lesson plans, teacher's guidebooks, student textbooks, student worksheets, and assessment instruments. Validation was conducted by experts in subject matter, pedagogy, and evaluation, showing that the IDCIR model meets the validity criteria in terms of content, construct, language, and visual design of the learning materials. Practicality testing in three schools indicated that the model can be implemented effectively, its syntax is easy for teachers to follow, and students responded positively to the learning activities. Furthermore, effectiveness testing using a pretest–posttest control group design revealed that students who learned through the IDCIR model experienced significant improvements in problem-solving skills, creativity indicators (fluency, flexibility, originality), and learning engagement compared to students in the control group. Thus, the IDCIR model is declared valid, practical, and effective, and can be recommended as an innovative alternative in mathematics instruction to support the achievement of 21st-century competencies.
Implementation of the REACT Learning Model in Mathematics Education: A Systematic Literature Review Trian Fajrianto; Larasati Rizky Putri; Wardani Rahayu
Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 3 (2025): EDISI DESEMBER
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v7i3.118

Abstract

Mathematics education requires learning approaches that enable students to construct conceptual understanding through meaningful and contextual experiences rather than procedural memorization. One approach that aligns with this demand is the REACT learning model (Relating, Experiencing, Applying, Cooperating, Transferring). Despite its growing application, research on REACT in mathematics education, particularly in the Indonesian context, remains fragmented and tends to emphasize specific learning outcomes without systematically mapping its conceptual characteristics, implementation patterns, and reported effectiveness. Therefore, this study aims to synthesize empirical evidence on the implementation of the REACT model in mathematics learning through a Systematic Literature Review. This study employed a Systematic Literature Review (SLR) guided by the PRISMA protocol. Fifteen empirical articles published between 2015 and 2025 were selected from Google Scholar, Garuda, ERIC, and ScienceDirect databases. The selected studies were analyzed using thematic analysis and descriptive synthesis to identify trends related to REACT components, mathematics topics, educational levels, and learning outcomes. The results indicate that REACT is consistently framed as a contextual and constructivist learning approach that contributes positively to students' conceptual understanding and Higher Order Thinking Skills (HOTS). The Relating and Experiencing stages are the most frequently emphasized components, reflecting a strong focus on contextualization and active exploration. Across the reviewed studies, improvements are most commonly reported in conceptual understanding and mathematical problem-solving ability, followed by gains in mathematical communication and representation. Several studies report the use of problem-oriented tasks and technology-supported activities within the REACT framework; however, such integrations remain limited and are not examined as independent intervention models. In conclusion, the findings suggest that the REACT learning model is effective in supporting meaningful and competency-based mathematics learning. Nevertheless, the integration of REACT with other instructional models or digital media remains underexplored in the existing literature, indicating the need for future research to investigate such hybrid implementations more systematically and empirically.
A Comparative Study of the Drill-and-Practice Method and the Problem-Based Learning (PBL) Method in Terms of Students' Mathematical Disposition Abilities in the Basic Statistics Course Kurniawan, Indra; Marfu'ah, Iim
Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 3 (2025): EDISI DESEMBER
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v7i3.119

Abstract

The Drill and Practice Method and the Problem-Based Learning (PBL) Method are effective learning methods used in classroom instruction. This study employs a Static Group Comparison design to analyze the differences in effectiveness between the Drill and Practice Method and the Problem-Based Learning (PBL) Method in enhancing students' mathematical disposition abilities in the basic statistics course. The research design used is quasi-experimental. The research design is static group comparison. The groups were divided into two, one as the experimental group and the other as the control group. The population of this study consists of third-semester students at Universitas Indraprasta PGRI Jakarta. The sample for the study was taken using area or cluster sampling, as the sample was taken based on the location of the sample area. Therefore, the sample size was 41 students for the experimental group and 36 students for the control group. The results of the study indicate that the significance value (Sig.) for all sources (Method, Disposition, and Method * Disposition interaction) is 0.000, which is less than 0.05. This indicates that there is a significant difference between the average groups. In other words, the Method, Disposition, and their interaction have a significant effect on the dependent variable. Further analysis shows that the Drill and Practice method is better applied than PBL because all respondents prefer practicing and are not yet comfortable with solving problems.
Construct Validity of an Assessment Instrument for Graduate Profile Dimensions in Deep Learning Based Mathematics Instruction Fatmawati; Supriyadi
Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 3 (2025): EDISI DESEMBER
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v7i3.124

Abstract

This study aims to examine the validity of an assessment instrument for graduate profile dimensions in the context of deep learning–based mathematics instruction at the senior secondary school level. The instrument was developed to measure four core dimensions of the graduate profile, namely critical reasoning, creativity, collaboration, and learning autonomy. The study employed a research and development approach with a specific focus on the instrument development stage. Content validity was evaluated through expert judgment involving six experts using Aiken's V index. In contrast, construct validity was examined through Confirmatory Factor Analysis (CFA) based on Structural Equation Modeling applied to large-scale trial data from 216 senior secondary school students. The results indicate that all instrument items demonstrate high content validity. Furthermore, the CFA results show that the modified second-order measurement model meets most goodness-of-fit criteria and that all indicators have factor loadings exceeding the critical threshold. These findings provide empirical evidence that the developed instrument possesses adequate construct validity and is appropriate for assessing graduate profile dimensions in deep learning–based mathematics instruction.
Algebraic Thinking in Problem-Solving: A Bibliometric Analysis Tarida, Luthfiana; Dedeh Suryani
Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 3 (2025): EDISI DESEMBER
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v7i3.132

Abstract

Generalization and symbolic manipulation are fundamental components of algebraic thinking. Generalization is often regarded as the core of mathematics and a defining characteristic of problem solving. Consequently, the use of problem-solving contexts has strong potential to enhance and develop individuals’ algebraic thinking skills. Both algebraic thinking and problem solving play a crucial role in determining success in solving mathematical problems. To examine research trends in these areas, a bibliometric analysis was employed within a systematic mapping study by reviewing documents indexed in the Scopus database. The results indicate that between 2001 and 2021, only 35 Scopus-indexed articles explicitly addressed algebraic thinking and problem solving. This study aims to fill gaps in the state of the art by conducting a bibliometric review of these 35 articles. The findings reveal that algebraic thinking and problem solving remain prominent and relevant research topics in mathematics education. However, word cloud analysis shows that the term belief appears in relatively small proportions, while self-efficacy has not yet emerged within the thematic networks or research trends related to algebraic thinking and problem solving. Moreover, studies integrating algebraic thinking, problem solving, scaffolding, and self-efficacy are still limited. Research focusing on student participants and mathematical content within the maritime domain is also scarce. Therefore, a promising direction for future research is to explore algebraic thinking processes through problem-solving scaffolding based on levels of self-efficacy among maritime students.

Page 7 of 7 | Total Record : 67

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