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Redaksi Hipotenusa: Journal of Mathematical Society. Fakultas Tarbiyah dan Ilmu Keguruan Universitas Islam Negeri (UIN) Salatiga, Jl. Lingkar Salatiga KM.2 Pulutan Sidorejo Salatiga Indonesia
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Hipotenusa: Journal of Mathematical Society
Published by Universitas Islam Negeri Salatiga
ISSN : -     EISSN : 27163156     DOI : https://doi.org/10.18326/hipotenusa.v6i1.1956
Core Subject : Education,
Mathematics
Aim : Hipotenusa: Journal of Mathematical Society is an electronic journal that provides a forum for publishing original research articles, review articles from contributors, and news about novel technologies related to mathematics education. The journal is intended for writers, teachers, students, professors, and researchers who wish to publish their research reports or literature review articles (the latter for invited contributors) on mathematics education and its instructional methods. Focus and Scope : 1. Thinking: Encompasses studies and research related to mathematical reasoning, problem-solving, and the cognitive processes involved in understanding mathematical concepts. 2. Learning: Encourages papers that explore innovative methodologies, pedagogical strategies, and best practices for effective mathematics education. 3. Assessment: Includes research on assessment techniques, evaluation methodologies, and the effectiveness of different types of assessments in measuring mathematical understanding and proficiency. 4. Evaluation: Seeks studies evaluating educational programs, curricula, and instructional methods in mathematics education, as well as their outcomes and impacts.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 59 Documents
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Pedagogical Exploration of Ethnomathematics: Efforts to Contextualize Numeracy Strategies for Elementary School Children Dafid Slamet Setiana; Firmansyah; Anwar Novianto; Fitriana Tjiptasari; Gumpanat Boriboon
Hipotenusa: Journal of Mathematical Society Vol. 8 No. 1 (2026): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v8i1.6481

Abstract

This study aims to integrate ethnomathematics into numeracy instruction in non-formal education settings and to test the effectiveness of its application in improving the numeracy skills of elementary school-aged children through non-formal education, with the goal of creating contextual and meaningful learning experiences. The study was conducted in Sukodono Village, Pacitan, which possesses a wealth of contextual cultural practices that serve as a resource for numeracy learning. The methods used were a mixed-methods study with an ethnographic approach to explore cultural practices, as well as a one-group pretest–posttest pre-experimental design to test improvements in numeracy skills. The research subjects consisted of cultural experts, teachers, elementary school-aged children, and parents, with a sample size of 16 students selected using purposive sampling. Quantitative data were analyzed using a paired samples t-test and N-Gain, while qualitative data were analyzed using the Miles and Huberman model. The research findings indicate that various local cultural practices contain mathematical concepts relevant to numeracy learning, such as geometry, measurement, patterns, and comparisons, which were identified in the contexts of agate stones, the Ceprotan traditional ceremony, and Rontek art. The findings suggest a trend toward improved student numeracy skills, as evidenced by moderate N-Gain scores and significant differences in paired t-test results. These findings confirm that the integration of ethnomathematics into numeracy learning not only strengthens contextual conceptual understanding but also serves as a relevant and meaningful alternative learning strategy, particularly within non-formal education pathways rooted in local culture.
A Bibliometric Analysis of Critical and Creative Thinking in Elementary School Mathematics Learning Aswin; Al Jupri; Dadang Juandi; Suhendra; Eyus Sudihartinih; Andi Sri Hardiana
Hipotenusa: Journal of Mathematical Society Vol. 8 No. 1 (2026): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v8i1.4075

Abstract

Through a bibliometric approach, this study aims to analyze trends, main focuses, and potential future research themes related to critical and creative thinking skills in mathematics learning at the elementary school level. The data were obtained from the Scopus database covering the years 1997–2025 with the search keywords "critical thinking" OR "creative thinking" AND math* AND "elementary school", resulting in 125 documents analyzed using Biblioshiny R and VOSviewer software. The analysis results show that publications on this topic have increased significantly since 2016, with Indonesia having the highest number of publications. However, the United States and Taiwan dominate in terms of citation impact. Four main clusters were identified: innovative learning approaches (including STEM and problem-based learning), elementary education contexts, curriculum development and engineering education, and strengthening critical thinking skills through geometry and problem solving. Bibliometric visualization also shows that topics such as "creative thinking", "teaching and learning", and "educational computing" are growing and promising areas for further research. This study recommends integrating interdisciplinary and technological approaches in curriculum development and the need for increased international collaboration to strengthen research impact. These findings provide an important contribution to mapping the scientific landscape and the direction of developing mathematics learning that fosters higher-order thinking skills from an elementary school.
Mathematical Problem-Solving Abilities in Algebraic Operations through Realistic Mathematics Education (RME) Izzati Mauren Sefira; Ali Shodikin
Hipotenusa: Journal of Mathematical Society Vol. 8 No. 1 (2026): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v8i1.4526

Abstract

This study aims to describe the mathematical problem-solving abilities of seventh-grade students in algebraic operations through the RME approach, focusing on two aspects, how the characteristics of RME support or constrain students’ problem-solving processes, and students’ problem-solving performance based on three of Polyas’ stages. Problem-solving abilities were analyzed using three of Polya’s stages, understanding the problem, devising a plan, and implementing the plan. The looking-back stage was excluded as this study focuses on processes explicitly documented in students’ written responses. This study employed a descriptive qualitative approach with 11 seventh-grade students as research subjects. Data were collected through written tests and interviews. The results of the study show that the indicator implementing a plan was the most frequently mentioned in students’ responses. The indicator understanding the problem and formulating a plan remained relatively low, most students did not fully list the given and asked information, nor did they explicitly state their problem-solving strategies. The use of real-world contexts in RME helps students understand problem situations, but it has not yet fully encouraged structured planning. These findings indicate the need to strengthen the early stages of problem-solving in RME instruction so that students can solve problems more systematically.
Effectiveness of Multisensory-Based Statistical E-Comic with Collaborative Learning to Enhance Deaf Students’ Mathematical Connection Sugiman; Najma Fatikasari; Emi Pujiastuti; Muh. Fajar Safaatullah; Endang Sugiharti
Hipotenusa: Journal of Mathematical Society Vol. 8 No. 1 (2026): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v8i1.5326

Abstract

Deaf students face challenges in understanding abstract mathematical concepts, especially the material of data concentration measures, due to limited verbal communication and lack of learning media that suits their characteristics. This study aims to examine the effectiveness of statistical e-comic based on multisensory approach integrated with collaborative learning model in improving mathematical connection ability of deaf students. The research approach used is mixed-methods with Single Subject Research (SSR) design type A-B-A. The subjects consisted of three deaf students of class VIII-B in SLB Negeri Ungaran who were purposively selected. Data collection techniques included mathematical connection tests, learning observations, semi-structured interviews, and visual documentation. Quantitative data was analysed using visual inspection charts within and between conditions, while qualitative data was analysed through reduction, presentation, interpretation, and conclusion drawing. The results showed that statistical e-comic media was effective in significantly improving deaf students' mathematical connections, both from cognitive (concept understanding), affective (motivation and attitude), and psychomotor aspects (digital skills and participation). The conclusion shows that statistical e-comic with multisensory approach and collaborative learning is able to bridge the gap of mathematical understanding contextually and applicatively.
Improving Numeracy Performance Through the GASING Method Rita Yuana; Iip Saripah; Zia Zalzilah Mazfufah; Yohanes Surya; Yanti Shantini; Dadang Yunus Luthfiansyach; Ethel Joy V. Sebastian
Hipotenusa: Journal of Mathematical Society Vol. 8 No. 1 (2026): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v8i1.6290

Abstract

Numeracy is foundational to academic success, yet many Indonesian primary school students struggle with mathematics under instruction that emphasises rote memorisation over conceptual understanding. This study examined the improvement in numeracy performance associated with the GASING (Gampang, Asyik, Menyenangkan / Easy, Enjoyable, Fun) method among primary school students and teachers in Bojonegoro District, Indonesia. A one-group pre-test–post-test design was employed with 97 students and 50 teachers who completed a 15-day intensive training programme covering five numeracy domains: number recognition, addition, multiplication, subtraction, and division. Performance was assessed using curriculum-aligned numeracy tests administered at pre-test and post-test. Paired-samples t-tests showed statistically significant gains across all domains. Students improved from a composite pre-test mean of 30.51 (SD = 17.55) to 83.08 (SD = 9.53), t(96) = 35.25, p < .001, Cohen's dz = 3.58, equivalent to a 2.72-fold gain; the largest domain gain was in division (6.28-fold). Teachers improved from 73.56 (SD = 13.11) to 97.70 (SD = 2.98), t(49) = 15.16, p < .001, dz = 2.14. Because the design included no control group, these results indicate improvement associated with the intervention rather than its isolated causal effect. The findings nonetheless suggest that the GASING method, delivered through an integrated teacher–student training model, is associated with substantial numeracy gains and with positive affective changes reported by participants.
Teaching of Mathematical Proof in Middle School Geometry: A Systematic Review of Technology-Enhanced Approaches As Elly; Yusuf Hartono; Nyimas Aisyah; Hapizah
Hipotenusa: Journal of Mathematical Society Vol. 8 No. 1 (2026): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v8i1.6433

Abstract

This study investigates approaches to teaching mathematical proof at the middle school level through a systematic literature review, focusing on a key challenge in mathematics education: the difficulty students face in transitioning from empirical to deductive reasoning. Mathematical proof is a foundational element of mathematical reasoning, yet many students struggle with this shift. This study synthesizes empirical research on instructional approaches, particularly those that integrate technology, such as dynamic geometry software, augmented reality (AR), and digital learning tools, to improve students' proof skills. Following the PRISMA 2020 protocol, a systematic review was conducted with searches in Scopus, Web of Science, ERIC, and Google Scholar for studies published between 2014 and 2025. Forty-two empirical studies met the inclusion criteria. The findings highlight that technology-enhanced approaches, especially the use of dynamic geometry software, significantly improve students' abilities in proof construction, validation, and reasoning compared to conventional methods. Furthermore, the study identifies common challenges faced by teachers, including limited pedagogical content knowledge and difficulties in guiding students through the transition to formal proof. The review underscores the need to integrate inquiry-based learning and technology tools to foster deeper understanding of proofs at the middle school level. The study’s contribution lies in synthesizing diverse instructional strategies and providing evidence-based insights for future educational practices. Implications for practice and future research are also discussed.
Philosophical Values of the Sedulur Sikep (Samin Tribe) of Bojonegoro: Contextual Resources for Mathematics Learning Dwi Erna Novianti; Puput Suriyah; Ari Indriani; Nurul Nadiya Abu Hassan
Hipotenusa: Journal of Mathematical Society Vol. 8 No. 1 (2026): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v8i1.6779

Abstract

This study aims to identify the philosophical values embedded in the Sedulur Sikep (Samin) community in Bojonegoro and reconstruct them into a contextual mathematics learning design. The study employed a qualitative ethnographic approach involving six participants, consisting of community leaders and members selected purposively based on their knowledge of Sedulur Sikep teachings and practices. Data were collected through participant observation, in-depth interviews, and document analysis. Data analysis was conducted using open coding, thematic categorization, and interpretive analysis to examine the relationship between cultural values and mathematics learning contexts. The findings indicate that the values of ora jumput (not taking others’ rights), ora bedok (honesty), and ora srei (not being greedy) function as ethical principles consistently reflected in social practices related to resource management, economic interactions, and everyday decision-making. These values were reconstructed into authentic contexts for mathematics learning through tasks involving fair distribution, procedural consistency, and decision-making under constraints. The integration of cultural values was framed through Contextual Teaching and Learning (CTL) and Realistic Mathematics Education (RME), positioning cultural practices as starting points for mathematical activity. The contribution of this study lies in proposing a learning design framework that connects Sedulur Sikep philosophical values with operational mathematical contexts. The findings extend ethnomathematics research beyond cultural identification toward the reconstruction of cultural values as resources for contextual mathematics learning design.
Are We Measuring Ability or Guessing?: CTT and IRT Evidence from a Multiple-Choice Assessment in Econometric Test Ajeng Wahyuni; Yunaita Rahmawati; Maulida Nurhidayati; Muhtadin Amri
Hipotenusa: Journal of Mathematical Society Vol. 8 No. 1 (2026): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v8i1.7088

Abstract

Multiple-choice tests are widely used in mathematics-related higher education courses because they are practical for assessing broad learning outcomes. Correct responses may not always indicate full conceptual mastery, as students may answer correctly through partial knowledge, distractor elimination, unintended item cues, or pseudo-guessing. This study evaluates the quality of a 20-item four-option multiple-choice econometrics assessment using Classical Test Theory (CTT) and Item Response Theory (IRT). The test was administered to 108 undergraduate students and was designed to measure econometrics competence as an applied mathematics construct, including quantitative and statistical reasoning, regression and model interpretation, hypothesis testing and inference, model assumptions and diagnostics, and data-based decision-making. CTT was used to examine item difficulty, item discrimination, while IRT was used to compare the 1PL, 2PL, and 3PL models and to diagnose pseudo-guessing. The results showed a mean score of 13.85 out of 20, KR-20 of 0.681, and Cronbach’s alpha of 0.677, indicating moderate but not strong internal consistency. CTT identified no difficult items, nine easy items, and three items with poor discrimination. The 1PL model had the lowest BIC and was therefore the most fit model, while the 3PL model was retained diagnostically because it estimates pseudo-guessing. Eight items, namely I01, I05, I06, I12, I15, I16, I18, and I20, had pseudo-guessing parameters above 0.25. These findings suggest that some correct responses may have been influenced by non-mastery factors. This study contributes to mathematics education by demonstrating how integrated CTT and IRT diagnostics can improve the validity of econometrics assessment as a measure of quantitative and statistical reasoning.
Statistical Literacy of University Students: An Analysis of Decision-Making, Evaluating, Communicating, and Interpreting Skills Zulqoidi Habibie; Kartono` Kartono; Wardono; Iqbal Kharisudin
Hipotenusa: Journal of Mathematical Society Vol. 8 No. 1 (2026): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v8i1.7271

Abstract

This study aimed to analyze university students’ statistical literacy based on four indicators: decision-making, evaluating, communicating, and interpreting, as well as to examine differences in statistical literacy according to gender. A descriptive survey design was employed. The participants comprised 144 students from six universities across five provinces in Indonesia: Banten, Jakarta, East Java, Jambi, and Bengkulu, who were selected using non-probability sampling with a convenience sampling technique. Data were collected using an open-ended statistical literacy test developed based on response-skill indicators from the perspective of data consumers. The collected data were analyzed using descriptive statistics and the Mann–Whitney U test to determine whether significant differences existed between male and female students. The results revealed no statistically significant differences in statistical literacy between male and female students. Among the four indicators (decision-making (average 22.9), evaluation (75), communication (55.6), and interpretation (22.2)) students demonstrated relatively stronger performance in evaluating and communicating statistical information than in decision-making and interpreting. Analysis of students’ responses indicated that the main difficulties were related to understanding the context of statistical information, accurately interpreting data, integrating multiple statistical measures when making decisions, and effectively communicating information derived from graphs and datasets. These findings highlight the importance of integrating statistical knowledge with contextual understanding to support the development of statistical literacy among university students. The limitations of this study are evident in the data collected, namely the imbalance in the number of male and female students, which means the results cannot yet be generalized; further research is needed.

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