cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ratu Ilma Indra Putri
Contact Email
ratuilma@unsri.ac.id
Phone
081287447886
Journal Mail Official
jpm@unsri.ac.id
Editorial Address
Department of Master Program on Mathematics Education Sriwijaya University, Palembang, Indonesia, Kampus FKIP Bukit Besar Jl. Srijaya Negara, Bukit Besar, Palembang-30139, Indonesia
Location
Kab. ogan ilir,
Sumatera selatan
INDONESIA
Mathematics Education Journal
Published by Universitas Sriwijaya
ISSN : 19780044     EISSN : 25491040     DOI : https://doi.org/10.22342/jpm
Core Subject : Education,
Education Mathematics Other
Jurnal Pendidikan Matematika or Mathematics Education Journal is an electronic peer-reviewed international journal, provides a forum for publishing original research articles, reviewing articles from contributors, and publishing novel technology news related to mathematics education. This journal is provided for writers, teachers, students, professors, and researchers who will publish research reports or literature review articles (only for invited contributors) about mathematics education and its instruction for authors and readers worldwide. The journal invites original research articles and is not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education is welcome, which includes, but is not limited to, the following topics, such as Realistic Mathematics Education, Design Research in Mathematics Education, Mathematics Ability, PISA Tasks, and Ethnomathematics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 3 Documents
 1 
Search results for , issue "Vol. 19 No. 4 (2025): Mathematics Education Journal" : 3 Documents clear
Building a Conceptual Framework of Mathematics-based Financial Literacy to Enhance Students’ Financial Decision-Making Skills Fachrudin, Achmad Dhany; Manuharawati, Manuharawati; Abadi, Abadi
Mathematics Education Journal Vol. 19 No. 4 (2025): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Despite the growing advocacy for integrating financial literacy into mathematics education, existing models rarely align financial concepts explicitly with mathematical competencies. This study introduces Mathematics-based Financial Literacy (MFL) and develops a novel conceptual framework that integrates financial literacy with key mathematical competencies, aiming to enhance students’ critical financial decision-making skills. The framework was constructed using a systematic methodology adapted from Jabareen, comprising four phases: literature review, pattern identification, category synthesis, and framework conceptualization, complemented by expert consultation. The development process involved deconstructing financial literacy concepts, identifying elements influenced by mathematical competencies, and synthesizing these elements into coherent categories to form a unified framework. The resulting MFL framework consists of four core content areas: financial calculations and transactions; risk and benefit analysis of financial products; tax calculations; and mathematics-based financial planning and management. These content areas are supported by six key mathematical competencies, which include reasoning and argumentation, communication, modelling, representation, problem solving, and the use of symbols and formalism, spanning three mathematical domains: quantity, change and relationships, and uncertainty and data. This structured mapping explicitly integrates mathematical competencies with financial literacy domains, providing a comprehensive and practical model for classroom implementation, while enabling teachers to design effective learning tasks and assessments that foster students’ financial comprehension and informed decision-making. Thus, this study offers a novel contribution to mathematics education by presenting a conceptual framework that systematically links financial literacy and mathematical competencies, supporting the implementation of measurable and relevant financial skills-based learning for students.
Struggling with Cultural Integration: Elementary Teachers’ Efforts to Incorporate the Javanese Calendar in Teaching Plan Niken Wahyu Utami; Sagita, Laela; Rina Dyah Rahmawati
Mathematics Education Journal Vol. 19 No. 4 (2025): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Although the mathematical potential of Javanese calendar has been widely explored, little is known about the challenges teachers face in its classroom integration. This study addresses the gap to inform effective instructional design. This research aims to identify the challenges teachers encounter in developing culture-based mathematics teaching plan. A questionnaire was distributed to a group of elementary school teachers participating in the Culture-Based Pedagogy course in the Master Program of Basic Education at a university in Yogyakarta. A total of 44 elementary school teachers completed the questionnaire. Based on the results of the learning plans they prepared, five teachers were selected for in-depth interviews. Data were analyzed descriptively, focusing on the teachers’ lesson plans and interview responses. The findings indicate that teachers’ integration of the Javanese calendar was multifaceted, encompassing their mathematical and cultural knowledge as well as their pedagogical skills during the lesson planning process. The analysis revealed three distinct patterns of integration. First, the Javanese calendar was thoughtfully integrated into the lesson plans, providing rich opportunities for contextual repurposing across various themes. Second, the lesson plans used superficial or tokenistic references where culture is included only as a decorative element without a meaningful link to the learning objectives. Third, in the problematic case, the lesson plans were used in inauthentic cultural contexts, resulting in cultural misconceptions. It is suggested that a comprehensive guide for educators be developed, encompassing meticulous explanations, precise calculations, and culturally pertinent information, particularly concerning the Javanese calendar. Additionally, the provision of further training or mentoring is considered essential for developing appropriate lesson designs.
Learning Mathematical Literacy Across Islands in an Archipelagic Country Through Cross-Cultural STEM Trails Cahyono, Adi Nur; Sukestiyarno, Yulius Leonardus; Kharisudin, Iqbal; Iqbal, Muhammad; Zulkardi; Safrudiannur; Lavicza, Zsolt; Miftahudin
Mathematics Education Journal Vol. 19 No. 4 (2025): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explored a program aimed at designing cross-cultural STEM trails in three regions of an archipelagic country to enhance students' mathematical literacy. The research employed an exploratory mixed-methods design, involving 30 prospective teachers, in-service teachers, and lecturers and 50 students. Data were collected through observations, interviews, documentation, and mathematical literacy tests. They were analyzed using qualitative coding/triangulation and ANOVA. The study took place in three cities located on different islands during the 2024 academic year. The study began with implementation of a teacher training program to equip them with the necessary skills to design STEM Trails using the stemtrails.id platform. This application was developed in previous research. The trails were designed to integrate STEM contexts, cultural themes, and landmark elements in three Indonesian cities. Students used the trails to learn mathematical literacy and gain insight into the cultures of other regions. The location of tasks and trails in remote areas prompted task authors to innovate task design using technologies such as 3D printing. This technology facilitates student exploration, as with general math trails, but also incorporates miniature object models relevant to the tasks. The teacher selected project-based learning as an appropriate model for this strategy. The results demonstrated measurable improvements in mathematical literacy, with average post-test scores rising from M = 68.4 (SD = 9.3) to M = 81.7 (SD = 8.6), t(142) = 9.21, p < .001. Cross-island cultural triangulation fostered collaborative learning across geographically separated regions, thereby demonstrating a strategy for overcoming archipelagic barriers. The model can be expanded to other regions through digital integration and culturally grounded STEM task design. In this way, it can offer a pathway for nationwide application.

Page 1 of 1 | Total Record : 3

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 20 No. 1 (2026): Mathematics Education Journal Vol. 19 No. 4 (2025): Mathematics Education Journal Vol. 19 No. 3 (2025): Mathematics Education Journal Vol. 19 No. 2 (2025): Jurnal Pendidikan Matematika Vol. 19 No. 2 (2025): Mathematics Education Journal Vol. 19 No. 1 (2025): Jurnal Pendidikan Matematika Vol. 18 No. 3 (2024): Jurnal Pendidikan Matematika Vol. 18 No. 2 (2024): Jurnal Pendidikan Matematika Vol. 18 No. 1 (2024): Jurnal Pendidikan Matematika Vol. 17 No. 3 (2023): Jurnal Pendidikan Matematika Vol. 17 No. 2 (2023): Jurnal Pendidikan Matematika Vol. 17 No. 1 (2023): Jurnal Pendidikan Matematika Vol. 16 No. 3 (2022): Jurnal Pendidikan Matematika Vol. 16 No. 2 (2022): Jurnal Pendidikan Matematika Vol. 16 No. 1 (2022): Jurnal Pendidikan Matematika Vol. 15 No. 2 (2021): Jurnal Pendidikan Matematika Vol. 15 No. 1 (2021): Jurnal Pendidikan Matematika Vol. 14 No. 2 (2020): Jurnal Pendidikan Matematika Vol. 14 No. 1 (2020): Jurnal Pendidikan Matematika Vol. 13 No. 2 (2019): Jurnal Pendidikan Matematika Vol. 13 No. 1 (2019): Jurnal Pendidikan Matematika Vol. 12 No. 2 (2018): Jurnal Pendidikan Matematika Vol. 12 No. 1 (2018): Jurnal Pendidikan Matematika Vol. 11 No. 2 (2017): Jurnal Pendidikan Matematika Vol. 11 No. 1 (2017): Jurnal Pendidikan Matematika Vol. 8 No. 2 (2014): Jurnal Pendidikan Matematika Vol. 8 No. 1 (2014): Jurnal Pendidikan Matematika Vol. 7 No. 2 (2013): Jurnal Pendidikan Matematika Vol. 7 No. 1 (2013): Jurnal Pendidikan Matematika Vol. 6 No. 2 (2012): Jurnal Pendidikan Matematika Vol. 6 No. 1 (2012): Jurnal Pendidikan Matematika Vol. 5 No. 2 (2011): Jurnal Pendidikan Matematika Vol. 5 No. 1 (2011): Jurnal Pendidikan Matematika Vol. 4 No. 2 (2010): Jurnal Pendidikan Matematika Vol. 4 No. 1 (2010): Jurnal Pendidikan Matematika Vol. 3 No. 2 (2009): Jurnal Pendidikan Matematika Vol. 3 No. 1 (2009): Jurnal Pendidikan Matematika More Issue