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Ratu Ilma Indra Putri
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jpm@unsri.ac.id
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Department of Master Program on Mathematics Education Sriwijaya University, Palembang, Indonesia, Kampus FKIP Bukit Besar Jl. Srijaya Negara, Bukit Besar, Palembang-30139, Indonesia
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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 12 Documents
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Search results for , issue "Vol. 20 No. 1 (2026): Mathematics Education Journal" : 12 Documents clear
Strong and Weak Mathematical Connections among Prospective Mathematics Teachers in Differential Calculus Problem-Solving Pambudi, Didik Sugeng; Shahrill, Masitah
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp125-144

Abstract

Differential calculus problem requires the ability to connect various mathematical ideas, making mathematical connection ability an essential skill. Research indicates that prospective mathematics teachers demonstrate varying levels of mathematical connection ability. This study aimed to describe the characteristics of prospective mathematics teachers’ mathematical connection ability when solving differential calculus problems. An exploratory qualitative approach was employed involving 61 prospective mathematics teachers enrolled in a differential calculus course at a university in Indonesia. Data were collected through a written differential calculus problem and semi-structured interviews. The written responses were analyzed using five mathematical connections indicators, each scored on a scale of 0–20, to classify participants into strong, moderate, and weak levels. Interview data were used to investigate the processes and factors underlying the emergence of different mathematical connection types. The analysis revealed four types of mathematical connections: part–whole, different representation, procedural, and implication connections. Prospective mathematics teachers with strong mathematical connection level were able to coherently integrate geometric concepts, representations, and calculus procedures by effectively connecting prior knowledge, such as right circular cone geometry and triangle similarity, with new knowledge, particularly the chain rule. In contrast, those with weak mathematical connection ability exhibited fragmented or incorrect prior knowledge, leading to inappropriate representations, flawed mathematical models, and difficulties in applying calculus concepts logically. These findings highlight that the success of differential calculus problem solving depends not only on procedural proficiency but also on the quality of mathematical connections constructed between prior and new knowledge.
Types of Students’ Reasoning and Difficulties in Solving Integer Addition and Subtraction Problems Sari, Puspita; Shutler, Paul Maurice Edmund
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp51-70

Abstract

Students' well-documented difficulties and errors with integer arithmetic often stem from a reliance on procedural rules over conceptual understanding. Although numerous studies have examined various types of students’ reasoning and difficulties involved in solving integer addition and subtraction problems, existing research remains fragmented, and there is a lack of a systematic synthesis that explicitly links types of students’ reasoning to the specific difficulties they experience across different contexts and grade levels. This systematic literature review (SLR) paper synthesizes findings from 45 studies to describe types of students’ reasoning and the associated difficulties in solving integer addition and subtraction problems. Data was derived from both exploratory and experimental studies that provide descriptions on how students in grade 1 to 8 reason when solving integer addition and subtraction problems.  Data collection method involved identifying peer-reviewed journal articles through database searches and reference tracing, guided by specific inclusion and exclusion criteria. Across three broad categories of students’ reasoning-magnitude-based, order-based, and symbolic-logical-this review offers a synthesized framework that characterizes students’ conceptions of negative integers, strategies in solving integer addition and subtraction problems, and difficulties students encounter in the reasoning process. The findings indicate that students’ difficulties stem from their conceptions of integers within specific reasoning types, which often conflict with their prior understanding of whole numbers. This literature review also found that students sometimes apply reasoning that does not align with the context of a given problem. Such misalignment reflects students’ misconceptions, which contribute to difficulties in solving problems accurately and meaningfully.
Teacher Collaboration in Designing Context-Based Numeracy Tasks Sari, Yurizka Melia; Rahaju, Endah Budi; Rosyidi, Abdul Haris; Prihartiwi, Nina Rinda; Purnomo, Heri; Putri, Taszkia Aulia
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp71-96

Abstract

This study investigates the individual and collaborative designs of context-based numeracy tasks developed by mathematics teachers employing three different contexts, namely, Islamic inheritance law, population census, and genetics. The tasks were designed at different levels of knowing, applying, and reasoning. The obtained data were analyzed using PISA’s contextual framework and Indonesia’s cognitive taxonomy to evaluate task solvability, context type, context level, and cognitive demand. The results show significant differences: most individual designs remained at the knowing level (88.23%), had first-order contexts (88.23%), and had 19.05% of tasks that could not be solved due to insufficient information. Collaborative designs eliminated all tasks that could not be solved, increased the number of reasoning-level tasks from 7.84% to 24.39%, and removed all zero-order context levels. Both preferred social settings (52%), but collaborative designs showed more integration. For example, context-based numeracy problems created individually ask students to determine the percentage of Generation Z. In contrast, group-created problems ask them to analyze the impact of demographics on planning. These findings demonstrate the importance of teacher collaboration in increasing the authenticity and complexity of learning activities. Systematic collaboration frameworks should be incorporated into teacher professional development programs.
Mathematical Creative Problem-Solving: Students’ Cognitive Flexibility in Idea Generation and Evaluation Putri, Octavina Rizky Utami; Zukhrufurrohmah, Zukhrufurrohmah; Syaifuddin, Mohammad; Lanya, Harfin
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp145-164

Abstract

Learning experiences that rely on procedural memorization are insufficient to support students’ cognitive development in solving non-routine mathematical problems, as such contexts require cognitive flexibility to generate, evaluate, and adapt multiple solution strategies. This study aims to explore students’ cognitive flexibility activities in the phases of idea generation and idea evaluation through mathematical creative problem-solving. Using a multiple case study design, eight junior high school students from two different school contexts (public and private) participated in individual problem-solving and discussion activities. The research was conducted through three stages, namely: define and design, prepare–collect–analyze, and analyze–conclude. Data collected from written problem-solving tasks, video-recorded sessions, and follow-up discussions. Data were analyzed using NVivo 15 software through data condensation, data display, and cross-case conclusion drawing. The findings show that strategic and representational cognitive flexibility occurred in both idea generation and evaluation, with the latter occurring more frequently. These results highlight the importance of emphasizing idea evaluation in mathematics instruction to enhance students’ adaptive thinking and deepen their understanding when facing non-routine problems.
Enhancing Students' Mathematical Representation Ability Through the Concrete-Representational-Abstract Approach Integrated to Sirquid Game Nurhidayah, Shanti; Gunawan; Anindiyah, Salsabila; Putra, Yudistira Indra Prahasta; Setiyani, Setiyani; Khodari, Rahmad
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp181-200

Abstract

Many elementary school students struggle to represent fractions verbally, visually, and symbolically, which hinders their understanding of fractions in meaningful real-life contexts. This study aimed to examine the effectiveness of the Concrete-Representational-Abstract (CRA) approach integrated with the Sirquid Game in enhancing students’ mathematical representation ability in fractions topics. The study employed a mixed-method approach with an explanatory sequential design. The quantitative phase involved 48 students divided into an experimental group (n = 24) and a control group (n = 24). Data were collected using pretest and posttest instruments measuring verbal, visual, and symbolic representations. Quantitative data were analyzed using non-parametric statistical tests (Wilcoxon Signed-Rank Test and the Mann–Whitney U Test) and N-Gain analysis. The qualitative phase involved semi-structured interviews with three students from the experimental group representing high, medium, and low achievement levels to explore learning experiences and representation processes. The results indicated that students in the experimental group showed a statistically significant improvement compared to the control group (p < 0.05), with a high N-Gain score (0.77). Qualitative findings supported these results by demonstrating that the CRA stages implemented through the Sirquid Game facilitated students’ understanding and use of multiple representations of fractions. These findings suggest that the integration of the CRA approach and game-based learning is effective in enhancing students’ mathematical representation abilities. This study contributes to the development of mathematics teaching strategies, especially for fractions, by integrating step-by-step learning and physical activities, offering an innovative alternative to enhance student engagement and comprehension in elementary education.
Implementing a STEAM-Based Flipped Learning Model to Improve Student Understanding of Trigonometry: An Analysis of Effectiveness and Challenges Ishartono, Naufal; Setyaningrum, Hety Dwi Agus; Chalistha, Fayza Putri; Palupi, Retno
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp97-124

Abstract

Limited exploration of the integration of the STEAM approach within the flipped learning framework for trigonometric instruction, particularly concerning its pedagogical efficacy and the challenges inherent in its implementation, creates a prominent gap in existing literature. Furthermore, there is a paucity of comprehensive research that identifies the multidimensional obstacles students face when grappling with the abstract nature of the subject matter. Therefore, this study aimed to assess the effectiveness of a STEAM-based flipped learning model in enhancing students’ conceptual understanding of trigonometry and to delineate barriers encountered during its implementation. Methodologically, the research took an explanatory sequential mixed-methods approach, utilizing a quasi-experimental pretest-posttest control group design, with three distinct sample groups, followed by a thematic analysis of in-depth interviews with students exhibiting lower prior academic achievement. The quantitative findings demonstrate that the STEAM-based flipped learning model yielded a statistically significant improvement in students' conceptual understanding relative to comparative models. Complementary to these results, qualitative data shed light on critical implementation challenges, with specific emphasis on the prerequisite for initial technological training and the demand for effective time management for project fulfillment. Ultimately, this study offers an integrated solution framework to assist educators in optimizing hybrid learning strategies for abstract content, while simultaneously enriching theoretical discourse through a five-dimensional chain effect analysis.
Exploring Prospective Mathematics Teachers' Skills in Designing Innovative Technology-Based Mathematics Teaching Siswono, Tatag Yuli Eko; Lukito, Agung; Zulnaidi, Hutkemri; Hidayat, Dayat; Hartono, Sugi; Fatmanissa, Namirah
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

Abstract

The growing availability of technology offers opportunities to enhance mathematics teaching and learning. For mathematics educators, technology can serve as a form of instructional innovation alongside other indicators of innovative practice, such as student-centered learning, the use of real-world contexts, active concept construction, problem-solving, interaction, and the promotion of students’ motivation and attitudes. This study aims to describe mathematics teachers’ skills in designing innovative technology-based mathematics learning. A descriptive–exploratory mixed-methods approach was employed involving 20 mathematics teachers enrolled in a Mathematics Education graduate program. Quantitative data were collected through questionnaires examining perceptions of the importance and use of technology in mathematics learning. Qualitative data were obtained from lesson plan design tasks and semi-structured interviews and analyzed using indicators of innovative mathematics learning. The results show that 93.8% of participants perceived technology as necessary in mathematics learning; however, 68.8% primarily used it to verify solutions after manual completion, and 25% believed that direct technology use might hinder conceptual understanding. Analysis of lesson plans revealed the use of GeoGebra, Scratch, YouTube, and online applications. Overall, participants demonstrated varying levels of skill, with strengths in basic technology use and student-centered approaches but limited evidence of transformative pedagogical integration.
Integrating Indigenous Architectural Heritage into Mathematics Education: The Case of Baduy Leuit Kadarisma, Gida; Dewantara, Jagad Aditya; Sari, Indah Puspita; Nasrullah, Anton; Soeharto, Soeharto
Mathematics Education Journal Vol. 20 No. 1 (2026): 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 aims to explore the potential of the Baduy leuit (traditional rice barns) as a cultural basis for designing mathematics tasks grounded in real-world contexts. Using an ethnographic approach, the research collected data through field observations, photographic and sketch documentation, direct measurements, and in-depth interviews with community elders. The findings reveal that the leuit embodies structural characteristics that correspond to fundamental geometric forms. Two principal types were identified: the Leuit Lenggang, resembling a truncated square pyramid, and the Leuit Gugudangan, resembling a rectangular prism. These structures offer authentic contexts for designing mathematics tasks related to volume, surface area, ratios, nets, and capacity estimation. Examples include calculating rice storage volume, determining bamboo requirements for construction, and analyzing roof coverage—all of which illustrate how traditional architecture can be transformed into meaningful mathematical problem situations. Beyond their mathematical relevance, the leuit reflects cultural values of food security, ecological stewardship, and collective responsibility, aligning with the Sustainable Development Goals (SDG 2: Zero Hunger; SDG 4: Quality Education; SDG 11: Sustainable Cities and Communities). The study concludes that integrating the Baduy leuit into mathematics task design offers a culturally responsive approach that enhances conceptual understanding while fostering appreciation of local wisdom.
Local Instruction Theory: Supporting Derivative Concept Learning Through Climate Change Context Kurniadi, Elika; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Darmawijoyo, Darmawijoyo
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp27-50

Abstract

This research aims to develop a Local Instructional Theory (LIT) for teaching the concept of derivatives through internalization using the real-life context of climate change. It employed a three-phase design strategy: (1) the development of a Hypothetical Learning Trajectory (HLT); (2) teaching experiments conducted with 5 students in pilot experiments and 37 Grade 11 students in final experiment; and (3) a retrospective analysis. Data was collected through observations of classroom interactions, student worksheets, tests, interviews, and field notes. The retrospective analysis involved comparing the actual learning processes to the HLT. The results indicate that students' perceptions of the derivative developed through three fundamental activities: (1) amount of change and instantaneous rate; (2) rates of change, where the derivative was introduced as a tool for understanding instantaneous changes; and (3) prediction, in which students used derivatives to forecast future climatic patterns. These exercises helped students to conceptually understand the derivative as a measure of instantaneous rate of change, while also promoting mathematical modeling and environmental awareness. The resulting LIT offers a pragmatically based approach to conveying the concept of calculus in contextualized and provides practical implications for the construction of curricula and the teaching of mathematics at the secondary school level.
Reimagining Space: Developing a Museum-Based Local Instructional Theory for Spatial Literacy in Elementary Geometry Octaria, Dina; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Hiltrimartin, Cecil
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp1-26

Abstract

Spatial literacy is a key competency in elementary geometry. However, students often face difficulties in visualization, spatial reasoning, and spatial communication, particularly in learning cubes and cuboids. Common challenges include visualizing nets, understanding volume as layered space, and using formal spatial terminology. This study aims to develop a local instructional theory (LIT) on the volume and surface area of cubes and cuboids to strengthen spatial literacy through a culturally grounded learning trajectory situated in the Sultan Mahmud Badaruddin II Museum. It involved 44 fifth-grade students (aged 10-11) and employed a validation study design consisting of preparing for the experiment, design experiment (pilot and teaching experiments), and retrospective analysis. Data were collected through classroom observations, video recordings, student worksheets, miniature products, and group discussions. The data were then analyzed qualitatively using triangulation. Findings reveal recurring misconceptions, such as incorrect cube nets, interpreting volume as a two-dimensional, conflating surface area and volume, and reliance on informal language. Students’ learning progressed from contextual exploration to formal representation using manipulatives, teacher scaffolding, and Augmented Reality (AR). The resulting LIT is defined by three principles: the integration of manipulatives and AR, an emphasis on inter-dimensional relationships, and the enhancement of formal spatial communication within a Pendekatan Matematika Realistik Indonesia (PMRI) and Project-Based Learning (PjBL) framework.

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