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Ratu Ilma Indra Putri
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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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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 250 Documents
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Ratios in Agriculture: A Rice Fertilization Context for Ratio Learning Trajectory Sari, Filian Yunita; Zulkardi; Putri, Ratu Ilma Indra; Susanti, Ely
Mathematics Education Journal Vol. 19 No. 3 (2025): 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.v19i3.pp509-526

Abstract

This study aims to develop a learning trajectory for ratio material using rice fertilization context. This study employed validation studies within a design research framework involving seventh-grade students at a junior high school in Belitang. Data was collected through student activity sheets, observations, and interviews. Design research consists of three stages: experimental preparation, experimental design, and retrospective analysis. The findings indicate that the learning trajectory for ratio material in the rice fertilization context includes identifying patterns and relationships between two quantities, determining the simplest unit ratios, representing ratios using ratios table, and solving real-world ratio-related problems. These results confirm that the designed learning trajectory serves as a practical reference for teachers in designing ratio learning that is meaningful, applicable, and relevant to the life experiences of students in agricultural areas, while supporting sustainable agriculture.
Reducing Cognitive Load using Social Persuasion Prompts in Mathematics Multimedia Learning Murtianto, Yanuar Hery; Retnowati, Endah; Hanham, Jose
Mathematics Education Journal Vol. 19 No. 3 (2025): 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.v19i3.pp465-488

Abstract

Although self-efficacy is widely acknowledged as a key to academic success in mathematics, limited research has examined how social persuasion strategies can be systematically integrated into multimedia learning to enhance self-efficacy and manage cognitive load. This study addresses the gap by examining the effects of integrated social persuasion prompts within mathematics instruction, focusing on cognitive load, self-efficacy, and problem-solving achievement. The first experiment compared worked example-based instruction with and without social persuasion, involving 66 undergraduate students enrolled in a multivariable calculus course for the first time. Instructional materials on parametric equations were delivered in a printed booklet and designed in alignment with Cognitive Load Theory. Social persuasion prompts were written on top of each worked example and problem-solving. The findings revealed that there was no significant different impact of written social persuasion, however the social persuasion significantly reduce cognitive load but increase self-efficacy. The second experiment recruited another 56 undergraduate students enrolled in the same multivariable calculus course studied the same worked examples in the format of multimedia. The results demonstrated that there was a strong impact of audio social persuasion on worked examples with regards to achievement, cognitive load, and self-efficacy level. This study provides profound evidence for integrating social persuasion in worked examples as it could enhance achievement, lower cognitive load, and improve self-efficacy. Further research on audio-based persuasion in multimedia format is discussed.
Mathematics Pre-Service Teachers’ Understanding of Inferential Statistics: A Case Study in Singapore Peng, Qiaozi; Toh, Tin Lam; Zhu, Ying
Mathematics Education Journal Vol. 19 No. 3 (2025): 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.v19i3.pp437-464

Abstract

In this paper, we report our study on identifying mathematics pre-service teachers’ understanding (and misconceptions) of concepts in inferential statistics through case study methodology of an entire cohort of nine beginning undergraduate students in a teacher education course. Multiple-choice questions and open-ended questions were used to elicit their responses on sampling distribution, Central Limit Theorem, and concepts related to hypothesis testing. The students’ responses show their understanding of sampling distribution and Central Limit Theorem, but lack of understanding of concepts related to hypothesis testing. Their knowledge of hypothesis testing was characterized by their procedural approach to perform hypothesis testing. Some suggestions on teaching of statistics in the school mathematics curriculum are also provided.
Mathematical Insights into Aboge Calendar: Ethnomathematics Study of Javanese Cultural Heritage in Cikakak Village Kusuma, Anggun Badu; Hanum, Farida; Abadi, Agus Maman
Mathematics Education Journal Vol. 19 No. 3 (2025): 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.v19i3.pp567-584

Abstract

Traditional calendars often embody complex knowledge systems that remain underexplored in formal academic discourse, especially in the context of indigenous mathematics. This study investigates the mathematical structures embedded in the Javanese Aboge calendar, a traditional timekeeping system preserved by the Aboge community in Cikakak Village, Banyumas Regency, Indonesia. While the official Javanese calendar has transitioned to the Asapon kurup, the Aboge community continues to follow the older Aboge kurup, rooted in local belief and tradition. Using a qualitative descriptive approach and ethnographic methods—comprising field observations, interviews, and collaborative computations—this study examines the underlying mathematical logic of the calendar. The findings reveal that the Aboge calendar applies modular arithmetic, particularly congruences modulo 7 (days) and modulo 5 (pasaran), to determine the first day of each month. These values follow recursive patterns modeled using mathematical formulas. Additionally, the Chinese Remainder Theorem is employed to calculate intervals between specific day-pasaran pairs, validating traditional practices through formal mathematical reasoning. The results demonstrate that the Aboge calendar encapsulates sophisticated mathematical concepts traditionally transmitted through memorization. This study highlights the value of cultural diversity and affirms the role of indigenous knowledge in sustainable development, reinforcing the importance of integrating local traditions into educational and heritage preservation efforts.
Ethnomathematics: Arithmetic and Discrete Mathematics Concepts in Batik Sidomukti Solo Kholid, Muhammad Noor; Husodo, Herlang Duta
Mathematics Education Journal Vol. 19 No. 3 (2025): 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.v19i3.pp489-508

Abstract

Ethnomathematics is the study of the relationship between mathematics and culture and its application in everyday life. Batik, as one of Indonesia’s most iconic cultural heritages, contains patterns and structures rich in mathematical ideas, making it a relevant and engaging case study for mathematics education. Batik has the potential to contextualize abstract mathematical concepts through visual and cultural elements. This study specifically focuses on Batik Sidomukti, a classical batik from Surakarta, which is characterized by its distinctive curved patterns known as Isen Ukel. Isen Ukel refers to ornamental curved or spiral lines used as filler patterns, which traditionally symbolize life, continuity, and aesthetic harmony in Javanese batik art. To explore the mathematics concepts embedded in Batik Sidomukti, this study employed a qualitative approach using ethnography and Ethnomathematics Guiding Questions. Ethnography is suitable for this context as it allows for an in-depth understanding of the cultural and artistic context of batik making, including the symbolic meanings and design structures. Data were collected through field observation, motif documentation, and literature review. This approach enabled the researcher to identify and analyze arithmetic and discrete mathematics elements present in the batik designs. For instance, modular and tiling arithmetic are reflected in the repetitive and structured arrangement of motifs, while discrete mathematics is represented through graph theory and combinatorics. The application of combinatorics, in particular, contributes to the aesthetic appeal and design variation of Batik Sidomukti. These findings highlight the significance of ethnomathematics in bridging cultural heritage and mathematics education. Batik motifs, especially Batik Sidomukti, are not only traditional artworks passed down through generations, but also a rich source of inspiration for developing culturally relevant mathematics instruction.
Developing a PMRI Learning Environment for Pre-Service Teachers to Teach Geometry in Elementary Education Mulbasari, Anggria Septiani; Putri, Ratu Ilma Indra; Zulkardi; Nyimas Aisyah
Mathematics Education Journal Vol. 19 No. 3 (2025): 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.v19i3.pp585-608

Abstract

There is a need for teachers to possess strong critical thinking skill and pedagogical skills. Unfortunately, many pre-service elementary teachers still struggle to develop these skills adequately, which can hinder the effectiveness of teaching and learning in the classroom. Therefore, this study aims to develop a valid, practical, and effective Pendidikan Matematika Realistik Indonesia (PMRI) learning environment to enhance the critical thinking and pedagogical abilities of pre-service elementary teachers. To achieve this aim, the study developed the Campus-Online-School (COS) model using a developmental research approach consisting of three phases: preliminary study, prototype development, and evaluation. Data were collected through observation, interviews, questionnaires, documentation, and tests, and analyzed using both qualitative and quantitative methods. The findings show that the developed learning environment is valid, practical, and effective in improving students’ critical thinking and pedagogical skills. Critical thinking was assessed through critical thinking test, while pedagogical ability was evaluated using Guskey’s framework. These findings offer important implications for teacher education, emphasizing the need to integrate comprehensive and contextual learning experiences to prepare future teachers who are reflective, adaptive, and equipped to face the challenges of modern classroom practice.
Integrating Sedekah Context in Mathematics Learning to Enhance Students' Mathematical Communication Skills and Awareness of SDG 1: No-Poverty Nurniqta; Johar, Rahmah; Anwar; Ishak, Muhammad Izzuddin Syakir; Oktavia, Rini
Mathematics Education Journal Vol. 19 No. 3 (2025): 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.v19i3.pp609-628

Abstract

The implementation of Education for Sustainable Development (ESD) requires students to have higher order thinking skills (HOTs), which remain challenging for many Indonesian students. One key component of HOT is mathematical communication skills, which can be improved through the Problem-Based Learning (PBL) model. From an Islamic perspective, Sedekah (Sedekah) represents an act of giving that aligns with the Sustainable Development Goal (SDG) 1 objective of poverty alleviation. This study aims to determine the differences in enhancing mathematical communication skills and students' awareness of No-Poverty through PBL learning in the context of Sedekah in Islamic and Regular Schools. This study employed a quantitative approach and a quasi-experimental research design. The population was all students in one Regular School, Banda Aceh and one Islamic School, Aceh Besar, Aceh, Indonesia. This sample included 56 students in an experimental class and 56 in a control class. The instruments in this study were a mathematical communication skill test and a questionnaire assessing students' awareness of No-Poverty. The hypothesis was tested using MANOVA, the Independent t-test, and the two-way ANOVA. The effect size of PBL learning was determined based on the Cohen-d effect size calculation. The findings reveal a significant difference in the improvement of mathematical communication skills and awareness of poverty alleviation between students in regular and Islamic schools. However, no interaction was found between the PBL model contextualized in sedekah and students' educational levels regarding mathematical communication skills and awareness of poverty alleviation. These results suggest that the PBL model effectively enhances students' mathematical communication skills and awareness of poverty alleviation.
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)

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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)

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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.

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