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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 275 Documents
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Utilizing Length Models and Number Lines to Enhance Students’ Understanding of Fractions Putri, Amellia; Sujadi, Imam; Nursanti, Yuli Bangun
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.pp241-264

Abstract

Fractions are abstract mathematical concepts that often challenge students due to their various representations. While fraction instruction in schools typically emphasizes area models, it is crucial to incorporate other models, such as length models and number lines. This study aims to 1) identify the learning obstacles students encounter in representing fractions with length and number line models, 2) develop didactic designs to address these learning obstacles, and 3) evaluate the effectiveness of the designs. Employing a qualitative approach grounded in the Didactical Design Research (DDR) framework, the study comprised three stages: prospective, metapedadidactic, and retrospective analysis. Data were collected through tests administered to 20 seventh-grade bilingual students, in-depth interviews with those experiencing difficulties, and an analysis of their learning resources. All the collected data on learning obstacles were then analyzed using the Miles & Huberman method, which involves the stages of data reduction, data display, and conclusion drawing. The findings indicate that students relied predominantly on area models due to limited instructional exposure, leading to learning obstacles when representing fractions using the length model and locating them on the number line. When asked to use the length model, students tended to revert to area representations, reflecting conceptual constraints. Based on these obstacles, a didactic design was developed in which the length model and number line were introduced sequentially and in an interconnected manner. The design proved effective, as no further learning obstacles were identified after its implementation. These findings suggest that systematically integrating both representations strengthens students’ conceptual understanding of fractions.
Geometric Thinking Skills of Prospective Mathematics Teachers in the Transformation Geometry Course: Effects and Obstacles Mirna; Fauzan, Ahmad; Yarman; Arnawa, I Made; Lufri
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.pp225-240

Abstract

Geometry is a compulsory component of mathematics education worldwide; however, it remains one of the most challenging topics for prospective mathematics teachers, particularly transformation geometry. This study aims to examine the level of geometric thinking skills of prospective mathematics teachers based on Van Hiele’s theory, analyze their influence on the transformation geometry learning outcomes, and identify the prospective mathematics teachers’ learning obstacles. A mixed-methods approach research using an explanatory sequential design was employed. Data were collected from 99 prospective mathematics teachers enrolled in a Transformation Geometry course using geometric thinking skills test, transformation geometry learning outcomes test, and learning obstacles open-questionnaire. The data were analyzed using descriptive statistics and simple linear regression. The results indicate that most prospective teachers remain at lower Van Hiele levels, which are below the expected standards for future mathematics teachers. Geometric thinking skills were found to have a significant influence on transformation geometry learning outcomes. Prospective mathematics teachers simultaneously experience ontogenic, epistemological, and didactical obstacles. These findings imply that transformation geometry course should be aligned with students’ geometric thinking levels and supported by appropriate didactic designs. Therefore, future research about developing geometry didactic design based on Van Hiele’s theory in transformation geometry course is essential.
Learning Trajectories in Central Tendency Using Climate Change Context to Enhance Prospective Teachers’ Statistical Literacy Drajat Friansah; Ratu Ilma Indra Putri; Yusuf Hartono; Somakim Somakim
Mathematics Education Journal Vol. 20 No. 2 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Statistical literacy is a crucial competence for prospective mathematics teachers, enabling them to interpret, evaluate, and communicate data effectively in addressing real-world issues such as climate change. This study investigates how a structured learning trajectory on measures of central tendency, designed within climate change contexts, can foster both statistical literacy and sociomathematical norms that shape classroom discourse. Employing a qualitative design research approach, the study was implemented in two phases, a pilot and a teaching experiment, involving third-semester students in mathematics education. Data were collected through observations, student worksheets, interviews, and video recordings, and analysed retrospectively. Findings indicate that contextualized tasks using climate-related data, including temperature fluctuations and rainfall trends, enhanced students’ conceptual understanding, interpretation ability, and critical evaluation of statistical information. Importantly, the emergence of sociomathematical norms, such as justification of statistical choices, critique of peers’ reasoning, and negotiation of representational adequacy, played a key role in supporting collaborative meaning-making and refining statistical arguments. The study concludes that climate-integrated learning trajectories, combined with deliberate attention to sociomathematical norms, provide a robust pedagogical model. This integration equips future teachers with the skills to facilitate data-driven, socially negotiated, and context-rich statistical literacy, thereby contributing to teacher education and curriculum development.
From Computational to Analytical: Designing Learning Trajectory through Creative Mathematical Thinking in Numerical Methods Learning Satriya Adika Arif Atmaja; Zaenuri; Isnarto; Nuriana Rachmani Dewi
Mathematics Education Journal Vol. 20 No. 2 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Courses in numerical methods at the tertiary level are often delivered through algorithm-oriented instruction. Students should be encouraged to move beyond routine computational procedures and engage in deeper analytical processes. This study aims to design a learning trajectory to foster students’ creative mathematical thinking in numerical methods learning. It employed a design research approach consisting of three main stages: preliminary design, design experiment, and retrospective analysis. The study involved three students from the Mathematics Education Department at Universitas Islam Negeri (UIN) Sunan Kudus who were enrolled in the Numerical Methods course in the odd semester of the 2024–2025 academic year. The use of a small number of participants aimed to examine students’ thinking processes in depth and to validate the learning design. Data were collected through written tasks, classroom observations, video recordings, and semi-structured interviews. The data were analyzed by identifying episodes that reflected students’ thinking processes. The learning trajectory includes four main stages, namely Warming Up with Newton-Raphson Problem Solving, Reinforcing the Newton-Raphson Concept, Exploring Numerical Reasoning through Newton Interpolation, and Tracking Cognitive Changes (Reflection). The results indicate that students actively engaged with the tasks across the four activities and components of creative mathematical thinking emerged during the problem-solving process. This study highlights that the designed learning trajectory supported the development of students’ creative mathematical thinking in numerical methods learning. Future research is recommended to explore a different computational context of numerical methods to further investigate the development of creative mathematical thinking.
Integrating Dryland Agriculture into Student Worksheets to Enhance Students’ Numeracy Skills Yohanis Ndapa Deda; Stanislaus Amsikan; Benidiktus Tanujaya
Mathematics Education Journal Vol. 20 No. 2 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Integrating local wisdom into student worksheets enhances the meaningfulness and cultural relevance of mathematics learning. However, few student worksheets integrate local wisdom related to dryland agriculture—a practice central to the socio-cultural and economic life of the semi-arid North Central Timor District—to support students’ numeracy skills. Dryland agriculture provides rich real-life quantitative contexts that are highly relevant for developing students’ numeracy competencies. Therefore, this study aimed to develop and evaluate student worksheets grounded in local dryland agriculture using a research and development approach with Tessmer’s formative evaluation model involving 26 purposively selected eighth-grade students. Data were collected through interviews, questionnaires, and numeracy tests, then analyzed using interactive qualitative analysis alongside descriptive and inferential statistics. The results indicate that the developed worksheets are valid (77.67%) and practical, as evidenced by an 80.44% positive student response rate. Furthermore, the field test results demonstrated the effectiveness of the student worksheets, as indicated by a significant improvement in students’ numeracy scores from pretest to posttest. These findings suggest that culturally grounded, context-based student worksheets can effectively enhance students’ numeracy development in rural dryland contexts while also supporting students’ readiness for national mathematics assessments.
Designing Offline GeoGebra-Based Media to Improve Spatial Ability in Technology-Constrained School Settings Muh. Khaedir Lutfi; Tatang Herman; Rizky Rosjanuardi; Endang Cahya Mulyaning Asih
Mathematics Education Journal Vol. 20 No. 2 (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.v20i2.pp349-374

Abstract

This study aims to develop and evaluate an offline digital learning media based on GeoGebra, designed specifically for technology-constrained school settings, to enhance students' spatial ability in learning flat-sided geometric shapes. Employing a Design-Based Research approach, the study involved limited trials with 18 students and one teacher, followed by implementation in another school with 40 students divided into experimental and control groups. Quantitative data were analyzed using ANCOVA, revealing a significant difference (F(1,41)=28.388, p<0.001, η^2=0.409). Qualitative analysis indicated increased student engagement and spatial understanding. Featuring 3D visualization and interactive simulations in an HTML5 offline format, the offline media offers flexible and accessible learning for under-resourced environments. Theoretically, this research extends the media of Dual Coding Theory and Design-Based Research (DBR) within resource-limited educational contexts by demonstrating how offline visual-spatial media can effectively bridge abstract geometric concepts. Practically, it provides a scalable, concrete solution for educators in technology-constrained schools to implement interactive, GeoGebra-based mathematical learning without requiring internet access or high-end infrastructure.
Integral Concept Learning through Number of Riemann Assisted by GeoGebra Software with a Creative Thinking Framework Jarnawi Afgani Dahlan; Turmudi Turmudi; Alpha Galih Adirakasiwi; Lessa Roesdiana; Nurjanah Nurjanah; Hetty Patmawati; Nur Riski Hasanah
Mathematics Education Journal Vol. 20 No. 2 (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.v20i2.pp317-348

Abstract

This study aims to develop a contemporary learning design for definite integrals as a solution to challenges in mathematics learning. The integration of GeoGebra enriches students’ learning experiences, while a creative thinking framework supports the development of their creative skills. This design is expected to foster adaptive and innovative students who are prepared for future challenges. The study involved high school mathematics students and teachers and adopted the Plomp development model, including initial investigation, design, realization and construction, validation, and implementation phases. Data were analyzed using both qualitative and quantitative techniques to evaluate the validity, practicality, and effectiveness of the developed teaching materials. GeoGebra was utilized to create interactive simulations of Riemann sums, enabling students to manipulate partitions, interval lengths, and types of sums (left, midpoint, and right). These dynamic visualizations help students understand the limit process underlying definite integrals. The resulting learning design provides structured activities that guide students from visual exploration of area approximation to the formalization of the definite integral concept. The findings indicate that the developed teaching materials are valid, practical, and sufficiently effective in supporting students’ understanding of definite integrals through the concept of Riemann sums.
A Learning Trajectory for Understanding Negative Integers through the Context of the E-Comic-Based Jejamok Game Ratih Handayani; Ratu Ilma Indra Putri; Zulkardi; Darmawijoyo
Mathematics Education Journal Vol. 20 No. 2 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Understanding the concept of negative integers and their properties remains a challenge for elementary school students. This challenge is related to their abstract nature and lack of strong roots in everyday experience. This study aims to design a learning trajectory for negative integers through the context of the traditional game Jejamok, presented in the form of E-comic. This allows students to construct the meaning of negative numbers gradually and meaningfully to discover the properties of integers. The study employed a design research approach with three main stages: preparation, learning experiments, and retrospective analysis to revise the Hypothetical Learning Trajectory. The subjects were sixth-grade students at Soekarno-Hatta Elementary School in North Lampung who used E- comic based on the game Jejamok, student activity sheets, and pre-post diagnostic tests. The results revealed a learning trajectory consisting of five interconnected activities: (1) contextual experience through gameplay, (2) compiling scores using positive and negative numbers, (3) discussion of meaning to interpret integers and zero, (4) formulation of operations using symbols and number lines, and (5) application to explore integer properties. These activities support students in progressing from informal reasoning to formal mathematical understanding. The integration of the Jejamok context with e-comic media enhances students’ engagement and provides meaningful support for conceptual development. This study contributes to the development of culturally responsive and digitally supported learning trajectories for teaching abstract mathematical concepts.
Optimizing Students’ Creative Thinking Skills on the Pythagorean Theorem: A Deep Learning-Based Teaching Module Integrated with Local Culture Izwita Dewi; Hasratuddin; Ade Andriani; Nurhasanah Siregar
Mathematics Education Journal Vol. 20 No. 2 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

A persistent challenge in mathematics education is students limited creative thinking ability. This study aims to examine the effectiveness of a learning module in enhancing students’ creative thinking skills. A one-group pretest–posttest design was employed, involving 32 eighth-grade students from a junior high school in Medan, Indonesia. The instruments included pretest and posttest measures of creative thinking ability, observation sheets documenting the implementation of the learning process, and a learning module integrating deep learning principles with local cultural elements. Data were analyzed using paired-sample t-tests for normally distributed data and Wilcoxon signed-rank tests for non-normally distributed data. The results indicate a significant improvement in students’ creative thinking abilities following the implementation of the module, with a notably large effect size observed among male students (Cohen’s d = 4.12). This finding suggests the presence of individual differences in learning responses; however, it should be interpreted with caution, as gender was not the primary focus of the study. Accordingly, further research is recommended to investigate the role of gender in deep learning–based instruction, particularly when integrated with local cultural contexts
Assessment Frameworks Utilized by PIAAC for Evaluating Adult Problem-Solving Skills Zulkardi; Ratu Ilma Indra Putri; Ahmad Fauzan; Laela Sagita; Rizha Alfajri; Sary Silvhiany; Viona Adelia; Yentri Anggeraini; Dhea Anisah Putri; Niken Wahyu Utami; Nendra Mursetya Somasih Dwipa; Rahma Siska Utari; Yovika Sukma; Dea Alvionita Azka; Rafki Nasuha Ismail; Novita Sari; Aqilul Asra; Nadya Fitriani
Mathematics Education Journal Vol. 20 No. 2 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

This study explores the assessment framework used in the Programme for the International Assessment of Adult Competencies (PIAAC) to evaluate adult problem-solving skills, focusing on its conceptual. In response to the increasing global demand for foundational and adaptive skills, PIAAC serves as a key international tool for measuring literacy, numeracy, and problem-solving in technology-rich environments. A systematic literature review (SLR) was conducted using PRISMA 2020 guidelines, analyzing 27 Scopus-indexed studies published between 2015 and 2026. The methodological quality of these studies was evaluated using the Mixed Methods Appraisal Tool (MMAT). The findings indicate that the PIAAC framework conceptualizes adult competencies as multidimensional, functional, and context-dependent, extending beyond basic literacy and numeracy. These competencies are essential for effective problem-solving in real-life and digital contexts. The framework employs a comprehensive design that integrates cognitive skills, background variables, task features, and advanced analytical models to assess diverse populations. Moreover, the inclusion of technology-rich tasks and log file data highlights that competence emerges through dynamic interactions between individuals and their environments. Overall, PIAAC provides an integrative framework linking competencies, cognitive processes, and real-world outcomes.

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