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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 286 Documents
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Pre-University Mathematics Teachers’ Design of Instructional Materials: A Case Study of the Vectors Instructional Materials from a Pre-University Institution in Singapore Zhen Han Hans Tan; Tin Lam Toh; Zulkardi; Putri Ratu Ilma Indra
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.pp399-422

Abstract

A unique feature of pre-university mathematics education in Singapore, compared to primary and secondary level mathematics, is that there are no available textbooks. Consequently, each pre-university institution designs their own instructional materials (lecture notes and practice worksheets), based on their teachers’ interpretation of the syllabus and curriculum. In this paper, we present a case study of the instructional materials of one topic Vectors from a pre-university institution. We examine how mathematical problem solving was presented in the instructional materials. We identified three features of the instructional materials that develop mathematical problem solving competencies in students: (1) the use of concrete pictorial representations to facilitate students’ understanding of abstract concepts and expose them to a mode of representation (i.e., concrete pictorial representation) to fall back on whenever necessary; (2) the steps in Polya’s Problem Solving Model were implicitly introduced to students in the form of question prompts in the worked examples; and (3) worked examples and self-review questions were heavily used in the lecture notes. Some implications to teachers’ design of instructional material are presented in the paper.
Hidden Mathematics in Crafting Wayang Kulit: Geometry, Proportion, and Symmetry in the Traditional Javanese Shadow Puppets Muhammad Noor Kholid; Aisyara Zalzabila Sapruddin
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.pp503-522

Abstract

Mathematics learning is often presented in abstract forms, detached from students’ cultural experiences. This makes it difficult for learners to relate mathematical concepts with their real-life contexts. Integrating cultural artifacts into mathematics education can provide meaningful and contextual learning experiences. This study aims to explore mathematical concepts embedded in the traditional Javanese art of wayang kulit or shadow puppetry, particularly those related to geometry, proportion, and symmetry, and to examine how these concepts reveal implicit mathematical reasoning and proportional systems employed by craftsmen, and how these can be developed into a culturally grounded framework for mathematics learning. The research employed an ethnographic approach within the framework of ethnomathematics. Data were collected through semi-structured interviews, participatory observations, and documentation involving three experienced wayang kulit craftsmen in Surakarta, Indonesia. The data were analyzed using qualitative content analysis, including data reduction, categorization, and interpretation. The findings reveal that the process of crafting wayang kulit involves various mathematical ideas, including geometric shapes, proportional body structures, repeating patterns, and symmetrical ornament designs. These concepts are intuitively applied by craftsmen, drawing on accumulated experience and culturally transmitted design conventions that function as implicit mathematical rules, during the design and production process. The study highlights that wayang kulit contains meaningful geometric structures, particularly in relation to shae, proportion, and symmetry, which can serve as contextual learning resources. Therefore, integrating cultural heritage such as wayang kulit into mathematics instruction can enhance students’ conceptual understanding of geometry, particularly in shape, proportion, and symmetry, while informing the design of ethnomathematics-based instructional materials.
Postgraduate Students’ Realistic Mathematics Education (RME) Task Designs in Relation to Their Conceptual Knowledge Rooselyna Ekawati; Novita Vindri Harini; Gurit Wulan Jagadianti; Mukhtamilatus Sa'diyah
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.pp523-542

Abstract

This study examines postgraduate students’ Realistic Mathematics Education (RME) task designs in relation to their conceptual knowledge of RME principles and characteristics. A qualitative case study was conducted involving four postgraduate students in a Mathematics Education program selected purposively. Data were collected through two assignments: a conceptual diagnostic task requiring students to identify RME principles and characteristics within a given learning sequence, and a task design assignment requiring them to develop an RME-based worksheet. Document analysis was used to examine the relationship between students’ conceptual understanding and the alignment of their task designs with RME principles. The findings indicate that students with comprehensive conceptual knowledge produced task designs consistently aligned with RME principles and characteristics. However, classroom implementation revealed that theoretically well-aligned task designs did not always lead to successful student learning. This finding indicates a gap between task design and its enactment, highlighting the importance of task clarity and students’ interpretative processes in RME-based learning. Those with partial understanding demonstrated misplaced or incomplete learning stages, while students with limited conceptual knowledge generated designs lacking essential RME components. This study contributes to the RME literature by demonstrating how variations in conceptual integration are reflected in systematic misalignments in task design, providing implications for RME-oriented teacher education at the postgraduate level, aligned with SDG 4 on quality education.
The Concept of Angles Formed by a Transversal in Indonesian Textbook: An External Didactic Transposition Study Herizal Herizal; Nanang Priatna; Sufyani Prabawanto; Al Jupri
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.pp543-570

Abstract

External didactic transposition plays an important role in shaping how mathematical concepts are represented in textbooks, potentially influencing students’ conceptual understanding. However, this process remains underexplored in Indonesian school textbooks. This study examined the transposition of angles formed by a transversal concept from scholarly knowledge to knowledge to be taught. Employing a qualitative textbook analysis approach, the study conducted a didactic transposition analysis by comparing three scholarly geometry textbooks with a mathematics textbook for seventh-grade students. Praxeological tools from the Anthropological Theory of Didactic was used to examine transformations in task types, techniques, technological discourse, and theoretical grounding. The study revealed significant transformations in the sequencing of content, conceptual depth, form of representation, and the epistemic goals. While scholarly sources introduce transversal angles in the context of any two lines, the school textbook restricts the context to parallel lines intersected by a transversal. This narrowing may result in epistemological obstacles, influencing students’ concept images toward overgeneralized or incomplete understandings. The findings highlight the need for mathematics educators to design tasks that introduce the concept from general to specific cases, and emphasize conceptual justification to prevent misconceptions. This study contributes novel insights to external didactic transposition through the underexplored case of angles formed by a transversal in Indonesian textbooks within the Anthropological Theory of the Didactic framework.
Local Instructional Theory for Ratio and Proportion through Yogyakarta Cultural Tour Packages for Inclusive Education Students Irma Risdiyanti; Zulkardi; Ratu Ilma Indra Putri; Rully Charitas Indra Prahmana
Mathematics Education Journal Vol. 20 No. 3 (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.v20i3.pp571-602

Abstract

Students with mild learning difficulties in inclusive classrooms frequently encounter substantial challenges in developing conceptual understanding of ratio and proportion, particularly when required to connect abstract mathematical relationships with meaningful real-world situations. Rather than reasoning proportionally, many students interpret proportional situations as routine arithmetic procedures, while limitations in working memory and difficulties in processing abstract information often result in inefficient or inappropriate computational strategies. Consequently, mathematics instruction in inclusive settings should provide contextualized, concrete, and sensorimotor-based learning experiences that facilitate conceptual understanding while simultaneously reducing unnecessary cognitive load. This study aimed to develop a Local Instructional Theory (LIT) for teaching and learning ratio and proportion through the integration of the Indonesian Realistic Mathematics Education known as PMRI approach and Embodied Learning within the authentic context of Yogyakarta cultural tour packages. The study employed design research of the validation studies type, comprising three iterative phases: preliminary design, design experiment, and retrospective analysis. The resulting learning trajectory consisted of four interconnected instructional activities: recommending cultural tourism destinations, organizing efficient travel routes, selecting appropriate transportation, and calculating tour package prices. The findings demonstrate that students progressively developed proportional reasoning from concrete embodied experiences toward formal mathematical understanding by comparing quantities, representing proportional relationships through ribbon diagrams and double number lines, and applying concepts of direct and inverse proportion to solve contextual decision-making problems. Furthermore, the integration of culturally meaningful tourism contexts with embodied learning activities effectively reduced students’ cognitive load and facilitated their transition from intuitive, informal reasoning to formal proportional understanding, thereby providing empirical support for the effectiveness of the proposed LIT in inclusive mathematics education.
The The Case of Two Year 5’s Understanding of Fractions Addition: An Insight into Their Strategies Nor’Arifahwati Abbas; Masitah Shahrill; Ratu Ilma Indra Putri
Mathematics Education Journal Vol. 20 No. 3 (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 level of pupils’ accuracy in elaborating their strategies provides important insight into their understanding of fractions addition. This study had a dual purpose: to explore the strategies used by Year 5 pupils when computing fractions addition involving like fractions (FAWL), unlike fractions with related multiples (FARM), and unlike fractions without related multiples (FAWORM), and to examine the mathematical accuracy of their explanations. A qualitative case study design was employed, involving two Year 5 pupils from two primary schools in Brunei who participated in five interview sessions. Data were collected through task-based activities and stimulated recall interviews. The findings revealed a limited range of strategies across the three task types and two contrasting levels of accuracy in pupils’ explanations, despite both pupils arriving at correct answers for all fractions addition tasks. While some explanations reflected procedural descriptions, others demonstrated an accurate understanding through explicit reference to key concepts such as ‘same size’ and ‘same value’. These findings reinforce the view that correct answers alone do not guarantee conceptual understanding and highlight the importance of examining pupils’ verbal elaborations alongside their written strategies when interpreting their understanding of fractions addition.
Integrating Bumi Raflesia Culinary Context Assisted by Scratch to Support Mathematical Values in Ratio Concepts Lucy Asri Purwasi; Nyimas Aisyah; Yusuf Hartono; Budi Mulyono
Mathematics Education Journal Vol. 20 No. 3 (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

Understanding the basic concepts of ratio topics and internalizing mathematical values play a crucial role in improving the quality of learning. Mathematical values are closely related to mathematical materials, problems, and solutions relevant to everyday life. Similarly, ratio topics are often found in advanced mathematics and everyday life. However, although ratio teaching has been widely practiced, there is still a research gap in connecting local cultural contexts with mathematics teaching, while also implementing digital technology to support student understanding. The purpose of this study was to design a learning trajectory for the topic of ratio concepts using the principles and characteristics of PMRI with the culinary context of Bumi Raflesia, assisted by the Scratch. The study employed design research of the validation studies type, consisting of three phases: preliminary design, design experiment, and retrospective analysis. Data were collected using tests, interviews, and observation. This activity involved seventh-grade junior high school students in Bengkulu City. The resulting learning trajectory consisted of four activities: observing ingredient measurements using the Scratch application, identifying quantitative relationships between ingredients, determining ingredient quantities based on ratios, and completing ingredient comparison tables. The research findings indicate that the learning trajectory internalized students' mathematical values. These findings provide theoretical contributions to the design of learning trajectories by integrating local cultural contexts and digital technologies to enhance realistic and meaningful learning experiences.
A Local Instructional Theory of Multiplication Rules and Permutation Using Tourism Context Aan Putra; Zulkardi Zulkardi; Ratu Ilma Indra Putri; Laswadi Laswadi
Mathematics Education Journal Vol. 20 No. 3 (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.v20i3.pp621-640

Abstract

Permutation is a core topic in combinatorics but is perceived as difficult because it often relies on memorizing formulas and is detached from meaningful contexts. Tourism activities offer a meaningful context for students and provide enumeration rule problems that can help them reinvent the concept of multiplication rule and permutation. This study aims to design a Local Instructional Theory (LIT) of multiplication rule and permutation using the context of tourism activities. The study used a validation studies within a design research methodology consisting of three phases: preparation and design, design experiment, and retrospective analysis. The participants included one mathematics teacher and 40 twelfth-grade students from Jambi, Indonesia. Data were gathered through students’ written tasks, classroom observations, and interviews, and were analyzed retrospectively. The LIT of multiplication rule and permutation using the context of tourism activities consists of seven activities: identifying and constructing the round-trip routes, listing and counting pairs of transportation modes, constructing tree diagrams, generalizing patterns of the multiplication rule, applying the multiplication rule in solving contextual problems, transforming the multiplication rule into factorial notation, and formulating permutation formulas using factorial notation. These activities help students reinvent the concept of multiplication rule and permutation and apply the concepts flexibly across various problem contexts. Therefore, this study underscores the pedagogical potential of the tourism context to teach the concept of multiplication rule and permutation through reinvention and provides a transferable framework for context-based mathematics teaching.
Designing a Contextual Numeracy Assessment for Adult Learners: Evidence from Readability Testing Based on the PIAAC Framework Laela Sagita; Niken Wahyu Utami; Nendra Mursetya Somasih Dwipa; Zulkardi Zulkardi; Ratu Ilma Indra Putri; Ahmad Fauzan
Mathematics Education Journal Vol. 20 No. 3 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Adult numeracy plays a crucial role in adults’ ability to engage in everyday problem-solving, work, and lifelong learning. However, Indonesia lacks readily accessible assessment tools for contextual numeracy that conform to international standards and are relevant to adult mathematics education. This study reports on the initial development and qualitative evaluation of a contextual numeracy assessment instrument inspired by the Programme for the International Assessment of Adult Competencies (PIAAC), with a focus on its suitability for adult mathematics education. The instrument was developed through domain mapping and item design aligned with the PIAAC numeracy framework, followed by expert validation via focus group discussions (FGD). This qualitative study developed the instrument through three stages: drafting, cultural contextualization, and scoring rules development. Empirical evidence was obtained through readability involving 10 adult participants and cognitive reviews involving eight reviewers, who served as the primary data source for this study. Participants completed selected numeracy items and engaged in brief cognitive interviews using questionnaires. Qualitative data were analyzed using iterative thematic coding, with coding categories refined through consensus discussions, to identify issues related to understanding instructions, interpreting information, and numerical units, and understanding tables and graphs, as well as sources of confusion arising from contextual or representational features. The findings provide preliminary evidence to support continued refinement and future quantitative validation of contextual numeracy assessments for adult learners. From a mathematics education perspective, this study highlights the importance of readability and cognitive review in developing adult numeracy assessments that accurately capture mathematical literacy in real-life contexts. The refined instrument provides a foundation for future quantitative pilot testing and offers methodological insights for the development of contextual numeracy assessments in adult mathematics education.
Development of E-Worksheets Based on GeoGebra with Jonegoroan Batik as the Learning Context Alvinna Mei Yunia Putri; Ade Rista Arieyani; Annies Hanifa Rahma; Nonik Indrawatiningsih
Mathematics Education Journal Vol. 20 No. 3 (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 integration of digital technology and local cultural contexts in mathematics learning has garnered increasing attention, as there is evidence that it can enhance students’ conceptual understanding. However, GeoGebra-based learning with ethnomathematical contexts limited attention in the teaching of geometric transformations. The present study aims to develop GeoGebra-based e-worksheets integrated with the ethnomathematical context of Jonegoroan batik to support students’ understanding of translation concepts. The study employed the ADDIE development model, consisting of the following stages: analysis, design, development, implementation, and evaluation. The e-worksheets developed for this study were validated by two experts in the fields of mathematics education and learning media. The validation results showed a mean score of 3.3 on a four-point scale, indicating the validity. The practicality test, conducted with 38 ninth-grade students from a public junior high school in Pasuruan Regency, yielded a practicality score of 87%, which was categorized as very practical. The effectiveness of the e-worksheets was evaluated using pre-test and post-test results, which were subjected to a Wilcoxon signed-rank test. The effectiveness test using the Wilcoxon signed-rank test showed a significant improvement in students' learning outcomes (Z = –3.421, p = 0.001, r = 0.55), indicating a large effect of the developed e-worksheet. The findings of this study indicate that the developed e-worksheets are valid, practical, and effective for supporting students’ understanding of translation concepts. Additionally, the integration of Jonegoroan batik patterns as an ethnomathematical context within GeoGebra activities helps students connect mathematical concepts with local cultural representations.

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