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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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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 275 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

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.pp501-520

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.pp521-540

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.pp541-568

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 on 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.pp569-598

Abstract

Students with mild learning difficulties in inclusive education often experience challenges in understanding ratio and proportion, particularly in relating abstract mathematical concepts to meaningful real-world situations. Many tend to interpret proportional relationships as simple arithmetic procedures rather than as relationships between quantities, while limitations in working memory and difficulties in processing abstract information frequently lead to inappropriate calculation strategies. Therefore, mathematics instruction in inclusive classrooms requires contextual, concrete, and sensorimotor-based learning activities that support conceptual understanding while reducing cognitive load. This study aimed to develop a Local Instructional Theory (LIT) for learning ratio and proportion through the integration of the Indonesian Realistic Mathematics Education known as PMRI approach and Embodied Learning using the context of Yogyakarta cultural tour packages. The study employed design research of the validation studies type, consisting of preliminary design, design experiment, and retrospective analysis phases. The learning trajectory comprised four activities: recommending cultural tourism destinations, organizing efficient travel routes, selecting appropriate transportation, and calculating tour package prices. The findings indicate that students gradually developed proportional reasoning from concrete experiences toward formal mathematical understanding by comparing quantities, representing proportional relationships using ribbon diagrams and double number lines, and applying direct and inverse proportion concepts in contextual decision-making situations. Furthermore, the integration of cultural tourism contexts and embodied learning activities reduced cognitive load and effectively supported students’ transition from informal reasoning to formal proportional understanding.

Page 28 of 28 | Total Record : 275

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