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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 298 Documents
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Sense of Negative Fraction: An Analysis of the Epistemological Obstacles Encountered by Prospective Teachers Tatik Retno Murniasih; Vivi Suwanti; Muhammad Noor Kholid; Sri Rahayuningsih; M Qoyum Zuhriawan; Rahmad Firman Yasin
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.pp739-766

Abstract

Fraction sense in the negative domain is important for prospective teachers; however, many epistemological obstacles persist. Research on these obstacles among prospective teachers remains limited. This study aims to identify and describe epistemological obstacles encountered by prospective teachers when employing the sense of negative fractions, as determined by the APOS mental mechanism. The present study used a mix method. The instruments used to obtain quantitative data were a test, while qualitative data were obtained from documentation, interview guidelines, and field notes. Interview subjects were selected based on the type of epistemological obstacles exhibited. The results indicate five epistemological obstacles encountered by prospective teachers when solving problems necessitating the sense of negative fractions. These obstacles encompass the tendency to generalize, false intuitive judgment, and obstacles related to type 1 and type 2 language representation, as well as trial-and-error strategy. The results also reveal obstacles that differ from those documented in the existing literature, namely obstacles in language representation (types 1 and 2) and obstacles in the utilization of trial-and-error strategies. These findings show that prospective teachers encountered five types of epistemological obstacles respected to negative fraction sense problem. While the limited sample size may constrain the generalizability of the findings, a larger cohort could yield divergent results. Future research is recommended to employ gamified digital media to mitigate epistemological obstacles regarding the sense of negative fractions.
Mathematical Thinking as Discourse: A Commognitive Analysis of Students with Different Problem-Solving Behavior Ahmad Dzulfikar; Turmudi Turmudi; Tatang Herman; Kusnandi; Angga Hidayat
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.pp789-822

Abstract

Mathematical thinking is essential in problem-solving, yet few studies have systematically examined differences in students’ mathematical thinking across analytical frameworks, particularly in relation to problem-solving behavior. This study investigates how different problem-solving behavior types reflect variations in students’ mathematical thinking processes from a commognitive perspective. An interpretive qualitative design with commognitive discourse analysis was employed. The participants were 35 students, from whom representatives of three problem-solving behavior groups were purposively selected for in-depth interviews. Data were collected through written tasks and semi-structured interviews and analyzed by examining word use, visual mediators, routines, and narratives. The findings revealed that students’ problem-solving behavior is associated with differences in their mathematical thinking processes. Students with sophisticated problem-solving behavior demonstrated explorative routines that produced substantiation narratives. Routine students showed specializing and generalizing processes but relied mainly on ritual routines and memorization narratives. In contrast, naïve students performed only limited specialization for number manipulation and failed to progress to other mathematical thinking stages, resulting in incorrect solutions. These findings clarify the relationship between mathematical thinking processes and problem-solving behavior and highlight the importance of fostering productive problem-solving behavior to strengthen students’ mathematical thinking in school mathematics.
Developing Ethnomathematics Teaching Materials Using the Wooden Puppet Context Through a Culturally Responsive Teaching Approach Siti Maryam Rohimah; Eka Firmansyah; Feby Inggriyani; Bunga Yasmin Oktapianti; Desi Anawati
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.pp823-850

Abstract

This study aimed to develop ethnomathematics teaching materials using the wooden puppet context through Culturally Responsive Teaching (CRT) to enhance elementary students’ numeracy literacy while integrating local cultural values in support of Sustainable Development Goal 4 (Quality Education). This study employed a Research and Development (R&D) method based on a multiphase design model at a public elementary school in Jelekong, West Java, Indonesia. The study involved 66 fifth-grade students, comprising 33 students in the testing, evaluation, and revision phase and 33 students in the classroom implementation phase. The development process comprised needs analysis, teaching material development, expert validation, initial testing, evaluation, revision, and classroom implementation. Data were collected using numeracy literacy tests, classroom observations, questionnaires, and interviews. Qualitative data were analyzed through data reduction, data display, and conclusion drawing, while quantitative data were analyzed using the Shapiro–Wilk normality test, a paired-samples t-test, normalized gain, and effect size. The findings indicate that the developed teaching materials are valid and practical, while classroom implementation was associated with a statistically significant improvement in students’ numeracy literacy, as indicated by a high normalized gain and a very large effect size. These findings suggest that ethnomathematics teaching materials developed using the wooden puppet context through CRT may support students’ numeracy literacy while promoting appreciation of Sundanese cultural heritage.
Strengthening Mathematical Problem Solving Skills through Canvas- Based Virtual Class on Quadratic Functions Chika Rahayu; Lisnani; Abdul Aziz; Sugeng Sutiarso; Caswita
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.pp873-894

Abstract

Many students experience difficulties in learning quadratic functions, particularly in graphing and solving contextual problems due to misconceptions and reliance on procedural memorization. This study aimed to develop and evaluate a Canvas-based virtual class to support students’ mathematical problem solving skills. A development research design using the ADDIE model was employed with tenth-grade students at a senior high school in Mesuji, Indonesia. Data were collected through pre-test and post-test problem solving assessments, questionnaires, classroom observations, and semi-structured interviews. Quantitative data were analyzed using a paired-sample t-test and normalized gain (N-gain), while qualitative data were analyzed thematically. The developed virtual class achieved very valid ratings for both media (89.2) and learning materials (85.2), indicating that its interface, navigation, interactive features, and instructional content met the expected quality standards. Students also perceived the platform as practical (76.2), particularly in terms of ease of use, accessibility, and support for learning activities. Statistical analysis showed a significant improvement in students’ mathematical problem solving performance after implementation (p < 0.001), with a moderate learning gain (N-gain = 0.68). Students performed strongest in understanding problems and devising solution strategies, whereas reflective evaluation (looking back) remained the weakest stage. Overall, the findings indicate that the Canvas-based virtual class provides a valid, practical, and effective digital learning environment for enhancing students’ mathematical problem solving skills in learning quadratic functions.
Integrating Augmented Reality and Ethnomathematics in Trinil Museum-Based Mathematics Education to Support Sustainable Development Goals Pradnyo Wijayanti; Lisnani Lisnani; Heri Purnomo; Sumarni Sumarni; Ratu Mauladaniyati; Zidni Naufal Fadhil; Siti Muslikhatul Tsaniyah; Galuh Eko Nugroho; Gladys Sunzuma
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.pp851-872

Abstract

The Trinil Museum, integrated with augmented reality-based technology, is an important learning media to help university students understand ethnomathematics courses. This study aims to develop an application for ethnomathematics tour media at the Trinil Museum based on augmented reality with the PMRI approach to improve ethnomathematical conceptual understanding and support quality education as a manifestation of Sustainable Development Goal 4 (SDG 4). This study involved 49 students from the Mathematics Education Department. The research employed the ADDIE model consists of Analysis, Design, Development, Implementation, and Evaluation. Data was collected through questionnaires, interviews, tests, and documentation. Data analysis used indicators of validity, practicality, and effectiveness with normalized gain employed to measure effectiveness. The result study developed an AR-based ethnomathematics tour media for the Trinil Museum, which was found to be highly valid with a mean score of 84, practical with a mean score of 78.33, and effectiveness with mean score of 0.82 for 40 students with the category of 36 high-ability students and 4 medium-ability students. These findings provide empirical evidence that the AR-based ethnomathematics tour media for the Trinil Museum can be used in teaching and learning for students. In addition, the findings support SDG 4, which concerns quality education.
Profile of Students' Mathematical Critical Thinking Skills in Circle Topic: An Analysis of Six Indicators with a Sequential Explanatory Design Saddam Al Aziz; Suhendra; Al Jupri; Jarnawi Afgani Dahlan; Mazlini Adnan
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.pp693-738

Abstract

Mathematical critical thinking is a fundamental twenty-first-century competency that underpins informed decision-making, complex problem-solving, and creative reasoning. Nevertheless, accumulating empirical evidence indicates that students’ mathematical critical thinking remains insufficient, particularly in learning circle geometry, which requires conceptual understanding, deductive reasoning, generalization, and mathematical proof, while the deductive dimension of critical thinking has received relatively limited scholarly attention. Accordingly, this study aimed to operationalize and examine six indicators of mathematical critical thinking, such as deduction, interpretation, analysis, inference, evaluation, and explanation, identify students’ highest and lowest levels of achievement across these indicators, map their response patterns, error types, and misconceptions, and investigate the strategies and obstacles they encountered when solving circle-related problems. A sequential explanatory mixed-methods design was employed involving 193 eighth-grade students from a public junior high school in Padang, West Sumatra, Indonesia. Quantitative data were collected using a six-item expert-validated essay test and analyzed descriptively, followed by semi-structured interviews with three students representing high-, moderate-, and low-achievement groups to provide explanatory qualitative insights. The findings revealed generally inadequate mathematical critical thinking with considerable inter-student variation. Interpretation emerged as the strongest indicator, whereas deduction and analysis demonstrated the weakest performance. Students consistently exhibited misconceptions, including failure to recognize the diameter as a special chord, reliance on numerical examples without generalization, weak evaluation of calculation-based claims, and limited ability to articulate procedural reasoning explicitly. These findings underscore the importance of strengthening students’ conceptual understanding of circle properties and relationships, systematically fostering deductive reasoning, proof, and generalization, and designing assessment tasks that require rigorous mathematical justification and explicit reasoning.
Exploring Mathematical Literacy Behavior among Students in Indonesia and Thailand: A Comparative Perspective Ahmad Fauzan; Yulyanti Harisman; Suherman; Hafizatunnisa; Aqilul Asra; Gumpanat Boriboon
Mathematics Education Journal Vol. 20 No. 4 (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.v20i4.pp899-932

Abstract

Mathematical literacy emphasizes the final outcomes, namely the extent to which students can solve mathematical problems. In contrast, mathematical literacy behavior focuses on the processes and strategies students use in approaching, understanding, and solving problems. This study aims to explore and compare the mathematical literacy behaviors of junior high school students in Indonesia and Thailand. This study selected Indonesia and Thailand due to their similar educational contexts but different approaches to the mathematics curriculum, offering insights into mathematical literacy in Southeast Asia. This study employed mixed-method design with a sequential explanatory design. The quantitative results informed the selection of interview participants, while qualitative findings were used to explain observed behavioral patterns. The participants were 116 eighth-grade students selected from two schools in Indonesia and two schools in Thailand. Data were collected through mathematical literacy tests, confidence questionnaires, and interviews with 24 students representing high, medium, and low achievement categories. The results revealed significant differences in mathematical literacy behavior between the two countries. Indonesian students tended to approach problems using structured, stepwise procedures, while Thai students demonstrated greater flexibility in shifting strategies and connecting representations. Superior students in both contexts displayed strong metacognitive and affective behaviors, with Thai students showing higher confidence and adaptability. Conversely, inferior students in both countries struggled with comprehension, strategy development, and persistence; Indonesian students often halted early, while Thai students attempted partial reasoning. These findings highlight the critical influence of curriculum orientation and cultural factors in shaping mathematical literacy behaviors. The study suggests integrating structured conceptual mastery with reasoning-based tasks to foster more balanced literacy competencies.
Designing Learning Trajectory of Set Theory within Gurindam 12 Chapter 6 (Classical Malay Poetry) Context Asmaul Husna; Ratu Ilma Indra Putri; Zulkardi; Jaya Dwi Putra
Mathematics Education Journal Vol. 20 No. 4 (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.v20i4.pp957-988

Abstract

Students often experience difficulties in understanding fundamental concepts of set theory, despite its important role in fostering reasoning and problem-solving skills through classification and logical relationships. To address this challenge, the present study aims to design a learning trajectory that incorporates the cultural context of Gurindam 12 Chapter 6, a traditional Malay literary work by Raja Ali Haji, as a meaningful medium for teaching set theory in Discrete Mathematics courses. This study employs a design research method through three stages: preliminary design, design experiment, and retrospective analysis, involving 21 university students from the Mathematics Education Study Program at Universitas Riau Kepulauan, Indonesia. The intervention was conducted over two learning sessions (each lasting 90 minutes) during a two-week instructional period. Data were collected using various instruments, such as student worksheet responses, classroom video recordings during all sessions, and semi-structured interviews with eight selected students representing different levels of participation and understanding. The learning trajectory design focused on contextualizing Gurindam 12's moral values, which included activities such as identifying set membership, exploring set relationships, and formalizing set operations. The research produced a learning trajectory using the Gurindam 12 Chapter 6 context that helps students understand set theory concepts and contributes to providing alternative contextual learning designs that are meaningful and support the application of PMRI (Indonesian Realistic Mathematics Education) principles. The findings reveal that integrating local cultural wisdom enhances conceptual understanding, develops sociomathematical norms, and bridges mathematical concepts with cultural values.
Triggering High School Students’ Metacognitive Activities: A Statistical Problem-Solving Task Design Kiki Henra; Irwan Akib; Ebenezer Bonyah; Andi Trisnowali MS
Mathematics Education Journal Vol. 20 No. 4 (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.v20i4.pp933-956

Abstract

Metacognition plays an essential role in solving statistical problems. However, many statistical tasks used in classroom practice emphasize procedural computation rather than encouraging students to regulate their thinking. Consequently, tasks specifically designed to elicit students’ metacognitive activity in statistical contexts remain limited. This study aimed to develop a Statistical Problem-Solving Task (SPST) capable of eliciting said activities and to examine the distribution and characteristics of those activities during problem solving. The study employed an educational design research approach consisting of two stages: (1) task development based on analytical, non-routine, and ill-defined problem characteristics, followed by expert validation of content and clarity; and (2) a pilot experiment with 29 twelfth-grade students. The data collection procedure was conducted through a modified Mathematics Metacognitive Inventory, students’ written responses to the SPST, and semi-structured interviews with selected subjects. Two students representing the dominant metacognitive level identified in the questionnaire results were selected for in-depth interviews to explore their metacognitive processes during problem-solving. Quantitative data were analyzed descriptively to determine the distribution of students’ metacognitive activity levels, while qualitative data from students’ written work and interview transcripts were analyzed thematically and cross-checked against one another to identify converging patterns of metacognition during problem-solving. The results gathered from the quantitative inquiry showed that many of the students (75.9%) demonstrated moderate activity. Meanwhile, high metacognitive activity was observed in 6.9% of the students, with the rest (17.2%) showing low metacognitive activity. Furthermore, concurrent interview analyses revealed that metacognitive regulation was frequently accompanied by conceptual errors and incomplete evaluation. Ultimately, the study suggests that the SPST can function as a diagnostic and instructional instrument for fostering metacognition in statistics learning, though additional instructional support remains necessary.
Profiling Students’ Computational Thinking through Stealth Assessment in Ethno-STEM Digital Games Yurizka Melia Sari; Endang Susantini; Raden Roro Hapsari Peni Agustin Tjahyaningtijas; Dwi Setyo Pratiwi; Laila Lomibao
Mathematics Education Journal Vol. 20 No. 4 (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.v20i4.pp1059-1080

Abstract

Accurate profiling of students’ computational thinking (CT) is important, yet conventional assessments provide limited insight into CT as a dynamic problem-solving process. This study examined how stealth assessment embedded within Temple Zone VR, an Ethno-STEM virtual reality game designed around Majapahit cultural heritage, could be used to profile the CT of junior high school students across four pillars: Decomposition, Pattern Recognition, Abstraction, and Algorithmic Design. Each game room was designed using Evidence-Centered Design (ECD) so that students’ puzzle-solving actions generated behavioural log data as evidence of CT processes. The game was developed using the ADDIE model, and a paper-based CT cognitive test was administered as a pretest and posttest to 60 junior high school students. Content validity of the paper-based test was supported by Aiken’s V coefficients ranging from 0.83 to 1.00. Hierarchical cluster analysis identified three CT profiles: High CT (13.3%), Moderate CT (71.7%), and Developing CT (15.0%). Sequential pattern mining identified three problem-solving strategy types: systematic decomposition (46.7%), iterative trial (38.3%), and exploratory (15.0%), with different distributions across the CT profile groups. Overall, the findings suggest that gameplay log data can provide complementary behavioural evidence for profiling CT, while the observed strategy–profile associations should be interpreted cautiously.

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