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Ratu Ilma Indra Putri
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jpm@unsri.ac.id
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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 286 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)

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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.pp795-826

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)

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Abstract

This study aimed to develop ethnomathematics teaching materials using the wooden puppet context through a 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 involving 66 fifth-grade students from a public elementary school in Jelekong, West Java, Indonesia. The development process comprised needs analysis, teaching material development, expert validation, limited trials, revisions, and classroom implementation. Data were collected using numeracy literacy tests, classroom observations, questionnaires, interviews, and field notes. Qualitative data were analyzed through data reduction, data display, and conclusion drawing, while quantitative data were analyzed using the Shapiro–Wilk normality test, the Wilcoxon Signed-Rank Test, normalized gain, and effect size. The findings demonstrate that the developed teaching materials are valid, practical, and effective, resulting in a statistically significant improvement in students’ numeracy literacy, as indicated by a high normalized gain and a large effect size. These findings suggest that ethnomathematics teaching materials developed using the wooden puppet context through CRT enhance 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)

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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)

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Abstract

Trinil Museum is one of the most important museums in Indonesia, with various historical collections related to ancient humans discovered by Eugene Dubois in the Trinil area, Ngawi, Indonesia. The objects in this museum are closely related to culture, history, and mathematical concepts. This study aims to develop an application in ethnomathematics tour media at the Trinil Museum based on augmented reality, integrating ethno-techno- realistic mathematics education to support SDGs that are valid, practical, and effective. This research employs an ethnographic approach, PMRI approach, and the ADDIE development model. Data was collected through questionnaires, interviews, tests, and documentation. The data analysis process used indicators of validity, practicality, and effectiveness. The results of this study developed an innovative ethnomathematics tour media for the Trinil Museum based on Augmented Reality that is valid, practical, and effective. This tour media is categorized as very valid, very practical, and effective. In these findings represent an innovation in mathematics education, both currently and in the future, namely the integration of ethno-techno-realistic mathematics education in the Trinil Museum ethnomathematics tour based on Augmented Reality to support SDGs 4 about quality of 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)

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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.

Page 29 of 29 | Total Record : 286

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