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Ratu Ilma Indra Putri
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ratuilma@unsri.ac.id
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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 298 Documents
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A Cultural Project-Based Learning Framework for Numeracy Integration: Insights from Palembang Mathematics Classrooms Ratu Ilma Indra Putri; Zulkardi Zulkardi; Laela Sagita; Viona Adelia; Novita Sari; Yovika Sukma; E.I Pusta Siligar
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.pp1023-1058

Abstract

Integrating numeracy learning with meaningful real-life and cultural contexts remains a challenge in mathematics education, as classroom practices often emphasize procedural skills detached from students’ lived experiences. This study aims to develop and evaluate a project-based learning, Proyek New Pempek Matematika—a culturally contextualized math project—that integrates mathematical concepts, numeracy, and local cultural wisdom from South Sumatra. This study employed a mixed-method approach involving five junior high schools (one class per school, 30–32 students) and followed a three-stage procedure (design adaptation, implementation, and cross-case analysis), with triangulated data collected through observations, interviews, questionnaires, and numeracy tests and analyzed using thematic analysis. Results indicate that the project-based learning environment, Proyek New Pempek Matematika, achieved high feasibility, as evidenced by positive evaluations from teachers, students, and experts, and improved students’ numeracy performance and conceptual understanding. Teachers demonstrated high usability ratings and sustained intention to implement the learning environment, while students showed increased engagement and an enhanced ability to apply mathematical reasoning in real-world contexts. This study provides a validated framework for integrating local cultural context into project-based numeracy learning impact on students’ numeracy performance. The findings offer practical implications for designing culturally contextualized mathematics instruction that supports students’ real-world problem-solving.
Visualizing Ratio Through Ratio Table, Double Number Line, and Bar Model in a Fair-Sharing Task Dhea Anisah Putri; Zulkardi Zulkardi; Ratu Ilma Indra Putri
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.pp1141-1162

Abstract

Understanding ratio as a multiplicative relationship remains a persistent challenge in elementary mathematics, particularly in making fair judgments about situations. This study examines how sixth-grade students’ self-constructed visualizations reflected differences in their understanding of ratios. Using an exploratory qualitative design, the study involved 36 sixth-grade students from an Indonesian elementary school who had previously encountered ratio tables, double number lines, and bar models through an RME-oriented teaching experiment. Students worked individually on a fair-sharing task involving dividing a fitness trainer’s fee based on shared and individual participation time. Written responses were analyzed to identify patterns of visual representation and ratio understanding, and six focal students were purposively selected for semi-structured interviews.  The analysis focused on students’ understanding of unit ratio, equivalent ratio, part-to-part, and part-to-whole. The findings showed three fairness solution patterns: proportional, two-part, and separate-payment solutions. Ratio tables supported unit- and equivalent-ratio reasoning but did not always make the shared-time structure explicit; the double-number line supported equivalent time-cost matching but allowed double-counting of shared time; and the bar model made shared and individual time more visible, supporting clearer part-to-whole coordination. The study shows how students’ self-constructed visualizations can reveal different levels of ratio understanding in fair-sharing contexts.   Understanding ratio as a multiplicative relationship remains a persistent challenge in elementary mathematics, particularly in making fair judgments about situations. This study examines how sixth-grade students’ self-constructed visualizations reflected differences in their understanding of ratios. Using an exploratory qualitative design, the study involved 36 sixth-grade students from an Indonesian elementary school who had previously encountered ratio tables, double number lines, and bar models through an RME-oriented teaching experiment. Students worked individually on a fair-sharing task involving dividing a fitness trainer’s fee based on shared and individual participation time. Written responses were analyzed to identify patterns of visual representation and ratio understanding, and six focal students were purposively selected for semi-structured interviews.  The analysis focused on students’ understanding of unit ratio, equivalent ratio, part-to-part, and part-to-whole. The findings showed three fairness solution patterns: proportional, two-part, and separate-payment solutions. Ratio tables supported unit- and equivalent-ratio reasoning but did not always make the shared-time structure explicit; the double-number line supported equivalent time-cost matching but allowed double-counting of shared time; and the bar model made shared and individual time more visible, supporting clearer part-to-whole coordination. The study shows how students’ self-constructed visualizations can reveal different levels of ratio understanding in fair-sharing contexts.
Human First, AI as Challenger: Scaffolding Preservice Mathematics Teachers’ Truth-Seeking with ChatGPT in Culturally Responsive Module Design Christi Matitaputty; Novalin Huwaa; Kamariah Kamariah; Wilmintjie Mataheru
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.pp1081-1112

Abstract

Generative artificial intelligence (AI) can produce fluent mathematics teaching materials; however, these outputs may contain mathematical errors and misrepresentations of local cultures. This study examined how preservice mathematics teachers engage in truth-seeking when using ChatGPT to design teaching modules that incorporate the local wisdom of Maluku, Indonesia, and investigated the role of a reflective worksheet in supporting this process. Employing the educational design research approach, a worksheet was developed, refined through expert review, and implemented with eight preservice teachers over six sessions. Analysis of chat logs, completed worksheets, modules, and field notes yielded 240 coded pieces of evidence. Only 9% of these fully satisfied the truth-seeking criteria, with an additional 16% reflecting vigilance initiated by the AI tool. Participants identified cultural misrepresentations when personally familiar with the practice but infrequently detected mathematical errors, which were typically flagged by the AI tool. The worksheet facilitated doubt and reconsideration more effectively than it did verification and synthesis, as the proportion of disconfirming evidence increased from 30% to 55%, and all submitted modules retained at least one mathematical error. These findings informed the development of a revised worksheet and seven design principles, summarized as “human first, AI as challenger, and evidence as arbiter” to promote critical and culturally responsive AI use in teacher education.
Multi-Theoretical Analysis of Sphere Volume Tasks in Secondary Mathematics Textbooks Across Australia, Indonesia, and Canada Tri Nova Hasti Yunianta; Kriswandani; Erlina Prihatnani; Wahyu Setiawan; Maryann Lanuza; Dyana Wijayanti
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.pp1113-1140

Abstract

Effective mathematics learning requires well-structured resources that support students’ conceptual understanding. Mathematics textbooks play a crucial role in organizing mathematical knowledge; however, how textbook tasks structure epistemic pathways for introducing the concept of sphere volume across different educational contexts remains underexplored. This study examines the epistemic structures of tasks related to the early concept of sphere volume in middle school mathematics textbooks from Australia, Indonesia, and Canada using a multi-theoretical qualitative comparative framework. These countries were selected to represent different educational and curricular contexts, enabling a comparison of how textbook tasks and epistemic pathways are organized across contexts. The trustworthiness of the analysis was ensured through theoretical triangulation across the analytical frameworks and inter-rater discussions to establish consistency and coherence in data interpretation. The results revealed substantial variations in the organization of tasks and techniques across the three textbooks, reflecting differences in epistemic orientations and levels of cognitive demand. Specifically, five types of tasks were identified in the Australian textbook, three in the Indonesian textbook, and nine in the Canadian textbook. These types of tasks formed distinct sequences with varying cognitive demands, and some task sequences indicated potential textbook-induced learning obstacles. These findings highlight differences in the epistemic organization of sphere volume tasks and provide insights for designing more coherent task sequences aligned with students’ cognitive processes.
Historical, Philosophical, and Mathematical Aspects of Betawi Traditional House Architecture: An Ethnomathematical Study Nur Riski Hasanah; Turmudi Turmudi; Dadang Juandi
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.pp989-1022

Abstract

The aim of this study is to investigate the historical, philosophical, and mathematical aspects of Betawi traditional house architecture through an ethnomathematical perspective. A qualitative case study was conducted over a one-month period in 2025 at the officially designated Betawi Cultural Village of Setu Babakan, Jakarta, Indonesia. The bounded case comprised six replica houses which included two Bapang/Kebaya, two Gudang, and two Betawi Joglo/Limasan. A total of three Betawi cultural experts with each having more than 10 years of relevant experience participated in a semi-structured interview which lasted for 1.5-2.5 hours. Moreover, each house was observed twice for approximately four hours per session to produce 12 observations and approximately 48 hours of field observation. Interview transcripts, field notes, photographs, app-assisted measurement estimates, and analytical sketches were examined using hybrid thematic coding and hermeneutic interpretation supported by MAXQDA. The results identified culturally documented practices associated with measurement, proportional consideration, material selection, spatial arrangement, and construction design. Historical developments and philosophical meanings were interpretively related to the practices and observable architectural properties. Formal concepts such as geometric solids, symmetry, centroids, and coordinate representations were also used as researcher-generated analytical representations rather than attributed to the explicit terminology of the builders. This study contributes a hermeneutic account that distinguishes community-based mathematical practices, observable mathematical properties, and researcher-generated formal representations. The results can serve as a reference for future culturally responsive mathematics-learning materials. However, the educational effectiveness needs to be tested through a classroom-based study.
A Local Instruction Theory for Learning Measures of Central Tendency through Techno-Ethno-Realistic Mathematics Education Farida Nursyahidah; Wardono; Scolastika Mariani; Kristina Wijayanti
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.pp1207-1238

Abstract

Understanding measures of central tendency remains a persistent challenge in statistics education, as students often perceive the mean, median, and mode as abstract procedures disconnected from meaningful contexts. This study aimed to develop and empirically validate a Local Instruction Theory (LIT) for learning central tendency through Techno-Ethno-Realistic Mathematics Education (TE-RME). Adopting a validation study within the educational design research framework, the study comprised preliminary design, teaching experiments, and retrospective analysis involving 32 eighth-grade students in Semarang, Indonesia. Instructional activities integrated contextual problems grounded in Pranata Mangsa, a traditional Javanese seasonal calendar, with animated videos and dynamic spreadsheets. Qualitative analysis compared the designed Hypothetical Learning Trajectory (HLT) with students’ Actual Learning Trajectories (ALTs) to evaluate and refine the instructional design. The findings showed that iterative design and retrospective analysis transformed the initial HLT into a refined LIT. Students developed diverse conceptual strategies, interpreting the median in three distinct ways, the mean in two, and the mode in three, depending on their structural interpretations of Pranata Mangsa. These findings suggest that Dynamic Socio-Computational Mathematization (DSCM) within TE-RME supports progressive formalization by connecting culturally situated reasoning with mathematical representations and technological mediation. Finally, this study also contributes an empirically grounded, culturally responsive, and technology-enhanced instructional theory for teaching central tendency.
The Effect of GeoGebra-Based Adaptive Teaching Materials on Junior Secondary Students’ Numeracy Literacy Yerizon; Arnellis; Suherman; Sendi Ramdhani; Cholis Sa'dijah; Lathiful Anwar; Kelly Angelly Hevardani; Tommy Tanu Wijaya
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.pp1187-1206

Abstract

This study examined whether GeoGebra-based adaptive teaching materials were associated with higher numeracy literacy performance and whether numeracy literacy differed between students with growth and fixed mindsets. A quantitative approach was employed using a non-equivalent post-test-only control group design. The participants were 128 Year 7 students from two junior secondary schools in Padang, Indonesia. Data were collected through a numeracy literacy test and a mindset questionnaire. The data were analyzed using the Mann–Whitney U test because the score distributions did not fully satisfy the normality assumption. The findings showed that students who learned through GeoGebra-based adaptive teaching materials achieved a higher mean numeracy literacy score (75.89) than those receiving conventional instruction (58.70). This difference indicates that integrating adaptive instructional support with dynamic GeoGebra representations was associated with better numeracy literacy performance in two-dimensional geometry. However, the mean score of students classified as having a growth mindset (70.20) was only descriptively higher than that of students with a fixed mindset (65.43), with no statistically significant difference between the groups. These findings suggest that GeoGebra-based adaptive teaching materials offer a promising approach to supporting numeracy literacy, whereas mindset category alone did not distinguish students’ performance in this sample.
How Can Educational Games Improve Students’ Mathematical Representation in Learning Linear Equations? Surya Amami Pramuditya; Ida Hamidah; Muchamad Subali Noto
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.pp1163-1186

Abstract

Students often struggle to coordinate multiple mathematical representations when solving contextual problems, particularly in learning linear equations. This study aimed to develop and evaluate a representation-oriented instructional design integrated within an RPG Maker MV environment to enhance eighth-grade students' representational skills in learning Systems of Linear Equations in Two Variables (SLETV). The study employed the ADDIE model and involved 29 eighth-grade students from a private junior high school in Cirebon. Data were collected through expert appraisal, observations, interviews, questionnaires, and pretest–posttest assessments. Expert appraisal indicated that the design was valid (mean score: 3.78 on a five-point scale), while student responses confirmed its practicality. Following implementation, the mean representation score increased from 49.31 to 82.41 (reported N-gain = 0.67, moderate gain). Improvements were observed across verbal and symbolic representation indicators, whereas visual representation requires further targeted scaffolding. Overall, the findings suggest that aligning instructional activities with game mechanics offers a promising framework to supporting students' mathematical representation, offering a practical contribution to digital game-based pedagogy in mathematics education.

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