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Doctoral Program on Mathematics Education Faculty of Teacher Training and Education, Universitas Sriwijaya Kampus FKIP Bukit Besar Jl. Srijaya Negara, Bukit Besar Palembang - 30139
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Journal on Mathematics Education
Published by Universitas Sriwijaya
ISSN : 20878885     EISSN : 24070610     DOI : https://doi.org/10.22342/jme
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
The Journal on Mathematics Education (JME) is an international electronic journal that provides a platform for publishing original research articles, systematic literature reviews (invited contributions), and short communications related to mathematics education. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics, such as Realistic Mathematics Education (RME), Design/Development Research in Mathematics Education, PISA Task, Mathematics Ability, and Ethnomathematics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 292 Documents
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Rehabilitation of children with a cochlear implant: Overcoming difficulties in solving mathematical problems Sikinbayev, Bauyrzhan; Alwaely, Suad Abdalkareem; Ganeeva, Aigul
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp173-196

Abstract

Children with cochlear implants face cognitive and linguistic challenges, particularly in the relationship between auditory perception and mathematical cognition. While auditory rehabilitation has advanced, there is a gap in understanding how integrating mathematical problem-solving with language rehabilitation can improve both cognitive and linguistic outcomes for these children. This study explores the potential of structured mathematical interventions to enhance cognitive flexibility, numerical reasoning, and verbal communication. The research was conducted in multiple phases, each increasing in complexity to assess cognitive and linguistic changes under various intervention conditions. Pre-intervention assessments compared cognitive and linguistic performance through auditory and verbal tests, quantitative evaluations, and real-time speech monitoring. The intervention involved structured mathematical modules combining arithmetic and logical reasoning with verbal learning, alongside multisensory approaches to integrate auditory and visual stimuli. Post-intervention analysis utilized statistical methods including χ² for categorical data, ANOVA for intra-subject variations, and t-tests for inter-group comparisons. Results revealed significant improvements in cognitive adaptability (χ² = 29.41, p ≤ 0.001) and numerical thinking, with enhanced logical sequencing, arithmetic operations, and spatial structuring. Speech comprehension showed a marked shift from predominantly gestural and visual communication (χ² = 12.36, p ≤ 0.01) to active verbal responses to abstract mathematical concepts (p ≤ 0.05, Cohen’s d = 0.82). Additionally, there was a 1.5-fold increase in multi-sentence responses (p ≤ 0.05), indicating improved linguistic processing skills. These findings emphasize the importance of incorporating mathematical thinking into auditory-verbal therapy, redefining problem-solving as a dual-mode intervention that enhances both cognitive and linguistic development. Educational programs for children with cochlear implants should integrate mathematical foundations, such as spatial arithmetic and logical reasoning, to support linguistic adaptation and bridge numerical abstraction with verbal comprehension in rehabilitation.
Learning numeracy using new Pempek mathematics Putri, Ratu Ilma Indra; Zulkardi; Sari, Novita; Sagita, Laela; Siligar, E. I. Pusta; Sukma, Yovika
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp1-22

Abstract

This study addresses the challenges faced by students in comprehending and articulating the concepts of cost, selling price, and profit, despite their ability to perform related calculations. Contributing factors include a limited learning context and a didactic approach that often prioritizes rote memorization of formulas, thereby hindering a deeper understanding of these concepts. The objective of this research is to design a learning trajectory utilizing the context of New Pempek Mathematics, an innovative adaptation of the traditional Pempek dish, represented in geometric forms such as cones, trapezoidal prisms, cuboids, and cubes, to facilitate students' understanding of cost price, selling price, and profit. The study employs a design research methodology, consisting of three stages: preliminary design, experimental design, and retrospective analysis. The study involved 31 junior high school students from Belitang, Indonesia. Data collection was conducted using a variety of instruments, including student worksheets, video recordings of lessons, interviews with students, and photographs of their presentation work. The proposed learning trajectory, centered around the New Pempek Mathematics production project, emphasizes activities such as identifying cost prices, estimating selling prices, and calculating profit. The findings indicate that integrating mathematics with local cultural contexts, such as New Pempek Mathematics, enhances student engagement and makes the learning experience more relevant, thus improving students' understanding of these fundamental economic concepts.
Numeracy skill development in prospective mathematics teachers: Challenges and opportunities in real-world contexts Winarni, Sri; Kamid; Marzal, Jefri; Asrial
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp91-110

Abstract

Numeracy skills are essential for prospective mathematics teachers as they bridge mathematical concepts with real-life applications. However, many prospective mathematics teachers face challenges in applying these concepts to practical situations. This study aims to analyze the conceptual and procedural errors made by prospective mathematics teachers when solving numeracy problems within the context of "Save Our Water." A descriptive research design was employed, utilizing a numeracy test adapted from the Minimum Competency Assessment (MCA) and semi-structured interviews as research instruments. The study involved 30 prospective mathematics teachers from the University of Jambi, Indonesia. The findings revealed that conceptual errors primarily stemmed from reliance on rote memorization of formulas without a deeper conceptual understanding. Procedural errors were attributed to difficulties in unit conversion, incorrect formula application, and improper manipulation of formulas. To address these issues, the study recommends incorporating contextual approaches, problem-based learning, and project-based learning strategies that connect mathematical concepts to real-world contexts. Additionally, the use of visual aids, such as diagrams and 3D models, is suggested to enhance conceptual understanding and strengthen the connection between abstract concepts and practical applications. Future research should investigate the effectiveness of these instructional approaches in improving numeracy skills and enhancing the teaching readiness of prospective mathematics teachers.
Javanese folklore with moral values: An impactful context in learning relations and functions Prahmana, Rully Charitas Indra; Risdiyanti, Irma; Peni, Nur Robiah Nofikusumawati; Ristiana, Novita; Ramadhani, Rahmi
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp197-224

Abstract

Indonesia, particularly the Java region, is home to a wealth of folklore rich in moral teachings. Among these, the story of Rama and Sinta is one of the most prominent, and upon initial investigation, it reveals an underlying presence of mathematical concepts, particularly relations and functions. Despite this potential, there is a lack of research on integrating such cultural elements into the teaching of mathematics. This study aims to fill this gap by exploring the use of the Rama and Sinta narrative as a contextual tool for teaching relations and functions. Following the design research method within the Ethno-Realistic Mathematics Education (Ethno-RME) framework, we developed instructional materials for seventh-grade students at a public school in Magelang, Central Java, Indonesia. These materials, consisting of both student and teacher books, were designed to contextualize the mathematical concepts of relations and functions within the cultural narrative. The resulting learning trajectory, consisting of five interconnected activities, not only deepened students' understanding of the mathematical concepts but also reinforced the moral lessons embedded in the folklore. This paper details the development process, implementation, and outcomes of this culturally responsive approach, contributing valuable insights into the integration of local cultural narratives with core mathematical concepts to enhance the learning experience.
Exploring the link between cognitive load and brain activity during calculus learning through electroencephalogram (EEG): Insights from visualization and cluster analysis Oktaviyanthi, Rina; Agus, Ria Noviana; Khotimah
Journal on Mathematics Education Vol. 15 No. 4 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i4.pp1383-1408

Abstract

Understanding the relationship between cognitive load and brain activity is essential for enhancing learning outcomes, particularly in complex subjects such as calculus. Despite its significance, empirical research examining the manifestation of cognitive load in brain activity patterns remains sparse, indicating a notable gap in the literature. This study aims to investigate the correlation between brain activity and cognitive load in a cohort of 30 mathematics education students enrolled in a calculus course, utilizing electroencephalogram (EEG) recordings. A quantitative descriptive research design was employed, integrating cluster analysis and data visualization techniques to facilitate an in-depth examination. EEG recordings of theta, alpha, and beta wave activity were collected during calculus sessions, followed by the administration of a cognitive load questionnaire. Descriptive statistics were utilized to analyze the distribution of cognitive load and brain activity, while correlation analysis was conducted to explore the relationships between cognitive load and EEG parameters across the different brainwave bands. The results revealed that higher cognitive load was positively correlated with increased frequency and amplitude in the alpha and beta bands, while a negative correlation was observed with theta frequency. Furthermore, cluster analysis effectively categorized participants based on distinct EEG signal patterns associated with varying levels of cognitive load. These findings offer valuable insights for the development of personalized learning interventions tailored to individual brain activity profiles, providing a foundation for future research on adaptive learning environments.
Students’ financial literacy in math classroom: Insights into financial awareness Sagita, Laela; Utami, Niken Wahyu; Dwipa, Nendra Mursetya Somasih; Wicaksono, Bintang
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp131-152

Abstract

The current generation of young people faces significant financial challenges in an increasingly volatile global economy, highlighting the need for enhanced financial literacy education. While the OECD has recommended the integration of financial literacy into school curricula, a notable gap exists in the development of age-appropriate financial literacy content that aligns with students’ cognitive and developmental stages. This study addresses this gap by evaluating students’ financial literacy knowledge, with a particular focus on integrating financial concepts into mathematics education. Specifically, the research targets financial topics that are accessible and relatable to upper elementary school students, exploring how these concepts can be integrated into existing mathematics curricula. The study involved students from grades 4, 5, and 6, with data collected through interviews that were transcribed and analyzed using NVIVO software. Findings indicate that topics such as exchange rates, foreign currencies, cash transactions, and digital payment systems resonate with students' existing knowledge and personal experiences. Furthermore, the study underscores the importance of introducing foundational personal financial management skills, such as distinguishing between needs and wants and promoting saving habits, from an early age. However, it also highlights that more complex financial concepts, including regulatory frameworks, consumer protection, and data security risks, are not developmentally appropriate for elementary students. The results of this research offer valuable insights into the practical integration of financial literacy into mathematics classrooms, with potential implications for curriculum development. These findings contribute to the growing body of knowledge on financial literacy education, providing a basis for selecting relevant financial topics for school curricula and fostering a more financially literate future generation.
Learning obstacles and the didactical design for teaching the limit of function in a Calculus course Tonra, Wilda Syam; Suryadi, Didi; Mulyaning, Endang Cahya; Kusnandi
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp153-172

Abstract

Students often face difficulties in understanding the concept of limits in functions, a challenge that arises due to the abstract nature and complexity of the topic. Despite being familiar with the procedural steps, students may fail to grasp the underlying meaning of limits. This gap in comprehension leads to significant learning obstacles. As such, there is a critical need for effective didactical designs that can enhance the teaching and learning of this concept. This study aims to address this issue through a Didactical Design Research (DDR) approach, which is structured into three phases. The first phase involves a preliminary didactical design analysis, followed by administering a diagnostic test on the limit of functions to 26 third-semester students (Group 1) who have already completed a differential calculus course. This diagnostic test helps identify the initial learning obstacles. In the second phase, a didactical design is developed to address these obstacles, and it is then implemented with 33 first-semester students (Group 2) enrolled in a Differential Calculus course to evaluate the impact of the design. Data analysis is conducted based on the scores from the written diagnostic test, categorizing them into three levels of ability. The findings reveal that the primary learning obstacle for students is the formal definition of limits, and the identified obstacles are epistemological, psychological ontogenic, instrumental ontogenic, and conceptual ontogenic. The results of implementing the didactical design demonstrate a significant improvement in students' understanding of limits, as evidenced by a reduction in the learning obstacles encountered. This research contributes to the development of more effective didactical approaches for teaching complex mathematical concepts, offering a potential model for addressing similar learning challenges in other abstract topics.
A proposed constructivism-based instructional model to enhance metacognition and mathematical problem-solving skills in Bhutanese grade nine students Subba, Bijoy Hangmo; Chanunan, Skonchai; Poonpaiboonpipat, Wanintorn
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp51-72

Abstract

The enhancement of metacognitive abilities and problem-solving skills is essential for effective mathematics instruction. However, these critical components are frequently overlooked in traditional teaching practices. This study addresses the challenges and requirements faced by mathematics educators and explores the integration of constructivist activities in classroom settings. It aims to develop and evaluate the suitability of an instructional model designed to address these issues. Employing a mixed-method approach within a research and development framework, the study gathered data through semi-structured interviews with seven mathematics teachers in Bhutan to identify their instructional challenges. Additionally, two experts from Bhutan and one from Thailand were consulted to provide insights into constructivist teaching methodologies. The content analysis of teacher interviews revealed a predominant reliance on structured, teacher-centered instructional methods, with limited emphasis on fostering higher-order cognitive skills. To bridge this gap, an instructional model emphasizing the development of higher-order thinking was designed. This model incorporates active learning, problem-solving, collaboration, scaffolding, reflection, and self-monitoring, organized into six steps: prior knowledge activation, mediation, internalization, generalization, transfer, and evaluation. The model was evaluated using a 5-point Likert scale, achieving a mean score of 4.33 (SD = 0.70), indicating high levels of appropriateness and acceptability. Furthermore, a pilot test yielded an effective index (E.I. = 0.51), demonstrating the model's efficacy in fostering metacognitive and problem-solving skills.
The influence of gender stereotypes on self-efficacy and mathematical anxiety in Peruvian students aspiring to STEM careers Real, Ivan Iraola; Carvalho, Carolina
Journal on Mathematics Education Vol. 16 No. 2 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i2.pp407-422

Abstract

Despite increasing global efforts to promote gender equity in education, gender stereotypes continue to pose significant barriers to female students’ engagement and achievement in mathematics, particularly within pathways leading to STEM careers. Prior studies have established the detrimental effects of such stereotypes, yet there remains a limited understanding of the mediating role these beliefs play in the relationship between mathematical self-efficacy and mathematics anxiety, especially among pre-university students in developing countries. Addressing this gap, the present study investigates the mediating influence of gender stereotypes on the link between self-efficacy and mathematics anxiety among Peruvian pre-university students pursuing STEM-related fields. A total of 304 participants (116 males and 188 females), aged 16 to 35, were drawn from science (n = 38), technology (n = 26), engineering (n = 142), and mathematics (n = 98) disciplines. Quantitative analyses revealed that female students reported significantly higher levels of perceived gender stereotype threat, lower mathematical self-efficacy, and elevated mathematics anxiety compared to their male counterparts. Mediation analysis further demonstrated that stereotype-induced identity threat undermines self-efficacy, thereby intensifying anxiety related to mathematics. However, the study acknowledges limitations, including gender and field imbalances within the sample and the limited scope of variables examined. These findings underscore the urgent need for educational interventions that address stereotype threats and foster equitable learning environments. The results contribute to the broader discourse on gender equity in mathematics education and inform strategies to support female students' sustained participation in STEM trajectories.
An enquiry approach to rediscovering sundials as a didactic tool for teaching time Cabero-Fayos, Ismael; Lorenzo-Valentín, Gil
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp321-342

Abstract

The ability to measure quantities is a fundamental component of primary mathematics education due to its relevance in both real-world applications and mathematical horizontality. However, the concept of time measurement remains one of the most challenging topics for students to grasp due to its abstract nature. Despite the recognized difficulties, there is a lack of effective instructional strategies that integrate constructivist approaches to enhance students' conceptual understanding of time. Addressing this gap, this study presents the design and implementation of a constructivist didactic sequence based on active learning within an Inquiry-Based Learning (IBL) framework. The study involved 31 pre-service teachers in their final year of training, aiming to enhance their pedagogical competence in teaching time measurement through the use of sundials. The research explores how these future educators conceptualize time and how they interpret sundials as a means to represent its passage. To evaluate their assimilation and comprehension of the topic, a phenomenographic analysis was conducted, comparing their depth of knowledge before and after the intervention. The findings indicate a significant improvement in both conceptual understanding and didactic application. The results underscore the effectiveness of sundials as instructional tools, not only for illustrating the passage of time and calendar cycles but also for highlighting the social and historical contexts associated with timekeeping. This study contributes to the field of mathematics education by providing empirical evidence supporting the integration of inquiry-based, constructivist methods in the teaching of time measurement, ultimately enhancing pre-service teachers’ instructional competencies and students’ conceptual grasp of temporal concepts.

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