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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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A SOLO Taxonomy-based rubric for assessing conceptual understanding in applied calculus Fernandez, Patrick John Martinez; Guzon, Angela Fatima Hilado
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.pp559-580

Abstract

Assessing conceptual understanding in mathematics remains a persistent challenge for educators, as traditional assessment methods often prioritize procedural fluency over the complexity of connections between mathematical ideas. Consequently, these methods frequently fail to capture the depth of students’ conceptual understanding. This paper addresses this gap by developing and applying a novel rubric based on the Structure of Observed Learning Outcomes (SOLO) Taxonomy, designed to classify student responses according to demonstrated knowledge capacity and cognitive complexity. The rubric introduces transitional levels between the main SOLO categories and includes provisions for evaluating unconventional solutions, enabling a more nuanced assessment of student work based on knowledge depth and integration. The rubric was constructed through an analysis of the conceptual knowledge components required to solve each problem, validated by expert review, and guided by criteria aligned with SOLO level classifications. It also incorporates qualitative feedback to justify each SOLO level assignment. Using this rubric, the study analyzed responses from 57 first-year undergraduate students—primarily chemistry and computer science majors at a private university in the Philippines—to test items on linear approximations and the Extreme Value Theorem. Interrater reliability was established through weighted Cohen’s kappa coefficients (0.659 and 0.667 for the two items). The results demonstrate the rubric’s capacity to differentiate levels of conceptual understanding and reveal key patterns in student thinking, including reasoning gaps, reliance on symbolic manipulation, and misconceptions in mathematical logic. These findings underscore the value of the SOLO Taxonomy in evaluating complex and relational thinking and offer insights for enhancing calculus instruction. By emphasizing the interconnectedness of mathematical ideas, the study highlights the potential of conceptually oriented assessments to foster deeper learning and improve educational outcomes. Furthermore, the rubric’s adaptability suggests its applicability beyond calculus, supporting a broader shift toward concept-focused assessment practices in higher education.
Epistemic actions in proving two-triangle problems by considering mathematical reading and writing ability Setianingsih, Rini; Budiarto, Mega Teguh; Jamil, Anis Farida
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.pp479-496

Abstract

Mathematical abstraction is essential in constructing mathematical concepts, particularly in proof. The RBC+C epistemic actions—recognizing, building-with, constructing, and consolidating—are key cognitive processes in proof construction. However, the impact of mathematical reading and writing abilities on these processes remains unexplored. This study investigates how students’ mathematical reading and writing abilities affect their epistemic actions when proving the congruence of two triangles. This qualitative research adopts a case study design involving three undergraduate students who have completed a geometry course. The participants were selected based on their reading and writing proficiency levels: high, moderate, and low. Data were collected through reading and writing assessments, proof-solving tasks, and semi-structured interviews. The analysis follows the RBC+C framework to identify patterns in students’ cognitive process during proof construction. Findings reveal that students with high mathematical reading and writing abilities demonstrate a more structured proof strategy, effectively recognizing key properties, building logical connections, and constructing valid arguments. High-proficiency students also exhibit flexibility in using both geometric and algebraic approaches in proving. In contrast, students with lower reading and writing abilities struggle with symbolic representation, logical coherence, and notation consistency, leading to incomplete or incorrect proofs. Moreover, consolidation of mathematical ideas, such as reusing known theorems and revisiting proof steps, occurs more frequently in high-achieving students, enabling deeper conceptual understanding. This study highlights the critical role of mathematical literacy in the proof process. It suggests that strengthening reading and writing instruction in mathematics education can enhance students’ ability to construct rigorous proofs. The findings contribute to the development of instructional strategies that integrate mathematical literacy into proof-based learning, ultimately fostering students’ reasoning and problem-solving skills in mathematics.
Mathematical reasoning and communication word problems with mathematical problem-solving orientation: A relation between the skills Aljura, Ahmad Naufal; Retnawati, Heri; Dewanti, Septinda Rima; Kassymova, Gulzhaina Kuralbayevna; Sotlikova, Rimajon; Septiana, Atut Reni
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.pp529-558

Abstract

Developing students’ mathematical reasoning skills (MRS) and mathematical communication skills (MCS) is crucial, as both are foundational to effective mathematical problem-solving (MPS). Despite their theoretical interconnectedness, limited empirical evidence exists on how MRS and MCS relate to MPS, particularly in problem-based contexts. This study investigates the relationship between MRS and MCS within an MPS-oriented framework using a quantitative, descriptive correlational design. A modified mathematical word problem (MWP) essay test was administered to 117 students across two pilot classes. The test items were designed to elicit reasoning and communication processes associated with MPS. Psychometric analyses—including evidence of content validity (Aiken’s V), consequential validity, reliability indices (α and ω), and item-level metrics (discrimination and difficulty)—confirmed the instrument’s robustness. Factor analysis supported a unidimensional structure aligned with MPS. Correlational analyses revealed significant positive associations between MRS and MCS, meeting bivariate normality assumptions. Pearson’s r was 0.529 (95% CI: 0.261–0.722), Spearman’s ρ was 0.493 (95% CI: 0.215–0.697), and Kendall’s τ was 0.400 (95% CI: 0.101–0.632), indicating a strong relationship. These findings underscore the interdependence of reasoning and communication skills in the context of MPS. The study also offers a detailed analysis of student obstacles in solving MWPs, offering a nuanced understanding of cognitive and linguistic dimensions in MPS. Implications are discussed for researchers, policymakers, and educators, particularly in designing instructional interventions that strengthen MRS and MCS in support of MPS.
Classification of inductive thinking in mathematical problem solving Kholid, Muhammad Noor; Syafif, Insiana Aribatunnisah
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.pp633-650

Abstract

Inductive thinking is a method of thinking that involves recognizing patterns, understanding relationships, and deconstructing general rules. This method of thinking develops through a variety of factors that support complex problem solving. Using mathematical problems that describe the inductive thinking process within the context of number problems helps investigate students' inductive thinking process. This study, employing a qualitative descriptive research approach, seeks to develop a novel classification framework for students' inductive thinking in the context of mathematical problem solving. The study was conducted in a structured manner on 21 students enrolled in the Department of Mathematics during their fifth semester at a university in Indonesia using number sequence as the problem material. The collection of data was executed through the administration of tests and the observations of problem-solving behaviors. The analysis was conducted using constant comparative procedures (CCP). The instruments used in this study included mathematical problems and recording devices. The findings of this study are presented in the form of three different classifications of inductive thinking: the use of variables, the use of visual, and the use of formulae. The study offers significant theoretical insights for future research and practical implications for the implementation of inductive thinking in improving mathematical problem-solving.
Ethnomathematical insights from the tide-forecasting calendar of an Indonesian coastal community into mathematics classroom Kusaeri, Al; Putrawangsa, Susilahudin; Prahmana, Rully Charitas Indra; Pardi, Muhamamad Habib Husnial; Idrus, Sayid Wahyu Alwi Sidik Al
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.pp581-602

Abstract

The integration of culturally embedded knowledge systems into mathematics education has gained scholarly interest in recent years; however, empirical research remains limited, particularly in the context of Indonesian coastal communities where traditional ecological knowledge is closely tied to astronomical and environmental cycles. Despite the growing prominence of ethnomathematics, there is a noticeable paucity of studies that systematically investigate the mathematical reasoning inherent in indigenous calendrical systems used for livelihood practices. Addressing this gap, the present study explores the ethnomathematical knowledge embedded in the calendrical practices of the Lungkak community in East Lombok, Indonesia. This system uniquely integrates local interpretations of the Pupuru (the Pleiades star cluster), lunar phases, the Hijri calendar, and the Gregorian calendar to predict seasonal transitions and tidal patterns crucial to artisanal fishing. Employing an ethnographic research design, data were gathered through purposive sampling, in-depth interviews, participant observation, and document analysis, and analyzed using interactive ethnographic techniques. The findings uncover sophisticated mathematical reasoning within the community’s calendrical system, including trigonometric concepts (angular relationships among celestial bodies), arithmetic and numerical sequences (predictive visibility patterns), modular arithmetic (cyclical astronomical forecasting), and set theory (classification of tidal phenomena). These insights reveal how formal mathematical concepts are embedded within cultural practices, demonstrating the community’s implicit engagement with abstract reasoning. This study contributes to the development of culturally responsive mathematics education by emphasizing the pedagogical value of integrating ethnomathematical content into classroom instruction. Such integration holds potential to enrich students’ mathematical literacy, foster contextual understanding, and support meaningful engagement with mathematical concepts through culturally relevant learning experiences.
Student engagement and math teachers support Alrajeh, Tahani Salman; Shindel, Beth Winfrey
Journal on Mathematics Education Vol. 11 No. 2 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

This study aimed to investigate the factors that influence student engagement in mathematics classes. It explored the relationship among emotional, organizational, and instructional support and the impacts of characteristics of teacher, such as years of experience, and sexual orientation, on student engagement. Data were taken from the Consortium for Political and Social Research. The study was involved mathematics teachers and encompassed three years of data collection and observation. Data were collected first hand through classroom observations and student–teacher surveys. In this study, ANOVA, t-test, and partial correlation were employed to evaluate the relationships among the study variables based on participants’ responses. The relationship between student engagement and instructional support weakened after controlling for emotional and organizational support. However, instructional support continued to significantly influence student engagement. In addition, results showed a significant difference in student engagement attributed to the teacher’s gender. Results revealed the interaction between gender and years of experience significantly influenced student engagement, which was in favor of female teachers.
Learning mathematical modelling with augmented reality mobile math trails program: How can it work? Cahyono, Adi Nur; Sukestiyarno, Yohanes Leonardus; Asikin, Mohammad; Miftahudin; Ahsan, Muhammadi Ghozian Kafi; Ludwig, Matthias
Journal on Mathematics Education Vol. 11 No. 2 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

The aim of this study is to investigate how an augmented reality mobile math trails program can provide opportunities for students to engage in meaningful mathematical modelling activities. An explorative research design was conducted involving two mathematics teachers and 30 eight grades in Semarang, Indonesia. An Augmented Reality Mobile Math Trails App was created, and several math trail tasks were designed, then students run the activity. Data were gathered by means of participatory observation, interviews, questionnaires, tests, and worksheets. Data analysis began with the organisation, annotation, description of the data and statistic tests. The findings indicate that an educational program was successfully designed, which offered students a meaningful mathematical experience. A mobile app was also developed to support this program. The mobile app with augmented reality features is helpful for students as a tool that bridges the gap between real-world situations and mathematical concepts in problem-solving following the mathematical modelling cycle. The program thus contributes to a higher ability in mathematical modelling. The study identified a link between instrumented techniques in programs and mathematical modelling, as built during the instrumentation process. Further studies are essential for project development and implementation in other cities with different situations and aspects of study.
Developing PMRI learning environment through lesson study for pre-service primary school teacher Fauziah, Anna; Putri, Ratu Ilma Indra; Zulkardi; Somakim
Journal on Mathematics Education Vol. 11 No. 2 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Teachers’ pedagogical ability contributes significantly to their process and learning performance. To improve it, a development process is needed as long as they are still having their process of education or they are still teacher students. This study aimed to develop a valid and practical PMRI learning environment through lesson study which had a potential effect on improving the pedagogical abilities of pre-service primary school teachers. A design research method of development study type was used in this study consisting of three phases, namely the preliminary, development or prototyping phase, and assessment phase. The research subjects were 32 students of Primary School Teacher Education of Sriwijaya University. The data were collected using walkthrough, observation, documentation, questionnaires, interviews, and tests. The study produced a learning environment with a valid and practical Campus-School (CS) model and had a potential effect on improving teacher students' pedagogical ability. The learning environment was in the form of training on campus and implementation in schools. Based on the data analysis, the learning environment was able to produce pre-service primary education teachers understanding the PMRI through lesson study and design PMRI learning tools through a lesson study.
Students’ mathematical problem-solving ability based on teaching models intervention and cognitive style Son, Aloisius Loka; Darhim; Fatimah, Siti
Journal on Mathematics Education Vol. 11 No. 2 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

The study aimed to analyze the interaction effect teaching models and cognitive style field dependent (FD)-field independent (FI) to students’ mathematical problem-solving ability (MPSA), as well as students' MPSA differences based on teaching models and cognitive styles. Participants in this study were 145 junior high school students, with details of 50 students learning through the Connect, Organize, Reflect, and Extend Realistic Mathematics Education (CORE RME) model, 49 students use the CORE model, and 46 students use the Conventional model. Data collection tools used are the MPSA test, and the group embedded figure test (GEFT). The MPSA test finds out that there are interaction effect teaching models and cognitive styles on students' MPSA, as well as a significant difference in MPSA students who study through the CORE RME model, CORE model, and Conventional model. Based on cognitive style, between students who study through CORE RME model, CORE model, and Conventional model found that there was no significant difference in MPSA between FI students. Furthermore, there were significant differences in MPSA between FD students and also MPSA of FI students better than MPSA FD students. Therefore, teaching models and student cognitive styles are very important to be considered in the learning process, so students are able to solve mathematical problems.
Designing a digital teaching module based on mathematical communication in relation and function Setiyani; Putri, Dian Permana; Ferdianto, Ferry; Fauji, Sandi Hermana
Journal on Mathematics Education Vol. 11 No. 2 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

The purpose of this study is to design a digital module based on mathematical communication skills. This a development research which is carried out to determine the use of poor learning media and students’ low comprehensive skills in understanding mathematical topics associated with relations and functions. One of the solutions used to overcome this problem is by designing a digital teaching module using media. The research and development method consisting of Analysis, Design, Development, implementation, and Evaluation (ADDIE), were used to carry out this study. The results showed that the digital module is highly valid with a total expert validation of 95.1% and in the very good category. Also, the students' response to the digital module is in the very good category, with a total response criterion of 89.8%. Therefore, the designed digital module has the ability to improve students' independence in learning because its use is not limited to classrooms.

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