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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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Topological thinking in Bugis burial customs: Ethnomathematical insights from Mampu Cave Jafaruddin; Tahmir, Suradi; Amda, Nayla Faiqah
Journal on Mathematics Education Vol. 16 No. 4 (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.v16i4.pp1193-1212

Abstract

Mathematics has traditionally been perceived as abstract and disconnected from cultural practices; however, emerging ethnomathematical research suggests that sophisticated mathematical concepts are embedded within indigenous knowledge systems. This study employs an ethnographic approach to identify and analyze topological concepts within Bugis burial customs at Mampu Cave, Bone Regency, South Sulawesi, Indonesia. Through three months of fieldwork combining participant observation, semi-structured interviews, and mathematical analysis of burial structures, we documented the Sijello To Mampu petrification legend and examined spatial arrangements, carved patterns, and transformation narratives. The investigation revealed three levels of topological sophistication: homeomorphic transformations implicit in human-to-stone petrification narratives that preserve topological invariance; deliberate geometric symmetries and path-connected spatial arrangements in burial configurations; and a seven-crossing knot pattern in carved burial markers yielding a calculable Alexander Polynomial. These findings were systematized into a Realistic Mathematics Education (RME) framework progressing from concrete cultural experiences through abstraction to formal topological knowledge, integrating Bugis noble values (pangadereng) throughout. The study demonstrates that advanced topological thinking exists within traditional Bugis burial customs, challenging conventional boundaries between formal and informal mathematical knowledge while extending D'Ambrosio's ethnomathematical framework to encompass highly abstract mathematical domains. The developed educational framework integrates indigenous knowledge into advanced mathematics education, thereby contributing to curriculum decolonization and heritage preservation while enhancing engagement among students from similar cultural backgrounds.
Analytical rubrics for mathematical representation behaviour assessment: Development, validation, and cross-cultural application Harisman, Yulyanti; Asra, Aqilul; Hafizatunnisa; Elniati, Sri; Adnan, Mazlini
Journal on Mathematics Education Vol. 16 No. 4 (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.v16i4.pp1137-1166

Abstract

Mathematical representation plays a pivotal role in students’ understanding, reasoning, and problem-solving processes. Despite its centrality in mathematics education, systematic approaches to assessing representational behavior remain limited, particularly within diverse cultural and curricular contexts. Existing assessment practices often emphasize cognitive outcomes, overlooking affective, psychomotor, and meta-representational dimensions that shape students’ mathematical understanding. Addressing this gap, the present study developed and validated an analytical rubric designed to assess mathematical representation behavior comprehensively across these four domains. Grounded in the Educational Design Research (EDR) framework, the rubric was constructed through four iterative stages—reflection, recording, grouping and naming, and application. Six mathematics education experts from Indonesia and Malaysia participated in the validation process, while empirical data were collected from 42 undergraduate students who had completed a geometry course. The analysis revealed strong content validity, with Aiken’s V coefficients ranging from 0.78 to 0.93 and full expert agreement, confirming the rubric’s clarity and relevance in evaluating representational behaviors. The rubric categorized student performance into three levels—Eikasia, Dianoia, and Intellectus—providing a nuanced diagnostic framework for assessing students’ mathematical representation. This study contributes to the field by introducing a cross-culturally grounded assessment tool that integrates cognitive, affective, psychomotor, and meta-representational perspectives. The findings highlight the rubric’s potential as both a formative and diagnostic instrument, enhancing the precision of assessment and offering insights for improving mathematics instruction and future digital-based evaluation practices.

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