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Mohamad Gilar Jatisunda
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Ijarme
Published by Papanda Publisher
ISSN : -     EISSN : 3025616X     DOI : https://doi.org/10.56916/ijr.v1i1.456
Core Subject : Education,
Mathematics
The International Journal of Advanced Research in Mathematics Education (IJARME) is a peer-reviewed open-access journal established to disseminate advanced knowledge in the theory and application of mathematics education. The journal is committed to maintaining high academic standards by ensuring that all submitted manuscripts undergo an initial editorial screening followed by a rigorous double-blind peer-review process involving at least two reviewers. IJARME publishes high-quality original research articles derived from empirical and theoretical studies in mathematics education. The journal seeks to represent the diversity of research topics and methodological approaches within the field, encompassing quantitative, qualitative, mixed methods, and alternative paradigms. The scope of the journal includes, but is not limited to, methodological innovations, pedagogical and didactical strategies, as well as political and socio-cultural dimensions of mathematics teaching and learning across educational levels. IJARME serves as a platform for scholars, educators, and practitioners to exchange ideas and findings that contribute to the development of theory, policy, and practice in mathematics education globally.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 22 Documents
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Reflective integration of generative artificial intelligence (ChatGPT) in mathematics teacher education: preservice teachers' pedagogical reasoning and lesson design Cahyaningsih, Ujiati; Hartanto, Ahmad Iqbal
Al-Mufid Vol 3 No 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v3i1.2835

Abstract

This study examines the interaction of preservice mathematics teachers (PSTs) with Generative Artificial Intelligence (GAI), specifically ChatGPT, during the lesson design and reflective microteaching processes. The research aims to explore how PSTs evaluate mathematical reasoning, adapt pedagogical ideas, and develop reflective practices when using ChatGPT as a cognitive and pedagogical partner. Employing a qualitative descriptive design, the study involved 14 PSTs enrolled in a Mathematics Learning Strategy course at Universitas Majalengka, Indonesia. Data were collected through lesson plans, ChatGPT interaction transcripts, reflective journals, and post-teaching reports, then analyzed using open, axial, and selective coding following Charmaz (2006) and Saldaña (2016). The analysis revealed three major themes: Critical Statistical Reasoning and AI Evaluation, AI as a Reflective Catalyst for Pedagogical Decision-Making, and Pedagogical and Conceptual Constraints of AI Guidance. Results showed that ChatGPT supported PSTs in reformulating objectives, identifying misconceptions, and improving pedagogical structure, but its reasoning occasionally contained conceptual errors in statistics. PSTs perceived ChatGPT as a reflective stimulus rather than a final pedagogical authority, highlighting the need for guided reflection and AI literacy. The study concludes that GAI can foster critical and adaptive thinking when integrated with mentoring and reflective scaffolds. These findings contribute to the growing body of knowledge on AI-supported teacher education, offering implications for curriculum design and the development of AI literacy in mathematics pedagogy.
Mathematical transition: evaluating students’ academic progress and adaptation from primary to secondary education Ismayanti, Syifa; Pujiati, Amelia
Al-Mufid Vol 3 No 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v3i1.2863

Abstract

The transition from primary to secondary education represents a critical phase in students’ mathematical development, often marked by cognitive, curricular, and emotional challenges. This study aimed to examine students’ academic progress in mathematics during their first semester of lower secondary education in Majalengka, Indonesia, and to analyze how structured instruction and curricular coherence influence their learning outcomes. A quantitative pre-test–post-test design was employed involving 38 seventh-grade students at SMP Negeri 2 Majalengka. Data were collected using a standardized mathematics achievement test aligned with the Kurikulum Merdeka competencies, covering five mathematical domains: number, measurement, geometry, algebra, and data. Descriptive and inferential analyses were conducted using SPSS version 26. The results revealed a significant improvement in students’ mathematics achievement (t(37) = 9.284, p < 0.001), with a large effect size (Cohen’s d = 1.51), indicating substantial educational impact. The greatest gains were observed in algebra and geometry, reflecting the development of abstract reasoning and problem-solving skills. These findings support the Curriculum Alignment Theory, demonstrating that vertically coherent mathematics instruction promotes continuity in learning, and align with the Cognitive-Affective Adaptation Theory, which emphasizes the importance of emotional engagement and self-efficacy during academic transitions. The results underscore the critical role of instructional alignment, affective support, and contextualized pedagogy in facilitating successful mathematical transition. This study contributes empirical evidence from the Indonesian context, highlighting that structured and coherent mathematics instruction not only enhances students’ cognitive performance but also fosters positive attitudes and adaptive motivation during the transition to secondary education. The implications are discussed for curriculum design, teacher professional development, and policy interventions aimed at improving educational continuity in mathematics.

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