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SJME (Supremum Journal of Mathematics Education)
Published by Universitas Singaperbangsa Karawang
ISSN : 25493639     EISSN : 25488163     DOI : https://doi.org/10.35706/sjme
Core Subject : Education,
Education Mathematics
The Journal invites original research articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics: Design/Development Research in Mathematics Education Educational design research is perceived as the systematic study of designing, developing and evaluating educational interventions (programs, teaching-learning strategies, and materials, products, systems) as solutions to such problems. It also aims at advancing our knowledge about the characteristics of these interventions and the processes to design and develop them. Authors could submit their work, either a validation study or a development study in mathematics education, with a comprehensive description and analysis of every stage. Mathematics Ability Mathematics ability refers to the ability (a human construct) to obtain, to process, and to retain mathematical information (cognitive) and to solve mathematics problems (pragmatic). To maintain the focus of this journal, the scope of mathematics ability includes the following abilities: reasoning, connection, communication, representation, and problem-solving. A paper is eligible for this topic if it comprehensively discusses those abilities. Affects in mathematics teaching and learning The scope deals with a basic question, how mathematics-related affects contribute to the teaching and learning of mathematics? The affects in mathematics education can be various topics such as application of models and approaches mathematics learning, beliefs, emotions, self-efficacy, confidence, motivations, identity, mathematics anxiety, etc. ICT in Mathematics Education The advance of information and communication technology (ICT) has been the concern of all human life, including in education. When all students use technology, education must be the first one to utilize it for the sake of effectiveness and attractiveness.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 196 Documents
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Analysis Of Differential Equation Misconceptions Among Pre-Service Mathematics Teachers Ika Meika; Asep Sujana
SJME (Supremum Journal of Mathematics Education) Vol 10 No 1 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i1.13319

Abstract

Differential Equations (DE) is a fundamental course for pre-service mathematics teachers as it supports the development of advanced calculus understanding and mathematical modeling skills. Despite its importance, many studies report that students still experience misconceptions when understanding and solving DE problems. This study aims to analyze the types and causes of misconceptions among pre-service mathematics teachers in solving DE problems. A descriptive qualitative approach was employed involving 19 mathematics education students from two private universities in Banten. The research instruments consisted of misconception tests in the form of true–false and essay questions, in-depth interviews, and focus group discussions (FGDs). Data analysis was conducted through identifying errors, classifying misconception types, and triangulating data sources. The findings revealed that procedural misconceptions were the most dominant, with an average of 72.63%, followed by computational misconceptions at 67.37% and conceptual misconceptions at 54.74%. Procedural errors mainly occurred in applying separation of variables, performing integration, and checking exact conditions, while conceptual errors were related to understanding variable relationships and the meaning of DE solutions. These results indicate that students’ understanding remains fragmented and not fully integrated. Therefore, instructional strategies are needed that balance conceptual understanding, procedural mastery, and computational accuracy in Differential Equations learning.
Hypothetical Learning Trajectory for Seventh Graders' Understanding of Square through Techno-Ethno-Realistic Mathematics Education Farida Nursyahidah; Maya Rini Rubowo; Arif Wibisono; Khoiriya Latifah; Windia Hadi
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i2.13478

Abstract

The concept of squares is a fundamental topic in junior high school geometry, serving as a foundation for understanding quadrilaterals and more advanced geometric concepts. However, many seventh-grade students struggle to learn the material. distinguishing the properties of squares from other quadrilaterals and often rely on procedural understanding rather than conceptual reasoning. To address this challenge, this study aims to develop a Hypothetical Learning Trajectory (HLT) for seventh-grade students' understanding of squares through Techno-Ethno-Realistic Mathematics Education (TE-RME). This study uses a design research methodology consisting of three stages: preliminary design, teaching experiments, and retrospective analysis. This study involved seventh-grade students at a junior high school in Semarang. The focus of this article is on the initial design stage, namely the development of a hypothetical learning trajectory that includes four main activities: (1) observing the context video; (2) finding the perimeter of a square using rods and GeoGebra; (3) finding the area of ​​a square using rods, origami paper, and GeoGebra. The series of activities in this learning path is designed to help students build a deeper understanding of the square concept, while fostering an appreciation of local culture and diversity in mathematical thinking. This hypothetical learning trajectory is designed to be implemented in an experimental classroom and research-based teaching using TE-RME.
Students' Mathematical Conceptual Understanding Through a Deep Learning Approach Fitri Wahyuningsih; Yulia Yulia; Fitria Mardika
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i2.13155

Abstract

This study investigated whether a pedagogical Deep Learning approach integrating meaningful, mindful, and joyful learning could strengthen eighth-grade students’ mathematical conceptual understanding. The study employed a quantitative quasi-experimental method with a randomized control-group-only design. The participants were 62 eighth-grade students at MTsN 6 Lima Puluh Kota during the 2024/2025 academic year. Class VIII.6, consisting of 31 students, was assigned as the experimental group and received instruction through the Deep Learning approach, whereas class VIII.4, also consisting of 31 students, served as the control group and received instruction through the scientific approach. Data were collected using a five-item essay test covering the abilities to restate concepts, provide examples and non-examples, represent concepts in multiple mathematical forms, classify objects according to conceptual characteristics, and apply concepts or procedures in problem-solving. The instrument was reviewed by three mathematics teachers and demonstrated high internal consistency, with a Cronbach’s alpha coefficient of 0.84. Descriptive analysis showed that the experimental group achieved a higher mean posttest score than the control group, with scores of 85.60 and 73.80, respectively. The experimental group also outperformed the control group across all conceptual-understanding indicators. The largest difference occurred in applying concepts or procedures to solve problems, with mean scores of 77 and 50, respectively. The independent-samples t-test yielded a value of 3.801, indicating stronger mathematical conceptual understanding among students taught through the Deep Learning approach. These findings suggest that learning experiences emphasizing conceptual connections, reflection, active engagement, and authentic problem-solving can support students in developing deeper and more transferable mathematical understanding. Nevertheless, the findings should be interpreted within the context of a single school, two intact classes, a relatively short intervention, and a posttest-only design.
Mapping Mathematical Critical Thinking and Adversity Quotient Using Wright Maps: Evidence from Senior and Vocational High School Students Alya Shafiyah Rahma; Retno Widiastutik; Ayu Faradillah; Syafika Ulfah
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i2.13183

Abstract

This study aimed to analyze the difficulty levels of items measuring mathematical critical-thinking ability and adversity quotient (AQ), as well as to map students’ abilities according to gender and school type using Wright maps. A quantitative survey design was employed with purposive sampling involving tenth-grade students from senior and vocational high schools. A total of 299 students completed the mathematical critical-thinking test, while 284 students responded to the AQ questionnaire. The mathematical critical-thinking instrument covered interpretation, analysis, evaluation, and inference indicators, whereas the AQ instrument measured control, origin and ownership, reach, and endurance. Response data were analyzed using the Rasch model in Winsteps, and Wright maps were used to simultaneously display item difficulty and student ability on a common logit scale. The findings showed that inference items had the highest difficulty level, indicating that students experienced considerable difficulty drawing logical and accurate conclusions from mathematical information. In contrast, evaluation items tended to have lower difficulty levels. Within the AQ instrument, several control and reach items were the most difficult to endorse, suggesting that some students still struggled to regulate their responses to academic difficulties and prevent those difficulties from affecting other aspects of learning. Gender-based mapping revealed only minor differences: male students had slightly higher proportions in the high critical-thinking and AQ categories, whereas female students were more concentrated in the moderate categories. Based on school type, senior high school students had higher proportions in the high categories of mathematical critical thinking and AQ, while vocational high school students were predominantly distributed in the moderate categories. These findings demonstrate that Wright maps are useful for diagnosing item difficulty, mapping student ability, and identifying demographic variations. The results can inform the revision of assessment instruments and the development of differentiated and adaptive mathematics instruction that strengthens inference skills, critical reflection, persistence, and students’ responses to academic challenges.
Students’ Mathematical Connections in Circle Sector Learning Using the PMRI Approach with Bolu Kojo Context Putri Aulia Ramasanti; Ratu Ilma Indra Putri
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i2.13244

Abstract

This study aimed to describe students’ mathematical connection abilities in learning circle sectors through the Indonesian Realistic Mathematics Education (PMRI) approach using bolu kojo, a traditional Palembang cake, as a culturally relevant context. The study employed a descriptive mixed-method design involving 41 twelfth-grade students at SMA Negeri 10 Palembang. Quantitative data were obtained from a mathematical connection ability test, while qualitative data were collected through observations, written-response analysis, and semi-structured interviews. The research was conducted through preliminary, field-test, and teaching-experiment stages. During instruction, a PMRI-based student worksheet guided students in exploring the bolu kojo context, developing informal and formal mathematical models, participating in discussions, and progressively mathematizing contextual situations. After the learning session, students completed a test using a different context, namely a birthday cake, to examine their ability to transfer mathematical ideas beyond the instructional context. Mathematical connection ability was analyzed through four indicators: connecting concepts within the same mathematical topic, connecting concepts across different mathematical topics, applying mathematics to other disciplines, and relating mathematics to everyday life. The findings showed that students’ mathematical connection ability was generally in the medium category. The highest achievement occurred in connecting concepts within the same topic and relating mathematics to everyday life, with 95.1% of students meeting each indicator. Connections across mathematical topics were demonstrated by 65.9% of students, while 75.6% successfully connected mathematics with other disciplines. Interview findings revealed that high-, medium-, and low-ability students differed in contextual interpretation, proportional reasoning, use of scientific units, calculation accuracy, and completeness of mathematical representations. These results indicate that PMRI learning using the culturally familiar bolu kojo context can facilitate meaningful mathematical connections, although students still require support in writing systematic solutions, interpreting contexts accurately, and consistently using mathematical and scientific units.
The Peran Artificial Intelligence (AI) dalam Upaya Peningkatan Kemampuan Pemecahan Masalah dan Kemandirian Matematis Siswa Ridho Mudjib; Rifa Rizqiyani; Tika Karlina Rachmawati; Wati Susilawati
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i2.13331

Abstract

Artificial Intelligence (AI) is increasingly integrated into mathematics education to support personalized, adaptive, and student-centered learning. However, evidence concerning its simultaneous contribution to students’ mathematical problem-solving skills and self-directed learning remains fragmented. This study aimed to systematically analyze publication trends, forms of AI implementation, contributions to mathematical problem solving and self-directed learning, and research gaps in AI-supported mathematics education. A Systematic Literature Review was conducted following the PRISMA 2020 guidelines. Relevant journal articles published between 2021 and 2025 were retrieved from Scopus, OpenAlex, and Google Scholar using predefined search strings. Studies were selected using the PICOC framework and evaluated through quality assessment based on methodological clarity, the explicit description of AI technologies, and their relevance to the research questions. Of 121 initially identified records, 53 eligible open-access articles were included and analyzed thematically. The findings revealed a substantial increase in publications, from one article in 2021 to 25 articles in 2025. AI chatbots were the most frequently examined technology, followed by other AI-based platforms, adaptive learning systems, intelligent tutoring systems, and machine-learning applications. AI supported mathematical problem solving by providing scaffolding, immediate feedback, strategy guidance, and systematic visualization of solution processes. It also promoted self-directed learning through personalized pathways, flexible access, adaptive feedback, learning-pace regulation, and increased confidence. Nevertheless, only a limited number of studies examined both outcomes simultaneously. Significant challenges included teachers’ insufficient digital literacy, unequal access, additional instructional workload, students’ overreliance on AI, data-privacy concerns, and algorithmic hallucinations. Future research should develop empirically validated pedagogical models, conduct meta-analyses, and establish ethical guidelines to ensure that AI functions as a safe, inclusive, and sustainable cognitive facilitator in mathematics learning.
Pengembangan Bahan Ajar Numerasi Berbasis Wisata Jawa Barat untuk Penalaran Kritis Siswa SD Eka Firmansyah; Achmad Mudrikah; Siti Nurhayati; Feri Husada Susanto; Melinda Putri Mubarika; Jasem Al- Tamar
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i2.13373

Abstract

This study aimed to develop and evaluate West Java tourism-based numeracy teaching materials designed to foster critical thinking among elementary school students. The study employed a Research and Development approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. Needs analysis involved curriculum review, interviews, and questionnaires administered in three elementary schools. The product was developed for fourth- and fifth-grade students and consisted of a numeracy module, student worksheets, and a teacher guide integrating measurement, estimation, arithmetic operations, and simple data analysis with authentic contexts from Kawah Putih, Tangkuban Perahu, and Pangandaran Beach. Product validity was assessed by three experts in mathematics education, curriculum, and elementary education, while practicality was examined through teacher and student response questionnaires. A limited field trial involving 75 students used pre-test and post-test tasks to assess numeracy and critical thinking, supported by classroom observations. The expert validation yielded an overall mean score of 3.55 on a four-point scale, indicating that the materials were very valid. Teacher and student responses ranged from 85% to 90%, placing the materials in the very practical category. Post-test performance increased by 25% compared with pre-test performance, indicating meaningful gains in students’ numeracy achievement after using the materials. Students also demonstrated stronger abilities to identify relevant information, analyze quantitative relationships, evaluate solution strategies, and draw logical conclusions in contextual tourism problems. These findings indicate that the developed materials are valid, practical, and potentially effective for meaningful numeracy learning. Broader trials are recommended to examine their effectiveness across diverse elementary school contexts.
PENGEMBANGAN BAHAN AJAR PJBL-STEAM BERBASIS KEWIRAUSAHAAN UNTUK MENINGKATKAN CRITICAL THINKING MATEMATIS SISWA SMK Dian pramodyowati; In in supianti; Rani Siti Fitriani; Mardiah Hafizah Muhammad Hafizi
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i2.13379

Abstract

Vocational high school students' low mathematical critical thinking and the limited availability of project-based mathematics teaching materials that integrate STEAM with entrepreneurship contexts remain major challenges in mathematics education. This study aimed to develop entrepreneurship-integrated Project-Based Learning (PjBL)–STEAM mathematics teaching materials to enhance students' mathematical critical thinking. It employed a Research and Development (R&D) approach using the ADDIE model, which comprises five phases: analysis, design, development, implementation, and evaluation. The participants were 24 tenth-grade students at a vocational high school in Majalengka Regency, West Java, Indonesia. Data were collected using expert validation sheets, a mathematical critical thinking test, interview protocols, and a student response questionnaire. The quality of the materials was assessed in terms of validity, practicality, and effectiveness. The results showed that the materials were valid and practical, both in the strong category, and effective in improving students' mathematical critical thinking, with the improvement reaching the high category. This study contributes to the development of STEAM-based mathematics teaching materials by integrating entrepreneurship-oriented projects into mathematics learning, thereby providing an instructional alternative for fostering mathematical critical thinking among vocational high school students.
Exploring Mathematical Thinking Obstacles through the Lens of Self-Efficacy Galuh Ajeng Nurazizah; Dian Septi Nur Afifah; Maylita Hasyim; Diesty Hayuhantika; Silfia Hayuningrat
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i2.13385

Abstract

This study investigates elementary students’ mathematical thinking obstacles through the lens of self-efficacy in mathematics learning. Adopting a qualitative descriptive design, data were gathered through non-participant classroom observations, open-ended interviews, a Likert-scale self-efficacy questionnaire, and document analysis. Participants consisted of one fifth-grade teacher and six fifth-grade students selected purposively. Students’ self-efficacy levels were categorized as high, moderate, or low through triangulation of questionnaire scores, classroom observations, and interview findings to ensure consistency between students’ perceived beliefs and their actual learning behaviors. Data analysis followed the stages of data reduction, data display, and conclusion drawing. The findings indicate that students with high self-efficacy demonstrated persistence, confidence, learning autonomy, and effective emotional regulation when solving mathematical problems. Students with moderate self-efficacy tended to rely on previous learning experiences and familiar procedures, whereas students with low self-efficacy exhibited limited confidence, hesitation, and a tendency to disengage from challenging tasks. Mathematical thinking obstacles were identified as instrumental ontogenic, conceptual ontogenic, didactical, and epistemological. The ontogenic category was operationally divided into instrumental and conceptual dimensions to distinguish procedural difficulties from conceptual misunderstandings, enabling a more detailed analysis of students’ cognitive obstacles. Among these categories, didactical obstacles emerged as the most dominant, particularly students’ reliance on teacher-provided examples and difficulties in independently initiating problem-solving processes. Overall, the findings suggest an observed tendency that students with higher self-efficacy experience fewer and less complex mathematical thinking obstacles. The study highlights the importance of integrating self-efficacy-enhancing strategies into mathematics instruction to foster more autonomous, resilient, and effective mathematical thinking among elementary students.
Penalaran Matematika Siswa SMP pada Soal Cerita Andi Kurnia Riski Sanneng; Rohati Rohati; Duano Sapta Nusantara
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i2.13412

Abstract

This study aimed to describe the mathematical reasoning profiles of eighth-grade students in solving linear equations in one variable (LEOV) word problems. A descriptive qualitative approach was employed as a preliminary investigation before the development of an instructional intervention. The participants were 27 eighth-grade students from a public junior high school in Jambi City who had previously studied LEOV. Data were collected through two essay-based word problems developed according to five mathematical reasoning indicators: formulating hypotheses, performing mathematical manipulations, constructing proofs, drawing conclusions, and verifying the validity of arguments. The test items were reviewed by a mathematics education lecturer and complemented by semi-structured interviews with six purposively selected students representing high, moderate, and low reasoning categories. Data were analyzed through data reduction, data display, conclusion drawing, descriptive statistics, and triangulation of written responses, interview results, and supporting documentation. The findings revealed that students’ mathematical reasoning ability was generally low, with an average score of 9.19 out of 40. Of the participants, 3.70% were classified in the high category, 14.81% in the moderate category, and 81.48% in the low category. Formulating hypotheses showed the highest achievement at 28.24%, whereas verifying the validity of arguments was the weakest indicator at 9.72%. High-ability students demonstrated relatively systematic and reflective reasoning, while moderate- and low-ability students experienced difficulties in constructing mathematical models, providing logical justification, drawing context-appropriate conclusions, and checking their solutions. These difficulties were particularly associated with students’ limited ability to visualize the situations described in word problems. The findings highlight the need for visual, contextual, and step-by-step learning activities that strengthen mathematical modeling, argumentation, verification, and students’ confidence in solving LEOV word problems.

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