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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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Analisis Kemampuan Numerasi Siswa SMP dalam Menyelesaikan Soal Kontekstual Materi Bilangan Hanipa Hanipa; Duano Sapta Nusantara; Fiki Alghadari; Da Tien Nguyen
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.v10i2.13415

Abstract

The numeracy skills of students in Indonesia are expected to be at a level that supports contextual problem-solving and higher-order thinking. However, international assessment results indicate that the numeracy skills of Indonesian students remain in the low category and have not yet met expected standards, as reflected in the 2022 PISA results, in which Indonesia achieved an average score of 366 points in mathematics well below the OECD average of 472 points. This study aims to analyze the numeracy ability of junior high school (SMP) students based on three cognitive domain indicators: Understanding (U), Applying (A), and Reasoning (R). A descriptive quantitative approach was employed with 32 students selected through purposive sampling. Data were collected through a written test consisting of 6 items with a maximum score of 72 points, supplemented by semi-structured interviews. Results indicate that the average numeracy score was 30.34%, classified as Low. No student reached the High or Very High category; 56.25% of students were in the Low category. Per-indicator analysis revealed a consistent decline from Understanding (38.80%), Applying (27.21%), to Reasoning (25.00%). Item 1a had the highest achievement rate (93.75%), while item 2c could not be answered by any student (0.00%). These findings indicate the urgent need for authentic context-based learning that fosters higher-order thinking skills at the junior high school level.
Eksplorasi Metakognisi dan Resiliensi Matematis Mahasiswa dalam Menyelesaikan Masalah Program Linier: Confirmatory Factor Analysis (CFA) Fithria Ulfah; Mega Suliani
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.v10i2.13420

Abstract

Metacognition and mathematical resilience are two key contributing factors in enhancing students’ ability to solve problems. However, limited research has explored how these two factors interact and influence one another. This study aims to investigate the relationship between students’ mathematical resilience and metacognition in solving linear programming problems. The research employs a mixed-method approach with an explanatory sequential design. The findings, based on validity and reliability testing, indicate that the questionnaire instrument used has good measurement quality, with Cronbach’s alpha values exceeding 0.60 for each construct—0.84 for metacognition and 0.70 for mathematical resilience. The results also reveal that both metacognition and mathematical resilience are multidimensional constructs that complement each other. Students with strong metacognitive awareness are better able to plan, monitor, and evaluate their problem-solving strategies. At the same time, they demonstrate high perseverance, are less likely to give up, and are able to recover when facing difficulties, particularly in solving linear programming problems. This study produces a validated questionnaire instrument that can serve as a reference for future research in developing effective instructional approaches to enhance students’ abilities in applied mathematics.
Designing Learning Trajectories for Nets of Polyhedrons through Simulation-Based PBL Elna Mar'atussholihah; Rika Mulyati Mustika Sari; Kiki Nia Sania Effendi
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.v10i2.13518

Abstract

Students frequently experience difficulties in learning nets of polyhedrons because they must coordinate two-dimensional representations with three-dimensional objects and mentally anticipate folding processes. This study aimed to develop and refine an empirically grounded learning trajectory for nets of polyhedrons by integrating Problem-Based Learning (PBL), contextual simulation, animated videos, and student worksheets. A design research approach was employed through three phases: preliminary design, teaching experiment, and retrospective analysis. The pilot teaching experiment involved six ninth-grade students representing high, moderate, and low levels of mathematical achievement, while the large-scale implementation involved 28 ninth-grade students in a regular classroom. Data were collected through classroom observations, semi-structured interviews, students’ written work, worksheets, learning outcome tasks, and instructional documentation, and were analyzed by comparing predicted responses in the Hypothetical Learning Trajectory with students’ actual learning processes. The findings showed a progressive development from recognizing familiar packaging patterns to visualizing folding processes, distinguishing valid and invalid nets, analyzing relationships among faces and edges, constructing alternative nets, and communicating mathematical justifications. Animated visualization and contextual simulation helped students connect informal experiences with formal geometric concepts, while collaborative investigation and reflection supported the transition from perceptual judgments to structural reasoning. Retrospective analysis produced a refined eight-stage learning trajectory: gift-shop simulation, activation of prior knowledge, animated visualization, identification of valid and invalid nets, collaborative investigation, alternative net construction, presentation and mathematical justification, and reflection and generalization. The trajectory offers a practical and theoretically informed design for supporting conceptual understanding and spatial visualization, although further scaffolding is needed to strengthen students’ written mathematical communication.
MENILAI KLAIM GOLDEN RATIO PADA JARAK ANTARBUKU KANGKUNG: DESAIN AKTIVITAS INQUIRY-STEM UNTUK PEMBELAJARAN RASIO Ika Meika; Rizki Amsyarul Firdaus; Ika Yunitasari; Asep Sujana
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.v10i2.13601

Abstract

The claim that the golden ratio appears in nature is frequently used as a context for mathematics learning; however, such claims require rigorous examination through precise variable definitions and appropriate analysis. This study critically examined whether internode-distance patterns in water spinach (Ipomoea aquatica) approximate the golden ratio. The objectives were to: (1) describe the pattern of five consecutive internode distances across 30 water spinach stems, (2) examine the closeness of adjacent-distance ratios to φ = 1.618, and (3) translate the findings into an inquiry-STEM activity for ratio learning. The data comprised 150 distance measurements and 120 adjacent paired ratios collected using AR Meter, a smartphone-based augmented reality measurement application. The analysis retained directional ratios to identify positional changes and used symmetric ratios, defined as the longer distance divided by the shorter distance, to evaluate proximity to φ. Differences among the five positions were tested using the Friedman test, while stem-level geometric means were compared with φ using the Wilcoxon signed-rank test. The results showed significant differences in internode distance by position, χ²(4) = 22.744, p < 0.001, Kendall’s W = 0.190. The arithmetic mean of the 120 symmetric ratios was 1.629, which appeared close to φ but was influenced by two extreme ratios, 11.25 and 11.67. Only 11 of the 120 ratios (9.17%) fell within a 5% tolerance of φ. Therefore, the data did not support a consistent golden-ratio pattern in water spinach internode distances. The educational value of this study lies in using an unconfirmed popular claim as a context for teaching measurement, reciprocal ratios, robust statistics, and evidence-based argumentation through inquiry-STEM.
Reducing Cognitive Load in 3D Geometry with Culturally Responsive Augmented Reality Scaffolds Mega Obukohwo OYOVWE; Sylvia Onataghogho OYOVWE
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.v10i2.13613

Abstract

Mathematical problem solving places heavy demands on students' working memory capacity, particularly when they learn abstract geometric concepts such as three-dimensional curved shapes. Rather than reporting empirical findings, this theoretical synthesis examines the intersection of cognitive load theory, culturally responsive digital scaffolding, and technology-enhanced mathematics learning. Drawing on empirical evidence from cognitive science and mathematics education, we synthesize previous findings and distinguish them from the theoretical propositions developed in this paper. We propose a framework for designing culturally responsive digital scaffolds that reduce extraneous cognitive load while freeing working memory resources for deeper conceptual engagement. The paper synthesizes findings from three interconnected research strands: (1) cognitive load theory and its applications in digital learning environments, (2) culturally responsive mathematics education and ethnomathematics as cognitive scaffolds, and (3) augmented reality (AR) as a tool for reducing cognitive load in spatial reasoning tasks. We argue that culturally familiar contexts reduce the need for effortful translation of abstract symbols, thereby freeing cognitive resources for problem-solving. Furthermore, AR-enabled visualizations externalize abstract mathematical structures, minimize extraneous processing, and facilitate germane cognitive engagement. The proposed Techno-Ethno-Realistic Mathematics Education (TE-RME) framework, which synthesizes digital tools, cultural and ethnomathematical contexts, and realistic problem-solving, integrates these insights to support inclusive, equitable, and meaningful mathematics learning.
Learning Obstacle Terkait Kemampuan Pemahaman Konsep Translasi pada Siswa SMA Sanie Rachma Setia Gunawan; Aan Hasanah; Al Jupri
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.v10i2.13614

Abstract

Students’ difficulties in understanding translation indicate that learning problems in geometric transformation are not limited to procedural errors but are also related to obstacles in constructing and applying conceptual knowledge. This study aimed to analyze learning obstacles associated with senior high school students’ conceptual understanding of translation using ontogenic, epistemological, and didactical obstacles as the analytical framework. The study employed a qualitative phenomenological approach as the initial phase of Didactical Design Research (DDR), focusing on the identification of learning obstacles before the development of a didactical design. The participants were 29 eleventh-grade students from a senior high school in Bandung, Indonesia, selected purposively based on variations in their solution and error patterns. Data were collected through four open-ended conceptual understanding test items, semi-structured interviews with selected students and a mathematics teacher, and documentation. Data analysis followed the stages of data reduction, data display, and conclusion drawing, while credibility was strengthened through triangulation of written responses, student interviews, and teacher interviews. The findings showed that students’ conceptual understanding of translation remained limited across all indicators. The highest achievement was found in selecting and applying appropriate procedures or operations (41%), followed by representing concepts in various mathematical forms (34%), restating concepts (28%), and applying concepts or algorithms in problem-solving (14%). The analysis identified ontogenic instrumental obstacles related to insufficient mastery of Cartesian coordinates as prerequisite knowledge and epistemological obstacles related to students’ limited ability to use translation concepts flexibly across visual, symbolic, procedural, and contextual representations. Epistemological obstacles appeared more dominant, whereas didactical obstacles could not be adequately identified from the available data. These findings provide an empirical basis for developing didactical designs that connect prerequisite knowledge, multiple representations, conceptual meaning, and contextual problem-solving.

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