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Akbar Nasrum
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Alamat Penerbit: BTN Tahoa, Blok III, Nomor 4, Kec. Kolaka, Kab. Kolaka, Sulawesi Tenggara
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INDONESIA
Global Journal of Mathematics Education
Published by PT. Integrasi Sains Edukasi
ISSN : -     EISSN : 31102301     DOI : -
Core Subject : Education,
Education Mathematics
Global Journal of Mathematics Education is a peer-reviewed open-access journal that publishes original research and scholarly articles in the field of mathematics education. The journal aims to provide a platform for educators, researchers, and practitioners to share knowledge, insights, and innovations related to the teaching and learning of mathematics at all levels of education. This journal welcomes articles from various types of research methodologies, including: Quantitative research Qualitative research Mixed-methods research Design-based research Development research (e.g., R&D model, ADDIE, etc.) The scope of GJME includes, but is not limited to: Mathematics teaching and learning at primary, secondary, and tertiary levels Curriculum development in mathematics education Mathematical thinking and reasoning Assessment and evaluation in mathematics learning Educational technology in mathematics teaching Ethnomathematics and culturally responsive mathematics education Teacher education and professional development in mathematics Mathematics education in inclusive and special education contexts Psychology of mathematics learning Realistic mathematics education (RME) STEAM and interdisciplinary approaches in mathematics teaching Articles may be written in English or Bahasa Indonesia, with abstracts and keywords provided in both languages.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 10 Documents
 1 
Development of an Interactive Digital Mathematics Textbook Based on Flipbook for Junior High School in the Context of Kurikulum Merdeka Akbar Nasrum
Global Journal of Mathematics Education Vol. 1 No. 1 (2025): GJME (Jul - Dec)
Publisher : PT. Integrasi Sains Edukasi

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Abstract

This study aims to develop a digital mathematics textbook based on an interactive flipbook format aligned with the Kurikulum Merdeka and accessible across various devices, including smartphones. The research addresses the limitations of conventional printed textbooks in engaging students and supporting differentiated instruction. The development process follows the ADDIE model, encompassing five stages: Analysis, Design, Development, Implementation, and Evaluation. The analysis stage involved identifying curriculum requirements and the preferences of both teachers and students regarding instructional media. The design and development stages produced a digital textbook containing textual materials, instructional videos, interactive animations, external links, and assessments aligned with the Asesmen Kompetensi Minimum (AKM). Validation was conducted by three content experts and one media expert using the Learning Object Review Instrument (LORI), assessing aspects such as content quality, interactivity, and accessibility. The validation results indicated a “highly valid” category, with average scores of 4.51 for content and 4.45 for media. A limited implementation was carried out at two public junior high schools (SMP Negeri) in Kolaka Regency, involving selected teachers and students. The results showed that the interactive flipbook effectively increased student engagement, supported differentiated learning, and enhanced students’ numeracy literacy. Further evaluation suggested that the product is widely applicable, with only minor technical improvements needed. The findings recommend that transforming textbooks from printed to interactive digital formats is an effective strategy for supporting 21st-century learning that is adaptive, flexible, and student-centered.
Watch And Play: Engaging Students in Mathematics Learning Through The Alef Education Platform Afdalianna Abdullah; Akbar Nasrum
Global Journal of Mathematics Education Vol. 1 No. 1 (2025): GJME (Jul - Dec)
Publisher : PT. Integrasi Sains Edukasi

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Abstract

This study aims to examine the effectiveness of the Alef Education platform in improving students' mathematics learning outcomes and their responses to its use at MTs Negeri 1 Kolaka. Alef Education is a digital learning platform that offers instructional videos, educational games, and assessments based on Higher Order Thinking Skills (HOTS). The research employed a post-test only control group design involving two classes: one as the experimental group using Alef, and the other as the control group receiving conventional instruction. Data collection instruments included a mathematics achievement test, student response questionnaires, and interview guides. Quantitative data were analyzed using a t-test, while qualitative data were analyzed descriptively. The results showed that the average learning outcomes of the experimental group were significantly higher than those of the control group (p < 0.05). Students responded positively to the platform, especially appreciating its video lessons and interactive games, which enhanced their conceptual understanding. In-depth interviews also revealed increased student motivation and learning autonomy. These findings suggest that Alef Education is an effective tool for mathematics instruction and holds promise for broader implementation in madrasah as part of digital education strategies.
The Effect of Mathematical Prior Knowledge and Problem-Based Learning on Students’ Problem-Solving Ability in Calculus Claudia Betruchy Bada
Global Journal of Mathematics Education Vol. 1 No. 1 (2025): GJME (Jul - Dec)
Publisher : PT. Integrasi Sains Edukasi

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Abstract

Students with low initial mathematical understanding have difficulty solving mathematical problems especially in Calculus subject that require higher-order thinking skills, one of which is problem-solving ability. Then, problem-solving skills need to be developed using Problem Based Learning models. This study aims to examine the influence of mathematical prior knowledge (MPK) and the problem-based learning (PBL) model on the problem-solving ability of Computer Engineering students at UNIPA in calculus. This quantitative study uses a factorial experimental design. Data were collected through documentation and test instruments, and analyzed using factorial ANOVA with SPSS 23. The results show that students in the PBL class had significantly higher problem-solving ability compared to those in the control class. Furthermore, students with high MPK in the PBL group scored the highest. It can be concluded that both MPK and PBL significantly affect students’ problem-solving ability in calculus.
The Effect of Problem-Based Learning on Mathematical Problem-Solving: A Meta-Analysis at the Junior Secondary Level Veni Agustina; Mia Nurkanti
Global Journal of Mathematics Education Vol. 1 No. 1 (2025): GJME (Jul - Dec)
Publisher : PT. Integrasi Sains Edukasi

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Abstract

Mathematical problem-solving ability is a fundamental competency in secondary mathematics education; however, many students continue to face significant challenges in mastering this skill. In response, various instructional strategies have been implemented, among which Problem-Based Learning (PBL) has received considerable attention. This study aims to systematically and quantitatively examine the effect of PBL on junior high school students’ mathematical problem-solving abilities through a meta-analytic approach. A total of 24 empirical studies published between 2013 and 2024 were rigorously selected based on predefined inclusion criteria. The meta-analysis results indicate that PBL has a large and statistically significant impact on improving students’ problem-solving skills, with a mean effect size of 0.89, which falls within the high category. Furthermore, the effectiveness of PBL was found to vary across moderator variables, including implementation duration, assessment instrument type, and grade level. These findings suggest that PBL is an effective instructional strategy for enhancing students' critical thinking and problem-solving capabilities. The study recommends broader and more systematic implementation of PBL in schools, as well as targeted teacher training to support its optimal integration into classroom practice.
Assessing Mathematics Teachers’ Professional Development Needs for the Merdeka Curriculum: Insights from Literature and Online Forums Jumadi Jumadi; Lydia Lia Prayitno
Global Journal of Mathematics Education Vol. 1 No. 1 (2025): GJME (Jul - Dec)
Publisher : PT. Integrasi Sains Edukasi

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Abstract

This study aims to analyze the training needs of mathematics teachers in implementing the Merdeka Curriculum through a systematic literature review and online focus group discussions. The background of this research is the limited readiness of teachers in understanding and applying the core principles of the Merdeka Curriculum, particularly in mathematics instruction at the junior high school level. A qualitative method was employed, combining a systematic review of relevant policy documents and journal articles with data obtained from virtual discussions involving mathematics teachers. The findings reveal that teachers require training that is practical, contextual, and grounded in classroom experiences, especially concerning differentiated instruction, formative assessment, and the integration of technology in learning. This study recommends the development of training programs tailored to teachers' actual needs and the strengthening of professional collaboration among educators to support continuous curriculum implementation.
Exploring Junior High School Students’ Mathematical Problem-Solving Abilities in Linear Equations Based on Cognitive Style Tiara; Achmad Salido; Chairuddin
Global Journal of Mathematics Education Vol. 1 No. 2 (2026): GJME (Jan - Jun)
Publisher : PT. Integrasi Sains Edukasi

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Abstract

This study explores junior high school students’ mathematical problem-solving abilities in the topic of linear equations based on their cognitive styles. A qualitative case study design was employed involving 13 ninth-grade students from SMP Negeri 6 Watubangga, Southeast Sulawesi, Indonesia. Students’ cognitive styles were identified using the Matching Familiar Figures Test (MFFT), resulting in the classification of nine impulsive and four reflective students. Four participants, consisting of two impulsive and two reflective students with moderate mathematical ability, were purposively selected for in-depth analysis. Data were collected through a mathematical problem-solving test on linear equations, semi-structured interviews, and documentation. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing and verification. Students’ problem-solving performance was analyzed using Polya’s four-stage framework: understanding the problem, devising a plan, carrying out the plan, and looking back. The findings revealed clear differences between impulsive and reflective students across the problem-solving stages. Impulsive students tended to respond quickly but often failed to identify relevant information, develop systematic solution plans, and verify their answers, resulting in procedural and computational errors. In contrast, reflective students demonstrated more organized and systematic problem-solving processes, carefully selecting strategies and reviewing their work before reaching conclusions. These findings highlight the importance of considering cognitive styles when designing adaptive mathematics instruction to enhance students’ problem-solving abilities.
Analysis of Seventh-Grade Students' Fundamental Mathematical Conceptual Understanding in Social Arithmetic Fitri Fitri; Chairuddin Chairuddin; Achmad Salido; Marniati Marniati
Global Journal of Mathematics Education Vol. 1 No. 2 (2026): GJME (Jan - Jun)
Publisher : PT. Integrasi Sains Edukasi

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Abstract

This study investigated the characteristics of seventh-grade students’ mathematical conceptual understanding of Social Arithmetic and identified the factors influencing that understanding. The study employed a qualitative descriptive approach involving 18 seventh-grade students from SMPN 6 Watubangga. Three students were subsequently selected as key informants through purposive sampling based on variations in their problem-solving strategies, conceptual understanding, and communication abilities. Data were collected through problem-solving tasks and structured interviews and were analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification. The findings revealed that students demonstrated varying levels of mathematical conceptual understanding, which were generally characterized by partial mastery of concepts and difficulties in applying concepts consistently across different problem situations. While some students were able to identify relevant information and recognize fundamental concepts such as percentages and discounts, they frequently encountered computational errors and difficulties in communicating mathematical reasoning. Other students struggled to connect multiple Social Arithmetic concepts, determine appropriate solution strategies, and solve contextual problems requiring multistep reasoning. The factors influencing students’ conceptual understanding included limited mastery of fundamental concepts, difficulties in connecting related concepts, insufficient procedural accuracy, and limited mathematical communication skills.
Instructional Models For Enhancing Students’ Mathematical Literacy in Secondary Education: A Systematic Literature Review akbar nasrum; Chairuddin Chairuddin
Global Journal of Mathematics Education Vol. 1 No. 2 (2026): GJME (Jan - Jun)
Publisher : PT. Integrasi Sains Edukasi

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Abstract

Various instructional models have been developed to improve students' mathematical literacy; however, empirical evidence regarding their characteristics and effectiveness remains fragmented across the literature. This study aimed to identify, classify, and synthesize the instructional models used to enhance mathematical literacy among secondary school students. A systematic literature review (SLR) was conducted following the PRISMA 2020 guidelines. The literature search was performed in the Scopus and Education Resources Information Center (ERIC) databases and included peer-reviewed journal articles published between 2017 and 2026. Of the 95 records initially identified, 24 studies met the inclusion criteria and were included in the final synthesis. The findings indicate that the use of contextual, authentic, and culturally relevant problems is the most prominent characteristic of mathematics instruction for developing mathematical literacy. In addition, Problem-Based Learning (PBL), Project-Based Learning (PjBL), STEM/STEAM-based approaches, digital technology integration, and Realistic Mathematics Education (RME) were the instructional models most frequently implemented. Most studies reported improvements in students' mathematical literacy following the implementation of these models, particularly when instruction incorporated problem-solving, mathematical modeling, collaboration, reflection, and meaningful uses of technology. Nevertheless, the available evidence is largely concentrated in the Indonesian context and exhibits considerable methodological diversity. Future research should therefore examine the effectiveness of instructional models across more diverse educational contexts and investigate their long-term impact on the development of students' mathematical literacy.
Analyzing the Mathematical Thinking Flexibility of Pre-Service Mathematics Teachers in Solving Quadratic Inequalities Aloysius Joakim Fernandez; Akbar Nasrum
Global Journal of Mathematics Education Vol. 1 No. 2 (2026): GJME (Jan - Jun)
Publisher : PT. Integrasi Sains Edukasi

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Abstract

This study aimed to analyze the mathematical thinking flexibility of pre-service mathematics teachers in solving quadratic inequalities, identify the strategies they employed, and explore the factors contributing to the dominance of procedural approaches. The study adopted a mixed methods approach using an explanatory sequential design. The participants consisted of 22 undergraduate students enrolled in a Real Analysis course in a Mathematics Education program. Data were collected through a mathematical problem-solving test and semi-structured interviews. Quantitative data were analyzed descriptively, while qualitative data were analyzed using the Miles, Huberman, and Saldaña interactive model. The findings revealed that all participants relied exclusively on the interval testing method to solve the given problems. No participants employed alternative strategies, such as factor sign analysis, graphical representation, completing the square, or function property analysis. Furthermore, all participants used only symbolic-algebraic representations and did not demonstrate key indicators of mathematical thinking flexibility, including the ability to generate multiple solution strategies, explain relationships among different strategies, and evaluate the effectiveness of the strategies used. Interview findings indicated that the predominance of procedural approaches was influenced by prior learning experiences, the belief that interval testing is the only correct method, and limited opportunities to explore diverse mathematical representations. These findings suggest that obtaining correct answers does not necessarily reflect an adequate level of mathematical thinking flexibility.
Conceptual Representation of the Homogeneity of Variance Test in Educational Statistics Textbooks and Its Potential to Cause Misconceptions Nanda Arista Rizki; akbar nasrum
Global Journal of Mathematics Education Vol. 1 No. 2 (2026): GJME (Jan - Jun)
Publisher : PT. Integrasi Sains Edukasi

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Abstract

Textbooks play an important role in shaping students' understanding of statistical concepts. However, when conceptual representations emphasize procedural aspects rather than conceptual understanding, they may contribute to misconceptions. This study aims to analyze how the concept of the homogeneity of variance test is represented in educational statistics textbooks and to identify the potential misconceptions arising from these representations. The study employed a descriptive qualitative approach using document analysis. The data consisted of ten educational statistics and statistics-for-educational-research textbooks that are widely used in teacher education programs in Indonesia. Data were collected through document review and analyzed using qualitative content analysis, focusing on definitional, procedural, and conceptual representations, as well as potential misconceptions. The findings indicate that all textbooks present the F-test procedure by dividing the larger variance by the smaller variance. However, only a few textbooks explain the underlying concept of the F distribution, the rationale for placing the larger variance in the numerator, and the relationship between the F distribution and statistical decision-making. The dominance of procedural representations may lead students to the misconception that the larger variance must always be placed in the numerator and that the F statistic can never be less than one. These findings suggest that the current representation of the homogeneity of variance test in educational statistics textbooks does not adequately support the development of students' conceptual understanding. Therefore, a more balanced presentation integrating both procedural and conceptual aspects is needed to minimize potential misconceptions in statistics education.

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