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Naufal Ishartono
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ijrime@ums.ac.id
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Jl. A. Yani, Mendungan, Pabelan, Kec. Kartasura, Kabupaten Sukoharjo, Jawa Tengah 57169
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International Journal of Review in Mathematics Education
Published by Universitas Muhammadiyah Surakarta
ISSN : 31247962     EISSN : 31247962     DOI : https://doi.org/10.23917/ijrime
Core Subject :
The International Journal of Review in Mathematics Education (IJRME) is a peer-reviewed journal dedicated to advancing scholarship in mathematics education through rigorous, evidence-based review research. IJRME provides a global platform for synthesizing existing knowledge, identifying emerging trends, and addressing critical gaps in mathematics education theory and practice. The journal exclusively publishes comprehensive review studies that employ systematic, analytical, and critical methodologies to consolidate and evaluate the state of the art in the field. The journal covers all dimensions of mathematics education, such as: Curriculum design, pedagogy, and assessment Cognitive, sociocultural, and affective aspects of learning Teacher education and professional development Technological innovations (e.g., AI, digital tools) Equity, diversity, and inclusion in mathematics contexts Cross-cultural and comparative studies Policy analysis and educational reform
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Volume 1 No. 2: June 2026" : 5 Documents clear
Pedagogical Anchors Amid Pedagogical Dilemmas: The Myth of Innovation and Unsustainable Expectations within Mathematics Education Research Surur, Agus Miftakus; Pujilestari, Sri; Ridwanulloh, M. Ubaidillah
International Journal of Review in Mathematics Education Volume 1 No. 2: June 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijrime.15736

Abstract

Frequent curriculum changes disrupt instructional rhythms and stigmatize lecture methods, creating "unrealistic" situations within mathematics education research. Current trends demand total innovation, such as PBL or PjBL across all chapters, which is logistically impossible without sacrificing curriculum completion. This study aims to conceptualize the "pedagogical anchor" as a rational and professional response to maintain instructional stability. Employing a critical literature review of previous theses and dissertations, the research compares preparation-to-coverage ratios between experimental settings and real-classroom demands. Findings reveal a significant scale anomaly where "successful" innovations are often limited to single chapters and lack long-term sustainability due to workload mismatches. The study concludes that strategic lecturing serves as a necessary anchor for cognitive stability rather than an anti-innovation stance. It recommends a shift toward an integrated longitudinal research model that supports teachers throughout the academic year. This approach is essential to prevent collective fatigue and ensure meaningful, sustainable educational innovation.
Time Series Analysis of Mathematics Results at a High School in Zimbabwe Nsingo, Edward; Chirume, Silvanos
International Journal of Review in Mathematics Education Volume 1 No. 2: June 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijrime.15847

Abstract

This research involves time series analysis and forecasting of the Ordinary Level Mathematics results. During 2008 to 2009 many educators had left the country seeking higher salaries, leading to severe staff shortages in schools. This and other reasons were anticipated to impact negatively on “O” Level Mathematics results. Data for the years 2010 to 2022 were collected from one high school in Bulawayo. The data were meticulously analysed, with a particular emphasis on identifying the underlying trend through data smoothing techniques. Advanced computer software R studio was used to conduct regression analysis and generate trend lines and time series graphs. Additionally, an ARIMA (autoregressive integrated moving average) forecasting model was applied to forecast and predict the school’s future pass rate in Ordinary Level Mathematics. Interviews with the 10 qualified teachers at the school were carried out to identify potential causes for changes in the pass rate of Mathematics at the High School. By understanding how pass rates may evolve over time, stakeholders like parents, the school and government authorities can make informed decisions and implement strategic measures to enhance academic performance in the long run. The study noted that the pass rate of the school was going to slightly improve, and the school was therefore recommended to deploy the hardworking teachers, who had a history of improving the pass rate to the examination writing classes so that the pass rate could increase uniformly and to give them more teaching and revision time and incentives. The study also recommends further research.
Innovative Approaches to Mathematics Instruction Through Historical Perspectives: A Descriptive Systematic Review Chen, Yijing; Shahrill, Masitah; Abdullah, Nor Azura
International Journal of Review in Mathematics Education Volume 1 No. 2: June 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijrime.16135

Abstract

The integration of the history of mathematics (HOM) into mathematics instruction has gained increasing scholarly attention as educators seek approaches that deepen conceptual understanding, foster epistemological awareness, and situate mathematics within broader cultural and historical contexts. Despite this growing interest, findings regarding its pedagogical value, instructional design principles, and implementation challenges remain dispersed across diverse empirical studies. This study presents a descriptive systematic review of research published between 2000 and 2025 examining the integration of historical perspectives in mathematics education. Following PRISMA-style procedures, 18 empirical studies were identified through a multi-stage screening process based on predefined Thematic synthesis revealed that HOM integration contributes to cognitive–conceptual development, sociocultural identity formation, engagement and affective dimensions, and interdisciplinary connections, including evidence that historically structured tasks can support students’ understanding of foundational mathematical concepts by situating them within meaningful problem contexts. However, these benefits are mediated by instructional design coherence and are constrained by factors such as teacher preparation, curriculum pressures, and assessment alignment. The review suggests that HOM functions not merely as enrichment content but as a pedagogical lens capable of reshaping how mathematical knowledge and learning are conceptualised. Effective implementation therefore requires principled instructional design and systemic support across curriculum, teacher education, and assessment structures.
Multiple Mathematical Representations in Ethnomathematics-Based Realistic Mathematics Education: A Systematic Literature Review Setianingsih, Rini; Prayogo, Mochammad Reval Ardhi Yudi; Putri, Alvinna Mei Yunia
International Journal of Review in Mathematics Education Volume 1 No. 2: June 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijrime.16307

Abstract

Research on ethnomathematics-based Realistic Mathematics Education (Ethno-RME) has grown significantly in recent years, particularly in relation to its potential to support meaningful and culturally grounded mathematics learning. However, there remains limited systematic understanding of how multiple mathematical representations function within this framework, especially in facilitating representational transitions and conceptual understanding. This study aims to synthesize and analyze research on Multiple Mathematical Representations (MMR) within Ethno-RME through a Systematic Literature Review. The review identifies the types of representations employed, their roles in the mathematization process, and their contributions to mathematics learning outcomes. A systematic procedure consisting of planning, conducting, and reporting stages was implemented. Articles were retrieved from the Scopus database using the Publish or Perish tool and selected based on predefined inclusion and exclusion criteria, resulting in ten eligible peer-reviewed studies published between 2016 and 2025. The findings indicate that Ethno-RME consistently promotes the development and coordination of multiple representations, including visual, symbolic, verbal, contextual, and technological forms. Cultural contexts function as meaningful entry points that initiate representational construction and facilitate the transition from informal situational models to formal mathematical abstraction through progressive mathematization. The synthesis further reveals that representational coordination enhances conceptual understanding, problem-solving ability, numeracy skills, creativity, and higher-order thinking. Moreover, mathematical representation emerges as a bridging role linking contextual experience and formal reasoning. Overall, this review establishes that multiple mathematical representations constitute a foundational mechanism within ethnomathematics-based RME, supporting meaningful, culturally grounded, and conceptually robust mathematics learning.  
Compartive Analysis of Mathematics Education Among Selected Southeast Asian Nations Balderas, Melfred T.; Leones, Christy M.; Jonson, Angel May M.; Reyes, Tehrose Trizsha R. Delos; Galero, David Nicholas G.; Callaman, Roar
International Journal of Review in Mathematics Education Volume 1 No. 2: June 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijrime.16256

Abstract

The aim of this research was to explore the significant differences in content structure, pedagogical strategies, and evaluation processes in the mathematics curricula of selected Southeast Asian nations to ensure more responsive and effective curriculum development. The research was conducted through a comparative qualitative research method with a reliance on the systematic literature review as the most appropriate research method. The research was carried out exclusively through systematically identified and screened secondary sources, including peer-reviewed journal articles, international assessment reports and, curriculum frameworks to ensure methodological rigor, transparency, credibility, and consistency. The findings reveal significant differences in the structure, delivery, and evaluation processes in the mathematics curricula in Southeast Asia. The findings show that Singapore has a highly coherent curriculum with significant conceptual depth in its curriculum, with more focus on mastering and progressing to advanced levels of mathematical thinking. In contrast, the Philippines, Cambodia, Indonesia, and Brunei have more focus on mastering basic skills with contextual learning, with less systematic coverage of advanced levels of thinking in mathematics. The pedagogical strategies employed in the region range from highly structured mastery learning to student-centered and contextualized learning strategies. The evaluation processes in the region range from formative evaluation to mastery learning to more summative evaluation processes. The findings show that highly coherent, rich, and aligned curricula are critical in providing highly effective mathematics education in Southeast Asia.

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