Eduma : Mathematics Education Learning and Teaching
EduMa Mathematics Education Learning and Teaching ISSN 2502 5309 electronic ISSN 2086 3918 print is a peer reviewed journal dedicated to the dissemination of research outcomes developmental initiatives studies and innovative ideas in the field of Mathematics Education. EduMa is an open platform welcoming researchers academics practitioners and observers of mathematics education. The journal promotes high quality research and scholarly contributions that advance Mathematics Education. Focus EduMa publishes cutting edge research in mathematics education with emphasis on student learning innovative use of media and multimedia effective didactic design curriculum development assessment teacher professional development and practical applications of mathematics. Particular attention is given to the context of Indonesia and Southeast Asia including regional challenges solutions and best practices that can inform mathematics education globally. Scope Research on effective mathematics teaching and learning strategies Development of mathematics teaching materials and learning resources Development and evaluation of mathematics education curricula Application of statistical methods in mathematics education research Technological innovation and multimedia based learning in mathematics Assessment and evaluation of mathematics learning outcomes Professional development in mathematics education Practical applications of mathematics in various contexts
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<![CDATA[Meta Analysis: Learning Model Problem Based Learning (PBL) To Improve Mathematical Creative Thinking Skills ]]>
<![CDATA[Kolili Kolili]]>;
<![CDATA[Stevanus Budi Waluya]]>;
<![CDATA[Bambang Eko Susilo]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v14i2.22038
<![CDATA[Creative thinking skills are essential for all students. Each student must develop creative thinking skills to understand complex problems and generate diverse perspectives, ideas, and solutions. This study employed meta-analysis. The population comprised junior high school students. The samples used varied for each article reviewed. The total sample size was 148 students in the experimental class and 152 students in the control class. Hypothesis testing was conducted using a t-test.t. Calculations to test the hypothesis, obtained valuesamounting to 9.2176 whileof 1,649. Because for rejected, so it can be concluded that the average of the experimental class is more than the control class, this shows thatProblem Based Learning(PBL) as a learning model has a significant influence on students' mathematical creative thinking abilities. Based on research findings, the ModelProblem Based Learning(PBL) can be recommended as one of the learning approaches used in schools, especially to improve creative thinking skills. ]]>
<![CDATA[The Dominant Factor in Educational Digitalization Sustainability: Structural Equation Modeling of Technology Acceptance Versus Digital Literacy on Student Learning Outcomes ]]>
<![CDATA[Nur Indah Septia Ningsih]]>;
<![CDATA[Haryadi]]>;
<![CDATA[Bernadus Wahyudi Joko Santoso]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v14i2.24024
<![CDATA[This study examines the dominant factors influencing student learning outcomes in digital mathematics learning, focusing on Technology Acceptance and Digital Literacy. A unified model combining the Technology Acceptance Model (TAM) and Digital Literacy framework was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). The participants were 125 fifth-grade students from three public elementary schools in Cirebon. Data were collected through validated questionnaires measuring Perceived Ease of Use, Perceived Usefulness, Attitude, Digital Literacy, and mathematics learning outcomes. The findings showed that all hypothesized relationships were significant (p < 0.001). Digital Literacy had a stronger effect on learning outcomes (β = 0.415) than Technology Acceptance (β = 0.311), with the cognitive dimension contributing the most (β = 0.521). The results also indicated that Digital Literacy fully mediates its dimensions, while Technology Acceptance influences learning outcomes through sequential pathways involving perceived usefulness and attitude. The study concludes that Digital Literacy is the main predictor of learning outcomes in digital mathematics learning. Therefore, sustainable educational digitalization should prioritize strengthening students’ digital literacy competencies alongside technology adoption.]]>
<![CDATA[Meta-Synthesis: Problem-Based Learning in Improving Students' Mathematical Problem-Solving Skills ]]>
<![CDATA[Jezlina Hamid]]>;
<![CDATA[Arief Agoestanto]]>;
<![CDATA[Scholastika Mariani]]>;
<![CDATA[Isnaini Rosyida]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v14i2.24025
<![CDATA[This study aims to analyze and synthesize various research results regarding the application of the Problem-Based Learning (PBL) model in improving students' mathematical problem-solving skills at various levels of education. The approach used is a Systematic Literature Review (SLR) with a qualitative meta-synthesis method based on guidelines (Kitchenham, 2007). The data sources were obtained from ten relevant national and international scientific articles published between 2020 and 2025. The articles used in this study were five accredited national and international journal articles obtained from Publish or Perish and Google Scholar. The meta-synthesis results show that the PBL model consistently has a positive impact on improving mathematical problem-solving skills in various learning contexts. The findings also indicate that PBL contributes to the development of students' critical, reflective, and metacognitive thinking skills. The integration of digital technologies such as GeoGebra and Teachmint has been proven to strengthen the effectiveness of PBL, while a culture-based approach through ethnomathematics increases the contextual relevance of mathematics learning. However, the effectiveness of PBL is influenced by teacher readiness, learning time constraints, and student characteristics. This study confirms that Problem-Based Learning is an effective, adaptive, and contextual learning model for developing students' higher-order thinking skills. These findings are expected to serve as a reference for educators and curriculum developers in designing more collaborative, context-based mathematics learning strategies that are in line with the spirit of the Merdeka Curriculum.]]>
<![CDATA[Analysis of Students' Cognitive Abilities Based on Gender and Learning Style ]]>
<![CDATA[Bayyinah Rismawati]]>;
<![CDATA[Hadi Kusmanto]]>;
<![CDATA[Hendri Handoko]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v14i2.24026
<![CDATA[This study aims to determine the differences in students' cognitive abilities based on gender and the influence of learning styles on cognitive abilities. Using a quantitative method with a One Shot Case Study design, the study involved 40 students of grade VIII MTsN 2 Cirebon. Data were collected through questionnaires and tests, then analyzed descriptively, sample independent t-tests, and simple linear regressions. The results showed that there was a difference in the average cognitive ability between male and female students. The average score of male cognitive ability is 85% and is in the high category. The average cognitive ability of students with visual, auditory, and kinesthetic learning styles is in the moderate category of around 65-66%. In addition, auditory learning styles have the highest influence on students' cognitive abilities, followed by visual and then kinesthetic learning styles.]]>
<![CDATA[Meta-Analysis: The Effect of The Problem Based Learning Model in Improving Students' Mathematical Literacy ]]>
<![CDATA[Ni’matul Janah]]>;
<![CDATA[Zaenuri]]>;
<![CDATA[Scolastika Mariani]]>;
<![CDATA[Isnaini Rosyida]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v14i2.24032
<![CDATA[Mathematical literacy is important to help students solve problems in real life, but the achievement of Indonesian students is still low. The Problem Based Learning model is considered effective in improving mathematical literacy because it focuses on solving real problems and student activities. This study aims to analyze the effect of the Problem Based Learning model on improving students' mathematical literacy through a Meta-Analysis approach to five nationally accredited articles published in the 2020-2025 period. Based on the calculation results, the average pretest score was 45.85 and the posttest score was 75.58, so there was an increase after the Problem Based Learning model implementation. The average effect size in the high category, as determined by the effect size computation, was 2. 042. According to the t-test findings, before and after the Problem Based Learning approach was implemented, there was a noticeable change in the average scores of students' mathematical literacy on the pretest and posttest, specifically the calculated t value > t table = 7.530 > 1.656 This study's findings suggest that the issue is Mathematical literacy is significantly enhanced by based learning. However, several studies have shown that success is influenced by grade level and supporting media such as Geogebra and e-LKPD. Therefore, Problem-Based Learning can be a highly effective learning alternative for improving mathematical literacy. Its implementation needs to be continuously developed, taking into account learning design, technology integration, and teacher readiness to ensure optimal and sustainable results.]]>
<![CDATA[Meta-Synthesis: Improving Mathematical Problem-Solving Skills Through Problem-Based Learning Models ]]>
<![CDATA[Irma Nilta Muna]]>;
<![CDATA[Masrukan Masrukan]]>;
<![CDATA[Scolastika Mariani]]>;
<![CDATA[Isnaeni Rosyida]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v14i2.24305
<![CDATA[Mathematical problem-solving skills are an essential component of mathematics education and support the achievement of Sustainable Development Goal (SDG) 4 on Quality Education. Indonesian students still demonstrate relatively low performance in mathematics. According to the 2022 Programme for International Student Assessment (PISA), Indonesia achieved an average mathematics score of 379, ranking 68th out of 76 countries. This result highlights a substantial gap between expected global mathematical competencies and actual student performance. Innovative learning approaches are required to improve students’ abilities not only in obtaining correct answers but also in understanding, analyzing, and solving problems independently. One promising approach is Problem-Based Learning, which emphasizes contextual problems and student-centered learning. This study employed a Systematic Literature Review using the PRISMA framework to ensure a transparent and systematic literature selection process. A total of 210 articles were identified from Google Scholar, ScienceDirect, and DOAJ databases. After applying inclusion and exclusion criteria, 10 articles published between 2020 and 2025 were selected and analyzed using thematic synthesis techniques. The analysis focused on improving mathematical problem-solving skills and evaluating the effectiveness of the PBL model. The findings revealed that the implementation of PBL had a positive and significant impact on students’ mathematical problem-solving skills across elementary, junior high, and senior high school levels. In addition, PBL enhanced students’ conceptual understanding and collaboration skills, making it an effective strategy for mathematics learning.]]>
<![CDATA[Meta-Synthesis: The Effect of Problem-Based Learning Model on Students’ Mathematical Connection Ability ]]>
<![CDATA[Syifaa’ Nurhidayah]]>;
<![CDATA[Putriaji Hendikawati]]>;
<![CDATA[Scolastika Mariani]]>;
<![CDATA[Isnaini Rosyida]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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<![CDATA[Mathematical connection ability plays a crucial role in enabling students to understand relationships among mathematical concepts, apply mathematical ideas in real-life contexts, and develop higher-order thinking skills. However, evidence from the field indicates that students’ mathematical connection ability remains relatively low due to instructional practices that emphasize procedural mastery rather than conceptual understanding. This study aims to analyze the effect of the Problem-Based Learning (PBL) model on students’ mathematical connection ability through a meta-synthesis approach. The meta-synthesis reviewed six primary research articles selected systematically from Google Scholar, ERIC, and reputable national and international journals published between 2020 and 2025. The findings reveal that PBL consistently enhances students’ mathematical connection ability through contextual problem-solving activities, the use of visual representations and learning media, and collaborative reflection. These results indicate that PBL is an effective instructional model for strengthening students’ mathematical connections in a meaningful and applicable learning environment.]]>
<![CDATA[The Influence of STEM Learning Approach on Mathematical Literacy Skills ]]>
<![CDATA[Abdullah Abdullah]]>;
<![CDATA[Isnarto Isnarto]]>;
<![CDATA[Scolastika Mariani]]>;
<![CDATA[Isnaini Rosyida]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v14i2.24750
<![CDATA[Mathematical literacy is an essential competency that students need to develop in the twenty-first century. However, the 2022 Programme for International Student Assessment (PISA) results indicate that Indonesian students continue to demonstrate relatively low levels of mathematical literacy. Therefore, effective instructional innovations are required to improve this competency, one of which is the Science, Technology, Engineering, and Mathematics (STEM) learning approach. This study aimed to examine the effectiveness of the STEM learning approach in improving students' mathematical literacy through a meta-analysis. Three relevant empirical studies were analyzed. The findings revealed that two studies produced high effect sizes, while one study produced a moderate effect size. The combined effect size was 1.220507, indicating a high overall effect of the STEM learning approach on students' mathematical literacy. Furthermore, the t-test results showed a statistically significant difference between students' pretest and posttest scores. The mean pretest score was 30.15, whereas the mean posttest score increased to 62.59. These findings demonstrate that the STEM learning approach has a significant positive effect on improving students' mathematical literacy.]]>
<![CDATA[Implementation of Geogebra in Improving Understanding of Geometry Concepts in Junior High School Students ]]>
<![CDATA[Nur Aisyah]]>;
<![CDATA[Nirfayanti Nirfayanti]]>;
<![CDATA[Dedy Setyawan]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v14i2.24751
<![CDATA[In the digital era, the integration of information and communication technology in education is essential for enhancing students' learning experiences. This study investigates the effectiveness of GeoGebra, a dynamic mathematics software, in improving eighth-grade students' understanding of geometric concepts at MTS Negeri 1 Maros. Employing a quasi-experimental design, the research involved two groups: an experimental class using GeoGebra and a control class utilizing conventional teaching methods. Data were collected through pre-tests, post-tests, and student questionnaires. Results indicated a significant improvement in the experimental class, with an average post-test score of 84.82 compared to 71.25 in the control class, and an N-Gain of 0.804 versus 0.636, respectively. Statistical analysis confirmed a significant difference between the two groups (p < 0.001), indicating that GeoGebra effectively enhances students' understanding of geometry. Additionally, student responses were overwhelmingly positive, with 82% expressing enjoyment in learning with GeoGebra. This study concludes that GeoGebra not only improves academic performance but also fosters a more engaging and interactive learning environment, making mathematics more accessible and enjoyable for students.]]>
<![CDATA[Meta-Synthesis of Metacognition’s Role in Enhancing Mathematical Critical Thinking ]]>
<![CDATA[Dimas Ghulam Istiqlal]]>;
<![CDATA[Bambang Eko Susilo]]>;
<![CDATA[Scolastika Mariani]]>;
<![CDATA[Isnaini Rosyida]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v14i2.24753
<![CDATA[This study aims to analyze and synthesize various research findings on the role of metacognition in developing students’ mathematical critical thinking skills. The method employed is a qualitative meta-synthesis using a systematic literature review approach on six published articles from 2020 to 2025 that are relevant to metacognition and critical thinking in mathematics learning. The analysis was conducted through thematic coding and cross-study interpretation to identify patterns, distinctions, and theoretical development directions. The synthesis results indicate that metacognition functions as a regulatory mechanism of intellectual awareness, guiding students to plan, monitor, and evaluate their thinking processes reflectively. The relationship between metacognition and critical thinking is reciprocal and hierarchical: metacognition serves as the foundation for critical thinking, while critical thinking reinforces metacognitive awareness through continuous reflection. These findings highlight a paradigm shift from metacognition as a teaching strategy to metacognition as a cognitive architecture. This study recommends the development of a conceptual model of the metacognitive–critical thinking cycle within mathematics learning contexts that are adaptive to students’ cognitive and cultural characteristics.]]>
