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Eduma : Mathematics Education Learning and Teaching
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 20863918     EISSN : 25025309     DOI : https://doi.org/10.24235/eduma
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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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Articles 269 Documents
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Rasch Model Analysis: Validity and Reliability of Context-Based Geometry Performance Assessment Instruments Jakarta Cultural Heritage Bayu Gunawan; Wardani Rahayu; Tian Abdul Aziz
EduMa: Mathematics education learning and teaching Vol. 13 No. 2 (2024)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.18136

Abstract

The objective of this study is to examine the validity and reliability of performance evaluation rubrics when applied to Jakarta's cultural heritage structures, specifically focusing on the geometrical material. The Rasch Model, namely the Winstep version 3.73, will be utilized for analysis. The Rasch model offers benefits due to its ability to provide more precise estimations and identify flaws within the model. The rubric-based performance evaluation instrument is utilized to evaluate students' problem-solving abilities, with each problem being assigned a distinct rubric. A total of 381 students were sampled from two distinct schools located in North Jakarta and East Jakarta. The study's results indicate that the Cronbach's alpha value attained is 0.96, which is classified as excellent. The individual's dependability score is 0.91, which falls inside the excellent range. Similarly, the item's reliability score is 0.94, also classified as excellent. The item fit test conducted on the instrument indicates that there is no need to reject any items. The components in this performance evaluation instrument have strong validity and reliability, rendering it appropriate for evaluating student performance
Mathematical Communication Skills and Mathematical Curiosity Students with intellectual disabilities: Bibliometric analysis Arif Muchyidin; Nanang Priatna; Nurjanah Nurjanah
EduMa: Mathematics education learning and teaching Vol. 13 No. 2 (2024)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.18438

Abstract

This research aims to conduct a bibliometric analysis of the literature on mathematical communication abilities in children with intellectual disabilities. The primary focus of this research is to develop an overview of recent developments in the field and identify dominant research trends and areas requiring more exploration. Bibliometric methods are used to collect and analyze data from primary literature sources in articles and journals indexed by Scopus from 1990 to 2024, which are related to mathematical communication skills in children with intellectual disabilities. This research will also pay attention to the methods or approaches generally used in this research and evaluate the impact of this literature on developing understanding and intervention in improving the mathematical communication skills of children with intellectual disabilities. The result of this research was that no research discussed the relationship between children's communication skills, mathematical curiosity, and intellectual disability
Autonomous Learning In Mathematics Statistical Learning Materials For Junior High School Students Jajang Rahmatudin; Yaya S Kusumah; Bambang Avip Priatna
EduMa: Mathematics education learning and teaching Vol. 14 No. 1 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.18441

Abstract

This study investigates students' learning autonomy in mathematics education, recognizing its importance in fostering critical thinking, problem-solving, and lifelong learning skills. A descriptive qualitative method was used to explore the level of independence among junior high school students in Cirebon Regency. The research involved 33 students who completed a learning independence questionnaire consisting of 30 items covering 8 indicators, such as initiative, responsibility, self-regulation, and goal-setting. Data were analyzed using a percentage formula to interpret student responses. The findings show that two indicators scored below the minimum sufficient level, indicating a lack of independence in certain aspects of learning. The remaining indicators met the sufficient criteria. Overall, the average percentage of student learning independence was 64.63%, which falls into the "sufficient" category. In terms of individual classification, 3 students demonstrated good independence, 22 were categorized as sufficient, 6 as poor, and 2 as very poor. These results suggest that while most students show a moderate level of autonomy, there remains a significant need for improvement. Teachers should implement learning strategies that promote self-directed learning and internal motivation to enhance students’ autonomy, particularly in mathematics, where independent learning is key to mastering complex concepts
Exploring Grade VIII Students' Procedural Skills in Solving Pythagorean Problems Ade Riska Sanjani; Achmad Salido; Akbar Nasrum; Chairuddin Chairuddin; Jahring Jahring; Dian Ulfa Sari
EduMa: Mathematics education learning and teaching Vol. 13 No. 2 (2024)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.18719

Abstract

This study explores the procedural skills of grade VIII students in solving Pythagorean Theorem problems, focusing on the diversity of problem-solving steps and error patterns that emerge. A descriptive qualitative method was used in this study, with three students selected as subjects based on high, medium, and low levels of mathematical ability. Data were collected through problem-solving tasks and semi-structured interviews to comprehensively understand the students' approaches and strategies. The results showed that students with high procedural skills implemented problem-solving steps in a structured manner, while those with moderate skills often needed to be more consistent in recording critical steps. Students with low skills tended to bypass procedural structures and proceed directly to solutions, leading to a higher rate of errors. Error patterns varied by students' mathematical ability levels: high-ability students made no errors, medium-ability students exhibited errors in illustrations and procedural consistency, and low-ability students struggled with writing expressions and fully implementing steps. These findings emphasize the need for instructional approaches tailored to students' skill levels, such as structured learning and scaffolding, to strengthen procedural skills. A follow-up study with a broader sample is recommended to validate these findings and assess the effectiveness of instructional strategies for enhancing students' procedural skills across various mathematical topics.
Integrating Higher-Order Thinking Skills in Mathematics Education: Development of Learning Tools for Patterns and Number Sequences Ega Gradini; Edy Saputra; Novita Rahmayanti
EduMa: Mathematics education learning and teaching Vol. 13 No. 2 (2024)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.18787

Abstract

Integrating Higher-Order Thinking Skills in Mathematics Education: Development of Learning Tools for Patterns and Number Sequences.  Employing the 4-D development model (Define, Design, Develop, Disseminate), this study aimed to develop and validate Higher Order Thinking Skills (HOTS)-based learning tools for number sequence patterns. The define stage identified needs and specifications, while the design stage focused on lesson plans, teacher manuals, student books, and worksheets. Developed tools underwent limited trials in a grade VIII class. The initial lesson plans required revision due to a low RVI (0.70), but after revision, achieved a satisfactory RVI (0.85). The teacher's manual demonstrated high validity (RVI = 0.871), indicating its readiness for instruction. Similarly, the student book required revision due to a low initial RVI (0.63) but achieved validity (RVI = 0.77) after revision. Worksheets also exhibited high validity (RVI = 0.80). All developed components (lesson plans, teacher manuals, student books, and worksheets) achieved RVI values above 0.75, signifying that these HOTS-oriented mathematics learning tools meet quality standards and are ready for use in HOTS-oriented mathematics instruction. This implementation is expected to enhance teaching and learning effectiveness, ultimately leading to optimal learning outcomes.
Developing Ethnomathematics-Based Worksheets for Junior High School: A Research and Development Approach Anggun Badu Kusuma; Anton Jaelani; Arifin Suryo Nugroho
EduMa: Mathematics education learning and teaching Vol. 14 No. 1 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.18820

Abstract

Worksheets are frequently utilized as educational tools to assist teachers in learning. Integrating ethnomathematics into lessons enhances the significance of mathematics education. This study aims to develop ethnomathematics-based worksheets for junior high school students. The research employs a research and development methodology, following the stages of defining, designing, and developing as outlined by Thiagarajan. The participants include material experts, media experts, teachers, and junior high school students. The findings indicate that the worksheets are valid and suitable for further research. Feedback from teachers and students suggests that the worksheets are practical and effective. Observations from limited trials show that students and teachers are enthusiastic about learning.
Development of Teaching Devices Based on Ethnomathematics and RME to Enhance Mathematical Literacy: Bibliometric Salman Hanafi; Sarwi Sarwi; Onwardono Rit Riyanto
EduMa: Mathematics education learning and teaching Vol. 14 No. 1 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.20127

Abstract

This study aims to examine the development of teaching materials based on ethnomathematics and Realistic Mathematics Education (RME) to enhance students' mathematical literacy. The research employs the PRISMA method (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), encompassing the stages of identification, screening, eligibility, and inclusion of relevant literature. The literature review focuses on studies related to the integration of local culture into mathematics instruction through an ethnomathematics approach and the application of RME as a pedagogical strategy. The findings indicate that teaching materials incorporating ethnomathematics and RME are effective in improving students' conceptual understanding, critical thinking skills, and mathematical literacy. This study provides recommendations for curriculum developers and educators to integrate local cultural values into contextual and relevant mathematics learning.    
Students' Perceptions of JASP Use and Its Impact on Statistics Learning: A TAM-Based Study A. Muhajir Nasir
EduMa: Mathematics education learning and teaching Vol. 14 No. 1 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.21339

Abstract

This study aims to analyze the influence of students' perceptions regarding the use of the JASP application and its relationship to statistics learning outcomes through the Technology Acceptance Model (TAM) approach. The four main TAM constructs analyzed include perceived ease of use, perceived usefulness, attitude toward use, and behavioral intention to use. This research employed a quantitative associative method using simple and multiple linear regression analyses. The sample consisted of 90 fourth-semester PGSD UNM students who had completed a statistics course, selected through simple random sampling. The results indicate that three out of the four perception variables—perceived ease of use, perceived usefulness, and attitude toward use—significantly influenced students’ learning outcomes, with attitude toward use emerging as the strongest predictor. In contrast, behavioral intention to use did not show a significant effect. The multiple regression model revealed that the four TAM constructs collectively explained 55.7% of the variance in learning outcomes. These findings affirm that students’ positive perceptions of JASP have a tangible impact on academic achievement and support the effectiveness of the application as a learning tool for statistics in the PGSD context.
Developing Algebra-Based Test Items for Measuring Students’ Mathematical Literacy Handayani Budi Utami
EduMa: Mathematics education learning and teaching Vol. 14 No. 1 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.21581

Abstract

This study aims to develop valid and reliable algebra questions to assess students' mathematical literacy skills. Mathematical literacy is a key indicator in international assessments such as PISA, which emphasizes students' ability to apply mathematical concepts in real-world contexts. The research method used was development research (R&D) employing the 4D model: Define, Design, Develop, and Disseminate (implemented until the Develop stage). The instrument was constructed based on mathematical literacy indicators and validated through expert judgment using Aiken’s V. Empirical validation was conducted using Pearson Product Moment correlation and the reliability was tested using Cronbach’s Alpha. The results showed that all question items had correlation coefficients ranging from 0.513 to 0.836, exceeding the critical value of r (0.221), indicating good construct validity. The reliability test yielded a Cronbach’s Alpha of 0.712, suggesting strong internal consistency. These findings confirm that the developed algebra questions can be effectively used as an instrument to assess students’ mathematical literacy skills in a valid and reliable manner.
Validity and Reliability Test of Mathematical Representation Ability Test Instruments in Mathematics Learning Dika Dani Septiati
EduMa: Mathematics education learning and teaching Vol. 14 No. 1 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.21597

Abstract

Mathematical Representation Ability (MRE) is one of the important competencies that need to be mastered by students in learning mathematics. One aspect that can affect students' MRE is the character or thinking patterns possessed by the students. This study aims to evaluate the level of validity and reliability of the test instrument designed to measure the mathematical representation ability of junior high school students in solving algebra problems. The method used is a quantitative descriptive method. Based on the results of the validity test using the Aiken's V formula, the four questions were said to be valid, which indicates that the instrument has very good validity and is suitable for use. Meanwhile, the results of the reliability test showed a correlation coefficient value of 0.795, which indicates a fairly good level of consistency in the reliability category so that it is considered reliable. Thus, this instrument is considered suitable for use by teachers in measuring students' mathematical representation abilities in algebra material.

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