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INDONESIA
Jurnal Riset Pendidikan Matematika
Published by Universitas Negeri Yogyakarta
ISSN : 23562684     EISSN : 24771503     DOI : 10.21831
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education Mathematics
Arjuna Subject : -
Articles 269 Documents
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Enhancing Numeracy Literacy through Developing CBL-STEM Context Learning Materials with Interactive Video and Wordwall Stefany Margaretha Hutauruk; Adi Satrio Ardiansyah
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.84701

Abstract

Numeracy literacy is important to have in order to face the challenges of the 21st century. In fact, the mastery of numeracy literacy in students in Indonesia is not optimal. In order to support the improvement of numeracy literacy, the development of learning materials is needed. The purpose of this research is to develop CBL-STEM Context learning materials integrated with Interactive video and Wordwall to improve numeracy literacy. This research uses the Research and Development (R&D) method with the 4D model. The data collection techniques used were interviews, tests and questionnaires. Data analysis techniques used quantitative descriptive analysis techniques with several statistical tests such as one sample t-test, independent sample t-test, dependent sample t-tests, and z-test. he results of this study show that CBL-STEM Context learning materials integrated with Interactive video and Wordwalls get an average percentage score of feasibility, readability and learner responses of 93.30%, 92.16%, and 97.22% respectively and effectively improve numeracy literacy. Based on the results of this study, learning materials can be used as learning resources that effectively improve numeracy literacy.
Linking Creativity Levels to Problem-Solving Strategies in Number Pattern Tasks Hamzah Upu; Fajar Arwadi; Muhammad ikram; Muhammad Imam Nur Kono
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.89625

Abstract

Mathematical creativity plays a pivotal role in preparing students for twenty-first-century challenges; however, systematic studies linking creativity levels with problem-solving strategies in the context of number patterns remain limited. This study addressed that gap by investigating relationships between students’ creativity levels and the strategies they used to solve number-pattern generalization tasks. We employed a qualitative case-study approach with 126 junior high school students who solved number-pattern problems. In addition to written work, 21 students representing three creativity levels were interviewed using stimulated recall. Data were analyzed via open, axial, and selective coding, yielding three overarching themes: (1) visual–numeric strategies dominated among students with low creativity, marked by procedural fluency without representational shifting or formal verification; (2) multi-representation integration among students with medium and high creativity, characterized by flexible movement among visual, tabular, and algebraic representations and explicit verification; and (3) deep elaboration as the hallmark of high creativity, including pattern restructuring, generation of multiple valid models, and connections to prior experiences. The findings revealed a developmental trajectory from single procedural strategies toward original, concept-rich approaches. The implication of this study includes the urgency for instructional designs that explicitly cultivate representational flexibility and originality through tasks that require multi-representation translation and cross-context application to support higher-order creative thinking in pattern generalization.
Numeria: An RME-Based Interactive Multimedia Prototype to Improve the Numeracy Skills of Students with Dyscalculia Siti Nurhidayati; Riawan Yudi Purwoko; Puji Nugraheni
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.90593

Abstract

The numeracy skills of Indonesian students remain a major challenge, especially for dyscalculic students in learning mathematics. One of the contributing factors is the limited availability of inclusive learning media that provide interactive and contextual experiences, making it difficult to connect mathematical concepts with real-life situations. This study aims to conduct a needs analysis for the development of a learning medium called Numeria, an RME-based multimedia prototype designed to improve the numeracy skills of dyscalculic students in learning mathematics in elementary school. This study uses the ADDIE development method, focusing on the analysis and design stages. Data were collected through interviews, observations, and questionnaires involving 48 dyscalculic students in fifth grade at elementary schools in Central Java. Data analysis was conducted descriptively. The results of this study indicate that students with mathematical dyscalculia need interactive learning media that can present mathematical concepts more concretely and contextually. Teachers also expressed the need for innovative media that connect abstract mathematics with everyday contexts relevant to students' experiences. The integration of RME principles into multimedia is expected to increase motivation, engagement, and deeper understanding, thereby contributing to the improvement of dyscalculic students' numeracy skills. These findings provide a solid foundation for further design and development related to Numeria as an interactive and inclusive mathematics learning medium.
The Analysis of Mathematical Critical Thinking Ability: A Meta-Analysis Review of Mathematical Disposition in Mathematics Learning Bayu Bayu Murti Suryonegoro; Wardono Wardono; Bambang Eko Susilo
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.93872

Abstract

Critical thinking is one of the key skills in the 21st century, including in mathematics education. Mathematics behavior and learning in developing critical thinking skills can also be influenced by students' mathematical dispositions. However, facts in the field show that students' mathematical critical thinking skills and mathematical dispositions are still very low, so researchers tried to analyze the development of mathematical critical thinking skills through a meta-analysis of mathematical dispositions. This meta-analysis review used the Literature Review method through the PRISMA framework obtained from articles and proceedings of national and international conferences indexed by Sinta or Scopus. Based on the results of the study, mathematical critical thinking skills have a significant impact on students' mathematical dispositions through various strategies, models, methods, and ICT-based learning innovations with a STEM approach that promise to develop mathematical critical thinking skills towards students' mathematical dispositions. In addition, this study underlines the importance of continuous exploration of innovative teaching strategies to maximize the development of mathematical critical thinking skills from the perspective of students' mathematical dispositions through follow-up related to the development of innovative teaching resources with the development of textbooks, learning models, or the integration of ICT-based learning media in mathematics learning.
Revealing Gaps in Students’ Mathematical Communication and Connection Abilities on Quadratic Functions Silmi Ghaida; Al Jupri; Tatang Herman
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.94599

Abstract

Mathematical communication and connection abilities are essential competencies for mathematics learning because they help students build meaningful conceptual understanding and solve problems more systematically. This study aims to analyze high school students’ abilities in mathematical communication and connection with quadratic functions. This study employed a descriptive mixed-method approach, combining quantitative analysis of students’ test results with qualitative analysis of their written responses. The research instrument consisted of six open-ended questions, designed around indicators of mathematical communication and connection abilities. Data were collected through written tests. The responses were quantitatively scored and categorized using Arikunto’s criteria, followed by an in-depth qualitative analysis to examine students’ mathematical communication and connection processes.Students’ responses in each category were then analyzed in depth to identify the characteristics of their abilities. The results show that students’ mathematical communication and connection abilities range from low to high, with most students falling into the medium category. Further analysis revealed that students who demonstrated good communication abilities did not always exhibit strong connection abilities, and vice versa These findings are supported by the distribution of students’ abilities, where 66.67% of students were categorized as having moderate mathematical communication ability and 80.56% as having moderate mathematical connection ability. Despite this, a deeper analysis of each indicator reveals that the weakest performance was found in the ability to connect mathematical concepts to real-life contexts, as most students failed to respond to problems requiring contextual explanation. In addition, several common error patterns emerged. Students with low communication ability tended to omit important information, use incorrect mathematical notation, and fail to explain their reasoning. Meanwhile, students with moderate to high communication ability often demonstrated correct procedures but struggled to establish connections between concepts, particularly when applying quadratic functions in different contexts.
Integrating Dynamic Geometry Software into Guided Discovery Learning Enhances Students’ Mathematical Critical Thinking Skills Siska Ryane Muslim; Sugiman; Karyati
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.96814

Abstract

This study examines the effectiveness of integrating Dynamic Geometry Software (DGS) into Guided Discovery Learning (GDL) to enhance students’ mathematical critical thinking skills. The study employed a quantitative approach with a quasi-experimental pretest–posttest control group design. The sample consisted of 115 ninth-grade students from two junior high schools in Tasikmalaya, Indonesia, divided into an experimental group and a control group. The experimental group received GDL integrated with DGS using Geometer’s Sketchpad, while the control group received conventional instruction. Data were collected using a validated mathematical critical thinking test and analyzed using ANOVA based on normalized gain scores (N-gain). The results revealed a significant difference in students’ improvement between the two groups (p < 0.001), with a partial eta squared value of 0.159, indicating a large effect size. The experimental group achieved a higher normalized gain score (0.71) than the control group (0.61). These findings indicate that integrating DGS within GDL effectively enhances students’ mathematical critical thinking skills and supports more interactive mathematics learning.
SIDIC: A Learning Analytics–Driven Digital Diagnostic System for Identifying Students’ Mathematics Learning Profiles and Supporting Differentiated Instruction Depi Ardian Nugraha; Sugiman Sugiman; Elly Arliani; Heri Retnawati; Wahyu Setyaningrum
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.96887

Abstract

The diversity of students’ learning profiles and the limited use of data-driven diagnostic assessment in mathematics classrooms present significant challenges in implementing differentiated instruction. Current classroom practices are still insufficiently supported by digital systems capable of accurately identifying students’ learning needs in real time. This study aims to develop SIDIC (Student Identification for Diagnostic Instructional Classification), a learning analytics–based digital diagnostic assessment system designed to identify junior high school students’ mathematics learning profiles and support data-driven differentiated instruction. The study employed a research and development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Instrument validity was evaluated by seven experts across 40 items covering 10 aspects, resulting in an average Aiken’s V of 0.85, indicating high validity. Practicality testing involved 92 students and 9 mathematics teachers from three schools, showing that SIDIC falls into the very practical category (student score = 4.33; teacher score = 4.49). The findings indicate that SIDIC is easy to use, efficient, and effective in identifying students’ learning profiles. Overall, SIDIC represents a valid, practical, and adaptive digital assessment innovation that bridges diagnostic assessment, digital technology, and data-driven differentiated instruction within an integrated system.
Digital Learning Transformation through the I-RME Learning Model Supported by LMS: Improving Students' Independence in Mathematics Learning Vepi Apiati; Sugiman Sugiman; Sri Andayani; Heri Retnawati; Wahyu Setyaningrum
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.96914

Abstract

The advancement of technology in the digital era has shifted mathematics learning from teacher-centered to student-centered approaches, emphasizing the importance of students’ learning independence. Learning Management Systems (LMS) have the potential to support this transformation; however, their use in fostering learning independence remains limited. Therefore, integrating technology with appropriate learning models is essential. This study aims to examine the effectiveness of digital learning transformation through the implementation of an LMS-supported I-RME (Inquiry–Realistic Mathematics Education) learning model in enhancing students’ independence in learning mathematics. A quasi-experimental design was employed involving 198 tenth-grade students from two senior high schools in Tasikmalaya. The experimental group received instruction using the LMS-supported I-RME learning model, while the control group was taught using the I-RME learning model without LMS and conventional methods. Students’ learning independence was measured using a validated and reliable questionnaire. The results indicate that the experimental group demonstrated greater improvement in learning independence compared to the control group. These findings suggest that the LMS-supported I-RME learning model is effective in promoting students’ independence in learning mathematics and provides more optimal outcomes than both non-LMS I-RME learning model and conventional approaches.
Data-Driven Profiling of Teachers’ Competence in Numeracy Instruction: K-Means Clustering Analysis of “Gembira” Training Participants Rachmadi Widdhiharto; Nita Isaeni; Sotya Mayangwuri; Rully Charitas Indra Prahmana; Sri Adi Widodo
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.96924

Abstract

This article aims to identify and categorize the competency profiles of teachers who participated in the mathematical “GEMBIRA” training in supporting mathematics instruction and strengthening the numeracy program in Indonesia. The study employed a quantitative survey method with a case study approach involving 2,450 teacher respondents. The research instruments were based on three key dimensions: (1) mindset, skillset, toolset, and professional attitudes; (2) implementation of “GEMBIRA” learning; and (3) understanding and implementation of the numeracy program. Data analysis was conducted in two stages. First, descriptive analysis was used to classify teacher competencies into four levels: emerging, developing, proficient, and transformative. Second, K-Means cluster analysis was applied to identify patterns and group teachers based on similarities in their characteristics and competencies. The findings revealed that most teachers were at the transformative level, followed by the proficient level, while only a very small number remained at the developing level. Furthermore, cluster analysis identified three main competency groups: high, medium, and basic. Although the majority of teachers demonstrated high competency, the presence of medium and basic groups indicates the need for targeted capacity-building efforts. Overall, the study highlights the importance of continuous professional development to optimize numeracy learning implementation.

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