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Anggun Badu Kusuma
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AlphaMath: Journal of Mathematics Education
Published by Universitas Muhammadiyah Purwokerto
ISSN : 2477409X     EISSN : 25499084     DOI : https://doi.org/10.30595/alphamath
Core Subject : Education,
Mathematics
AlphaMath: Journal of Mathematics Education adalah jurnal pendidikan matematika yang menyajikan artikel hasil pemikiran dan penelitian serta perkembangan mutakhir. Alphamath merupakan jurnal peer reviewed dan open access. Alphamath diterbitkan oleh Prodi Pendidikan Matematika Universitas Muhammadiyah Purwokerto. Alphamath mengundang para guru/pendidik matematika di sekolah, dosen, pengamat, dan peneliti pendidikan matematika di seluruh dunia untuk bertukar pikiran dan memajukan keilmuan di bidang pendidikan matematika. Cakupan dan lingkup penelitian meliputi: kurikulum pendidikan matematika, pembelajaran matematika yang inovatif dan kreatif, media pembelajaran matematika, penilaian dan evaluasi pembelajaran matematika, lesson study, kemampuan berpikir matematis, dan ICT dalam pembelajaran matematika.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 10 Documents
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Search results for , issue "Alphamath: Vol. 12, No. 1, May 2026" : 10 Documents clear
Mathematical Critical Thinking Skills of Students in Solving Set Theory Problems Rimawati, Intan; Suprihatiningsih, Siti; Uripno, Gusti; Baldemor, Milagros R.
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30338

Abstract

Mathematical critical thinking is a fundamental competency that students must develop to solve complex problems effectively; however, empirical evidence consistently indicates that this ability remains underdeveloped among junior high school students in Indonesia, particularly in the domain of set theory. This study aims to describe and analyze the mathematical critical thinking skills of seventh-grade students at a public junior high school located in a rural district of West Kalimantan, Indonesia, in solving set theory problems, based on four Facione indicators: interpretation, analysis, evaluation, and inference. A descriptive qualitative design was employed, involving six students selected through purposive sampling from a class of 29 students in the 2025/2026 academic year, categorized into high, medium, and low ability groups. Data were collected through a written essay test and semi-structured interviews, then analyzed using an interactive model comprising data reduction, data display, and conclusion drawing. Results show that high-ability students fulfilled all four critical thinking indicators optimally but demonstrated a consistent limitation in verbal mathematical justification. Medium-ability students performed adequately on interpretation and analysis but encountered difficulties in evaluation and systematic inference. Low-ability students failed to meet most indicators, with the most pronounced deficits in evaluation and inference. This study contributes to the field by investigating the distribution of critical thinking profiles within a unified classroom environment. Crucially, it highlights that verbal mathematical justification represents a fundamental developmental barrier that transcends procedural competence, offering specific implications for the refinement of mathematics instruction.
Didactical Situations and Learning Obstacles in Geometric Sequences among High School Students Utami, Wulan Putri; Jatisunda, Mohamad Gilar; Juraev, Davron Aslonqulovich; Azman, Mohamed Nor Azhari
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30595

Abstract

This study examines didactic situations by integrating an analysis of students’ learning obstacles in mathematics education, particularly on geometric sequences, which remains a persistent source of conceptual difficulty for students. The purpose of this study is to analyze didactic situations based on the Theory of Didactical Situations and to identify the types and emergence of students’ learning obstacles within each stage of the learning process. A descriptive qualitative approach was employed involving 36 eleventh-grade students divided into six groups. Data were collected through classroom observations, conceptual tests, and semi-structured interviews and analyzed using data reduction, data display, and conclusion-drawing techniques. The findings show that all stages of the Theory of Didactical Situations—action, formulation, validation, and institutionalization—were implemented systematically, each characterized by distinct patterns of students’ activities and interactions with the milieu. Nevertheless, students still encountered ontogenic obstacles during the action phase related to readiness and confidence, epistemological obstacles during the formulation phase in the form of misconceptions and difficulties in identifying multiplicative patterns, and didactical obstacles during the validation phase, characterized by limited participation and weak argumentative skills in discussions. These results indicate that learning obstacles are closely associated with the characteristics of each stage of the didactical situation. This study contributes an integrated analysis linking didactic situations with the emergence of students’ learning obstacles at each stage of the TDS through interactions with the milieu. The findings emphasize the importance of adaptive, student-centered instruction to strengthen conceptual understanding and reduce obstacles to learning in mathematics.
Ethnomathematics in Mathematics Education: An Integrative Literature Review on Strengthening Citizenship within Graduate Profile Dimensions Himmatul Ulya; Wahyudi; Purwoko Haryadi Santoso
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30216

Abstract

Ethnomathematics has been widely studied in mathematics education, with most research focusing on the exploration of mathematical concepts within cultural practices or the development of culture-based learning innovations. However, limited studies have specifically addressed how ethnomathematics can be systematically aligned with the Strengthening Graduate Profile Dimensions (SGPD), particularly in supporting the citizenship dimension within the current curriculum framework. Based on the researcher's best search, limited literature has addressed the relevance of ethnomathematics to support the SGPD vision. This study employs an integrative literature review (ILR) to analyze 51 peer-reviewed articles published between 1980 and 2022, primarily sourced from the Scopus and Google Scholar databases, to examine the relevance of ethnomathematics to the SGPD curriculum and its practical applications in mathematics education. The analysis is grounded in theoretical perspectives, including multiculturalism, contextual learning, and culture-based pedagogy. This study develops a theoretical framework integrating constructivism, multiculturalism, RME, CTL, CRT, and CC to explain the role of ethnomathematics in supporting SGPD implementation. Within this framework, culture functions as a contextual and pedagogical foundation for strengthening students’ citizenship values. Several examples of specific applications of ethnomathematics discussed in the literature align with the theoretical lens used. It must be acknowledged that there is still room to develop ethnomathematics as an intervention to improve mathematics learning in the establishment of Student Graduate Profiles.
Artificial Intelligence in Mathematics Learning: Examining the Readiness of Pre-Service Mathematics Teachers Agus, Imaludin; La Hadi, Amanda; Patih, Tandri; Rasid, Nur Isra
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30221

Abstract

The use of AI in mathematics learning plays a crucial role. However, in practice, AI has not been used optimally by teachers to support learning. This study analyses the readiness of pre-service mathematics teachers to use AI in mathematics learning. The research sample was selected purposively, consisting of 42 respondents from the Mathematics Education program at IAIN Kendari in the 2024/2025 academic year. The method used is a descriptive research design with a qualitative approach. Data were collected via Google Forms and semi-structured interviews addressing pre-service teachers' readiness across four dimensions: knowledge, technical, attitudinal, and pedagogical readiness. The data were analysed through thematic analysis involving coding, categorising, and theme development, supported by technical triangulation between questionnaire responses and interview data. The results show that all pre-service mathematics teachers demonstrate knowledge readiness regarding the types of AI frequently used, including ChatGPT, Blackbox AI, Gemini, Photomath, Deepseek, and Mathway. Regarding technical readiness, 40 respondents (95.2%) reported that they can use AI, whereas 2 (4.8%) reported that they cannot. They use AI to compile learning materials, solve problems, and develop instruments. The attitudinal readiness was assessed as follows: 2 respondents (4.8%) were very confident, 29 (69%) were confident, and 11 (26.2%) were not confident. Regarding pedagogical readiness, 3 respondents (7.1%) reported being very ready to integrate AI into mathematics learning, 34 (81%) were ready, and 5 (11.9%) were not ready. The results indicate that pre-service mathematics teachers are generally ready to utilise AI in mathematics learning, but need to be supported by training, policy, and other supporting facilities.
Mapping Conceptual Domains and Bridging Concepts in Technology-Enhanced Mathematics Learning: A Bibliometric Study Aminah, Siti; Sulistyorini, Yunis
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30366

Abstract

This study examines the research landscape of recent studies in students’ acceptance in technology-enhanced mathematics learning, an increasingly important issue as digital technologies become more widely integrated into mathematics education. Although research in this area has expanded in recent years, previous studies have often treated technological, pedagogical, and cognitive–psychological factors separately, leading to a fragmented understanding of students’ acceptance. This study aimed to map the development of the field, identify its major conceptual domains, examine the interactions among these domains, and explain their implications for future mathematics education research and practice. A bibliometric design was employed using data from the Scopus database. After a systematic screening process, 883 publications published between 2015 and 2026 were analyzed. Publication trend analysis and keyword co-occurrence mapping were conducted using VOSviewer. From 5,259 extracted keywords, 196 met the minimum occurrence threshold and were included in the final analysis. Findings reveal that publication output grew substantially, from 35 articles in 2015 to a peak of 248 in 2025. Furthermore, three major conceptual domains were examined: technology-enhanced mathematics pedagogy, instructional practices and teacher professional development, and cognitive–psychological aspects of mathematics learning. The analysis also reveals bridging concepts, particularly problem solving, motivation, student engagement, learning, and cognition. The novelty of this study lies in its integrative mapping of these domains and their bridging concepts, contributing to a more holistic understanding of students’ acceptance and informing the design of more meaningful technology-enhanced mathematics learning environments.
Self-Efficacy, Mathematical Reasoning, and Mathematics Anxiety among Junior High Students: A Moderated Mediation Study Wahidah, Fatin Rohmah Nur; Zakyatunissa, Zahra; Wijaya, Tommy Tanu
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30367

Abstract

Mathematics anxiety is a persistent psychological barrier that negatively affects students’ learning processes and academic performance in mathematics. While previous studies have examined psychological and cognitive predictors of mathematics anxiety, limited research has explored their interaction using an integrative moderated mediation framework. Using a cross-sectional design, data were collected from 145 Grade VIII students at an Indonesian public junior high school. The relationships among variables were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that self-efficacy significantly reduces mathematics anxiety and positively predicts mathematical reasoning. Mathematical reasoning also negatively predicts mathematics anxiety and partially mediates the relationship between self-efficacy and anxiety. In addition, self-efficacy moderates the relationship between reasoning and anxiety (β = 0.149), indicating that reasoning skills are more effective at reducing anxiety when students have greater confidence in their mathematical abilities. Mediation analysis further reveals that mathematical reasoning partially mediates the relationship between self-efficacy and mathematics anxiety. These findings highlight the critical interplay between psychological and cognitive factors in mitigating mathematics anxiety, suggesting that reducing anxiety requires a dual-track approach that strengthens students’ mathematical reasoning while simultaneously fostering self-efficacy through confidence-supportive instructional practices such as problem-based and case-based learning.
Realistic Mathematics Education for 21st Century Skills: Strengthening Collaboration and Critical Thinking in Mathematics Learning Febriana, Rina; Delyana, Hafizah; Cesaria, Anna; Sovia, Anny
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30426

Abstract

The development of 21st-century skills, particularly collaboration and critical thinking, has become a central objective in contemporary mathematics education. The Realistic Mathematics Education (RME) approach is considered a promising intellectual strategy for supporting these competencies through contextual problem-solving activities and structured social interactions. However, emperiecal evidence on the simultaneous contribution on both critical thinking and collaborative skills remains limited. This study aims to assess the effect of the RME approach on students’ critical thinking and collaborative skill in mathematics learning. A quantitative approach using a quasi-experimental pretest–posttest control group design involving sixty students, divided into an experimental group receiving RME instruction (n = 30) and a control group receiving conventional instruction (n = 30). The research instruments included a critical thinking skills test and an observation-based collaboration skills assessment. Data were analyzed using Multivariate analysis of Covariance to assess the combined effects of RME while controlling for initial abilities .The results revealed that the experimental group ashowed significantly higher posttest scores in critical thinking skills (M = 82.15) compored to the control group (M = 70.46), with N-Gain scores of 0.61 and 0.35, respectively. Similarly, students’ collaborative skills in the experimental group (M = 84.27) were higher than those in the control group (M = 71.15). Multivariate analysis confirmed a statistically significant effect of RME on both critical thinking and collaboration. These findings suggest that RME effectively enhances students' cognitive and social competencies and can serve as an alternative strategy for mathematics instruction.
Development of an Open-ended Numeracy Literacy Instrument: Context of Timorese Culture Siahaan, Meiva Marthaulina Lestari; Salsinha, Cecilia Novianti; Bete, Hendrika; Hijriani, Lailin
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30429

Abstract

Addressing complex problems requires multiple and sustainable solution strategies, highlighting the importance of students’ numeracy literacy. However, existing assessment practices often fail to capture students’ higher-order thinking and problem-solving flexibility, particularly in algebraic contexts. An open-ended, locally wisdom–based instrument is considered appropriate for fostering students’ problem-solving abilities; however, it is rarely implemented in regular classroom instruction. Furthermore, research on the development of open-ended numeracy literacy instruments within Timorese culture remains limited. This study aims to develop and validate an open-ended numeracy literacy instrument in the algebra domain to address this gap. The study employed a design-based development approach using Tessmer’s formative evaluation, which includes preliminary study, expert review, one-to-one, small-group, and field-test stages. Qualitative data were obtained from expert validation, student feedback, and interviews, while quantitative data were collected through student response questionnaires and test results. The findings reveal that the developed instrument meets the criteria of validity, practicality, and reliability. Furthermore, the instrument demonstrates moderate difficulty and acceptable discrimination, indicating its effectiveness in distinguishing students’ abilities. This study contributes a valid and reliable open-ended assessment tool that can support the enhancement of students’ numeracy literacy and promote meaningful mathematics learning in algebra.
The Effect of Multiple Representation-Based Learning on Student Learning Outcomes: The Role of Learning Styles Susanti, Reni Dwi; Taufik, Marhan; Cahyono, Hendarto; Faisal, Nabila Juliana
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30433

Abstract

This study aims to examine the impact of instruction using multiple representations on student learning outcomes and to investigate patterns related to learning styles. This research is motivated by the limited number of studies that combine various types of mathematical representation with the use of technology, especially the use of Python as an exploratory and contextual learning tool. A quantitative method with a one-group pretest-posttest design was applied in this study, which involved 72 students. Data were collected through pretest and posttest scores, learning style categorization, and information on dominant representations, which were subsequently analyzed using R-Studio. The results indicate a significant improvement in student academic performance following the implementation of instruction based on diverse representations. The mean score increased from 64.79 in the pre-test to 80.37 in the post-test (mean difference = 15.58), with a paired t-test showing significance (p < 0.001). Additionally, an ANOVA analysis revealed no significant differences in learning outcomes based on learning styles. Network analysis suggests that students utilize various types of representations in a flexible manner, without being confined to a specific learning style. Visual representations appeared to be more dominant, but all learning styles were interrelated with various forms of representation. Overall, the results of this study indicate that multiple-representation-based instruction is effective in improving learning outcomes and supporting a more flexible learning process. This approach creates a more adaptive learning environment compared to methods that rely solely on learning style preferences.
Validity of SIPENA: An AI-Integrated Web-Based Application for Mathematics Teachers Learning Administration Wahyuni, Asri; Hilmi, Yugi
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30542

Abstract

The rapid advancement of digital technology requires mathematics teachers to have strong pedagogical competence in designing and managing learning materials effectively. However, many teachers still face challenges in preparing comprehensive learning documents, such as Annual Programs (Prota), Semester Programs (Promes), teaching modules integrated with student worksheets (LKPD), assessment instruments, reflections, document covers, and class administration records. This study aimed to develop and assess the validity of SIPENA (Sistem Perangkat Pembelajaran/Learning Administration System), an AI-integrated web-based application that automatically generates complete learning documents for mathematics teachers. The development followed the 4D model (Define, Design, Develop, and Disseminate), limited to the first three stages. Expert validation was conducted by a media expert and a content expert using Likert-scale instruments. The results showed a media validity 86.36% and content validity of 96.84%, both were categorized as Very Valid. Usability was awarded the highest score by media experts (96.00%), while content experts confirmed that their product matched Merdeka Curriculum perfectly (100.00%). This study finally provides a valuable contribution to the field of AI-based educational technology in mathematics education context in Indonesia by showing that SIPENA can serve as both a valid and feasible platform to use for supporting mathematics teachers pedagogical competences in the digital era. This study was intentionally limited to evaluating the validity aspect of SIPENA development, while its effectiveness and effect size will be explored in a subsequent publication.

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