Jurnal Gantang is published by Universitas Maritim Raja Ali Haji, Tanjungpinang, Kepulauan Riau, Indonesia. The articles written for Jurnal Gantang are state-of-the-art research articles in the field of Mathematics Education. Starting in 2022, Jurnal Gantang will be published in May and November twice a year. Jurnal Gantang is a journal with a blind review system that is an essential aspect of disseminating knowledge. Jurnal Gantang has been nationally accredited (SINTA 3) based on Accreditation SINTA 3 (SK Nomor 177/E/KPT/2024) Online ISSN: 2548-5547Printed ISSN: 2503-0671 Prefix: 10.31629 by Authors and Affiliations for Jurnal Gantang, Volume 10 No 1, May 2025 The authors contributing to this volume come from various academic and research institutions across countries like Indonesia, Turkey, and Nigeria representing a diverse range of expertise and disciplines within Mathematics Education. Their affiliations are as follows: Universitas Negeri Malang, Malang, East Java, Indonesia Universitas Tadulako, Palu, Central Sulawesi, Indonesia Universitas Pendidikan Indonesia, Bandung, West java, Indonesia Kırıkkale University, Social Sciences Institute, Turkey University of Ilorin, Nigeria Universitas PGRI Yogyakarta, Yogyakarta, Indonesia Universitas Negeri Padang, West Sumatera, Indonesia Universitas Maritim Raja Ali Haji, Tanjungpinang, Riau Islands, Indonesia Institut Teknologi Dirgantara Adisucipto, Yogyakarta, Indonesia UIN Datokarama Palu, Central Sulawesi, Indonesia Universitas Pamulang, South Tangerang, Indonesia Universitas PGRI Semarang, Central Java, Indonesia Universitas Sriwijaya, Palembang, South Sumatera, Indonesia Universitas Andalas, West Sumatera, Indonesia
Culturally integrated interactive worksheets based on maritime Malay context to enhance mathematical literacy in grade VII differentiated learning
The low level of students’ mathematical literacy, particularly in linking mathematical concepts to daily life, remains a challenge in education. This study develops an interactive Student Worksheet that incorporates Malay maritime culture to enhance seventh-grade students’ mathematical literacy through differentiated learning. Cultural elements such as the traditional game porok and the fish trap bubu are included, since both represent proportional concepts relevant in mathematics. Differentiation is based on diagnostic tests of students’ literacy levels and applied to process and content aspects, adjusted to their readiness. The research follows the ADDIE development model through analysis, design, development, implementation, and evaluation phases. Practicality testing involved one mathematics teacher and 30 students from Class VII.E at SMP Negeri 17 Bintan, while effectiveness testing used the same participants. Data were collected using interviews, validation and practicality questionnaires, and literacy tests adapted from the 2022 PISA framework, focusing on reasoning and problem-solving. The findings show the worksheets is highly valid (88.14%) and practical, with positive responses from the teacher (93%) and students (88.40%). An N-Gain score of 0.75 (high category) confirms effectiveness. These results indicate that the developed worksheets successfully improve students’ mathematical literacy through differentiated learning and the integration of Malay maritime culture.
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Effect of flipped classroom models with creative game activities on pupils' mathematics achievement
This study examined the effect of the flipped classroom model and creative mathematics activities and games on mathematics achievement. Two equivalent 4th-grade students from a public school in Kırıkkale, Turkey, were randomly selected to create experimental and control groups. The experimental group consisted of 25 students, while the control group consisted of 27 students. Before the application, a mathematics achievement test prepared by the curriculum was applied to both groups, while Mathematics game videos following the curriculum were ready for the experimental group. Then, application studies were carried out with the experimental group for 4 weeks. Meanwhile, no intervention was made in the control group, and their traditional teaching continued. At the end of 4 weeks, the mathematics achievement test was re-administered to both groups, and the results were compared. While the difference between the experimental group's pre- and posttest mean scores is 16,68, the difference between the control group's pre and posttest mean scores is 6,37. As a result, it was concluded that creative games and activities combined with the flipped classroom model increased mathematics achievement. The study recommended designing creative activities with the flipped classroom model to increase success in other courses, such as mathematics.
Systematic literature review: students' adaptive reasoning in mathematics learning
This study aims to examine trends in research methods used in articles related to students' adaptive reasoning abilities in mathematics learning from 2015 to 2024 and to describe the improvement of students' adaptive reasoning abilities. The method employed was a Systematic Literature Review (SLR) involving the identification, selection, evaluation, and data analysis of relevant articles. The reviewed articles were selected based on their relevance to students' adaptive reasoning, were published between 2015 and 2024, were sourced from Google Scholar, focused on junior high to senior/vocational high school levels, and were indexed in Sinta 1 to 3. Irrelevant articles published before 2015, not obtained from Google Scholar, outside the specified education levels, or published in proceedings and journals below Sinta 3 were excluded. Students' abilities increase by up to 82.7% with the use of Collaborative problem-solving-based tools and are very effective in improving students' adaptive reasoning abilities. This study emphasizes the importance of implementing innovative and adaptive teaching methods while considering individual student factors to enhance adaptive reasoning abilities in mathematics learning. These findings are expected to serve as a reference for educators in designing more effective teaching strategies.
Critical thinking skills of junior high school students in solving geometry problems
This study aims to describe the critical thinking skills of junior high school (SMP) students in solving geometry problems. A descriptive qualitative approach was used, involving six eighth-grade students selected through purposive sampling. The subjects consisted of two students from each category of mathematical ability: high ( & ), medium ( & ), and low ( & ). The six students were selected based on their performance in the written test and their verbal communication skills, as observed during the pre-research phase, to ensure a more accurate representation of the population. Data were collected through written tests consisting of two essay questions and semi-structured interview guidelines developed based on Facione’s critical thinking indicators: interpretation, analysis, evaluation, and inference. The research data collected were written test results and interviews, which were then analyzed based on critical thinking indicators. The results showed that interpretation was the indicator most easily achieved by all subjects, analysis was optimally achieved only by students with high mathematical ability, while evaluation and inference were the most difficult indicators to fulfill. The study concludes that students’ critical thinking skills in solving geometry problems are generally low, primarily because of insufficient mastery of the underlying material.
Students’ mathematical modelling ability in solving PISA tasks on uncertainty and data content
Mathematical modeling is key in helping students connect abstract mathematics with real-life situations by transforming practical problems into mathematical forms, solving them analytically, and interpreting solutions in context. This study investigates junior high school students' mathematical modeling abilities in solving PISA tasks on Uncertainty and Data, analyzed through the OECD (2018) framework of formulating, employing, interpreting, and evaluating. Employing a descriptive qualitative approach, we collected data through written tests and follow-up interviews with seventh-grade students. Findings reveal that students show moderate ability in employing mathematical procedures (50.2%) but struggle with formulating problems (45.3%). Most critically, they demonstrate significant difficulties in interpreting (33.7%) and evaluating (28.5%) solutions within real-world contexts, impairing their ability to apply mathematics practically. Qualitative analysis of written tests and interviews shows that students often develop mental strategies but fail to articulate them in writing. These findings underscore the critical need to strengthen higher-order modeling skills in instructional practices, particularly interpretation, evaluation, and mathematical communication. The study reveals essential gaps between procedural competence and practical application, suggesting that curriculum reforms should emphasize problem-solving approaches to develop mathematical modeling abilities that meet PISA’s standards.
Exploration of digital book learning media design for improving students' mathematical literacy abilities with the design thinking method
This study aims to investigate solutions to the challenges students face in learning mathematics, particularly difficulties in understanding complex material that lead to decreased motivation and low mathematical literacy during the learning process. The research employs a design thinking approach, which comprises five stages: empathize, define, ideate, prototype, and test. This study specifically focuses on the first three stages—empathizing, defining, and ideating—to identify the needs of both students and teachers and to develop appropriate solution concepts. The study population includes students from State Middle Schools (MTsN) 2 and 3 in Grobogan, with a sample size of 132 students, alongside six mathematics teachers. Data were collected via questionnaires distributed through Google Forms and supplemented by interviews. The findings reveal that both students and teachers require instructional methods supported by interactive media that are accessible online.
A comparative analysis of Indonesian and Indian mathematics textbooks on circles for secondary schools
Students' understanding of the concept of circles is still low, which can be influenced by differences in presentation in textbooks between countries and curriculum. Therefore, this study aimed to analyze by comparing the material and questions on the topic of circles in Indonesian and Indian mathematics textbooks in terms of facts, concepts, principles, cognitive levels, PISA framework, and problem-solving questions. This study was conducted using a descriptive-comparative method with a qualitative approach. The objects of this study were Indonesian mathematics textbooks Merdeka Curriculum for grade XI and Curriculum 2013 for grade VIII, as well as Indian mathematics textbooks for grade X. The results showed that the three books had different focuses in delivering the material. Indian books emphasized formal proofs and geometric visualizations and included exploratory activities based on practice. Indonesian books, Curriculum 2013, focused more on contextual activities and gradual discovery of concepts, while Merdeka Curriculum books emphasized conceptual understanding through an exploratory and reflective approach. The questions in the Merdeka Curriculum book are more cognitively diverse, in line with the PISA framework and Polya's problem-solving stages. This finding is essential for developing adaptive textbooks that support higher-order thinking and 21st-century mathematical literacy.
Students’ learning obstacles in systems of linear equations in two variables related to mathematical computational thinking skills
Integrating computational thinking into Programme for International Student Assessment (PISA) assessments presents a significant challenge for Indonesian students, particularly in mathematics education. Despite its crucial role in problem-solving, computational thinking has not been widely implemented by students due to the presence of learning obstacles. This study aims to identify the learning obstacles that junior high school students encounter in understanding systems of linear equations in two variables, specifically about their computational thinking abilities. A qualitative approach with a phenomenological method was employed. Research instruments included a computational thinking test and a semi-structured interview guide. Data were collected from 20 students at a junior high school in Wonosobo Regency, Indonesia. Data analysis consisted of three stages: reduction, display, and conclusion. The findings reveal that students experience three types of learning obstacles—epistemological, ontogenical, and didactical when engaging with systems of linear equations in two variables, indicating that these obstacles hinder the development of their mathematical computational thinking skills.
systems of linear equations in two variables
Systematic literature review: relational thinking ability in mathematics
Research on relational thinking has been widely conducted; however, no analysis of these studies has been carried out so far. This research aims to analyze the distribution of research related to relational thinking in mathematics at elementary and high school levels, which was conducted from 2016 to April 2024. This study employs the Systematic Literature Review (SLR) method, focusing on articles indexed in Scopus, ERIC, ScienceDirect, and Google Scholar. The results of the Systematic Literature Review (SLR) show that: (1) there were 30 studies on relational thinking ability in mathematics conducted; (2) eight studies were conducted abroad, while 22 were conducted in Indonesia; (3) arithmetic was the most common topic in research on relational thinking; (4) the majority of studies on relational thinking ability have been carried out at the junior high school level; (5) of the 30 articles, 14 are indexed in Sinta, 7 in Scopus, and 9 are indexed only in Google Scholar; (6) there are two definitions of relational thinking used by researchers. These findings serve as a basis for determining future research topics related to relational thinking ability.
Understanding teachers’ personality competence in mathematics instruction
Teacher personality competence, which includes ethical maturity, reflective self-development, and a student-centered orientation, is vital to effective mathematics instruction at Madrasah Ibtidaiyah. However, this crucial aspect remains overlooked mainly in instructional design, limiting the potential for meaningful and ethical learning experiences. This study explores how personality competence is demonstrated in classroom practices and contributes to high-quality mathematics teaching. Utilizing a qualitative approach and the Didactical Design Research (DDR) framework at the prospective analysis stage, the research involved six sixth-grade teachers from six different Madrasah Ibtidaiyah in Bandung Regency. Data were collected through classroom observations, in-depth interviews, teacher reflection sheets, and instructional document analysis. Data were analyzed using the three-stage framework of data reduction, data display, and conclusion drawing/verification through an iterative process to identify patterns and inform the subsequent DDR phases in the context of joyful mathematics learning at MI. Findings revealed that teachers scored at level 3 for moral, emotional, and spiritual maturity, level 1 for reflective self-development, and level 2 for student-centered orientation. These findings suggest that while MI teachers show emerging awareness of personality competence, most remain at early developmental stages, highlighting the need for structured support to foster ethical leadership, reflective practice, and student-centered teaching. Teachers with strong personality competence exhibited discipline and consistency and served as moral role models. Furthermore, they effectively managed classrooms and actively engaged students in mathematical learning. These results offer insights for developing instructional designs prioritizing teacher personality competence as a critical factor in educational quality.
Exploring mathematics history: Desargues’ contributions and perspectives of teacher candidates
This research explores the contributions of Girard Desargues, a pivotal but often overlooked mathematician in geometry. The study aims to provide insights, inspire interest, and evaluate the understanding of prospective mathematics teachers regarding Desargues' contributions, particularly his work on projective geometry. Employing a qualitative approach, the research integrates a literature review and a case study. Literature data were sourced from academic journals and books, while the case study involved interviews with students from five mathematics education classes. Open-ended interviews assessed students' familiarity with Desargues and their ability to comprehend and apply his theorem. Data were analyzed through meta-analysis and thematic analysis. The findings categorize student responses into three levels: Medium of Desargues and Desargues Theorem, Intermediate Knowledge of Desargues and Desargues Theorem, and Low of Desargues and Desargues Theorem. The results underscore varying levels of awareness among future mathematics educators and suggest that integrating historical mathematical insights into education may support a deeper understanding of concepts.
Learning obstacles of high school students in computational thinking on two-variable linear inequality system
Computational thinking skills are systematic ways of thinking that involve formulating a problem, deconstructing the problem, and communicating the solution. The development of students' computational thinking ability is significant; therefore, knowing the obstacles is essential. The purpose of this research is to find out students' learning obstacles in computational thinking. This qualitative research uses a phenomenological approach that describes the meaning of certain concepts related to life experiences for some individuals. The population in this study is one of the high school class XI in Bulukumba district. The subjects in this study were three students in the high, medium, and low categories. Data collection techniques in this study used the following instruments: 1) math test question instrument, 2) interview. The results of this study are (1) ontogenical obstacle in the form of students having difficulty in making models (abstraction stage) because they are wrong in capturing information and do not understand in making mathematical models, (2) epistemological obstacle in the form of students having difficulty in solving problems because the problems given have never been encountered, and (3) didactical obstacle in the form of not understanding the correct writing of permissiveness, this is due to the absence of emphasis on correct permissiveness during learning. This research is expected to help teachers overcome students' computational thinking obstacles.
Research trends in mathematical literacy and self-regulated learning: A scoping review using bibliometric analysis
Mathematical literacy and self-regulated learning (SRL) are essential competencies for students' success in mathematics. However, research on their intersection remains fragmented, lacking a comprehensive overview of trends, key themes, and influential contributions. This study used Google Scholar and Publish or Perish to conduct a scoping review and bibliometric analysis of mathematical literacy and SRL research from 2009 to 2023. The analysis included publication trends, citation patterns, co-word analysis, and collaboration networks. The findings showed a significant increase in research after 2015, with peaks in publications in 2021 and 2022. Key themes include cognitive strategies, motivation, pedagogical approaches, technological integration, and assessment methods. The most cited works emphasize SRL's role in problem-solving, metacognition, and technology-enhanced learning. Collaboration networks indicate that research is dominated by North American, European, and Australian institutions, with limited contributions from developing regions. The study suggests expanding AI-enabled SRL research, teacher professional development, and culturally diverse frameworks to enhance mathematical literacy instruction globally. These insights contribute to advancing evidence-based instructional models that integrate Technology, self-regulation, and mathematical reasoning to improve learning outcomes.
Realistic mathematics for aerospace engineering students:Design research using math mobile apps
The "realistic" concept in Realistic Mathematics Education (RME) is often confined to everyday contexts. In contrast, for aerospace engineering students, realistic mathematics should reflect the mathematical applications in their academic and future professional environments. This study aimed to design and evaluate instructional activities grounded in RME principles, integrating mathematics mobile applications to support conceptual understanding and reasoning. Using a design research approach, the study involved a questionnaire distributed to alums and third-year students, followed by two implementation cycles with first-year aerospace engineering students. The focus was on integral strategies in calculus, utilizing Photomath to bridge informal and formal mathematical reasoning. Results indicate that students engaged actively with the applications and demonstrated improved reasoning skills, particularly in inductive and imitative reasoning. This study highlights the potential of contextualized digital tools in supporting realistic mathematics learning in higher education. It suggests directions for aligning university-level mathematics with its practical applications in other disciplines, such as aerospace engineering.
How students with masculine and feminine genders solve circle problem: A commognitive perspective
Cognitive is the way students communicate their thinking processes in problem-solving. In solving problems, it is not only influenced by their thinking process, but other factors can affect it, such as gender differences. One of the subjects that can demonstrate students' cognitive abilities is the topic of circles. This study aims to determine students' cognitive abilities in solving circle problems from the perspective of masculine and feminine gender. The type of this research is exploratory research with a qualitative approach. This research was conducted in the 11th grade at SMA Negeri 1 Torue. The subjects in this study consist of one male student and one female student. After determining the research subjects, they were given a circular task. In addition, interviews were conducted while the subjects completed the task. The data analysis techniques used in this study are data condensation, data presentation, and conclusion drawing. The results of this study indicate that female students can solve circle problems by expressing all cognitive aspects in detail, neatly, clearly, and correctly. Meanwhile, when solving circle problems, male students express all cognitive aspects briefly and correctly.
Analysis of high school students’ mathematical problem-solving ability in solving Riau Islands culture-based mathematical problem
Existing studies show that problem-solving is still a problematic learning outcome faced by grade XI students at SMA Negeri 1 Bintan Timur. This study aims to describe the mathematical problem-solving ability of high school students in the context of the Malay culture of the Riau Islands. The type of research applied is descriptive qualitative. The source of information for this study came from students of class XI E at SMA Negeri 1 Bintan Timur. The data collection methods applied consisted of tests, interviews, and documentation. The data analysis process in this study included data reduction, data presentation, and conclusion. The results of this study indicate that there are 2 students with a percentage of 7% in the high category, 9 students with a rate of 33% in the medium category, and 16 students with a percentage of 60% in the low category. Integrating Malay culture in mathematics research can help students understand mathematics in everyday life and enrich their understanding. In addition, students learn theory and see the real application of mathematics in their daily lives.
Statistics education research integrated with Islamic studies (A study of validity and practicality of textbook development)
This research is based on the need for a textbook of educational research statistics that is suitable for use, while its availability has not been met. Therefore, this research is a development study with ADDIE design (analysis, design, development, implementation, and evaluation), which aims to develop and produce an Islamic integrated educational research statistics textbook that meets valid and practical criteria. The data in this study were collected using questionnaire techniques and validity and practicality questionnaire instruments. Development is first carried out before these two instruments are used to ensure their feasibility. The data that has been obtained is analyzed using the Aiken index formula related to the calculation of validity and percentage related to practicality. The results of this study can be summarized in two conclusions. First, the Islamic integrated educational research statistics textbook is at the "very valid" validity level. The Aiken index score is 0.9215. Second, the Islamic integrated educational research statistics textbook based on mathematical communication skills is at the "practical" level of practicality. The numerical validity value is 77.66%. The implication of the results of this study is the production of a textbook that is suitable for use and tested for its effectiveness in learning educational research statistics.
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Developing problem-based learning worksheet of relations and functions topic to support students’ conceptual understanding
This research is qualitative research with design research methods and a development research type aiming to produce valid and practical worksheets on relational and functional materials based on problem-based learning (PBL) to support students' conceptual understanding. The learning process is carried out in the classroom with learning activities, accompanied by a student's worksheet, which consists of 2 questions. The subjects of this study were students of class VIII 10 of SMP Negeri 8 Palembang, with 6 students as the focus of the research. There are 2 stages in this research, namely: (1) preliminary stage and (2) prototyping stage (formative evaluation), which is divided into 5 stages, namely (1) self-evaluation, (2) expert review, (3) one to one, (4) small group and (5) field test. This research was conducted based on the learning system in schools with data collection techniques, namely walkthroughs, tests, interviews, and questionnaires, to be collected and analyzed qualitatively to see the validity and practicality of the worksheet. The results of this study will show that the worksheet that has been made is valid, as seen from the results of the expert review and practical validation sheets obtained from the questionnaire results, with an average of 84.03%, which is included in the valid and practical categories. The developed worksheet also supports understanding PBL-based concepts (Problem-Based Learning) in solving problems given in relation and function material, which can be seen from the overall student test results.
Ethnomathematics in the rhythmic patterns of Bebano musical instruments of the Malay community of Riau Islands
Bebano instrument is one of the traditional Malay musical instruments, a type of percussion or hit instrument. Most of the rhythm patterns in Malay music can be played with Bebano, namely langgam, zapin, inang, joget, and jogi rhythm patterns. This study aimed to determine the form of ethnomathematics in the rhythm patterns of Bebano musical instruments as mathematics learning materials. This study is qualitative research with an ethnographic approach. The research subjects were Penyengat Island art activists at Staman Malay Music. Data was collected by observation, interview, and documentation, with the main instrument being the researcher himself. Data analysis techniques included domain analysis, taxonomy, componential, and cultural themes. The study's results found the concept of mathematics contained in the rhythm patterns of Bebano musical instruments. In playing activities, mathematical material is found, namely variablizing and combination. While in the calculation activity, mathematical material is found, namely the form of fractional numbers.
Development of an interactive E-Module based on realistic mathematics education (RME) to enhance students' mathematical reasoning skills on parallel lines and angles
This study aimed to develop an interactive e-module based on the RME approach, focusing on parallel lines and angles. The e-module was designed using a development studies approach with two main stages: preliminary and formative evaluation. These included self-evaluation, expert review, one-to-one trials, small group trials, and field tests. Data were collected through validation sheets, student response questionnaires, pretests, and posttests. The e-module was deemed valid and practical, with average validation scores from experts and students of 4.4 and 4.89, respectively. Furthermore, the effectiveness of the e-module was measured using T-Test and N-Gain analysis, which showed a significant improvement of 38% in students' mathematical reasoning skills. The findings demonstrate that the RME-based interactive e-module is an effective teaching tool for enhancing mathematical reasoning skills, particularly on parallel lines and angles. This e-module provides an alternative solution for teachers to facilitate interactive, context-based, and independent learning, aligning with the demands of 21st-century education. Future research could explore integrating virtual laboratories or GeoGebra software into the e-module and applying it to other mathematical topics, such as angles in polygons.
Exploration of high school students' sentiments and emotions towards mathematics: Linked to learning outcomes
Mathematics research often focuses only on students' learning outcomes without considering their emotional aspects. This study aims to describe the tendency of students' sentiment toward mathematics in general and partially based on mathematics learning outcome groups, namely high, medium, and low. In addition, a mood analysis was conducted using Ekman's Basic Emotion classification. Data collection techniques are questionnaires and documentation. The questionnaire contains open questions about students' opinions on mathematics and closed to queries for student demographics. Documentation is done by collecting test scores from student grade books. This study used a descriptive method with data in the form of 72 comments from grade XI high school students in Bandung City, which were analyzed using the Orange Application Sentiment Analysis. The results of the study showed that (1) student sentiment was generally dominated by positive sentiment at 72.22%, (2) positive sentiment also dominated the groups of students with high, medium, and low learning outcomes, with a percentage of more than 68%, and (3) the results of the classification of emotions based on Ekman's Basic Emotion indicated that "joy" was the most dominant emotion, while "anger" had the lowest frequency of occurrence. This study provides new insights regarding students' emotional aspects in mathematics learning, which can be used to improve teaching strategies.
Indonesian realistic mathematics education learning design for least common multiple material using calendar context for grade VII students
Students frequently encounter difficulties comprehending and applying the least common multiple (LCM) concepts due to traditional teaching methods lacking engagement and failing to incorporate relevant real-life contexts. Through the Indonesian Realistic Mathematics Education approach, students are expected to be able to solve the problems given related to the Least Common Multiple (LCM) topic and understand it more deeply. This research is design research with a validation study type that includes three main stages: preparing for the experiment, designing an experiment, and retrospective analysis. A literature review and needs analysis were conducted in the preparation stages to identify problems in learning this LCM topic. The design experiment stage involved using activity sheets, which were implemented into teaching and integrated the LCM concept utilizing the context of a calendar. This stage involved data collection through observation, questionnaire, documentation, and field notes. Retrospective analysis was conducted to evaluate the learning design and make revisions based on the evaluation result and feedback from students, teachers, peers, and lecturers. The result showed that using the context of the activity calendar in learning for LCM topics can enhance students’ understanding of the material and make the learning process more contextual and interesting.
indonesian realistic mathematics education
Rasch model analysis: Evaluating students' spatial thinking ability in higher-order thinking skills trigonometric comparison assessment (HOTS-TCA)
This study addresses the critical issue of insufficient spatial thinking abilities among students, which significantly affects their performance in higher-order thinking skills (HOTS) tasks, particularly in trigonometry. Focusing on 11th-grade students in Tanjungpinang, Indonesia, the research investigates how spatial thinking influences the ability to solve trigonometric comparison problems. Employing a mixed-method approach, the study integrates quantitative data from the Higher-Order Thinking Skills in Trigonometric Comparisons Assessment (HOTS-TCA) with qualitative insights from post-test interviews. Rasch Model Analysis evaluates the quality of an assessment instrument by providing measures of respondent abilities and item difficulties, fit statistics to ensure model alignment, reliability, and separation indices for consistency, a Wright Map for visualizing the relationship between skills and difficulties, and checks for unidimensionality and potential item bias to ensure fairness and validity. The Rasch analysis further confirms the reliability and validity of the HOTS-TCA instrument, highlighting its effectiveness in measuring spatial thinking across varying ability levels. The study finds that students with high spatial ability excel in visualizing geometric relationships but struggle with complex three-dimensional tasks. In contrast, medium-ability students have difficulties with mental manipulation and real-world applications, and low-ability students face significant challenges in basic visualization and interpreting geometric structures, leading to frequent misconceptions.
Development of an electronic worksheet integrated with the ethnomathematics of indigenous fish trap called Bubu as the context to promote space geometry learning
This study aims to produce an e-worksheet product based on ethnomathematics of fish trap in the form of Bubu on valid and practical space geometry material. This type of research is Research and Development (R&D) using the ADDIE development model. According to the needs of the researchers in this study, they only carried out three stages: analysis, design, and development. The data collection instruments were expert validation sheets and teacher and student response questionnaires. The data obtained were qualitative and then converted into quantitative data on an interval scale using MSR. The results of the material expert validation obtained an assessment of 80.36% with very valid criteria, the media expert validation obtained an assessment of 82.51% with very valid criteria, and the language expert validation obtained an assessment of 82.27% with very valid criteria. The results of the practicality test by the teacher obtained an assessment of 81.09% with very practical criteria, and the practicality test by students obtained an assessment of 84.33% with very practical criteria. The ethnomathematics-based e-worksheet that was developed has achieved valid and practical criteria. Therefore, the product created is worthy of being tested for its effectiveness.
Harmonizing technology and tradition: Analysis of grade VI mathematics midterm exam questions
In education, evaluation instruments such as tests are important tools to measure students' abilities objectively. However, unbalanced question quality, such as too easy difficulty levels or ineffective distractors, can reduce the validity and reliability of the test in distinguishing participants' abilities. This study analyzed the quality of the midterm test Mathematics questions for Grade VI at Sekolah Prestasi Global. Analysis using CTT with the help of SPSS and JMetrik allows for a more detailed evaluation of the quality of the questions. The source of research data was the results of 111 students' answers to 25 Midterm Exam Questions, with 15 multiple-choice questions analyzed further, consisting of 10 multiple-choice questions and five true-false questions. The results showed that most of the UTS Mathematics questions for Grade VI were relatively easy (80% with a difficulty level >0.70), so they were less effective in distinguishing participants' abilities. Only three questions were in the ideal difficulty level category (0.31–0.70), while most distractors were ineffective with low or zero discrimination values. Although the overall reliability of the question was good (Cronbach's Alpha 0.763), improvements in test quality are recommended through question revisions, distractor improvements, and a more balanced distribution of difficulty levels. This study concludes that the quality of the Grade VI Mathematics UTS question at Sekolah Prestasi Global needs to be improved through revision of easy questions, improvement of distractors, and a more balanced distribution of difficulty levels to produce a test instrument that is more valid, reliable, and able to evaluate participants' abilities accurately.
Development of PBL-based teaching modules to improve the mathematical communication skills of phase D class VII students
This study aims to develop a product in the form of a mathematics teaching module based on the Problem-Based Learning (PBL) model to enhance students' mathematical communication skills in the context of linear equations and inequalities with one variable for Grade VII students in junior high schools (SMP/MTs). The study evaluates the teaching module's validity, practicality, and effectiveness. Additionally, the findings of this research can serve as a reference for teachers in designing teaching modules that improve communication skills in other mathematical topics and as a resource for students to practice and enhance their communication skills. This research is based on the importance of mathematical communication skills for students. According to the Ministry of National Education, one of the objectives of mathematics learning is to enable students to communicate their ideas through symbols, tables, diagrams, or other representations. However, field observations show that the reality is quite the opposite. The mathematical communication skills of Grade VII students (Phase D) in junior high schools are still relatively low, particularly in linear equations and inequalities with one variable. One of the indicators of this issue is that students do not create mathematical symbols accurately when solving problems. While they can solve problems presented in a format like the teacher's examples, they struggle with different problem formats, especially word problems, which are confusing. The data collection instruments used in this study include validation and practicality instruments. The data collection techniques involve interviews, questionnaires, and mathematical communication skill tests. The data analysis techniques employed are both quantitative and qualitative analyses. The development of the teaching module in this research follows the 4-D model (Four-D Model), which consists of four stages: defining, designing, developing, and disseminating.
The impact of high school students’ enthusiasm for game-based learning (GBL) on their enthusiasm for mathematics learning
The low interest of students in mathematics learning can negatively impact their academic performance. Game-based learning has been implemented to increase students' interest and enthusiasm for studying mathematics. This study aims to analyze the impact of high school students' enthusiasm for game-based learning on their enthusiasm for mathematics learning. The research uses a quantitative method through an online questionnaire distributed to 216 West Sumatra and North Sumatra high school students. Data were analyzed using binary logistic regression to understand the effect of game-based learning on students' enthusiasm for mathematics. The results show that students' enthusiasm for game-based learning through traditional and online games significantly influences their interest in mathematics learning, with a model accuracy rate of 90.7%. Additionally, the game-based learning approach boosts students' interest and facilitates collaboration and critical thinking skills. This study concludes that game-based learning is an effective method for enhancing students' enthusiasm for mathematics, and it is recommended that teachers integrate this approach into high school mathematics curricula.
Development of learning media using QuizWhizzer based on ethnomathematics as a learning exercise
The utilization of ethnomathematics-based learning media has driven this research to explore students' understanding of the application of mathematics in daily life. This study aims to (1) Describe how the ethnomathematics-based learning media using QuizWhizzer as a learning exercise is developed; (2) Evaluate the validity of the ethnomathematics-based learning media using QuizWhizzer as a learning exercise; (3) Assess the practicality of the ethnomathematics-based learning media using QuizWhizzer as a learning exercise; (4) To evaluate the effectiveness of the ethnomathematics-based learning media using QuizWhizzer as a learning exercise. The research and development (R&D) method, specifically the ADDIE model, was used for this study. Data sources were obtained from the validation results of media and content experts and eighth-grade students at SMP Negeri 50 Bandung. The findings indicate that (1) The development process adhered to the stages of the ADDIE model; (2) The validation of the mathematics learning media was rated as “highly valid” by both media and content experts; (3) The practicality of the learning media using QuizWhizzer was rated as “highly practical”; (4) The effectiveness of the QuizWhizzer-based learning media was rated as "effective."
Mathematics anxiety in primary education: A systematic review of foundations, causes, and interventions
Mathematics anxiety (MA) is a common issue in primary education, negatively impacting students' academic performance, motivation, and confidence in mathematics. This study addresses existing gaps by systematically analyzing global trends, theoretical foundations, causes, and effective interventions for MA. A systematic literature review (SLR) was conducted using PRISMA guidelines, which included the stages of identification, screening, eligibility, and inclusion. Articles analyzed from the Scopus database were published between 2014 and 2024. The findings reveal a significant rise in MA research in recent years, with major contributions from China and the UK. Key theoretical foundations include anxiety and cognitive load theories, emphasizing the interplay between emotional and cognitive factors in MA development. Major causes of MA include cognitive limitations, gender, and curriculum. Effective interventions involve pedagogical approaches, psychological strategies, teacher support, and technology integration. These approaches include active learning, mindfulness techniques, and the use of interactive digital tools. This study highlights the importance of collaboration among educators, policymakers, and researchers to mitigate MA's impact and foster positive mathematical experiences for primary school students.
Developing E-Mowara: An archipelago-insighted electronic module to train middle school students' computational thinking skills
To face the challenges of Indonesian education in the 21st century, the requirements for abilities are crucial, but the facts show that students are less able to use and adapt their abilities with insights aligned with the identity of the Indonesian nation. For this reason, researchers developed an E-Mowara: Interactive Emodule with an Archipelagic Outlook. This study aimed to develop the E-Mowara electronic module and find out students' responses after using the developed media. The target of this study was class VIII junior high school students with number pattern material. This development research uses a design research type of development study. The data collection technique in this study used a questionnaire with data processing techniques analyzed using percentage data analysis techniques. This is based on the validation results in terms of the material average of 84.35% with the appropriate criteria, and in terms of media, an average of 85.90% with the appropriate criteria. Students' responses to E-Mowara were quite good, with a percentage of 92.5%. Based on this result, the E-Mowara Electronic Module is known as valid, easy to use, and effective in developing computational thinking skills with insights that are in harmony with the identity of the Indonesian nation.