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 2, November 2025 The authors contributing to this volume come from various academic and research institutions across countries like Indonesia, Raleigh of United States, Bloemfontein and Johannesburg of South Africa representing a diverse range of expertise and disciplines within Mathematics Education. Their affiliations are as follows: Universitas Riau, Pekanbaru, Riau Province, Indonesia North Carolina State University, Raleigh, USA Universitas Pendidikan Ganesha, Bali Province, Indonesia Universitas PGRI Semarang, Central Java, Indonesia University of the Free State, Bloemfontein, South Africa Sriwijaya State Polytechnic, Palembang, South Sumatera, Indonesia Universitas Sulawesi Barat, Majene, West Sulawesi, Indonesia Sriwijaya University, Palembang, Sumatera Selatan, Indonesia University of Johannesburg, South Africa Universitas Pendidikan Indonesia, Bandung, West Java, Indonesia Dharma Siswa of Vacational School, Tangerang, Banten, Indonesia Universitas Maritim Raja Ali Haji, Tanjungpinang City, Riau Island Province, Indonesia Universitas Pelita Bangsa, Bekasi, West Java, Indoensia
The effect of PMRI assisted by augmented reality on circle for students’ problem-solving ability
Mathematical problem-solving ability among students remains low in conventional learning environments. The integration of Augmented Reality (AR) into the Indonesian Realistic Mathematics Education (PMRI) approach facilitates visualization of abstract concepts and promotes contextual learning. This study analyzes the effect of PMRI-based circle learning assisted by AR on students' problem-solving abilities. A quantitative approach was employed using a One Group Pretest pretest-posttest design with 35 eleventh-grade students from SMA Srijaya Negara Palembang. Data were collected through a mathematical problem-solving test based on Polya's four stages: understanding the problem, devising a plan, carrying out the plan, and looking back, administered before and after the intervention. The Shapiro–Wilk test indicated that the data were normally distributed (pretest = 0.084; posttest = 0.309, both > 0.05). Paired sample t-test analysis revealed a pretest mean score of 19.37 and a posttest mean score of 66.51, with a mean difference of 47.14. The t-test result (t = -23.053, Sig. (2-tailed) < 0.001) indicated a significant difference between pretest and posttest scores. These findings demonstrate that the PMRI-based learning design assisted by AR is effective in improving students' problem-solving abilities through contextual learning experiences and interactive visualization. The results suggest that integrating PMRI with Augmented Reality in circle learning represents an effective instructional innovation for enhancing students' problem-solving abilities.
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Ethno-STEAM based ReMIS (read, make video, identify, solve problem) learning model to improve critical thinking abilities and digital literacy
This study aims to describe the effect of the Ethno-STEAM-based ReMIS learning model on students' critical thinking and digital literacy skills. The primary issue of this study is the low level of critical thinking and digital literacy skills in the technological era, which hinders students from analyzing information and adapting to digital-based learning. The method used in this study is a quantitative, quasi-experimental design that directly tests the effect of the Ethno-STEAM-based ReMIS learning model on students' critical thinking and digital literacy skills, employing a pretest and posttest non-equivalent control group design. The research sample employed a purposive sampling method, comprising 26 students from class 2024A and 24 students from class 2024B. The results showed that the application of the Ethno-STEAM-based ReMIS learning model was significantly effective in improving students' critical thinking skills, with an average increase of 79.85 students and an N-Gain of 0.459. The Ethno-STEAM-based ReMIS learning model significantly improved students' digital literacy with an average increase of 77.46 and an N-Gain of 0.418. The implementation of the Ethno-STEAM-based ReMIS learning model represents a significant learning innovation in higher education, capable of enhancing the quality of students' science learning outcomes through a culturally informed approach.
Enhancing learners' mathematics achievement by using a gamified flipped classroom instructional strategy
Flipped learning is an educational approach that inverts the traditional teaching pattern by giving pupils access to learning materials before class, while using classroom time to deepen their understanding. However, few studies investigate whether low-basic learners possess the readiness and digital literacy to benefit from this approach. Hence, this study examined the impact of implementing a Gamified Flipped Classroom Instructional Strategy on enhancing mathematics achievement among lower primary learners in Ilorin West Local Government Area of Kwara State, Nigeria. Employing the pre and posttest control group in line with a quasi-experimental design, 74 learners from two private primary schools participated in the research. This study employed three validated research instruments: the Mathematics Achievement Test (MAT), the Guide for Gamified Flipped Classroom Instructional Strategy (GGFCIS), and the Guide for Control Group (GCG). The MAT instrument demonstrated a reliability coefficient of 0.74 using the test-retest method. Two hypotheses were evaluated by using Analysis of Covariance (ANCOVA) at a 0.05 significance level. Results indicated a significant positive effect of the gamified flipped classroom instructional strategy on learners' academic achievement in mathematics. However, no significant interaction between treatment and gender was found. The study concluded that regardless of gender, the instructional strategy improved the academic achievement of lower basic learners in mathematics. The study recommended that primary school teachers undergo training in using the gamified flipped classroom instructional Strategy for teaching mathematics to lower basic primary learners, as it promotes academic success while encouraging parental involvement in learners' learning.
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.
Adventure game learning media based on maritime Malay cultural: Development and effectiveness for enhancing mathematical problem-solving skills in junior high school students
Students' mathematical problem-solving skills remain a critical challenge in junior high school education, with only 5% of students able to solve problems effectively. This difficulty is compounded by abstract learning materials and a lack of engaging, culturally relevant learning media. This research project aims to develop an adventure game learning medium set in the context of Maritime Malay culture to enhance junior high school students' mathematical problem-solving abilities. The purpose of this study is to determine the validity, practicality, and effectiveness of the learning media. This study employed the ADDIE research method, consisting of five stages: analysis, design, development, implementation, and evaluation. The subjects of this study were 35 eighth-grade students from SMP Negeri 1 Tanjungpinang. The instruments used were validation, practicality, and media effectiveness sheets. Data analysis techniques use both qualitative and quantitative methods. The material expert validation results showed an average assessment of 85.6%, indicating very valid criteria. The practicality results from the student-teacher trial showed 86.5% practicality, with very practical criteria. Furthermore, the product's effectiveness, measured using the N-Gain score, obtained a value of 0.61. Based on the data obtained, adventure games with a maritime Malay cultural context that improve mathematical problem-solving skills in junior high school students meet the criteria of validity, practicality, and effectiveness, making them suitable for use as learning media in the mathematics learning process.
The relationship between independent learning and mathematical creative thinking ability in vocational high school students
This study contributes to mathematics education by clarifying how independent learning supports students’ creative thinking processes, particularly in vocational contexts where autonomy and problem-solving skills are crucial. This study focuses on students' learning independence and creative thinking skills with the aim of determining whether there is a relationship between learning independence and creative thinking skills among vocational high school students. This study uses a quantitative descriptive approach with a correlational method conducted at one of the vocational high schools in Tangerang City, Banten Province. The sample in this study consisted of 30 students from the 10th-grade Multimedia class. Data collection techniques included observation, a 24-item questionnaire, and a written test with 5 questions. The instruments were validated by experts and declared suitable for use, ensuring content validity and reliability. Based on the results of the study conducted in the Multimedia class, it can be concluded that the level of learning independence and creative thinking ability of students is above average, with 13 students (43.33%) scoring below average and 17 students (56.66%) scoring above average, and further analysis shows a strong positive correlation (r = 0.970, p < 0.01) between the two variables. Based on the hypothesis test, there is a significant relationship between learning independence and students' creative thinking ability.
Design research on developing primary students’ conceptual understanding of area through visual-spatial activities
This study examines how primary students develop a conceptual understanding of composite shapes, a topic that many learners find challenging beyond the routine use of formulas. The research was motivated by the persistent issue that instruction in the area in elementary classrooms is often procedural and does not sufficiently foster reasoning about spatial structure, decomposition, and measurement. This study employed a Design Research approach in a sixth-grade classroom (n = 6 students) to iteratively develop and test a Hypothetical Learning Trajectory (HLT) for the learning area of composite shapes through visual-spatial and puzzle-based activities. Data were collected through a pre-test, two instructional activities (Activity 1 and Activity 2), classroom observations, and a post-test. Data were analyzed qualitatively through retrospective analysis aligned, with HLT, supported by descriptive coding of students’ strategies, triangulation of written work, and teacher field notes. Findings indicate that students shifted from purely visual recognition toward more analytical strategies, such as partitioning, conservation, transitivity, and additivity, which emerged during instruction. The results suggest that structured visual-spatial tasks grounded in a realistic context effectively bridge abstract area concepts and classroom practice, informing future instructional design in elementary geometry.
Development of instruments of higher order thinking skills (HOTS) for phase D students
This research aims to develop test instruments for Higher Order Thinking Skills (HOTS) that are validated, reliable, and possess excellent discrimination power, as well as appropriate levels of difficulty. These tools are intended to boost the advanced thinking abilities of students at phase D. According to the Organization for Economic Cooperation and Development (OECD) report on December 5, 2023, which analyzed the 2022 Program for International Student Assessment (PISA) scores in mathematics, including HOTS questions, there has been a notable worldwide decline. Specifically, Indonesia ranked 68th, with a math score of 379. The focus of this study is on developing HOTS test tools that address topics such as relations, functions, linear equations, and systems of two-variable linear equations, drawing from the AKM (Minimum Competency Assessment) and HOTS mathematics question books. The HOTS questions are designed to encompass cognitive levels C4 (analyzing), C5 (evaluating), and C6 (creating), following the revised Bloom's Taxonomy by Krathwohl and Anderson. As highlighted by the Ministry of Education, Culture, Research, and Technology (2022), the development of HOTS questions must include elements such as (1) incorporating stimuli and (2) presenting new contexts within the material or question formulation. The questions are constructed in essay format, adhering to standards for validity and reliability, as well as optimal difficulty and discrimination levels. This study employs a development model comprising two phases: the preliminary phase, which involves analysis and design, followed by the formative evaluation phase, encompassing self-evaluation, expert review, one-on-one sessions, small group interactions, and field tests. The outcome of this study produced 17 valid questions with a reliability coefficient of 0.848; 14 questions exhibited strong discrimination power, and 3 demonstrated adequate discrimination power, with all 17 HOTS questions classified in the medium difficulty range.
Development of CORE model-based student worksheet on trigonometric ratios to facilitate students’ mathematical conceptual understanding
This research was motivated by the low ability of students to understand mathematical concepts, particularly in the topic of trigonometric ratios. The CORE model was chosen because it encourages active student participation in constructing concepts through systematic stages. The purpose of this study is to develop a valid and practical CORE-based worksheet on trigonometric ratios to support students' conceptual understanding. The development process followed the 4-D model (define, design, development, disseminate). Research data consisted of qualitative input from validators and students, as well as quantitative data from questionnaire scores. Data collection was conducted through interviews and questionnaires using validation sheets and student response instruments. The sample was selected through purposive sampling: 6 students from class XE.1 (Small Group) and 30 students from class XE.3 (Field Test). A worksheet is considered valid and practical if it achieves its values. The results showed that the developed worksheet was very valid (94.31%) based on appearance, content, and construction aspects. It was also very practical, with scores of 97.36% for Small Group and 90.13% for Field Test, assessed based on presentation, ease of use, readability, and time. CORE based worksheets encourage students to actively construct concepts actively actively, thereby facilitating their ability to conceptual understand trigonometric ratios.
Developing PBL-based worksheets on sequences and series to enhance mathematical connection skills of senior high school students
This study was driven by students’ low mathematical connection ability in learning Sequences and Series, a skill essential for understanding relationships among mathematical concepts. The purpose of this research was to develop a Problem-Based Learning (PBL)-based student worksheet designed to improve students’ mathematical connection ability and to examine its validity and practicality. A development research approach was applied using the 4-D model—Define, Design, Develop, and Disseminate. The participants were tenth-grade students selected through purposive sampling. Data were collected using validation instruments, practicality questionnaires, interviews, and classroom observations. The validation process evaluated face, content, and construct validity. The developed worksheet demonstrated strong validity, with average scores of 89.29% for face validity, 89.29% for content validity, and 86.79% for construct validity. The overall validity score of 88.45% fell into the “very valid” category, indicating the product’s suitability for field implementation. The practicality assessment, focusing on design, clarity of material presentation, and ease of use, produced an average score of 83.27%, classified as “practical.” These findings suggest that the PBL-based worksheet is both valid and practical, offering potential as an effective instructional tool to support students in developing mathematical connection ability, particularly in topics related to Sequences and Series.
Developing LKPD using the STEAM approach to facilitate the creative mathematical thinking ability of grade X students
This study is based on the observation that students struggle to think mathematically creatively when studying statistical material, and that there is currently no effective learning tool to help students develop this skill. The purpose of this research is to inform the creation of a STEAM-based statistics worksheet for use with students in class X SMA/MA, to foster their capacity for mathematical creativity. This research uses the 4D model, including Define, Design, Develop, and Disseminate. Data collection techniques included observations and interviews. This study involved students from Class X at SMAN 2 Siak Hulu. The results indicate that LKPD is valid, based on expert review, and practical, as demonstrated by the field test. At the field trial stage, the LKPD developed meets the assessment aspects: ease of use, presentation, readability, and time. So, the STEAM-based LKPD can be used during learning to facilitate creative mathematical thinking abilities.
Effectiveness of the problem-based learning model to improve mathematical literacy of junior high school students
Existing studies show that learning using problem-based learning teaching modules can significantly improve mathematical literacy in class VII students at SMPN 1 Kampar. A quasi-experimental design was used, with the research population consisting of VII-grade students of SMPN 01 Kampar. The research sample consisted of two classes: VII-B, the control class, and VII-A, the experimental class. The data analysis technique employed was a posttest analysis of the results from the mathematical literacy test, using the t-test to determine whether there was an increase in performance, as indicated by N-Gain data. The results of data analysis showed that the Independent Sample t-test obtained a significance value of 0.001, which means that there is a significant difference between the control class and the experimental class. The average value of N-Gain was 0.6722 for the experimental class, categorized as medium, and 0.2970 for the control class, also categorized as medium. Indicates that learning using the PBL model increases mathematical literacy higher than classes that do not use the PBL model. These findings reveal that there is an increase in mathematical literacy, thus indicating that the use of the PBL model helps improve mathematical literacy.
Effectiveness of the application of the problem-based learning model based on Kampar culture towards improving students' mathematical representation abilities
This research is motivated by the importance of mathematical representation ability. The results of the field study indicate that students' mathematical representation ability falls in the low category because they are not given the opportunity to develop their representations during the mathematics learning process. The purpose of this study is to determine the effectiveness of the Kampar culture-based Problem Based Learning model to improve students' mathematical representation ability. The Kampar culture used is traditional Kampar clothing, traditional Kampar games, traditional Kampar musical instruments, and traditional Kampar food. The study population is all students of SMA N in Bangkinang City; the sample of this study is grade X students of SMA N 2 Bangkinang City. The data collection technique used is the test technique. The data analysis techniques used are the normality test, the homogeneity test, the t-test, and the one-way ANOVA. The results of the study indicate that there is effectiveness in applying the Kampar culture-based PBL model to mathematical representation ability viewed from the overall students, and there is effectiveness in applying the Kampar culture-based PBL model to mathematical representation ability viewed from the level of students' abilities.
Analysis of students’ mathematical communication ability in solving problems on the Pythagorean theorem
Mathematical communication skills are essential for learning mathematics. Nevertheless, many students still demonstrate low proficiency, particularly among junior high school students. This study aimed to describe and analyze students' mathematical communication abilities regarding the Pythagorean theorem. The research employed a descriptive qualitative approach with a sample of 20 eighth-grade students at SMPN 2 Pekanbaru. Data were collected using a mathematical communication ability test in problem-solving. The test consisted of three essay questions based on indicators of mathematical communication skills. Data analysis techniques included data reduction, data presentation, and concluding. The results indicate that the mathematical communication ability of eighth-grade students at SMPN 2 Pekanbaru on the Pythagorean theorem topic falls into the low category, with an average score of 32.91. Based on the test indicators, the ability to represent everyday problems using mathematical language was categorized as low (26%). Interpreting images into mathematical symbols and language was moderate (43%), while presenting statements into mathematical models was also low (28%). These findings indicate that students are not yet able to communicate their mathematical thinking processes in a coherent manner. The implication is that instructional practices should provide opportunities for students to explain their problem solving steps and consistently engage in mathematical communication during classroom activities.
Exploration of integrated mathematics learning with teaching factory learning for vocational high school pharmacy students based on design thinking
There are still many vocational high school students who struggle with mathematics and need mathematics instruction that is more focused on what they need to support their vocational studies. This study aims to qualitatively and quantitatively explore emerging issues in mathematics learning using the design thinking method, which consists of 5 stages: empathize, define, ideate, prototype, and test. In this research exploration, only the first 3 stages were completed: empathize, define and ideate. The study population consisted of 10th-grade students majoring in pharmacy and mathematics teachers at SMK Al Manaar Muhammadiyah, SMK Amanah Husada, and SMK Media Farma, with 50 10th-grade student respondents and 6 teachers. Quantitative data were collected via a Google Forms questionnaire, while qualitative data were collected through interviews. The data were then analyzed from the empathy stage to the ideate stage, and it was found that students and teachers in mathematics learning need direct practice to support their vocational skills. Therefore, the researcher concludes that it is necessary to integrate mathematics learning into the vocational studies of SMK students, which can involve the active participation of both students and teachers in mathematics learning.
Student errors in solving exponent problems: A qualitative Newman’s procedure analysis among Indonesian senior high school students
Exponents constitute a fundamental concept essential for understanding advanced mathematical topics such as logarithms, geometric sequences, and compound interest. However, many students continue to experience difficulties in solving exponent-related problems. This qualitative descriptive study aims to analyze the types of errors made by tenth-grade students when solving exponent problems using Newman’s procedure and to investigate the factors contributing to these errors. The participants were 23 students from Madrasah Aliyah Negeri (MAN) Insan Cendekia Siak in the 2024/2025 academic year. Data were collected through written tests and interviews, then analyzed by organizing and categorizing students’ errors according to Newman’s five stages. The results show that 12% of students committed reading errors due to inaccuracies in interpreting the questions, while no comprehension errors were identified. Transformation errors were the most common (49%), primarily due to students’ difficulties in constructing appropriate mathematical models. Process skill errors accounted for 21%, primarily due to computational mistakes, and encoding errors represented 18%, arising from students’ inability to use the provided information effectively. These findings deepen the understanding of students’ patterns of error in exponent problems and imply the need for more targeted instructional strategies, especially those that strengthen mathematical modeling and procedural accuracy.
Improving elementary school students' mathematical problem-solving skills: The effectiveness of realistic mathematics education with problem-based learning
Mathematics education in Indonesian elementary schools faces significant challenges in developing students' problem-solving skills, as evidenced by the 2022 PISA results, which showed that only 18% of Indonesian students achieved the minimum proficiency level, far below the OECD average. This study aims to evaluate the effectiveness of integrating the Realistic Mathematics Education (RME) approach with Problem-Based Learning (PBL) to enhance fourth-grade students' mathematical problem-solving skills in Bekasi Regency. A quasi-experimental design with a nonequivalent control group was employed, involving 52 students selected through cluster random sampling. The experimental class received RME-based PBL instruction, while the control class received PBL instruction based on the scientific approach. Data were collected using a validated problem-solving essay test and analyzed using descriptive and inferential statistics, including independent-samples t-tests and normalized gain scores. The results demonstrated that the RME-PBL approach significantly improved students' problem-solving skills across all measured aspects: problem identification, formulation, strategy application, and result explanation. Notably, 92% of students in the experimental class achieved good or very good categories, compared to only 22.22% in the control class. The normalized gain for the experimental class was 0.81 (high category), substantially higher than the control class's 0.41 (moderate category). It is concluded that the RME-PBL approach is significantly more effective than the scientific-PBL approach in enhancing elementary students' mathematical problem-solving abilities.
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.