Aksioma Education Journal (AEJ) is a peer-reviewed open access international journal established for the dissemination of knowledge in the field of Mathematics Education. All submitted manuscripts will be reviewed by the editors and then evaluated by a minimum of two International Reviewers through a double-blind review process. This is to ensure the quality of manuscripts published in the journal. The journal, which has been published since 2024, is published four times each year in March, June, September and December. Journal title : Aksioma Education Journal Initials : AEJ Frequency : 4 (four) times a year (March, June, September and December) DOI : 10.62872 ISSN Online : 3047-3187 Editor in Chief : Intan Juniarmi Managing Editor : Rosmaria Assistant Editor : Olyvia Rosalia, S.E Publisher : PT. Anagata Sembagi Education Accreditation : Index Copernicus International
School Mathematics as Institutionalized Knowledge: A Critical Analysis of Instructional Practices
School mathematics is increasingly recognized as an institutionalized form of knowledge shaped by policy discourse, teacher beliefs, cultural traditions, and classroom practices rather than a neutral body of content. This study aims to critically examine how instructional practices reproduce or challenge the dominant institutional structure of school mathematics and to explore pathways for transformative reform. Employing a qualitative systematic literature review design, this research analyzed 30 peer-reviewed studies published between 2020 and 2025. Data were collected through structured document analysis and synthesized using thematic content analysis. The findings reveal that prevailing instructional models continue to privilege procedural efficiency, examination performance, and rigid curricular sequencing, often marginalizing critical reasoning, creativity, and contextual relevance. However, cognitively activating instruction, problem-based learning, ethnomathematical integration, and critical pedagogical approaches demonstrate strong potential to enhance student agency, conceptual understanding, and social relevance. The study concludes that sustainable transformation of school mathematics requires systemic alignment among educational policy, teacher professional development, instructional practice, and cultural context
Copyright (c) 2025 Risza Presty Rumani (Author) https://creativecommons.org/licenses/by-sa/4.0
Over-Scaffolding in Mathematics Education and Its Impact on Students’ Cognitive Autonomy
The increasing integration of digital technology and artificial intelligence (AI) into mathematics education has transformed instructional practices, offering new possibilities for personalized learning while simultaneously introducing risks related to cognitive dependency and declining learner autonomy. This study investigates how instructional scaffolding and AI-supported learning influence the sustainability of students’ mathematical competence. Employing a qualitative systematic literature review, this research analyzed 26 peer-reviewed studies published between 2012 and 2025 that address scaffolding, productive struggle, teacher competence, fading dynamics, and AI-mediated instruction. Data were collected through document analysis and synthesized using thematic content analysis. The findings indicate that adaptive scaffolding significantly enhances conceptual understanding, motivation, productive struggle, and learner autonomy when guided by strong pedagogical expertise and gradual fading of support. However, excessive scaffolding and unregulated AI assistance weaken cognitive independence and long-term problem-solving resilience. This study concludes that sustainable mathematics learning requires an integrated instructional framework that positions teachers as central regulators of learning, ensures ethical and adaptive AI use, and prioritizes the systematic transfer of responsibility from external support to students’ internal self-regulation.
Copyright (c) 2025 Nur Wahyuni (Author) https://creativecommons.org/licenses/by-sa/4.0
School Mathematics amid the Attention Crisis: Learning Challenges in a Fast Digital Culture
The rapid digital transformation of education has fundamentally reshaped mathematics learning worldwide, particularly in the post-pandemic era. While digital technologies offer powerful opportunities to enhance learning outcomes, motivation, and accessibility, they simultaneously generate complex challenges related to students’ attention, emotional wellbeing, digital inequality, and the sustainability of pedagogical practice. This study aims to critically examine the opportunities and challenges of digital integration in school mathematics learning by synthesizing recent international research published between 2020 and 2025. Employing a qualitative systematic literature review with thematic analysis, this study analyzed twenty peer-reviewed journal articles focusing on digital mathematics instruction across primary and secondary education contexts. The findings reveal that well-designed digital tools significantly improve academic achievement, student engagement, and recovery from post-pandemic learning loss, while also transforming students’ mathematical identity and learning environments. However, excessive digital exposure contributes to attention crises, psychosocial tension, and persistent structural inequalities. The study concludes that sustainable digital mathematics education requires an integrated framework that aligns technological innovation with pedagogical quality, responsive teacher education, equitable infrastructure development, and systematic support for students’ cognitive and emotional wellbeing
The Role Of Emotional Intelligence In Mathematics Learning; Achievement Among Secondary School Students
This study aims to analyze the influence of emotional intelligence on the mathematics achievement of senior high school students in Indonesia. A quantitative approach using Structural Equation Modeling with Partial Least Squares (SEM–PLS) was applied to 100 respondents selected through simple random sampling. The research instrument consisted of a five-point Likert-scale questionnaire measuring emotional intelligence and mathematics achievement. The results revealed that emotional intelligence has a positive and significant effect on mathematics achievement, with a coefficient of β = 0.524 and a p-value of 0.000. The R-Square value of 0.436 indicates that emotional intelligence explains 43.6% of the variance in students’ mathematics achievement. These findings imply that academic success in mathematics is not solely determined by cognitive intelligence but also by students’ abilities to regulate emotions, manage anxiety, and maintain learning motivation. The study highlights the importance of integrating emotional development into mathematics learning strategies to enhance students’ resilience and improve academic performance.
Copyright (c) 2025 Reviandari Widyatiningtyas (Author) https://creativecommons.org/licenses/by-sa/4.0
Exploring Students' Creative Thinking Processes in Solving Open-Ended Problems
Creative thinking is a key competence in mathematics learning, particularly when students engage with open-ended problems that enable multiple strategies and solutions. This study aims to explore students’ creative thinking processes in solving open-ended problems through a synthesis of recent empirical findings. A Systematic Literature Review was conducted following the stages of identification, screening, eligibility, and synthesis based on Snyder’s guidelines. Twenty selected articles were analyzed using content analysis to identify cognitive patterns, strategy variations, and factors influencing students’ creativity. The results reveal that students’ creative thinking develops through several stages, including understanding the problem, generating ideas, selecting strategies, revising solutions, and providing mathematical justification. Creativity is reflected in students’ ability to produce diverse ideas, shift strategies flexibly, generate original solutions, and elaborate their reasoning. Internal factors such as cognitive style and conceptual understanding, along with external factors such as task quality, instructional approaches, collaboration, and technology, significantly shape the creative thinking process. The review concludes that open-ended problems hold strong potential for fostering mathematical creativity and should be systematically incorporated into mathematics instruction. Structural implications include enhancing problem design, adopting creativity-oriented pedagogies, and developing process-based assessments to strengthen students’ creative mathematical development
Copyright (c) 2025 Eka Pravitasari Putri (Author) https://creativecommons.org/licenses/by-sa/4.0
Development of an Augmented Reality–Based Geometry Module to Enhance Students’ Understanding of Three-Dimensional Concepts
This study aims to develop and evaluate an Augmented Reality (AR) based geometry module intended to improve students’ understanding of three dimensional (3D) concepts. The research responds to the persistent challenges students face in visualizing geometric solids and interpreting spatial relationships, which commonly result in misconceptions in geometry learning. A research and development (R&D) approach was applied to 126 junior high school students selected through cluster sampling. Data were gathered using pre-tests, post-tests, spatial ability assessments, and motivation questionnaires, supported by classroom observations. The results revealed a significant increase in students’ conceptual understanding and spatial reasoning after using the AR-based module. Students also demonstrated higher motivation and engagement throughout the learning process. Data analysis indicated strong effect sizes and substantial normalized gains, confirming the effectiveness of AR in enhancing 3D geometry comprehension. The AR module succeeded in transforming abstract geometric content into interactive and concrete representations, thereby supporting meaningful learning. This study concludes that AR is a promising tool for improving both cognitive and affective learning outcomes in mathematics.
Copyright (c) 2024 Mursyidah J. Parandreni (Author) https://creativecommons.org/licenses/by-sa/4.0
The Relationship between Self-Efficacy, Math Anxiety, and Students’ Achievement in Senior High School Mathematics
Mathematics achievement in senior high school is strongly influenced by students’ psychological readiness, particularly their levels of self-efficacy and math anxiety. Despite the importance of these constructs, many students continue to struggle with low confidence and heightened anxiety when engaging in mathematical tasks. This study aimed to examine the relationship between self-efficacy, math anxiety, and students’ mathematics achievement in senior high school. A quantitative correlational design was employed, involving the administration of self-efficacy and math anxiety questionnaires, along with the collection of students’ mathematics scores. Data were analyzed using SPSS through descriptive statistics, Pearson product–moment correlation, and multiple linear regression. The results indicate that self-efficacy has a positive and significant relationship with mathematics achievement, while math anxiety shows a negative and significant association. Regression findings further reveal that both predictors contribute meaningfully to explaining students’ performance, with self-efficacy serving as a positive predictor and math anxiety acting as a negative predictor. Additionally, a significant negative relationship was found between self-efficacy and math anxiety, suggesting that higher confidence reduces students’ anxiety levels. These findings align with existing literature, emphasizing that psychological factors shape cognitive engagement, motivation, and problem-solving behavior in mathematics. In conclusion, the study highlights the necessity of strengthening students’ self-efficacy while reducing math anxiety to improve mathematics achievement. Educational interventions that combine confidence-building strategies with anxiety-reduction approaches are recommended to support students’ success in senior high school mathematics.
Copyright (c) 2024 Maifa Munsyaila Putri (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrating STEM Approaches in Algebra Instruction to Improve Students’ Mathematical Representation Skills
Students’ difficulties in constructing and translating visual, symbolic, and verbal mathematical representations in algebra highlight the need for instructional approaches that promote deeper conceptual understanding. This study investigates the effectiveness of a STEM-integrated algebra instruction model in improving students’ mathematical representation skills. Using a quasi-experimental pretest–posttest non-equivalent control group design, two intact classes were assigned as the experimental group, which received STEM-based lessons incorporating problem-based activities, engineering design processes, and technology-assisted visualization, and the control group, which learned through conventional procedural instruction. Data were collected through a Mathematical Representation Test, classroom observations, and student interviews. The results show that the experimental group achieved significantly higher posttest scores and gain scores than the control group, supported by a large effect size and ANCOVA results confirming the independent influence of the STEM intervention. Qualitative findings further indicate enhanced engagement, smoother representational transitions, and deeper comprehension among students exposed to STEM-based activities. These results demonstrate that STEM-integrated instruction substantially strengthens students’ algebraic representation skills by promoting contextual problem-solving, interdisciplinary reasoning, and dynamic visualization. The study concludes that STEM approaches provide an effective pedagogical framework for improving representational understanding in algebra and recommends their broader implementation in mathematics classrooms.
Copyright (c) 2024 Milla Rodhiana Rasyid (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Project-Based Learning (PjBL) to Strengthen Students’ Mathematical Modelling Skills in the Independent Curriculum
Project-Based Learning (PjBL) has been increasingly recognized as an effective pedagogical approach to enhance students’ mathematical modelling skills, particularly within Indonesia’s Independent Curriculum, which emphasizes student-centered and authentic learning. This study aimed to examine the impact of PjBL on senior high school students’ mathematical modelling competence, including their ability to understand, mathematize, solve, interpret, and validate real-world problems. A quantitative quasi-experimental design was employed, involving 63 students divided into an experimental group receiving PjBL and a control group receiving conventional instruction. Data were collected using a validated mathematical modelling test, observation sheets, and student questionnaires. Descriptive statistics, paired and independent sample t-tests, and ANCOVA were conducted to evaluate the effectiveness of the intervention. The results demonstrated a substantial improvement in the experimental group’s modelling skills, with mean gains of 25.19 points, significantly higher than the control group’s 9.85 points. Inferential analyses confirmed the statistical significance of these improvements (t = 13.42, p < 0.001; F(1,60) = 28.34, p < 0.001). PjBL also positively influenced students’ motivation, collaboration, communication, and attitudes toward mathematics. In conclusion, PjBL effectively strengthens mathematical modelling skills and promotes 21st-century competencies, supporting the objectives of the Independent Curriculum. The study highlights PjBL as a transformative strategy for enhancing students’ conceptual understanding, problem-solving abilities, and holistic development in mathematics education.
Copyright (c) 2024 Fadia Aliva Wibowo (Author) https://creativecommons.org/licenses/by-sa/4.0
Development of a Digital Formative Assessment Instrument for Mathematics Learning in Secondary Education
The rapid expansion of digital technology in education has highlighted the need for more adaptive and responsive formative assessment systems, particularly in secondary mathematics learning. This study aims to develop and validate a digital formative assessment instrument designed to support real-time monitoring, adaptive feedback, and data-driven decision-making. Employing a Research and Development approach using a modified 4D model (Define, Design, Develop, Disseminate), the instrument was systematically created and evaluated through expert validation, teacher and student practicality testing, classroom observations, interviews, and system log analysis. Quantitative data were analyzed using SPSS, including descriptive statistics, reliability testing with Cronbach’s Alpha, normality testing with Shapiro–Wilk, and effectiveness analysis using paired-sample t-tests. Results indicate that the instrument achieved high validity (mean = 4.62; α = 0.91), strong practicality among teachers (mean = 4.47) and students (mean = 4.58), and significant improvement in student outcomes (t = 8.214; p = 0.000). System log data further revealed increased accuracy, shorter completion times, and higher feedback interaction. These findings demonstrate that the digital formative assessment instrument is pedagogically robust, practically feasible, and effective in enhancing mathematics learning. Thus, the developed instrument successfully fulfills the research objective and offers a comprehensive solution for improving formative assessment practices in digital-era mathematics education.
Copyright (c) 2024 Nurul Fadhila (Author) https://creativecommons.org/licenses/by-sa/4.0
Qualitative Study: Mathematics Teachers' Strategies in Delivering Geometry Material in Inclusive Classes
This study aims to explore geometry learning strategies used by mathematics teachers in inclusive classrooms at the junior high school level. Geometry, as part of the mathematics curriculum, has a high level of abstraction, thus demanding a pedagogical approach that is adaptive to the diversity of cognitive and socio-emotional functions of students, especially those with special needs. This study used a descriptive qualitative approach with data collection techniques such as in-depth interviews, classroom observations, and documentation studies. Data analysis was conducted based on the Miles and Huberman model, with attention to the qualitative validity principles of Lincoln and Guba. The findings indicate that teachers implement learning differentiation strategies through content modification, the use of multisensory media, assistive technology, and a collaborative project-based approach. This approach aligns with the principles of Universal Design for Learning and the theory of multiple intelligences that encourage instructional flexibility. However, limited pedagogical training, workload, and lack of institutional support are significant challenges. Teachers' critical reflection as reflective practitioners plays a crucial role in designing inclusive and contextual learning innovations. This study recommends strengthening teacher capacity through ongoing training and cross-stakeholder collaboration to achieve academic equity in inclusive mathematics education.
Copyright (c) 2025 Tharienna Dhesta Kusuma Dewi (Author) https://creativecommons.org/licenses/by-sa/4.0
Comparison of Conventional and Contextual Mathematics Learning in Elementary Schools
Mathematics learning at the elementary school level plays a strategic role in developing students' logical and critical thinking skills from an early age. However, the conventional approach still dominant in many schools tends to emphasize procedural solutions without building in-depth conceptual understanding. This approach risks separating mathematics from students' real-life contexts. As an alternative, the contextual teaching and learning (CTL) approach has emerged as a model that emphasizes the connection between material and students' everyday experiences. This study aims to compare the two approaches through a literature review method with a descriptive qualitative approach. Data were collected from various accredited academic sources over the past five years. The analysis results indicate that the conventional approach is effective in developing procedural skills, while the contextual approach excels in fostering conceptual understanding, learning motivation, and 21st-century skills. However, CTL requires teacher preparedness and adequate resources. This study recommends an adaptive integration of the two approaches to create more relevant, inclusive, and contextual mathematics learning strategies. The theoretical and practical implications point to the importance of constructivism as the primary foundation in developing meaningful mathematics teaching strategies in elementary schools.
Integration of Pancasila Student Profiles in Project-Based Mathematics Learning
The integration of the Pancasila Student Profile into mathematics learning is a strategic effort to foster character while improving students' academic competence. This study aims to describe the application of the Pancasila Student Profile values in project-based mathematics learning in the school environment. The method used is descriptive qualitative with data collection techniques through observation, documentation, and interviews with teachers and students. The results of the study indicate that values such as mutual cooperation, critical reasoning, and independence can be internalized effectively through contextual and collaborative mathematics project activities. Project-based learning not only strengthens the understanding of mathematical concepts but also shapes students' attitudes and behaviors in accordance with the Pancasila Student Profile. These findings recommend the need to strengthen the role of teachers in designing integrative and student-centered learning projects.
Improving Students’ Numeracy and Literacy Skills Through a Contextual Approach
Numeracy literacy skills are one of the essential competencies of the 21st century, yet national and international assessments show that elementary school students in Indonesia still face difficulties in connecting mathematical concepts to real-world contexts. This study aims to evaluate the effectiveness of a contextual-based numeracy literacy learning model combined with simple digital media in improving student achievement. The research method used a quasi-experimental design with a pretest–posttest control group model. Two classes were designated as the experimental and control groups, with an intervention of eight meetings based on everyday life contexts (e.g., market prices and rainfall data) combined with simple digital media such as spreadsheets and visual simulations. The results of the ANCOVA analysis showed a significant difference between the experimental and control groups, with a large effect size (Hedges' g = 1.12). The strongest improvement occurred in the formulate aspect, followed by employ and interpret. Qualitative findings through interviews and observations also showed increased motivation, active participation, and self-confidence in students. Thus, the contextual model with simple digital support is effective in improving numeracy literacy and is relevant for wider implementation as a learning strategy, while supporting the achievement of SDG 4 on quality and inclusive education.
Copyright (c) 2025 Nuril Huda (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Problem-Based Mathematics Learning in Improving Critical Thinking Skills
Keterampilan berpikir kritis merupakan salah satu kompetensi penting abad ke-21 yang perlu dikembangkan melalui pembelajaran matematika. Namun, praktik pembelajaran konvensional di kelas sering kali masih menekankan hafalan prosedural, sehingga siswa kurang terlatih dalam menganalisis dan mengevaluasi permasalahan kontekstual. Penelitian ini bertujuan untuk menganalisis efektivitas implementasi Problem-Based Learning (PBL) berbantuan media digital dalam meningkatkan keterampilan berpikir kritis matematis siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental non-equivalent control group design. Subjek penelitian melibatkan 64 siswa sekolah menengah pertama, yang dibagi menjadi kelas eksperimen (PBL + media digital) dan kelas kontrol (pembelajaran konvensional). Instrumen yang digunakan meliputi tes keterampilan berpikir kritis (pre-test dan post-test), lembar observasi, dan angket persepsi siswa. Hasil penelitian menunjukkan bahwa rata-rata skor post-test kelas eksperimen lebih tinggi dibandingkan kelas kontrol dengan nilai N-Gain sebesar 0.61 (kategori sedang), sementara kelas kontrol hanya mencapai 0.32 (kategori rendah). Uji t-test memperlihatkan perbedaan signifikan pada taraf 0.05. Observasi dan angket mendukung temuan tersebut, di mana siswa merasa lebih termotivasi, interaktif, dan percaya diri dalam pembelajaran. Kesimpulannya, PBL berbantuan media digital terbukti efektif dalam meningkatkan keterampilan berpikir kritis matematis siswa serta menciptakan suasana belajar yang lebih bermakna dan kolaboratif.
Exploring Ethnomathematics in Local Culture: A Bridge Between Tradition and Classroom Mathematics
This study explores the mathematical knowledge embedded in local cultural practices and examines how such knowledge can be meaningfully integrated into formal mathematics education through the lens of ethnomathematics. Using a qualitative descriptive approach grounded in educational ethnography, the research was conducted in a culturally rich Indonesian community known for its traditional crafts, architecture, and rituals. Data were collected through participant observation, in-depth interviews with artisans, teachers, and students, as well as analysis of cultural artifacts and curriculum documents. The findings reveal that traditional practices such as weaving, house building, and ritual organization contain rich mathematical concepts, including geometry, symmetry, measurement, ratios, and logical structuring. These forms of knowledge, although informal, align closely with school-level mathematics. Students showed greater engagement and understanding when learning mathematics through culturally relevant contexts. However, the integration of ethnomathematics faces challenges such as lack of resources, teacher training, and curricular support. The study recommends the development of culturally responsive teaching frameworks and stronger collaboration between schools and local communities to promote inclusive and meaningful mathematics learning.
Copyright (c) 2025 Eric Krisna Sandi (Author) https://creativecommons.org/licenses/by-sa/4.0
Multiple Linear Regression Model to Predict Mathematics Learning Achievement Based on Learning Styles and School Environment
This study aims to analyze the extent to which learning styles and the school environment predict students’ mathematics learning achievement using a multiple linear regression model. The research employs a quantitative correlational approach involving a sample of high school students selected through stratified random sampling. Data were collected using validated questionnaires to assess students' learning styles and perceptions of the school environment, along with academic records for mathematics achievement. The results of the regression analysis indicate that both learning styles and school environment significantly influence mathematics performance, with a combined coefficient of determination (R²) of 0.532. This suggests that 53.2% of the variance in mathematics achievement can be explained by these two variables. Moreover, the school environment was found to have a slightly greater impact compared to learning styles. These findings highlight the importance of integrating individualized learning strategies with a supportive educational context to optimize student achievement in mathematics. The study provides valuable insights for educators, curriculum developers, and policymakers aiming to improve mathematics education through evidence-based strategies.
Copyright (c) 2025 Sefiani Dwi Azmi (Author) https://creativecommons.org/licenses/by-sa/4.0
Mathematics Anxiety and Its Impact on Students’ Learning Outcomes: A Meta-Analysis Review
Mathematics anxiety has been widely recognized as a psychological barrier that impairs students' ability to engage with and perform well in mathematics. This study aims to investigate the strength and nature of the relationship between mathematics anxiety and students' academic achievement through a comprehensive meta-analysis of 32 quantitative studies published between 2014 and 2024. The analysis covers data from more than 18,000 students across various educational levels and geographic regions. The results indicate a moderate but consistent negative correlation (r = -0.34) between mathematics anxiety and mathematics achievement, suggesting that higher levels of anxiety are significantly associated with lower academic performance. Subgroup analyses reveal that this effect is stronger in secondary education, among female students, and in countries with exam-oriented educational systems. The study also highlights the importance of using validated instruments to measure anxiety and suggests that cultural and contextual factors play a role in shaping students' emotional responses to mathematics. The findings call for integrated educational strategies that address both cognitive and emotional aspects of learning to improve mathematics outcomes globally.
Copyright (c) 2025 Anggia Faradina (Author) https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of Professional Teacher Education in Developing Educational Technology Skills in the Digital Era
The transformation of digital technology has resulted in fundamental changes in various sectors of life, including the field of education which is experiencing a significant paradigm shift. This study aims to explore the effectiveness of teacher professional education in improving educational technology skills in the digital era. Along with the rapid development of technology, teachers' ability to integrate technology into the learning process becomes a key element in creating innovative and relevant learning experiences. This study uses a descriptive qualitative approach involving teachers who have participated in the professional education program as the main participants. Data were obtained through in-depth interviews, observations, and document analysis of the education programs followed by the teachers. The results show that professional education substantially improves teachers' skills in utilizing various technological tools, including learning software, digital platforms and technology-based teaching techniques. In addition, the program also encourages the development of positive attitudes towards the use of technology as an integral part of learning. However, the effectiveness of the program is inseparable from challenges such as limited access to technology facilities, lack of follow-up training, and differences in the level of individual readiness to adopt technology. This study concludes that systematically designed professional education with a focus on educational technology has great potential to strengthen teachers competencies in the digital era. These results provide important implications for policy makers and education providers to continue developing needs-based programs, providing adequate infrastructure, and creating a supportive ecosystem that supports the application of technology in learning.
Copyright (c) 2025 Adim Dwi Putranti, Mega Wahyu Rhamadani, Sukmawarti Sukmawarti, Asih Utami (Author) https://creativecommons.org/licenses/by-sa/4.0
The Utilization of the GeoGebra Application in Improving Junior High School Students’ Understanding of Geometry Concepts
This study aims to investigate the effectiveness of the GeoGebra application in enhancing students’ conceptual understanding of geometry at the junior high school level. Using a quasi-experimental design with a nonequivalent control group, the research involved two classes: one taught using GeoGebra (experimental group) and the other taught using conventional methods (control group). Both groups were given pre-tests and post-tests to assess their understanding of geometric concepts such as angles, shapes, and transformations. The results showed a significant increase in the post-test scores of the experimental group compared to the control group. Gain score analysis also revealed that students in the GeoGebra-assisted class achieved higher learning improvements. The use of GeoGebra helped visualize abstract geometric concepts in a dynamic and interactive way, which enhanced students’ engagement, comprehension, and motivation. The findings support the integration of interactive digital tools in mathematics instruction to foster meaningful learning and improve student outcomes, especially in abstract and visual topics like geometry.
Copyright (c) 2025 Tsuwaibatul Aslamiyah Lubis (Author) https://creativecommons.org/licenses/by-sa/4.0
Analysis of Geometric Forms in Kawung Batik Motifs Based on Geometric Transformation
Kawung batik motif is one of Indonesia's cultural heritage that is full of philosophical and aesthetic meanings, and shows regular and symmetrical visual patterns. This research aims to analyze the geometric shapes in Kawung motif and identify the types of geometric transformations that form the pattern arrangement. The approach used in this research is descriptive qualitative method with geometric visual analysis technique. Data were obtained through documentation study of Kawung motif, visual observation of the pattern arrangement, and literature study related to geometric transformation theory. The results show that Kawung motifs contain four types of geometric transformations, namely translation (repetition of patterns horizontally and vertically), rotation (rotation of 90° and 180° towards the center point), reflection (reflection on the vertical and horizontal axes), and dilation (variation in the size of motif elements). Folding symmetry and rotating symmetry were also found to be part of the visual structure that reinforces the regularity of the motif. These findings show that the Kawung motif has a mathematical value that can be explained scientifically, in line with the principles of plane geometry. The conclusion of this study confirms that Kawung batik motifs can be utilized as contextual media in mathematics learning, especially for geometry transformation materials. Thus, the integration between local culture and science through this visual approach not only supports meaningful and applicable learning, but also becomes part of the strategy of cultural preservation through education
Copyright (c) 2025 Sonny Yaitu Duma, Lidya Cahyani (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of the Discovery Learning Approach with Quizizz Paper Mode Media on Improving Mathematics Scores
This study aims to determine the effect of the discovery learning model with the help of quizizz paper mode media on increasing the average mathematics scores of grade 3 students of Segorotambak State Elementary School, Sedati District, Sidoarjo as an experimental group. The background of this study is the large number of students who have mathematics scores below the KKM (Minimum Completion Criteria). In this study, there are 2 population groups, namely Segorotambak State Elementary School as an experimental group using the discovery learning model with the help of quizizz paper mode and Pepe State Elementary School as a control group. This study uses a quantitative experimental research type with a pre-Experimental Design One-Group (Pretest-Posttest Design) research design. The population used was grade 3 of Pepe State Elementary School totaling 28 students and Segorotambak State Elementary School totaling 17 students. Data collection techniques in the form of giving an initial test (pre-test) before being given treatment and a final test (post-test). The data analysis technique used in this study was the results obtained from the pre-test and post-test scores of students using Shapiro Wilk. The results of this study showed a significant increase in the average value from 49.41, after using the Discovery Learning approach with the help of quizizz paper mode media to 70.58 or an increase of 21.17 so that research with the discovery learning approach through quizizz paper mode media at Segorotambak State Elementary School has been proven to be able to improve the mathematics scores of students in the experimental group.
Copyright (c) 2025 Dwi Rustanti, Nuril Huda (Author) https://creativecommons.org/licenses/by-sa/4.0
Evaluation of the Effectiveness of the Intensive Mathematics Class Program through a Pretest-Posttest Study Using the Expository Method for Low Ability Students
This study evaluates the effectiveness of the Intensive Mathematics Class Program (IMCP) - an expository teaching intervention designed to mitigate mathematics learning loss among low-achieving 10th-grade students at Sekolah Global Mandiri Cibubur, Indonesia, following by the fact of widespread COVID-19 educational disruptions (affecting 90% of learners globally) and documented declines in national PISA mathematics scores. Using a purposive sampling technique, 18 students with the lowest performance (three from each class) were selected to participate in structured instruction on quadratic equations, assessed through a pretest–posttest design. Results indicated significant improvement, with mean scores increasing from 1.33 (SD = 1.14) to 6.61 (SD = 3.47). Non-parametric tests (Shapiro–Wilk W = 0.806, p = 0.002) confirmed data non-normality and the effectiveness of the intervention, further supported by a large effect size, ES = 0.86. Notably, 17 out of 18 students demonstrated score improvements, while only 1 student showed no improvement. These findings show that systematic expository teaching can effectively bridge learning gaps. The study shows the effect of the IMCP as the strategy for low-achieving students in the post-pandemic context. However, the study’s generalizability is limited by its small sample size and localized setting in Senior High School Global Mandiri Cibubur. In the future, the research recommends to expand participant diversity and sample size.
Copyright (c) 2025 Hendrico Yehhezky Nata Atmadja, Rahma Hidayani (Author) https://creativecommons.org/licenses/by-sa/4.0
Application of STEM in Educational Curricula: a Literature Review
This study aims to examine the implementation of the Science, Technology, Engineering, and Mathematics (STEM) approach in educational curricula through a systematic literature review (SLR) method using the PRISMA framework. The main focus of this research is to evaluate how the STEM approach is integrated into various educational levels, identify implementation challenges, and assess its impact on the development of 21st-century skills such as critical thinking, creativity, communication, and collaboration (4C). Data were obtained from 239 scholarly articles accessed through databases such as Google Scholar, Scopus, SINTA, GARUDA, Crossref, and ICI. After a rigorous selection process based on inclusion criteria, 25 articles were chosen for further analysis. The results of the study indicate that consistent STEM implementation can enhance student motivation, interdisciplinary concept understanding, and problem-solving skills. However, several barriers were also identified, such as a lack of teacher training, limited resources, and low educational policy support. Therefore, this study provides valuable contributions to formulating recommendations for the development of more effective STEM-based educational policies in the future.
Copyright (c) 2025 Rahmat Jumri (Author) https://creativecommons.org/licenses/by-sa/4.0
Dynamic Geometry Study as a Learning Visualization Tool in the Digital Era
In the digital era, the integration of technology in education is becoming increasingly important to improve the effectiveness of learning. One significant innovation in mathematics education is the use of dynamic geometry through software such as GeoGebra and Cabri Geometry. This technology allows students to visualize and explore geometric concepts interactively, so that they can better understand spatial relationships. This approach is in line with constructivism theory which emphasizes exploration-based learning and direct experience. Various studies have shown that the use of dynamic geometry not only improves conceptual understanding but also develops critical and analytical thinking skills. However, the implementation of this technology faces several challenges, such as the readiness of educators to integrate the software into learning strategies and the limited infrastructure in some educational institutions. Therefore, continuous training is needed for educators and educational policies that support the wider adoption of this technology. With the right implementation strategy, dynamic geometry can be a revolutionary learning tool in mathematics education, increasing student engagement, and strengthening their spatial literacy and problem-solving skills in the digital era.
Copyright (c) 2025 Sonny Yaitu Duma, Ardiyanto Saleh Modjo (Author) https://creativecommons.org/licenses/by-sa/4.0
Development of Mathematics Learning Media Based on Augmented Reality and Unity 3D
This study aims to explore the effectiveness of the use of augmented Reality-based learning media (AR) in improving students ' understanding of abstract mathematical concepts. By utilizing AR and Unity3D Technology, students are provided with a more interactive and visual learning experience through 3D objects that enable a clearer understanding of concepts. The results showed that AR-based learning media is effective in helping students understand difficult math materials, increasing their motivation, and involvement in learning. In addition, positive perceptions from teachers and students regarding the use of AR were also revealed, where this medium is considered to be able to facilitate teaching and make students more interested and active in learning. However, the study also found some challenges, such as limited devices that can support AR applications optimally and difficulties in integrating AR with existing curricula. This research suggests further development in technology and infrastructure to improve the effectiveness of the use of AR-based learning media in the future.
Copyright (c) 2024 Moch. Fauzi, Mohammad Ridho'i (Author) https://creativecommons.org/licenses/by-sa/4.0
RME application and its effectiveness in learning mathematics to improve students critical thinking skills
This research aims to analyze the application of the Realistic Mathematics Education (RME) approach in enhancing students' critical thinking abilities in mathematics learning. The study uses a quantitative design with a survey method, involving 150 respondents who are secondary school students. Data were collected through a questionnaire measuring two main variables: the implementation of RME and critical thinking abilities. The data analysis results indicate that the application of the RME approach significantly impacts the improvement of students' critical thinking abilities, with a p-value < 0.05. Based on simple linear regression analysis, the R² value of 75% was obtained, showing that 75% of the variation in critical thinking ability can be explained by the application of RME. This study suggests that RME can be an effective alternative to enhance students' critical thinking skills in mathematics learning.
Copyright (c) 2024 I Ketut Sukarma (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Digital Technology in Mathematics Learning and its Impact on Learning Concepts
The development of digital technology has brought significant impact in mathematics learning, providing opportunities to improve the effectiveness and interactivity of the teaching and learning process. This study aims to explore the role of digital technology in mathematics learning and analyze its impact on learning concepts. This research uses a qualitative descriptive approach to understand the role of digital technology in mathematics learning and its impact on learning concepts. The data in this study were collected through literature study from various academic sources, such as scientific journals, textbooks, educational articles. The results show that digital technology has a very significant impact on mathematics learning. Whether in the aspect of improving students' understanding or transforming teaching methods, the use of technology is one of the main factors in modernizing education. It helps students understand complex mathematical concepts through a more interactive and visual approach, making it easier for different types of learners to comprehend. The implications of this study emphasize the importance of teacher training and policies that support the integration of technology to ensure maximum utilization in mathematics education, creating a more effective and engaging learning experience.
Copyright (c) 2024 Noor Romadhon Ardyan (Author) https://creativecommons.org/licenses/by-sa/4.0
Applicaton Of Mathematics In Big Data Analysis To Support Strategic Decision
This study aims to investigate the application of mathematical models in big data Analysis and their impact on strategic decision making in various industrial sectors. Using a quantitative approach to the survey, data was collected from 190 respondents from the technology, finance, manufacturing and healthcare sectors. The results showed that the application of mathematical models, such as predictive algorithms and machine learning, contributed significantly to improving the quality of strategic decisions. The study also identified that variables such as human resource competence and technological infrastructure moderate the relationship between big data Analysis and effective decision-making. The technology and finance sectors have proven to benefit the most from the application of math-based big data Analytics, with benefits seen in improved market prediction, risk management, and operational optimization. The findings underscore the importance of integrating mathematical models in data analysis to support data-driven decision-making in the digital age.
Copyright (c) 2024 Muhammad Munsarif, Abul Walid, Nila Kartika Sari (Author) https://creativecommons.org/licenses/by-sa/4.0
The role of Mathematics Education in Developing Critical Thingking Skill in the Industrial Era 5.0
This study explores the role of mathematics education in developing critical thinking skills in students within the context of Industry 5.0. As industries evolve and integrate human creativity with advanced technologies, the demand for critical thinking and problem-solving abilities has become more pronounced. Mathematics education, with its focus on logic, analysis, and problem-solving, is uniquely positioned to nurture these skills. The research employs a quantitative survey approach with a descriptive correlational design, analyzing the relationship between mathematics instruction and the development of critical thinking among high school and university students. A total of 150 respondents participated, all of whom had been exposed to problem-solving-based mathematics teaching methods. The study investigates the effectiveness of these methods in enhancing students’ critical thinking abilities and their relevance to meeting the challenges of Industry 5.0. Findings suggest a significant positive correlation between problem-solving mathematics education and the improvement of critical thinking skills. This research highlights the importance of integrating critical thinking into mathematics curricula to better prepare students for the digital and technological demands of the modern workforce.
Copyright (c) 2024 Sonny Yalti Duma, Muslimin, Ardiyanto Saleh Modjo, Abul Walid (Author) https://creativecommons.org/licenses/by-sa/4.0