Purpose: The growing adoption of artificial intelligence (AI)-based assessment in higher education has created new opportunities to enhance learning evaluation. However, empirical evidence explaining how students’ digital literacy and self-efficacy relate to AI-based assessment use and perceived academic performance remains limited, particularly in developing higher education contexts. This study examined the structural relationships among digital literacy, self-efficacy, AI-based assessment use, and perceived academic performance among university students.Method: A quantitative cross-sectional survey was conducted using purposive sampling involving 100 undergraduate students from five teacher education programs at Universitas Nahdlatul Ulama Lampung, Indonesia. Data were collected through a structured questionnaire comprising multi-item measures of digital literacy, self-efficacy, AI-based assessment use, and perceived academic performance. The proposed structural relationships were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM).Findings: The results indicated that digital literacy was positively associated with self-efficacy and AI-based assessment use. Self-efficacy showed a significant positive relationship with perceived academic performance and emerged as the strongest predictor of this construct. In contrast, AI-based assessment use and digital literacy were not directly associated with perceived academic performance. These findings suggest that students’ psychological readiness plays a more important role than technology use alone in explaining perceived academic performance within AI-supported assessment environments.Significance: Unlike previous studies that primarily emphasize technology acceptance or technological effectiveness, this study integrates digital literacy and self-efficacy within a structural model of AI-based assessment use to explain students’ perceived academic performance in an Indonesian higher education context. The findings provide practical implications for higher education institutions seeking to strengthen students’ digital competencies and self-efficacy to support the effective implementation of AI-based assessment.
Purpose: This study aims to investigate the effectiveness of integrating Problem-Based Learning (PBL) supported by Powtoon in enhancing students’ motivation and improving their critical thinking skills in mathematics learning. The study responds to the growing demand for 21st-century competencies and the need for instructional approaches that foster active engagement and higher-order thinking. Method: This research employed a quasi-experimental design using a pretest-posttest control group approach. The participants consisted of fourth-grade primary school students who were divided into experimental and control groups. Data were collected through a learning motivation questionnaire and a critical thinking test, and subsequently analyzed using descriptive and inferential statistical techniques. Findings: The findings revealed that students in the experimental group demonstrated significantly higher levels of motivation and stronger critical thinking skills than those in the control group. The implementation of Powtoon-assisted PBL was associated with greater student engagement, improved understanding of mathematical concepts, and more active participation in problem-solving activities. Significance: This study highlights the potential of combining innovative pedagogical approaches with digital media to support meaningful mathematics learning. The integration of PBL and Powtoon contributes to the enhancement of both affective and cognitive learning outcomes. It provides empirical evidence for the development of instructional practices that promote essential competencies required in contemporary education.
Purpose: Artificial intelligence (AI) is increasingly promoted as a transformative tool for improving mathematics learning, yet its educational value remains contested when issues of access, teacher readiness, and pedagogical safeguards are considered. This study aims to critically examine whether AI genuinely improves mathematics learning in secondary education by synthesizing evidence on its opportunities, risks, and safeguards. Method: This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. A total of 40 articles were selected from an initial pool of 309 records indexed in ERIC, Web of Science, and Scopus between 2021 and 2025. The selected studies were analyzed using thematic synthesis through open, axial, and selective coding to identify recurring patterns related to AI-supported mathematics learning, implementation risks, and responsible pedagogical practices. Findings: The findings indicate that AI can support mathematics learning through adaptive personalization, intelligent tutoring systems, automated assessment, real-time feedback, and increased student motivation. Evidence from the reviewed studies suggests that intelligent tutoring systems are associated with improved learning performance, with a reported aggregate effect size of g = 0.86 in relevant meta-analytic evidence. However, the review also identifies substantial risks, including unequal digital access, insufficient teacher readiness, weak TPACK-based integration, superficial learning, and dependence on generative AI. One reviewed study reported that students using generative AI without adequate guardrails performed 17% worse after AI access was removed, highlighting the need for responsible implementation. Significance: This review concludes that AI does not automatically improve mathematics learning. Its effectiveness depends on pedagogical safeguards, teacher mediation, equitable infrastructure, and blended instructional design. The study contributes a critical evidence-based framework for integrating AI responsibly in secondary mathematics education and provides practical guidance for teachers, school leaders, policymakers, and educational technology developers.
Purpose: This study examined the association between Academic Competency Test-Based Mathematics Learning (ACT-BML) and improvements in junior high school students’ mathematics achievement. The study was motivated by the implementation of Indonesia’s Academic Competency Test (ACT), which requires instructional approaches that align mathematics learning with standardized academic assessment. In addition, empirical evidence regarding the integration of ACT standards into classroom mathematics instruction remains limited. Method: A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The participants were 180 ninth-grade students from a junior high school in Langsa City, Indonesia, selected through purposive sampling. The research instrument consisted of 30 ACT-oriented mathematics achievement items that demonstrated satisfactory validity and reliability (Cronbach’s Alpha = 0.872). Data were analyzed using descriptive statistics, a paired-samples t-test, normalized gain (N-Gain), and Cohen’s d effect size. Findings: The results indicated substantial improvement in students’ mathematics achievement following the implementation of ACT-BML. The mean score increased from 37.89 on the pretest to 91.04 on the posttest. The paired-samples t-test revealed a statistically significant difference between the two measurements, t(179) = 54.561, p < .001. Furthermore, the mean N-Gain score was 0.8511, indicating a high level of improvement, while Cohen’s d of 4.07 reflected a very large within-group effect. Significance: This study contributes empirical evidence to the emerging literature on integrating Academic Competency Test standards into mathematics instruction. The findings suggest that ACT-BML may serve as a promising assessment-aligned instructional approach for strengthening students’ mathematics achievement and academic readiness. Nevertheless, further studies employing more rigorous experimental designs are required to establish causal effectivenes.
Purpose: This study aims to examine the effects of a TPACK-informed online tutorial design on self-regulated learning (SRL) achievement and improvement among graduate distance education students, while investigating whether prior mathematical knowledge (PMK) moderates those effects. Method: A quasi-experimental non-equivalent control group design was employed with 170 graduate students (experimental: n = 85; control: n = 85) enrolled in the Educational Statistics course (MPDR5202) at Universitas Terbuka. SRL was measured using a 37-item questionnaire across six dimensions (maximum score = 148). Data were analyzed using non-parametric statistics, specifically the Mann-Whitney U test and Kruskal-Wallis test. Findings: The TPACK-based tutorial design was associated with significantly higher SRL achievement (Z = −2.971, p = .003) and greater SRL improvement (Z = −4.807, p < .001) compared to the conventional tutorial design, though causal attribution is limited by the quasi-experimental design.PMK level alone did not produce a significant main effect on either SRL outcome. However, an omnibus rank-difference test across condition-by-PMK cells yielded a significant result (H = 25.762, p < .001), with post-hoc comparisons suggesting that students with medium and high PMK showed greater SRL improvement under TPACK-based instruction, while the pattern for low PMK students was inconclusive given the small subgroup size (n = 10). This interaction pattern should be regarded as preliminary. Significance: This study provides preliminary empirical support for the role of intentional, technology-integrated instructional design, specifically TPACK-informed online tutorials, in fostering self-regulated learning (SRL) in distance higher education, although causal conclusions remain limited by the quasi-experimental design. The finding that PMK appears to moderate the impact on SRL improvement suggests practical implications for instructional designers and distance educators. A uniform TPACK approach may be insufficient for students with low prior knowledge, pointing to the potential value of differentiated scaffolding strategies. However, this interaction pattern warrants replication in larger and more balanced samples before firm recommendations can be made.
Purpose: This study investigated the conceptions of proof of prospective mathematics teachers’ learning limits, with a particular focus on how these conceptions were manifested in representational activity. Method: A qualitative teaching-research design was used to collect data from 82 first-year prospective mathematics teachers enrolled in a Calculus I course at a public university in Indonesia. The main data were prospective mathematics teachers’ written responses to an ε–δ limit proof task, classroom discussions, and reflective teaching notes. Data was analysed using iterative, thematic coding and constant comparative analysis, following a representational-epistemic framework. Findings: Four qualitatively different conceptions of proof were identified: proof as computation, proof as algebraic procedure, proof as formal display, and proof as logical argument. Most participants used computational or procedural approaches and a small proportion of participants constructed logically coherent deductive arguments. The results indicate that prospective mathematics teachers’ difficulties are not only related to algebraic manipulation but also to understanding the epistemic function of proof in university mathematics. Specifically, ε–δ notation was often taken as a formality of notation rather than as a relational structure for reasoning. Significance: The study adds to research on the secondary–tertiary transition in mathematics education by demonstrating the relationship between prospective mathematics teachers' representational practices and different conceptions of proof. The findings are also relevant to designing introductory calculus instruction to support prospective mathematics teachers’ transition from verifying procedures to deductive justification.
Purpose: This study examines how geometry task management shapes students’ spatial structuring when solving Pythagorean Theorem problems through tangram-based tasks. Method: This study employed a qualitative case study design involving six eighth-grade students (aged 13–14) from a public junior high school. The participants were purposively selected to represent diverse levels of classroom participation. Data were collected across three classroom sessions through students’ work artifacts, classroom interaction transcripts, and observation notes. Data were analyzed using a qualitative interpretative approach involving iterative coding and cross-case comparison to identify patterns of spatial structuring, particularly in relation to part–whole coordination, recognition of invariant properties, and reconfiguration strategies. Findings: The analysis indicates that geometry task management shapes students’ spatial structuring through geometric reconfiguration and increasing attention to part–whole relationships. Students’ reasoning evolves from visual manipulation toward more relational forms of understanding as tasks are sequenced and supported through teacher questioning; for example, some students initially relied on visual fitting strategies but later justified their rearrangements by referring to equal lengths and area equivalence after teacher prompts. The results indicate that spatial reasoning emerges through interaction with representations and is influenced by how instructional tasks direct students’ attention to invariant geometric relationships. Significance: This study contributes to mathematics education by showing how spatial structuring can be understood as a pedagogically supported process shaped through geometry task management. The findings highlight the importance of task sequencing and teacher guidance in supporting students’ spatial reasoning in learning the Pythagorean Theorem.
Purpose: This study responds to the persistent issue of low mathematical creative thinking among students by exploring its underlying causes and examining the effectiveness of the ADIRE (Auditory, Intellectual, Repetition with Ethnomathematics) learning model when viewed from different learning styles. Method: A mixed-methods approach with a sequential exploratory design was applied. The participants were seventh-grade students. In the qualitative phase, subjects representing visual, auditory, and kinesthetic learning styles were selected purposively. The quantitative phase employed cluster random sampling to assign students into experimental and control groups. Data were gathered through tests, questionnaires, interviews, observations, and documentation, and analyzed using descriptive statistics, t-tests, and N-gain analysis. Findings: The findings reveal that students’ creative thinking ability remains uneven across learning styles. Visual learners tend to demonstrate more complete achievement of creative thinking indicators, while auditory learners generally require guidance, and kinesthetic learners show limited attainment, mainly at the basic level. The implementation of the ADIRE learning model leads to a noticeable improvement in students’ performance, reflected in higher average scores, fulfillment of minimum mastery criteria, and a moderate level of gain. Significance: These results suggest that learning models which consider students’ learning styles and incorporate ethnomathematical contexts can provide more meaningful learning experiences and contribute to the development of mathematical creative thinking in a more holistic way.
Purpose: Mathematical proof requires students to interpret and use mathematical signs meaningfully when constructing arguments. However, many mathematics students experience difficulties in interpreting these signs, which may affect both the correctness of their proofs and the quality of their argumentation. This study aims to explore the structure of students’ mathematical argumentation through the lens of Peirce’s triadic semiotic framework. Method: This qualitative study involved 28 undergraduate mathematics students enrolled in an abstract algebra course. Data were collected through group theory proof tasks and semi-structured interviews. Based on variations in students’ argumentation structures, three representative participants were purposively selected for in-depth analysis. The data were examined using Toulmin’s argumentation model integrated with Peirce’s triadic semiotic concepts, namely Representamen, Object, and Interpretant. Findings: The analysis revealed three distinct semiotic argumentation structures: (1) Meaningful Sign Structure through direct proof, (2) Meaningful Sign Structure through proof by contradiction, and (3) Unmeaningful Sign Structure. Students who demonstrated meaningful sign structures were able to interpret mathematical symbols accurately, establish relationships between signs and mathematical concepts, and construct coherent arguments. In contrast, students with unmeaningful sign structures experienced difficulties in interpreting signs and connecting them to relevant mathematical theories. Significance: The findings highlight the important role of semiotic understanding in the construction of mathematical proofs. Students who successfully integrated sign interpretation with mathematical reasoning exhibited meaningful argumentation structures, whereas those with limited semiotic understanding tended to produce incomplete or unsupported arguments. This study contributes to the growing body of research on mathematical argumentation by providing a semiotic perspective on students’ proof construction processes.
Purpose: This study aims to investigate how the integration of Augmented Reality-assisted mathematical comics based on Jambi folklore can support students’ metacognitive skills in mathematics learning.Method: This study employed a Research and Development approach using the ADDIE model consisting of analysis, design, development, implementation, and evaluation stages. The developed instructional media were validated by a media expert, a mathematics education expert, and an instructional design expert. The implementation stage involved 32 junior high school students divided into an experimental group and a control group. Data were collected through observations, interviews, questionnaires, and metacognitive skills tests, and analyzed using Aiken’s V, descriptive percentage analysis, and an independent sample t-test supported by effect size analysis.Findings: The developed instructional media achieved very high validity, with Aiken’s V values ranging from 0.88 to 0.92, and obtained a practicality score of 86%. Students who learned using the developed media demonstrated better metacognitive skills than those who learned through conventional instruction, with a Cohen’s d effect size of 0.81 indicating a large practical effect. The integration of Augmented Reality visualization, mathematical comic narratives, and contextual cultural content supported students in interpreting mathematical problems, monitoring solution strategies, and reflecting on their answers during learning activities.Significance: This study contributes to metacognitive learning research by demonstrating that Augmented Reality-assisted mathematical comics integrated with local cultural narratives can support reflective and culturally contextualized mathematics learning environments.
Purpose: This study aims to examine the structural relationships among learning motivation, mathematical problem-solving ability, and students’ mathematical critical thinking, with mathematical problem-solving ability modeled as a mediating construct. Method: The study employed Partial Least Squares–Structural Equation Modeling (PLS-SEM) involving three main constructs: learning motivation, mathematical problem-solving ability, and mathematical critical thinking skills. Data were collected through performance-based essay tests measuring students’ mathematical problem-solving and critical thinking skills, complemented by a 5-point Likert-scale questionnaire to assess learning motivation, involving 124 junior high school students from three schools in Sukabumi City, Indonesia. The data were analyzed using Smart-PLS 4. Findings: The results indicate that learning motivation has a significant effect on mathematical problem-solving ability, while problem-solving ability has a strong influence on students’ mathematical critical thinking skills. The direct effect of motivation on critical thinking is significant but smaller than its indirect effect through problem-solving ability. Mediation analysis confirms that problem-solving ability functions as a partial mediator. In addition, The PLS-predict analysis revealed that most indicators exhibited Q² predict values greater than zero and lower prediction errors than the linear model benchmark, indicating that the proposed model demonstrates acceptable out-of-sample predictive power. Significance: Beyond prior motivation–critical thinking studies, this research clarifies the structural pathway through which learning motivation is associated with mathematical critical thinking by positioning mathematical problem-solving ability as a partial mediator in junior high school mathematics learning.
Purpose: This study aims to examine how successful mathematics learning is constructed through the dynamic interaction of affective dispositions, cognitive-metacognitive strategies, socio-pedagogical scaffolding, resilience, and epistemological flexibility within post-pandemic online learning environments. Method: An intensive single-case study design was employed, utilizing in-depth interviews with a student and three mathematics teachers as the primary data collection instrument. Data were systematically analyzed through open, axial, and selective coding procedures adapted from grounded theory. Findings: Four interrelated conceptual models emerged from the analysis: (1) the Ecosystemic Formation of Sustainable Learning Identity, (2) the Adaptive Academic Reconstitution Model, (3) Learning Ecosystem Support as an Adaptive Developmental System, and (4) the Adaptive Transitional Learning Ecosystem Model. Collectively, these models reconceptualize mathematical success not as a discrete performance outcome, but as an ecosystemic and developmentally sequenced achievement requiring coherent integration of internal identity formation, strategic regulatory capacity, and adaptive ecosystem support. Significance: These findings carry substantial implications for the development of post-pandemic pedagogical frameworks, advocating for holistic and identity-constitutive approaches that extend beyond mere content remediation in online mathematics education.
Purpose: This study aims to describe students’ mathematical modeling skills by contextualizing situations derived from their familiar religious knowledge. The learning process is implemented through Hadith-Based Mathematics Learning in the Integration of Mathematics and Islamic Values course. Method: A Descriptive Quantitative approach was employed to profile students’ post-instruction mathematical modeling performance in a single cohort to analyze how students construct mathematical models based on four Hadiths about the Virtues of Prayer. The research subjects were 12 fifth-semester students from the Mathematics Education Department in the 2025/2026 academic year who enrolled in the course. Data were collected through mathematical modeling tests. The research process consisted of preparation, data collection, and analysis, followed by the interpretation and discussion of the findings. At the final stage, students’ levels of mathematical modeling ability were categorized from level 0 to level 5. Findings: The results revealed that students developed several mathematical models based on the Hadiths of the Virtues of Prayer, including ratio, algebra, functional, and arithmetic. Overall, students’ mathematical modeling ability fell within the good category, with an average achievement of 79%. While the average performance corresponded to level 4, level 5 was the most frequently attained level.Indicating well-developed modeling skills in solving and interpreting mathematical models. Significance: This study presents a contextual teaching approach, Hadith-Based Mathematics Learning, that provides a systematic pathway for integrating Islamic values into mathematics instruction. Therefore, this study serves as a reference for lecturers and curriculum developers seeking to harmonize scientific knowledge and Islamic values in mathematics education.
Purpose: This study aimed to examine the mathematical literacy ability of junior high school students in Karimun Regency using a Multilevel Item Response Theory (IRT) framework and to investigate whether differences existed between students attending coastal and mainland schools. Method: A quantitative research design was employed involving 307 Grade IX students from five public junior high schools in Karimun Regency, Indonesia. Participants were selected through stratified two-stage cluster random sampling to represent both coastal and mainland school contexts. Data were collected using a 12-item mathematical literacy test developed based on the PISA mathematical literacy framework and local contextual situations. The instrument demonstrated satisfactory psychometric quality, with corrected item-total correlations ranging from 0.478 to 0.829 and a Cronbach’s alpha coefficient of 0.921. Data were analyzed using a Multilevel IRT two-parameter logistic (2PL) model to estimate item characteristics, students’ latent abilities, and school-level variation. Findings: The results indicated that item difficulty estimates ranged from -2.37 to 1.63, while discrimination parameters ranged from 0.39 to 2.90, suggesting that the instrument covered a broad range of difficulty levels and generally functioned well in differentiating students with varying abilities. Formulate items tended to be easier than interpret and evaluate items. The multilevel analysis revealed substantial school-level variation in mathematical literacy ability, with an intraclass correlation coefficient (ICC) of 0.617, indicating that 61.7% of the variance was associated with differences between schools. However, no significant difference was found between students from coastal and mainland schools (p = 0.906). Significance: This study contributes to the growing literature on mathematical literacy assessment by demonstrating the usefulness of Multilevel IRT in capturing both psychometric characteristics and hierarchical educational structures. The findings suggest that school-level factors play a more important role than geographical location in explaining students’ mathematical literacy ability, providing valuable evidence for designing targeted educational improvement programs in archipelagic regions.
Purpose: This study aims to develop a STEM-integrated project-based hybrid learning design for the mathematical statistics to enhance students’ prophetic character and improve their conceptual understanding of statistical concepts. The research addresses the need for innovative instructional designs that simultaneously support cognitive achievement and character development in higher education hybrid learning environments.Method: The research employed a Research and Development (R&D) approach following the Plomp model, which includes preliminary research, prototyping, assessment, and implementation phases. Validation was conducted by content, instructional design, and digital technology experts, while practicality was assessed through a small-group trial. Effectiveness was evaluated using pretest-posttest instruments and prophetic character questionnaires administered to 20 students enrolled in the course. Data were analyzed using normalized gain (N-Gain) and descriptive statistics to determine improvements in cognitive and character outcomes.Findings: The learning design achieved high validity (84.67%) and very high practicality (87.5%), demonstrating feasibility for implementation. Implementation results indicated that students’ problem-solving skills showed the highest improvement (N-Gain = 0.75, high), while communication (0.64) and collaboration (0.58) skills improved moderately. Students’ conceptual understanding of statistics improved moderately (average N-Gain = 0.52), with the majority achieving moderate improvement. These findings confirm that the hybrid STEM-PjBL design effectively promotes both cognitive and prophetic character development.Significance: The study provides a validated and practical instructional model that integrates STEM, project-based learning, and hybrid learning principles to foster students’ cognitive skills and character values. This design offers a replicable framework for instructors to implement authentic, engaging, and value-oriented learning in higher education, contributing to both theoretical and practical advancements in hybrid STEM education.
Purpose: This study aims to examine the effectiveness of multimedia-assisted teaching materials in improving students’ mathematical connection skills in an Educational Statistics course. It also explores the conditions under which multimedia-based instruction may or may not outperform conventional teaching methods. Method: A quasi-experimental pretest–posttest control group design was employed. The sample consisted of an experimental group (n = 30) that utilized multimedia-assisted teaching materials and a control group (n = 30) that received conventional instruction. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, paired-sample t-tests, independent-sample t-tests, and effect size analysis (N-Gain and Cohen’s d). Findings: Both groups demonstrated significant improvement. However, the experimental group showed a substantially greater increase (mean difference = 11.80) compared to the control group (mean difference = 7.24). The independent-sample t-test indicated a statistically significant difference between the two groups (t (58) = -2.25, p = 0.028), favoring the experimental group. Effect size analysis revealed a Cohen’s d of 0.58 (medium effect) and an N-Gain of 0.35 (medium category) for the experimental group, while the control group showed an N-Gain of 0.19 (low category). Significance: These findings suggest that multimedia-assisted learning is not inherently superior; its effectiveness depends on factors such as instructional design quality, cognitive load management, implementation fidelity, and students’ readiness. This study contributes to the literature by offering a more critical perspective on the conditional effectiveness of multimedia in mathematics education and highlights the importance of context-sensitive technology integration.
Purpose: This study explores the reflective processes of prospective mathematics teachers in proof construction, analyzed through Toulmin’s argumentation framework and Surbeck’s reflective thinking phases. Method: This study employed a qualitative case study design. Twenty prospective mathematics teachers at a university in Palu City were asked to solve a mathematical proof task. Their solutions were categorized into four types, representing variations in argumentation and reflective processes. One participant from each type was selected for interviews to obtain more in-depth insights. The collected data were analyzed using thematic analysis, involving coding and theme development guided by Toulmin’s and Surbeck’s frameworks. Findings: The results indicate that prospective teachers who demonstrated a relatively complete reflective process in proof construction were able to identify relevant information, develop logical reasoning, and evaluate their proof steps. In contrast, those who exhibited transitional, limited, and minimally developed reflective processes showed increasing difficulties in constructing and evaluating their proofs. Significance: These findings suggest the need to integrate reflective thinking and structured argumentation explicitly in proof-based instruction, particularly by supporting students in developing and evaluating warrants and backing during proof construction.
Purpose: This study aims to examine the effectiveness of Smart Numafit Songs based on Mathematics in Context (MiC) as a numeracy learning medium for improving fifth-grade elementary students’ numeracy skills.Method: This study employed a quantitative approach using a one-group pretest–posttest design involving 43 fifth-grade students selected through purposive sampling. The intervention utilized Smart Numafit Songs generated with Suno AI and contextual cartoon videos developed using OpenArt AI. The numeracy test measured four domains: Basic Numeracy Skills, Problem and Formulation, Communication and Interpretation, and Application in Context. Data were analyzed using descriptive statistics, paired-samples t-tests, effect size analysis, and N-Gain with SPSS version 31.Findings: Students’ mean numeracy score increased from 45.95 in the pretest to 86.23 in the posttest. The paired-samples t-test revealed a statistically significant difference between pretest and posttest scores (p < .001). The intervention produced a very large effect size (Cohen’s d = 4.711), while the N-Gain score reached 0.71, indicating a high level of improvement in students’ numeracy skills.Significance: The findings demonstrate the potential of integrating Mathematics in Context, AI-generated songs, and contextual visual media to support numeracy learning in elementary education. Smart Numafit Songs provide an innovative, contextual, and multimodal learning medium that can enhance elementary students’ numeracy development.
Purpose: This study examines the implementation of digitalized mathematics learning integrated with digital assessment and the Deep Learning approach to support the development of problem-solving competence among Grade X vocational high school students and to evaluate teachers’ readiness to implement the instructional innovation. Method: A convergent parallel mixed-methods design was employed. The study was conducted in five vocational high schools in Central Java, Indonesia. Initial trials were carried out at SVHS 1 Demak and SVHS 1 Pekalongan, followed by field implementation at SVHS Moenadi Ungaran, SVHS 8 Semarang, and SVHS 5 Kendal. Quantitative data were collected through problem-solving competence assessments and teacher performance evaluations, while qualitative data were gathered through interviews, observations, and documentation. Quantitative data were analyzed using descriptive statistics, normality tests, and one-sample t-tests, whereas qualitative data were analyzed through coding, categorization, and thematic interpretation. Findings: Students demonstrated consistently high levels of problem-solving competence across participating schools, with mean scores ranging from 81.44 to 84.94. Teachers also showed strong readiness to develop and implement digitalized mathematics learning, achieving a mean performance score of 86.36, which was significantly higher than the predetermined criterion score. Qualitative findings revealed positive teacher acceptance, active student engagement, and favorable perceptions of the learning experience, although limited internet accessibility remained a practical challenge. Significance: The findings indicate that integrating digitalized mathematics learning, digital assessment, and the principles of Mindful Learning, Meaningful Learning, and Joyful Learning can support problem-solving competence in vocational mathematics education. This study contributes empirical evidence to technology-enhanced mathematics learning and provides practical guidance for implementing student-centered and digitally supported instruction in vocational schools.
Purpose: This study aims to systematically explore and analyze geometric transformation concepts embedded in Lipa’ Sabbe weaving from an ethnomathematical perspective and to examine their relevance for culturally responsive mathematics education. Method: A qualitative ethnographic approach was employed, involving participant observation, in depth interviews, and documentation with purposively selected informants, including a cultural policymaker, a silk entrepreneur, and an experienced traditional weaver in Sengkang, South Sulawesi. The collected data were analyzed using inductive thematic analysis and constant comparison techniques to identify patterns related to mathematical activities and geometric transformations. Findings: The findings reveal that Lipa’ Sabbe weaving embodies key geometric transformation concepts, including translation, reflection, rotation, and dilation, which are reflected in the structured arrangement of motifs. In addition, the weaving process involves fundamental mathematical activities such as counting, measuring, designing, locating, playing, and explaining. Significance: These results demonstrate that Lipa’ Sabbe weaving represents a culturally situated mathematical practice, providing a meaningful context for linking abstract geometric concepts with real world cultural experiences. The study contributes to ethnomathematics by offering a systematic analytical framework and highlights its potential for developing culturally grounded mathematics learning.
