This study aims to describe the truth-seeking behavior of prospective mathematics teachers through the lens of mathematical resilience. This research employs a descriptive qualitative approach. The subjects were prospective mathematics teachers at an Islamic university in Malang, Indonesia, which selected through purposive sampling techniques. Data were collected using questionnaires, tests, and in-depth interviews. The data analysis techniques included data reduction, data presentation, and conclusion drawing/verification. The findings reveal that subjects with high mathematical resilience were able to meet all indicators of truth-seeking, as reflected in their comprehensive mastery of relevant information and their ability to solve problems systematically, even when confronted with contradictory information. Subjects with moderate resilience could only fulfill some indicators, indicating challenges in dealing with complex information. Meanwhile, subjects with low resilience demonstrated success in only a few indicators, highlighting significant difficulties in understanding and analyzing contradictory information. These notable differences emphasize the critical role of mathematical resilience in fostering truth-seeking abilities, particularly when integrating Islamic and mathematical perspectives.
This study aims to analyze the content validity of summative assessment items in Combinatorics that are aligned with the Minimum Competency Assessment (MCA) framework. The study was motivated by the need for valid and high-quality assessment tools that support meaningful and sustainable mathematics learning. This study employed a research and development (R&D) design but it focuses primarily on the Develop stage, which aims to obtain a valid summative assessment instrument. The Aiken’s V method was used to measure the content validity of nine multiple-choice items developed according to the MCA numeracy domains, cognitive levels, and contexts. Three mathematics education experts served as validators. The analysis showed that the Aiken’s V indices ranged from 0.64 to 0.73, indicating medium validity. These results suggest that the instrument can be used after minor revisions. The validated instrument provides a reference for educators to design MCA-oriented summative assessments that enhance students’ mathematical literacy and reasoning skills. Future research may apply other validation methods such as Gregory’s analysis to strengthen the evidence of validity.
Mathematical problem-solving skills (MPSS) and mathematical communication skills (MCS) has a very close relationship. Before solving a problem, students should understand the problem first, processing and presenting their answer, which is a MCS. Different from the previous study, this study reveal the relationship and interaction between students’ MPSS and MCS using a qualitative approach. To do this, a case study method is conducted using valid test and interviews. The test consist of three cases: smartphone storage, riddle about number of chickens and the coop, and area of land to be planted with corn. The participants of this study were eighth-grade 18 students from various junior high scholl and region in West Sumatra. Data analysis used is a descriptive analysis of students' test answers and interview results. The results show that there are five of nine interactions between MPSS and MCS: solver, self-solver, sharer, regular, and receiver. Solver is a student with high MPSS and MCS (2 students), self solver is a student with high MPSS but moderate MCS (6 students), sharer is a student with moderate MPSS but high MCS (4 students), regular is a student with moderate MPSS and MCS (3 students), and receiver is a student with low MPSS and MCS (3 students). The results of this study also show that the relationship between MPSS and MCS is very close. Although there are students who have MPSS and MCS that do not match, this is inseparable from the limitations of the research conducted.
Algebra is a fundamental component of mathematics education that supports students’ success in higher-level mathematical learning. However, many students struggle to understand algebraic concepts due to their abstract nature and the limited use of effective instructional strategies. This scoping review aims to (1) identify how algebra teaching activities are represented in the literature, (2) explore the main instructional themes and approaches discussed, and (3) examine existing research gaps that require further study. A total of 143 studies published between 2015 and 2025 were retrieved from the Scopus database, and after a rigorous screening process, six studies met the inclusion criteria for full analysis. The review identified five dominant instructional themes: contextual problem-based learning, visual and concrete representations, technology-enhanced and game-based learning, collaborative discussions, and reflective reasoning. These approaches were found to enhance students’ engagement, conceptual understanding, and algebraic reasoning. Nevertheless, significant gaps remain in early algebra instruction, teacher professional development, and the integration of emerging technologies in classroom practice. The findings underscore the need for innovative, inclusive, and technology-integrated teaching strategies to strengthen students’ algebraic thinking and improve the quality of mathematics education.
Mathematics anxiety is a pervasive issue among adolescents, often impairing academic performance and emotional well-being. This study investigates the psychological profile of an Indonesian high school student experiencing mathematics anxiety following an academic transition from the UK to Indonesia and evaluates the effectiveness of a Cognitive Behavioral Therapy (CBT) intervention in reducing her anxiety. This research used a single-case qualitative design; data were gathered through psychological assessments (IST, DAT A5, SSCT, graphic tests), structured interviews with the participant, parents, and teachers, and behavioral observations. A five-session CBT intervention focusing on cognitive restructuring was conducted over two weeks. The assessment revealed average intellectual ability but significant cognitive distortions, physiological symptoms, and avoidance behaviors related to mathematics. Post-intervention findings demonstrated notable improvements in cognitive beliefs, emotional regulation, class participation, and help-seeking behavior. The participant, her teacher, and her mother all reported reduced anxiety and improved academic coping. The findings support the use of CBT as an effective and culturally adaptable approach for addressing mathematics anxiety in adolescents. The study emphasizes the role of cognitive patterns, emotional processes, and environmental influences in the development and resolution of academic anxiety. These insights are relevant for educators, school psychologists, and mental health professionals working in diverse educational settings. However, due to its single-case design and reliance on self-reported outcomes, the generalizability of the findings is limited and further research with larger and more diverse samples is recommended.
Numeracy is a fundamental competence that supports students’ ability to apply mathematical concepts in everyday situations. However, many elementary school students still face difficulties in understanding whole number concepts, which are essential for developing higher-order numeracy. This study aims to develop and validate a modified Uno card game called Party Math as a learning media to enhance students’ numeracy skills in the topic of whole numbers. The research employed a Research and Development (R&D) approach adapted from the ADDIE model, consisting of the stages of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through expert validation questionnaires, student response questionnaires, and pre-test and post-test results. The data were analyzed using descriptive and quantitative techniques. The results show that the modified Uno card game meets the criteria of validity, practicality, and effectiveness. Expert evaluations from subject matter specialists, media experts, and teachers indicated that the media is highly suitable for classroom use. Student responses also revealed that the game is engaging, easy to play, and helps them understand whole number operations. Therefore, the Party Math card game can be recommended as an effective and enjoyable tool to strengthen numeracy learning in elementary schools.
This study is qualitative descriptive research that aims to describe eighth-grade students’ numeracy skills in solving a PISA 2022 quantity content problem. This focus is important because PISA-type tasks require reasoning, quantitative interpretation, and decision-making skills that are essential for students’ mathematical literacy in real-life situations. Thirty-two students from class VIII A of a junior high school in Jambi, Indonesia, participated in this study. Data were collected through a written test adapted from the PISA 2022 released items and follow-up interviews with selected students. The results showed that most students demonstrated low numeracy performance, particularly in interpreting information, performing multi-step calculations, and drawing correct conclusions. Only a small number of students were able to meet the expected indicators of numeracy skills. These findings indicate that students have not yet fully met the cognitive demands of PISA quantity tasks. The results highlight the need for instruction that provides more opportunities for students to practice contextual quantitative reasoning. For classroom practice, teachers are encouraged to incorporate multi-step contextual tasks that gradually strengthen students’ interpretation, strategy selection, and reasoning abilities. The findings also serve as a basis for further research on developing PISA-type jumping tasks adapted to relevant local contexts to support students’ numeracy skills.
This study aims to analyze the variations in students' obstacles and difficulties in mathematical literacy across different skill levels and learning styles. Through qualitative research with a phenomenological approach, the subject selected using purposive sampling. This research involved nine students of a junior high school in Bandung, Indonesia, each representing three learning styles (visual, auditory, and kinesthetic) and three levels of mathematical literacy (high, medium, and low). Data were analyzed using data reduction, data presentation, and conclusion drawing. The findings relveal that students' obstacles and difficulties in mathematical literacy varie based on their skill levels and learning styles. Students with moderate and low skills commonly experience difficulties in understanding context, processing information, creating mathematical models, and arguing and evaluating solutions. Differences in learning styles also determine the types of obstacles and difficulties that arise: visual students have difficulty in understanding verbal information, auditory students have difficulty in interpreting symbols and visual representations without verbal explanations, and kinesthetic students need concrete experiences to understand abstract concepts. These findings emphasize the importance of adjusting learning strategies so that all stages of mathematical literacy can develop optimally for all students with varie learning styles.
This research aims to explore the activities of fishermen on the coast of Sungai Buntu Beach, Karawang, that contain mathematical concepts, and to map them into the learning outcomes of phases A–C at the primary school level. A qualitative approach with an ethnographic design was used, through observation, interviews, and documentation. The data were then analysed with data reduction, presentation, and conclusion drawing, and their validity was tested through triangulation. The results show that fish trading activities contain number concepts; calculating the catch in a basket reflects algebra through variables and simple equations; the salting and weighing of fish emphasise measurement, proportionality, and capacity; the shapes of boats, nets, baskets, drying racks, and fish crates demonstrate the application of geometric concepts in 2D and 3D shapes; and seasonal catch patterns, trading transactions, and the salting of dried fish provide a context for data analysis and probability. These findings affirm that the cultural practices of fishermen in the North Karawang coastal area, particularly those in Sungai Buntu Beach can be used as an authentic source for contextual, relevant, and meaningful mathematics learning, and are also applicable to other coastal regions with similar cultural characteristics such as the North Coast of West Java, supporting the development of local culture-based teaching materials to enhance students' motivation, understanding, and learning outcomes.
Integrating the culture around students environtment into mathematics learning can make learning more innovative, interesting, contextual and meaningful. This research aims to develop translation and reflection teaching materials assisted by Desmos Classroom by utilizing the Batik Parang Teja context. Teaching materials were developed using the ADDIE development model. The research stages include conducting literature review, designing teaching materials, improving its quality based on expert input, applying teaching materials in classroom, and evaluating the quality of the teaching materials developed. The data of the product quality are collected through validation sheets by experts. Based on experts judgement, the Desmos Classroom-assisted teaching materials developed being suitable for use in mathematics learning, especially translation and reflection topic.
The thinking process characterized by reflective thinking towards critical thinking to produce a decision is called the refractive thinking process. However, how the refractive thinking process occurs in the subject needs to be revealed. This study aims to reveal the refractive thinking process in subjects who use a single strategy in decision making. This study is a qualitative approach involving 25 mathematics education students from two universities in Malang, East Java, Indonesia. Each student was given a test on the problem of ordering cities based on the level of dependence on the central government from lowest to highest. The decision to order cities was based on local revenues data that varied between cities and unstable from year to year. In this study, the researcher only analyzed the refractive thinking process of one subject who used a single strategy in decision making. The subject was asked to think aloud. The results showed that students who carried out the refractive thinking process with a single strategy only needed one alternative solution to make a decision, namely by summing up the contributions of each city per year. The subject only identified the comparison of the amount and increase in the contribution of each city as a consideration for making a decision.
Referring to PISA 2015 and 2018 data, Indonesian students' mathematics skills, especially numeracy skills, are lower than the global average score. One effort that can be made to improve students' numeracy skills and learning motivation is the development of mathematics textbook based on Realistic Mathematics Education (RME) with relevant contexts that students can imagine. So, this study aims to develop RME-based mathematics textbook to improve students' numeracy skills and learning motivation using the context of Nai Marbittang, one of the popular folklores in South Tapanuli, North Sumatra, Indonesia. The researchers used the ADDIE development model to develop textbook while assessing its validity through expert validation sheets, practicality through questionnaires, and effectiveness through motivation questionnaires and numeracy tests. Through this study, the products developed were proven to be valid, practical, and effective in improving students' numeracy skills and learning motivation so it can be used more widely, especially on the Pythagorean theorem topic. Other researchers can also utilize folklores on various mathematics topics to improve students' numeracy and learning motivation.
Differences in students' cognitive styles cause differences in accepting and managing learning and connecting experiences into learning. Differences in students' cognitive styles also cause differences in mathematical problem-solving skills. This research aims to describe students' skills in solving mathematics open-ended problems in terms of differences in cognitive styles, namely Field Independent (FI) and Field Dependent (FD). This research is descriptive qualitative research that involved four eight-grade students at a private junior high school in Sukoharjo, Central Java, Indonesia as subjects who were selected based on differences in cognitive styles. Cognitive style data was collected through a cognitive style questionnaire while students' mathematical problem-solving skills were revealed through tests and interviews. The data was analyzed to identify the fulfillment of indicators of mathematical problem-solving skills according to Polya, which include understanding the problems, preparing plans, implementing plans, and looking back. The results showed that field independent subjects had better mathematical problem solving abilities than field dependent subjects. Field independent subjects fulfill all indicators of mathematical problem-solving skills, while field dependent subjects only fulfill indicators of understanding the problems. This research can be used as a reference in designing learning strategies that suit all students' cognitive styles to improve students' mathematical problem-solving skills.
The utilization of cultural context in mathematics learning can be an alternative of effective learning approach to bridge students to master the abstract dimension of mathematics through the real context in students' lives. However, cultural integration in mathematics learning must begin with the identification of mathematical concepts contained in cultural objects that are relevant to school mathematics. This study aims to identify mathematical concepts contained in the Panggung Krapyak and Rotiban activities at one of the Islamic boarding schools in Yogyakarta, Indonesia. This study is an exploratory study with a qualitative approach. Data were collected through observations of the Panggung Krapyak and Rotiban activities, in-depth interviews with figures, documentation, and literature reviews. The results of the study indicate that Panggung Krapyak displays various mathematical concepts such as reflection, similarity, and congruence in the shape of the building. In addition, the Rotiban activity contains the concept of multiples of numbers in its schedule and cyclic permutation in the cycle pattern of participants sitting. These findings indicate that the existence of mathematical concepts contained in local culture is in line with school mathematics so it can be integrated into mathematics learning to be more contextual and easier for students understanding.
Problem solving skills is one of the important skills that students must master through learning mathematics. One alternative to improve students' mathematical problem-solving skills is using the Problem-based Learning (PBL) learning model combined with technology-based learning media. This research aims to produce PBL-based electronic student worksheets (e-worksheets) on the topic of whole numbers and fractions that are valid, practical and effective to improve students' mathematical problem-solving skills. The development of e-worksheets uses a 4D development model involving seventh-grade students from one of the junior high schools in Rokan Hulu, Riau, Indonesia as field test subjects. The results of data analysis show that the e-worksheet developed using LiveWorksheet application has met the valid criteria based on experts judgement and practical based on the practicality questionnaires. E-worksheets have also been proven effective in improving students' mathematical problem-solving skills with an average N-gain at high criteria.
Differences in students' learning styles, whether visual, auditory, or kinesthetic, affect the way of students in absorbing, processing, and understanding the mathematical information provided. This statement indicates that differences in learning styles also affect students' mastery of mathematical literacy and students' skills in solving problems involving higher-order thinking skills. So, this study aims to describe students' mathematical literacy skills in solving higher-order thinking skills (HOTS)-oriented problems in terms of students' learning styles. The research used descriptive qualitative research that is involving 6 eighth-grade students at a junior high school in Blora, Central Java, Indonesia, as research subjects selected using simple random sampling techniques. The instruments used were a learning style questionnaire to identify students' learning styles, HOTS-oriented equation of a straight line problems to reveal students' mathematical literacy, and interviews to confirm the answers given by students in the test. Data were analyzed using an interactive model, namely data reduction, data presentation, and data verification, accompanied by triangulation techniques to ensure the validity of the data. The results showed that students with a visual learning style were more dominant in mastering communication skills and the ability to use language and symbolic, formal, and technical operations. In contrast, students with auditory learning styles are only dominant in mastering communication skills. While students with kinesthetic learning styles are more dominant in mastering language use skills and symbolic, formal, and technical operations.
