Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika
paris77 mogetoto slot online idn play deluna4d slot gacor Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika (Alifmatika: Journal of Mathematics Education and Learning) published by Tarbiyah Faculty of Ibrahimy University. Published biannually in June and December. Reviewers will review any submitted paper with review process employs a double-blind review, this matter means that both the reviewer and author identities are concealed from the reviewers, and vice versa... The Focus of this journal contains writings that are taken from the results of the research, and the results of deep (conceptual) thinking in the field of mathematics education and mathematics learning. The Scope of this journal includes: (1) Educational studies, (2) Ethnomathematics, (3) Mathematics Abilities, (4) Mathematical thinking, (5) Developmental Research, (6) Assessment and Evaluation, (7) Pedagogical content knowledge, (8) Theory and practice studies, (9) Mathematical integration studies, and (10) Realistic Mathematics Education (RME). e-ISSN: 2715-6109 | p-ISSN: 2715-6095. Indexed by DOAJ, EBSCO, Sinta 2, Dimensions. 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Mathematical modelling problem solving with respect to students’ mathematical resilience in GeoGebra-assisted mea learning
Problem-solving is a crucial 21st-century skill that plays a vital role in mathematics education. One practical approach to developing this skill is through mathematical modelling, particularly by employing GeoGebra-assisted MEA learning. This study aims to: (1) evaluate the quality of GeoGebra-assisted MEA learning; (2) examine the influence of mathematical resilience on Mathematical Modelling Problem-Solving Ability (MMPSA); and (3) describe students’ MMPSA based on their levels of mathematical resilience. A mixed-methods approach was employed using a Sequential Explanatory design, with instruments including questionnaires, tests, observations, and interviews. The sample consisted of Class VII A as the experimental group and Class VII B as the control group, each comprising 30 students. Eight students were selected as qualitative subjects based on their mathematical resilience levels. The results indicate that GeoGebra-assisted MEA learning demonstrates high instructional quality and significantly enhances students’ MMPSA. Quantitative findings show that mathematical resilience has a significant effect, accounting for 30% of the variance in students’ problem-solving performance. These results are further supported by qualitative data obtained through observations and interviews. Students with high resilience tended to be confident, persistent, and effective in solving problems. Those with moderate resilience showed adequate capability but lacked precision, while students with low resilience were easily discouraged and exhibited low self-confidence. In conclusion, integrating quantitative and qualitative findings underscores the importance of fostering mathematical resilience to enhance students’ problem-solving abilities, particularly in the context of GeoGebra-assisted MEA in mathematical modelling.
Copyright (c) 2025 Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika https://creativecommons.org/licenses/by-sa/4.0
A meta-analytic review of the impact of ethnomathematics-based instruction on students’ conceptual understanding in mathematics
Ethnomathematics-based learning has been implemented in various regions as an approach to mathematics education. This meta-analysis investigates the overall effectiveness of ethnomathematics-based instruction in enhancing students' conceptual understanding of mathematics, while also examining the extent to which study characteristics influence its impact. The literature search was carried out for studies published between 2018 and 2023 using the Google Scholar database, facilitated by Harzing’s Publish or Perish software. As a result of the screening process, eight studies that fulfilled the predefined inclusion criteria were selected for data extraction. Data analysis was performed using the OpenMEE software, employing a random-effects model for effect size estimation. The findings indicated a substantial overall effect size of 1.330, suggesting that ethnomathematics-based learning exerts a significant positive influence on students' conceptual understanding of mathematics. Analysis of study characteristics revealed that studies conducted at the elementary school level, employing cluster random sampling and involving fewer than 30 participants, demonstrated greater effectiveness of ethnomathematics-based learning. These findings may serve as considerations for mathematics education practitioners in implementing ethnomathematics-based learning in the future. In particular, the results highlight the urgency for teachers and curriculum developers to integrate local cultural contexts into mathematics instruction as a strategy to foster deeper conceptual understanding, increase student engagement, and support equitable learning outcomes.
Exploring learning innovation through design thinking to improve geometry problem-solving skills
This study aims to provide innovative learning solutions for schools in special regions that are striving to improve the quality of education, particularly in improving mathematical problem-solving skills. This study employs a design thinking approach comprising the stages of empathise, define, ideate, prototype, and test. This study consisted of mathematics students and teachers from schools in special areas in Sumba, East Nusa Tenggara, namely SMP Negeri 2 Wewewa Timur, SMP Negeri 3 Wewewa Timur, and SMP Negeri 2 Wewewa Tengah, as well as several other schools whose teachers are members of the Mathematics Teacher Working Group (MGMP). The respondents included 99 students from the three schools and 19 mathematics teachers. Data collection methods included questionnaires, interviews, and observations with the respondents. The findings of this study, considering the conditions and facilities of the schools, indicate that to improve geometric mathematical problem-solving skills in special regions, the following solutions are required: (1) designing E-Modules for CTL-based ethnomathematics learning, (2) developing CTL and PBL learning activities using the CRT approach based on Augmented Reality, and (3) integrating CTL with the CRT approach using GeoGebra as a medium.
Characterization of the five-tier model of creative mathematical thinking in primary school learners
Creative mathematical thinking skills among elementary students remain relatively low, largely due to predominantly procedural instruction, highlighting the need to examine the characteristics of their innovative thinking stages in solving data processing problems using the Subanji five-stage model. The study aimed to identify and describe students’ creative thinking patterns in handling ordinal data through the stages of pre-imitation, imitation, modification, combination, and construction. Employing a qualitative case study approach, data were collected from 38 fifth-grade students in Malang through open-ended tasks, think-aloud protocols, interviews, and documentation. The analysis involved data reduction and triangulation. Results revealed the distribution of students across stages: 10.53% at pre-imitation, 34.21% imitation, 23.68% modification, 18.42% combination, and 13.16% construction. Students showed a progression from routine and imitative approaches to independently constructed strategies, such as assigning weighted scores to ranked data and analyzing the frequency of options. These findings suggest that the Subanji model effectively captures the development of creative mathematical thinking and support the integration of open-ended tasks and scaffolded guidance to foster creativity in mathematics learning.
The high-accuracy geometric approximation of the ellipse's perimeter by the measuring right-angled triangle
This article confronts the persistent challenge of determining the exact perimeter of an ellipse. It proposes a high-accuracy geometric approximation centred on a uniquely defined Measuring Right-Angled Triangle (MRAT). Constructed with specific spatial and angular properties, the MRAT is positioned at a distance of 2b/π from the centre of a reference circle and terminates at its circumference at a 45° angle. The ellipse's center is co-located with the circle's center. The resulting values were rigorously compared against classical Ramanujan approximations, and the PRI test and high-precision graphical analysis were used to confirm significant accuracy. This high-accuracy geometric approximation method offers a computationally efficient alternative to traditional algebraic methods, enhancing both theoretical understanding and applied precision.
The CORE model: An innovative strategy to strengthen students’ mathematical connections and problem-solving skills in junior high school
Developing students’ mathematical connection and problem-solving skills remains a persistent challenge in Indonesian secondary mathematics education. This study examined the impact of the CORE (Connecting, Organizing, Reflecting, Extending) instructional model on students’ mathematical connections and problem-solving abilities at SMPN 02 Kota Bengkulu. A quantitative approach with a controlled-comparison design was employed, and data were analyzed using Analysis of Covariance (ANCOVA) to assess the model’s effects while controlling for prior ability. The findings revealed that prior mathematical ability significantly explained 25.3% of the variance in students’ mathematical connection skills and 55.3% of the variance in their problem-solving performance. After implementing the CORE model, students demonstrated substantial improvement in both areas. The model accounted for 57.0% of the variance in mathematical connection ability, particularly enhancing students’ capacity to relate mathematics to other disciplines and real-life contexts, and 19.9% of the variance in problem-solving skills, especially in understanding problems, planning, and reviewing solutions. These results suggest that the CORE model effectively promotes cross-disciplinary integration, contextual understanding, and reflective reasoning in mathematics learning. Theoretically, the findings reinforce the role of constructivist and reflective learning frameworks in strengthening students’ higher-order thinking and meaningful engagement with mathematical concepts.
Trends and effectiveness of web-based mathematics learning media in fostering creative thinking in primary education: A systematic review
This study evaluates the trends and effectiveness of web-based learning media in fostering creative thinking in elementary mathematics education through a Systematic Literature Review (SLR). Data were collected from Scopus and screened using clearly defined inclusion and exclusion criteria based on population, intervention type, study design, and creativity-related outcomes. Of the 36 identified documents, 7 met all criteria and were analyzed. The findings indicate a substantial increase in the use of web-based mathematics media over the last five years, driven by digital transformation and the demand for interactive learning environments. Web-based media were shown to enhance creative thinking through simulations, dynamic visualisations, and contextual problem-solving tasks. However, effectiveness depends on media design, pedagogical strategies, digital infrastructure, and teacher readiness. This review highlights the need for developing creativity-oriented web-based mathematics media that directly support higher-order thinking.
Integration of ethnomathematics in culturally responsive STEM education to foster computational thinking
This study aims to describe the implementation of culturally responsive STEM learning integrated with an ethnomathematics approach to enhance students’ computational thinking skills. The research employed a descriptive qualitative method and was conducted at SMA Zainul Hasan Genggong, involving 30 tenth-grade students (class X-A) and one mathematics teacher. Data were collected through observation, interviews, documentation, and bibliometric analysis using VOSviewer. The findings indicate that incorporating local cultural elements such as Madurese batik motifs, bamboo weaving, and traditional culinary units created meaningful and contextual learning experiences. Students showed clear progress in key components of computational thinking, including breaking down cultural tasks into smaller mathematical components, identifying geometric and symmetrical patterns in cultural artefacts, and developing structured steps to address practical problems. Both teachers and students responded positively, highlighting increased engagement, motivation, and collaboration during group projects. The teacher reported that students became more active, creative, and critical, while students expressed that learning felt more relevant and enjoyable. Word Cloud visualisation revealed dominant keywords such as culture, mathematics, patterns, symmetry, problem-solving, and collaboration, reflecting the strong connection between cultural contexts and STEM education. Bibliometric analysis further confirmed the interrelation between STEM, computational thinking, and contextual learning. These findings suggest that culturally rooted STEM learning not only enhances conceptual mastery but also fosters systematic, reflective, and creative thinking, positioning it as an effective strategy for addressing the challenges of 21st-century education.
Explaining the digital transformation of mathematics learning through the flipped classroom: A prisma bibliometric review
This study aims to systematically examine publication trends, implementation methods, pedagogical approaches, impacts, target education levels, and the role of digital technology in the application of the flipped classroom model in mathematics learning. The method used is the Systematic Literature Review (SLR) based on PRISMA guidelines, with additional bibliometric analysis using VOSviewer to map the relationship and development of keywords in the literature published between 2023 and 2025. The analysis of 16 selected articles indicates a growing research trend, marked by a shift from conceptual investigations toward studies emphasizing impact and student learning experiences. The results show that digital transformation in mathematics learning is reflected through the integration of digital instructional videos, LMS platforms, and online learning resources that restructure learning from a teacher-centered approach to a technology-supported, student-centered model. The findings also indicate a shift in research focus from conceptual discussions toward practical implementation and learner outcomes. The flipped classroom is implemented through a combination of pre-class digital preparation and in-class interactive activities that promote autonomy, engagement, and 21st-century skills. Despite variations in context, many of the identified challenges, such as limited digital competence and low pre-class engagement, remain relevant to Indonesian students. Overall, the study successfully addresses its objectives and provides insights that can serve as a reference for developing contextual, technology-driven mathematics learning strategies.
Super (a, d)-hyperedge antimagic total labeling on hypergraphs of the volcano graph, semi parachute graph, and comb product graph
In graph theory, understanding the labeling of graphs and hypergraphs provides valuable insights into their structural properties and applications. A hypergraph generalizes the notion of a conventional graph, defined as a mathematical structure built from a vertex set V and a hyperedge set E, where each hyperedge is allowed to connect two or more vertices simultaneously. The essential distinction between a graph and a hypergraph lies in their edges. While in a graph a single edge connects exactly two vertices, in a hypergraph a single hyperedge may connect any number of vertices, including two. A hypergraph is considered to admit a super (a, d) -hyperedge antimagic total labeling, such that the vertex label functions f: V(H)  1, 2, 3, ....., V(H) then f: E(H)  V(H) + 1, ....., V(H) + V(H) and weight w(ei) = ∑ f(ei) + ∑ f(Vi,j), where i denotes the number of hyperedges, j represents the number of vertices contained in a hyperedge, and e_i refers to the set of vertices and its associated edges with weight w(ei) for each hyperedge. A super (a, d) -hyperedge antimagic total labeling is formulated as a labeling scheme based on arithmetic progressions, where ???? serves as the initial value and d denotes the common difference between consecutive labels. In this scheme, the total weight of a hyperedge is determined by deriving from the sum of the vertex labels and the label of the respective hyperedge. The labels are arranged in an arithmetic sequence, ensuring that each hyperedge has a distinct weight. This study focuses on several special classes of hypergraphs, namely, the volcano graph, the semi-parachute graph, and the comb product of graphs, to implement and examine the characteristics of the super (a, d)-hyperedge antimagic total labeling. By focusing on these graph classes, the study contributes to combinatorics by offering a deeper understanding of hypergraph labeling schemes and their potential applications in network theory, coding theory, and data modeling.