Kalamatika: Jurnal Pendidikan Matematika

Students’ mathematical procedural fluency in solving mathematical problems in terms of mathematical resilience and gender

Muhammad Sazali, Nanang Priatna, Tatang Herman — Tue, 21 Apr 2026 09:41:54 +0700

Mathematical resilience and gender are often associated with differences in students’ skills and ways of thinking while learning mathematics. This study aims to simultaneously describe students’ mathematical procedural abilities in terms of mathematical resilience and gender. Data were collected from 19 participants selected through purposive sampling based on criteria relevant to the research variables. A procedural fluency test and a student mathematical resilience questionnaire were used; both instruments had been previously validated by experts, who concluded that they were suitable for use. The data analysis technique employed was ANCOVA (Analysis of Covariance). The results indicated that both resilience and gender appeared to influence students’ mathematical procedural fluency; however, resilience was the factor that made a meaningful difference, not gender. Qualitative analysis, including resilience questionnaires, interviews, and test result descriptions, revealed that both male and female students can demonstrate strong mathematical procedural fluency when they possess high mathematical resilience. As a result, gender differences did not emerge as a significant influence, as both groups had equal opportunities when their mathematical resilience was high. The absence of a significant gender effect is suspected to be due to the relatively small sample size used in this study, which may not have provided sufficient statistical power to detect the actual effect. Due to the limitations of this study, these findings should be considered preliminary. Further research is needed using a larger sample size and more representative sampling to better examine the combined influence of gender and resilience on mathematical procedural fluency.

Adaptive learning systems in mathematics education: An integrated bibliometric mapping and systematic literature review

Tue, 21 Apr 2026 14:19:01 +0700

Research on adaptive learning systems (ALS) in mathematics education has increased substantially in recent years; however, existing studies remain fragmented across system types, educational levels, and implementation contexts. Most prior reviews have focused either on technological characteristics or learning outcomes, providing limited insight into how adaptive learning systems are systematically implemented and synthesized within mathematics education. Addressing this gap, this study examines adaptive learning systems in mathematics education through an integrated bibliometric mapping and systematic literature review. A systematic literature review was conducted and reported in accordance with PRISMA guidelines to identify, screen, and select relevant studies from major academic databases. Bibliometric mapping analysis using VOSviewer was then employed to explore publication trends, keyword co-occurrence, and thematic structures within the selected literature. The findings indicate that adaptive learning systems generally contribute positively to mathematics learning outcomes; however, their effectiveness is closely associated with pedagogical integration and teacher preparedness rather than technological sophistication alone. A phased implementation pattern is observed, beginning with teacher-led enhancement approaches and progressing toward more technology-mediated models. While AI-based systems demonstrate strong potential, moderately complex adaptive systems appear more feasible for institutions with limited resources. These findings highlight the importance of pedagogical readiness in the adoption of adaptive learning systems and suggest directions for future research, particularly in underrepresented educational levels.

The impact of digital learning on numeracy: A meta-analysis from the perspective of Indonesian education policy implementation

Samsul Maarif, Rully Charitas Indra Prahmana, Krisna Satrio Perbowo — Wed, 22 Apr 2026 08:52:45 +0700

Although various studies have discussed digital learning in mathematics education, to date there has been no comprehensive meta-analysis that systematically measures the impact of digital interventions on Indonesian students’ numeracy skills and their relationship to national education policies. This study presents a meta-analysis of 25 empirical studies involving 1,387 participants, aimed at measuring the effectiveness of digital learning in improving Indonesian students’ numeracy skills from 2015 to 2025The analysis shows an average effect size of 1.218, which is considered high, indicating that the integration of digital media has a significant impact on students’ conceptual understanding and numerical reasoning. The most effective digital interventions identified were the Wordwall application, educational TikTok content, and augmented reality flipbooks, which combine interactivity, visualization, and active student engagement. Overall, the meta-analysis confirms that digital media integration effectively improves students’ numeracy skills and aligns with the implementation of the Independent Curriculum and the Digital Education Transformation policy. However, the relevance of these findings should be reconsidered in light of ongoing policy changes and technological developments. Further research is needed to examine moderating variables such as gender, socioeconomic background, and the digital literacy of both teachers and students.

Building Number Sense: A Systematic Literature Review of Mathematical Concept Development in Early Years

M. Zainul Arifin, Cyndana Kartika Putri, Laila Mubarakah — Wed, 22 Apr 2026 09:15:08 +0700

Many early mathematics programs emphasize the importance of number sense as a basic skill; however, there is a lack of comprehensive reviews that integrate effective strategies and concepts used in early childhood education contexts. This study aims to conduct a systematic review of various approaches, strategies, and learning methods for developing number sense in early childhood, identify the most frequently studied mathematical concepts, and analyze the factors that influence their effectiveness. A Systematic Literature Review (SLR) method was applied, involving twelve peer-reviewed journal articles selected from the Scopus database using the PRISMA. It was found that game-based learning, the use of multiple representations, digital technology, exploratory activities, and problem-solving tasks are frequently used to support the development of number understanding. The main mathematical concepts identified include cardinality, number representation, basic operations, quantity structure, and early reasoning. Effectiveness is influenced by teacher competence, student engagement, teaching strategies, and the learning environment. This study contributes to a deeper understanding of early numeracy development and highlights the importance of designing child-centered, adaptive, and experience-based learning. These findings can serve as a reference for early childhood educators, curriculum developers, and policymakers in improving mathematics instruction at the early education level.

Geo-Sheet: Interactive GeoGebra-integrated learning material to enhance students’ creative mathematical reasoning in analytic geometry

Titin Masfingatin, Ika Krisdiana, Reza Kusuma Setyansah — Wed, 22 Apr 2026 11:11:12 +0700

In analytic geometry instruction, students’ reasoning often remains procedural, limiting opportunities to develop Creative Mathematical Reasoning (CMR). CMR refers to the ability to construct reasoning that is novel to the learner, justified as plausible, and grounded in intrinsic mathematical properties. This study aimed to design and evaluate Geo-Sheet, a GeoGebra-integrated interactive learning material intended to support students’ CMR in analytic geometry. The research involved 30 undergraduate students enrolled in an Analytic Geometry course in a Mathematics Education program at a private university in East Java, Indonesia. An Educational Design Research (EDR) approach was employed, consisting of preliminary and formative evaluation phases (self-evaluation, expert review, one-to-one, small group, and field testing). Geo-Sheet was assessed in terms of validity, practicality, and potential effect. Expert judgment indicated high validity (Aiken’s V = 0.82), and student questionnaires showed high perceived practicality (70% in the high category). Pre- and post-test results, supported by observations and interviews, revealed improvements across CMR indicators. These findings suggest that systematically designed GeoGebra-based materials that integrate dynamic visualization and guided exploration have the potential to create productive learning conditions for the development of higher-order mathematical reasoning.

Developing ethnomathematics-based interactive digital book to improve mathematical connections and self-confidence: The PMRI approach

Ratna Marlina, Wahyu Hidayat, Tatang Supriatna — Wed, 22 Apr 2026 11:33:52 +0700

One reason students have difficulty understanding the relationships among quadrilaterals, area, and perimeter is the lack of innovative teaching materials in schools. Therefore, this study aims to develop an interactive digital book using a valid, practical, and effective PMRI approach based on ethnomathematics to improve students' mathematical connection skills and self-confidence. The research method employed was Design Research of the development study type. The research subjects consisted of three subject matter experts, three language experts, and one media expert, as well as 64 students from an Islamic middle school in West Bandung, Indonesia. The students included three eighth-grade students for one-to-one testing, nine eighth-grade students for small-group testing, and 52 seventh-grade students for field testing. The research instruments included validation sheets for subject matter, media, and language experts; unstructured interviews; student response questionnaires; a self-confidence questionnaire consisting of 40 The results of the study indicate that the mean validation score from subject matter experts was 95% (highly valid), from language experts 98% (highly valid), and from media experts 95% (highly valid). Student responses reached 92% (highly practical). The post-test significance values for mathematical connection skills (0.000) and self-confidence (0.001) were both below 0.05, indicating that the developed digital book was effective in improving students’ mathematical connection skills and self-confidence compared to conventional learning. Additionally, students’ self-confidence was categorized as high.

Exploring secondary students’ reflective thinking skills in statistics based on mathematical ability

Masduki Masduki, Mutiara Hisda Mahmudah, Windi Hastuti — Wed, 22 Apr 2026 13:41:07 +0700

Reflective thinking plays a vital role in mathematics learning, particularly in solving complex problems. Understanding students’ reflective thinking abilities across its aspects—technique, monitoring, insight, and conceptualization—is essential for selecting appropriate instructional methods. This study aims to describe junior high school students’ reflective thinking abilities in learning statistics based on their initial mathematical ability. A qualitative approach with a case study design was used to explore reflective thinking skills in the four aspects: technique, monitoring, insight, and conceptualization. The research participants consisted of 30 seventh-grade students from a junior high school in Boyolali, Indonesia, who were grouped into three categories based on their mathematical ability: high, medium, and low. Data were collected through reflective thinking tests, observations, and interviews, and analyzed using the constant comparative analysis method. The results reveal a hierarchical relationship between mathematical ability and reflective thinking. Students with high mathematical ability demonstrated complete reflective thinking, fulfilling all indicators across the four aspects. Students with moderate ability exhibited partial reflective thinking, meeting some indicators but not fully optimizing others. Students with low mathematical ability showed the weakest reflective thinking skills, meeting indicators only partially in technique, monitoring, and insight, while failing to achieve the conceptualization indicators optimally. These findings confirm that foundational mathematical knowledge is a critical determinant of students’ capacity for deep reflective problem solving in statistics and provide important implications for the development of targeted instructional methods.

Exploring cognitive pathways of mathematics education students in solving contextual modular arithmetic problems

Metia Novianti, Dede Suratman, Christy Oktavany Siambaton Munthe — Wed, 22 Apr 2026 14:49:33 +0700

Understanding how university students grasp modular arithmetic in real-world contexts remains underexplored, particularly regarding their use of cognitive pathways in solving contextualized problems. This study aims to examine the cognitive pathways utilized by mathematics education students when solving context-based modular arithmetic problems. 32 undergraduate students in the early stage of a mathematics education program who had successfully completed course in Number Theory were asked to solve three real-world-based problems involving work cycle patterns, container multiples, and congruence systems. The tasks were designed to represent fundamental real-world structures of modular arithmetic and to explore how contextual representations influence students’ cognitive pathways. The analysis was conducted using a descriptive qualitative approach through Cognitive Task Analysis (CTA) to identify five key cognitive pathways: quantitative reasoning, linguistic processing, working memory, pattern recognition, and cognitive flexibility. The result show that the first three pathways were consistently used across all task, indicating stable patterns in numerical reasoning, language processing, and information management. In contrast, pattern recognition and flexibility varied depending on how the problems were presented. Contextual narratives encouraged more reflective and adaptive thinking, whereas symbolic forms tended to limit exploration and reduce conceptual engagement. These results highlight the importance of problem design in supporting diverse cognitive approaches. The study's practical implications include the development of assessments and learning strategies that foster flexible and meaningful thinking, especially when understanding abstract mathematical concepts. Future research is encouraged to explore the integration of digital technologies and multiple representations to enhance students' cognitive flexibility.