Vol. 3 No. 2 (2025): pij

Volume 3, Issue 2 (2025) of the Panicgogy International Journal (PIJ), published September, 2025, presents four research articles contributed primarily by scholars from Indonesia, Colombia, reflecting the journal's growing international collaboration in mathematics and school-based education research. This issue highlights themes spanning instructional media innovation, didactical design grounded in learning obstacle analysis, phenomenological inquiry into student learning experiences, and school program governance. The first article introduces PAPUTRI (Trigonometric Rotating Board), an instructional media innovation designed to enhance students' learning of trigonometry, developed through a collaboration between Indonesian researchers and a Colombian co-author, illustrating the value of manipulative, hands-on tools in supporting abstract mathematical concepts. A didactical design study follows, focusing on the redesign of number pattern instruction for junior high school students, grounded in an analysis of learning obstacles to more precisely target the conceptual difficulties students commonly encounter. Complementing this design-based work, a phenomenological inquiry explores why geometry feels difficult for junior high school students in Indonesia, offering an in-depth, experience-based account of the cognitive and instructional barriers students face in geometric reasoning. Beyond the mathematics-specific articles, the issue also includes a study on Adiwiyata Program management at SDN 3 Muara Ciujung Timur, examining governance, participation, and partnership in implementing environmental education initiatives at the school level. Collectively, the four articles in this issue illustrate a blend of instructional innovation and deeper diagnostic inquiry in mathematics education — from tangible learning media and obstacle-informed instructional redesign to phenomenological accounts of student struggle — alongside a broader perspective on school program governance, together offering complementary insights into how teaching practice and school management can be strengthened through evidence-based, student-centered approaches.