Archives

  • pijme
    Vol. 3 No. 1 (2025)

    The journal, published in May 2025, consists of 5 articles written by authors from 3 countries;
    1. Indonesia
    2. Bangladesh
    3. Colombia
    These five articles explore innovative strategies to enhance mathematics learning by incorporating cultural relevance, didactic tools, conceptual exploration, and game-based learning. The first study demonstrates that integrating local cultural elements into worksheets significantly improves students’ understanding of geometric transformations, affirming the value of culturally responsive teaching. The second article introduces the Musi Board as an effective didactic tool that strengthens students’ mastery of greatest common factor and least common multiple through tactile, structured learning. In a theoretical investigation, the third study revisits the Pythagorean Theorem by critically examining the length of the hypotenuse in a unit square, offering a deeper mathematical insight into foundational geometry. The fourth article presents a teaching approach that combines statistical board teaching aids with problem-based learning, effectively promoting students’ critical thinking skills. Lastly, the development of Fraction Heroes, a gamified learning application, shows promise in making the concept of fractions more accessible and engaging for junior high school students through interactive gameplay and storytelling.

  • pijme
    Vol. 2 No. 2 (2024)

    The journal, published in November 2024, consists of 5 articles written by authors from 2 countries;
    1. Indonesia
    2. Philppines
    These five articles collectively shed light on both the challenges and innovations within high school mathematics education. The first study, conducted at Nias Adventist High School, identifies major obstacles faced by teachers, including limited instructional resources, low student engagement, and inadequate professional training—factors that significantly hinder effective teaching. To address student disengagement, another study developed PUME, an educational game aimed at enhancing students’ creative mathematical thinking in solid geometry, with results indicating improved conceptual understanding and enthusiasm. In a different context, an analysis of students’ errors in statistics problem-solving using Newman’s Error Theory revealed that the types of errors were influenced by students’ interest levels, underscoring the need for differentiated instruction. Complementing this, a systematic review of the Photomath application found that while the app aids in understanding mathematical procedures, excessive reliance on it may impede deeper cognitive engagement, thus requiring balanced integration under teacher supervision. Lastly, the use of digital-based learning media in teaching sequences and series demonstrated significant effectiveness in boosting both comprehension and motivation, offering visual and interactive experiences that traditional methods often lack.

  • pijme
    Vol. 2 No. 1 (2024)

    The journal, published in May 2024, consists of 5 articles written by authors from 2 countries;
    1. Indonesia
    2. Afghanistan
    This issue highlights various educational approaches and technologies in mathematics learning. The first article investigates the impact of differentiated learning models on fifth-grade students' mathematics outcomes, providing insights into tailored instructional strategies. Another study explores how lesson study embedded with technology fosters the dispositions of prospective teachers in linear programming topics. A significant contribution is made in Bayesian t-Lasso regression, where normal-mixture and uniform-mixture representations are compared for optimizing variable selection in outlier data analysis. Additionally, a systematic literature review examines the influence of regional languages on presenting and solving local mathematics problems, emphasizing the intersection of culture and education. Lastly, the issue includes a review on the utilization of GeoGebra software in mathematics learning, highlighting its potential as a dynamic tool for enhancing conceptual understanding. These articles collectively provide a rich perspective on modern mathematical pedagogy and research.

  • pijme
    Vol. 1 No. 2 (2023)

    The journal, published in November 2023, consists of 5 articles written by authors from 3 countries;
    1. Indonesia
    2. Afghanistan
    3. Ghana
    This issue includes a diverse range of articles addressing contemporary challenges and innovations in mathematics education. The first study uses the Cognitive Diagnostic Model (CDM) to assess the skills and status of Afghan 8th-grade students in mathematics. Another paper conducts a bibliometric analysis of open and distance learning, leveraging the Scopus database and VOSviewer to highlight research trends. Further, the issue explores student statistical literacy through test questions integrated with contextual issues in Indonesian education, emphasizing a practical approach. The implementation of the Class 6 Teaching Campus Program is analyzed for its impact on students' literacy and numeracy skills at SMPN 2 Lenek. Lastly, an innovative study presents an Android-based didactical design for learning lines and angles, employing an interpretive didactical design research methodology. These articles contribute valuable insights into enhancing mathematical learning through diagnostic tools, contextual approaches, and technology integration.

     

  • pijme
    Vol. 1 No. 1 (2023)

    The journal, published in May 2023, consists of 5 articles written by authors from 8 countries;
    1. Indonesia
    2. Saudi Arabia
    3. Colombia
    4. Uzbekistan
    5. South Africa
    6. India
    7. Nigeria
    8. Philippines
    This issue explores various topics related to mathematics learning and the challenges faced by students and educators. The first article examines parental views on online learning during the Covid-19 pandemic, providing insights into parents' experiences with remote education. Another study investigates learning barriers in understanding fractions from the perspective of mathematics teachers, as well as ways of thinking about 3D geometry in an exploratory case study with junior high school students. Other research highlights student challenges in solving story problems related to matrix material and evaluates the critical thinking levels of junior high school students in solving mathematical problems. These articles offer important insights into the obstacles in learning and how to address difficulties in understanding mathematical concepts.