Proceeding International Conference on Mathematics and Learning Research

The Use of Assemblr edu as an Interactive Learning Medium to Improve Mathematical Critical Thinking Skills

Afifah Ainun Nadjla — 2026-01-29

Critical thinking skills are essential competencies in 21st-century mathematics education, requiring students to analyze, evaluate, and reflect on concepts deeply. However, the abstract and symbolic nature of mathematics often hinders students' conceptual understanding. Augmented Reality (AR) provides an innovative approach by integrating threedimensional digital objects into real-world environments, allowing interactive exploration of mathematical ideas. This study examines the effectiveness of Assemblr Edu, an AR-based learning medium, in enhancing students' mathematical critical thinking skills. Employing a quasi-experimental pretest–posttest control group design, the study involved 60 secondary students divided into experimental and control groups. A validated mathematical critical thinking test was used, and data were analyzed through Analysis of Covariance (ANCOVA) with pretest scores as covariates. The findings revealed a significant difference between groups F(1.57)= 37.93,p < 0.001, n² = 0.399. The experimental group's mean improvement was +23.74 points N-Gain = 0.59, high category), while the control group's improvement was +10.21 points(N-Gain = 0.25, medium category). The 3D interactivity of Assemblr Edu effectively fostered clarification, analysis, and logical reflection, confirming its role in promoting higher-order thinking skills aligned with the critical reasoning dimension of Indonesia's Merdeka Curriculum.

The Influence of the Realistic Mathematics Education (RME) Approach and Students' Creativity on Mathematical Problem-solving Ability

Arief Hidayat — 2026-01-29

This study aims to determine the effect of RME (Realistic Mathematics Education) learning and student creativity on mathematical problem-solving abilities in the topic of systems of linear equations in two variables (SPLDV). This research uses a quantitative approach with a sample of 46 eighth-grade junior high school students. The research method is quantitative with a nonequivalent control group design, consisting of two groups: an experimental group and a control group. The sampling technique used is purposive sampling. The research instruments include essay-type tests and questionnaires, while the data analysis uses two-way ANOVA. The research results lead to the following conclusions: 1) There is an effect of the RME learning model on mathematical problem-solving ability., 2) Student creativity influences mathematical problem-solving ability, 3) There is no significant interaction between the RME learning model and student creativity on mathematical problem-solving ability.

Exploration of Students' Problem Solving Ability on Arithmetic Material in a Constructivist Philosophy Perspective Review

Berliani Ardelia Sukowati — 2026-01-29

This study aims to explore the mathematical problem-solving abilities of male and female students on arithmetic sequence and series material from a constructivist philosophical perspective. The research was motivated by the generally low problem-solving performance of Indonesian students, as reflected in international assessments such as PISA and TIMSS. Employing a qualitative case study design, the research involved two eighth-grade students from SMP Negeri 3 Satu Atap Tawangharjo, each representing a high-achieving male and female student. Data were collected through written tests, interviews, observations, and documentation, and analyzed using an interactive model. Findings reveal that both male and female students achieved all mathematical problem-solving indicators, yet exhibited distinct cognitive patterns. Male students demonstrated logical and spatial strategies but tended to overlook the rechecking stage, while female students showed more verbal, organized, and reflective problem-solving behaviors. From a constructivist perspective, these differences highlight the importance of meaningful, experience-based learning that supports individual knowledge construction.The study suggests that mathematics instruction should integrate varied contextual problems, promote reflective habits, and adopt gender-responsive strategies to enhance students' problem-solving competence. Future research is encouraged to broaden the scope across different topics and student populations.

Comparative Analysis of SARIMA and SARIMAX Models for Rainfall Forecasting: A Case Study of Bandung City with Humidity as an Exogenous Variable

Claudia Cantika Bella — 2026-01-29

Accurate rainfall forecasting is crucial in Indonesia, where climate change exacerbates the risks of droughts and floods. This study conducts a comparative analysis of Seasonal Autoregressive Integrated Moving Average (SARIMA) and its extension with exogenous variables (SARIMAX) to evaluate the impact of incorporating air humidity in rainfall prediction for Bandung City. Unlike SARIMA, which relies solely on univariate data, SARIMAX integrates external climatic factors, potentially enhancing predictive accuracy. This study analyzed monthly rainfall and air humidity data from January 2014 to December 2023. The modeling procedure included stationarity testing, seasonal decomposition, model identification using ACF and PACF diagnostics, parameter estimation via Maximum Likelihood Estimation (MLE), and residual diagnostic checks. Forecasting performance was comparatively evaluated using Akaike Information Criterion (AIC), Bayesian Information Criterion (BIC), and Mean Absolute Scaled Error (MASE). The findings indicate that SARIMAX consistently outperforms SARIMA, yielding lower AIC and BIC values and achieving a MASE of 0.690 compared to 0.840 for SARIMA. This demonstrates that exogenous climatic variables play a crucial role in reducing forecasting error, particularly for seasonal and climate-sensitive time series. Beyond methodological contributions, the findings offer practical implications: incorporating humidity into forecasting models provides policymakers and disaster management authorities with more precise information for climate adaptation and risk mitigation strategies.

Development of GeoGebra-Based PjBL Activities Containing Ethnomathematics in Spatial Geometry to Improve Mathematical Communication

Fajrul Falah — 2026-01-29

The low mathematical communication skills of junior high school students, particularly in presenting mathematical ideas and arguments in writing, form the background of this study. As a solution, a Project-Based Learning (PjBL) activity that integrates ethnomathematics content and is assisted by GeoGebra software was developed. This research is a development study (R&D) that adopted the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The aim of this research is to develop ethnomathematics-based Project-Based Learning activities and teaching tools assisted by GeoGebra on the topic of three-dimensional flat-sided shapes (cubes, cuboids, prisms, and pyramids), as well as to test their validity. The ethnomathematics context used is the architecture of the Dieng Temple to study the concept of surface area. The resulting product was assessed by subject matter and media experts. The validation results show an average score of 0.8542, which falls into the highly valid category. Therefore, the developed learning product is declared valid and feasible for use to support mathematical communication.

Assessment of Mathematics Proof Construction: Preservice Mathematics Teacher Training and Upper Secondary School Students

Mohamad Waluyo — 2026-01-29

Constructing valid mathematical proofs is a fundamental yet persistent challenge for students. This study investigates the developmental trajectory of proof construction abilities among Indonesian students, spanning from upper secondary school (Grades 10-11) to undergraduate mathematics levels. Adopting a descriptive cross-sectional design, data were collected from 479 participants using open-ended proof construction tasks and a survey on proof perception. The results reveal a pervasive dominance of empirical proof schemes, where students rely on specific numerical examples rather than generalized logical arguments. Notably, formal proof construction was virtually non-existent at the secondary level, highlighting a significant pedagogical gap. While the frequency of formal proof attempts increased among university students, valid execution remained limited, indicating a disconnect between students' strategic knowledge and their normative understanding of "correct" proof. Furthermore, findings show a critical misalignment between perception and performance; students often recognized formal algebraic arguments as superior yet reverted to empirical methods in practice. The study concludes that the transition from inductive to deductive reasoning does not occur naturally and requires explicit instructional interventions to bridge the cognitive rupture between secondary calculation-based mathematics and tertiary formal reasoning.

Exploration of Students' Mathematics Concept Understanding Ability on Social Arithmetic Material in Terms of Gender Differences

Mutiara Hisda Mahmudah — 2026-01-29

Concept understanding allows students to relate existing knowledge to new information or situations, so that they can represent mathematical ideas in various forms, both verbally, visually, and symbolically. This study aims to describe the effect of gender differences on students' mathematical concept understanding ability in social arithmetic material in junior high school. The research method used was qualitative with a case study approach, involving 22 seventh-grade students who were selected voluntarily. Data were collected through observation, tests, document analysis, and in-depth interviews, then analyzed using data reduction, data presentation, and conclusion-drawing techniques. The results showed that male students tend to rely more on logic and reasoning in solving problems, while female students are more analytical but sometimes less optimal in mathematical representation. Nevertheless, both gender groups were able to fulfill the indicators of concept understanding, such as restating concepts, classifying objects, and applying concepts, although with different approaches. These findings indicate the importance of considering gender differences in designing inclusive and effective mathematics learning strategies. In addition, this study provides important implications for the development of gender-responsive learning strategies to improve students' conceptual understanding.

The Impact of Project-Based Learning with Delphi Software on Students' Computational Thinking Skills

Suci Juniarto — 2026-01-29

Problem-solving skills and Computational Thinking (CT) are very important skills in today's digital era. Improving the ability of CT mathematics education students is becoming increasingly important as the need for skills develops in the 21st century. Project-based learning (PBL) has been shown to be effective in improving these skills. However, the limited research examining the impact of PBL with Delphi software on computational thinking skills in mathematics education encourages the need for further research. This study aims to explore the impact of project-based learning with Delphi on improving students' computational thinking skills. This type of research is a quantitative research with a quasi-experimental design. The population is 6th semester students of mathematics education. The sample consisted of two classes totaling 40 students. The results of the T test showed that the experimental group showed a significant improvement compared to the control group (t = 4,102, p < 0.05). The implications of this research are important for the development of a technology-based mathematics education curriculum. It is recommended for further research with a larger sample of different institutions to explore the long-term impact as well as other factors that may affect project-based learning outcomes.

The Ability of Student of SMK Negeri 1 Sragen employs Cognitive Method on Algebra Questions

S Sumardi — 2026-01-29

This study explores students' conceptual understanding and problem-solving approaches in algebra, specifically focusing on the interpretation and manipulation of algebraic expressions and equations. The research was conducted at SMK Negeri 1 Sragen with first-year students as informants. Using a qualitative descriptive method, the study analyzes students' responses to algebraic problems that involve symbolic reasoning, operations with variables, and rational expressions. Data collection involved observation, problem-solving tests, and interviews, with data validity ensured through triangulation techniques. Two informants employed different cognitive strategies in solving equivalent algebraic problems. While both demonstrated some logical consistency, their solutions revealed common misconceptions, such as misapplying the distributive property and misunderstanding the implications of dividing by zero. In particular, the study identified that assuming division by zero in expressions like y/z - z led to invalid conclusions. However, when solving the equation xy = x/y = x-y both informants eventually arrived at the consistent solution x=−1/2, y=−1 confirming the validity of their algebraic reasoning under guided support.The results highlight the need for deeper conceptual instruction in algebra, especially in understanding symbolic manipulation and domain restrictions. The findings also underscore the importance of implementing cognitive-based learning strategies in mathematics education to enhance students' critical thinking and problem-solving skills.

Designing Deep Scaffolding Based on Realistic Mathematics Education to Address Errors of Slow Learners in Solving Numeracy Problems

Kadek Adi Wibawa — 2026-01-29

This study aims to develop an adaptive and contextual numeracy learning model based on deep scaffolding for slow learner (SL) students in inclusive education settings. The model is designed to address common mathematical thinking difficulties experienced by SL students, such as conceptual, procedural, and representational errors. The research method employs a conceptual review approach consisting of four systematic stages: literature mapping, thematic analysis, conceptual synthesis, and theoretical validation by experts in mathematics and inclusive education. The findings indicate that reflective, meaningful, and joyful learning interventions can enhance students’ metacognitive awareness, motivation, and numeracy comprehension. The proposed deep scaffolding model comprises three core components: mindful scaffolding to foster error awareness, meaningful scaffolding to connect prior knowledge with real-life contexts, and joyful scaffolding to create a positive and engaging learning atmosphere. Expert validation yielded an average score of 3.875, indicating that the model is feasible for implementation in inclusive numeracy instruction. The study recommends teacher training in applying contextual and differentiated scaffolding strategies, as well as the development of instructional tools grounded in Realistic Mathematics Education that are responsive to the needs of SL students. This model is expected to make a practical contribution to improving the quality of equitable and empowering numeracy education for all learners.

Front Matter

Mohamad Waluyo — 2026-01-29

Assalamu'alaikum Warahmatullahi Wabarakatuh

Alhamdulillah, we give thanks to Allah SWT for His grace, blessings, and guidance, enabling us to successfully organize the 2025 International Conference on Mathematics and Learning Research (ICOMER), hosted by the Mathematics Education Department of Universitas Muhammadiyah Surakarta, Indonesia. The theme for this year is "Innovative Pathways in Mathematics and STEM Education Bridging Theory, Practice, and Technology."

The conference aims to provide a dynamic platform for researchers, educators, and practitioners in the field of mathematics and mathematics education to exchange ideas, share their latest research, and explore innovative approaches to teaching and learning. Through this theme, we emphasize the critical role of mathematical sciences in navigating modern challenges and seizing opportunities to build a resilient and sustainable future.

The ICOMER 2025 proceedings include a diverse range of papers presented at the conference, showcasing theoretical studies, empirical research, and practical applications in mathematics education. The collection reflects our commitment to enhancing mathematical literacy, problemsolving skills, and critical thinking to better equip learners for the complex demands of the contemporary world.

While we strive to ensure the quality of these proceedings, we recognize that there may still be areas for improvement. We warmly invite feedback, suggestions, and constructive criticism to help us enhance our future publications.

We hope this compilation serves as a valuable resource for readers, especially those committed to advancing the fields of mathematics and education. May it inspire further research, collaboration, and innovation, ultimately contributing to the transformative power of education for a better tomorrow.