International Journal on Teaching and Learning Mathematics
Journal title : International Journal on Teaching and Learning Mathematics Initials : IJTLM Email : ijtlm@uin-malang.ac.id Frecuency : 2 Issues per year (June and December) DOI : Prefix 10.18860 Print ISSN : 2621-2188 Online ISSN : 2621-2196 Editor-in-Chief : Abdussakir Managing Editor : Muhammad Islahul Mukmin Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang Indexing : Google Scholar, Crossref, Dimensions, Moraref, One Search, BASE, Garuda, Sinta. International Journal on Teaching and Learning Mathematics is an international and peer reviewed open access journal covering research in mathematics education. It includes studies of teaching and learning process, development research, thinking process, problem-solving, understanding, proving, reasoning, ethnomathematics, communication, and educational technology. It is published twice a year in June and December. It contains scientific articles written in English. It also receives article review. The journal is accredited SINTA 4 based on the Decree No. 10/C/C3/DT.05.00/2025, issued by The Ministry of Higher Education, Science, and Technology of the Republic of Indonesia for the period from Vol. 5 No. 1 2022 to Vol. 9 No. 2 2026.
Universitas Islam Negeri Maulana Malik Ibrahim Malang
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Integrating the scientific approach in STEM-Based learning: advancing critical and creative mathematical thinking skills for future-oriented education
Although STEM education has been proven to enhance scientific literacy, its effectiveness in developing pre-service mathematics teachers’ critical and creative thinking skills remains underexplored. Furthermore, comparative studies on STEM-based scientific learning versus conventional methods in fostering Higher-Order Thinking Skills (HOTS) remain limited, particularly in the context of future-oriented education. This study aims to analyze the impact of STEM-based scientific learning on the critical and creative thinking skills of pre-service mathematics teachers and compare its effectiveness with conventional instruction. A quasi-experimental posttest-only nonequivalent control group design was employed. A total of 52 students were selected through purposive sampling and divided into an experimental group (n=26, STEM-based scientific learning) and a control group (n=26, conventional learning). Critical thinking was assessed using WGCTA, while creative thinking was measured through TTCT, project analysis, and student engagement observations. The MANOVA results confirm that STEM-based scientific learning is significantly more effective than conventional methods, leading to notable improvements in critical and creative thinking skills. Additionally, the experimental group demonstrated more stable performance, as indicated by a lower standard deviation compared to the control group. These findings underscore that integrating STEM-based scientific learning contributes significantly to strengthening HOTS among pre-service mathematics teachers, serving as a valuable reference for curriculum development in future-oriented education.
Copyright (c) 2025 Dwi Yulianto http://creativecommons.org/licenses/by-nc-sa/4.0
Manipulative media KOBI (Kartu Operasi Bilangan Integrasi) to improving creative thinking abilities
Learning mathematics requires appropriate learning media. The facts in the field of learning are textbook and monotonous. Kartu Operasi Bilangan (KOBI) is a manipulative media developed through game-based methods Teams Games Turnament (TGT). This media is used to support the learning process of students in the classroom both individually and in groups. The purpose of this research is to determine the effectiveness of the KOBI media in enhancing students' creative thinking abilities. The study was conducted on 7th-grade students at MTsN 7 Malang, focusing on the topic of integers. The research utilized a quantitative approach through quasi-experimental methods. Data collection involved tests, questionnaires, and direct observations during the learning sessions. The research findings concluded that the KOBI media is effective in supporting the learning process to enhance students' creative thinking abilities
Copyright (c) 2026 Putri Dwi Arianti, Taufiq Satria Mukti, Faridah Hanim Binti Yahya, Ilham Imtiyazil Ilmi, Muhammad Iqbal Rifqy http://creativecommons.org/licenses/by-nc-sa/4.0
The concept of fraction: the frame of local wisdom, Al-Qur'an, and Hadith
Culture was the case that needed to be protected, but on the other hand, many of the current generations did not know their own culture. This research explored the fraction concept used by the Madurese people, especially Pamekasan, and its relation to the fraction concept in the Al-Qur’an and hadith. This research was qualitative research with an ethnographic approach to explore information related to the fraction concept within the framework of Madurese society. The data collection techniques used interviews and documentation. Furthermore, a literature review was carried out to examine the fraction concept in the Al-Qur’an and hadith. The research results showed 6 fraction numbers found in Madurese culture, especially Pamekasan, 13 in the hadith, and 8 in the Al-Qur’an. Additionally, there were local measuring units, local measuring instruments, and local currency units that contained fraction numbers when converted to other units or international units. In this way, the discovery of the fraction concept within the framework of Madurese society, especially Pamekasan, could be developed and internalized in learning fractions in the classroom.
Copyright (c) 2026 Dewi Rosikhoh, Zainuddin Syarif http://creativecommons.org/licenses/by-nc-sa/4.0
The impact of problem-based learning and inquiry-based learning on analytical thinking
Mathematical analytic ability is the ability to elaborate facts and thoughts in understanding the parts of a situation to solve mathematical problems. PBL and inquiry-based learning models each have an effect on analytic thinking skills. This research seeks to identify if a difference exists between the use of PBL (x1) and inquiry (x2) on analytical thinking (y). The research employed is quasi-experimental. Data analysis used normality test, homogenity test and independent t test. The statistical test show that the implementation of PBL is not better than inquiry-based learning. So in terms of analytical thinking skills, PBL and inquiry are equally effective in improving analytical thinking. The advantages of PBL and inquiry-based learning can be combined in enhancing analytical thinking
Copyright (c) 2026 Yunis Sulistyorini, Wilyati Agustina http://creativecommons.org/licenses/by-nc-sa/4.0
Digitization of virtual reality-based ethnomathematics learning to improve students ' mathematical critical thinking in geometry courses
This study explored the development and effects of a Virtual Reality-based ethnomathematics learning medium aimed at enhancing students' mathematical critical thinking skills in analytic geometry. The study addressed the challenges students encounter in visualizing three-dimensional concepts. A development framework was implemented in conjunction with a quasi-experimental design involving mathematics education students at UIN KHAS Jember during the 2023/2024 academic year. The learning media were validated by nine experts in content, media, and instructional design, and underwent usability testing with 21 student participants. Quantitative data were gathered from pretest and posttest assessments and analyzed to determine the magnitude of learning gains. The experimental group achieved an average N-Gain score of 0.68, classified as moderate improvement, while the control group attained an N-Gain of 0.61. Qualitative data from classroom observations and open-ended questionnaires provided additional insight into user experience. The results showed that the VR-based tool significantly enhanced students’ mathematical critical thinking and was positively rated for usability, navigation, and engagement. Students also appreciated the integration of cultural elements, which enriched their conceptual understanding. These findings emphasize the potential of immersive and culturally responsive learning environments for STEM education. The study recommended broader implementation of such tools and suggested further research on scalability and long-term cognitive impacts.
Copyright (c) 2026 Fikri Apriyono http://creativecommons.org/licenses/by-nc-sa/4.0