Students’ difficulties in solving mathematical problems are often closely related to weaknesses in metacognitive regulation, particularly in planning, monitoring, and evaluating problem-solving processes. One systematic framework to identify these difficulties is Newman’s Error Analysis, which classifies students’ errors into sequential stages of problem solving. This study aims to describe students’ metacognitive errors based on Newman’s error types in mathematics learning using a Deep Learning approach. This research employed a mixed methods approach with a sequential explanatory design, focusing on qualitative descriptive analysis. The participants consisted of three ninth-grade students from SMP Islamiyah Ciawi in the 2025/2026 academic year, selected purposively to represent high, moderate, and low levels of metacognitive ability. Data were collected through open-ended problem-solving tests on solid figures, a metacognitive questionnaire using a Likert scale, and semi-structured interviews. Data analysis was conducted by identifying students’ errors at each stage of Newman’s procedure—reading, comprehension, transformation, process skills, and encoding—and relating them to metacognitive indicators. Methodological triangulation was applied to enhance the credibility of the findings. The results indicate that students with high metacognitive ability tend to exhibit minimal errors, mainly at the encoding stage. In contrast, students with moderate and low metacognitive abilities demonstrate dominant errors at the transformation and process skills stages, with low-metacognitive students also experiencing reading and comprehension errors. These findings suggest that metacognitive regulation significantly influences the type and stage of students’ errors. In conclusion, integrating explicit metacognitive scaffolding within Deep Learning practices is essential to reduce students’ errors and enhance mathematical problem-solving performance.

The rapid development of digital technology has transformed the educational landscape, encouraging the integration of online learning platforms in classroom instruction. In mathematics education, e-learning tools offer opportunities to enhance students’ conceptual understanding through interactive and accessible digital media. This study aims to determine the improvement in students’ understanding of mathematical concepts through the implementation of Google Platform-assisted e-learning using Google Meet and Google Forms at SMP Negeri 2 Seruway. The research employed a quantitative approach with a pre-experimental method and a One Group Pretest–Posttest design. The population comprised all eighth-grade students (58 students), with class VIII-A consisting of 16 students selected as the sample. Learning activities were conducted using Google Meet for synchronous sessions and Google Forms for formative assessments on probability material. Data were collected through pretest and posttest instruments, and the results were analyzed using descriptive statistics and correlation tests. Findings revealed an increase in the average score from 53.94 before the treatment to 74.25 after. The hypothesis test used the t-test formula, obtaining a t-count value of 8.26, which was greater than the t-table value of 2.13 at a significance level of α = 0.05. These results indicate a significant improvement in students’ mathematical understanding after implementing e-learning through Google Meet and Google Forms. In conclusion, the use of Google-based e-learning effectively supports students’ conceptual understanding and promotes a more engaging mathematics learning experience.

The role of mathematics is not only to emphasize mastery of formulas and calculations, but also to develop students’ mathematical reasoning skills, enabling them to think logically, systematically, and critically in problem-solving. This study aimed to analyze students’ mathematical reasoning skills in terms of self-regulated learning on the topic of algebraic expressions for class VII-B students at SMP Negeri 1 Suwawa. This research employed a descriptive method with a quantitative approach. The sample consisted of 27 students from class VII-B, selected using purposive sampling. The research instruments included a mathematical reasoning skills test and a self-regulated learning questionnaire, both of which had been tested for validity and reliability. Data were analyzed descriptively through the calculation of mean scores, percentages, and the categorization of students’ mathematical reasoning skills and levels of self-regulated learning. The results showed that: 1) students with high self-regulated learning had high mathematical reasoning skills, with an average score of 70.50; 2) students with moderate self-regulated learning had moderate mathematical reasoning skills, with an average score of 43.67; and 3) students with low self-regulated learning had low mathematical reasoning skills, with an average score of 22.50. Thus, it can be concluded that the higher the students’ level of self-regulated learning, the better their mathematical reasoning skills.

The mathematical problem-solving ability of junior high school students is still considered low, as evidenced by the low learning outcomes among seventh-grade students at SMP Negeri 1 Suwawa. To enhance this ability, an innovative learning model is required. One such model is ICARE, which is believed to encourage active student engagement and foster a deeper understanding of mathematical concepts. This study aims to determine the differences between the ICARE learning model and the conventional learning model on the mathematical problem-solving abilities of seventh-grade students at SMP Negeri 1 Suwawa. The research was conducted from May to June during the even semester of the 2024/2025 academic year. The research method employed in this study was an experimental method involving two classes, namely the experimental class and the control class. Simple random sampling was used to select the samples. The research design utilized was a Post-test Only Control Group Design. The data were collected through a written post-test. The results of the study, based on hypothesis testing using a t-test, showed that the obtained tcount​ = 3.050, while the critical ttable = 2.007 at a significance level of 0.05. Since tcount​> ttable the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted. Therefore, it can be concluded that the mathematical problem-solving ability of students taught using the ICARE learning model is higher than that of students taught using the conventional learning model.

Algebraic thinking skills play an important role in mastering mathematical concepts and problem-solving; however, Linear Algebra learning still faces difficulties, particularly in understanding proofs. Therefore, a proof-based Guided Inquiry strategy is needed to help students develop deeper algebraic thinking skills. This study aims to describe the implementation of the proof-based Guided Inquiry strategy, analyze the improvement and achievement of students’ algebraic thinking skills between classes using this strategy and those using conventional learning, and describe students’ responses to Linear Algebra learning through this approach. The research employed a mixed-method approach with a quasi-experimental design using a non-equivalent control group. The subjects were two classes of mathematics education students, each acting as an experimental and control class. The instruments consisted of pre- and post-tests of algebraic thinking skills, implementation observation sheets, and student response questionnaires. Quantitative data were analyzed using N-Gain and mean difference tests, while qualitative data were obtained from observations and student responses. The results showed that the implementation of learning achieved an average score of 92% (very good category). N-Gain analysis revealed that the experimental class achieved a moderate improvement (0.401), higher than the control class (0.246, low category). Moreover, student responses were positive, with an average percentage of 84.8%. These findings indicate that integrating inquiry exploration with mathematical proof effectively enhances students’ algebraic thinking skills and the quality of Linear Algebra learning.

Mathematical communication skills and learning resilience are essential competencies for success in mathematics learning in the 21st century. However, Indonesian students still show low achievement in these aspects, as reflected in PISA results and classroom learning practices. This study aimed to develop and examine the effectiveness of Problem-Based Learning (PBL)-based teaching materials assisted by the Canva interactive web platform to improve students’ mathematical communication skills and learning resilience. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The study involved 60 tenth-grade students of MAN 4 Sukabumi, divided into an experimental group and a control group. The experimental group learned using PBL-based teaching materials assisted by Canva, while the control group received conventional instruction. The research instruments included expert validation sheets, student and teacher response questionnaires, a mathematical communication test consisting of four essay items, and a learning resilience scale with 30 statements. Data were analyzed using descriptive statistics and inferential statistical tests. The results showed that the developed teaching materials were categorized as very valid and highly practical. Students in the experimental group achieved higher mathematical communication scores and learning resilience compared to the control group, with moderate N-Gain improvements. Statistical analysis confirmed a significant difference between the two groups (p < 0.05). It can be concluded that PBL-based teaching materials assisted by the Canva interactive web platform are effective in improving students’ mathematical communication skills and learning resilience.

Statistical thinking is an essential competency for prospective mathematics teachers in responding to data-driven decision making within the context of Society 5.0. However, learning obstacles frequently emerge in higher education statistics courses due to instructional practices that emphasize procedural computation rather than conceptual and contextual understanding. This study aims to describe the implementation of a didactical design to reduce students’ learning obstacles in statistical thinking through the topic of measures of central tendency. A qualitative descriptive method was employed involving 38 mathematics education students enrolled in an introductory statistics course. The didactical design integrated the Theory of Didactical Situations (TDS) and the DORA model (Describe, Organize, Represent, Analyze–Interpret) and was delivered through an interactive e-module developed on the AnyFlip platform. Data were collected using a post-implementation statistical thinking test based on DORA, classroom observations, semi-structured interviews, and reflective field notes. Learning activities were organized into four TDS stages action, formulation, validation, and institutionalization to support reflective and adidactical learning processes. The results indicate that students were able to construct statistical concepts more meaningfully and reduce previously identified learning obstacles, particularly in linking numerical results with graphical representations. In conclusion, the integration of TDS and the DORA model supported by interactive e-modules effectively enhances students’ statistical thinking skills, as evidenced by the reduction of learning obstacles among prospective mathematics teachers.

Ethnomathematics emphasizes the role of cultural context in shaping mathematical understanding, yet its integration with immersive technologies to enhance Deep Mathematical Creative Thinking (DMCT) in indigenous settings remains limited. This study aimed to develop and evaluate ETNO-VR, a virtual reality-based teaching material that incorporates Baduy cultural artifacts into junior high school geometry instruction to foster DMCT. Employing a design-based research framework following the 4-D model (Define, Design, Develop, Disseminate), the study involved three phases: expert validation, small-group trials, and quasi-experimental testing with 30 eighth-grade students. Instruments included content and construct validation using Aiken’s V, practical feasibility assessment, and DMCT measurement across flexibility, elaboration, originality, and fluency. Results indicated that ETNO-VR achieved acceptable content validity (Aiken’s V = 0.56–0.80) and very good practicality (mean = 3.48). Paired t-test analysis revealed a significant improvement in students’ DMCT (Δ = 17.30, p < 0.001, d = 1.22), with marked gains across all four indicators. ETNO-VR advances D’Ambrosio’s ethnomathematics framework by embedding metacognitive scaffolding within culturally grounded spatial experiences, aligning with Indonesia’s Merdeka Curriculum. This approach not only enhances students’ creative mathematical reasoning but also contributes to the global discourse on culturally responsive mathematics education. Future research should examine scalability, cross-cultural adaptation, and AI-driven personalization of immersive ethnomathematics learning.

Students’ difficulties in understanding Systems of Linear Equations in Three Variables (SPLTV) are often caused by limited visualization and a lack of contextual learning approaches. The purpose of this study is to develop a Geogebra-assisted learning media based on Problem-Based Learning that is valid and practical, thus, it can support students in learning mathematics. The method used was design research of the development studies type with Gravemeijer’s stages, which consist of three phases, but were limited to the second trial phase in the teaching experiment stage. The subjects in this study were students of Class XI-1 at SMAN 2 Cimahi and Class XI-I at SMAN 1 Batujajar. The instruments used were expert validation sheets and student and teacher response questionnaires, which were then analyzed using a Likert scale of 1 to 5. The validation results showed that the Geogebra-assisted learning media based on Problem-Based Learning met the criteria for validity in terms of both content and media aspects. The first and second trial phases indicated that the Geogebra-assisted learning media met the Very Good criteria in terms of practicality based on student and teacher responses. Therefore, this Geogebra-assisted learning media is recommended as an alternative supporting media in mathematics learning, particularly for SPLTV material, as it can help students understand mathematical concepts more clearly, interactively, and contextually.

The Education plays a crucial role in developing cognitive skills, including critical thinking and problem-solving, which are essential for student learning and future competitiveness. However, many students in Indonesia face difficulties in understanding mathematics, particularly on topics such as ratios, due to the limited use of interactive learning media. This study aims to develop an interactive learning media using Visual Basic Application (VBA) for PowerPoint and to evaluate its validity and practicality. The development followed the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. Validation was conducted to assess both media and content quality, while practicality was measured through responses from students and teachers. Data were collected using validation sheets, questionnaires, and scoring rubrics, and analyzed quantitatively to determine validity and practicality categories. The results showed that the learning media obtained an average score of 3.09 for media validity and 3.47 for content validity, both categorized as “very valid.” Student responses reached a score of 740 out of 800, while teacher responses achieved a perfect score of 40 out of 40, indicating that the media is highly practical. Based on these findings, it can be concluded that VBA-based PowerPoint learning media is valid, practical, and effective in enhancing cognitive engagement and supporting mathematics learning, particularly on the topic of ratios.