Students often face difficulties in both understanding mathematical concepts and performing computations, largely because current teaching methods have not fully supported the development of these skills. This study aims to determine the effect of discovery learning model on conceptual understanding and computational skills based on students' learning styles. This study used a quantitative study with a quasi-experimental design that employed a control group design with a posttest only. This study involved 62 students from a State Junior High School in Sukoharjo Regency, selected through cluster random sampling, with 31 in the experimental group experiencing discovery learning and 31 in the control group receiving direct instruction. Data collection used a test method to measure the ability to understand concepts and computational skills and a questionnaire to categorize students’ learning styles. The data analysis technique used multivariate analysis of variance (MANOVA). The results showed that (1) conceptual understanding and computational skills who were given discovery learning was significantly better than students who were given direct learning; (2) there is no difference in conceptual understanding and computational skills of visual, auditory, and kinesthetic learning style students; (3) in visual, auditory, and kinesthetic learning styles, discovery learning produces better conceptual understanding and computational skills than direct learning; and (4) in discovery learning and direct learing, there is no difference in concept understanding and computational skills of visual, auditory, and kinesthetic learning style students. The results contribute by providing empirical evidence that discovery learning improves students' conceptual understanding and computational skills across different learning styles, providing valuable insights for teachers and curriculum developers in implementing more effective teaching strategies.

The low learning outcomes and problem-solving abilities of students in Palu City are the driving force for finding a student-centered learning model that can improve the problem-solving abilities of high school students in Palu City. This research method is a quasi-experimental design with an intact group comparison design consisting of two groups, namely the experimental class with the RADEC Model learning treatment with a differentiated learning strategy and the control class with direct learning models. The study population was 3656 students, while the sample was 186 students in the experimental class and 186 students in the control class. The researcher selected the sample by purposive random sampling technique. The instruments used were problem-solving ability tests and learning style questionnaires. Data were analyzed using t-test statistics and two-way ANOVA. The results showed that the RADEC learning model with a differentiated learning strategy had a greater impact when compared to the direct instruction model on the mathematical problem-solving abilities of high school students in Palu City, with a significance value of p = 0.000. The average score of problem-solving ability of students who follow the RADEC learning model is 79.63. While the average score of problem solving of students who follow the direct instruction model is 50.72 that the difference in the impact of the learning model is 28.91. The RADEC learning model does not have a different impact on the mathematical problem-solving ability of high school students in Palu city based on learning styles, so that teachers can implement it in classes that have heterogeneous students in terms of learning styles.

Algebra plays a vital role in developing students' higher-order thinking skills; however, in many junior high schools, algebra instruction remains focused on mechanical procedures rather than conceptual understanding and contextual problem solving. This approach limits students' ability to engage meaningfully with mathematical content, particularly in culturally diverse classrooms where learning materials often lack relevance to students’ lived experiences. To address this gap, this study presents the development of culturally grounded algebra learning materials using Google Slides, chosen for its accessibility, interactivity, and collaborative features, which offer distinct advantages over conventional static media. The study employed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model within a Research and Development (R&D) framework to systematically design and evaluate the learning materials. Conducted with seventh-grade students at SMP Lorotuan using a pretest-posttest design, the results revealed a significant increase in student achievement, with scores improving from 45.36 to 86.61 and an N-Gain value of 0.42, classified as moderate by Hake’s standard. Observations and survey data confirmed the materials’ practicality and strong cultural relevance, with students awarding a perfect cultural relevance score (560/560) and reporting increased appreciation for their local culture. This study concludes that integrating local wisdom into interactive algebra instruction can effectively enhance students’ mathematical understanding and cultural identity. The findings support the continued development of culturally responsive digital learning tools that address diverse student needs and promote equitable mathematics education.

Students’ persistent difficulties in understanding three-dimensional geometric figures, particularly cylinders, due to limited spatial visualization and difficulty identifying relationships among their elements, such as cylinder nets. These difficulties are often rooted in traditional instructional practices that emphasize procedural tasks over conceptual development. Despite various interventions, there remains a lack of structured instructional models based on cognitive development frameworks to support students’ conceptual growth in geometry. Addressing this gap, the present study aims to develop and evaluate a Hypothetical Learning Trajectory (HLT) grounded in Bloom’s taxonomy to enhance students' understanding of cylinders. This study employed a design research methodology consisting of three phases: preliminary design, design experiments, and retrospective analysis. Two experimental cycles were conducted with 28 fifth-grade students, categorized into low, moderate, and high levels of understanding. Data were collected through classroom observations, student worksheets, tests, and interviews, and analyzed qualitatively. The HLT consisted of four key learning activities: modeling a cylinder, identifying its elements, constructing the net, and solving application problems, mapped to Bloom’s cognitive levels of remembering, understanding, and applying. Findings revealed that students showed significant improvement in the first three activities, with increased spatial reasoning and conceptual clarity. However, difficulties persisted in the final activity involving reasoning and problem-solving. The results indicate that the proposed Bloom’s taxonomy-based HLT offers a systematic framework for guiding geometry instruction. This study contributes a practical and theoretically grounded instructional model that can support teachers in designing adaptive learning experiences. Further research is recommended to explore its application across diverse topics and student groups.

Solving word problems in linear programming presents significant challenges, not only for secondary school students but also for pre-service mathematics teachers. This study aims to investigate the cognitive processes of pre-service mathematics teachers in solving word problems related to linear programming. To achieve this objective, a comprehensive review of mathematics textbooks designed for pre-service teachers and secondary school students, as well as the corresponding curriculum, was conducted to identify an appropriate learning sequence for this topic. Subsequently, key problems were selected to facilitate learning, and predictions regarding the cognitive processes involved in solving these problems were formulated based on Newman’s error analysis framework. Following this preparatory phase, an individual written assessment was administered to 27 pre-service mathematics teachers to examine their problem-solving approaches in linear programming word problems. The findings of this study include the identification of essential word problems in linear programming and a comparative analysis between the predicted and actual problem-solving processes exhibited by the participants. In conclusion, this study highlights the potential of cognitive process predictions in anticipating learning difficulties and informing instructional strategies. These insights can be leveraged to provide targeted support for pre-service teachers facing challenges in problem-solving and to develop pedagogical interventions aimed at enhancing their problem-solving skills.

Mastery learning remains a critical challenge in education, often resulting in the need for remedial programs to support students in achieving competency. Despite their importance, existing remedial programs frequently fail to achieve their intended outcomes due to a lack of engaging and efficient instructional tools. To address this gap, this study introduces a novel e-learning-based remedial video designed to enhance student learning on the topic of functions. The research aimed to develop a remedial learning video that meets the criteria for validity, practicality, and effectiveness. The study employed a Research and Development (R&D) methodology following the Plomp model, which consists of three phases: preliminary research, prototyping, and assessment. The research was conducted in a high school in Banda Aceh, Indonesia, involving three distinct groups: nine students participated in the readability test, 60 students undertook the diagnostic test, and 18 students engaged in remedial learning activities. Data collection utilized validation sheets for the video, diagnostic and remedial tests, and student response questionnaires, with descriptive analysis applied to evaluate the findings. The results revealed that the e-learning-based remedial video demonstrated strong validity, with expert assessments yielding a score of 86.19% (very valid). Practicality was confirmed by positive student feedback, with a response rate of 92.62%. Effectiveness was also evident, as 95% of students achieved mastery learning following the remedial intervention, and the N-Gain score reflecting improvement in student performance was 0.72 (high). These outcomes underscore the effectiveness of e-learning-based remedial videos as an innovative and interactive solution to address students' lack of mastery learning. The findings contribute to educational practice by offering teachers and students an accessible and effective tool to enhance learning outcomes, with significant potential for broader application.

The Javanese calendar is familiar to Javanese people. The calendar has a contextual side that has many opportunities to be used in learning mathematics. However, the utilization of the Javanese calendar has not been comprehensively explored. This research reveals the mathematical underpinnings of the Javanese calendar and how these can be leveraged to design effective educational strategies. The research method we used was qualitative, through a review of documents containing references to the Javanese calendar and school mathematics literature. The results showed that the Javanese calendar has mathematical value for learning mathematics regarding number recognition and addition, multiples of numbers, and Lowest Common Multiple (LCM). In addition, number sets, data presentation, relations, and functions. This research implies that the Javanese calendar can be used as a context for learning mathematics in schools.

Understanding students' cognitive processes in solving mathematical problems is crucial for improving instructional strategies and learning outcomes. However, limited studies have examined students' commognitive aspects in the context of geometric problem-solving, particularly in relation to cognitive styles such as Field-Independent (FI) and Field-Dependent (FD) tendencies. This study addresses this gap by analyzing the four aspects of commognition word use, visual mediators, narratives, and routines demonstrated by students when solving story problems on the surface area of a square pyramid. The study also explores the patterns of thinking and solution strategies employed by FI and FD students in approaching these problems. Conducted in Class VIII A at SMP Negeri 1 Sigi, the study involved two male students, one representing each cognitive style, to highlight differences in problem-solving approaches while controlling for gender. Data collection involved the Group Embedded Figures Test (GEFT) to determine cognitive style, validated problem-solving task sheets, and semi-structured interviews conducted in parallel with the written tasks. Data were analyzed using data condensation, data display, and conclusion drawing techniques. The findings indicate that FI students approach problem-solving with greater detail, clarity, efficiency, and accuracy, explicitly demonstrating all four aspects of commognition. In contrast, FD students exhibit clarity, efficiency, and accuracy but lack detail and thoroughness in their written responses. Both cognitive styles demonstrate all four commognitive aspects, with notable differences in the narrative component FI students explicitly write formulas, whereas FD students understand the formulas but do not record them in writing. These findings provide valuable insights into how cognitive styles influence mathematical problem-solving and commognitive development, offering implications for differentiated instructional strategies in mathematics education.

This paper aims to address some implications for mathematics education regarding the financial and economic implications of the beginning of the COVID-19 pandemic. We use the term financial numeracy to refer to the quantitative aspect of financial education while also arguing for it to be considered a domain of mathematics education. Financial numeracy entails three dimensions: contextual, conceptual, and systemic. We bring three examples of financial implications of the crisis in different countries. Based on these examples, we constructed learning situations that reflect the distinct orientations of each dimension of financial numeracy to clarify the teaching of such a concept in school mathematics. Particularly in a time of crisis, mathematics education must address immediate needs of society as well as contribute to overcoming social challenges. We hope that financial numeracy brings innovative solutions to teach mathematics in a way that helps individuals and communities produce and manage resources while protecting the planet.

Kemampuan representasi merupakan bagian dari lima standar pokok pada pembelajaran matematika. Kemampuan ini perlu dimiliki oleh siswa dengan baik. Menganalisis dan mendeskripsikan kemampuan representasi matematis siswa SMP dalam menyelesaikan soal matematika berbasis High Order Thingking Skills menjadi tujuan dari penelitian ini. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian ini berjumlah 4 siswa diambil dari 26 siswa kelas IX A SMP Negeri di kabupaten Temanggung yang memiliki kemampuan matematika tinggi. Teknik pengumpulan data penelitian ini menggunakan tes, wawancara, dokumentasi. Keabsahan data menggunakan triangulasi data. Teknik analisis data yang digunakan yaitu mereduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari analisis dan deskripsi penelitian menunjukkan kemampuan representasi matematis siswa dalam menyelesaikan soal matematika berbasis HOTS berbeda beda. Kategori representasi verbal subjek S2 dan S3 dapat menggunakan representasi verbal dengan baik dan sudah memberikan kesimpulan untuk S1 belum legkap menuliskan langkah-langkahnya, dan untuk S4 belum mampu menuliskan langkah langkah pada representasi verbal. Kemampuan representasi simbolik subjek S1, S2, dan S3 masih ada kesalahan dalam menuliskan persamaan namun tidak mempengaruhi hasil, S4 pada sudah mampu menuliskan persamaan dan ekpresi dengan benar. Kategori representasi visual S1, S2, dan S4 belum mampu menggambar bangun geometri dengan lengkap sedangkan S3 salah pada menuliskan simbol pada gambar.