Vol. 14 No. 1 (2026): MATEMATIKA DAN PEMBELAJARAN

This issue brings together contributions from authors and co-authors based in Indonesia, Turkey, and Malaysia, reflecting a collaborative, cross-national perspective on mathematics education research.

This article investigates how the study of circles and tangent lines within analytic geometry can be leveraged to cultivate students' critical thinking and geometric imagination. Drawing on classroom-based evidence from Indonesian higher education, the authors examine the cognitive processes that emerge as learners move between algebraic representations and visual-spatial reasoning when solving circle and tangent-line problems. The findings offer practical implications for designing analytic geometry instruction that more deliberately targets higher-order thinking skills alongside conceptual mastery of geometric content.

Bringing together researchers from Indonesia and Turkey, this study explores how university students reason through contradictions while constructing proofs in real analysis. The authors trace the dynamics of students' reasoning levels as they encounter and attempt to resolve logical inconsistencies, shedding light on the cognitive obstacles that often undermine proof construction in advanced mathematics courses. The cross-country collaboration enriches the discussion with perspectives on how proof-based reasoning is taught and assessed across different educational contexts, offering recommendations for strengthening students' logical and argumentative competence in real analysis.

This article examines the relationship between mathematical disposition and mathematical literacy by focusing on students who already demonstrate high literacy levels. Through close analysis of how these students engage with literacy-oriented tasks, the authors uncover the attitudes, persistence, and confidence patterns that accompany strong mathematical performance. The study contributes to a deeper understanding of the affective dimension of mathematics learning, suggesting that fostering positive mathematical dispositions is closely intertwined with developing students' capacity to apply mathematics in real-world, literacy-based contexts.

This article reports on the development of a contextual student worksheet for teaching systems of linear equations to Grade VIII students, designed using the ADDIE instructional design model and enriched with values drawn from the Qur'an. By embedding religious and character-based values into mathematical content, the authors aim to make mathematics instruction more meaningful and contextually relevant for students in Islamic educational settings. The study presents the development process, validation results, and practical implications of integrating value-based content into a core algebra topic at the junior secondary level.

This article presents a learning trajectory grounded in Minang cultural values, designed to enhance the mathematical communication skills of senior high school students in Padang, West Sumatra. By weaving local cultural elements into the sequence of mathematical learning activities, the authors demonstrate how culturally responsive pedagogy can support students in articulating and exchanging mathematical ideas more effectively. The study highlights the potential of ethnomathematics-informed approaches to strengthen both cultural identity and mathematical communication competence among Indonesian students.

This article investigates how Deporter learning styles (visual, auditory, and kinesthetic) interact with the use of case-based electronic modules to optimize prospective mathematics teachers' creative thinking. The authors analyze how different learning style preferences shape the way pre-service teachers engage with case-based digital materials, offering insights into how e-module design can be tailored to accommodate diverse learners. The findings provide guidance for teacher education programs seeking to cultivate creative mathematical thinking through technology-enhanced, case-based instruction.

This qualitative study explores the implementation of a culture-based learning model that integrates the philosophical principles of the Bugis-Makassar tradition into basic mathematics instruction. The authors examine how local wisdom and philosophical values can be meaningfully embedded into mathematical content and classroom practice, providing a culturally grounded alternative to conventional teaching approaches. The findings illustrate the feasibility and pedagogical value of drawing on indigenous philosophy to make foundational mathematics more relatable and contextually resonant for Indonesian learners.

This article examines the cognitive patterns students exhibit and the depth of conceptual understanding they achieve when mathematics instruction is delivered through problem-based learning integrated with elements of Ambon culture. The authors analyze how culturally contextualized problems shape students' reasoning pathways and their grasp of underlying mathematical concepts. The study contributes to the growing body of research on ethnomathematics in eastern Indonesia, demonstrating how local cultural narratives can be productively woven into problem-based mathematics instruction.

This article introduces and evaluates Geoderiv, an interactive GeoGebra-based learning media designed to support senior high school students in understanding derivative concepts in calculus. The authors assess both the practicality of the media for classroom use and its effectiveness in improving students' conceptual and procedural understanding of derivatives. The study offers evidence for the value of dynamic mathematics software in visualizing abstract calculus concepts and provides practical recommendations for integrating GeoGebra-based tools into senior high school mathematics curricula.

Combining expertise from Indonesia and Malaysia, this study investigates the development of digital literacy among pre-service mathematics teachers through Geo-Sheet-assisted learning of analytic geometry. The authors explore how the integration of digital spreadsheet-based geometry tools influences pre-service teachers' technological competence alongside their understanding of analytic geometry content. The cross-national perspective strengthens the study's relevance for teacher preparation programs across Southeast Asia, highlighting digital literacy as an essential component of future mathematics teachers' professional readiness.