Towards a Methodological Model for Designing Diagnostic Mathematics Quizzes in E-Learning Lekë Pepkolaj, Siditë Duraj, Rully Charitas Indra Prahmana Education Sciences, 2026 Self-assessment plays an important role in the teaching-learning process, as it helps students actively construct their own knowledge. This article aims to develop a methodology for creating quizzes for e-learning platforms, with the goal of addressing students’ difficulties in mathematics and promoting active learning. The proposed methodology begins with identifying the processes that students need to activate and analyzing the most common errors related to them. A key element is the integration of the MATH taxonomy to determine what is necessary or what is intended to be assessed with this type of question. In addition, Niss’s skills are used, i.e., the skills that students need to answer these questions. An important part of the methodology is also the selection of mathematical language, which can be simple and close to everyday language or more sophisticated, verbal, symbolic or mixed, depending on the educational objective. This approach aims to create diagnostic and personalized questions designed to support self-assessment and independent learning in digital environments.
Ethno Sense in Culturally Responsive Pedagogy Rully Charitas Indra Prahmana, Wahyu Hidayat, Nur Robiah Nofikusumawati Peni, Irwan Akib Encyclopedia, 2026 Ethno Sense is defined as a culturally mediated cognitive–perceptual capacity through which individuals discern, select, and interpret mathematically salient structures in socially situated practices. The increasing recognition of mathematics as a culturally situated practice has prompted growing interest in integrating cultural contexts into mathematics education. Approaches such as ethnomathematics and Realistic Mathematics Education emphasize the importance of culture and meaningful contexts; however, a critical gap remains in explaining how individuals perceive and recognize mathematical structures within culturally embedded experiences. This entry addresses this gap by introducing Ethno Sense as a novel conceptual construct. Conceptualized as a pre-formal layer of mathematical cognition, it explains how culturally conditioned perception, interpretive schemas, and value systems shape the recognition of mathematical meaning prior to formalization. It proposes a mechanism comprising contextual indexing, schema activation and selection, and value-informed interpretation. These processes operate dynamically to guide engagement with culturally meaningful phenomena and the identification of mathematical relevance. The entry further positions Ethno Sense as an epistemological foundation for Ethno-Realistic Mathematics Education, supporting authentic context selection and progressive mathematization. By foregrounding culturally mediated perception, it shifts attention from problem solving to recognizing situations as mathematically meaningful. This study contributes a unifying theoretical construct linking cultural experience and mathematical cognition, and outlines implications for practice and future research on culturally situated learning. Ultimately it offers a lens for understanding reciprocal relationships between culture and mathematics across educational contexts.
Cultural heritage as a mathematical context: Interpretation of set theory in spatial layout of Prambanan temple Rully Charitas Indra Prahmana, Irma Risdiyanti, Nur Robiah Nofikusumawati Peni, Satoshi Kusaka, Khairullah Khairullah, Rahmi Ramadhani, Binti Anisaul Khasanah, Lekë Pepkolaj Infinity Journal, 2026 Mathematics is often perceived as culturally neutral and detached from its social and historical foundations, leading to the neglect of cultural heritage rich in mathematical ideas. This study investigates how the concept of sets is reflected in the spatial layout of the Prambanan Temple Complex through an ethnomathematics perspective. By uncovering these embedded structures, the research demonstrates the potential of cultural heritage as a meaningful context for mathematics education, promoting both conceptual understanding and appreciation of cultural identity. Adopting an ethnomathematics perspective, this study employs ethnographic methods to analyze the spatial layout of the 9th-century Prambanan Temple. The investigation focuses on identifying mathematical principles within the temple’s spatial classification system, particularly in relation to grouping, membership, and separation across the hierarchical zones of Bhurloka, Bhuvarloka, and Swarloka. The analysis reveals that ancient Javanese society implicitly can be interpreted as set-theoretical structures in the spatial layout of Prambanan Temple. The hierarchical spatial divisions demonstrate systematic applications of grouping, inclusion, and exclusion principles, reflecting mathematical thought embedded in cultural practices. These insights suggest that cultural artifacts such as temple architecture can be modeled through mathematical frameworks and provide authentic contexts for mathematics learning. This study contributes to the field of multicultural mathematics education by illustrating how cultural heritage can serve as a valuable resource in teaching through the Ethno-Realistic Mathematics Education approach. Situating mathematical concepts in culturally relevant contexts deepens conceptual understanding and strengthens cultural identity, offering practical implications for educators and curriculum developers seeking to embed multicultural perspectives in mathematics education.
The dynamics of behavioral pattern in collaborative problem-solving among Indonesian preservice mathematics teachers Rooselyna Ekawati, Linda Devi Fitriana, Rully Charitas Indra Prahmana, Muhamad Arif Mahdiannur, Khoirun Nisa, Mukhtamilatus Sa’diyah Infinity Journal, 2026 The research examines the behavioral dynamics of Indonesian preservice mathematics teachers and identifies the types of scaffolding they require to enhance their participation in collaborative settings. A key novelty of this research is the application of the Net Promoter Score as a classification framework for grouping preservice teachers in educational research. Using this NPS-based categorization, combined with mathematical problem-solving performance, we conducted a qualitative study involving two underperforming subjects: promoters and passives. The analysis reveals distinct behavioral transition patterns: the promoters group repeatedly shifted actions across different problem-solving steps, while the passives group repeated actions within a single step. Despite these differences, both groups displayed similar needs for scaffolding, i.e. in interpreting actions and coordinating communication. Notably, the promoters group progressed through all four problem-solving steps, whereas the passives group did not reach the final stage. These findings contribute to a deeper understanding of collaborative roles in group-based mathematical problem-solving and highlight the potential of tailored scaffolding to support preservice teachers’ engagement in collaborative mathematical work.
Fifty Years of Realistic Mathematics Education Worldwide: Scholarly Impact, Global Reach, and Thematic Development Trang Huyen Nguyen, Tien-Dung Vi, Thang Chien Nguyen, Rully Charitas Indra Prahmana, Tien-Trung Nguyen Journal of Curriculum Studies Research, 2026 Despite more than half a century of theoretical development and practical implementation, the global progress of Realistic Mathematics Education (RME) remains insufficiently examined through comprehensive scientometric methods. While earlier studies have qualitatively analyzed RME implementations, a research gap persists in understanding the patterns, themes, and international collaborations that have shaped the RME research field. This study addresses that gap by presenting a large-scale bibliometric analysis of 331 Scopus-indexed publications on RME from 1972 to 2024, offering a new quantitative map of the field’s growth, spread, and scholarly impact. The analysis highlights three main developmental phases: a period of modest output before 2010, a steady increase from 2011 to 2018, and a sharp rise from 2019 onward. Major research themes include applying RME in problem-solving instruction, learning pathways, and RME’s role in developing student skills and 21st-century competencies. These findings provide empirical evidence of RME’s growing academic importance and emphasize its strategic relevance in curriculum reform, mathematics teacher training, and pedagogical innovation.
Between assistance and misconduct: Generative AI, epistemic integrity, and the future of mathematics education research in Journal on Mathematics Education Zulkardi, Rully Charitas Indra Prahmana Journal on Mathematics Education, 2026 This editorial examines the role of generative artificial intelligence (GenAI) in reshaping the ecology of scholarly writing in mathematics education, with particular attention to the Journal on Mathematics Education (JME). Grounded in the Indonesian context—where most JME authors are doctoral students navigating pressures to publish in English—the piece highlights how GenAI simultaneously functions as a linguistic lifeline and a potential trap that obscures the intellectual labor of research. Drawing on JME's GenAI policy, we argue that journals must protect the core of intellectual work while acknowledging the unequal access to AI tools across institutions and regions. The editorial discusses epistemic risks such as the erasure of authors' "thinking traces" and the emergence of hallucinated references, illustrated by a recent case in which a submission to JME contained fictitious citations generated by GenAI. It then frames JME as a "patch" in the global knowledge ecology, suggesting that GenAI can be leveraged to broaden participation only if its use is transparent, critically monitored, and embedded within practices of ethical mentoring, especially for doctoral writers. We conclude by inviting the JME community—authors, reviewers, and editors—to cultivate educational uses of GenAI that foster critical hope, epistemic justice, and collective responsibility for the future of mathematics education research.
Ethno-STEAM as a culturally responsive framework: Examining collaborative skills through Kawung batik design Dwi Astuti, Heri Retnawati, Rully Charitas Indra Prahmana Journal on Mathematics Education, 2026 Twenty-first-century education necessitates that students cultivate collaborative competencies in tandem with cognitive abilities. However, structured pedagogical models for developing and assessing collaboration remain limited, particularly those grounded in culturally responsive frameworks. This study examines the implementation of the Ethno-STEAM learning model, which integrates ethnomathematical principles with interdisciplinary STEAM education through the LOCAL syntax—Link with Culture, Observe and Organize, Connect with STEAM, Act through Creation, and Learn and Reflect. The model explicitly aligns each instructional stage with specific indicators of collaboration: active engagement, social interaction, decision-making, and evaluative reflection. Employing a mixed-methods design, the study involved 84 eighth-grade students from three junior high schools in Yogyakarta, Indonesia. Data were collected through self-assessment questionnaires, peer evaluations, classroom observations, and structured interviews. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests to compare self- and peer-assessment scores, while qualitative data underwent thematic analysis to elucidate students’ reflections on collaboration at each stage of the LOCAL model. The quantitative results indicated moderate to high levels of collaboration, with the highest mean score in social interaction (M=3.27) and the lowest in decision-making (M=3.04). A statistically significant difference was found between self- and peer-assessment scores, t(83)=2.204, p=.030, d=.240, suggesting that students exhibited positive self-awareness while also benefiting from multiple evaluative perspectives. Thematic findings revealed that engagement with cultural contexts enhanced active participation, and that gender-based communication tendencies affected the quality of social interaction. Finally, the LOCAL model effectively scaffolds the development of students’ collaborative competencies in culturally meaningful ways. It provides educators with a systematic, pedagogically grounded framework that unites ethnomathematical values with the interdisciplinary goals of 21st-century STEAM education.
STEM/STEAM, ethnomathematics, and TPACK: A systematic literature review and implications for project-based Ethno-STEAM in pre-service mathematics teacher education Dwi Astuti, , Heri Retnawati, Rully Charitas Indra Prahmana, Ahmad Naufal Aljura, Septinda Rima Dewanti, Gulzhaina Kuralbayevna Kassymova, , , , and Stem Education, 2026 Innovative learning plays a crucial role in preparing students to tackle global challenges in the 21st century. In the context of this study, innovative learning is understood as instructional approaches that integrate STEM/STEAM education, ethnomathematics or cultural contexts, and project-based learning to support the development of technological pedagogical content knowledge (TPACK) in pre-service mathematics teacher education. Despite the growing attention to innovative pedagogical approaches, research examining the intersection of STEM/STEAM education, ethnomathematics, and TPACK in pre-service teacher education remains fragmented. Therefore, this study conducted a literature review to examine how STEM/STEAM, ethnomathematics (ethno), project-based learning (PjBL), and TPACK are represented and connected in the literature of pre-service mathematics teachers' education. A systematic literature review (SLR) of 17 Scopus-indexed articles from the past seven years was conducted. The analysis employed descriptive statistics, network analysis, and qualitative synthesis to identify research trends, dominant themes, and emerging patterns. The analysis suggests that PjBL–ethno–STEAM emerges as a promising conceptual direction for supporting TPACK development, although empirical evidence remains limited. The study also discusses challenges, opportunities, implications, and recommendations for future research and applications in educational settings. These findings aim to inform the development of innovative and contextually relevant mathematics teachers' education curricula.
A narrative review of child-friendly school implementation in religious-based education: a transformative perspective from Indonesia, Asia, and the global context Mohammad Jailani, Rully Charitas Indra Prahmana, Hendro Widodo International Journal of Child Care and Education Policy, 2025 The integration of Child-Friendly School (CFS) principles in religious-based education remains a global challenge, particularly in Indonesia and other Asian countries where faith strongly influences schooling practices. This study aims to analyze the successes and barriers of CFS implementation within the framework of transformative education. Employing a narrative review method, it synthesizes scholarly works, policy documents, and regional reports from Asia and global contexts. Findings reveal that aligning CFS with religious and cultural values fosters inclusive, ethical, and participatory learning environments. By offering actionable recommendations for educator training, stakeholder collaboration, and curriculum reform, the study advances the discourse on transformative education in religious settings. However, challenges persist in policy alignment and teacher training. The study contributes practical insights for advancing faith-based transformative education worldwide.
GeoGebra Pop-Up Notifications as Scaffolds for Computational Thinking in Mathematics Lessons Wahid Yunianto, Guillermo Bautista Jr, Sylvia P. Van Borkulo, Zsolt Lavicza, Rully Charitas Indra Prahmana Mathematics Education Journal, 2025 Computational thinking (CT) is important and a relevant skill in solving problems in the digital era. Researchers and policymakers have attempted to realize it in school curricula by integrating it into mathematics lessons or other relevant disciplines. The integration into mathematics lessons has shown positive benefits for students. However, the use of digital mathematics tools remains underexplored in this context. Therefore, researching the use of mathematics software to support CT while learning mathematics is necessary. This study addresses this gap by developing mathematics and CT (Math+CT) lessons using an educational design research (EDR) approach, with a particular focus on the use of GeoGebra in supporting students’ CT skills. A total of 85 grade 9 high school students in the Philippines participated in the study. Data were collected from students’ GeoGebra Classroom files and screen recordings, and analyzed using descriptive statistics and thematic analysis. The findings revealed that while 40 out of 85 students successfully completed the final task, many demonstrated expert-like strategies in their use of GeoGebra commands. Additionally, GeoGebra’s automated feedback (i.e., pop-up notifications) played a dual role: it supported students in finding and correcting errors, but in some cases, it steered them towards specific strategies or hindered task completion. These findings suggest both the potential and the limitations of automated tool support in fostering CT within mathematics lessons. Further studies are needed to investigate the influence of language on the pop-up notification, cognitive overload, automated feedback, and the duration of the intervention on students’ learning outcomes.
Bridging Mathematics and Financial Literacy Through Flipped Classroom Mathematics Teaching Research Journal, 2025
Ethnomathematical Exploration on Traditional Game Bahasinan in Gunung Makmur Village the Regency of Tanah Laut Mathematics Teaching Research Journal, 2022
Developing interactive electronic student worksheets through discovery learning and critical thinking skills during pandemic era Mathematics Teaching Research Journal, 2021
Improving the reasoning ability of elementary school student through the Indonesian realistic mathematics education Journal on Mathematics Education, 2018
Mathematics instruction, problems, challenges and opportunities: A case study in Manokwari Regency, Indonesia World Transactions on Engineering and Technology Education, 2017
Using ASSURE learning design to develop students' mathematical communication ability World Transactions on Engineering and Technology Education, 2017
Between assistance and misconduct: Generative AI, epistemic integrity, and the future of mathematics education research in Journal on Mathematics Education Zulkardi, RCI Prahmana Journal on Mathematics Education 17 (2), 363-370 , 2026 2026
Ethno Sense in Culturally Responsive Pedagogy RCI Prahmana, W Hidayat, NRN Peni, I Akib Encyclopedia 6 (5), 106 , 2026 2026
Ethnomathematics in elementary education: A systematic review of pedagogical approaches, technological innovation, and global implementations J Mumu, RCI Prahmana, B Tanujaya Jurnal Elemen 12 (2), 330–355 , 2026 2026
Towards a Methodological Model for Designing Diagnostic Mathematics Quizzes in E-Learning L Pepkolaj, S Duraj, RCI Prahmana Education Sciences 16 (5), 678 , 2026 2026
Fifty Years of Realistic Mathematics Education Worldwide: Scholarly Impact, Global Reach, and Thematic Development TH Nguyen, TD Vi, TC Nguyen, RCI Prahmana, TT Nguyen Journal of Curriculum Studies Research 8 (1), 312-344 , 2026 2026
Jie Han, Wei Qiu, and Eric Lichtfouse: Practical promise, ethical tensions, and the future of human–AI scholarship: a review of ChatGPT in scientific research RCI Prahmana AI and Ethics 6, 263 , 2026 2026
The impact of digital learning on numeracy: A meta-analysis from the perspective of Indonesian education policy implementation S Maarif, RCI Prahmana, KS Perbowo Kalamatika: Jurnal Pendidikan Matematika 11 (1), 47-75 , 2026 2026 Citations: 1
Cultural heritage as a mathematical context: Interpretation of set theory in spatial layout of Prambanan temple RCI Prahmana, I Risdiyanti, NRN Peni, K Satoshi, Khairullah, ... Infinity Journal 15 (2), 421-438 , 2026 2026 Citations: 1
STEM/STEAM, ethnomathematics, and TPACK: A systematic literature review and implications for project-based Ethno-STEAM in pre-service mathematics teacher education D Astuti, H Retnawati, RCI Prahmana, AN Aljura, SR Dewanti, ... STEM Education 6 (3), 350-371 , 2026 2026
Twenty Years of Multicultural Education Scholarship: Insights from the Journal for Multicultural Education and the Multicultural Education Technology Journal RCI Prahmana, N Ishartono, S Ahyan Jurnal VARIDIKA 38 (3), 238-250 , 2026 2026
Digital learning design: designing effective online and blended learning RCI Prahmana Open Learning: The Journal of Open, Distance and e-Learning, 1-5 , 2026 2026
Bridging design and teacher capacity RCI Prahmana Educational Studies in Mathematics 121, 387–400 , 2026 2026
The dynamics of behavioral pattern in collaborative problem-solving among Indonesian preservice mathematics teachers R Ekawati, LD Fitriana, RCI Prahmana, MA Mahdiannur, K Nisa, ... Infinity Journal 15 (1), 115-132 , 2026 2026
Mathematics, local language, and cultural education: an exploration of Indonesian educators’ perspectives IPAA Payadnya, RCI Prahmana, PS Noviantari, IAM Wedasuwari, ... Journal for Multicultural Education 20 (1), 91-103 , 2026 2026 Citations: 2
Ethno-STEAM as a culturally responsive framework: Examining collaborative skills through Kawung batik design D Astuti, H Retnawati, RCI Prahmana Journal on Mathematics Education 17 (1), 259-276 , 2026 2026
Moderation and Agricultural Education for Cultural Communities in the Era of Technology 5.0 A Darwanto, EK Mahardika, RCI Prahmana, A Susanti Journal of Pedagogy and Education Science 5 (01), 30-46 , 2026 2026
Indigenous Knowledge as Educational Asset: Culturally Responsive Mathematics Education and Equity Pursuit in Indonesia’s Multilingual Contexts RCI Prahmana, S Ma'arif, P Pramudiani Mosharafa: Jurnal Pendidikan Matematika 15 (1), 37-59 , 2026 2026 Citations: 2
When cultures meet mathematics RCI Prahmana Educational Studies in Mathematics 121, 571–587 , 2026 2026
Bridging Mathematics and Financial Literacy Through Flipped Classroom L Sagita, RII Putri, Zulkardi, RCI Prahmana Mathematics Teaching Research Journal 17 (5), 128-155 , 2025 2025
In-service teachers’ perceptions of problems in mathematics instruction when using a problem-based learning model J Mumu, RCI Prahmana, B Tanujaya, F Sampouw Journal on Mathematics Education 16 (4), 1463–1482 , 2025 2025 Citations: 1
MOST CITED SCHOLAR PUBLICATIONS
Likert Scale in Social Sciences Research: Problems and Difficulties B Tanujaya, RCI Prahmana, J Mumu FWU Journal of Social Sciences 16 (4), 89-101 , 2022 2022 Citations: 549
Learning Geometry and Values from Patterns: Ethnomathematics on the Batik Patterns of Yogyakarta, Indonesia RCI Prahmana, U D'Ambrosio Journal on Mathematics Education 11 (3), 439-456 , 2020 2020 Citations: 392
Sundanese Ethnomathematics: Mathematical Activities in Estimating, Measuring, and Making Patterns D Muhtadi, Sukirwan, Warsito, RCI Prahmana Journal on Mathematics Education 8 (2), 185-198 , 2017 2017 Citations: 302
Improving the reasoning ability of elementary school student through the indonesian realistic mathematics education. M Saleh, RCI Prahmana, M Isa Journal on Mathematics Education 9 (1), 41-54 , 2018 2018 Citations: 279
Design Research (Teori dan Implementasinya: Suatu Pengantar) RCI Prahmana Depok: Rajawali Pers , 2017 2017 Citations: 243
Ethnomathematics: Exploration in javanese culture I Risdiyanti, RC Indra Prahmana Journal of Physics: Conference Series 943 (1), 012032 , 2017 2017 Citations: 204
Mathematics instruction, problems, challenges, and opportunities: A case study in Manokwari regency, Indonesia B Tanujaya, RCI Prahmana, J Mumu World Transactions on Engineering and Technology Education 15 (3), 287-291 , 2017 2017 Citations: 186
The instruments of higher order thinking skills S Ahmad, RCI Prahmana, AK Kenedi, Y Helsa, Y Arianil, M Zainil Journal of Physics: Conference Series 943 (1), 012053 , 2017 2017 Citations: 182
Ethnomathematics: Pranatamangsa System and the Birth-Death Ceremonial in Yogyakarta RCI Prahmana, W Yunianto, M Rosa, DC Orey Journal on Mathematics Education 12 (1), 93-112 , 2021 2021 Citations: 181
Single Subject Research (Teori dan Implementasinya: Suatu Pengantar) RCI Prahmana Yogyakarta: UAD Press , 2021 2021 Citations: 178
Learning multiplication using Indonesian traditional game in third grade RCI Prahmana, Zulkardi, Y Hartono Journal on Mathematics Education 3 (2), 115-132 , 2012 2012 Citations: 167
Penyebab kesulitan belajar geometri dimensi tiga R Novita, RCI Prahmana, N Fajri, M Putra Jurnal Riset Pendidikan Matematika 5 (1), 18-29 , 2018 2018 Citations: 151
Etnomatematika: eksplorasi dalam permainan tradisional Jawa I Risdiyanti, RCI Prahmana Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang 2 … , 2018 2018 Citations: 142
Using ASSURE learning design to develop students’ mathematical communication ability R Sundayana, T Herman, JA Dahlan, RCI Prahmana World Transactions on Engineering and Technology Education 15 (3), 245-249 , 2017 2017 Citations: 114
Analisis kesalahan siswa dalam menyelesaikan permasalahan operasi bentuk aljabar D Malihatuddarojah, RCI Prahmana Jurnal pendidikan matematika 13 (1), 1-8 , 2019 2019 Citations: 107
Ethno-realistic mathematics education: The promising learning approach in the city of culture RCI Prahmana SN Social Sciences 2 (12), 257 , 2022 2022 Citations: 106
The Integration of technology in teaching mathematics D Muhtadi, Wahyudin, BG Kartasasmita, RCI Prahmana Journal of Physics: Conference Series 943 (1), 012020 , 2017 2017 Citations: 100
The hypothetical learning trajectory on research in mathematics education using research-based learning RCI Prahmana, YS Kusumah Pedagogika 123 (3), 42-54 , 2016 2016 Citations: 95
Community radio-based blended learning model: A promising learning model in remote area during pandemic era RCI Prahmana, D Hartanto, DA Kusumaningtyas, RM Ali, Muchlas Heliyon 7 (7), e07511 , 2021 2021 Citations: 93
Teaching materials of algebraic equation SA Widodo, RCI Prahmana, AS Purnami, Turmudi Journal of Physics: Conference Series 943 (1), 012017 , 2017 2017 Citations: 81
