Rooselyna Ekawati

EDUCATION

Bachelor of Mathematics, Airlangga University
Master of Mathematics Education, Utrecht University, The Netherlands
Doctoral of Mathematics Education, National Taiwan Normal University, Taiwan

RESEARCH INTERESTS

Mathematics Education, Teacher Education

Scopus Publications

A modified technological pedagogical and content knowledge (TPACK) framework: A systematic literature review
Mohammad Auza'i Aqib, Rooselyna Ekawati, and Siti Khabibah
Malque Publishing
Technology is a critical element of the human perspective on learning. Good teaching with technology requires understanding the mutually reinforcing relationships between content, pedagogy, and technology to develop proper context-specific strategies and representations. TPACK is one of the most researched topics that discusses the interaction and combination of teacher knowledge in the domains of technology, pedagogy, and content. Overtime, TPACK has raised criticism regarding the many areas that had not been explored and the need to reconceptualize the framework. There have been many further developments in the form of modifications to the TPACK model, which have produced various measurement instruments. This research uses a systematic literature review (SLR) method to explore multiple modifications to the TPACK framework and the integration of related fields. The review was carried out on published papers from 2008 to 2023 utilizing the Scopus database. The analysis in the research was carried out through 3 stages: planning, conducting, and reporting. Planning including identify SLR needs, determine the focus of the question, and Develop Review Rules. Furthermore, in conducting, researcher excluding articles that didn’t mention TPACK Development Framework. Last stage is reporting including analyze the main article by creating a review table and answer the Research Question. There were 18 core articles filtered from a total of 1,295 articles. The findings from the thematic analysis identified five areas of study that were integrated with modifications to the TPACK framework, including Knowledge, Competency, Tools, Practice, and Attitude. Finally, exploration was also carried out to see gaps and research potential for future studies in each field.


The development of knowledge of content and teaching task instruments for pre-service mathematics teacher
Siti Suprihatiningsih, Masriyah Masriyah, and Rooselyna Ekawati
Institute of Advanced Engineering and Science
The knowledge of the materials to be taught to the students is the basic knowledge that preservice mathematics teachers should possess, as they need to prepare themselves for teaching. In order to research preservice teachers’ understanding of the subject matter and teaching skils, valid and reliable test instruments are required. Knowledge of content and teaching (KCT) is one of the tools that can be used. This research was conducted using the Plomp model. Based on the research results, it was found that the KCT task instruments are valid, reliable, and legible. The instruments were utilized in this study with several revisions to describe the content and teaching knowledge of the subjects. The results of this investigation strongly support the use of KCT instruments. This tool is crucial to implement in understanding the capability of preservice mathematics educators in planning and successfully executing math lessons. Additionally, future research should be conducted on content understanding and classroom instruction on mathematics education. Such research will be able to reveal information on the expertise and experience of prospective mathematics teachers.


USING THE MOORE'S THEORY TO EXPLAIN PRESERVICE TEACHERS’ DIFFICULTIES IN PROVING OF THE TRIANGLE SUM THEOREM
Sugi Hartono, Tatag Yuli Eko Siswono, Rooselyna Ekawati, and Ebenezer Bonyah
Lembaga Penelitian dan Pengabdian masyarakat Universitas Jambi
This study aims to analyze the difficulties of preservice teachers’ in proving the triangle sum theorem. The method of this study is used a qualitative method with 58 of preservice mathematics teacher studying for a Bachelor of Education degree in Universitas Negeri Surabaya, Indonesia. The authors analysed the written responses to a 1 item worksheet and also conducted interviews with seven of the participants. The analysis of the data was guided by Moore’s theory which was used to identify difficulties of preservice teachers’ in proving of the triangle sum theorem. The results showed that still many of preservice teachers still difficulties in proving of the triangle sum theorem. There were 38% of preservice teachers who answered correctly and 62% of preservice teachers answered incorrectly in compiling proof. It was found that several preservice teachers had difficulties in compiling proofs, namely 30 preservice teachers had difficulty understanding the concept, 2 preservice teacher's did not understand the language and mathematical notation and 4 preservice teacher's had difficulty starting the proof. The novelty of this research is introducing a new theoretical analysis related to the difficulty in proving the fundamental theorem of geometry, namely Moore's theory. This study recommends that preservice teacher’s should be given solution through scaffolding to help preservice teacher's understand the concept of proof so that students can compiling proofs with correct.


Trends of abstraction research in mathematics education: A bibliometric analysis
Hodiyanto Hodiyanto, Mega Teguh Budiarto, Rooselyna Ekawati, Gemi Susanti, Jeonghyeon Kim, and Daisy Mae R. Bongtiwon
IKIP Siliwangi Bandung
Abstraction is fundamental in mathematics learning because students can discover the studied concepts through abstraction. Bibliometric analyses of abstraction research in mathematics education have yet to be published. A bibliometric analysis is conducted to explore trends in abstraction research. The mathematics education researchers will gain insights from studying the development of abstraction research over the last fifteen years. The primary objective of this study is to evaluate the primary journals published, the most productive authors, universities, and countries and to identify current trends in abstraction research. Data were collected from the Scopus database and analysed using VOSviewer and R software. A thorough review was conducted on 271 articles published between 2008 and 2022. The collected data was analysed and presented using R studio and VOSviewer software. The publication of abstraction research has increased every year. Abstraction studies related to geometry, computational thinking, and preschool are trend and abstraction studies related to gesture, preschool child, arithmetic, physiology, mathematical concepts, geometry, language, and cognition. Abstraction research is exciting because it will still trend until 2022. This study offers valuable insights to researchers interested in mathematics education for exploring alternative research directions to the primary research trends. Based on these results, recommendations for further research are given so that they can explore various options for research trends.


Building an understanding of sketching function derivative graphs through the APOS approach
Enny Listiawati, Dwi Juniati, and Rooselyna Ekawati
Learning Gate
The derivative of a function is a basic concept in calculus with various applications in the STEM fields. A deep understanding of this concept is essential for students to face the challenges of analysis, optimization, and application in science and technology inquiries. However, the understanding of derivatives of functions among the population of prospective mathematics teachers in Indonesia is still low, specifically when it comes to sketching graphs of derivatives of functions and the application of the concepts. The APOS (Action, Process, Object, Schema) theory approach seems to hold a relevant solution needed to improve this understanding. Previous studies have shown that most students still have difficulty understanding the relationship between graphs and derivatives of functions. In the present study, APOS theory was used to analyze the subjects’ understanding of the concept of derivatives, especially related to sketching graphs of derivatives of functions by describing their mental structure and mechanisms completely. The results of the study revealed that the subjects' understanding had reached the Schema stage. However, there was no mental interiorization mechanism since the subjects had difficulty at the Process stage. Consequently, the subjects could not explain the steps to draw a graph of derivatives of functions from the given function graph. Finally, this study highlights the importance of more effective teaching strategies to strengthen students' conceptual understanding of derivatives of functions, especially sketching derivative graphs.


Understanding mathematics prospective teachers' comprehension of function derivatives based on APOS theory: Insights from low mathematics anxiety levels
Enny Listiawati, Dwi Juniati, and Rooselyna Ekawati
IKIP Siliwangi Bandung
Understanding function derivatives shows global patterns of difficulty in comprehension and application. More research is needed to examine students' understanding of APOS theory. This research analyzes prospective mathematics teacher students' understanding of function derivatives based on mathematics anxiety. This study used a qualitative-exploratory design to describe the understanding of function derivatives of prospective mathematics teacher students with APOS theory, considering mathematics anxiety through assignments and interviews. A saturated sample of 26 students was studied. Instruments included math anxiety questionnaires, math ability tests, and function derivative tasks. Data was analyzed using triangulation, peer debriefing, member checking, data reduction, presentation, conclusion, and verification. The study of function derivatives, based on APOS Theory, integrates mental structures and mechanisms like encapsulation and coordination, showing proficiency in simple function derivatives and composition function derivatives but challenges with graphing function derivatives. This research emphasizes the need for teaching strategies that address math anxiety to improve conceptual understanding. It encourages further study of teaching interventions, emotional support, and the long-term impact of math anxiety.


Development of TPACK-LK (Technological Pedagogical and Content Knowledge with Learner Knowledge) Instrument for Mathematic Preservice Teacher
Mohammad Auza’i Aqib, Rooselyna Ekawati, and Siti Khabibah
Association for Information Communication Technology Education and Science (UIKTEN)
Education has transformed and adapted to technological advances. TPACK is a conceptual framework for integrating technology into learning. The emergence of the TPACK frameworks such as ICT-TPACK and TPACK-XL provides a hypothesis about learner knowledge that is parallel to other TPACK components. A framework that has core components in the form of technological knowledge, pedagogy, learner, and content then named by researchers as TPACK-LK. This research aims to develop the TPACK-LK survey instrument. The research method in compiling questionnaire items was carried out using a literature review. Meanwhile, the tests on the prepared questionnaire were correlation tests to calculate validity and Cronbach's Alpha to check the instrument's reliability. Next, confirmatory factor analysis (CFA) tests were also used. The respondents in this study were 108 mathematics education students spread across Indonesia. The subject criteria are students who are taking a bachelor's degree for at least a year or three. By using SPSS software, a valid and reliable TPACK instrument was obtained. The development and validation of the questionnaire provides several important implications for research and practice. The successful validation of items across various knowledge components (e.g., CK, PK, TK, and LK) and their combinations (e.g., PCK, TCK, TPCK, and TPLCK) demonstrates the feasibility of capturing complex, multidimensional constructs. This can inspire further exploration of integrated knowledge models in other domains.


Failure in Constructing the Mathematical Model in Real-World Problems
Ali Shodikin, Rooselyna Ekawati, Heri Purnomo, and Abdul Halim Abdullah
Association for Information Communication Technology Education and Science (UIKTEN)
Constructing the correct mathematical model is the main key to solving mathematical modeling problems, but students most often fail at this process. Understanding the failure characteristics of constructing a model can be used to correct student errors. This study aims to discuss the characteristics of failures in constructing mathematical models carried out by the students in algebra subject matter. This study used an exploratory descriptive design approach and involves 41 mathematics education students to solve mathematical modeling test questions. The results showed four types of failure characteristics in constructing the model. First, misunderstand type is characterized by disability in capturing important facts from the problem and compiling a model only procedurally. Second, misconnection type is marked by incompetence in making connections between important facts. Third, missspeculation type is noted by the incapacity in making speculations about important facts. Fourth, misslogic type is signed by the inability to use logical facts. Therefore, lecturers or teachers must be more careful to improve the teaching process to be more comprehensive and carry out appropriate scaffolding to overcome the students’ difficulties in solving mathematical modeling problems, especially in constructing mathematical models. The appearance of each error indicates the need for certain repairs. Error correction should be handled based on the characteristics that arise.


Pattern Recognition in Computational Thinking: Semiotic Perspective




Utilizing Games to Enhance the Learning of Students with Dyslexia: A Systematic Literature Review
Rooselyna Ekawati, Wasis Wasis, Ali Shodikin, Shofan Fiangga, and Jian-Cheng Chen
Association for Information Communication Technology Education and Science (UIKTEN)
While discussions about the learning experiences of dyslexic students have been extensive, the exploration of interventions to address their learning obstacles using technology remains unresolved. This study aims to unpack the pattern use of games to enhance the learning of students with dyslexia using a systematic literature review of thirty-nine articles. The analysis findings reveal a notable increase in interest over the past decade in publications focusing on the utilization of games to enhance the learning experiences of students with dyslexia across various grade levels. The utilization is delineated in ways that exploring innovative approaches to enhance reading skills in dyslexic students through engaging and playful methods gives significant potential progress. The empirical results specifically indicate that employing playful strategies contributes to the enjoyment, motivation, and active participation of students with dyslexia. These can enhance reading skills by bolstering linguistic competence, improving working memory, and enhancing executive functions, thereby significantly supporting the learning process. The encouraging progress in utilizing games to enhance the learning of students with dyslexia underscores the need for research aimed at optimizing both cognitive and non-cognitive factors in their learning experiences.


Metacognitive awareness and mathematics teaching anxiety on knowledge of content and teaching of pre-service mathematics teachers
, Siti Suprihatiningsih, Masriyah Masriyah, , Rooselyna Ekawati, and
Scientific and Educational Initiative
The problem and the aim of the study. Anxiety while teaching mathematics is one key component that may influence both teaching and learning. By investigating the relationship between anxiety levels and metacognitive awareness, the result of such investigation is expected to be able to assist pre-service teachers in overcoming obstacles and developing confidence in their abilities to teach mathematics. Based on that, this study attempts to find out how metacognitive awareness and anxiety in teaching mathematics influence the knowledge of content and teaching of pre-service mathematics teachers. Research methods. The metacognitive awareness and mathematics teaching anxiety questionnaires were used to assess pre-service mathematics teachers’ knowledge of content and teaching as well as their teaching abilities. The research employed a mixed-method approach, which combines quantitative and qualitative research. The quantitative research sample consisted of 135 pre-service mathematics teachers, with 75 being females and 60 being males. In the next step, two research participants were randomly selected to investigate the impact of metacognitive awareness and mathematics teaching anxiety on topic knowledge and instruction in the qualitative research. The two selected subjects were selected based on their knowledge of content and teaching. One had high levels of metacognitive awareness and the other one had low levels of metacognitive awareness, as well as teaching anxiety in mathematics. Results. This study found that the impact of metacognitive awareness and mathematics teaching anxiety on knowledge of content and teaching was confirmed by a multiple linear regression analysis. The results of the multiple linear regression analysis using SPSS 25 showed the influence of metacognitive awareness (X1) and anxiety (X2) on knowledge of teaching and teaching (Y). The regression model Y = – 27,077 – 0.621 X1 + 1,205 X2. According to the results of the multiple regression test, pre-service mathematics teachers with high metacognitive awareness were able to maximize their existing knowledge of content and teaching, whereas those with low metacognitive awareness were unable to do so. Additionally, pre-service mathematics teachers with low mathematics teaching anxiety were able to employ effective ways to maximize knowledge of content and teaching, but pre-service mathematics teachers with high mathematics teaching anxiety struggled to convey knowledge of content and teaching. In conclusion, the study showed that pre-service mathematics teacher students with a high level of metacognitive awareness were more able to explore their understanding of material and teaching to prepare for teaching and learning activities effectively. On the other hand, pre-service mathematics teachers with low metacognitive awareness might find it difficult, as they might struggle with content understanding and instruction. Mathematics teaching anxiety was found to have a considerable negative impact on knowledge of content and teaching. High mathematics teaching anxiety can have an impact on both material understanding and teaching.


Computational Thinking on Mathematical Problem-Solving: Bibliometric Theme and Aspect
Reni Dwi Susanti, Agung Lukito, and Rooselyna Ekawati
ACM



Assessing dyslexia students' cognitive behavior in solving fraction problems with eye-tracking
Rooselyna Ekawati, Ahmad Wachidul Kohar, Elly Matul Imah, Lintang Meyta Fitrani, and Khoirun Nisa’
AIP Publishing



From Informal to Formal Proof in Geometry: a Preliminary Study of Scaffolding-based Interventions for Improving Preservice Teachers’ Level of Proof




Research trend on dyscalculia by bibliometric analysis during 2017-2022
Yohanis Ndapa Deda, Hermina Disnawati, Rooselyna Ekawati, and Nadi Suprapto
Institute of Advanced Engineering and Science
<span lang="EN-US">Dyscalculia is the inability to perform simple numerical calculations in everyday life. However, no one has researched this topic worldwide in about two years. This study aimed to investigate the research trends on dyscalculia through bibliometric studies and research issues related to dyscalculia in the Scopus database starting 2017 to October 2022. The sample consisted of 536 total documents. The results showed that scientific publications on dyscalculia fluctuated. In the next five years, its movements cannot be predicted. The highest number of document types is articles, which is 369. The number of cross-border documents from 2017 to 2022 is in the United States, as many as 75 papers, and in Italy, 74 copies. These two countries are more dominant on the topic of dyscalculia. Furthermore, 536 documents comprising 94.4% of articles were used in English. In general, in research on dyscalculia, researchers produce four out of five significant clusters: patient, approach, task, and grade. However, topics related to dyscalculia and mathematics often studied are deficit students, deficit addition and subtraction, mathematics difficulty, instruction, and primary school. The results can be used to shed light on developing tendencies in dyscalculia investigations and suggest directions for future studies.</span>


How abstraction of a pre-service teacher in constructing relationships among quadrilaterals




Psychometric Evidence of Geometric Ability on Quadrilateral Using Iteman: Test Development Study
, Hodiyanto, Mega Teguh Budiarto, , Rooselyna Ekawati, and
Wydawnictwo Adam Marszalek
Quadrilaterals are prerequisites for learning space geometry, so it is necessary to know the geometric abilities of quadrilaterals to learn space geometry successfully. These tests will also help identify students’ level of mastery of the quadrilateral concept and provide information for teachers and researchers in planning teaching, learning and research. This research method adapted test development research: test conceptualisation, test construction, test tryout, and item analysis. There were three validators. 120 8th-grade students in West Kalimantan, Indonesia, participated. Item analysis was carried out with Iteman 3.0 software. The geometric ability instrument is valid and reliable because the Scale Content Validity Index (S-CVI) is 1, and the reliable coefficient is 0.757. 21 items have a discrimination index above 0.3 and 3 items below 0.3. The distractors worked fine; only a few distractors did not work fine. Thus, this instrument can be used for geometric ability tests.


Spatial reasoning of mathematics education students: an analysis of differences in solving hyperbola problems based on level of geometry ability
, Rizki Kurniawan Rangkuti, Siti Khabibah, , Rooselyna Ekawati, and
Scientific and Educational Initiative
Introduction. The facts show that students at the school level still have low spatial reasoning abilities at the school level, but the spatial reasoning abilities of students at the university level are not yet known. The results of students' spatial reasoning abilities are not yet known, so it is necessary to carry out detailed research so that it can be understood more widely. The purpose of this research is to analyze how hyperbolic problem solving differs based on the level of student ability, so that students with high, medium and low ability can be described more specifically at each step of problem solving. Study participants and methods. The subjects in this research were undergraduate students in the mathematics education study program at the Institut Pendidikan Tapanuli Selatan, Indonesia, who were determined using purposive sampling on the condition that they had taken analytical geometry courses. The research subjects selected were 3 students, each of whom had high ability with a score of 95, medium ability with a score of 85 and low ability with a score of 73 who were tested with a geometric ability test. The results of solving hyperbolic problems refer to indicators of spatial reasoning. Hyperbola problem solving data is analyzed based on the level of geometric ability with stages of data reduction, data presentation, and drawing conclusions. This research method is a qualitative descriptive research method with a single case design. Results. First, subjects with high geometric abilities based on analysis of spatial reasoning indicators, namely spatial visualization, mental rotation, and spatial orientation, have good problem-solving skills with an average achievement of 92.4.In spatial reasoning on hyperbolic objects, starting from the steps to understand the problem and planning a solution based on the problem, as well as carrying out the solution and evaluating the solution, there is no difficulty in solving the hyperbolic problem. Second, subjects with moderate geometric abilities based on analysis of spatial visualization abilities, mental rotation, and spatial orientation have good learning achievements, which are also shown based on spatial reasoning indicators. It is known that the average problem-solving ability for moderate geometry is 84.83. Third, subjects with low geometric ability based on analysis of spatial visualization ability, mental rotation, and spatial orientation showed poor performance, with the average achievement of problem solving with low geometric ability being 73.2. Conclusion. This research describes how the ability to solve hyperbola problems differs based on the level of geometric ability. The results of this research provide a basic description that can be used to show differences in hyperbola problem solving abilities from the four steps based on high, medium and low geometric abilities.


Constructing mathematical proofs through abductive reasoning




Peirce’s Semiotic in Computational Thinking for Mathematical Problem-Solving Process
Reni Dwi Susanti, Agung Lukito, and Rooselyna Ekawati
North American Business Press
Computational thinking is significant in the 21st century, especially for problem-solving. For students, this process requires problem understanding that can apply semiotic perspective. According to Peirce, semiotic components include representament, object, and interpretant, the components that exist in computational thinking as it encourage students to think logically and appropriately. This research is a qualitative case study with one student as its object to receive tasks on problem-solving and interviews. The study results indicate that in semiotics, the object component of the study refers to the ability to understand the given problem, mathematical model, and information that is known from the task given. The representament refers to the student's ability to interpret any given object in computational thinking, such as writing down a function formula and drawing a graph. As for interpretant, students must prove the ability to interpret and give meaning to the problem. Therefore, a semiotic perspective in computational thinking can help identify students' problem-solving.


MATHEMATICS TEACHER EDUCATORS’ NOTICING OF PEDAGOGICAL CONTENT KNOWLEDGE ON HIERARCHICAL CLASSIFICATION OF QUADRILATERAL
Rooselyna Ekawati, Ahmad Wachidul Kohar, Tatag Yuli Eko Siswono, Agung Lukito, Kai-Lin Yang, and Khoirun Nisa
IKIP Siliwangi Bandung
This study aims to investigate mathematics teacher educators’ (MTE) knowledge in noticing preservice teachers’ pedagogical content knowledge (PCK) on the hierarchical classification of the quadrilateral. A multiple case study was conducted to analyze the responses of ten MTEs in an online moderated-forum group discussion (M-FGD) from their written work on the MTE-PCK test completed prior to the M-FGD. The PCK test consisted of two tasks: the task that examines MTEs’ knowledge to predict pre-service teachers’ reason in representing the hierarchical classification of quadrilateral in Venn diagrams, and the task that examines MTEs’ knowledge in making a flowchart as a recommendation to mathematics teacher to analyze the validity of quadrilateral classification. Results show that the MTEs indicate two considerations of noticing pre-service teachers’ PCK on the quadrilateral classification: by definition and properties of quadrilaterals and by the visual appearance of quadrilaterals. Despite this, 20% of them were indicated to perform a lack of understanding of the hierarchical classification of quadrilaterals, as indicated by invalid flowcharts of validating the hierarchical classification of the quadrilateral.


Mathematics pre-service teachers' understanding of derivative concepts using APOS theory related to mathematic anxiety: A case study
Enny Listiawati, Dwi Juniati, and Rooselyna Ekawati
AIP Publishing



Prospective Teachers' Perspectives on Collaborative Problem Solving in Mathematics




Investigating teachers’ mathematics pedagogical content knowledge on ratio and proportion: Does it exist in teaching?
Rooselyna Ekawati, Fou-Lai Lin, and Ahmad Wachidul Kohar
Universitas Negeri Yogyakarta
There is a widespread agreement that Mathematics Pedagogical Content Knowledge (MPCK) become one of the key resources for teaching mathematics effectively. This qualitative research investigates the existence of primary teachers’ MPCK in mathematics teaching practice on ratio and proportion. Data were collected from the recorded videos of teaching observations of three primary teachers with different levels of Mathematics Content Knowledge (MCK) and MPCK selected from a paper and pencil test. A video observation instrument considering the MPCK factors’ framework for teaching ratio and proportion was used to explore the existence of MPCK in the teachers’ teaching practices. Data were analyzed by employing a whole-to-part approach of video-based data on three components of the teachers’ teaching practices on ratio and proportion, i.e., task level feature, the teaching of problem-solving strategies, and knowledge of students’ conceptual understanding. Results indicate that all the components of teachers’ MPCK can be observed in teaching practice appropriately or inappropriately due to teachers’ different levels of MPCK (Good, Medium, and Low). All MPCK factors were activated by the good teacher in her teaching appropriately differs from Medium and Low teachers. The Medium teacher needs more opportunities to learn about ratio and proportion task level features. The evidence leads to the opportunity to design a learning trajectory for In-service primary teachers that consider the integration of MPCK and MCK in balance.


Number recognition development with number card: Single subject research
Istiqomah Istiqomah, Rika Yuliani, Rooselyna Ekawati, and Sri Adi Widodo
Institute of Advanced Engineering and Science
<span lang="EN-US">Mentally retarded is a mental disorder with an intelligence quotient (IQ) between 55-70, besides those mentally retarded children are only able to think concretely. For this reason, learning mathematics for mentally retarded students requires learning media that can bridge abstract mathematical material with the abilities of mentally retarded children who are only able to think concretely. The objective of this study was to improve the recognition of 1-20 numbers using number cards for students with mild mental retardation. The research used is single subject research method with basic design non reversal. Study subjects were selected based on a purposive sampling technique, as the researcher had to look for subjects with mild mental retardation. Data collection techniques use documentation to find out subjects with mild mental retardation characteristics, and tests to determine the subject's ability to recognize numbers 1-20. The results of this study indicate that the number card media can improve the ability of mild mentally retarded students to recognize numbers 1-20. This can be seen from the average in the baseline phase of 39 with a percentage of the ability to recognize numbers of 33.3%, and in the intervention phase of 74.44 with a percentage of the ability to recognize numbers of 88.89%.</span>

RECENT SCHOLAR PUBLICATIONS

The development of knowledge of content and teaching task instruments for pre-service mathematics teacher
S Suprihatiningsih, M Masriyah, R Ekawati
Journal of Education and Learning (EduLearn) 19 (2), 775-783 2025



Analisis Pemecahan Masalah Teorema Pythagoras Ditinjau dari Gaya Belajar Sensing dan Intuition
EE Safitri, R Ekawati
MATHEdunesa 14 (1), 330-349 2025



Understanding mathematics prospective teachers' comprehension of function derivatives based on APOS theory: Insights from low mathematics anxiety levels
E Listiawati, D Juniati, R Ekawati
Infinity Journal 14 (2), 483-512 2025



USING THE MOORE'S THEORY TO EXPLAIN PRESERVICE TEACHERS’DIFFICULTIES IN PROVING OF THE TRIANGLE SUM THEOREM
S Hartono, TYE Siswono, R Ekawati, E Bonyah
Jurnal Ilmiah Ilmu Terapan Universitas Jambi 9 (1), 104-118 2025



Development of TPACK-LK (Technological Pedagogical and Content Knowledge with Learner Knowledge) Instrument for Mathematic Preservice Teacher.
MA Aqib, R Ekawati, S Khabibah
TEM Journal 14 (1) 2025



Profil Komunikasi Matematika Tulis Peserta Didik SMP dalam Menyelesaikan Soal AKM Subdomain Geometri
AM Wulanningrum, R Ekawati
MATHEdunesa 14 (1), 104-117 2025



Building an understanding of sketching function derivative graphs through the APOS approach
E Listiawati, D Juniati, R Ekawati
Edelweiss Applied Science and Technology 9 (2), 555-566 2025



Proses Berpikir Aljabar Siswa Field dependent dan Field independent dalam Menyelesaikan Masalah Matematika Berdasarkan Teori APOS
RT Oktawioni, R Ekawati
MATHEdunesa 14 (1), 1-20 2025



A modified technological pedagogical and content knowledge (TPACK) framework: A systematic literature review
MA Aqib, R Ekawati, S Khabibah
Multidisciplinary Reviews 8 (6), 2025167-2025167 2025



Trends of abstraction research in mathematics education: A bibliometric analysis
H Hodiyanto, MT Budiarto, R Ekawati, G Susanti, J Kim, DMR Bongtiwon
Infinity Journal 14 (1), 125-142 2025



Psychometric Evidence of Geometric Ability on Quadrilateral Using Iteman: Test Development Study
Hodiyanto, MT Budiarto, R Ekawati
The New Educational Review 78, 124-138 2024



Constructing mathematical proofs through abductive reasoning
S WIDADAH, TYEKO SISWONO, R EKAWATI
Review of Science, Mathematics and ICT Education 18 (2), 29-48 2024



The Implementation of Ethnomathematics-Based Student Worksheet “Surya Majapahit” on the Circle Elements Material to Build Creative Thinking of Elementary Students
ARH Putri, W Wiryanto, R Ekawati, U Srinivasarao
IJORER: International Journal of Recent Educational Research 5 (6), 1522-1541 2024



PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA: SYSTEMATIC LITERATURE REVIEW
R Hartanti, N Mariana, R Ekawati
Pendas: Jurnal Ilmiah Pendidikan Dasar 9 (04), 1601-1613 2024



Students’ Reasoning in Mathematics Learning: How to Solve Problem of Ethnomathematics Based on Personality
KD Putri, R Ekawati, A Shodikin
Journal of the Indonesian Mathematics Education Society 2 (2) 2024



Failure in Constructing the Mathematical Model in Real-World Problems.
A Shodikin, R Ekawati, H Purnomo, AH Abdullah
TEM Journal 13 (4) 2024



Statistical Literacy of Senior High School Students in Problem-Solving with AKM Model Data Content and Uncertainty in Terms of Mathematical Ability
N Rohmah, Y Fuad, R Ekawati
Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang 8 2024



ANALISIS PENALARAN STATISTIS SISWA SMA DENGAN GAYA BELAJAR VISUAL, AUDITORIAL, DAN KINESTETIK DALAM MEMECAHKAN MASALAH KONTEKSTUAL
R Tsaniyah, R Ekawati, A Sofro
Jurnal Lebesgue: Jurnal Ilmiah Pendidikan Matematika, Matematika dan 2024



Statistics Flip-Worksheet: The Key to Improve Students' Critical Thinking Skill
IRF Febriani, EB Rahaju, R Ekawati, A Shodikin
Journal of Mathematical Pedagogy (JoMP) 5 (2), 76-90 2024



Utilizing Games to Enhance the Learning of Students with Dyslexia: A Systematic Literature Review
R Ekawati, W Wasis, A Shodikin, S Fiangga, C Jian-Cheng
TEM Journal 13 (3), 2097 2024

MOST CITED SCHOLAR PUBLICATIONS

Penulisan soal literasi numerasi bagi guru SD di kabupaten Ponorogo
S Fiangga, SM Amin, S Khabibah, R Ekawati, NR Prihartiwi
Jurnal Anugerah 1 (1), 9-18 2019
Citations: 99



DEVELOPING AN INSTRUMENT FOR MEASURING TEACHERS’MATHEMATICS CONTENT KNOWLEDGE ON RATIO AND PROPORTION: A CASE OF INDONESIAN PRIMARY TEACHERS
R Ekawati, FL Lin, KL Yang
International Journal of Science and Mathematics Education 13, 1-24 2015
Citations: 44



PRIMARY STUDENTS'MATHEMATICAL LITERACY: A CASE STUDY
R Ekawati, S Susanti, JC Chen
Infinity Journal 9 (1), 49-58 2020
Citations: 43



Error analysis of mathematical problems on TIMSS: A case of Indonesian secondary students
HA Priyani, R Ekawati
IOP Conference Series: Materials Science and Engineering 296 (1), 012010 2018
Citations: 37



Slow learner errors analysis in solving fractions problems in inclusive junior high school class
N Novitasari, A Lukito, R Ekawati
Journal of Physics: Conference Series 947 (1), 012035 2018
Citations: 36



Innovative teacher professional development within PMRI in Indonesia
R Ekawati, AW Kohar
International Journal of Innovation in Science and Mathematics Education 24 (5) 2016
Citations: 33



Ethnomathematics Study: Cultural Values and Geometric Concepts in the Traditional" tanean-lanjang" House in Madura-Indonesia.
AK Sari, MT Budiarto, R Ekawati
Journal of Research and Advances in Mathematics Education 7 (1), 46-54 2022
Citations: 29



Students' Cognitive Processes in Solving Problem Related to the Concept of Area Conservation.
R Ekawati, AW Kohar, EM Imah, SM Amin, S Fiangga
Journal on Mathematics Education 10 (1), 21-36 2019
Citations: 27



Algebraic reasoning in solving mathematical problem based on learning style
NF Indraswari, IK Budayasa, R Ekawati
Journal of Physics: Conference Series 947 (1), 012061 2018
Citations: 27



Perilaku pemecahan masalah siswa SMK dalam menyelesaikan masalah kombinatorika ditinjau dari kecemasan matematika
OK Adhimah, R Ekawati
Jurnal Cendekia: Jurnal Pendidikan Matematika 4 (1), 346-352 2020
Citations: 25



Primary teachers’ knowledge for teaching ratio and proportion in mathematics: The case of Indonesia
R Ekawati, FL Lin, KL Yang
Eurasia Journal of Mathematics, Science and Technology Education 11 (3), 513-533 2015
Citations: 25



Profil Berpikir Aljabar Siswa SMP Dalam Menyelesaikan Masalah Pola Bilangan
NPN Sari, Y Fuad, R Ekawati
Kreano, Jurnal Matematika Kreatif-Inovatif 11 (1), 56-63 2020
Citations: 22



Primary students’ mathematical literacy: A case study. Infinity Journal, 9 (1), 49–58
R Ekawati, S Susanti, JC Chen
2020
Citations: 22



Student’s critical thinking in solving open-ended problems based on their personality type
LD Fitriana, Y Fuad, R Ekawati
Journal of Physics: Conference Series 947 (1), 012007 2018
Citations: 21



Profil pemecahan masalah PISA pada konten change and relationship siswa SMP ditinjau dari kecerdasan linguistik, logis-matematis, dan visual-spasial
AD Rosalina
MATHEdunesa 6 (3) 2017
Citations: 21



Pengembangan soal numerasi berbasis konteks nilai budaya primbon Jawa
AP Kurniawan, MT Budiarto, R Ekawati
JRPM (Jurnal Review Pembelajaran Matematika) 7 (1), 20-34 2022
Citations: 20



Designing Lesson Plan of Integer Number Operation Based on Fun and Easy Math (FEM) Approach.
D Fouryza, SM Amin, R Ekawati
International Journal of Evaluation and Research in Education 8 (1), 103-109 2019
Citations: 20



Pengembangan e-comic matematika berbasis pendidikan matematika realistik (PMR) bermuatan etnomatematika materi aritmetika sosial
A Rahmata
MATHEdunesa 10 (1), 32-44 2021
Citations: 19



Designing Teacher Professional Development for Mathematics Teaching with Variation Theory.
R Ekawati, FL Lin
Indonesian Mathematical Society Journal on Mathematics Education 5 (2), 127-137 2014
Citations: 19



Ancient China history-based task to support students’ geometrical reasoning and mathematical literacy in learning Pythagoras
AD Fachrudin, R Ekawati, AW Kohar, S Widadah, IB Kusumawati, ...
Journal of Physics: Conference Series 1417 (1), 012042 2019
Citations: 18