Abstract

FOREWORD
Praise the presence of Allah SWT for all the overflow of His Rahmat so that we can publish the journal AlphaMath volume eleven number one. It is with great enthusiasm that we present Alphamath: Journal of Mathematics Education, Volume 11, Number 1, published in May 2025. This issue brings together a rich collection of research articles that reflect the ongoing advancements and pedagogical innovations in the field of mathematics education.
The featured studies collectively highlight a dynamic landscape in which educators and researchers are increasingly integrating learner-centered strategies to improve mathematical understanding, problem-solving abilities, and collaborative competencies among students at various educational levels. The articles in this issue reflect a strong commitment to enhancing mathematics learning outcomes through thoughtful design, evidence-based approaches, and a focus on both cognitive and affective domains.
This issue opens with Integrating Teaching at the Right Level with Problem-Based Learning by Dewi Sukmawati et al., offering a practical model for addressing diverse learner needs through targeted and engaging instruction. Eny Suryowati and Nurul Aini explore cognitive processes in middle school students' Correspondence Relationship Generalization, contributing to our understanding of mathematical reasoning.
Innovative instructional approaches are central to this volume. Reviving Algebra by Muhamad Saleh and team advocates for discovery learning to boost student outcomes, while Reza Maulana and Dori Lukman Hakim emphasize the role of Learning Independence in building mathematical connections.
Assessment and diagnostic teaching are highlighted in Analysis of Errors in Solving Monotonic Sequence Problems by Novita Sari Maria Br Manullang et al., applying Newman’s Taxonomy for insightful error analysis. Meanwhile, Ludo Media Collaborative Fraction by Siti Raihani Vesya and colleagues creatively demonstrates how game-based learning can foster both understanding and collaboration in elementary classrooms.
At the tertiary level, Mayang Gadih Ranti and Rinda Azmi Saputri present teaching materials infused with 4C skills—critical thinking, creativity, communication, and collaboration—addressing the evolving demands of higher education. Finally, Andi Ika Prasarti Abrar et al. investigate how the Concept Acquisition Learning Model enhances students’ mathematical comprehension.
Together, the contributions in this volume offer valuable perspectives and practical implications for educators, researchers, and policymakers alike. We extend our sincere appreciation to the authors, reviewers, and editorial team whose efforts have made this publication possible. It is our hope that the research shared herein will inspire continued inquiry and innovation in mathematics education for years to come.
Editor-in-Chief
Alphamath: Journal of Mathematics Education

There is no Figure or data content available for this article

References

• .

There is no Supplemental content for this article.

How to Cite This

Article Metrics

Copyright and Permissions

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors published in this journal agree to the following terms:

• The copyright of each article is retained by the author (s) without restrictions
• The journal allows the author(s) to retain publishing rights without restrictions
• The author grants the journal the first publication rights with the work simultaneously licensed under the Creative Commons Attribution License, allowing others to share the work with an acknowledgement of authorship and the initial publication in this journal.
• Authors may enter into separate additional contractual agreements for the non-exclusive distribution of published journal versions of the work (for example, posting them to institutional repositories or publishing them in a book), with acknowledgement of their initial publication in this journal
• Authors are permitted and encouraged to post their work online (For example in the Institutional Repository or on their website) before and during the submission process, as this can lead to productive exchanges, as well as earlier and larger citations of published work
• Articles and all related material published are distributed under a Creative Commons Attribution-4.0 International Public License (CC - BY 4.0).

 

License

AlphaMath: Journal of Mathematics Education is licensed under a Creative Commons Attribution- 4.0 International Public License (CC - BY 4.0).

You are free to :

Share — copy and redistribute the material in any medium or format

Adapt — remix, transform, and build upon the material for any purpose, even commercially

Data Availability