About the Journal

JRPIPM is a medium for researchers, teachers, students, and lecturers who will publish their research results or theoretical studies about education and/or mathematics learning. The focus and scope of articles published by JRPIPM are related to innovation in ICT-based mathematics learning, ethnomathematics, assessment and evaluation, and learning psychology.

Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) is a peer-reviewed open-access journal that has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education, both theory and practice. 

The JRPIPM welcomes high-quality manuscripts resulting from research projects in the scope of mathematics education, Indonesian context, and global perspective, which includes, but is not limited to, the following topics:

• Innovation in ICT-based mathematics learning

Innovation in ICT-based mathematics learning involves integrating digital technologies into the teaching and learning processes to enhance student engagement and understanding. This scope leverages the use of tools such as interactive software, online resources, virtual simulations, and adaptive learning platforms to create a more dynamic and personalized learning experience. By incorporating ICT, educators can provide real-time feedback, facilitate collaborative problem-solving, and offer diverse instructional methods that cater to different learning styles. The goal is to make mathematics more accessible, engaging, and relevant to students, preparing them for a technology-driven world.

• Ethnomathematics

Ethnomathematics is the study of the relationship between mathematics and culture. In a deeper understanding, ethnomathematics refers to mathematics which is practiced by members of a cultural group who share similar experiences and practices with the mathematics that can be in a unique form. Culture gives diverse and interesting contexts in mathematics learning to be discussed. Therefore, the scope of ethnomathematics is an important part of the focus and scope of the journal.

• Reasoning, argumentation and proof in mathematics education

Mathematics education worldwide recognizes the significance of reasoning and proof across all educational levels (from early childhood to tertiary education). Reasoning, argumentation, and proof lie at the core of mathematical activity, playing a vital role in the learning process. Research-based evidence also highlights that students often struggle with reasoning about mathematical concepts and constructing or comprehending mathematical arguments. Additionally, teachers face challenges in this area and lack sufficient resources to help students develop reasoning, argumentation, and proof skills. While existing research sheds light on this topic, several unanswered questions remain, necessitating both theoretical and empirical responses.

• Mathematical literacy and Realistics Mathematics Education

Mathematical literacy encompasses the practical application of mathematical concepts across various real-life contexts and purposes. It empowers individuals economically, fosters civic engagement, promotes critical citizenship, addresses social justice, and contributes to sustainability and climate change awareness. This discussion explores the significance, position, and role of mathematical literacy, as well as related terms (such as numeracy, financial literacy, quantitative skills, and statistical literacy) in the field of mathematics education—from preschool to vocational training levels. Realistic Mathematics Education (RME) is a teaching and learning theory in mathematics education that was first introduced and developed by Freudenthal. RME is implemented following three principles; they are (1) guided reinvention and progressive mathematizing, (2) didactical phenomenology, and (3) self-developed model. Furthermore, the practice of RME also has its own characteristics. They are (1) phenomenological exploration or the use of contexts, (2) the use of models or bridging by vertical instruments, (3) the use of students' own productions and constructions or students' contributions, (4) the interactive character of the teaching process or interactivity, and (5) the intertwining of various learning strands. A paper is eligible to be included in this topic if the paper accommodates these three principles and these five characteristics.

• E-teaching and learning/blended teaching and learning, multimedia and instructional media ICT in mathematics learning.

The integration of technology in mathematics education at upper secondary and tertiary levels focuses on designing, implementing, and evaluating relevant technological resources. It emphasizes epistemological, theoretical, and methodological concepts. It explores these ideas within the context of emerging technologies, including real, virtual, and hybrid learning spaces. Additionally, it addresses the impact of technology on current and future mathematics curricula and assessment practices. In the field of E-Teaching and Blended Teaching, we engage in implementing, researching, and developing digital teaching platforms. These technologies scaffold mathematics instruction, enhance tutoring, and provide novel interfaces for analyzing student thinking. Our goal is to advance teaching and learning practices, particularly in primary, secondary, and higher mathematics education.

• Task design, Assessment, Evaluation and Analysis.

The field of research in mathematics education that focuses on task design, assessment, evaluation, and analysis has gained significant attention in recent decades. This interest stems from the understanding that thoughtfully crafted tasks offer students valuable opportunities to learn mathematics and enhance their mathematical abilities. Additionally, tasks play a crucial role in research studies related to student learning and teacher practices. Various frameworks and empirical studies emphasize the significance of effective task design.

 

Peer Review Process

In the review process, JRPIPM involves authors, editors, section editors, and reviewers. The journal implements a double-blind review system to ensure confidentiality throughout the review process.

Each submitted manuscript is initially evaluated by the editor. If it aligns with the journal’s focus, scope, and writing guidelines, it will be forwarded to reviewers for evaluation of its content and novelty. Otherwise, the manuscript will be returned to the author.

A minimum of two reviewers are assigned to evaluate each manuscript, typically within 1–2 weeks, based on the criteria outlined in the Article Assessment Form for Reviewers. On average, the process from submission to publication takes approximately 16 weeks.

Open Access Policy

Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika provides immediate open access to its content on the principle that making research freely available to the public supports greater global knowledge exchange. It means

1. Users have free and unlimited access, such as reading, downloading, copying, distribute, printing, search or link to the full texts of all articles published on Comdev, and
2. Users are allowed to reuse the published article if proper citation of the original publication is given.

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

Sponsors

Jurusan Matematika FMIPA Universitas Negeri Surabaya

Journal History

Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) is a peer-reviewed journal which managed By Mathematics Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya. This journal was first published online in September 2017 with e-ISSN 2581-0480 from LIPI by SK no.0005.25810480/JI.3.1/SK.ISSN/2017.07 - 1 Agustus 2017.