Interval: Indonesian Journal of Mathematical Education
type: channel
description: The Interval: Indonesian Journal of Mathematical Education accepts high-quality manuscripts resulting from research projects within the scope of mathematics education, which include Mathematics Ability, Mathematics Education, and Design/Development Research in Mathematics Education. Frequency: 3/year (April, August and December)
publisher: Cahaya Ilmu Cendekia Publisher
language: en
publication name: Interval: Indonesian Journal of Mathematical Education
issn: 3025-1389
copyright: Authors who publish with this journal agree to the following terms: Authors retain copyright and acknowledge that the Interval: Indonesian Journal of Mathematical Education is the first publisher licensed under a Creative Commons Attribution 4.0 International License. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
items: An Exploratory Study of Students’ Mathematical Problem-Solving Ability Based on Wankat and Oreovocz Theory
items: Development of a Didactical Design Based on Research and Development for Teaching Cones and Cylinders to Improve Junior High School Students’ Conceptual Understanding
items: Examining the Effectiveness of Multiple Representation (SiMaYang) Learning Model on Students’ Mathematical Conceptual Understanding: The Role of Self-Efficacy
items: Comparative Effectiveness of AIR (Auditory, Intellectually, Repetition) and Realistic Mathematics Education Approaches on Students’ Mathematical Reasoning Ability
items: Exploring Sociomathematical Norms Based on Students’ Interest in Mathematics Learning: A Qualitative Study at the Junior High School Level
items: Design and Evaluation of a Guided Discovery-Based Calculus Module on Derivatives with Islamic Values Integration
items: Comparative Effectiveness of Learning Starts with a Question and Question Students Have Strategies on Junior Secondary Students’ Mathematics Achievement
items: A Numerical Study of Bracketing Root-Finding Methods for Nonlinear Equations: Applications to Break-Even Point Determination
items: Exploring Ethnomathematics in Traditional Dance Movements: A Study of the Sigeh Penguten Dance of Lampung, Indonesia
items: Exploring Mathematical Concepts in Rebana Art: An Ethnomathematical Approach for Junior High School Learning
items: Enhancing Mathematics Learning Outcomes through Realistic Mathematics Education: Evidence from Classroom Implementation
items: Effectiveness of Realistic Mathematics Education in Improving Grade 7 Students’ Learning Outcomes in a Rural Zambian Secondary School
items: From Problems to Progress: Improving Mathematics Learning Outcomes through Problem-Solving Instruction
items: Understanding Elementary Students’ Mathematics Learning Difficulties: A Qualitative Analysis of Internal and External Factors
items: Picture Media as a Solution for Mathematics Learning: A Classroom Action Study on Fourth Grade Elementary School Students
items: Trends in International Mathematics and Science Study (TIMSS): A Comparative Analysis of Mathematics Achievement
items: Fun Strategies for Learning Mathematics: Exploring the Potential of Combinatorial Game Theory in Discrete Mathematics
items: Critical Thinking as a Key to Solving Mathematical Problems: Findings from the TIMSS Framework in Middle Schools
items: Mathematics and Combinatorial Thinking: How Computational Ability Influences Problem-Solving in Number Patterns?
items: Numerical Analysis of Flow Through Venturimeter with Variation of Neck Size to Determine Velocity Coefficient and Pressure Drop
items: Cultural Values and Their Role in Shaping the Adaptation of Realistic Mathematics Education (RME) in Indonesia: A Mixed-Methods Approach
items: Exploration Ethnomathematics in Traditional Games of Mancala in Africa and Congklak in Indonesia
items: Modification of the Fourth Order Runge Kutta Method Based on the Contra Harmonic Average
items: Modeling the Spruce Budworm Population: A Numerical Approach Using Heun and Runge-Kutta Methods
items: Dynamic Analysis and Stability Evaluation of a Discrete Mathematical Model for Flying Fox String Vibrations
items: Development of Realistic Mathematics Education Based Mathematics Learning Tools to Improve Problem Solving Skills
items: The Role of Teachers' Teaching Styles in Improving Mathematics Learning Motivation in Elementary Schools
items: Fourth Order Runge-Kutta and Gill Methods in Numerical Analysis of Predator-Prey Models
items: Active Learning, Content Focus and Teacher Development Based on TIMSS 2022 in Georgia
items: Unveiling the Complex Interplay Between Active Learning and Teacher Development: Insights from TIMSS 2022 in Georgia

An Exploratory Study of Students’ Mathematical Problem-Solving Ability Based on Wankat and Oreovocz Theory
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description: Purpose of the study: This study aims to explore students’ mathematical problem-solving ability based on the Wankat and Oreovocz theory by identifying how students perform across each stage of the problem-solving process in order to provide a comprehensive description of their abilities. Methodology: This study employed a qualitative descriptive approach using purposive sampling, involving six students from class VII E at SMP Negeri 19 Bandar Lampung. Data were systematically collected through observation, written essay tests, and semi-structured interviews, and analyzed using data reduction, data display, and conclusion drawing with triangulation techniques for validation purposes. Main Findings: The results show that most students achieved high problem-solving ability, with 59.26% in the excellent category and 25.93% in the good category. Students performed best at the motivation stage (“I Can”) but showed lower performance in planning, evaluation, and generalization stages. High-performing students completed all stages systematically, while lower-performing students experienced difficulties beyond initial stages, especially in selecting appropriate strategies and verifying solutions. Novelty/Originality of this study: This study offers a detailed stage-based analysis of students’ mathematical problem-solving ability using the Wankat and Oreovocz framework, focusing on students’ actual performance rather than instructional strategies. It provides new insights into specific difficulties at each stage, particularly in planning, and contributes to advancing knowledge on how structured problem-solving frameworks can be applied to analyze students’ cognitive processes.
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creator: Dini Rahayu
creator: Tan Wen Hsien
rights: Copyright (c) 2026 Dini Rahayu, Tan Wen Hsien
date: 2026-05-13
publication date: 2026-05-13
starting page: 7
ending page: 13
doi: 10.37251/ijome.v4i1.3212

Development of a Didactical Design Based on Research and Development for Teaching Cones and Cylinders to Improve Junior High School Students’ Conceptual Understanding
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description: Purpose of the study: This study aims to develop a didactical design based on Research and Development to improve junior high school students’ conceptual understanding of cones and cylinders by addressing their learning obstacles through structured instructional materials. Methodology: This study employed a Research and Development approach adapted from Borg and Gall and Sugiyono models. The research involved eighth-grade students, using interviews, observation sheets, validation instruments, and questionnaires. Data were analyzed using descriptive qualitative and quantitative methods with Likert scale scoring. Expert validation involved mathematics education lecturers and teachers. Small-scale and large-scale trials were conducted to evaluate the developed module’s feasibility and effectiveness in mathematics learning on cones and cylinders. Main Findings: The developed didactical design module showed significant improvement after expert validation and revision. The results indicated very good criteria in content quality, language clarity, and media design. Student responses in small-scale and large-scale trials reached 90–94%, categorized as very good. The module effectively reduced learning obstacles and improved students’ conceptual understanding of cones and cylinders. The findings confirm that the instructional material is valid, practical, and effective for classroom implementation. Novelty/Originality of this study: This study develops a didactical design module integrating learning obstacle analysis specifically for cones and cylinders using an R&D approach. The innovation lies in its structured adaptation of students’ cognitive difficulties into instructional design. It contributes a context-specific mathematics learning module that enhances conceptual understanding and provides a practical model for developing geometry-based teaching materials.
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creator: Nurul Husna
creator: Nurhasanah Nurhasanah
rights: Copyright (c) 2026 Nurul Husna, Nurhasanah Nurhasanah
date: 2026-05-13
publication date: 2026-05-13
starting page: 26
ending page: 31
doi: 10.37251/ijome.v4i1.3211

Examining the Effectiveness of Multiple Representation (SiMaYang) Learning Model on Students’ Mathematical Conceptual Understanding: The Role of Self-Efficacy
type: item
description: Purpose of the study: This study aims to examine the effectiveness of the Multiple Representation (SiMaYang) learning model on students’ mathematical conceptual understanding and to determine the role of students’ self-efficacy in influencing differences in conceptual understanding outcomes. Methodology: This study employed a quantitative approach with a quasi-experimental method using a 2×3 factorial design. Data were collected using essay tests and Likert-scale questionnaires. Statistical analysis included Liliefors normality test, Bartlett homogeneity test, independent t-test, and two-way ANOVA with unequal cells, followed by Scheffé test using statistical software. Main Findings: Results showed that the SiMaYang learning model produced higher mathematical conceptual understanding than conventional learning. Self-efficacy significantly affected students’ conceptual understanding, where high self-efficacy students performed better than others. No interaction effect was found between learning model and self-efficacy. SiMaYang model consistently improved understanding across all self-efficacy levels, indicating independent contributions of instructional model and affective factors. Novelty/Originality of this study: This study integrates cognitive and affective aspects by simultaneously examining the effect of the SiMaYang learning model and self-efficacy within a single analytical framework. It provides a more comprehensive understanding of learning effectiveness by using factorial design analysis, offering new insights into how instructional strategies and internal beliefs independently influence mathematical conceptual understanding.
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creator: CJ Scholts
creator: Wulan Agus Setyaningrum
rights: Copyright (c) 2026 CJ Scholts, Wulan Agus Setyaningrum
date: 2026-05-13
publication date: 2026-05-13
starting page: 20
ending page: 25
doi: 10.37251/ijome.v4i1.3064

Comparative Effectiveness of AIR (Auditory, Intellectually, Repetition) and Realistic Mathematics Education Approaches on Students’ Mathematical Reasoning Ability
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description: Purpose of the study: This study aims to compare the effectiveness of the AIR (Auditory, Intellectually, Repetition) and Realistic Mathematics Education (RME) approaches in improving students’ mathematical reasoning ability at the senior high school level. Methodology: This study employed a quantitative quasi-experimental method with a posttest-only design, using essay-based test instruments, interviews, observations, and documentation; data were analyzed using descriptive statistics, Liliefors normality test, F-test homogeneity, and independent sample t-test with statistical calculation procedures. Main Findings: The results showed a significant difference between the two approaches, where the AIR approach produced higher mean scores than the RME approach in students’ mathematical reasoning ability. Statistical testing indicated tvalue > ttable, confirming that AIR is more effective in enhancing students’ reasoning skills compared to RME. Novelty/Originality of this study: This study provides a direct comparative analysis between AIR and RME approaches within a single quasi-experimental framework, focusing specifically on mathematical reasoning ability and offering empirical evidence to support instructional decision-making in mathematics education.
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creator: Sudadio Sudadio
creator: Dave Kalberg
rights: Copyright (c) 2026 Sudadio Sudadio, Dave Kalberg
date: 2026-05-13
publication date: 2026-05-13
starting page: 14
ending page: 19
doi: 10.37251/ijome.v4i1.3063

Exploring Sociomathematical Norms Based on Students’ Interest in Mathematics Learning: A Qualitative Study at the Junior High School Level
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description: Purpose of the study: This study aims to explore sociomathematical norms based on students’ interest in mathematics learning at the junior high school level, and to identify how different levels of learning interest influence students’ interaction, participation, and communication during mathematics learning activities. Methodology: This study used a descriptive qualitative approach with purposive sampling involving six students. Instruments included Likert-scale questionnaires, observation sheets, and semi-structured interview guidelines. Data were collected through observation, interviews, and questionnaires, and analyzed using the Miles and Huberman model with triangulation techniques. Main Findings: Students mostly show good sociomathematical norms, with the majority categorized at a moderate level of learning interest. Students with high interest demonstrate very good participation and communication, while those with moderate interest show consistent but less optimal interaction. Students with low interest tend to be passive and have difficulty expressing mathematical ideas clearly. Novelty/Originality of this study: This study integrates sociomathematical norms and learning interest in a single qualitative analysis, focusing on students’ real classroom behavior. It provides a deeper understanding of how different levels of interest shape interaction and communication, offering a more comprehensive perspective compared to previous studies that examined these aspects separately.
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creator: Afifah Fitria
creator: Elijah Wilsher
rights: Copyright (c) 2026 Afifah Fitria, Elijah Wilsher
date: 2026-05-13
publication date: 2026-05-13
starting page: 32
ending page: 37
doi: 10.37251/ijome.v4i1.3062

Design and Evaluation of a Guided Discovery-Based Calculus Module on Derivatives with Islamic Values Integration
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description: Purpose of the study: This study aims to develop and evaluate a guided discovery-based calculus module on derivatives integrated with Islamic values to support students’ conceptual understanding, independent learning, and spiritual awareness in higher education mathematics learning. Methodology: This study employed a Research and Development (R&D) method using the 4D model (define, design, develop, disseminate). Data were collected through questionnaires, validation sheets, and documentation. Instruments included expert validation sheets and student response questionnaires. Data were analyzed using descriptive quantitative and qualitative techniques with a Likert scale (1–4). Main Findings: Results show that the module achieved valid criteria across material, media, and Islamic values aspects after revision. Material validation increased to 3.75, media design to 3.8, and Islamic values to 4.0. Limited trial results indicated an average score of 3.56, categorized as very attractive. These findings confirm that the module is feasible and well-received by students. Novelty/Originality of this study: This study presents an integrative calculus module combining guided discovery learning with Islamic values on derivative topics. It simultaneously addresses cognitive and spiritual aspects within a single instructional design. This approach provides a holistic learning resource and contributes to advancing mathematics education by integrating pedagogical strategy and value-based learning.
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creator: Birgita Tyas Suryandari
creator: Susan No Kim
rights: Copyright (c) 2026 Birgita Tyas Suryandari, Susan No Kim
date: 2026-05-13
publication date: 2026-05-13
starting page: 1
ending page: 6
doi: 10.37251/ijome.v4i1.3059

Comparative Effectiveness of Learning Starts with a Question and Question Students Have Strategies on Junior Secondary Students’ Mathematics Achievement
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description: Purpose of the study: This study examined the comparative effectiveness of two question-based active learning strategies, namely Learning Starts with a Question and Question Students Have, on junior secondary students’ mathematics achievement. Methodology: A quasi-experimental non-equivalent control group design was employed involving two Grade Eight classes. One class was taught using the Learning Starts with a Question strategy and the other using the Question Students Have strategy. Mathematics achievement was measured using validated essay tests administered as pretest and posttest. Data were analysed using descriptive statistics and independent samples t-test after normality and homogeneity assumptions were met. Main Findings: Both strategies improved students’ mathematics achievement. The class taught using the Learning Starts with a Question strategy obtained a higher posttest mean score of 84.16 compared to the class taught using the Question Students Have strategy with a mean score of 79.72. Independent samples t-test indicated a significant difference between the two classes with a probability value of 0.009. The increase in scores from pretest to posttest was also higher in the Learning Starts with a Question class, indicating greater improvement in mathematics learning outcomes. Novelty/Originality of this study: The Learning Starts with a Question strategy is more effective than the Question Students Have strategy in improving junior secondary students’ mathematics achievement. Initiating mathematics instruction with student-generated questions enhances cognitive readiness and supports conceptual understanding.
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creator: Nur Akbar M
creator: Abnaul Amir Moncobalang
creator: Norma Norma
rights: Copyright (c) 2025 Nur Akbar M, Abnaul Amir Moncobalang, Norma Norma
date: 2025-12-31
publication date: 2025-12-31
starting page: 219
ending page: 227
doi: 10.37251/ijome.v3i2.2819

A Numerical Study of Bracketing Root-Finding Methods for Nonlinear Equations: Applications to Break-Even Point Determination
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description: Purpose of the study: The purpose of this study is to compare the results of the Bisection Method, the Regula Falsi Method and the Secant Method in completing Break Even analysis. Methodology: The research method used is an applied method. The research location is the library of Alauddin State Islamic University, Makassar. The research procedure used by the researcher is to compare the results of the Bisection Method, the Regula Falsi Method, and the Secant Method in solving Break-Even Analysis. Main Findings: The results show that the secant method is an efficient method for conducting break-even analysis. This is demonstrated by the error value obtained at the end of the iteration process, which shows the smallest error value. In other experiments, the secant method also showed fewer iterations than other methods. Novelty/Originality of this study: This research can be used as reference material for readers who want to compare the bisection method and the falsi-regularization method. Furthermore, the researchers use the results as a means of evaluating the ability to apply theories in numerical courses.
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creator: Ismuniyarto Ismuniyarto
creator: David Pinheiro
creator: El Hadji Lamine Sokhna
rights: Copyright (c) 2025 Ismuniyarto Ismuniyarto, David Pinheiro, El Hadji Lamine Sokhna
date: 2025-12-31
publication date: 2025-12-31
starting page: 213
ending page: 218
doi: 10.37251/ijome.v3i2.2782

Exploring Ethnomathematics in Traditional Dance Movements: A Study of the Sigeh Penguten Dance of Lampung, Indonesia
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description: Purpose of the study: This study aims to determine ethnomathematics activities and mathematical concepts applied in various Sigeh Pengeten dance movements. Methodology: The type of research used in this study is qualitative research with an ethnographic approach. Data were obtained through interviews, observation, and documentation. The research instruments consisted of the primary instrument, the researcher herself, and supporting instruments in the form of interview guidelines, observation sheets, and documentation tools. Method and source triangulation were used to validate the data. Main Findings: The results of this study indicate that in each sigeh penguten dance movement, counting activities are implemented by adjusting the fast or slow music beat in the form of a repetition of 1 x 8 counts. Some sigeh penguten dance movements implement measuring activities when the movement moves to adjust to the next floor pattern change. The concept of one-dimensional geometry is depicted from the movement that forms a straight line floor pattern. The concept of two-dimensional geometry is depicted from the shape of the floor pattern in the form of triangles, rectangles, squares, trapezoids, and circles. Reflection and rotation geometric transformations. The conclusion of this study is that in the sigeh penguten dance movements there are mathematical activities and mathematical concepts. Novelty/Originality of this study: This research can be used as input for educators to make ethnomathematics an alternative in the mathematics learning process, so that it can help improve learning outcomes and students' interest in mathematics learning.
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creator: Riana Desmawati
creator: Titik Nurhayati
creator: Fatimatuz Zahro Ulbana
creator: Raden Hari W Jayaningrat
rights: Copyright (c) 2025 Riana Desmawati, Titik Nurhayati, Fatimatuz Zahro Ulbana, Raden Hari W Jayaningrat
date: 2025-12-30
publication date: 2025-12-30
starting page: 199
ending page: 212
doi: 10.37251/ijome.v3i2.2779

Exploring Mathematical Concepts in Rebana Art: An Ethnomathematical Approach for Junior High School Learning
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description: Purpose of the study: This study aims to identify ethnomathematical concepts in rebana art related to one-dimensional, two-dimensional, and three-dimensional geometry, arithmetic sequences, and integer operations. Furthermore, this study also seeks to test the potential of rebana art as a source of mathematics learning for junior high school students. Methodology: The data obtained were qualitative, while the sources were obtained from observations, interviews, and documentation related to the Rebana Art. The instrument in this study was the researcher herself. The tools used were interview guidelines, observations, and documentation. Data validity techniques were carried out through triangulation through checking method triangulation, source triangulation, and time triangulation, with the data analyzed descriptively qualitatively. Main Findings: The findings show that rebana art contains ethnomathematic concepts related to one-dimensional, two-dimensional, and three-dimensional geometry through measurement activities, including angles, circles, rectangles, cylinders, and cones. The concept of arithmetic sequences is identified in Qasidah rebana, while integer operations appear in Hadrah rebana performances. Furthermore, rebana art can be aligned with the curriculum as a source of mathematics learning for Grades VII, VIII, and IX. Novelty/Originality of this study: This study offers a new contribution by systematically mapping specific mathematical topics across different types of tambourine arts and explicitly aligning them with lower secondary school curriculum levels. This study advances ethnomathematics research by showing how local musical traditions can be transformed into structured mathematical learning resources grounded in formal curriculum standards.
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creator: Putri Ramadhani
creator: Muhammad Subchi
creator: Ana Mega Silviani
rights: Copyright (c) 2025 Putri Ramadhani, Muhammad Subchi, Ana Mega Silviani
date: 2025-12-29
publication date: 2025-12-29
starting page: 188
ending page: 198
doi: 10.37251/ijome.v3i2.2599

Enhancing Mathematics Learning Outcomes through Realistic Mathematics Education: Evidence from Classroom Implementation
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description: Purpose of the study: The aim of this study was to determine whether or not the Realistic Mathematics Education approach had an influence on students' mathematics learning outcomes. Methodology: This study is a quasi-experimental study using a nonequivalent control group design consisting of 38 students in the experimental class and 35 students in the control class with a purposive sampling technique. The data collection technique used was a pretest and posttest. Main Findings: The student learning outcomes test after being given treatment was analyzed using descriptive statistical analysis and inferential statistical analysis. The results showed a difference between the mathematics learning outcomes of students in the experimental class and students in the control class with tcount > ttable (tcount = 1.91; ttable = 1.666). Based on this, it can be concluded that there is an influence of the Realistic Mathematics Education approach on student learning outcomes. Novelty/Originality of this study: This study provides empirical evidence on the effectiveness of the Realistic Mathematics Education approach through a quasi-experimental, non-equivalent control group design at the classroom level. This study expands existing knowledge by demonstrating measurable differences in learning outcomes using pre-test and post-test analyses, thus strengthening the practical evidence base for implementing Realistic Mathematics Education in real-world learning environments.
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creator: Nuriana Br Siregar
creator: Ernidalisma Ernidalisma
creator: Sumirah Sumirah
rights: Copyright (c) 2025 Nuriana Br Siregar, Ernidalisma Ernidalisma, Sumirah Sumirah
date: 2025-12-28
publication date: 2025-12-28
starting page: 177
ending page: 187
doi: 10.37251/ijome.v3i2.2598

Effectiveness of Realistic Mathematics Education in Improving Grade 7 Students’ Learning Outcomes in a Rural Zambian Secondary School
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description: Purpose of the study: This study aims to examine the effectiveness of the Realistic Mathematics Education approach in improving mathematics learning outcomes of Grade 7 students in a rural Zambian secondary school. Methodology: A quasi-experimental design with a one-group pretest–posttest model was employed. The participants consisted of 26 Grade 7 students selected from a rural public secondary school in Zambia. Data were collected through mathematics achievement tests, classroom observation sheets, and student response questionnaires. Descriptive statistical analysis was used to evaluate learning effectiveness based on learning outcomes, student activities, and student responses. Main Findings: The results indicate that the implementation of Realistic Mathematics Education led to a significant improvement in students’ mathematics achievement, with most students achieving the minimum mastery criterion and demonstrating a high normalized gain score. In addition, students showed active participation during learning activities and expressed positive responses toward the Realistic Mathematics Education -based instruction. Novelty/Originality of this study: These findings suggest that Realistic Mathematics Education is an effective instructional approach for enhancing mathematics learning in rural secondary school contexts in Zambia.
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creator: Allan Musonda
creator: Leonard Mubila
creator: Justina Mulenga
rights: Copyright (c) 2025 Allan Musonda, Leonard Mubila, Justina Mulenga
date: 2025-12-28
publication date: 2025-12-28
starting page: 169
ending page: 176
doi: 10.37251/ijome.v3i2.2523

From Problems to Progress: Improving Mathematics Learning Outcomes through Problem-Solving Instruction
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description: Purpose of the study: The aim of this research is to improve students' learning outcomes in Mathematics by using the Problem Solving method. Methodology: The research conducted used Classroom Action Research. Data were obtained from qualitative and quantitative data. Data collection techniques included observation, testing, documentation, and interviews. The data analysis method used both qualitative and quantitative data. Main Findings: Based on the results of data analysis, it is known that, after using the Problem Solving method, student learning outcomes have increased. This can be seen from the results of the pre-test and post-test given to students, which always increased in each cycle. The increase in student learning outcomes in cycle 1 was 71.88% and in cycle II 87.10%. There was an increase in the completeness of student learning outcomes by 5.31%. Novelty/Originality of this study: This study introduces a structured problem-solving instructional model implemented through classroom action research to regularly improve students' mathematics learning outcomes. Unlike previous studies, it integrates iterative reflection cycles with authentic classroom problems, providing practical evidence on how problem-solving instruction directly enhances students' engagement, conceptual understanding, and achievement.
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creator: Minh Tuấn Nguyễn
creator: Bernard Alorgbey
rights: Copyright (c) 2025 Minh Tuấn Nguyễn, Bernard Alorgbey
date: 2025-12-27
publication date: 2025-12-27
starting page: 159
ending page: 168
doi: 10.37251/ijome.v3i2.2519

Understanding Elementary Students’ Mathematics Learning Difficulties: A Qualitative Analysis of Internal and External Factors
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description: Purpose of the study: This study aims to describe the factors causing mathematical difficulties. Methodology: This qualitative study involved 25 students who indicated they were having difficulty learning mathematics. Data collection techniques included observation, interviews, questionnaires, documentation, and field notes. Data analysis involved data reduction, data presentation, and drawing conclusions. Main Findings: The types of learning difficulties experienced by students include difficulty understanding the concept of fractional comparison, difficulty calculating whole numbers, and difficulty solving word problems. Factors contributing to students' learning difficulties include internal and external factors. Internal factors include negative attitudes toward learning mathematics, low motivation to learn, suboptimal physical health, and sensory impairment. External factors include a lack of variety in teaching methods, suboptimal use of learning media, school infrastructure, and family environment. Novelty/Originality of this study: Providing information about the causes of difficulties in learning mathematics that are often experienced by students, so that efforts can be made to reduce difficulties in learning mathematics.
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creator: Ni’mah Mulyaning Tyas
creator: Tyas Puji Rahayu
creator: Sutrisno Sutrisno
creator: Sri Muati
rights: Copyright (c) 2025 Ni’mah Mulyaning Tyas, Tyas Puji Rahayu, Sutrisno Sutrisno, Sri Muati
date: 2025-12-24
publication date: 2025-12-24
starting page: 146
ending page: 158
doi: 10.37251/ijome.v3i2.2512

Picture Media as a Solution for Mathematics Learning: A Classroom Action Study on Fourth Grade Elementary School Students
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description: Purpose of the study: The aim of this research is to improve mathematics learning outcomes by using image media for angle measurement material for fourth grade elementary school students. Methodology: This classroom action research used observation sheets, essay-type achievement tests, lesson plans, and image-based learning media. The method used followed two cycles of Classroom Action Research (planning, action, observation, and reflection). Data were collected through student achievement tests and then analyzed descriptively using percentage calculations without special software. Main Findings: The use of image-based learning media improved mathematics learning outcomes of fourth-grade students. Classical mastery increased from 25% in the pre-action stage to 50% in Cycle I, showing a 25% improvement. In Cycle II, classical mastery reached 83.3%, indicating a further increase of 33.3% and exceeding the minimum mastery criterion of 75%. Novelty/Originality of this study: This study offers novelty by systematically applying image-based learning media within a classroom action research framework to improve elementary students’ understanding of angle measurement. It provides practical evidence of step-by-step improvement across cycles, enriching empirical knowledge on effective visual media integration in primary mathematics learning.
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creator: Arlisa Tri Winarni
creator: Kisyanto Kisyanto
rights: Copyright (c) 2025 Arlisa Tri Winarni, Kisyanto Kisyanto
date: 2025-12-23
publication date: 2025-12-23
starting page: 137
ending page: 145
doi: 10.37251/ijome.v3i2.2511

Trends in International Mathematics and Science Study (TIMSS): A Comparative Analysis of Mathematics Achievement
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description: Purpose of the study: This study investigates global trends in mathematics education using TIMSS data to understand factors influencing student achievement. Methodology: Quantitative analysis of TIMSS datasets from the latest cycles was conducted using statistical tools such as SPSS and R for trend analysis, regression models, and comparative performance evaluations. Main Findings: Socioeconomic factors, teacher qualification, and curricular alignment were strongly associated with variations in student performance across countries. Novelty/Originality of this study: The study offers a detailed comparative analysis of the latest TIMSS results, emphasizing underrepresented countries, thereby contributing to strategies for improving global mathematics education.
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creator: Marilyn T. Rubio
creator: John Mensah
creator: Benjamin Sokpe
rights: Copyright (c) 2025 Marilyn T. Rubio, John Mensah, Benjamin Sokpe
date: 2025-05-15
publication date: 2025-05-15
starting page: 109
ending page: 115
doi: 10.37251/ijome.v3i1.1733

Fun Strategies for Learning Mathematics: Exploring the Potential of Combinatorial Game Theory in Discrete Mathematics
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description: Purpose of the study: This study aims to examine the effectiveness of using combinatorial game theory in discrete mathematics learning to improve students' understanding and interest in learning. Methodology: Using the Mixed Methods approach, quantitative data were collected through a quasi-experimental design with a pretest-posttest control group, while qualitative data were obtained through interviews and observations. The sample consisted of 60 grade XI students divided into experimental and control classes. Main Findings: The results of the analysis showed that the average gain score of students' conceptual understanding in the experimental class (0.68) was significantly higher than the control class (0.32) with a t-test significance value of 0.001 (p < 0.05). In addition, the motivation questionnaire showed an increase in the average score from 2.9 to 4.1 on a Likert scale of 1–5. Novelty/Originality of this study: Qualitative findings reinforce that game-based strategies encourage active participation, collaboration, and positive perceptions toward discrete mathematical theory.
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creator: Leutrim Klinaku
creator: Ledy J Elumba
creator: Nada Mohammed Abbas
rights: Copyright (c) 2025 Leutrim Klinaku, Ledy J Elumba, Nada Mohammed Abbas
date: 2025-05-04
publication date: 2025-05-04
starting page: 62
ending page: 68
doi: 10.37251/ijome.v3i1.1629

Critical Thinking as a Key to Solving Mathematical Problems: Findings from the TIMSS Framework in Middle Schools
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description: Purpose of the study: The purpose of this study was to analyze the influence of critical thinking skills on students' mathematical problem solving based on the TIMSS framework. Methodology: This study uses a quantitative approach with a correlational survey design. The population of the study was junior high school students with a sample of 200 students selected by random sampling. Data collection used the Critical Thinking Ability Test and the Mathematics Problem Solving Test based on TIMSS. Data analysis was carried out using descriptive statistics, Pearson correlation tests, and simple linear regression using SPSS. Validity tests used content and construction tests, and reliability was tested with Cronbach's Alpha (0.745). Main Findings: The results of this study indicate a significant positive relationship between students' critical thinking skills and mathematical problem solving. The average score of critical thinking skills and mathematical problem solving is in the moderate category. The evaluation indicator has the highest score, while inference and synthesis have the lowest scores. The results of the Pearson correlation test showed a moderate relationship (r = 0.550), and the simple linear regression test showed that critical thinking skills significantly affect mathematical problem solving (R² = 0.303, p < 0.05). Novelty/Originality of this study: This study offers a fresh perspective by examining students’ critical thinking skills within the context of mathematical problem-solving using the TIMSS framework. The results enhance existing literature by demonstrating a strong link between critical thinking and effective problem-solving.
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creator: Chan Roath
creator: Zhyan Rafaat Ali Alkaki
creator: Julie S James
rights: Copyright (c) 2025 Chan Roath, Zhyan Rafaat Ali Alkaki , Julie S James
date: 2025-05-07
publication date: 2025-05-07
starting page: 95
ending page: 101
doi: 10.37251/ijome.v3i1.1626

Mathematics and Combinatorial Thinking: How Computational Ability Influences Problem-Solving in Number Patterns?
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description: Purpose of the study: This study aims to analyze students' computational thinking abilities in solving combinatorial problems based on high, medium, and low ability categories. Methodology: This study uses a descriptive qualitative approach with subjects of 33 students of class VIII I State Islamic Junior High School 2 Bondowoso. Data were collected through written tests, semi-structured interviews, and documentation. Data analysis used the Miles and Huberman model (reduction, presentation, conclusion) with triangulation techniques for validation, comparing test results, interviews, and documentation. Main Findings: Students with high and medium computational abilities are able to meet all indicators of computational thinking, including identifying and understanding problems, and converting them into combinatorics. Meanwhile, students with low abilities have difficulty in re-understanding the problems found. Novelty/Originality of this study: This study provides new insights into how students' level of computational thinking ability influences their success in solving combinatorial problems, as well as offers perspectives in developing more effective learning strategies to enhance students' computational thinking ability.
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creator: Khatriya Tiffani
creator: Mohammed Rizzman Manaf
creator: Riswan Efendi
rights: Copyright (c) 2025 Khatriya Tiffani, Mohammed Rizzman Manaf, Riswan Efendi
date: 2025-05-02
publication date: 2025-05-02
starting page: 13
ending page: 25
doi: 10.37251/ijome.v3i1.1616

Numerical Analysis of Flow Through Venturimeter with Variation of Neck Size to Determine Velocity Coefficient and Pressure Drop
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description: Purpose of the study: This study aims to analyze the effect of variations in the size of the venturimeter neck on the velocity coefficient and pressure drop using a numerical simulation method. Methodology: The method used in this study is numerical simulation using SolidWorks 2014 software. The simulated venturimeter model has a neck length variation of 20 mm and 30 mm, with a throat diameter of 10 mm. The fluid used is water with a temperature of 25°C, and the simulation is carried out in the Reynolds number (Re) range of 1000 to 5000. Main Findings: The results of the study showed that the greater the velocity of the incoming fluid, the Reynolds number, flow rate, and pressure drop also increased. In addition, the difference in the length of the venturimeter neck affects the pressure drop, where the venturimeter with a longer neck experiences a greater pressure drop due to the longer duration of the fluid flow. The resulting velocity coefficient is also influenced by the velocity of the incoming fluid, where the higher the velocity, the greater the flow rate value. Novelty/Originality of this study: The novelty in this research lies in the numerical approach in analyzing the relationship between the venturimeter neck size and the velocity coefficient and pressure drop. This approach allows faster and more efficient calculations compared to conventional experimental methods, thus contributing to the development of more accurate and applicable fluid flow measurement techniques.
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creator: Zakaria Gaber Hanawy Beshay
creator: Sokunthea Sin
creator: Waleed A. Raja
rights: Copyright (c) 2025 Zakaria Gaber Hanawy Beshay, Sokunthea Sin, Waleed A. Raja
date: 2025-05-01
publication date: 2025-05-01
starting page: 1
ending page: 12
doi: 10.37251/ijome.v3i1.1613

Cultural Values and Their Role in Shaping the Adaptation of Realistic Mathematics Education (RME) in Indonesia: A Mixed-Methods Approach
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description: Purpose of the study: The main objective of the study is to analyze how cultural factors influence the implementation of RME in the context of mathematics education in Indonesia. Methodology: The method used is a qualitative study employing content/document analysis of curriculum guidelines and instructional materials. Additionally, semi-structured interviews were conducted with six educators, and non-participant observations were carried out in three schools to examine the implementation of Realistic Mathematics Education (RME). Main Findings: The results of the study showed that the success of RME adaptation was influenced by local cultural values, such as community-based approaches and the context of students' daily lives. Novelty/Originality of this study: The novelty of this research lies in the in-depth analysis of the interaction between RME principles and Indonesian cultural characteristics, providing new insights into the development of more contextual and effective mathematics learning strategies.
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creator: Sagir Adamu Abbas
creator: Annabelle M. Quiño
creator: Nayantara Abraham
rights: Copyright (c) 2025 Sagir Adamu Abbas, Annabelle M. Quiño, Nayantara Abraham
date: 2025-05-02
publication date: 2025-05-02
starting page: 26
ending page: 34
doi: 10.37251/ijome.v3i1.1612

Exploration Ethnomathematics in Traditional Games of Mancala in Africa and Congklak in Indonesia
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description: Purpose of the study: Study this aiming for explore draft ethnomathematics in game traditional Mancala in Africa and congklak in Indonesia use understand relatedness between culture and mathematics in context game. Methodology: With use approach qualitative ethnography, research this collect data through observation participatory, interview in-depth, and documentation to Mancala players in Ghana and congklak in Sumatra, as well as educators at school basis. Research results show that second game this involving draft mathematics like pattern numbers, distribution strategy, operations count, and thinking logical and probable. Main Findings: Experienced players show natural mathematical thinking through efficient strategies. While Mancala remains popular in Ghana, congklak is declining in Indonesia. Observations indicate traditional games have strong potential in culture-based math education. Thus, preservation and innovation are needed to integrate them contextually into learning. Novelty/Originality of this study: The novelty of this research lies in the exploration of the concept of ethnomathematics in the games Mancala in Africa and congklak in Indonesia through a qualitative ethnographic approach, which has not been studied in depth.
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creator: Rita Suharti
creator: Krishna Prashad Bhatt
creator: Owolabi Yemi Tolulope
creator: Yahya A Sambo
rights: Copyright (c) 2025 Rita Suharti, Krishna Prashad Bhatt, Owolabi Yemi Tolulope, Yahya A Sambo
date: 2025-05-03
publication date: 2025-05-03
starting page: 45
ending page: 53
doi: 10.37251/ijome.v3i1.1594

Modification of the Fourth Order Runge Kutta Method Based on the Contra Harmonic Average
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description: Purpose of the Study This study aims to modify the fourth-order Runge-Kutta method based on the contra harmonic mean. The research discusses the theoretical modification of the fourth-order Runge-Kutta method. Methodology The research was conducted using a literature study method. The study begins by introducing the general form of the Runge-Kutta method up to the nth order. This general form is then specialized to the fourth order. Additionally, the concept of the contra harmonic mean is introduced. After obtaining the general form of the fourth-order Runge-Kutta method and the contra harmonic mean, these two general forms are modified to derive a new formula. Main Findings Based on the results, the modified fourth-order Runge-Kutta method has the following equation form: yi+1 = yi + (h/4) * [(k1^2 + k2^2) / (k1 + k2) + 2 * (k2^2 + k3^2) / (k2 + k3) + (k3^2 + k4^2) / (k3 + k4)], with an error of order O(h^5). Numerical simulations demonstrate that the modified method provides better results compared to the original fourth-order Runge-Kutta method. Novelty/Originality of this Study The numerical simulations using the RKKCM method show improved accuracy compared to the unmodified fourth-order Runge-Kutta method, highlighting the innovation and contribution of this study.
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creator: Peshawa Mohammed Khudhur
creator: Dara Maghdid
rights: Copyright (c) 2025 Peshawa Mohammed Khudhur, Jóhann Örn Sigurjónsson, Dara Maghdid
date: 2025-05-05
publication date: 2025-05-05
starting page: 69
ending page: 81
doi: 10.37251/ijome.v3i1.1588

Modeling the Spruce Budworm Population: A Numerical Approach Using Heun and Runge-Kutta Methods
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description: Purpose of the study: The purpose of this study is to determine the numerical solution of the spruce caterpillar model using the Heun method and the Third Order Runge-Kutta method, as well as to analyze the errors associated with both methods. Methodology: The type of research used in this study is library research. In this study, the data will be analyzed numerically from the data entry stage, data processing and results. The results obtained are from the Heun programming method and the Runge iteration method that have been determined previously. Kutta-Order Three will produce data with the smallest error in the number of. Main Findings:The results of the study showed the solution of the Pinus Lice model for the initial values ​​of B(t₀) = 2, S(t₀) = 10 cm, E(t₀) = 2 cm, at t = 5 years, with h = 0.05. Using the Heun method, it was obtained that B ≈ 3, S = 14.9058 cm, and E = 1.0047 cm, while the Third Order Runge-Kutta method produced B ≈ 3, S = 14.9057 cm, and E = 1.0046 cm. The error calculation showed that the B error was smaller with the Heun method, while the S and E errors were smaller with the Third Order Runge-Kutta method. Novelty/Originality of this study: The novelty of this study lies in the comparative analysis of the errors of the Heun Method and the Third Order Runge-Kutta Method in modeling the dynamics of spruce budworm populations with specific biological parameters.
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creator: Ali Hussein Al-Moders
creator: Francis Pantino
creator: Asgar Anda
rights: Copyright (c) 2025 Ali Hussein Al-Moders, Francis Pantino, Asgar Anda
date: 2025-05-03
publication date: 2025-05-03
starting page: 54
ending page: 61
doi: 10.37251/ijome.v3i1.1583

Dynamic Analysis and Stability Evaluation of a Discrete Mathematical Model for Flying Fox String Vibrations
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description: Purpose of the study: This study aims to find the stability of changes in string deflection and the angle of string deflection when an object is launched along a flying fox. Methodology:This study uses a model developed by Kusumastuti et al. (2017). There are two models analyzed, namely the discrete model of the string deviation y(t) and the angle of the string deviation θ(t). The analysis steps include model reduction, model discretization, model linearization, fixed point search, and stability analysis. Stability is analyzed based on the eigenvalues ​​it has. Main Findings:Based on the research conducted, the following eigenvalues ​​were obtained: λ1 = -0.005h + (0.14565h)i, λ2 = -0.005h - (0.14565h)i, λ3 = -0.005h + (0.1331480769h)i, and λ4 = -0.005h - (0.1331480769h)i. The results of the study indicate that the system is in a stable condition (sink) because all eigenvalues ​​obtained are complex numbers with negative real parts. Thus, it can be concluded that the rope deflection, rope deflection velocity, rope deflection angle, and rope deflection angular velocity are in a stable condition. Novelty/Originality of this study: This study provides a new contribution to the understanding of discrete system dynamics in flying fox string vibrations, by showing that the stability of the system can be analyzed through the negative complex eigenvalues ​​generated from the model.
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creator: Aniq Nur Matsubah
creator: Ali Hussein Al-Moders
creator: Francis Pantino
creator: Asgar Anda
rights: Copyright (c) 2025 Aniq Nur Matsubah, Ali Hussein Al-Moders, Francis Pantino, Asgar Anda
date: 2025-05-02
publication date: 2025-05-02
starting page: 35
ending page: 44
doi: 10.37251/ijome.v3i1.1576

Development of Realistic Mathematics Education Based Mathematics Learning Tools to Improve Problem Solving Skills
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description: Purpose of the study: This study aims to develop mathematics learning tools based on the Realistic Mathematics Education approach for comparison material in Grade VII junior high school. Methodology: The development process followed the 4-D model, consisting of the define, design, and develop stages. The research subjects were students of class VII-B at Al-Hidayah Junior High School Medan. To evaluate the quality of the developed learning tools, expert validation sheets were used to measure validity, while student response questionnaires were employed to assess practicality. Main Findings: The findings indicate that all developed learning tools met the established validity criteria with very good classifications. The Learning Implementation Plan achieved an average score of 4.50 out of 5.00, while the Teaching Materials obtained an average score of 4.60. The Student Worksheets reached an average score of 4.52, and the Learning Media recorded an average score of 4.50, all categorized as very good. In addition, the Learning Outcome Tests achieved an average score of 4.53 out of 5.00, confirming their strong validity. The practicality of the learning tools was also highly supported by students, as reflected in the student response questionnaire, which yielded an average score of 4.88 out of 5.00 with very good criteria. Novelty/Originality of this study: This research offers a new contribution by combining RME principles and adaptive learning tool design, to create relevant and contextual learning experiences to support students' critical thinking skills.
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creator: Putri Fadilah
creator: Waratchaya Panomram
rights: Copyright (c) 2025 Putri Fadilah, Waratchaya Panomram
date: 2025-12-18
publication date: 2025-12-18
starting page: 124
ending page: 136
doi: 10.37251/ijome.v3i2.1570

The Role of Teachers' Teaching Styles in Improving Mathematics Learning Motivation in Elementary Schools
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description: Purpose of the study: The aim of the research is to determine the influence of teacher teaching style on students' motivation to learn mathematics. Methodology: This research was conducted at 166 Turucinnae State Elementary School, Bone Regency, with 60% of the 100 students as samples, while data collection used a questionnaire technique, namely a closed questionnaire. In this study, descriptive analysis and inferential analysis were used. Main Findings: The results of the data analysis show that the teacher's teaching style (X) has a significant influence on learning motivation (Y) which is indicated by the correlation coefficient value of obtained at a significance level of 5%. In this case, H1 is accepted and Ho is rejected. From these results, it is proven that there is an influence of the teacher's teaching style on the motivation to learn Mathematics of students at State Elementary School 166 Turucinnae, Bone Regency. Novelty/Originality of this study: The results of this study offer an innovative approach for teachers to adapt a more effective teaching style in encouraging students' interest and enthusiasm for learning mathematics in the primary education sector.
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creator: Dian Anggi Pratiwi
creator: Allan Musonda
creator: Honer N. Zawita
rights: Copyright (c) 2025 Dian Anggi Pratiwi, Allan Musonda, Honer N. Zawita
date: 2025-06-10
publication date: 2025-06-10
starting page: 116
ending page: 123
doi: 10.37251/ijome.v3i1.1555

Fourth Order Runge-Kutta and Gill Methods in Numerical Analysis of Predator-Prey Models
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description: Purpose of the study: This study aims to solve the numerical solution of the Predator-Prey model using the fourth-order Runge-Kutta and Gill methods, and to determine the profile of the Predator-Prey model solved numerically using the fourth-order Runge-Kutta and Gill methods. Methodology: Schematically, the steps taken in this study are starting from a literature review of the Predator-Prey Model, then solving the Predator-Prey Model using the Fourth-Order Runge-Kutta and Gill Methods, then the program creation step which is continued with program simulation, and finally analysis of the simulation results. Main Findings: From the results of the analysis of the difference in estimates of the fourth-order Runge-Kutta and Gill for predators and prey, there is no significant difference between the two methods in determining a better method in solving the Predator-Prey model. Because the Predator-Prey model cannot be solved analytically, the difference between the two methods cannot be seen from the analytical solution approach. The simulation results using the fourth-order Runge-Kutta and Gill methods show that the greater the value of b, the prey population increases with a value of α > β, and the smaller the values ​​of α and β given, the interaction process between the two populations will slow down and the prey population will increase. Novelty/Originality of this study: can provide information about the profile of the Predator-Prey model which is solved numerically using the fourth-order Runge-Kutta and Gill methods. The combination of these two methods to solve the Predator-Prey model is the novelty of this study
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creator: Elpianora Elpianora
creator: Mark Berou
creator: Xianfen Kong
creator: Kanal Hun
creator: Elham Azadegan
rights: Copyright (c) 2024 Elpianora Elpianora, Mark Berou, Xianfen Kong, Kanal Hun, Elham Azadegan
date: 2024-12-17
publication date: 2024-12-17
starting page: 164
ending page: 177
doi: 10.37251/ijome.v2i2.1366

Active Learning, Content Focus and Teacher Development Based on TIMSS 2022 in Georgia
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description: Purpose of the study: This study investigates the relationships between active learning, teacher professional development, and content-specific pedagogical knowledge (Content Focus) in shaping mathematics achievement, utilizing data from the 2022 Trends in International Mathematics and Science Study (TIMSS) for Georgia. Methodology: Employing a quantitative research design, data were collected from 194 teachers through structured questionnaires to examine the interplay between these instructional strategies. Main Findings: The findings revealed acceptable psychometric properties for all constructs, with moderate but statistically significant relationships among the variables. Content Focus demonstrated a critical role in supporting mathematics outcomes, highlighting its potential as a mediating or moderating factor in instructional effectiveness. Despite the lack of significant path coefficients, the results underscore the complexity of educational processes, suggesting that contextual and mediating factors may influence the observed outcomes. Novelty/Originality of this study: This research contributes to the understanding of how pedagogical strategies and content knowledge intersect to improve mathematics achievement, offering actionable insights for policymakers and educators aiming to refine instructional practices and professional development programs.
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creator: Manana Chumburidze
creator: Edy Setiabudi
creator: Maria Vassiliadou
creator: Rovsen Hasanov
creator: Khamphone Duangpaserth
rights: Copyright (c) 2024 Manana Chumburidze, Edy Setiabudi, Maria Vassiliadou, Rovsen Hasanov, Khamphone Duangpaserth
date: 2024-12-17
publication date: 2024-12-17
starting page: 178
ending page: 185
doi: 10.37251/ijome.v2i2.1365

Unveiling the Complex Interplay Between Active Learning and Teacher Development: Insights from TIMSS 2022 in Georgia
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description: Purpose of the study: This study investigates the relationships between active learning, teacher professional development, and mathematics achievement, leveraging data from the 2022 Trends in International Mathematics and Science Study (TIMSS) in Georgia. By focusing on a national context that has undergone significant educational reforms, this research provides a unique perspective on the synergy between instructional strategies and student outcomes. Methodology: Using a quantitative approach, data were collected from 194 teachers engaged in professional development programs through a structured questionnaire. The analysis revealed robust psychometric properties for all constructs, with moderate relationships observed between active learning and mathematics achievement. Main Findings: However, the hypothesized direct paths among active learning, teacher professional development, and student achievement were statistically significant, suggesting a more intricate interplay of contextual and mediating factors. Novelty/Originality of this study: The novelty of this study lies in its exploration of these relationships within Georgia’s educational landscape, where the intersection of professional development and active learning remains underexplored in international assessments. The findings underscore the complexity of translating pedagogical strategies into measurable improvements in student performance. Implications include the need for policymakers and educators to adopt integrated, context-sensitive approaches that address underlying factors such as teacher efficacy, classroom climate, and instructional quality. Furthermore, the study calls for future research to investigate mediating variables and longitudinal effects to uncover the mechanisms driving mathematics achievement and to inform the design of more effective educational interventions.
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creator: Manana Chumburidze
creator: Edy Setiabudi
creator: Maria Vassiliadou
creator: Rovsen Hasanov
creator: Khamphone Duangpaserth
rights: Copyright (c) 2023 Manana Chumburidze, Edy Setiabudi, Maria Vassiliadou, Rovsen Hasanov, Khamphone Duangpaserth
date: 2023-12-26
publication date: 2023-12-26
starting page: 118
ending page: 125
doi: 10.37251/ijome.v1i2.1363