Hasanah in Mathematics Education

A Literature Review of Factors Influencing Mathematics Anxiety Among Students

Ibnu Imam Al Ayyubi — 2026-08-27

Mathematics anxiety is one of the affective problems that can hinder the process and outcomes of mathematics learning among elementary school students. This anxiety is not only related to the ability to understand mathematics but can also be influenced by various internal and external factors. This study aims to examine and identify the factors influencing mathematics anxiety among elementary school students based on previous research findings. This study employs a library research method by examining various scientific sources relevant to mathematics anxiety among elementary school students. The data were analyzed descriptively through a process of identification, categorization, comparison, and synthesis of findings from various sources. The literature review shows that mathematics anxiety is influenced by internal factors, such as beliefs about one's own abilities, attitudes toward mathematics, self-confidence, and experiences of difficulty and failure. External factors include teachers' teaching practices, learning experiences, classroom atmosphere, evaluation pressure, parental support, and relationships with peers. These findings highlight the importance of a comprehensive approach to reducing mathematics anxiety through learning environments that are safe, positive, and supportive of students' development from elementary school onward.

Analysis of the Concept of Mathematical Literacy and Its Implementation in Education

Martin Bernard — 2026-08-27

Mathematical literacy is one of the essential competencies in education because it is related to an individual's ability to use mathematical knowledge to understand, analyze, and solve various problems encountered in real-life situations. The concept of mathematical literacy is not limited to the ability to perform arithmetic operations but also encompasses the ability to understand information, formulate problems, apply concepts, reason, interpret results, and make decisions based on mathematical information. This study aims to analyze the concept of mathematical literacy, the competencies it encompasses, and its implementation in the educational process. This study employs the library research method by examining various relevant scholarly sources, including journal articles, books, educational documents, and findings from previous studies. The data were analyzed through a process of identification, selection, classification, comparison, interpretation, and synthesis of findings from the literature. The results of the review indicate that mathematical literacy is closely related to problem-solving, reasoning, communication, representation, and decision-making skills. Its implementation can be achieved through contextual learning, problem-based learning, Realistic Mathematics Education, project-based learning, the use of data and technology, and assessments that emphasize the application of mathematics in real-life situations. Therefore, mathematical literacy should be positioned as an integral part of the educational process to develop students who are able to use mathematics critically, flexibly, and meaningfully in addressing various problems in everyday life.

Development of Digital Technology-Based Mathematics Learning

Ari Limay Trisno Putra — 2026-08-27

The development of digital technology has brought changes to the way mathematics learning is designed, implemented, and evaluated. Digital technology no longer functions merely as a medium for delivering instructional content but has evolved into a means of visualizing concepts, conducting exploration, solving problems, communicating, receiving feedback, and supporting more flexible learning. This study aims to analyze the development of digital technology-based mathematics learning, its forms of utilization, the benefits it provides, and the challenges arising from its implementation. This study employs the library research method by reviewing various scientific articles, books, research reports, and academic documents relevant to digital technology and mathematics education. The analysis was conducted through the stages of source identification, literature selection, thematic classification of information, interpretation, and synthesis of the findings. The results show that the development of technology in mathematics learning has progressed from the use of presentation media and multimedia toward interactive applications, mathematical software, online learning platforms, simulations, educational games, data-driven learning, and the utilization of artificial intelligence. Technology provides opportunities to enhance conceptual visualization, student engagement, learning flexibility, and problem-solving abilities. However, its implementation still faces challenges, including teachers' digital competence, limited infrastructure, unequal access, the quality of learning resources, and the risk of inappropriate technology use. Therefore, digital technology should be positioned as a pedagogical tool that supports the thinking process.

Utilization of GeoGebra in Mathematics Learning to Support Conceptual Understanding

Agung Setiawan — 2026-08-27

Conceptual understanding is a fundamental ability in mathematics learning because it provides the basis for students to connect various mathematical ideas, explain relationships between concepts, select appropriate procedures, and apply knowledge in different situations. The abstract nature of mathematics often causes difficulties when concepts are presented through symbols, formulas, and static images. The development of digital technology provides opportunities to create more interactive learning through GeoGebra as dynamic mathematics software. This study aims to analyze the use of GeoGebra in mathematics learning and identify its contribution to conceptual understanding based on previous studies. The study employs a library research method by reviewing relevant journal articles, books, conference proceedings, and academic sources. The data were analyzed through the stages of identification, selection, classification, interpretation, and synthesis. The results of the review indicate that GeoGebra is utilized to visualize concepts, manipulate objects, connect various representations, conduct mathematical explorations, and support problem-solving. These applications help students observe mathematical relationships, identify patterns, test conjectures, and develop conceptual understanding. The effectiveness of GeoGebra is influenced by learning design, teacher competence, student readiness, the characteristics of the learning material, and the availability of facilities. Thus, GeoGebra has the potential to support interactive, exploratory, and conceptually oriented mathematics learning.

Between Formula Memorization and Conceptual Understanding: A Critique of the Dominance of Procedural Learning in Mathematics Education

Ahmad Asron Mundofi — 2026-08-27

The dominance of procedural learning in mathematics education raises concerns when mastery of formulas and algorithms is prioritized over understanding the underlying concepts. This study aims to critically analyze the relationship between conceptual and procedural knowledge and examine the impact of the dominance of procedural learning on students' mathematical abilities. This study employs a library research method by reviewing various scholarly sources related to conceptual knowledge, procedural knowledge, procedural fluency, mathematical reasoning, and problem-solving. Relevant literature was identified, selected, compared, and synthesized to determine patterns of findings and develop a critical perspective on mathematics learning. The results of the review indicate that conceptual and procedural knowledge should not be positioned as two opposing forms of knowledge, as they can develop in an interconnected manner. However, procedural learning becomes problematic when students merely memorize formulas and follow algorithms without understanding their mathematical meaning. Such conditions have the potential to limit strategic flexibility, knowledge transfer, reasoning, and problem-solving abilities. Therefore, mathematics learning needs to integrate conceptual understanding with procedural fluency. These findings are important as a basis for developing mathematics instruction and assessment that focus not only on obtaining correct answers but also on understanding and mathematical thinking skills.