Focus and Scope

Plusminus: Jurnal Pendidikan Matematika is a blind peer-reviewed journal dedicated to disseminating high-quality research, developments, and innovations in the field of mathematics education. The journal serves as an academic forum for lecturers, teachers, researchers, and students to discuss contemporary issues, challenges, and advancements in mathematics teaching and learning.

The journal welcomes original empirical research (qualitative, quantitative, mixed-methods, classroom action research, and design research) as well as development studies that are not simultaneously submitted to another journal or conference. The focus and scope of Plusminus include, but are not limited to, the following thematic areas:

1. Mathematics Learning Innovations and Instructional Strategies

  • Design, implementation, and evaluation of innovative learning models (Problem-Based Learning, Project-Based Learning, Realistic Mathematics Education (RME)).

  • Modern instructional strategies, differentiated learning approaches, and classroom management designed to enhance mathematics classroom engagement.

2. Cognitive Processes and Mathematical Competencies

  • Investigation into core mathematical abilities, including mathematical reasoning, problem-solving, communication, connection, representation skills, and so on.

  • Exploration of higher-order thinking skills (HOTS), critical thinking, creative thinking, and mathematical literacy.

  • Diagnostic studies on students' mathematical misconceptions, learning difficulties, and error analysis.

3. Digital Technologies and Learning Media in Mathematics Education

  • Integration of ICT, dynamic mathematics software (e.g., GeoGebra), digital learning platforms, and educational games in mathematics instruction.

  • Development, validation, and efficacy testing of mathematics learning resources, instructional media, teaching modules, and textbooks.

4. Affective and Psychological Dimensions in Mathematics Learning

  • Studies on students' and teachers' psychological factors, such as mathematics anxiety, self-efficacy, learning independence (self-regulated learning), motivation, mathematical disposition, and so on.

  • Sociocultural perspectives and student attitudes toward collaborative learning environments.

5. Assessment, Evaluation, and Curriculum Development

  • Design and validation of assessment instruments (both test and non-test) to measure mathematical competencies.

  • Evaluation of mathematics curricula, educational programs, and teaching policies at elementary, secondary, and tertiary levels.

6. Ethnomathematics and Culture-Based Mathematics Education

  • Exploration of mathematical concepts embedded within local cultures, traditions, and artifacts, and their integration into formal educational settings.