Hipotenusa: Journal of Mathematical Society https://ejournal.uinsalatiga.ac.id/index.php/hipotenusa <p style="text-align: justify;"><strong>Hipotenusa: Journal of Mathematical Society</strong> (e-ISSN: <a href="https://portal.issn.org/resource/ISSN/2716-3156" target="_blank" rel="noopener"><span style="font-family: helvetica; font-size: small;"><span style="font-family: helvetica; font-size: medium;">2716-3156</span></span></a>) is a scientific, peer-reviewed, open-access journal that has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education. This journal is managed and published by the Department of Mathematics Education, Faculty of Teacher Training and Education, UIN Salatiga, Salatiga, Indonesia, in collaboration with ADMAPETA (Asosiasi Dosen Matematika Perguruan Tinggi Keagamaan Islam/ Association of Mathematics Lecturers at Islamic Religious Colleges), biannually in <strong>June</strong> and <strong>December</strong>. All submitted manuscripts will be initially reviewed by editors and evaluated through the <strong>double-blind review</strong> process.</p> <p style="text-align: justify;">The journal consists of high-quality technical manuscripts on advances in the state-of-the-art of mathematics education; both theoretical approaches and practical approaches are encouraged to submit. Submitted papers must be written in <strong>Bahasa</strong> or <strong>English</strong> for the initial review stage by editors and the further review process by <strong>a</strong><strong>t least two anonymous </strong><strong>reputable reviewers</strong>.</p> <p style="text-align: justify;">The journal provides a <strong>forum</strong> for the sharing, dissemination, and discussion of research, experience, and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies, and new technologies in <strong>mathematics education</strong> for authors and readers <strong>worldwide</strong>. The focus and scope of <strong>Hipotenusa: Journal of Mathematical Society</strong> include the following topics: <strong>Realistic Mathematics Education (RME)</strong>, <strong>Design/Development Research in Mathematics Education</strong>, <strong>Mathematics Ability</strong>, and the <strong>PISA Task</strong>.</p> <p style="text-align: justify;"><em><strong>Indexed by:</strong></em></p> <p style="text-align: justify;"><a title="DOAJ" href="https://doaj.org/toc/2716-3156"><em><strong>DOAJ</strong></em></a> | <a title="Garuda" href="http://garuda.ristekbrin.go.id/journal/view/18377"><em><strong>Garuda</strong></em></a> | <em><strong><a title="Google Scholar" href="https://scholar.google.com/citations?user=501TkMgAAAAJ&amp;hl=en&amp;authuser=3">Google Scholar</a> | </strong></em><a title="Dimensions" href="https://app.dimensions.ai/discover/publication?search_text=hipotenusa%20salatiga&amp;search_type=kws&amp;search_field=full_search"><em><strong>Dimension</strong></em></a> | <a href="https://moraref.kemenag.go.id/archives/journal/98587319749052179"><em><strong>Moraref</strong></em></a></p> <p style="text-align: justify;"><strong>===================================================================================================<br />ANNOUNCEMENT</strong></p> <p style="text-align: justify;"><strong>Old Website : <a href="https://hipotenusa.iainsalatiga.ac.id/index.php/hipotenusa/index">https://hipotenusa.iainsalatiga.ac.id/index.php/hipotenusa/index</a></strong></p> <p style="text-align: justify;"><strong>Per January 2023, Hipotenusa has migrated to OJS 3 using the new url: <br /></strong><strong> (<a href="https://ejournal.uinsalatiga.ac.id/index.php/hipotenusa/index">https://ejournal.uinsalatiga.ac.id/index.php/hipotenusa/index</a>). </strong></p> <p style="text-align: justify;"><strong>===================================================================================================</strong></p> en-US <p><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p> jurnalhipotenusa@uinsalatiga.ac.id (Saiful Marom) jurnalhipotenusa@uinsalatiga.ac.id (Muhammad Istiqlal) Mon, 10 Mar 2025 14:13:01 +0000 OJS 3.3.0.11 http://blogs.law.harvard.edu/tech/rss 60 The Challenge Of Learning Statistical Literacy In Higher Education: A Systematic Literature Review https://ejournal.uinsalatiga.ac.id/index.php/hipotenusa/article/view/3372 <p>This study aims to look deeper into the definition of statistical literacy (SL) and learning challenges to improve SL, as SL has become essential for students to face the era of data disruption and quantitative information. Previous research has investigated the level of elementary to high school students. Not many still discuss the definition of SL in students in higher education and what challenges teachers need to prepare for in improving SL. The research questions of this study are as follows: 1) What is the distribution of SL definitions often used in higher education? 2) What challenges will be faced in improving SL? This study was a systematic review of 10 articles with inclusion criteria. The article search was assisted by Publish Or Perish (PoP) software by entering the keyword "SL" in the "title words" in the Scopus search and specifying the year “2018-2023”. The results of this study found that 1) The ability to comprehend, interpret, evaluate critically, communicate, describe, organize, generalize, hypothesize, and visualize statistical data and information is frequently emphasized as constituting SL.; 2) The challenge in improving SL is that educators can develop learning models with a contextual approach and the development of evaluation tools with a contextual approach. In future research, the author suggests that research can be conducted to develop learning models that can improve SL at the college level based on a contextual approach.</p> Zulqoidi R. Habibie, Kartono, Wardono; Iqbal Kharisudin Copyright (c) 2025 Zulqoidi R. Habibie, Kartono, Wardono; Iqbal Kharisudin https://creativecommons.org/licenses/by-nc-sa/4.0 https://ejournal.uinsalatiga.ac.id/index.php/hipotenusa/article/view/3372 Mon, 10 Mar 2025 00:00:00 +0000 The Effectiveness of a Differentiated Process Teaching Module to Improve Students' Critical Reasoning Skills in the Context of Rational Numbers https://ejournal.uinsalatiga.ac.id/index.php/hipotenusa/article/view/3410 <p>This study aims to examine the effectiveness of developing differentiated process learning modules on rational number material in improving students' critical reasoning skills. This study has a novelty in developing learning modules, namely by integrating process differentiation through the ADDIE (Analyze, Design, Development, Implementation, Evaluation) development model. This approach provides hope in adjusting the needs of diverse learners so that it has the potential to be more optimal in achieving learning objectives. The research method used is quantitative, with a one-group pretest-posttest design. The trial was conducted on 24 students at SMP Negeri Satu Atap 1 Kalipucang, Pangandaran Regency, West Java. The research instruments include student and teacher response questionnaires, as well as pretest and posttest tests to measure improvements in critical reasoning skills. The results of the study showed a significant increase in students' critical reasoning skills, with an average pretest score of 21.15 and a posttest score of 77.92. The average N-Gain value of 0.7279 (72.79%) showed a high increase in achievement. In addition, statistical analysis using a paired sample t-test with a p-value of 0.000 and an effect size of 5.831 proved that the differentiated process learning module had a very large impact on improving students' critical reasoning skills. The use of this module is effective because it not only improves learning outcomes but also encourages students to be more active in critical thinking through a more personalized and tailored learning approach. Thus, this learning module can be adopted by other educators as a tool to support more inclusive and effective learning in improving students' high-level thinking skills.</p> Ali Kuswoyo, Nani Ratnaningsih, Puji Lestari Copyright (c) 2025 Ali Kuswoyo, Nani Ratnaningsih, Puji Lestari https://creativecommons.org/licenses/by-nc-sa/4.0 https://ejournal.uinsalatiga.ac.id/index.php/hipotenusa/article/view/3410 Mon, 10 Mar 2025 00:00:00 +0000