- Accreditation
- COPERNICUS
- Frequency
- Quarterly (March, June, September, December)
About the Journal
Aksioma Education Journal (AEJ) is a peer-reviewed open access international journal established for the dissemination of knowledge in the field of Mathematics Education. All submitted manuscripts will be reviewed by the editors and then evaluated by a minimum of two International Reviewers through a double-blind review process. This is to ensure the quality of manuscripts published in the journal. The journal, which has been published since 2024, is published four times each year in March, June, September and December.
| Journal title | : Aksioma Education Journal |
| Initials | : AEJ |
| Frequency | : 4 (four) times a year (March, June, September and December) |
| DOI | : 10.62872 |
| ISSN Online | : 3047-3187 |
| Editor in Chief | : Intan Juniarmi |
| Managing Editor | : Rosmaria |
| Assistant Editor | : Olyvia Rosalia, S.E |
| Publisher | : Yayasan Ibrahim Learning Centre Agam |
| Accreditation | : Garuda |
Current Issue
Vol. 2 No. 4 (2025): DECEMBER-AEJ
Articles
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Over-Scaffolding in Mathematics Education and Its Impact on Students’ Cognitive Autonomy
DOI :
https://doi.org/10.62872/aej.v2i4.35
| Views: 683
| Download: 505
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Nur Wahyuni
Universitas Ahmad Dahlan
Indonesia
The increasing integration of digital technology and artificial intelligence (AI) into mathematics education has transformed instructional practices, offering new possibilities for personalized learning while simultaneously introducing risks related to cognitive dependency and declining learner autonomy. This study investigates how instructional scaffolding and AI-supported learning influence the sustainability of students’ mathematical competence. Employing a qualitative systematic literature review, this research analyzed 26 peer-reviewed studies published between 2012 and 2025 that address scaffolding, productive struggle, teacher competence, fading dynamics, and AI-mediated instruction. Data were collected through document analysis and synthesized using thematic content analysis. The findings indicate that adaptive scaffolding significantly enhances conceptual understanding, motivation, productive struggle, and learner autonomy when guided by strong pedagogical expertise and gradual fading of support. However, excessive scaffolding and unregulated AI assistance weaken cognitive independence and long-term problem-solving resilience. This study concludes that sustainable mathematics learning requires an integrated instructional framework that positions teachers as central regulators of learning, ensures ethical and adaptive AI use, and prioritizes the systematic transfer of responsibility from external support to students’ internal self-regulation.
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Nur Wahyuni
Universitas Ahmad Dahlan
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Exploring Students' Creative Thinking Processes in Solving Open-Ended Problems
DOI :
https://doi.org/10.62872/aej.v2i4.38
| Views: 168
| Download: 143
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Eka Pravitasari Putri
Sekolah Tinggi Ilmu Ekonomi Port Numbay Nayapura
Indonesia
Creative thinking is a key competence in mathematics learning, particularly when students engage with open-ended problems that enable multiple strategies and solutions. This study aims to explore students’ creative thinking processes in solving open-ended problems through a synthesis of recent empirical findings. A Systematic Literature Review was conducted following the stages of identification, screening, eligibility, and synthesis based on Snyder’s guidelines. Twenty selected articles were analyzed using content analysis to identify cognitive patterns, strategy variations, and factors influencing students’ creativity. The results reveal that students’ creative thinking develops through several stages, including understanding the problem, generating ideas, selecting strategies, revising solutions, and providing mathematical justification. Creativity is reflected in students’ ability to produce diverse ideas, shift strategies flexibly, generate original solutions, and elaborate their reasoning. Internal factors such as cognitive style and conceptual understanding, along with external factors such as task quality, instructional approaches, collaboration, and technology, significantly shape the creative thinking process. The review concludes that open-ended problems hold strong potential for fostering mathematical creativity and should be systematically incorporated into mathematics instruction. Structural implications include enhancing problem design, adopting creativity-oriented pedagogies, and developing process-based assessments to strengthen students’ creative mathematical development -
Eka Pravitasari Putri
Sekolah Tinggi Ilmu Ekonomi Port Numbay Nayapura
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School Mathematics amid the Attention Crisis: Learning Challenges in a Fast Digital Culture
DOI :
https://doi.org/10.62872/aej.v2i4.36
| Views: 284
| Download: 172
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Risza Presty Rumani
Universitas Ahmad Dahlan
Indonesia
The rapid digital transformation of education has fundamentally reshaped mathematics learning worldwide, particularly in the post-pandemic era. While digital technologies offer powerful opportunities to enhance learning outcomes, motivation, and accessibility, they simultaneously generate complex challenges related to students’ attention, emotional wellbeing, digital inequality, and the sustainability of pedagogical practice. This study aims to critically examine the opportunities and challenges of digital integration in school mathematics learning by synthesizing recent international research published between 2020 and 2025. Employing a qualitative systematic literature review with thematic analysis, this study analyzed twenty peer-reviewed journal articles focusing on digital mathematics instruction across primary and secondary education contexts. The findings reveal that well-designed digital tools significantly improve academic achievement, student engagement, and recovery from post-pandemic learning loss, while also transforming students’ mathematical identity and learning environments. However, excessive digital exposure contributes to attention crises, psychosocial tension, and persistent structural inequalities. The study concludes that sustainable digital mathematics education requires an integrated framework that aligns technological innovation with pedagogical quality, responsive teacher education, equitable infrastructure development, and systematic support for students’ cognitive and emotional wellbeing
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Risza Presty Rumani
Universitas Ahmad Dahlan
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School Mathematics as Institutionalized Knowledge: A Critical Analysis of Instructional Practices
DOI :
https://doi.org/10.62872/aej.v2i4.34
| Views: 264
| Download: 204
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Risza Presty Rumani
Universitas Ahmad Dahlan
Indonesia
School mathematics is increasingly recognized as an institutionalized form of knowledge shaped by policy discourse, teacher beliefs, cultural traditions, and classroom practices rather than a neutral body of content. This study aims to critically examine how instructional practices reproduce or challenge the dominant institutional structure of school mathematics and to explore pathways for transformative reform. Employing a qualitative systematic literature review design, this research analyzed 30 peer-reviewed studies published between 2020 and 2025. Data were collected through structured document analysis and synthesized using thematic content analysis. The findings reveal that prevailing instructional models continue to privilege procedural efficiency, examination performance, and rigid curricular sequencing, often marginalizing critical reasoning, creativity, and contextual relevance. However, cognitively activating instruction, problem-based learning, ethnomathematical integration, and critical pedagogical approaches demonstrate strong potential to enhance student agency, conceptual understanding, and social relevance. The study concludes that sustainable transformation of school mathematics requires systemic alignment among educational policy, teacher professional development, instructional practice, and cultural context
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Risza Presty Rumani
Universitas Ahmad Dahlan
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The Role Of Emotional Intelligence In Mathematics Learning; Achievement Among Secondary School Students
DOI :
https://doi.org/10.62872/aej.v2i4.37
| Views: 182
| Download: 141
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Reviandari Widyatiningtyas
Universitas Langlangbuana
Indonesia
This study aims to analyze the influence of emotional intelligence on the mathematics achievement of senior high school students in Indonesia. A quantitative approach using Structural Equation Modeling with Partial Least Squares (SEM–PLS) was applied to 100 respondents selected through simple random sampling. The research instrument consisted of a five-point Likert-scale questionnaire measuring emotional intelligence and mathematics achievement. The results revealed that emotional intelligence has a positive and significant effect on mathematics achievement, with a coefficient of β = 0.524 and a p-value of 0.000. The R-Square value of 0.436 indicates that emotional intelligence explains 43.6% of the variance in students’ mathematics achievement. These findings imply that academic success in mathematics is not solely determined by cognitive intelligence but also by students’ abilities to regulate emotions, manage anxiety, and maintain learning motivation. The study highlights the importance of integrating emotional development into mathematics learning strategies to enhance students’ resilience and improve academic performance.
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Reviandari Widyatiningtyas
Universitas Langlangbuana
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