https://jurnalkoordinat.org/index.php/koordinat <p><strong>Koordinat: Jurnal Pembelajaran Matematika dan Sains</strong> (e-ISSN: 2745-4215), is the accredited mathematics and science education journals (SINTA 3) by the Minister of Education, Culture, Research, and Technology of the Republic of Indonesia. The Jurnal Koordinat welcomes scientific articles of research or theoretical studies (invited authors) in mathematics and science education.</p> <p>All submitted articles shall never be published elsewhere and shall not be considered for other publications. The Jurnal Koordinat, published by Mathematics and Science Education study programs, Faculty of Tarbiyah and Teacher Training, UIN Datokarama Palu in collaboration with ADMAPETA (Asosiasi Dosen dan Program Studi Matematika dan Program Studi Matematika PTKIN), published twice issues a year: June, and December.</p> <p>All published articles in Jurnal Elemen feature a Digital Object Identifier (DOI) with a DOI Prefix: 10.29408 by Crossref and have been indexed by several indexing institutions, such as Dimensions, GARUDA, Google Scholar, Scilit, etc.</p> <p>Online ISSN:&nbsp;<a href="https://issn.brin.go.id/terbit/detail/1595477627" target="_blank" rel="noopener">2745-4215</a></p> Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu en-US Koordinat Jurnal MIPA 2745-4215 https://jurnalkoordinat.org/index.php/koordinat/article/view/205 <p>This study investigates how GeoGebra Classroom supports students in overcoming epistemological obstacles and enhancing mathematical literacy in learning exponents through Bruner’s representational approach. This qualitative phenomenological study involved 30 eighth-grade students from a junior high school in Gowa Regency, South Sulawesi, with 12 students purposively selected for learning sessions using GeoGebra Classroom. Three students representing low, medium, and high mathematical abilities were interviewed in depth. The research instruments included observation sheets, interview guides, and documentation of student learning activities. Data were collected through participatory observation, semi-structured interviews, and document analysis, and were analyzed using thematic analysis techniques. The study explored students’ learning processes through enactive, iconic, and symbolic stages. The findings indicate that GeoGebra Classroom facilitates gradual and exploratory learning through concrete manipulation and visual representations, enabling students to develop a deeper understanding of exponent concepts. However, some students experienced difficulties when transitioning to symbolic representations. This study contributes to digital mathematics education by proposing an instructional model that integrates technological tools with representational learning theory to enhance conceptual understanding and strengthen students’ mathematical literacy.</p> Raisatunnisa Didi Suryadi Siti Fatimah Nanang Priatna Jihe Chen Agung Wicaksono Copyright (c) 2026 Raisatunnisa, Didi Suryadi, Siti Fatimah, Nanang Priatna, Jihe Chen, Agung Wicaksono https://creativecommons.org/licenses/by-nc/4.0 2026-04-19 2026-04-19 7 1 1 18 10.24239/koordinat.v7i1.205 https://jurnalkoordinat.org/index.php/koordinat/article/view/206 <p>This study aims to investigate the effectiveness of Augmented Reality (AR) learning media integrating Toraja carving ethnomathematics on the mathematical proficiency of ninth-grade junior high school students in Palopo. The research employed a quasi-experimental design using a pre-test and post-test model to measure the impact of AR learning media on students’ mathematical skills. The participants consisted of 150 students selected from six schools through purposive and random sampling techniques. The research instruments comprised a mathematical proficiency test and a questionnaire developed based on five indicators: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. Data were analyzed using the Wilcoxon Signed-Rank Test, as the dataset was not normally distributed. The results indicate a significant improvement in students’ mathematical proficiency after the implementation of AR learning media, as evidenced by the significance value of the Wilcoxon Signed-Rank Test, which is 0.000 and lower than 0.05. The integration of AR technology with local cultural elements of Toraja carvings successfully fostered a contextual, interactive, and meaningful learning environment. This study implies that can serve as an innovative pedagogical approach to enhance mathematical proficiency while promoting the preservation and appreciation of local culture in mathematics education</p> Yuda Satria Nugraha Vaira Indah Wahyuni Nurwahida Copyright (c) 2026 Yuda Satria Nugraha, Vaira Indah Wahyuni, Nurwahida https://creativecommons.org/licenses/by-nc/4.0 2026-04-19 2026-04-19 7 1 19 30 10.24239/koordinat.v7i1.206