Journal of Curriculum Studies Research

Developing and Testing the Electronic Textbook “Interactive Environmental Lessons”: Methodological Approaches and Project Implementation in Environmental Education

Aiman Karabalayeva — 2026-01-20

This article presents the process of developing, implementing, and testing the electronic textbook “Interactive Environmental Lessons: Digital Technologies and Methodological Approaches” within the framework of environmental education. The study combines theoretical analysis of modern interactive educational resources - including gamification, virtual and augmented reality, web platforms, and mobile applications - with practical testing of the developed digital textbook in real educational settings. A total of 20 environmental lessons were conducted with the participation of students from various educational institutions in Kazakhstan. The testing evaluated the textbook’s effectiveness in improving students’ environmental literacy, engagement, and ability to apply sustainable development principles in practice. Quantitative and qualitative data were collected through questionnaires, observation, and feedback analysis. The results demonstrated a significant increase in environmental awareness, active participation, and retention of material. The article also discusses technical and methodological challenges encountered during implementation and offers recommendations for integrating interactive digital textbooks into the educational process to foster sustainable environmental competencies.

Mapping Artificial Intelligence Research in STEM Education in South Africa

Paulina Phoobane — 2026-01-20

Artificial Intelligence (AI) is increasingly influencing education systems around the world, with growing applications in teaching, learning, assessment, and school management. In South Africa, there is a rising interest in how AI can be used in education, especially in response to national goals tied to digital transformation. Yet, how South African researchers are engaging with AI in education, particularly in the context of Science, Technology, Engineering and Mathematics (STEM) education, remains insufficiently understood. This study uses a systematic bibliometric approach to explore the research on how AI has been applied in STEM education within South Africa. Based on analysis of Scopus dataset, we used VOSviewer and R Studio to examine publication trends, research collaborations, thematic priorities, and emerging areas of focus. The findings show a notable increase in research output after 2020. Most of the high-output authors are affiliated with a small number of South African universities, and collaboration across institutions remains limited. By analysing how keywords are used across the literature, the study identified several common themes, such as digital transformation, machine learning, and issues around ethics. The findings further suggest that AI application research remains limited in inclusive education, curriculum development and classroom practices. Interdisciplinary collaborations in STEM subjects at elementary school level within the South African context must be strengthened. These insights can help guide educators, researchers, and policymakers to ensure that AI tools not only align with South Africa’s broader educational goals but also contribute in ways that are practical, inclusive, and sustainable.

Education for Sustainability in Curriculum-Based Activities: A Study on the Attitudes and Activity Plans of In-Service and Preservice Teachers towards Environmental Sustainability Education

Derya Kayıran — 2026-01-20

This study aims to investigate the attitudes of teachers and pre-service teachers towards sustainable environmental education, as well as the activity plans they design in alignment with these attitudes. The findings reveal that although participants generally demonstrate positive attitudes towards sustainable environmental education, these attitudes are not consistently reflected in the content and structure of their activity plans. Moreover, female participants and those who actively follow environmental news exhibited significantly higher attitude scores. The lack of dedicated coursework on sustainable environmental education within teacher training programs in Turkey highlights a gap in educators' content knowledge and pedagogical preparedness in this area. In light of these findings, it is recommended to increase the presence of sustainability-oriented educational activities in schools and to provide teachers with targeted in-service training opportunities. Additionally, expanding the availability of sustainability-focused courses within teacher education faculties and fostering partnerships between non-governmental organizations and universities for organizing awareness-raising initiatives are considered essential. These actions are expected to play a critical role in cultivating environmentally responsible future generations.

Exploring Factors Behind Jordanian Students’ PISA 2022 Mathematics Decline: A Mixed-Methods Study of Teacher and Supervisor Perspectives

Majed Mahmoud Aljoudeh — 2026-01-20

The poor performance in international examinations such as the Programme for International Student Assessment (PISA) signals that there are serious issues in educational systems in various countries. Jordan's PISA 2022 math assessment results dropped, placing the issue of detecting the causes of this quality problem and applying educational reforms in the forefront. The project aims to reveal factors that contribute to the decline in the math performance of Jordanian students as viewed by their teachers and supervisors. The study employs a mixed-methods design which includes both quantitative survey data with qualitative responses. The researchers applied descriptive statistics along with inferential tests to the quantitative data and thematic analysis to the open-ended responses. The results of the study showed that the COVID-19 pandemic was the most significant factor among all, and it was followed by parental disengagement with students, low student motivation, curricular limitations, teacher workload pressures, and online learning disruptions. The used research instrument was statistically validated. Consequently, the study's outcomes provide a practical roadmap for educational policymakers to improve learning outcomes to the level of world standards. The results can be interpreted as possible ways for the policymakers to take steps to raise the educational quality and keep it at par with international standards. The research indicates that the areas of teacher training, parent involvement, and curriculum development need to be seriously addressed in order to raise student performance in international tests.

Teachers’ Perspectives on Problem Posing Assessment: A Needs Analysis for Evaluating Conceptual Understanding in Mathematics

Sutji Rochaminah — 2026-01-20

This study aims to address gaps in understanding how mathematics teachers perceive and use problem-posing assessment. It is part of a larger Research and Development (R&D) framework aimed at designing an effective problem-posing assessment model for mathematics teachers. Specifically, this paper reports on the preliminary phase, focusing on needs assessment. A mixed-methods strategy was adopted, integrating quantitative data from questionnaires and qualitative insights from open-ended responses and semi-structured interviews, with 63 junior and senior high school teachers participating. Findings indicate that most teachers understand and value problem posing for assessing students’ conceptual understanding, although some hold limited or incorrect knowledge. Its practice is infrequent, mostly in formative assessments such as daily assignments or group activities, and rarely in summative assessments. Key challenges include time constraints, difficulties in designing and evaluating tasks, and lack of targeted professional development. Teachers expressed needs for structured workshops, step-by-step implementation guides, digital learning media, reduced administrative workload, and regular opportunities for students to practice problem posing. These findings highlight gaps between teachers’ knowledge, implementation, and support. Addressing these gaps through sustained professional learning is essential to strengthen teachers’ capacity and guide the design of effective problem-posing assessment models in subsequent R&D stages.

Bringing Geomorphology to Life Through Fieldwork: A Case of Tshwane Districts Grade 12 Geography Teachers

Victor Rhulani Nkuna — 2026-01-20

This study explores the strategies suggested by grade 12 geography teachers to revitalise geomorphology fieldwork within the content-driven Curriculum and Assessment Policy Statement (CAPS) in three Tshwane districts, South Africa. Fieldwork, a vital pedagogical tool for fostering experiential learning and deepening understanding of abstract geographic concepts, has declined significantly due to curriculum pressure, limited resources, and teacher capacity. Using Kolb's experiential learning theory (ELT), the study used a qualitative intrinsic case study approach involving nine purposively selected geography teachers. Semi-structured interviews were conducted and analysed using thematic analysis, resulting in four key themes: (1) using the local environment, (2) technology as an alternative to fieldwork, (3) repurposing school resources, and (4) continuous professional development in effective fieldwork integration. The findings highlight the resourcefulness of teachers and adaptive strategies to promote field-based learning despite systemic challenges. The study contributes to the discourse on practical geography education by offering contextually relevant, teacher-driven approaches to integrate fieldwork into the curriculum. It recommends policy support for localised CPD, flexible curriculum guidelines, and school-level innovation to support experiential learning. The paper concludes that bringing geomorphology to life through fieldwork is feasible and essential to promote learner engagement, conceptual understanding, and environmental awareness in geography education.

An Analysis of Indicators of Students’ Motivation to Use Technology in Learning Mathematics: A Case Study of NodeBook™

Hatem Deif — 2026-01-20

This study analyses factors that affect students' motivation for using technology in learning mathematics at universities. The study is based on the responses of 86 male and 73 female students in various mathematics courses in the United Arab Emirates, examined students’ perceptions of their performance in mathematics course in terms of their enjoyment in learning the course, perception of success, the significance and need of NodeBook, and course organization and motivation to learn mathematics with the use of NodeBook. Based on the results, it was found that students’ perceptions of their performance in mathematics in terms of their enjoyment in learning the course, perception of success and course organization and motivation are the most likely indicators of student motivation to use technology in learning mathematics. This will help students, mathematics educators, and higher education administrators understand the student preferences in choosing the right technology that enhances their learning in mathematics.

Policy Implementation of Outcome Based Education in Indonesian ELT Curriculum: SWOT Analysis

Teguh Budiharso — 2026-01-22

The study aims to assess the internal and external potential of integrating OBE (Outcome-Based Education) into the English Language Teaching curriculum, as well as to evaluate the policy's implementation and stakeholder engagement, organizational objectives, and policy implementation. The primary approach utilized in this research was content analysis, with SWOT (strengths, weaknesses, opportunities, threats) analysis serving as the framework. Thirty individuals who participated in the Focus Group Discussion at the States Islamic University Raden Mas Said in Surakarta, Indonesia, comprise the respondents of this study. In order to assess the policies' implementation and evaluation, as well as the policies' strengths and weaknesses, vision and mission, and stakeholder engagement, data is gathered from curriculum and policy documents via a checklist. For data analysis, content analysis is utilized. The findings of the SWOT analysis demonstrate that neither the internal nor the external opportunities are being fulfilled. Stakeholder engagement generates collaborative initiatives that significantly impact the execution of OBE. In accordance with its vision and mission, the organization does not disclose ambitious objectives. Furthermore, the execution of the policy has no effect on modifications that promote the performance of educators and stakeholders in the curriculum. In conclusion, the assessment of the policy indicates a moderate influence on the enhancement of curriculum content and the creation of instructional materials.

The Status of Higher-Order Thinking Skills in Secondary School Mathematics Teaching and Learning

Zinab Aba-Oli Abadiga — 2026-01-22

The study investigates the implementation of higher-order thinking skills (HOTS) in secondary school mathematics in Jimma City, Ethiopia. Multilevel sampling technique was utilized to select 496 secondary school students and 38 mathematics teachers, and convenience sampling for interview participants. The study employed convergent mixed methods design for data collection, analysis and integration. SPSS 27.0 software was used for descriptive and inferential data analysis whereas the qualitative data was analyzed narratively. The study found that moderate level of HOTS, the actual implementation falling short due to structural, pedagogical, and cultural limitations. Teachers rarely use HOTS-based strategies, influenced by contextual factors. The study also found that the implementation of HOTS-based practices significantly predicted students' HOTS level, implying the need for HOTS-based intervention to enhance students' HOTS in mathematics. The study provides new insights into the current status of HOTS in mathematics and the factors contributing to its low implementation, emphasizing the need for urgent intervention.

Epistemology in the Curriculum: A Comparative Analysis of the International Baccalaureate Diploma Programme Theory of Knowledge and the Turkish Ministry of National Education’s Theory of Knowledge

Akın Metli — 2026-02-01

Epistemology courses are increasingly used to cultivate critical thinking and responsible knowledge use, yet international and national implementations may reflect different curricular logics. Comparing the International Baccalaureate (IB) Theory of Knowledge (TOK) and Turkish Ministry of National Education (MEB) Theory of Knowledge illuminates how global inquiry and local civic aims are translated into design and assessment. This matters for curriculum theory and practice because it clarifies actionable levers for balancing international-mindedness with cultural grounding in secondary education. The purpose of this study is to conduct a systematic comparative document analysis of the IB Theory of Knowledge and the Turkish Ministry of National Education’s Theory of Knowledge curriculum in order to identify their underlying curricular logics, points of convergence and divergence, and implications for curriculum design and epistemology education. A qualitative document analysis was conducted on the official IB TOK Guide (first assessment 2022) and the MEB Theory of Knowledge instructional guide (2009). Using comparative thematic coding across four categories: (1) aims and vision, (2) content/structure, (3) pedagogy, and (4) assessment, the data were synthesized into comparative matrices to identify convergences and divergences. Thus, the findings solely reflect the intended curriculum rather than classroom enactment. Both curricula promote critical reflection and ethical responsibility. However, IB’s TOK emphasizes open-ended inquiry, interdisciplinarity, and international-mindedness, operationalized through a globally standardized essay and exhibition. MEB’s Theory of Knowledge foregrounds structured epistemology, civic/national values, and applied learning, assessed via projects, portfolios, and examinations aligned with national priorities. Epistemology can be embedded through distinct yet complementary logics, inquiry-oriented globalism and value-grounded civic education. The study offers design principles for curriculum developers and teacher educators seeking to integrate both approaches, enabling secondary curricula that prepare learners for participation in both global and national communities.

Integrating Sustainable Development Goals in Saudi Arabia’s Secondary Curriculum: A Qualitative Analysis of Selected Textbooks

Taha Rajab — 2026-03-09

Due to the mounting pressures of social inequity, unwanted ecological changes, and unceasing economic expansion, education systems around the globe have been tasked with the responsibility of teaching youth how to recognize and possess the skills needed to tackle these problems. This research analyses how the public 3rd Grade Secondary School Curriculum of the Kingdom of Saudi Arabia for the academic year 2022-2023 reflects three of the United Nations’ Sustainable Development Goals (SDGs)—Quality Education (SDG 4), Gender Equility (SDG 5), and Climate Action (SDG 13). Employing qualitative content and discourse analysis, the study examines the presence, frequency, and instructional framing of sustainability-related concepts in ten official textbooks. The results showed Gender Equality with most references, followed by Quality Education, while Climate Action appeared least and was concentrated in Ecology and Biology. Other Humanities subjects, such as Arabic and Life Skills, were the dominant contributors to the integration of sustainability discourses, while a number of STEM subjects addressed them only marginally. The data indicates the increasing alignment of Saudi curriculum with the global sustainability agenda and the Vision 2030 priorities, although the integration remains subject fragmented across subjects. This research sheds light on the processes of curriculum integration with sustainability, and reforming education in centralized systems for better global citizenship. Additional research should focus on how classroom practices implement these commitments and how these practices impact students learning.

Development of A Social Collaborative E-Learning Model Based on Local Industrial Community Symbolic Adaptation

Imaniar Purbasari — 2026-03-09

This research addresses the pedagogical gap between abstract social theory and its real-world application in Indonesian higher education. The study aimed to design, develop, and validate the “Social Collaborative E-Learning Model” to foster students’ symbolic adaptation and social skills by systematically integrating the local industrial community into the learning process. Employing a Research and Development (R&D) design based on the Borg and Gall model, the study involved a needs analysis with 143 students, model design, and validation by 12 experts using Aiken’s V coefficient. A limited trial was then conducted with 50 first-semester Elementary School Teacher Education (PGSD) students to assess the model’s practicality and feasibility using surveys and observations. The findings confirmed the model’s high validity and practicality. The limited trial revealed overwhelmingly positive student responses, with 100% reporting increased motivation and engagement. The model proved effective in developing problem-solving (98%) and emotional management skills (96%). A notable 72% of students felt “pressured” in a productive way, indicating a challenging yet effective learning experience. Lecturer assessments corroborated these results, rating the model’s implementation as “Very Good,” particularly in fostering learning adaptation (94.4%). This study concludes that the model is a highly feasible solution for bridging the theory-practice divide. It provides a validated framework for creating impactful, community-centered curricula. Broader implementation is recommended, along with further longitudinal research to assess long-term impacts and the continuous refinement of the model’s digital components for diverse local contexts.

Enhancing Motivation and English Learning Outcomes through the SANTREE Model in a Pesantren-Based Senior High School

Deni Mustopa — 2026-03-09

Integrating religious values with 21st-century learning remains a significant challenge in Islamic boarding schools (pesantren), especially in English instruction, where low motivation and achievement persist. Addressing this gap, this study aims to examine the effectiveness of the SANTREE instructional model, an innovative learning design grounded in motivation theory, digital pedagogy, and collaborative learning, in enhancing students’ motivation and English learning outcomes. A quantitative approach with a one-group pretest–posttest design was employed. The participants were 128 tenth-grade students from a pesantren-integrated private senior high school in East Java, Indonesia. Data collection involved a Likert-type motivation questionnaire based on the ARCS model and a cognitive test on narrative texts. Instruments were validated through expert judgment and statistical testing. Data were analysed using descriptive statistics, paired sample t-tests, simple linear regression, and effect size calculations. The results indicated substantial improvements in students’ learning motivation and English achievement after the implementation of the SANTREE model. Furthermore, learning motivation emerged as a significant predictor of students’ English learning outcomes, underscoring its central role in supporting academic performance. These findings confirm the pedagogical value of SANTREE in fostering student-centred, contextualised, and effective language instruction. The study offers practical implications for curriculum innovation in pesantren and similar educational contexts.

From Colonial Narratives to Ecological Narratives: An Experiment of Green History Pedagogy in High School History Learning

Mohamad Na'im — 2026-03-09

Conventional history teaching often centers on colonial narratives that highlight power, conquest, and national identity. Although such narratives help shape collective memory, they tend to overlook the ecological dimensions of history and the interaction between humans and nature. This anthropocentric view narrows students’ understanding of how the environment actively shapes historical change. This study aims to examine the implementation of Green History Pedagogy as a history learning approach that emphasizes ecological awareness in high schools in Jember Regency, East Java, Indonesia. The approach was developed to shift historical narratives from colonial perspectives toward a more critical and contextual understanding of the environment. This research employs a Mixed Methods Research (MMR) design involving classroom observation, interviews with teachers and students, analysis of lesson plans, and questionnaires on ecological attitudes. The findings reveal that implementing Green History Pedagogy encourages teachers and students to reflect on the relationship between history, environment, and local life. Students became more critical of the colonial legacy contributing to environmental degradation and demonstrated increased ecological awareness throughout the learning process. Overall, this approach effectively enhances the relevance of history education to environmental sustainability and local identity issues.

Quintessence-Based Curriculum Harmonization of a Course about Colombian History in an Undergraduate Program

Carlos Mario Zapata-Jaramillo — 2026-04-23

Although Colombia is promoting curriculum harmonization to align higher education with international standards, subjective interpretations often produce misalignment between intended learning outcomes and curriculum design, challenging the balance between local distinctiveness and global comparability. This paper proposes the Quintessence framework as a structured approach to reduce subjectivity by making explicit connections among learning outcomes, teaching/learning activities, and assessment evidence. Methodologically, we conducted a qualitative single-case study based primarily on document analysis of program and course materials, applying Quintessence to construct alignment mappings between program-level learning outcomes and course-level content, activities, and assessments. The approach is illustrated through the course “Colombian History in the 20th Century” in the History program at Universidad de los Andes, where the framework helps identify misalignments and gaps and supports systematic redesign decisions. Results indicate that Quintessence improves curriculum consistency and transparency by providing shared descriptors and auditable artifacts (e.g., alignment matrices) that clarify how course components contribute to program outcomes. While the study focuses on a single course, the method is transferable to other courses within the program and can be adapted to similar contexts to support globally legible curricula without erasing local educational priorities. The study also points to the need for further research on the framework’s effectiveness across diverse institutional settings and its implications for equity, cultural relevance, and holistic development in higher education.

Integrating Indigenous Knowledge in Teaching During Work-Integrated Learning: Perceptions of Preservice Teachers

Moeketsi Elias Dlamini — 2026-04-23

Globally, Indigenous Knowledge Systems are overruled by Western educational systems because of colonial economic and geopolitical domination. Indigenous Knowledge Systems are seen as less important or irrelevant in the education system, resulting in teachers and learners losing their self-determination. This study explores preservice teachers’ perceptions of integrating the Indigenous Knowledge System in teaching during Work-Integrated Learning. The Indigenous Knowledge System guides the study as a theoretical framework, which advocates for local people’s interactions with each other and their environment to pass knowledge from generation to generation. Participants in this study are five preservice teachers on work-integrated learning and two experienced teachers who are their mentors in one high school. Guided by Critical Emancipatory Action Research theory, this qualitative paper discusses the perceptions of five preservice teachers on using Indigenous Knowledge Systems during their Work-Integrated Learning. Generated data was analyzed through thematic analysis. The study responds to a research question of the challenges and the benefits of integrating the Indigenous Knowledge System in teaching during Work-Integrated Learning. The findings revealed that Indigenous Knowledge Systems are the basic teaching strategies to engage learners in teaching and learning. In light of the findings, the paper suggests ways in which preservice and service teachers could use Indigenous Knowledge Systems to enhance their classroom teaching.

Fifty Years of Realistic Mathematics Education Worldwide: Scholarly Impact, Global Reach, and Thematic Development

Trang Huyen Nguyen — 2026-04-23

Despite more than half a century of theoretical development and practical implementation, the global progress of Realistic Mathematics Education (RME) remains insufficiently examined through comprehensive scientometric methods. While earlier studies have qualitatively analyzed RME implementations, a research gap persists in understanding the patterns, themes, and international collaborations that have shaped the RME research field. This study addresses that gap by presenting a large-scale bibliometric analysis of 331 Scopus-indexed publications on RME from 1972 to 2024, offering a new quantitative map of the field’s growth, spread, and scholarly impact. The analysis highlights three main developmental phases: a period of modest output before 2010, a steady increase from 2011 to 2018, and a sharp rise from 2019 onward. Major research themes include applying RME in problem-solving instruction, learning pathways, and RME’s role in developing student skills and 21st-century competencies. These findings provide empirical evidence of RME’s growing academic importance and emphasize its strategic relevance in curriculum reform, mathematics teacher training, and pedagogical innovation.

Art & Game-Based Approaches in Language Teaching: From Creativity to Communication

Gulnara Rizakhojayeva — 2026-05-02

The aim of the study is to develop and validate a methodology for teaching English to tourism students in Kazakhstan through art-based approaches and gamification. It may be assumed that the use of such approaches will contribute to the development of students' linguistic creativity, to the improvement of communication skills as well as to the ability increase to effectively interact with clients from different countries of the world. 180 tourism students were involved in the study. who are studying English at higher education institutions in Kazakhstan (Turkistan, Almaty, Astana). The results of the study confirmed that a combined learning model that integrates art technologies and gamification elements is more effective than traditional methods of teaching English to students of tourism specialties. An increase in the level of linguistic creativity and communicative flexibility of students was established. This contributed to their motivation increase as well as involvement in the educational process. The most effective tool for developing communicative flexibility was simulation exercises, which contributed to an increase in adaptability, speed of reaction, and diversity of communicative strategies. Digital quests and simulations also increased students’ engagement, confidence, and readiness for professional interaction. In addition, customer-oriented outcomes, including customer satisfaction and problem-solving quality, improved, confirming the practical relevance of the proposed methodology for the tourism industry. The qualitative analysis of students’ narratives showed that the stories they created became more creative, emotionally expressive, and adaptable to different communicative situations.

Model of Formation of Digital Competences of Future Teachers in the Conditions of Integration of E-Learning and Artificial Intelligence Technologies

Assel Kalymova — 2026-05-03

The effect of an artificial intelligence (AI) integrated instructional model in developing the digital competencies of future teachers at Ualikhanov University, Kazakhstan, is investigated in the paper. A mixed-methods approach (experimental and qualitative) was employed in the study. The study included a sample of 210 students in their 3rd and 4th years of pedagogical specialties. To evaluate an AI-integrated e-learning model with the use of tools such as DigCompEdu, an AI Literacy Scale a 12-week pre-test/post-test control group design was implemented in the study as well as an EdTech Self-Efficacy Questionnaire. Data were analysed using t-tests, ANCOVA, effect size measures, correlation analyses, and regression models. The results demonstrated that the difference in mean scores between the experimental group (M = 4.14, SD = 0.40) and the control group (M = 3.08, SD = 0.44) was statistically significant (P< 0.05), indicating that the AI-integrated model intervention had a substantial positive impact on students’ overall digital competencies. Thus, AI literacy is the strongest predictor of digital competence (β =0.43, p <.01). The qualitative data resulted in six themes: autonomy, critical thinking, ethics, and creativity, which confirmed that competence development extended beyond technical skill. The study concluded that an AI-integrated e-learning model significantly improved students’ (future teachers) digital competence. Policymakers and institutions should incorporate AI literacy, given its strong predictive power, into teacher education and training programs.

User Experience Analysis of a National Instructional Platform for Self-Learning and Competency Improvement: A Teacher's Perspective

Nuur Wachid Abdul Majid — 2026-05-05

Continuous professional development is vital for educators in the digital era. To support this, Indonesia’s Ministry of Education, Culture, Research, and Technology launched the Platform Merdeka Mengajar, a national platform for teachers’ self-directed learning. This study examines teachers’ user experience (UX) with PMM using the User Experience Questionnaire (UEQ). A quantitative survey was administered to 250 active users nationwide, and the data were analyzed using descriptive statistics, confidence intervals, benchmarking against international UEQ datasets, and Cronbach’s alpha to assess reliability. Results indicate positive user perceptions across all six UEQ dimensions, with Dependability and Attractiveness rated highest, underscoring the platform's reliability and engagement. Novelty scored lowest, indicating limited perceived innovation. Overall, PMM demonstrates effective, dependable, and user-friendly design but requires innovation to sustain engagement. These findings inform policymakers and developers on optimizing national digital learning ecosystems through user-centered design improvements.

Cryptarithmetic as an Epistemic Task: Revealing Elementary Students’ Numerical Reasoning Under Constraint-Based Problem Solving

Yumiati Yumiati — 2026-05-05

Elementary mathematics learning rarely provides opportunities to observe how students reason numerically when solutions cannot be obtained through routine procedures. This study conceptualizes cryptarithmetic as an epistemic task that reveals elementary students’ numerical reasoning under constraint-based problem-solving conditions. Rather than evaluating correctness, the study focuses on how students coordinate numerical constraints, justify decisions, and regulate reasoning in the presence of interacting constraints. Using a mixed-method sequential explanatory design, the study involved 27 fifth-grade students and 4 mathematics teachers from an Indonesian elementary school. Students engaged with a cryptarithmetic task set designed to externalize numerical reasoning, followed by interviews with students and teachers. Quantitative performance patterns were interpreted as epistemic signals, while qualitative data illuminated reasoning processes, epistemic breakdowns, and mediation across perspectives. The findings reveal substantial variation in students’ numerical reasoning orientations, indicating identifiable epistemic thresholds as constraint interaction increases. A key result shows that three-digit addition produced greater epistemic difficulty than two-digit multiplication, demonstrating that constraint density, rather than operation type, governs reasoning complexity. Teachers interpreted cryptarithmetic as a diagnostic task for reasoning, whereas students experienced it as an epistemically demanding challenge, revealing both convergence and divergence across perspectives. These results demonstrate that cryptarithmetic functions as a powerful epistemic task that makes numerical reasoning visible through patterns of coherence, breakdown, and regulation, offering a theoretically grounded lens for studying constraint-based reasoning in elementary mathematics.