Integrating Popular Digital Contexts into Realistic Mathematics Education: Designing a Hypothetical Learning Trajectory for Arithmetic Sequences and Series

Artigo2026

Arma Wangsa; Deti Sri Rahayu; Putri Wahdaniah; Sitti Mutia Umasugi

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Resumo

The integration of popular culture and digital platforms into mathematics learning remains underexplored, limiting the development of meaningful and context-based instructional designs. This study develops a Hypothetical Learning Trajectory (HLT) for arithmetic sequences and series by integrating TikTok into a digital mathematics classroom. The study was conducted within the preliminary design phase of design research using qualitative methods, including literature review, classroom observations, teacher interviews, and expert validation through focus group discussions. The resulting HLT consists of two iceberg models grounded in the principles of Realistic Mathematics Education (RME). Each model contains six sequential activities comprising one contextual situation and five guided mathematical problems. The first model employs viewer-growth data from the TikTok account @raimlaode94 to support students in constructing the arithmetic sequence formula (Un) through repeated addition and ratio tables. The second model uses engagement data from the TikTok account @jeromepolin98 to guide students in deriving the arithmetic series formula (Sn) using structured tables, ratio columns, and visual folding strategies. Both trajectories are collaboratively implemented using Canva to maximize the pedagogical use of digital devices. This study provides a theoretically grounded and scalable framework that connects students’ informal digital experiences with formal mathematical reasoning in technology-enhanced classrooms.

Dados da obra

Tipo: Artigo
Periódico: Journal of Honai Math, v. 8, n. 3, p. 501-516
Editora: Universitas Papua
Ano: 2026 (2026-04)
Idioma: en
Palavras-chave: arithmetic sequences and series; digital classrooms; hypothetical learning trajectories; popular contexts; realistic mathematics education; tiktok
DOI: 10.30862/jhm.v8i3.1038
ISSN: 2615-2185, 2615-2193
Acesso: Acesso aberto
Fontes: DOAJ — Directory of Open Access Journals
Na Biblioteca desde: 01/11/2026 · verificada em 01/11/2026

Como citar

ABNT
WANGSA, Arma et al.. Integrating Popular Digital Contexts into Realistic Mathematics Education: Designing a Hypothetical Learning Trajectory for Arithmetic Sequences and Series. Journal of Honai Math, v. 8, n. 3, p. 501-516, 2026. DOI: https://doi.org/10.30862/jhm.v8i3.1038.

APA

Wangsa, A., Rahayu, D. S., Wahdaniah, P., & Umasugi, S. M. (2026). Integrating Popular Digital Contexts into Realistic Mathematics Education: Designing a Hypothetical Learning Trajectory for Arithmetic Sequences and Series. Journal of Honai Math, 8(3), 501-516. https://doi.org/10.30862/jhm.v8i3.1038

BibTeX

@article{wangsa2026,
  author = {Wangsa, Arma and Rahayu, Deti Sri and Wahdaniah, Putri and Umasugi, Sitti Mutia},
  title = {Integrating Popular Digital Contexts into Realistic Mathematics Education: Designing a Hypothetical Learning Trajectory for Arithmetic Sequences and Series},
  year = {2026},
  journal = {Journal of Honai Math},
  volume = {8},
  number = {3},
  pages = {501-516},
  publisher = {Universitas Papua},
  doi = {10.30862/jhm.v8i3.1038},
  language = {en}
}

RIS

TY  - JOUR
AU  - Wangsa, Arma
AU  - Rahayu, Deti Sri
AU  - Wahdaniah, Putri
AU  - Umasugi, Sitti Mutia
TI  - Integrating Popular Digital Contexts into Realistic Mathematics Education: Designing a Hypothetical Learning Trajectory for Arithmetic Sequences and Series
PY  - 2026
JO  - Journal of Honai Math
VL  - 8
IS  - 3
SP  - 501
EP  - 516
DO  - 10.30862/jhm.v8i3.1038
LA  - en
ER  -

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