ALFAMath: Jurnal Pendidikan Matematika publishes high-quality scholarly articles that contribute to the advancement of research and practice in mathematics education, mathematics teaching and learning, and innovation in mathematics education. The journal welcomes contributions from researchers, academics, lecturers, teachers, graduate students, education practitioners, and policymakers from Indonesia and around the world.

ALFAMath accepts original empirical research articles, design and development research in mathematics education, systematic literature reviews, and meta-analyses employing rigorous, transparent, and appropriate research methodologies.

Scope

The scope of ALFAMath: Jurnal Pendidikan Matematika includes, but is not limited to:

1. Theories and practices of mathematics education.
2. Mathematics teaching and learning at all educational levels.
3. Curriculum and instructional design in mathematics education.
4. Methods, strategies, approaches, and models of mathematics teaching.
5. Mathematical thinking, reasoning, problem-solving, communication, and representation.
6. Mathematical literacy, numeracy, and mathematical modelling.
7. Assessment and evaluation in mathematics education.
8. Technology integration and digital innovation in mathematics teaching and learning.
9. Development of mathematics learning media, teaching materials, modules, and learning resources.
10. Ethnomathematics, culture, and local wisdom in mathematics education.
11. Cognitive, affective, metacognitive, and socio-cultural aspects of mathematics learning.
12. Mathematics teacher education and professional development.
13. Inclusive, equitable, and differentiated mathematics education.
14. STEM, STEAM, and interdisciplinary approaches to mathematics education.
15. Educational policies, reforms, and contemporary issues in mathematics education.

ALFAMath gives particular attention to innovative, culturally responsive, technology-enhanced, and inclusive practices in mathematics education. The journal prioritizes manuscripts demonstrating originality, methodological rigor, scholarly significance, and clear theoretical, methodological, or practical contributions to the field.

Studies conducted in specific local or cultural contexts are welcome, provided that they offer broader implications for mathematics education research or practice.

The journal does not consider manuscripts in pure mathematics without explicit educational relevance, general psychological studies unrelated to mathematics teaching and learning, community service reports, descriptive classroom reports lacking substantial scholarly analysis, or development studies that focus solely on validity, practicality, or participant satisfaction without meaningful scholarly contributions.