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All Journal AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika OMEGA: Jurnal Keilmuan Pendidikan Matematika
Selpiana Selpiana
Universitas Negeri Makassar
Mathematics

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Literature Review: Misconceptions of 7th Grade Students on the Concepts of Direct and Inverse Proportion Selpiana Selpiana; Usman Mulbar
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 4 No. 3 (2025): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v4i3.1084

Abstract

Direct and inverse proportionality are important concepts in junior high school mathematics, yet seventh-grade students often experience misconceptions regarding these topics. This study aims to identify the types of misconceptions, their underlying causes, and effective instructional strategies to address them. The method used is a literature review of 22 articles from credible sources, including Sinta-indexed journals, Scopus, International journals, and Google Scholar. The analysis results indicate that student misconceptions mostly stem from underdeveloped conceptual understanding, limited mathematical reasoning skills, and low metacognitive abilities. The difficulties include errors in distinguishing between direct and inverse proportionality, challenges in applying mathematical principles, inability to represent concepts visually and symbolically, and difficulties in evaluating and reflecting on problem-solving steps. Other contributing factors include monotonous exercise routines, insufficiently supportive online learning, and students’ sensitivity to the context of word problems. Recommended instructional strategies include targeted remedial programs, the use of interactive media such as GeoGebra, the development of POE-based Learning Activity Sheets LKPD, Discovery Learning approaches, and exercises that promote critical reasoning. These findings are expected to serve as a reference for teachers and policymakers in designing more effective mathematics instruction.
Literature Review: Implementation of a Differentiated Problem-Based Learning Model to Improve Mathematical Literacy Selpiana Selpiana; Alim Bahri Mahmul; Asdar Asdar
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 1 (2026): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v5i1.1149

Abstract

Mathematical literacy is an essential competence in mathematics education; however, numerous studies indicate that students’ mathematical literacy in Indonesia remains at a low to moderate level. This study aims to systematically examine the condition and challenges of students’ mathematical literacy in Indonesia, the factors contributing to low mathematical literacy in conventional instruction, the implementation of Problem-Based Learning (PBL) integrated with differentiated instruction as a learning solution, as well as the strengths and limitations of applying differentiated PBL in mathematics learning. This study employed a literature review method by analyzing 21 relevant scientific articles published between 2023 and 2025. Data were analyzed using a qualitative descriptive approach through the classification and synthesis of research findings based on four analytical focuses. The findings reveal that low mathematical literacy is characterized by students’ difficulties in understanding contextual problems, modeling mathematical situations, and interpreting solutions. The main contributing factors include teacher-centered instruction, the dominance of procedural exercises, limited real-world contexts, and the lack of accommodation for students’ diverse characteristics. The implementation of differentiated PBL has been shown to effectively improve mathematical literacy and its supporting skills, although challenges remain in terms of lesson planning, time allocation, teacher readiness, and authentic assessment.
TELAAH KRITIS BUKU MATEMATIKA TINGKAT LANJUT SMA/MA KELAS XII KURIKULUM MERDEKA PADA MATERI INTEGRAL Selpiana Selpiana; Nurhafifah Asmad; Muhammad Ammar Naufal
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol. 13 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v13i1.32065

Abstract

Penelitian ini bertujuan untuk menelaah secara kritis buku Matematika Tingkat Lanjut SMA/MA Kelas XII Kurikulum Merdeka pada materi kalkulus integral. Telaah difokuskan pada aspek penyajian peta konsep, relevansi materi dengan tujuan pembelajaran, esensi dan relevansi materi, permasalahan urgent materi, beserta evaluasi kelebihan dan kekurangan buku teks. Penelitian ini menggunakan pendekatan kualitatif dengan metode analisis dokumen terhadap bab integral dalam buku teks yang diterbitkan oleh Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi tahun 2022. Data dianalisis melalui identifikasi struktur materi, analisis kejelasan konsep, keterkaitan antarkonsep, serta evaluasi tingkat kognitif latihan soal. Hasil penelitian menunjukkan bahwa secara umum buku telah menyajikan materi integral secara sistematis dan relevan dengan CP Kurikulum Merdeka. Namun demikian, masih ditemukan dominasi pendekatan prosedural, keterbatasan penguatan pemahaman konseptual, minimnya keterkaitan eksplisit antara integral tak tentu dan integral tentu melalui Teorema Dasar Kalkulus, serta rendahnya proporsi soal yang mendukung kemampuan berpikir tingkat tinggi (HOTS). Oleh karena itu, diperlukan pengembangan penyajian konsep dan latihan soal agar pembelajaran integral lebih bermakna dan selaras dengan tujuan Kurikulum Merdeka.
Co-Authors Alim Bahri Mahmul Asdar . Muhammad Ammar Naufal Nurhafifah Asmad Usman Mulbar