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All Journal Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) JIPMat (Jurnal Ilmiah Pendidikan
Mardiyana
Universitas Sebelas Maret
Education Mathematics Social Sciences

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A Systematic Literature Review of the Use of Pop-Up Books in Mathematics Education: Trends, Methods, and Learning Outcomes Ankai Wahyuni Tanjung Handayani; Mardiyana; Laila Fitriana; Farida Nurhasanah
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 2 (2026): JRPIPM AGUSTUS 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n2.p172-187

Abstract

Mathematics learning requires instructional media that can help students understand abstract concept in a more meaningful and engaging way. One medium that has attracted increasing attention is pop-up book. Although numerous studies have investigated the use of pop-up books in mathematics education, the finding remain scattered across different educational levels, mathematical topics, and research approaches.  Therefore, a comprehensive synthesis is needed to prove a clearer understanding of research trends and finding in this area.  This study aims to analyze the implementation of pop-up book in mathematics learning through a Systematic Literature Review (SLR) approach. The review was conducted using the PRISMA framework. Data were collected from Scopus, Semantic Scholar, and Google Scholar, with publication period between 2016 and 2025.  After the screening process, 23 articles met the established criteria.  The findings indicate that pop-up book are most frequently applied in geometry topics, especially at the elementary and junior high school levels.   Research and Development (R & D) was the most commonly used approach with pop-up book primarily serving as instructional media. Overall, the reviewed studies reported positive effects on students’ learning motivation, conceptual understanding, and problem-solving skills, mathematics communication, and learning achievement.  In conclusion, pop-up book have considerable potential to support mathematics learning across various topics and educational levels.  However, existing studies mainly focus on teacher developed media, while students ‘involvement in designing and creating pop-up book remain largely unexplored. Future research should investigate student-centered approaches that integrate pop-up book creation into mathematics learning.
KESALAHAN SISWA DALAM MENYELESAIKAN SOAL TRIGONOMETRI DITINJAU DARI LITERASI NUMERASI PADA LEVEL KOGNITIF KNOWING, APPLYING, DAN REASONING Deby Viyana; Mardiyana; Riyadi; Budi Usodo
JIPMat Vol. 10 No. 1 (2025): JIPMat (Jurnal Ilmiah Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/a89f6n50

Abstract

Literasi numerasi merupakan kemampuan berpikir dengan konse dan prosedur serta fakta dan alat matematika untuk menyelesaikan masalah yang berkaitan dengan diri, lingkungan sekitar dan masyarakat. Penelitian ini bertujuan untuk mendeskripsikan kesalahan siswa SMA dalam mengerjakan soal trigonometri ditinjau dari literasi numerasi pada level kognitif knowing, applying, dan reasoning. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Subjek penelitian merupakan siswa SMA kelas X. Analisis data dalam penelitian ini terdiri dari tiga langkah yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Dari penelitan ini menunjukkan adanya kesalahan siswa dalam menngerjakan soal trigonometri ditinjau dari literasi numerasi. Kesalahan siswa pada level kognitif pemahaman (knowing) adalah siswa belum memahami konsep, belum memahami fakta berupa simbol dan notasi, mengalami kesalahan proses dan prosedur, dan tidak mengambil informasi dari tabel dengan benar. Pada level kognitif penerapan (applying), siswa tidak memilih strategi yang tepat, tidak menerapkan strategi berupa konsep dan prosedur dengan benar, dan salah menafsirkan informasi soal. Pada level kognitif penalaran (reasoning), siswa belum dapat menganalisis berdasarkan informasi pada soal, belum dapat menghubungkan antara beberapa konsep, belum menggunakan strategi tepat dan tidak memberikan alternatif solusi lain, siswa belum dapat menarik kesimpulan, dan keliru memberikan argumen matematis dalam membuat justifikasi.
Co-Authors Ankai Wahyuni Tanjung Handayani Budi Usodo Deby Viyana Farida Nurhasanah Fitriana, Laila Riyadi