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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Journal of Mathematics Education and Application (JMEA) Hijri AKSIOMA ZERO : Jurnal Sains, Matematika dan Terapan Syntax Literate: Jurnal Ilmiah Indonesia Hasil Pengabdian Kepada Masyarakat Al-MARSHAD: Jurnal Astronomi Islam dan Ilmu-Ilmu Berkaitan Jurnal Pendidikan Matematika Raflesia JURNAL PENELITIAN PENDIDIKAN MIPA JURNAL TARBIYAH Malikussaleh Journal of Mathematics Learning (MJML) Alignment: Journal of Administration and Educational Management Zero : Jurnal Sains, Matematika, dan Terapan JURNAL PENDIDIKAN TAMBUSAI Jurnal Cendekia : Jurnal Pendidikan Matematika Prima: Jurnal Pendidikan Matematika MAJU : Jurnal Ilmiah Pendidikan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Attaqwa: Jurnal Ilmu Pendidikan Islam MES: Journal of Mathematics Education and Science Best Journal (Biology Education, Sains and Technology) Indonesian Journal of Education and Mathematical Science Journal of Applied Engineering and Technological Science (JAETS) PHI: Jurnal Pendidikan Matematika Jurnal Sintaksis : Pendidikan Guru Sekolah Dasar, IPA, IPS dan Bahasa Inggris SEPREN: Journal of Mathematics Education and Applied Community Development Journal: Jurnal Pengabdian Masyarakat Ihsan: Jurnal Pengabdian Masyarakat Journal of Computer Science, Information Technology and Telecommunication Engineering (JCoSITTE) Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP Journal of Education and Teaching Learning Journal Mathematics Education Sigma [JMES] Mosharafa: Jurnal Pendidikan Matematika Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] Syntax: Journal of Software Engineering, Computer Science and Information Technology Djtechno: Jurnal Teknologi Informasi Tsaqila Jurnal Pendidikan dan Teknologi Jurnal MathEducation Nusantara Innovative: Journal Of Social Science Research Jurnal Penelitian Pendidikan MIPA Kohesi: Jurnal Sains dan Teknologi Attaqwa:Jurnal Ilmu Pendidikan Islam Aksaqila International Humanities and Social Sciences [AIHSS] Journal Hanif Journal of Information Systems Journal of Technology and Computer (JOTECHCOM) JUDIS : Jurnal Multidisiplin dan Sains
Irvan, Irvan
Universitas Muhamamdiyah Sumatera Utara
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Effectiveness of Quizizz Gamification Mastery Peak Model on Critical Thinking and Collaboration Skills of Junior High School Students Akhir Andika Aritonang; Irvan Irvan
JMEA : Journal of Mathematics Education and Application Vol 4, No 2 (2025): Juni
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i2.20552

Abstract

This study aims to examine the effectiveness of implementing Quizizz gamification based on the Mastery Peak model in improving students' critical thinking and collaboration skills at SMP IT Madani. A quasi-experimental method with a pretest–posttest control group design was used. The sample consisted of 60 eighth-grade students, divided into two groups: an experimental group (using Mastery Peak Quizizz) and a control group (conventional learning), each consisting of 30 students. The instruments used included descriptive tests to measure critical thinking and a Likert scale questionnaire to assess collaboration skills. The results showed that the experimental group improved their critical thinking posttest scores from 63.67 to 84.50, with a normalized gain (N-Gain) of 0.56 (medium–high category), while the control group improved from 65.67 to 75.67 (N-Gain = 0.30). This difference was statistically significant (p = 0.0005). In terms of collaboration, the experimental group's scores increased from 60.87 to 88.53 (N-Gain = 0.71), while the control group increased from 61.93 to 74.27 (N-Gain = 0.37), also showing a significant difference. The most improved dimensions were open communication and joint decision-making. These findings provide practical insights that Mastery Peak-based gamification is effective not only in enhancing cognitive achievement but also in fostering social interaction and teamwork. Therefore, this strategy is recommended as a relevant and transformative instructional approach for developing 21st-century skills.
The Relationship between Breakfast Habits and Mathematics Learning Concentration among Seventh-Grade Students at MTs Al-Amin Kampung Pajak Arni Apriani; Irvan Irvan
JMEA : Journal of Mathematics Education and Application Vol 4, No 3 (2025): Oktober
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i3.26868

Abstract

This study aims to examine the relationship between breakfast habits and concentration in mathematics learning among seventh-grade students at MTs Al-Amin Kampung Pajak. The research employed a quantitative approach with a correlational design. Data were collected from 59 students using structured interviews, supported by teacher observations. The instrument underwent content validation by experts and was refined through a pilot test prior to implementation. The collected data were categorized into two nominal variables: breakfast habits (had breakfast vs. skipped breakfast) and concentration levels (high vs. low). The Phi coefficient (φ) was used for statistical analysis, supported by the chi-square test. The findings show a perfect correlation (φ = 1.0) between breakfast habits and learning concentration. All students who had breakfast exhibited high concentration, while all students who skipped breakfast demonstrated low concentration. The chi-square test yielded a value of 59, which exceeds the critical values at both 5% and 1% significance levels. These results indicate a statistically significant and strong positive relationship between breakfast consumption and mathematics learning concentration. The study concludes that breakfast is a critical external factor that enhances students’ cognitive readiness and supports academic success, particularly in mathematics.
Integrating Visualisation and Spatial Reasoning (VSR) with Realistic Mathematics Education (RME) in Junior High School Mathematics: A Study in Southeast Aceh, Indonesia Nuri Irmayani; Irvan Irvan
JMEA : Journal of Mathematics Education and Application Vol 4, No 2 (2025): Juni
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i2.20547

Abstract

The low levels of students’ critical and creative thinking skills in mathematics remain a major challenge in 21st-century education. One key factor is the limited use of approaches that foster spatial visualization and contextual conceptual understanding. This study aims to examine the effectiveness of integrating the Visualisation and Spatial Reasoning (VSR) approach with Realistic Mathematics Education (RME), supported by digital technology, in improving the critical and creative thinking abilities of junior high school students in Southeast Aceh, Indonesia. The research used a quasi-experimental method with a pretest–posttest control group design. The sample consisted of two eighth-grade classes: the experimental class received VSR–RME-based instruction using digital media (e.g., GeoGebra and spatial animations), while the control class received conventional instruction. The research instruments were essay-type tests on critical and creative mathematical thinking, validated and proven reliable (α = 0.82). Data analysis included independent t-tests and normalized gain calculations. The results showed a significant difference between the groups, with the experimental class achieving a higher normalized gain of 0.68 (moderate–high category) compared to 0.41 (moderate category) in the control class. These findings indicate that the integrated VSR–RME approach is more effective in enhancing students' critical and creative thinking. The integration of visual–spatial reasoning, contextual learning, and digital technology is recommended as an innovative model for fostering higher-order thinking in mathematics education.
A Quantitative Study on the Implementation of the Constructivist Approach and Its Impact on Students' Critical Thinking Skills Syafrizal Siregar; Irvan Irvan
JMEA : Journal of Mathematics Education and Application Vol 4, No 3 (2025): Oktober
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i3.26869

Abstract

Mathematics is often perceived as an abstract and difficult subject by students, especially when learning topics such as Sequences and Series. The constructivist approach is considered effective in helping students build their own understanding through active involvement in the learning process, which in turn enhances their critical thinking skills. This study aims to quantitatively evaluate the impact of implementing a constructivist approach on students’ critical thinking skills in mathematics learning. A pre-experimental one-group pretest-posttest design was used, involving 32 tenth-grade students from the Industrial Computer and Network Engineering (TKJ Industri) program at SMKS Muhammadiyah 9 Medan in the 2024/2025 academic year. Data were collected using critical thinking tests administered before and after the learning intervention. Analysis involved descriptive statistics, normality tests, paired sample t-tests, and N-Gain calculations. Results indicated a significant improvement in students’ critical thinking scores, with the average score increasing from 54.06 to 77.19. The paired sample t-test yielded a significance value of 0.000 (p 0.05), and the N-Gain score was 0.50, indicating a moderate level of effectiveness. These findings suggest that implementing the constructivist approach positively impacts students' critical thinking development.
The Role of the TIMPERSARI Teaching Aid in Enhancing Students’ Mathematical Problem-Solving Skills in One-Variable Linear Equations Zenfiqa Aditya Ramadhani Br Sitepu; Irvan Irvan; Tua Halomoan Harahap
JMEA : Journal of Mathematics Education and Application Vol 4, No 2 (2025): Juni
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i2.20559

Abstract

This study aims to examine the role of the TIMPERSARI (Linear Equation Balance Scale) teaching aid in improving students' mathematical problem-solving abilities on the topic of One-Variable Linear Equations (PLSV). The background of the study stems from the low level of basic algebraic concept understanding and the limited use of concrete media in junior high school mathematics learning. This research employed a descriptive qualitative approach with data collection techniques including classroom observation, student worksheets, student reflections, teacher interviews, and documentation. The results indicated that the use of the TIMPERSARI tool significantly enhanced students’ conceptual understanding of equivalence, encouraged more systematic problem-solving strategies, and fostered students’ affective and collaborative engagement. Additionally, students' reflections and teacher interviews revealed positive responses to the media implementation, both in terms of conceptual understanding and learning motivation. This study concludes that TIMPERSARI is effective in bridging abstract concepts into meaningful, concrete experiences and is a viable innovative alternative in junior high school mathematics education.
A Systematic Literature Review on the Effectiveness of GeoGebra in Mathematics Education in the Digital Era Dini Izdahara; Irvan Irvan
JMEA : Journal of Mathematics Education and Application Vol 4, No 3 (2025): Oktober
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i3.26825

Abstract

The integration of digital technologies in mathematics education has become increasingly essential in the digital era. GeoGebra, an interactive mathematics software that combines algebra, geometry, calculus, and statistics, has been widely used to support visual and student-centered learning. This study aims to systematically review the literature on the effectiveness of GeoGebra in mathematics education by analyzing ten peer-reviewed articles published between 2020 and 2025. Using a qualitative descriptive design and systematic literature review method, the selected studies were examined in terms of their educational level, research design, and key findings.The results indicate that GeoGebra significantly enhances students’ conceptual understanding, visualization skills, problem-solving ability, and critical thinking. Moreover, it fosters greater engagement and motivation, particularly when integrated into interactive or constructivist learning settings. However, the review also identified challenges, including teacher readiness, technological infrastructure limitations, and a lack of focus on long-term and non-cognitive outcomes. These findings highlight the need for professional development, pedagogical alignment, and institutional support to optimize GeoGebra’s impact. Overall, GeoGebra holds strong potential as a transformative tool in mathematics instruction, provided its implementation is contextually and pedagogically supported.
Bayesian Regression Analysis of Junior High School Students' Mathematics Achievement: The Role of Study Duration, Gender, and Task Completion Time Maria Magdalena; Irvan Irvan
JMEA : Journal of Mathematics Education and Application Vol 4, No 3 (2025): Oktober
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i3.26827

Abstract

This study investigates the influence of daily study duration, task completion time, and gender on junior high school students' mathematics achievement using a Bayesian regression approach. The research was conducted at Sutomo Junior High School in Medan with a purposive sample of 19 seventh-grade students. Data were collected through a structured questionnaire and a mathematics achievement test, and analyzed using JASP software. Descriptive statistics were used to summarize student behavior, while Bayesian linear regression assessed the impact of the predictor variables. The results revealed that neither study duration nor task completion time significantly predicted mathematics achievement. Both variables showed a weak negative association with academic performance, suggesting that longer study or test-taking times do not necessarily yield better outcomes. The Bayes Factors indicated anecdotal or weak evidence in favor of the models. These findings highlight the limited predictive power of time-based behavioral indicators and emphasize the importance of study quality, learning strategies, and cognitive efficiency. The study contributes methodologically by demonstrating the utility of Bayesian analysis in small-sample educational research and offers insights for developing more comprehensive models of academic success
Development of KOMAT: A Problem-Based Learning Comic Media to Enhance Students’ Motivation and Learning Outcomes in Mathematics Annisa Nur Hasanah; Irvan Irvan
JMEA : Journal of Mathematics Education and Application Vol 4, No 3 (2025): Oktober
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i3.26828

Abstract

This study aims to develop and assess the effectiveness of KOMAT (Mathematics Comic Media) integrated with a Problem-Based Learning (PBL) approach to improve students' motivation and learning outcomes in the topic of Systems of Linear Equations in Two Variables (SPLDV). The research employed the ADDIE development model consisting of analysis, design, development, implementation, and evaluation phases. The product was validated by material and media experts and tested on 28 eighth-grade students at SMP Negeri 42 Medan. Research instruments included expert validation sheets, pretest and posttest assessments, and student response questionnaires. The validation results showed that KOMAT was highly valid, with a score of 97% from material experts and 94% from media experts. Learning outcomes improved significantly, with average scores increasing from 59% (pretest) to 88% (posttest), yielding an N-Gain of 0.71 in the high category. Furthermore, student responses averaged 88%, indicating very good engagement and motivation. These findings suggest that KOMAT is a pedagogically effective and engaging media that supports conceptual understanding and learner motivation in mathematics. Future research is recommended to explore broader applications across topics and digital formats.
Co-Authors Ade Ruqayah Lubis Afrianto, Rikky Agus Syafrizal Ahmad Muarif Boangmanalu Akbar, Rahmat Akhir Andika Aritonang Akrim, Akrim Al Khowarizmi Amini Amini Amini Anak Agung Gede Sugianthara Anin Saraswati Azhari Annisa Annisa Annisa Nur Hasanah Aprilia Simatupang Aqilah Tahara Ardiningtyas, Mesayu Arni Apriani Astri Novia Siregar Atika Erlina Nasution Atikah Adzra Dalimunthe Aulia, Arief Azis, Zainal Bonyah, Ebenezer Chairul Fatharani Dalimunthe, Yulia Agustina Dani Zonries Siahaan Dedy Irwan Dewi, Suri Kartika Diah Ayu Pertiwi Dini Izdahara Doly Nasution, Marah Dongoran, Faisal Rahman Ebenezer Bonyah Edi Suherman Edi Syahputra Edi Syahputra Edi Syahputra Edrian Hardinata Edy Rahman Syahputra, Edy Rahman Elfrianto ., Elfrianto Elisabet Simamora Ellis Mardiana Pangabean Ellis Mardiana Panggabean Epi Nurlinda Erwin Erwin Erwin Erwin Eva Natalina Siburian Fachrul Rozi Lubis Fadwa Syahida Habibi Ramdani Safitri Hafiza Yusni Halim Maulana Hartati, Triayuni Hasanuddin Hasanuddin Hasibuan, Havidah Adawiyah Hendrik Hotniati Silitonga Hutapea, Rotua Sriyanti Ida Karnasih Ilham Khairi Siregar Imelda Ani Yolanda Marbun Indah Rahmasari Irvan Irvan Ismail Hanif Batubara Isra Retno Sari Johannes Gultom Kama Robbayani Kamaruddin Kamaruddin Khoirunnisa Khoirunnisa Kurnia Putri Leo Hermawan Lestarina Matondang Lilik Subagio Lubis, Arif Ridho Lubis, Husni Lutfi Basit M.Pd, Akrim Maradoly Marah Dolly Nasution Marah Dolly Nasution Marah Doly Nasution Marah doly Nst Maria Magdalena Maslaha Maslaha Maslaha Maslaha Mintahul Rizka Nasution Muhammad Fikri Muhammad Firman Annur Muharman Lubis Muliawan Firdaus Mushlihuddin, Rahmat Natalina Panggabean Nirmawati Nirmawati Nur Alfiani Hafidzah Nurhasanah Nurhasanah Nuri Irmayani Nurjamiyah, Nurjamiyah Nusantara, Badai Charamsar Putri, Linda Syah Putri, Sefni Rahma Putri, Sefni Rama Rahmad Wahyudi Rahmat Mushlihuddin Rahmat Mushlihuddin Rahmat Muslihuddin Ramadhan, M. Fajri Ramadhana, Muhammad Wira Rambe, Siti Fatimah Rapani Rapani Ridwan Ramadhan Riefni Diana Lubis Rina Ardillah Lubis Rini Mulyasari Rini Triana Rizki Kurniawan Rangkuti Romaida Nababan Romantica, Krishna Prafidya Romantica, Krishna Prafidya Saira Tassa Salsya Fadliyah Siregar Saputra Saputra Sarman Hadi, Nanang Septiana Dewi Andriana, Septiana Dewi Simangunsong, Alfauzan Ramadhanny Sinuraya, M. Fahriza Sinuraya, M.Fahriza Siswadi, Siswadi Sitanggang, Ekosusilo Siti Aminah Manurung Siti Rahma Dhani Siti Suprihatiningsih Sri Eka Rindana Sri Nurabdiah Pratiwi Subaini Subaini Sundung Gurning Surya Najma Surya Wisada Dachi Syafrizal Siregar Syafrizal, Agus Syaipul Rizki Simanullang Tua Halomoan Harahap Tua Halomoan Harahap, Tua Halomoan Waskito Waskito Wirda Loka Yana Tasya Damanik Zahedi, Zahedi Zainal Azis Zainal Azis Zenfiqa Aditya Ramadhani Br Sitepu Zulfi Amri