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All Journal Sainmatika: Jurnal Sains dan Matematika AKSIOMA Jurnal Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika SEMIRATA 2015 Desimal: Jurnal Matematika Jurnal Pendidikan Matematika (Kudus) Journal of Educational Research and Evaluation Jurnal Ilmiah Sekolah Dasar Jurnal Gemaedu de Fermat : Jurnal Pendidikan Matematika IJECA (International Journal of Education and Curriculum Application) Kognitif: Jurnal Riset HOTS Pendidikan Matematika Pedagogy : Jurnal Pendidikan Matematika Journal of Educational Sciences Edumatica: Jurnal Pendidikan Matematika Jurnal Karya Abdi Masyarakat Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Pengabdian Masyarakat Pinang Masak SWAGATI: Journal of Community Service JPEMAS: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan MIPA
Rohati Rohati
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Religion Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS SISWA DALAM MEYELESAIKAN PEMECAHAN MASALAH OPEN – ENDED PADA MATERI TEOREMA PYTHAGORAS Zahra, Afifa Nabila; Rohati, Rohati; Marlina, Marlina
Pedagogy: Jurnal Pendidikan Matematika Vol. 11 No. 1 (2026): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/s5a8j875

Abstract

Kemampuan representasi matematis berperan penting dalam proses pemecahan masalah, khususnya pada soal open-ended yang menuntut fleksibilitas berpikir siswa. Penelitian ini bertujuan untuk menganalisis kemampuan representasi matematis siswa dalam menyelesaikan masalah open-ended pada materi Teorema Pythagoras. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian dipilih berdasarkan kategori kemampuan representasi matematis tinggi, sedang, dan rendah. Data dikumpulkan melalui tes tertulis berbentuk soal open-ended serta wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa terdapat perbedaan karakteristik representasi matematis pada setiap kategori kemampuan. Siswa dengan kemampuan tinggi mampu mengintegrasikan representasi verbal, visual, dan simbolik secara tepat dan fleksibel. Siswa kategori sedang mampu menggunakan representasi verbal dengan cukup baik, namun masih mengalami kesulitan dalam konsistensi representasi visual dan simbolik. Sementara itu, siswa kategori rendah belum mampu mengonstruksi representasi matematis secara sistematis dan mengalami kesulitan dalam mentransformasikan permasalahan ke dalam model matematika. Temuan ini menunjukkan bahwa tingkat kemampuan dasar siswa memengaruhi kualitas dan kelengkapan representasi matematis yang digunakan dalam pemecahan masalah open-ended pada materi Teorema Pythagoras.
ANALISIS KEMAMPUAN ARGUMENTASI MATEMATIS SISWA DALAM PENYELESAIAN SOAL OPEN-ENDED PADA SISWA SMP KELAS VIII Hasanah, Uswatun; Rohati, Rohati; Marlina, Marlina
Pedagogy: Jurnal Pendidikan Matematika Vol. 11 No. 1 (2026): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/exb8a520

Abstract

Kemampuan argumentasi matematis merupakan salah satu kompetensi penting yang harus dimiliki siswa dalam pembelajaran matematika, khususnya dalam menyelesaikan soal open-ended yang menuntut penalaran, justifikasi, dan komunikasi matematis. Namun, pada kenyataannya, banyak siswa masih mengalami kesulitan dalam menyusun argumentasi matematis yang logis, sistematis, dan lengkap, terutama pada materi bilangan berpangkat. Kondisi ini menunjukkan pentingnya dilakukan analisis mendalam terhadap kemampuan argumentasi matematis siswa. Penelitian ini bertujuan untuk menganalisis kemampuan argumentasi matematis siswa dalam menyelesaikan soal open-ended pada materi bilangan berpangkat. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan melibatkan siswa kelas VIII SMP sebagai subjek penelitian. Data dikumpulkan melalui tes soal open-ended dan wawancara semi terstruktur, kemudian dianalisis menggunakan kerangka argumentasi Toulmin yang meliputi claim, data, warrant, backing, qualifier, dan rebuttal. Hasil penelitian menunjukkan bahwa kemampuan argumentasi matematis siswa berada pada kategori yang bervariasi, dimana sebagian siswa mampu menyampaikan claim dan data dengan baik, namun masih mengalami kesulitan dalam menyusun warrant, backing, qualifier, dan rebuttal secara lengkap. Kesulitan tersebut disebabkan oleh kurangnya pemahaman konsep dan kurangnya pengalaman dalam menyelesaikan soal open-ended. Oleh karena itu, diperlukan strategi pembelajaran yang dapat mendukung pengembangan kemampuan argumentasi matematis siswa secara optimal.
Designing a Project-Based Learning Worksheet: Validity and Feasibility Evidence from the Geometrocity Project Wibowo, Fadhia Aliva; Rohati, Rohati; Nusantara, Duano Sapta; Kumalasari, Ade
Edumatica : Jurnal Pendidikan Matematika Vol 16 No 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v16i1.49315

Abstract

Students often struggle to express mathematical ideas through multiple external representations, particularly when learning polyhedral geometry that requires coordination of visual, verbal, and symbolic forms. This study aims to design a project-based learning worksheet and examine its validity and feasibility through the Geometrocity project. In this activity, students construct a miniature city as a contextual medium to explore geometric concepts while engaging with structured representational tasks. The study follows the ADDIE development framework and is limited to the development stage. The focus lies on producing a valid and feasible learning tool rather than measuring classroom effectiveness. Two material experts and one media expert evaluated the worksheet using validation instruments that assess content accuracy, language clarity, instructional presentation, and graphical design. Quantitative ratings were analyzed using descriptive statistics, while qualitative feedback supported iterative product revisions. The results indicate that the Geometrocity worksheet achieved high validity scores across all assessed aspects and met the criteria for feasibility. These findings suggest that the worksheet is suitable for use in further implementation studies. This study contributes a project-based worksheet that integrates structured representational activities within contextual geometry tasks.
Implementing an Ethnomathematics Approach to Enhance Mathematical Connection Skills of Junior High School Students Marbun, Trivena; Kamid, Kamid; Rohati, Rohati
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.32450

Abstract

Ethnomathematics offers a culturally responsive pathway for connecting formal mathematics with students’ lived experiences, yet empirical evidence regarding its effect on mathematical connection skills remains limited. This study examined the effectiveness of an ethnomathematics approach based on Jambi local culture in improving junior high school students’ mathematical connection skills in solid geometry. A quasi-experimental nonequivalent control group design was employed with 64 eighth-grade students from SMP Negeri 1 Muaro Jambi, divided equally into experimental and control groups. The experimental group received culturally contextualized instruction using Jambi cultural objects, whereas the control group followed conventional mathematics teaching. Data were collected through a mathematical connection skills test covering connections among mathematical concepts, between mathematics and other disciplines, and between mathematics and everyday life. Because the posttest data were not normally distributed, group differences were analyzed using the Mann–Whitney U test, followed by effect-size estimation. The experimental group achieved a higher mean posttest score than the control group, 66.88 compared with 33.75, and showed a more favorable distribution of achievement levels. The difference was statistically significant at p < .001, with a large effect size of r = .657. These findings indicate that integrating Jambi local culture into mathematics instruction can substantially strengthen students’ ability to construct, transfer, and apply mathematical relationships. The study positions ethnomathematics as an evidence-based instructional strategy that advances mathematical understanding while reinforcing cultural relevance in secondary mathematics education. 
MENINGKATKAN CREATIVE SELF-EFFICACY SISWA: PENGARUH MODEL CREATIVE COLLABORATIVE MATHEMATICAL REASONING PADA PEMBELAJARAN MATEMATIKA Rizkia, Fajrul Hidayatullah; Rohati, Rohati; Kumalasari, Ade
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2481

Abstract

21st-century mathematics education demands students’ self-confidence in developing creative ideas; however, instructional practices remain teacher-centered, resulting in low student Creative Self-Efficacy (CSE). As a solution, a learning model that integrates creativity and collaboration through Creative Collaborative Mathematical Reasoning (CCMR) is required. This study aims to determine the effect of the CCMR model on the CSE of eighth-grade students at MTsN 1 Tanjung Jabung Barat. The research method employed was a quasi-experiment with a Non-Equivalent Control Group Design. The research population consisted of six classes, from which samples were selected using a purposive sampling technique based on an ANOVA equivalence test, resulting in class VIII A as the experimental group and class VIII B as the control group. The research instrument was a CSE questionnaire that had been tested for validity and reliability. Data analysis involved normality, homogeneity, and independent sample t-tests. The results showed a significant difference between the experimental and control classes, with a significance value of  and a  of  The average CSE of the experimental class was higher than that of the control class. Consequently, the CCMR learning model has a positive effect on increasing students’ Creative Self-Efficacy in mathematics21st-century mathematics education demands students’ self-confidence in developing creative ideas; however, instructional practices remain teacher-centered, resulting in low student Creative Self-Efficacy (CSE). As a solution, a learning model that integrates creativity and collaboration through Creative Collaborative Mathematical Reasoning (CCMR) is required. This study aims to determine the effect of the CCMR model on the CSE of eighth-grade students at MTsN 1 Tanjung Jabung Barat. The research method employed was a quasi-experiment with a Non-Equivalent Control Group Design. The research population consisted of six classes, from which samples were selected using a purposive sampling technique based on an ANOVA equivalence test, resulting in class VIII A as the experimental group and class VIII B as the control group. The research instrument was a CSE questionnaire that had been tested for validity and reliability. Data analysis involved normality, homogeneity, and independent sample t-tests. The results showed a significant difference between the experimental and control classes, with a significance value of  and a  of  The average CSE of the experimental class was higher than that of the control class. Consequently, the CCMR learning model has a positive effect on increasing students’ Creative Self-Efficacy in mathematics.
Mapping the Landscape of Ethnomathematics in Mathematics Education: Trends, Pedagogical Designs, and Future Directions Rahmawati, Dessy; Nusantara, Duano Sapta; Rohati, Rohati
Jurnal Pendidikan Matematika Vol 9, No 1 (2026): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v9i1.35240

Abstract

Ethnomathematics has emerged as a culturally responsive approach to mathematics education, yet its research landscape remains fragmented across geographical, methodological, and thematic dimensions. This study aims to comprehensively map the landscape of ethnomathematics in mathematics education by tracing publication trends, analyzing pedagogical designs, and identifying critical research gaps. A Systematic Literature Review (SLR) was conducted using the PRISMA framework, integrating bibliometric analysis with VOSViewer and qualitative content analysis. Of 663 Scopus-indexed articles published between 2015 and 2025, 13 articles met the inclusion criteria and were selected for in-depth analysis. Findings revealed a significant growth in ethnomathematics publications, particularly after 2023, with the most productive year being 2025. Research focus has shifted from STEAM education and game-based learning toward mathematical literacy, numeracy, critical thinking, problem-solving, and ethno-modeling. Content analysis identified three main categories of cultural artifacts employed in instructional designs: traditional architecture, agricultural and calendrical systems, and artistic and craft traditions. However, four critical gaps were identified: (1) the dominance of qualitative methods with a scarcity of experimental and longitudinal studies; (2) minimal integration of emerging technologies such as VR, AR, and AI; (3) strong geographical concentration in Indonesia with limited cross-cultural representation; and (4) insufficient research on teacher professional development and culturally responsive assessment. Future research is recommended to diversify methodological designs, develop digital ethnomathematics platforms, strengthen international collaboration, and address teacher preparation and curriculum integration systematically. This study contributes a structured research roadmap that supports the development of culturally sensitive mathematics education globally. Etnomatematika telah berkembang menjadi pendekatan responsif budaya dalam pendidikan matematika, namun lanskap penelitiannya masih terfragmentasi secara geografis, metodologis, dan tematik. Penelitian ini bertujuan untuk memetakan secara komprehensif lanskap etnomatematika dalam pendidikan matematika dengan menelusuri tren publikasi, menganalisis desain pedagogis, serta mengidentifikasi kesenjangan penelitian yang masih kritis. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan kerangka PRISMA, mengintegrasikan analisis bibliometrik menggunakan VOSViewer dan analisis konten kualitatif. Dari 663 artikel terindeks Scopus yang diterbitkan antara 2015 hingga 2025, sebanyak 13 artikel memenuhi kriteria inklusi dan dipilih untuk dianalisis secara mendalam. Temuan menunjukkan pertumbuhan signifikan publikasi etnomatematika, terutama setelah 2023, dengan tahun paling produktif adalah 2025. Fokus penelitian telah bergeser dari pendidikan STEAM dan pembelajaran berbasis permainan menuju literasi matematika, numerasi, berpikir kritis, pemecahan masalah, dan etomodeling. Analisis konten mengidentifikasi tiga kategori utama artefak budaya yang digunakan dalam desain pembelajaran: arsitektur tradisional, sistem pertanian dan penanggalan, serta tradisi seni dan kerajinan. Namun, empat kesenjangan kritis ditemukan: (1) dominasi metode kualitatif dengan minimnya studi eksperimental dan longitudinal; (2) terbatasnya integrasi teknologi seperti VR, AR, dan AI; (3) konsentrasi geografis yang kuat di Indonesia dengan representasi lintas budaya yang terbatas; dan (4) minimnya penelitian tentang pengembangan profesional guru dan asesmen responsif budaya. Penelitian selanjutnya direkomendasikan untuk mendiversifikasi desain metodologis, mengembangkan platform etnomatematika digital, memperkuat kolaborasi internasional, serta menangani persiapan guru dan integrasi kurikulum secara sistematis. Penelitian ini berkontribusi pada penyusunan peta jalan penelitian terstruktur yang mendukung pengembangan pendidikan matematika yang sensitif budaya secara global.
Co-Authors Abidin Abidin Ade Kumalasari Agung Febrianto Aulia, Retta Azzahra, Miftahul Zannah Dessy Rahmawati, Dessy Duano Sapta Nusantara Elfiati Elfiati Elsa Novyarti Fidyani, Okta Hasyim Asyari Hidayat, Rafi Isna, Khidayatul Jefri Marzal Junita, Ranisa Kamid, Kamid Kusnandi Kusnandi, Kusnandi Marbun, Trivena Marlina Marlina Maulana Ashari Nabilah, Balqis Saffanah Oktarino, Randy Pasaribu, Jellyna Pratama, Wahyu Adi Rahmad S, Leo Rasyid, Annisa Nur Resmita, Resmita Rita Ningsih, Rita Rivani, Putri Ayu Rizkia, Fajrul Hidayatullah Rizky Dezricha Fannie S.Pd. M Kes I Ketut Sudiana . Safitri, Fina Nur Sri Winarni Sri Winarni TRIANI, ELZA Turmudi Uswatun Hasanah Wibowo, Fadhia Aliva Yelli Ramalisa Zahra, Afifa Nabila Zulpia Ulpa