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All Journal EDU-MAT: Jurnal Pendidikan Matematika Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Numeracy : Jurnal Ilmiah Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Beta: Jurnal Tadris Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Best Journal (Biology Education, Sains and Technology) Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Kognitif: Jurnal Riset HOTS Pendidikan Matematika DEVELOPMENT : Journal of Community Engagement Journal of Innovation Research and Knowledge Al-Irsyad Journal of Mathematics Education PMSDU AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Jurnal Al Maesarah : Jurnal Pengabdian Kepada Masyarakat Bidang Pendidikan, Sosial, dan Kemasyarakatan Educational Studies and Research Journal Expert Net: Exploration Journal of Technological Education Trends Galaxy: Jurnal Pendidikan MIPA dan Teknologi SOCIAL EDU: Jurnal Ilmu Sosial dan Pendidikan Journal of Humanities, Social Sciences, and Education Jimulti IEC: Journal of Educational Innovation Pragmatik: Jurnal Ilmiah Ilmu Pendidikan SEJAHTERA: Jurnal Pengabdian Kepada Masyarakat At Turots: Jurnal Pendidikan Islam
Nur Wiji Sholikin
Institud Ahmad Dahlan Probolinggo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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INTEGRASI BANGUNAN BERSEJARAH DAN TRADISI MASYARAKAT PESISIR DALAM PEMBELAJARAN MATEMATIKA Pratiwi Dwi Warih Sitaresmi; Nur Wiji Sholikin; Hanifa Hanifa
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.23623

Abstract

Penelitian ini bertujuan untuk mengeksplorasi integrasi bangunan bersejarah dan tradisi masyarakat pesisir ke dalam rencana pembelajaran matematika sebagai upaya untuk meningkatkan literasi matematika siswa. Studi ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa observasi partisipatif dan wawancara mendalam terhadap tokoh budaya serta calon guru matematika di Kecamatan Mayangan, Kota Probolinggo. Dua objek utama yang dikaji adalah Masjid Agung Raudlatul Jannah sebagai representasi bangunan bersejarah dan tradisi Petik Laut sebagai praktik budaya pesisir. Hasil penelitian menunjukkan bahwa bentuk-bentuk geometris seperti persegi panjang, trapesium, lingkaran, tabung, dan kerucut yang terdapat dalam arsitektur masjid dan susunan sesaji Petik Laut dapat diidentifikasi dan diintegrasikan ke dalam rencana pembelajaran matematika sebagai konteks autentik dalam pembelajaran geometri. Integrasi ini diwujudkan melalui pengembangan aktivitas pembelajaran yang melibatkan pengamatan langsung, pengukuran, serta pemecahan masalah berbasis konteks budaya lokal. Rencana pembelajaran dirancang secara kolaboratif oleh calon guru dengan menyesuaikan tujuan pembelajaran dan kurikulum yang berlaku. Temuan ini memperlihatkan bahwa pendekatan etnomatematika berbasis memiliki potensi untuk mendukung keterlibatan siswa dalam pembelajaran matematika, mengembangkan kemampuan pemecahan masalah, dan memperkuat keterkaitan antara matematika dan kehidupan sehari-hari. Integrasi ini juga mendorong pelestarian nilai-nilai budaya lokal melalui proses pendidikan yang kontekstual, bermakna, dan berorientasi pada pemberdayaan daerah pesisir. Kata kunci: literasi matematika, etnomatematika , bangunan bersejarah, tradisi petik laut, pembelajaran kontekstual Abstract: This study aims to explore the integration of historical buildings and coastal community traditions into mathematics lesson planning as an effort to enhance students’ mathematical literacy. A qualitative approach was employed, with data collected through participatory observations and in-depth interviews involving cultural figures and pre-service mathematics teachers in Mayangan District, Probolinggo City, Indonesia. The two main objects examined were the Raudlatul Jannah Grand Mosque as a representation of historical architecture and the Petik Laut tradition as a coastal cultural practice. The findings indicate that geometric forms such as rectangles, trapezoids, circles, cylinders, and cones identified in the mosque architecture and the arrangement of Petik Laut offerings can be systematically integrated into mathematics lesson plans as authentic contexts for geometry learning. This integration is implemented through the development of learning activities involving observation, measurement, and context-based problem-solving. Lesson plans were collaboratively developed by pre-service teachers in alignment with learning objectives and the national curriculum. Furthermore, the findings suggest that an ethnomathematics approach grounded in local cultural contexts has the potential to support student engagement in mathematics learning, foster problem-solving skills, and strengthen the connection between mathematics and everyday life. This integration also contributes to the preservation of local cultural values through contextual and meaningful educational practices.  Keywords: mathematical literacy, ethnomathematics, historical buildings, petik laut, contextual learning
Students' Algebraic Thinking Process Based On Reflective And Impulsive Cognitive Styles Nur Wiji Sholikin
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.841

Abstract

Algebraic thinking is very important because it helps students expand their thinking in solving concrete problems through the ability to identify patterns, recognize relationships between mathematical elements, and understand the structure of a problem. This study aims to analyze the differences in students' algebraic thinking process abilities based on reflective and impulsive cognitive styles. The research method used is a descriptive quantitative method. The subjects of the study were 27 high school students in grade 10. The instruments used in this study consisted of Matching Familiar Figure Test (MFFT) cognitive style test questions, algebra ability test questions, and interview guidelines. The data analysis technique in this study used data triangulation. The results of the analysis showed that students with a reflective cognitive style had an average algebra score of 84 and showed more consistent performance, compared to impulsive students who had an average score of 67. Interview findings supported the quantitative results, where reflective students tended to be thorough, focused on understanding concepts, and careful in solving problems, while impulsive students worked on problems quickly but lacked analysis, resulting in more frequent technical errors. This data triangulation confirmed that cognitive style had a significant effect on students' thinking and performance in solving algebra problems. This study recommends the application of Polya's step-based problem-based learning method for reflective students and game-based learning with self-monitoring strategy for impulsive students as an effort to improve mathematical problem-solving abilities.
Implementasi Metode Game Based Learning pada Materi Pecahan Sederhana untuk Meningkatkan Hasil Belajar Siswa Kelas IV SD Negeri Pohsangit Lor 1 Fifi; Anandita Salsabila; Abdul Malik Gusairi; Sullamuz Zainul Muttakin; Nur Wiji Sholikin
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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Abstract

This study aimed to determine the effect of implementing the Game-Based Learning method on students’ learning outcomes in the topic of Simple Fractions for fourth-grade elementary school students. The background of this study was based on students’ low understanding of fraction concepts, as indicated by classroom observations and initial test scores that were below the minimum mastery criteria. To address this issue, the Game Based Learning method was applied by integrating game elements into the learning process, thereby enhancing students’ motivation, participation, and comprehension. This research employed a quantitative approach using a One-Group Pretest–Posttest Design. The participants consisted of 25 fourth-grade students. The research instruments were pretest and posttest questions used to measure students’ learning outcomes before and after the implementation of the learning method. The data were analyzed using IBM SPSS Statistics through normality testing and the Paired Sample t-Test. The results showed that the mean pretest score of 58.00 increased to 79.52 in the posttest. Furthermore, the Paired Sample t-Test revealed a significance value of 0.000 < 0.05, indicating that H₀ was rejected and H₁ was accepted. Therefore, it can be concluded that the Game-Based Learning method had a significant positive effect on improving students’ learning outcomes in the topic of Simple Fractions among fourth-grade elementary school students.
Implementasi Metode Problem Solving Pada Materi Pengukuran Panjang dan Berat di SD Kelas 3 Bebun Sayati; Nur silawati; Fahrenza Dyan Nabilah; Muh Royyan Ramadani; Nur Wiji Sholikin
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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Abstract

This study aims to describe the implementation of the problem-solving method in learning measurement of length and weight for third-grade elementary school students and to determine ist effect on students’ learning outcomes and participation. The background of this study is based on the low understanding of students regarding measurement concepts due to teacher-centered learning and the lack of student involvement in solving real-life problems. The problem-solving method was chosen because it can train students to think critically, actively participate, and develop skills in solving problems related to daily life. This study used a descriptive qualitative approach with third-grade elementary school students as the research subjects. Data collection techniques included observation, interviews, documentation, and learning outcome tests. The results showed that the implementation of the problem-solving method improved students’ understanding of length and weight measurement concepts. Students became more active in discussions, were able to cooperate effectively in groups, and showed greater confidence in expressing opinions and providing solutions to the given problems. In addition, students’ learning outcomes increased after the implementation of the method. Therefore, the problem-solving method is considered effective for mathematics learning, especially in the topic of measuring length and weight for third-grade elementary school students.  
Penggunaan Strategi Problem Based Learning dalam Meningkatkan Kemampuan Pemecahan Masalah Matematika Siswa Kelas 2 SD Kamilatus Sakinah; Deviana Ramadhani; Moh. Dany Marta; Nur Wiji Sholikin
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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Abstract

Mathematical problem solving skills are one of the key competencies that need to be developed starting in elementary school, as they play a role in enhancing students’ logical, critical, and creative thinking abilities. However, in reality, many students still struggle with solving math problems, particularly those involving contextual problems. This situation highlights the need to implement learning strategies that actively engage students in the learning process. This study aims to determine the effect of using the Problem Based Learning (PBL) strategy on improving the mathematical problem solving skills of second grade elementary school students. The research method used is quantitative research with a pre-experimental design employing a one-group pretest posttest design. The research subjects were second grade elementary school students selected using purposive sampling. Data collection was conducted through mathematics problem-solving ability tests administered before and after the implementation of the PBL strategy. The data were analyzed using descriptive statistics and hypothesis testing to determine the differences in students’ abilities before and after the intervention. The results of the study indicate that the implementation of the Problem Based Learning strategy significantly improved students’ mathematics problem-solving abilities. Thus, the Problem Based Learning strategy can serve as an effective alternative learning method to improv.
Pengaruh Model Project Based Learning (PjBL) terhadap Hasil Belajar Siswa  Kelas 2 Sekolah Dasar pada Materi Operasi Hitung Perkalian dan Pembagian Amalia Khoirun Nisa; Maulida Zulfa Faradilla; Rizki Yulia Nanda; Nur Wiji Sholikin
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

This study aimed to examine the effect of implementing the Project Based Learning (PjBL) model on the mathematics learning outcomes of second-grade students at SD Integral Hidayatullah Probolinggo in the topic of multiplication and division operations. The study employed a quantitative approach using a one-group pre-test–post-test experimental design. Data were collected through pre-test and post-test instruments to measure students' learning outcomes before and after the implementation of the PjBL model. Data analysis was conducted using IBM SPSS Statistics, including descriptive statistical analysis, the Kolmogorov–Smirnov and Shapiro–Wilk normality tests, and the Mann–Whitney U non-parametric test because the data did not meet the assumption of normality. The analysis yielded an Asymp. Sig. (2-tailed) value of 0.000 (p < 0.05), indicating a statistically significant difference between the pre-test and post-test results. The findings suggest that the implementation of the Project Based Learning model had an effect on students' mathematics learning outcomes in multiplication and division operations. Therefore, the PjBL model can serve as an alternative instructional approach to promote active, contextual, and student-centered learning through project-based activities.
Penerapan Model Problem Based Learning (PBL) untuk Meningkatkan Pemahaman Konsep Bilangan Pecahan Siswa Kelas VII Sekolah Menengah Pertama Ramadan Kristian Novianto; Ubaidillah Aisy Kodir; Finufal Ahmad Faurudi; Nur Wiji Sholikin
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

Fractions are one of the mathematics topics that most frequently pose obstacles for seventh-grade junior high school students, largely because instruction remains teacher-centered, leaving students passive and without the opportunity to construct their own understanding. This study aims to determine the effect of implementing the Problem Based Learning (PBL) model on improving students' conceptual understanding of fractions in class VII at SMP NU Bantaran. This research employed a quantitative approach with a pre-test post-test design, involving 28 students selected through purposive sampling technique, using a written test instrument developed based on ten indicators of conceptual understanding of fractions and validated prior to use. Learning was implemented through five systematic PBL stages, and the data were analyzed using descriptive statistics and the nonparametric Mann-Whitney test, as the data were not normally distributed. The results showed a significant increase in the mean score, from 27.32 in the pre-test to 62.85 in the post-test, with the Mann-Whitney test yielding a significance value of 0.000, which is smaller than the 0.05 significance level, so H0 was rejected and H1 was accepted, indicating a significant difference in student learning outcomes before and after the implementation of the Problem Based Learning (PBL) model.
The Application of the Question-and-Answer Method to Enhance the Critical Thinking Skills of High School Students Rahayu Nugraheni; Lailatul Ramadani; Auliaul Habibah Rosyidi; Nur Wiji Sholikin
Expert Net: Exploration Journal of Technological Education Trends Vol. 3 No. 1 (2026): Edisi Juni
Publisher : Yayasan Insan Mulia Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59923/expertnet.v3i1.913

Abstract

The low critical thinking skills of 10th-grade high school students regarding arithmetic sequences and series are attributed to a lack of student engagement during the mathematics learning process. This study aims to determine the effect of implementing the question-and-answer method on improving students' critical thinking skills in the topic of arithmetic sequences and series. A quantitative approach was employed using a quasi-experimental design—specifically, a pretest-posttest control group design. The research subjects consisted of 26 10th-grade students from MA Wahid Hasyim during the 2025/2026 academic year. Data collection involved pretests, posttests, and observation sheets. Data analysis was conducted using normality and t-tests with the aid of IBM SPSS Statistics. The results indicate that the question-and-answer method successfully improved students' critical thinking skills, evidenced by the rise in the average score from 75 on the pretest to 88 on the posttest. Furthermore, the t-test yielded a significance value of 0.001 (p < 0.05), demonstrating that the question-and-answer method had a significant impact on enhancing students' critical thinking skills regarding arithmetic sequences and series.
Analisis Kesulitan Siswa SMP Kelas VII Dalam Menyelesaikan Soal Geometri Auliya Febriana; Ramadan Kristian Novianto; Lailatul Ramadani; Nur Wiji Sholikin
Galaxy: Jurnal Pendidikan MIPA dan Teknologi Vol. 2 No. 2 (2025): Galaxy: Jurnal Pendidikan MIPA dan Teknologi
Publisher : Yayasan Insan Mulia Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59923/galaxy.v2i2.710

Abstract

Geometri merupakan salah satu cabang matematika yang memiliki peran fundamental dalam sistem pendidikan sekolah menengah pertama, namun siswa sering mengalami kesulitan dalam menyelesaikan soal-soal geometri yang melibatkan proses kognitif kompleks seperti pemahaman konsep, penalaran logis, dan visualisasi spasial. Penelitian ini bertujuan untuk menganalisis kesulitan siswa dalam menyelesaikan soal geometri pada siswa SMP kelas VII. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui tes, wawancara, dan kuesioner yang dianalisis menggunakan triangulasi data. Subjek penelitian adalah 30 siswa kelas VII SMP Darul Akhlaq Kabupaten Probolinggo yang terdiri dari 15 siswa laki-laki dan 15 siswa perempuan. Hasil penelitian menunjukkan bahwa mayoritas siswa mengalami kesulitan signifikan dalam memahami konsep geometri, terutama dalam mengingat rumus (86,7%), membayangkan bentuk bangun (80%), dan memahami konsep luas (76,7%). Kesulitan ini berakar pada fondasi pemahaman yang lemah sejak awal pembelajaran dan metode pengajaran konvensional yang bersifat teacher-centered. Penelitian ini merekomendasikan implementasi pembelajaran kolaboratif dengan pendekatan konstruktivis yang lebih konkret dan visual untuk meningkatkan pemahaman geometri siswa.
Pengaruh Model Direct Instruction Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Pada Materi Teorema Pythagoras Kelas VIII SMP Rizka Maulidatun Nadifah; Istanade Habibi Nasrullah; Rizal Kurniawan; Nur Wiji Sholikin
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 6 (2026): Edisi Agustus 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i6.916

Abstract

This study aims to analyze the effect of the Direct Instruction model on improving students’ mathematical conceptual understanding in the Pythagorean Theorem topic for eighth-grade students. This research employed a quantitative approach using a pre-experimental method with a One-Group Pretest-Posttest Design. The participants consisted of 30 eighth-grade students at MTs Bustanul Ulum selected through purposive sampling. Data were collected using an essay-based mathematical conceptual understanding test administered before and after the treatment. Data analysis was conducted using descriptive statistical analysis, normality testing, Paired Sample t-Test, Wilcoxon Signed-Rank Test, and Normalized Gain (N-Gain) analysis. The results showed that the students’ mean score increased from 67.50 in the pretest to 85.17 in the posttest, with an improvement of 17.67 points. The Paired Sample t-Test showed a significance value of 0.000 < 0.05 with a t-value of 13.293, while the Wilcoxon Signed-Rank Test also indicated a significance value of 0.000. The N-Gain analysis resulted in a score of 0.5422 or 54.22%, which was categorized as moderate and sufficiently effective. These findings indicate that the Direct Instruction model effectively improves students’ mathematical conceptual understanding through structured learning activities, explicit explanations, guided practice, and continuous feedback. Therefore, the Direct Instruction model can be considered an effective alternative strategy for mathematics teachers to enhance students’ understanding of the Pythagorean Theorem concept.
Co-Authors Abdul Malik Gusairi Abdussakir Abdussakir Aditiya, Muhammad Samsul Affan Gaffar Afrilina Raudhotul Jannah Aghna Ikhtiara Hendra Rachman Aghna Ikhtiara Hendra Rachman Agustina Devita Aini, Izzah Nurul Amalia Khoirun Nisa Ana Nur Rohima Anandita Salsabila Apriosa, Kurnia Dwi Auliaul Habibah Rosyidi Auliaul Habibah Rosyidi Auliya Febriana AYU WULANDARI Badrut Tamam Bebun Sayati Benny Prasetiya Choirun Nisa’ Danissatun Sakdia Deviana Ramadhani Elly Susanti Elly Susanti Fahrenza Dyan Nabilah Farida, Yeni Faridatul Romadhona Fifi Finufal Ahmad Faurudi Finuval Ahmad Faurudi Halili, Heri Rifhan Hanifa Hanifa Hanifa Husnia, Husnia Husnul Hidayatun Nisa Husnul Hotimah Husnul Hotimah, Husnul Imam Sujarwo Imam Tirmidzi Indah Puspa Sari Indrian, Novita Deni Insani, Nurul Fajar Istanade Habibi Nasrullah Kamilatus Sakinah Karina Andarista Kurnia Dwi Apriosa Lailatul Ramadani Lailatul Ramadani Lailatun Nufus Lailatun Nufus Linda Permata Sari M. Gunawan Supiarmo M. Yahya Marhayati Marifatul Jannah Maulida Zulfa Faradilla Ma’rifatul Jannah Merryn Istiqommah Putri Hidayat Moh. Dany Marta Muh Royyan Ramadani muhammad alfi syahrin Muhammad Farhan Muhammad Samsul Aditiya Muhammad Samsul Aditiya Nisa, Husnul Hidayatun Nisa, Nursyela Novita Deni Indrian Nur Alfia Laily Qomariah Nur Fadhilah Nur Fadhilah Nur silawati Nurjannah, Hotim Nursyela Nisa Nurul Fajar Insani Nurul Hidayati Pratiwi Dwi Warih Sitaresmi Putri, Washila Nur Azizah Qomariah, Nur Alfia Laily Qulubi, Riqqi Rahayu Nugraheni Rahayu Nugraheni Ramadan Kristian Novianto Ramadan Kristian Novianto Reta Novita Sari Riqqi Qulubi Riqqi Quluby Ririn Wahyu Ningsih Rizal Kurniawan Rizal Kurniawan Rizka Maulidatun Nadifah Rizka Maulidatun Nadifah Rizki Yulia Nanda Romadhona, Faridatul Sabrinatur Rasyidah Sakdia, Danissatun Samsul Arifin Sholehudin, Arif Sinta Ma’sumah Sinta Ma’sumah Siti Aisyah Siti Badriyahtul Sri Harmonika Sullamuz Zainul Muttakin Turmudi, Turmudi Ubaidillah Aisy Kodir Ubaidillah Aisy Kodir Umar Hamdan Umar Hamdan Wahyuni, Fitria Washila Nur Azizah Putri Yeni Farida Zainal Abidin Zainal Abidin