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All Journal Journal of Education and Learning (EduLearn) AKSIOMA: Jurnal Program Studi Pendidikan Matematika EDU-MAT: Jurnal Pendidikan Matematika Jurnal Kajian Pembelajaran Matematika MaPan : Jurnal Matematika dan Pembelajaran Theorems (The Original Research of Mathematics) Jurnal Educatio FKIP UNMA Jurnal Ilmiah Matematika dan Pendidikan Matematika (JMP) Mandalika Mathematics and Educations Journal Jurnal Didactical Mathematics Prosiding Sesiomadika
Hendra Kartika
Universitas Singaperbangsa Karawang
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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TINJAUAN LITERATUR: PERSEPSI TENTANG JENIS DATA, SKALA DATA DAN HUBUNGANNYA DENGAN TEKNIK PEMBERIAN SKOR TES Hendra Kartika
Jurnal Ilmiah Matematika dan Pendidikan Matematika (JMP) Vol 6 No 2 (2014): Jurnal Ilmiah Matematika dan Pendidikan Matematika (JMP)
Publisher : Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jmp.2014.6.2.2908

Abstract

Sumber-sumber bacaan tentang statistika sudah banyak yang diterbitkan baik dalam bahasa asing maupun dalam bahasa Indonesia dengan pengarang yang berbeda-berbeda. bagi pembaca ketika mencerna hasil bacaan dari suatu sumber akan menimbulkan persepsi yang berbeda-beda. Perbedaan makna dari hasil bacaan ini tentu akan menimbulkan pertentangan dan perdebatan.Dalam tulisan ini, penulis mencoba memaknai hasil bacaan statistika yang dilakukan penulis tentang jenis data, skala data dan hubungannya dengan teknik pemberian skor tes dari segi kajian literatur. Tujuannya adalah untuk mendapatkan respons dan menyamakan persepsi dikalangan peneliti, khususnya di kalangan para peneliti pendidikan.
Gender Differences in Multidimensional Mathematics Attitudes Among Junior Secondary Students: A Cross-Sectional Survey in the Indonesian Context Talenta Valentina Christi; Hendra Kartika; Ramlah Ramlah
Jurnal Didactical Mathematics Vol. 8 No. 1 (2026): April 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i1.17482

Abstract

Mathematics attitudes play a critical role in shaping students’ engagement, achievement, and long-term participation in STEM-related pathways. This study aimed to examine gender differences across four dimensions of mathematics attitudes—self-perceptions, value of mathematics, enjoyment, and perceived mathematics achievement—among junior secondary students in Indonesia. A quantitative cross-sectional survey design was employed involving 60 seventh-grade students (30 male and 30 female) selected through convenience sampling. Data were collected using an adapted version of the Attitudes Toward Mathematics Scale for Indonesian Students (ATMSE), comprising 26 items measured on a four-point Likert scale. Descriptive statistics based on median values were used to analyze gender-based patterns across dimensions. The findings indicate that both male and female students exhibit moderate, but not strongly positive, attitudes toward mathematics. Self-perceptions and enjoyment were generally situational and cautious, while perceived achievement emerged as the weakest dimension, with consistently low-to-moderate median scores across genders. Gender differences were minimal and largely descriptive rather than substantial, suggesting convergent attitudinal tendencies within this context. The results highlight a potential discrepancy between students’ classroom participation and the internalization of a confident mathematics identity. Strengthening students’ academic self-concept, reinforcing authentic recognition of achievement, and connecting mathematical learning to meaningful future pathways are recommended as strategic directions for pedagogical intervention. Future research employing inferential and longitudinal designs is needed to examine how these attitudinal profiles evolve and influence sustained engagement in mathematics and STEM trajectories
Analisis Kebutuhan Media Pembelajaran Interaktif pada Materi Statistika SMP Kelas VIII Aisyah Three Hapsari; Hendra Kartika; Muthiah Fildzah Noverli
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12073

Abstract

The utilization of interactive learning media in statistics instruction remains suboptimal, whilestudents demonstrate an increasing need for more engaging technology-based learning. Thiscondition emphasizes the importance of needs analysis as a foundation for developing relevantlearning media. This study aims to analyze and identify the needs for interactive learning mediain statistics for eighth-grade junior high school students. This research is a descriptive studyemploying a qualitative approach. The subjects consisted of two mathematics teachers and eightstudents from eighth-grade selected purposively with heterogeneous academic abilities. Datacollection was conducted through semi-structured interviews. The data were analyzed using theMiles, Huberman, and Saldaña model, encompassing data reduction, data display, and conclusiondrawing. The findings concluded that teachers and students require interactive learning mediawith specific characteristics to address students' learning difficulties in understanding statisticalconcepts. The identified media needs were categorized into three main aspects, including graduallystructured content presentation accompanied by real-world examples and dynamic visualizationsusing images or animations; two-way interactivity through quizzes or games coupled with practiceexercises featuring immediate feedback; and visually appealing yet simple design with flexibleaccessibility via smartphones. Therefore, the development of interactive learning media with suchcharacteristics is highly necessary to support more effective, interactive, and meaningful statisticslearning for eighth-grade junior high school students.
Analisis Kemampuan Berpikir Kritis Siswa SMA Dalam Menyelesaikan Soal Materi Trigonometri Ditinjau dari Nilai Ujian Hesti Nur Hamidah; Yusi Ardiyanti; Hendra Kartika
Jurnal Educatio FKIP UNMA Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i2.18782

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis siswa SMA dalam menyelesaikan soal trigonometri ditinjau dari nilai ujian matematika. Penelitian menggunakan metode kualitatif dengan pendekatan studi kasus. Sampel penelitian terdiri atas tiga siswa kelas X-F SMA Negeri 75 Jakarta tahun Pelajaran 2025/2026 yang dipilih secara purposive sampling untuk mewakili kategori nilai ujian tinggi, sedang, dan rendah. Instrumen penelitian berupa tes uraian yang disusun bedasarkan lima indikator kemampuan berpikir kritis Ennis (1962) yaitu memberikan penjelasan sederhana, membangun keterampilan dasar, menyimpulkan, memberikan penjelasan lanjut, serta mengatur strategi dan taktik. Data dikumpulkan melalui tes tertulis dan wawancara semi-terstruktur. Kemudian dianalisis menggunakan model Milles dan Huberman. Hasil penelitian menunjukkan bahwa siswa dengan kategori nilai ujian tinggi mampu memenuhi seluruh indiaktor kemampuan berpikir kritis. Siswa dengan kategori ujian sedang mampu memenuhi sebagian besar indikator, sedangkan siswa dengan kategori nilai ujian rendah hanya memenuhi beberapa indikator dasar. Temuan penelitian menunjukkan bahwa kemampuan berpikir kritis cenderung meningkat seiring dengan tingginya capaian akademik yang ditunjukkan melalui nilai ujian matematika.
Analisis Kemampuan Pemecahan Masalah Matematis Siswa pada Soal Trigonometri Ditinjau dari Tingkat Kemampuan Matematika Sofi Nadea Putri; Hendra Kartika; Lessa Roesdiana
Jurnal Educatio FKIP UNMA Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i2.18785

Abstract

Penelitian ini bertujuan untuk mengkaji dan mengevaluasi kemampuan siswa dalam memecahkan masalah matematis pada materi trigonometri berdasarkan tingkat kemampuan matematikanya. Kajian diaplikasikan dengan pendekatan studi kasus dan metode penelitian kualitatif. SMA Negeri 75 Jakarta menjadi lokasi penelitian dan telah berlangsung pada tanggal 30 April 2026. Dengan teknik purposive sampling, 3 dari 35 siswa di kelas X-G tahun ajaran 2025-2026 dipilih untuk menjadi subjek penelitian dan mewakili setiap tingkat kemampuan matematika. Tingkat kemampuan tersebut di antaranya kemampuan tinggi, sedang, dan rendah. Diantara instrumen penelitian yang diaplikasikan adalah tes kemampuan pemecahan masalah menurut indikator Polya pada soal trigonometri dan panduan wawancara semi terstruktur. Temuan mengindikasikan bahwa siswa berkemampuan matematika tinggi berhasil memenuhi seluruh indikator pemecahan masalah Polya dan mampu mengerjakan soal pemecahan masalah. Siswa berkemampuan matematika sedang mampu mengerjakan soal pemecahan masalah, namun tidak mencukupi seluruh indikator pemecahan masalah Polya. Sementara itu, siswa berkemampuan matematika rendah kesulitan menjawab soal dan gagal dalam memenuhi seluruh indikator pemecahan masalah Polya.
ANALISIS HUBUNGAN ANTARA PEMAHAMAN KONSEP MATEMATIS DAN KEMAMPUAN PEMECAHAN MASALAH SISWA MELALUI K-MEANS CLUSTERING Supian Hidayat; Muthiah Fildzah Noverli; Hendra Kartika
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.v14i1.24510

Abstract

Pemahaman konsep matematis dan kemampuan pemecahan masalah merupakan dua kompetensi penting dalam pembelajaranmatematika. Penelitian ini bertujuan untuk mengukur tingkat hubungan antara pemahaman konsep matematis dengan kemampuan pemecahan masalah pada siswa kelas XI. Metode penelitian yang digunakan adalah kuantitatif dengan pendekatan korelasional. Sampel penelitian terdiri dari 62 siswa kelas XI di SMA Negeri 1 Bojongmangu yang dipilih secara acak menggunakan teknik randomsampling. Instrumen yang digunakan berupa tes uraian, terdiri dari 5 soal untuk mengukur pemahaman konsep matematis dan 3 soaluntuk mengukur kemampuan pemecahan masalah, khusus pada materi barisan dan deret. Teknik analisis data menggunakan korelasi Rank Spearman. Hasil penelitian menunjukkan adanya hubungan yang signifikan antara pemahaman konsep matematis dan kemampuan pemecahan masalah dengan tingkat kekuatan hubungan pada kategori sedang. Namun, analisis lebih lanjut berdasarkan klasterisasi menggunakan K-Means menunjukkan bahwa pada Cluster 1 (kategori rendah) dan Cluster 2 (kategori sedang), tidak ditemukan hubungan yang signifikan antara kedua kemampuan tersebut. Kata kunci: Pemahaman Konsep Matematis, Kemampuan Pemecahan Masalah, K-means Clsutering Abstract: Conceptual understanding and problem-solving ability are two essential competencies in mathematics learning. This study aims to measure the degree of correlation between students’ mathematical conceptual understanding and their mathematicalproblem-solving ability in grade XI. A quantitative research method with a correlational approach was employed. The research sample consisted of 62 eleventh-grade students from SMA Negeri 1 Bojongmangu, selected randomly using a simple random sampling technique. The research instruments were essay tests comprising five items to assess conceptual understanding and threeitems to evaluate problem-solving ability, specifically on the topic of sequences and series. Data analysis was conducted using Spearman’s rank correlation. The results indicate a significant correlation between conceptual understanding and problem-solving ability, with a moderate level of relationship. However, further analysis using K-Means clustering revealed that no significant correlation was found in Cluster 1 (low category) and Cluster 2 (moderate category).Keywords: Mathematical Conceptual Understanding, Problem-Solving Ability, K-means Clustering
Higher-order thinking research in mathematics education: a bibliometric mapping analysis Hendra Kartika; Teruni Lamberg; Hanifah Nurus Sopiany; Adi Ihsan Imami; Lessa Roesdiana; Alpha Galih Adirakasiwi
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.22088

Abstract

This study presents a bibliometric analysis of research on higher-order thinking skills (HOTS) in mathematics education. The objectives are to examine publication distribution and identify leading journals, authors, institutions, and countries. Data were retrieved from the Scopus database and analyzed using VOSviewer software. A total of 104 articles published between 2004 and 2022 were reviewed. Various visual representations, including graphs, tables, charts, and maps, were used to present the findings. The results show that HOTS research in mathematics education is closely associated with problem-solving, mathematics learning, and assessment. Eurasia Journal of Mathematics, Science, and Technology Education emerged as the most prominent journal, while Universiti Teknologi Malaysia was identified as the most influential institution, with Malaysia playing a significant role in this research domain. These findings provide a comprehensive overview of the research landscape and offer directions for future studies in mathematics education. Based on these results, suggestions for future research are proposed.
Perbedaan Kemampuan Komunikasi Matematis Siswa Perempuan dan Laki-Laki pada Pembelajaran Inside Outside Circle Rahma Khumaira; Hendra Kartika; Lessa Roesdiana
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12489

Abstract

Mathematical communication skills are among the competencies that students must possess during the learning process. However, there are still variations in these skills, one of which is related to gender. Therefore, it is necessary to conduct a study on the differences in mathematical communication skills between female and male students in mathematics learning. This study was conducted to determine the differences in mathematical communication skills between female and male students using the Inside Outside Circle (IOC) learning model. This study employed a quantitative approach and a comparative method. The research subjects consisted of 30 students who had participated in Inside Outside Circle instruction, divided into 15 female students and 15 male students. A mathematical communication skills test was used as the instrument. Data analysis utilized descriptive statistics, prerequisite tests, and inferential statistics. Based on the Independent Samples t-Test under the assumption of unequal variances (0.004 < 0.05), there was a significant difference between the two groups. Furthermore, the mean mathematical communication skills scores indicated that female students scored higher than male students. Thus, the results of this study indicate a difference in mathematical communication skills between female and male students, with female students demonstrating higher proficiency. Keywords: mathematical communication skills; female and male students; inside-outside circle learning model.
Stage-Specific Patterns in Students’ Statistical Problem Solving: A Qualitative Analysis Through Pólya’s Framework Laura Fatikhatus Salim; Muthiah Fildzah Noverli; Hendra Kartika
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.19208

Abstract

This study examined Grade VIII students’ mathematical problem-solving performance in statistical tasks through Pólya’s four problem-solving stages: understanding the problem, devising a plan, carrying out the plan, and looking back. A qualitative descriptive design was employed to examine students’ written responses across these stages. The participants were 30 eighth-grade students from MTsN 4 Bogor who completed an open-ended mathematical problem-solving test. Based on their overall scores, six students representing high-, moderate-, and low-achievement categories were purposively selected for qualitative analysis. The analysis focused on the evidence of students’ problem interpretation, planning, procedural execution, and post-solution evaluation in their written work. The findings showed that students’ performance was uneven across the four stages. Students differed in how explicitly they identified relevant information and documented their solution plans, while procedural execution varied in accuracy and consistency. The clearest difficulty occurred in the looking-back stage, as the responses examined did not provide explicit written evidence of verification or evaluation of the obtained results. Stage-specific performance also did not consistently correspond to overall achievement classification: students with lower overall scores demonstrated competence in particular stages, while a student with the highest overall score did not explicitly demonstrate verification in the response examined. These findings indicate that overall achievement scores do not fully represent the characteristics of students’ problem-solving processes. Examining written work across Pólya’s stages can therefore provide a more differentiated account of students’ statistical problem solving, particularly by making stage-specific strengths and difficulties visible
Co-Authors Adi Ihsan Imami Aisyah Three Hapsari Alpha Galih Adirakasiwi Candra Chisara Dori Lukman Hakim Firmansyah, Dani Hanifah Nurus Sopiany Hesti Nur Hamidah Juliana Nasution Laura Fatikhatus Salim Lessa Roesdiana Lessa Roesdiana Muthiah Fildzah Noverli Nurilah nurilah Rahma Khumaira Ramlah Sofi Nadea Putri Supian Hidayat Talenta Valentina Christi Teruni Lamberg Yusi Ardiyanti