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Implementation of Project-Based Learning model on Local Wisdom in Number Theory Istiqomah Istiqomah
Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 6, No 2 (2022)
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jm.v6i2.2312

The purpose of the study was to describe the application of project-based learning based on local wisdom in the Number Theory course. The subjects of this study were students of the Mathematics Education Study Program, FKIP UST, who took the Number Theory course in the even semester of the 2020/2021 Academic Year, totaling 40 students. The instruments used in this study were in the form of project report documents and interview guidelines. The project report document contains the report title, project design, activity schedule, project implementation (tools, materials, and product manufacturing steps), project results (presenting the steps for using the product made). Project appraisal includes planning, preparation, data processing, data presentation, reports, and presentations. While the interview guide is in the form of student responses regarding project-based learning which includes messages, impressions, input, and suggestions. The analysis technique used is the descriptive qualitative analysis technique. The results of data analysis provide information that 100% of students can make project planning well, 58.62% of students can prepare for project implementation well, 79.31% of students do data processing well, 72.41% of students can present data well, 96.55% were able to make reports well, and 55.17% were able to present project results very well. Students are very interested in this local wisdom-based media creation project because they are directly involved in media making, so they gain valuable experience in preparing and presenting project results. These media are not only useful for explaining number theory material, especially GCD and LCM materials, through this media students also learn to preserve traditional games that are almost extinct.

Pengembangan Media Pembelajaran Matematika Berbasis Google Sites pada Materi Deret Aritmatika Margaretha Vonita Ciung; Istiqomah Istiqomah; Irham Taufiq
CIRCLE : Jurnal Pendidikan Matematika Vol. 2 No. 01 (2022): March 2022
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis google sites pada mata pelajaran matematika materi deret aritmatika untuk siswa SMA dan mengetahui kelayakan media berbasis google sites yang dikembangkan. Penelitian ini menggunakan metode R&D dengan model ADDIE yaitu Analysis, Design, Development, Implementation, and evaluation. Subjek penelitian ini adalah 27 siswa kelas XI di SMA Piri 1 Yogyakarta. Teknik pengumpulan data menggunakan angket validasi ahli dan angket respon siswa dengan melakukan uji coba lapangan terbatas. Teknik analisis data berupa analisis deskriptif kualitatif dan kuantitatif. Hasil penelitian adalah media pembelajaran matematika berbasis google sites materi deret aritmetika dengan alamat https://sites.google.com/view/deretaritmatika/home-math. Pengujian kelayakan menunjukkan media pembelajaran layak digunakan. Hal ini dibuktikan dengan hasil validasi ahli media memperoleh skor rata-rata 4,1 dengan kategori baik, sedangkan hasil validasi ahli materi memperoleh skor rata-rata 4,3 dengan kategori sangat baik dan hasil respon peserta didik memperoleh skor rata-rata 3,7 dengan kategori baik. Oleh karena itu, penelitian ini layak digunakan dengan menggunakan uji coba lapangan terbatas dan disarankan untuk melanjutkan penelitian pada uji coba lapangan utama dan memperluas penelitian dengan materi lainnya sehingga penggunaan google sites sebagai media pembelajaran semakin luas.

The impact of self-efficacy and math anxiety on the mathematical communication ability of 7-grade students Aan Julia Hanub; Istiqomah Istiqomah; Betty Kusumaningrum; Elang Amadeus Poort
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 3 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i3.15308

The primary aim of this study is to assess the influence of self-efficacy and math anxiety on the proficiency of mathematical communication among Class VII students enrolled in State Junior High Schools within the Depok District. The research methodology is quantitative, employing an ex-post facto correlational descriptive approach. The study encompasses the entire population of Class VII students across all State Junior High Schools within the Depok District, with a sample size of 190 students selected through cluster random sampling. Data collection involves employing questionnaires to gauge students' self-efficacy and math anxiety levels, alongside descriptive tests to evaluate their aptitude in mathematical communication. Preceding the analysis, preliminary tests are conducted to assess linearity and multicollinearity. The data analysis procedure encompasses multiple regression analysis and t and F tests to ascertain both individual and collective impacts. The findings reveal the absence of a discernible impact from self-efficacy and math anxiety on the mathematical communication skills of Class VII students in State Junior High Schools in the Depok District. For subsequent researchers, it is recommended to carefully consider the construction of questionnaire statements to ensure their comprehensibility among students.

The impact of self-efficacy and math anxiety on the mathematical communication ability of 7-grade students Aan Julia Hanub; Istiqomah Istiqomah; Betty Kusumaningrum; Elang Amadeus Poort
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 3 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i3.15308

The primary aim of this study is to assess the influence of self-efficacy and math anxiety on the proficiency of mathematical communication among Class VII students enrolled in State Junior High Schools within the Depok District. The research methodology is quantitative, employing an ex-post facto correlational descriptive approach. The study encompasses the entire population of Class VII students across all State Junior High Schools within the Depok District, with a sample size of 190 students selected through cluster random sampling. Data collection involves employing questionnaires to gauge students' self-efficacy and math anxiety levels, alongside descriptive tests to evaluate their aptitude in mathematical communication. Preceding the analysis, preliminary tests are conducted to assess linearity and multicollinearity. The data analysis procedure encompasses multiple regression analysis and t and F tests to ascertain both individual and collective impacts. The findings reveal the absence of a discernible impact from self-efficacy and math anxiety on the mathematical communication skills of Class VII students in State Junior High Schools in the Depok District. For subsequent researchers, it is recommended to carefully consider the construction of questionnaire statements to ensure their comprehensibility among students.

Development of Tri-N (niteni, nirokke, nambahi) based e-modules on linear equations material for junior high school students Betty Kusumaningrum; Istiqomah Istiqomah; Petrus Damianus Sapan Langobelen
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 3 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i3.17203

This study was motivated by the need to enhance student understanding of linear equations through innovative and practical learning resources. The primary aim was to develop and evaluate the validity and practicality of a Tri-N-based E-Module specifically designed for linear equation material. Utilizing a research and development (R&D) approach, the study followed the Four-D model, comprising Define, Design, Develop, and Disseminate stages. Conducted at SMP Negeri 3 Yogyakarta, the research involved 26 eighth-grade students as participants, with data collected through interviews and questionnaires, including validation surveys by material experts, media specialists, and students. The resulting E-Module, tailored to the learning needs of eighth-grade students, was validated with high scores from experts in material and media. Student feedback strongly affirmed its practicality and efficacy in facilitating learning. These findings confirm the Tri-N-based E-Module as a valid and practical tool for teaching linear equations, with significant potential to improve learning outcomes and instructional quality in mathematics education.

The relationship between mathematical anxiety and learning motivation on mathematics learning outcomes of seventh-grade students in Tamansiswa environment Elisabeth Ina Wee Logho; Istiqomah Istiqomah; Betty Kusumaningrum; Luc Bergman
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.18944

This study investigates the relationship between mathematical anxiety, learning motivation, and mathematics learning outcomes among seventh-grade students in the Tamansiswa environment. Employing a quantitative ex-post facto method, data were collected from 56 students across two schools using questionnaires and academic performance records. The results revealed a significant and negative correlation between mathematical anxiety and learning outcomes, highlighting the detrimental effects of heightened anxiety on students' academic performance. Conversely, learning motivation demonstrated a significant positive influence, emphasizing its crucial role in fostering engagement and persistence in mathematics learning. The combined analysis of these variables showed that 52.2% of the variance in mathematics learning outcomes could be explained by the interaction between anxiety and motivation. Interestingly, despite high levels of anxiety, some students achieved strong learning outcomes, suggesting the presence of mitigating factors such as resilience or effective coping strategies. These findings underscore the importance of reducing anxiety and enhancing motivation through targeted educational interventions, such as supportive teaching practices and motivational strategies, to optimize mathematics learning outcomes. In conclusion, mathematics learning outcomes are shaped by a complex interaction between emotional and motivational factors. Reducing mathematical anxiety while simultaneously strengthening learning motivation is crucial for optimizing students’ achievement in mathematics. The study contributes empirically by providing evidence of the combined influence of anxiety and motivation within the Tamansiswa context, and practically by offering insights for educators to design instructional strategies that are both emotionally supportive and motivationally engaging. These findings reinforce the importance of integrating psychological considerations into mathematics instruction to promote more effective and inclusive learning environments.

The role of peer interaction in fostering student motivation in mathematics education Amima Wulandari; Betty Kusumaningrum; Istiqomah Istiqomah; Tri Astuti Arigiyati; Luc Bergman
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19481

Mathematics is often seen as a challenging subject that demands not only cognitive ability but also sustained motivation. This study investigates how peer interaction can act as a catalyst for enhancing students’ motivation to learn mathematics. Adopting a qualitative approach with a survey design, data were collected from 40 high school and vocational students in Gunungkidul, Indonesia. Thematic analysis of open-ended questionnaire responses revealed that 72% of students reported higher motivation when learning alongside peers. Key motivational drivers included emotional support, collaborative problem-solving, and peer-driven encouragement. Interestingly, the study also highlighted potential setbacks such as interpersonal conflicts, which may reduce motivation. These findings affirm the transformative role of peer relationships in academic contexts and suggest that fostering supportive peer networks can be a strategic tool in improving students’ engagement with mathematics. This study contributes to educational psychology and mathematics education by demonstrating that peer interaction not only fosters emotional well-being but also improves students’ cognitive engagement with complex mathematical concepts. The findings offer practical insights into how structured peer collaboration can be integrated into instructional design to support diverse learner needs. By highlighting the dual role of peer interaction, as both an academic and affective resource, the study provides a foundation for developing socially responsive and student-centered learning environments aimed at improving mathematical achievement.

Analisis Kesalahan Mahasiswa Teknik Komputer dalam Memecahkan Masalah Limit Fungsi Risko Naibaho; Fitria Sulistyowati; Istiqomah Istiqomah; Denik Agustito; Betty Kusumaningrum; Patrisius Afrisno Udil; Wikan Budi Utami
Teorema: Teori dan Riset Matematika Vol 10, No 2 (2025): September
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v10i2.21595

Tujuan penelitian ini adalah untuk mengidentifikasi kesulitan mahasiswa teknik komputer dalam menyelesaikan materi limit fungsi aljabar dengan berbagai teknik penyelesaian dalam limit fungsi serta menemukan faktor-faktor penyebab kesulitan mahasiswa dalam menyelesaikan soal limit fungsi aljabar. Jenis penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif yang mendeskripsikan kesulitan mahasiswa dalam menyelesaiakn materi limit fungsi aljabar. Subjek penelitian ini yaitu mahasiswa teknik komputer. Teknik pengumpulan data yang digunakan dalam penelitian ini teknik triangulasi yaitu dokumentasi, observasi, dan wawancara. Kesimpulan yang diperoleh dari penelitian ini adalah subjek mengalami kesulitan dalam memahami dan menerapkan konsep limit fungsi aljabar, kesulitan ini disebabkan oleh kurangnya pemahaman terhadap konsep dasar limit, yang merupakan pondasi penting untuk bisa memahami limit. Akibatnya subjek menggunakan teknik penyelesaian yang tidak tepat seperti hanya mengandalkan teknik subtitusi langsung. Selain itu subjek tampaknya tidak mampu menterjemahkan soal yang memerlukan penyederhanan lanjutan untuk menemukan penyelesaian dari soal limit tersebut.Kata kunci: Limit Fungsi Aljabar, Kesulitan Mahasiswa, Teknik Komputer

Kesalahan Siswa dalam Menyelesaikan Soal Cerita Sistem Persamaan Linear Dua Variabel Ade Ayu Dwiguningtyas; Betty Kusumaningrum; Denik Agustito; Istiqomah Istiqomah; Tri Astuti Arigiyati; Annis Deshinta Ayuningtyas
Wacana Akademika: Majalah Ilmiah Kependidikan Vol 9 No 2 (2025): November 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/wacanaakademika.v9i2.19876

Students' errors in solving mathematical problems reflect their level of understanding and systematic thinking skills. This qualitative study aims to identify the types of errors and factors causing students' difficulties in solving the System of Linear Equations in Two Variables (SPLDV). The subjects were three eighth-grade junior high school students in Banjarnegara who were selected purposively. Data were obtained through written tests, in-depth interviews, and documentation. The results showed three main error categories: errors in modeling problems, calculations, and incomplete answer structures. The contributing factors include weak conceptual understanding, minimal contextual practice, the habit of solving problems instantly, and a lack of thorough problem interpretation. These findings are expected to provide an empirical basis for teachers and curriculum developers in designing effective learning and emphasizing conceptual understanding, contextual practice, reasoning, and systematic communication in SPLDV material

Improving junior high school students' critical thinking skills through an ethnomathematics-based problem-based learning model with the teaching at the right level approach Irham Taufiq; Agus Maman Abadi; Ariyadi Wijaya; Istiqomah Istiqomah; Nafi’ah Rahma Utami
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.146

Background: Although previous studies have examined ethnomathematics, Problem-Based Learning (PBL), and the Teaching at the Right Level (TaRL) approach separately, empirical evidence on their integrated application in mathematics learning remains scarce. This study addresses this gap by evaluating the effectiveness of an ethnomathematics-based PBL model integrated with the TaRL approach to enhance junior high school students' critical thinking skills. Purpose: This study aims to compare the effectiveness of the ethnomathematics-based Problem-Based Learning (PBL) model integrated with the Teaching at the Right Level (TaRL) approach and the conventional PBL model in improving the critical thinking skills of seventh-grade junior high school students. Method: The study adopted a quantitative quasi-experimental approach and utilized a pretest–posttest control group design. This study employed cluster random sampling because the population consisted of intact seventh-grade classes. Rather than randomly selecting individual students, two existing classes were randomly selected from the population. One class (VII D; n = 28) was assigned as the experimental group, while another class (VII E; n = 29) served as the control group. Data were obtained through pre-intervention and post-intervention tests, observation records, and relevant documentation. To address the research objectives, the data were analyzed using descriptive and inferential statistical procedures, whereas hypothesis testing was performed using the Independent Samples t-test to determine the significance of differences between groups. Findings: Findings: Students taught using the ethnomathematics-based Problem-Based Learning (PBL) model integrated with the Teaching at the Right Level (TaRL) approach obtained a higher mean critical thinking score (M = 49.58) than students taught using the PBL model without ethnomathematics and TaRL (M = 32.64). The difference was statistically significant (p = 0.006) and showed a moderate effect size (Cohen's d = 0.84), indicating that the integrated instructional model was more effective in improving seventh-grade junior high school students' critical thinking skills. The novelty of this study lies in integrating ethnomathematics-based PBL with the TaRL approach into a single instructional framework that combines culturally contextualized mathematics learning with differentiated instruction based on students' learning readiness

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