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All Journal Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Pengabdian Magister Pendidikan IPA EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Ilmiah Profesi Pendidikan Mandalika Mathematics and Educations Journal Griya Journal of Mathematics Education and Application Jurnal Pengabdian dan Pemberdayaan Nusantara (JPPNu) Rengganis Jurnal Pengabdian Masyarakat Jurnal Pijar MIPA Sigma&Mu: Journal of Mathematics, Statistics and Data Science
Eka Kurniawan
Program Studi Pendidikan Matematika FKIP Universitas Mataram
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Mathematics Physics Public Health Social Sciences

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Pengaruh Perfeksionisme dan Prokrastinasi Akademik terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas X SMAN 1 Kediri Wardatul Uyun; Laila Hayati; Eka Kurniawan
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11439

Abstract

Mathematical problem-solving ability is an essential competence in mathematics learning, contributing to the development of students’ reasoning and higher-order thinking skills, and is influenced by psychological factors such as perfectionism and academic procrastination. This study aimed to analyze the effects of perfectionism and academic procrastination, both partially and simultaneously, on the mathematical problem-solving ability of tenth-grade students at SMAN 1 Kediri in the 2025/2026 academic year. This study employed a quantitative approach with an ex post facto design. The sample consisted of 31 students selected through cluster sampling from four classes. The instruments included a perfectionism questionnaire, an academic procrastination questionnaire, and a mathematical problem-solving test based on Polya’s indicators. Data were analyzed using multiple linear regression preceded by normality, linearity, multicollinearity, and heteroscedasticity tests. The results of the prerequisite tests indicated that the data were normally distributed, the relationships among variabels were linear, and no multicollinearity or heteroscedasticity was detected. The regression analysis showed that perfectionism had a significant effect of 46.7%, while academic procrastination had a significant negative effect of 30.4%. Simultaneously, both variabels had a significant effect on students’ mathematical problem-solving ability of 59.3%..
Pelatihan Menyusun Strategi Berpikir Kritis Pada Pembelajaran Matematika Bagi Para Guru Sd Di Gugus Suela Lombok Timur Ketut Sarjana; Nani Kurniatai; Nurul Hikmah; Eka Kurniawan; Ulfa Lu'luilmaknun
Jurnal Pengabdian Magister Pendidikan IPA Vol 9 No 1 (2026): Januari - Maret 2026
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v9i1.14934

Abstract

Kemampuan berpikir berpikir kritis telah menjadi hal mendasar yang sangat penting dikuasai pada abad 21 karena pembelajaran abad 21 menjadi target kurikulum yang sedang berlaku dan menuntut menuntut peserta didik memiliki berpikir kritis dan kreatif.. Supaya kemampuan itu dapat tercapaii di dalam kelas, maka para guru matematika selaku agen transfer ilmu seyogianyaah memiliki kesiapan untuk membelajarkan ke dua kemampuan tersebut. Tujuan dari kegaiatan ini adalah menguatkan konsep berpikir kritis serta melatih para guru SD tentang cara membelajarkan kemampuan tersebut. Untuk mencapai tujuan tersebut para guru diberikan pelatihan dengan metode ekspos fakto, pelatihan, diskusi dan presentasi dan evaluasi. Kegiatan Pengabdian pada Masyarakat yang telah dilakukan ternyata sangat efektif yakni terjadi perubahan kearah perbaikan yang signifikan karena skor rata-rata pre-tes = 4.25 dan skor rata-rata post-tes = 7,30. Disisi lain hasil uji statistik t diperoleh bahwa = 15,980 > ttabel = 2,060 pada tafar signifikasi 0,05. Memperhatikan manfaat kegiatan ini perlu dilakukan kegaiatan yang sama dilakukan pada sekolah yang memiliki kareakteristik yang sama.pada Gugus yang berbeda di Kecamatan Suela. Disisi lain para pemangku kepentingan yang bergerak dalam pendidikan khususnya pendidikan dasar ikut perperan aktif mewujudkan kegiatan yang serupa, dalam upaya mengimplementasikan pembelajaran yang mengintegrasikan TPACK pada pembelajaran yang menuntut kritis.
Concept Image Siswa dalam Materi Barisan dan Deret pada Pembelajaran Berdiferensiasi Dita Oktavihari; Junaidi Junaidi; Gilang Primajati; M. Gunawan Supiarmo; Eka Kurniawan; Alvano Tugas Hendrawan
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.11044

Abstract

This study aims to describe students' concept images on sequences and series in differentiated learning and to examine the concept image gap between students, teachers, and mathematicians. This study used a qualitative approach with a didactic design and a hermeneutic phenomenology method. The research subjects included students, teachers, and mathematicians, who were selected purposively. Data were collected through learning observations, questionnaires, and in-depth interviews, and then analyzed using data reduction, data presentation, and conclusion-drawing techniques. The results showed that students' conceptual images of sequences and series were dominated by intuitive, visual, and procedural understandings. Students were able to recognize real-world patterns and contexts, but tended to rely on repeated addition or multiplication rather than using formal definitions and symbolic formulas. In geometric sequences and series, a concept image conflict was found due to students' difficulty in understanding exponential growth patterns. Although differentiated learning provides space for diverse student learning styles, the results show that this approach does not fully guarantee the formation of a complete formal conceptual understanding. Therefore, strengthening conceptual scaffolding is needed so that students' concept images are more aligned with the correct concept definition. Penelitian ini bertujuan untuk mendeskripsikan concept image siswa pada materi barisan dan deret dalam pembelajaran berdiferensiasi serta mengkaji kesenjangan concept image antara siswa, guru, dan matematikawan. Penelitian ini menggunakan pendekatan kualitatif dengan desain didaktis dan metode fenomenologi hermeneutik. Subjek penelitian meliputi siswa, guru, dan matematikawan, yang dipilih secara purposif. Pengumpulan data dilakukan melalui observasi pembelajaran, kuesioner, serta wawancara mendalam, kemudian dianalisis menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa concept image siswa pada materi barisan dan deret didominasi oleh pemahaman intuitif, visual, dan prosedural. Siswa mampu mengenali pola dan konteks nyata, namun cenderung mengandalkan penjumlahan atau perkalian berulang dibandingkan penggunaan definisi formal dan rumus simbolik. Pada barisan dan deret geometri, ditemukan conflict concept image akibat kesulitan siswa dalam memahami pola pertumbuhan eksponensial. Meskipun pembelajaran berdiferensiasi memberikan ruang bagi keberagaman cara belajar siswa, hasil penelitian menunjukkan bahwa pendekatan ini belum sepenuhnya menjamin terbentuknya pemahaman konseptual formal yang utuh. Oleh karena itu, diperlukan penguatan scaffolding konseptual agar concept image siswa lebih selaras dengan concept definition yang benar.
Kesalahan Newman Dalam Menyelesaikan Soal Cerita SPLDV Ditinjau Dari Tingkat Kecemasan Matematika Siswa Kelas IX SMPN 6 Mataram Sofie Atma Dwiva; Sri Subarinah; Eka Kurniawan
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11276

Abstract

The perception of mathematics as a difficult subject often leads students to make errors. Errors made by students when solving story problems need to be analyzed to determine the cause. Mathematics anxiety is one of the causes of students making errors. This study aims to describe the errors made by students of SMPN 6 Mataram in answering story problems based on Newman's theory in terms of students' level of mathematics anxiety. The type of research used is qualitative. The research instruments used were anxiety level questionnaires, story problem tests, and interview guidelines. The selection of subject in class IX F used a purposive sample with the criteria: (1) students who had learned the system of linear equations in two variables (SPLDV), (2) students who had completed the mathematics anxiety questionnaire, (3) students from one class representing high, moderate, and low levels of mathematics anxiety. The results show that mathematics anxiety influences the types of errors students make in solving SPLDV word problems. Students with high anxiety made errors in comprehension, transformation, process skills, and conclusion stages; those with moderate anxiety in comprehension, process skills, and conclusion; while students with low anxiety mainly erred at the conclusion stage.
Kemampuan Pemecahan Masalah SPLDV Ditinjau Dari Kemandirian Belajar Siswa Kelas IX SMPN 1 Narmada Lalu Abdal Gaffar; Baidowi Baidowi; Eka Kurniawan
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1143

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah sistem persamaan linear dua variabel (SPLDV) ditinjau dari tingkat kemandirian belajar siswa kelas IX SMP Negeri 1 Narmada tahun ajaran 2025/2026. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian berjumlah 35 siswa kelas IX.1 yang diberikan kuesioner kemandirian belajar dan tes kemampuan pemecahan masalah matematika. Selanjutnya, dipilih 8 siswa berdasarkan tingkat kemandirian belajar dan kemampuan pemecahan masalah matematika untuk dilakukan wawancara secara mendalam pada setiap kategori. Hasil penelitian menunjukkan bahwa siswa dengan kemandirian belajar tinggi cenderung mampu memahami masalah, menyusun rencana penyelesaian, dan melaksanakan rencana dengan baik, namun belum terbiasa melakukan pengecekan kembali terhadap hasil jawaban. Siswa dengan kemandirian belajar sedang cenderung menunjukkan kemampuan yang cukup namun belum konsisten pada setiap tahapan pemecahan masalah. Sementara itu, siswa dengan kemandirian belajar rendah cenderung mengalami kesulitan pada hampir seluruh tahapan pemecahan masalah matematika. Dengan demikian, dapat disimpulkan bahwa tingkat kemandirian belajar berperan penting dalam menentukan kualitas kemampuan pemecahan masalah matematika siswa.
Analisis Penalaran Matematis Ditinjau Dari Kemampuan Awal Matematika Siswa Kelas VIII SMPN 22 Mataram Hana Rippana De Yumaina; Nani Kurniati; Eka Kurniawan
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

Abstract

The purpose of this study is to describe the mathematical reasoning abilities of eighth-grade students at SMPN 22 Mataram in the 2025/2026 academic year based on their initial mathematical ability levels. This is a descriptive study using a qualitative approach. The data collection techniques used in this study include administering a written test of initial ability, a written test of mathematical reasoning ability, and in-depth interviews regarding students’ mathematical reasoning ability. The data analysis methods employed are data reduction, data presentation, and conclusion. The indicators of mathematical reasoning ability consist of four stages, namely: a) identifying information, b) mathematical manipulation, c) constructing evidence, providing reasons or evidence for the validity of a solution, and d) concluding statements. The research results indicate that: a) students with high initial ability were able to solve the mathematical reasoning ability test questions well and met all 4 indicators of mathematical reasoning ability, b) students with moderate initial ability were less able to solve the mathematical reasoning ability test questions well, and errors and mistakes were found across the 4 stages of the mathematical reasoning ability indicators, c) students with low initial mathematical ability were able to solve the mathematical reasoning ability test questions up to the stage of formulating evidence, providing reasons or evidence for the correctness of the solution, but there were many errors and mistakes.
Pengembangan Media Pembelajaran Terintegrasi Teknologi dan Budaya Berorientasi Pemahaman Konsep Gabungan dan Irisan Himpunan Ulfa Lu'luilmaknun; Junaidi Junaidi; Gilang Primajati; Eka Kurniawan; Dita Oktavihari; Putri Surya
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.v8i2.12572

Abstract

Students' low level of mathematical conceptual understanding remains one of the major challenges in mathematics education, leading to difficulties in solving mathematical problems accurately. One effort to address this issue is to develop learning media that integrate digital technology with local cultural contexts, thereby creating more meaningful learning experiences. This study aimed to develop an ethnomathematics-based interactive learning media that meets the criteria of validity and practicality. The study employed a Research and Development (R&D) approach using the Four-D (4D) development model, consisting of the define, design, develop, and disseminate stages. However, the research was limited to the develop stage, which involved validation by media experts and subject matter experts, as well as practicality assessment by practitioners. The research instruments included media expert validation sheets, material expert validation sheets, and practitioner response questionnaires. The data were analyzed quantitatively using descriptive statistics in the form of mean scores and feasibility percentages. The findings indicate that the developed ethnomathematics-based interactive learning media achieved valid criteria based on expert evaluations and practical criteria based on practitioners' assessments. Therefore, the developed media can serve as an alternative mathematics learning resource to support students' conceptual understanding.
Profil Kesalahan Proses Berpikir Matematis Mahasiswa Berdasarkan Tahapan Berpikir Mason Ketut Sarjana; Gilang Primajati; Ulfa Lu'luilmaknun; Ni Made Intan Kertiyani; Eka Kurniawan; Dea Nadia
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.v8i2.12592

Abstract

Mathematical proof is an essential competency for prospective mathematics teachers because it is closely related to reasoning and mathematical thinking skills. This study aimed to describe the profile of students' mathematical thinking errors based on Mason's thinking stages, namely entry, attack, and review, in proving mathematical principles on geometric vector topics. A quantitative descriptive approach was employed involving 44 sixth-semester Mathematics Education students. Data were collected through an essay-based mathematical proof test and analyzed using an error analysis rubric based on Mason's thinking stages. Descriptive statistics were used to calculate the frequency and percentage of errors at each stage. The results revealed that the percentages of errors at the entry, attack, and review stages were 18%, 70%, and 82%, respectively. Errors at the entry stage were mainly related to incomplete identification of given information and incorrect mathematical notation, whereas attack stage errors involved difficulties in constructing proof strategies and understanding the angle between vectors. At the review stage, students failed to verify the validity of their proofs and formulate appropriate conclusions. In conclusion, students' mathematical thinking errors were predominantly found at the attack and review stages.
Pengaruh Self Confidence terhadap Kemampuan Komunikasi Matematis Siswa Kelas VIII MTsN 1 Mataram Tahun Ajaran 2025/2026 Zavira Mardhatillah; Ketut Sarjana; Eka Kurniawan
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1247

Abstract

This study aims to determine the significant effect of self-confidence on the mathematical communication skills of eighth-grade students at MTsN 1 Mataram in the 2025/2026 academic year. This study used a quantitative method with an ex post facto approach. The population in this study was all 406 eighth-grade students, with a sample of 108 students selected using cluster random sampling. Data collection techniques in this study used a self-confidence questionnaire and a mathematical communication skills test. Data analysis techniques used were descriptive and inferential statistical analysis with the help of SPSS. The results of the data analysis obtained a regression equation of , a correlation coefficient of 0.721, and a coefficient of determination of 52%. This indicates a significant effect of self-confidence on students' mathematical communication skills.
Pengaruh Penerapan Model Problem-Based Learning melalui LKPD Berbasis Kebudayaan Daerah terhadap Kemampuan Numerasi Siswa Kelas X SMAN 3 Mataram Nisa Husniatissibhi; Ketut Sarjana; Eka Kurniawan
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1250

Abstract

Numeracy skills are essential competencies that enable students to understand, process, and interpret mathematical information in various real-life contexts. However, students’ numeracy skills still need improvement, particularly in statistics learning. This study aimed to determine the effect of implementing the Problem-Based Learning (PBL) model through local culture-based Student Worksheets (LKPD) on the numeracy skills of tenth-grade students at SMAN 3 Mataram. This study employed a quasi-experimental method using a posttest-only control group design. The sample consisted of 78 students divided into an experimental class and a control class. Numeracy data were collected using a test instrument that had been validated by experts. The findings showed that students who learned through PBL with local culture-based LKPD achieved higher numeracy skills than those who received direct instruction. The results of the independent sample t-test indicated a significant difference between the two groups, with a very high level of instructional effect. These findings suggest that the implementation of PBL through local culture-based LKPD is effective in supporting the improvement of students’ numeracy skills in statistics learning.
Co-Authors Alvano Tugas Hendrawan Amrullah Amrullah Amrullah Amrullah Anas Usman Husnuddu’a Aprilia Listiana Aulia Dinda Dwi Kartika Baidowi Baidowi Baiq Ajeng Aprilia Ulymaz Dea Nadia Deni Hamdani Dita Oktavihari Dwi Novitasari Era Wati Sugara Gilang Primajati Gossani Puja Lestari Hana Rippana De Yumaina Harry Soeprianto I Gusti Ayu Sinta Inastuti Junaidi Junaidi Ketut Sarjana Laila Hayati Laila Hayati Lalu Abdal Gaffar M. Adzan Akbar M. Gunawan Supiarmo Manggala Wihasta Jagat Wicaksana Mia Fikjayanti Miftahul Makwa Muhammad Turmuzi Munawarah Munawarah Nani Kurniatai Nani Kurniati Ni Made Intan Kertiyani Ni Made Intan Kertiyani Ni Nyoman Yulia Paicasari Nisa Husniatissibhi Nurbaeti Irmayani Nurul Hikmah Nyoman Sridana Putri Surya Rangga Faradisha Ricky Pramana Setiawan Panie Ridha Surgana Salsabila, Nilza Humaira Salwatul Solehah Siti Aminatin Ayunah Sofie Atma Dwiva Sri Subarinah Sripatmi Sripatmi Sudi Prayitno Syahrul Azmi Tabita Wahyu Triutami Tina Septikayanti Tri Muhammad Rahmatullah Ulfa Lu'luilmaknun Ulfa Lu’luilmaknun Ulfa Lu’luilmaknun Wahidaturrahmi, Wahidaturrahmi Wardatul Uyun Yulis Tyaningsih, Ratna Zavira Mardhatillah