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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Al-Jabar : Jurnal Pendidikan Matematika JRPM (Jurnal Review Pembelajaran Matematika) Pendas : Jurnah Ilmiah Pendidikan Dasar Kelola: Journal of Islamic Education Management Pedagogik Journal of Islamic Elementary School JPMI (Jurnal Pendidikan Matematika Indonesia) Beta: Jurnal Tadris Matematika Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Jurnal Cendekia : Jurnal Pendidikan Matematika Guru Tua : Jurnal Pendidikan dan Pembelajaran Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Koordinat : Jurnal Pembelajaran Matematika dan Sains Didaktika: Jurnal Kependidikan Aksioma Jurnal Riset dan Inovasi Pembelajaran Leibniz: Jurnal Matematika Ibtidai'y Datokarama: Jurnal Pendidikan Dasar Tematik: Jurnal Konten Pendidikan Matematika Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan MIPA AKSIOMA Journal of Current Studies in SDGs Journal of Current Studies in SDGs International Journal of Teaching and Learning (INJOTEL)
Nursupiamin Nursupiamin, Nursupiamin
UIN Datokarama, Palu, Sulawesi Tengah Indonesia
Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Physics Social Sciences Other

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Learning Mathematics in the Digital Era: An Analysis of High School Students’ Interaction Patterns through TikTok Putri Putri; Nursupiamin Nursupiamin; Yulia Yulia
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 11, No 1 (2026): Volume 11 Number 1, March 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v11i1.8036

Abstract

The rapid growth of social media has reshaped students’ learning behaviors and interaction patterns, including in mathematics education. TikTok, as a short-form video platform widely used by adolescents, offers unique affordances for micro-learning, algorithm-driven content exposure, and non-linear interaction. Although previous studies have demonstrated that TikTok can improve students’ mathematics achievement, motivation, and interest, limited attention has been paid to the underlying social-cognitive interaction processes through which mathematical understanding is constructed. This study aims to analyze high school students’ interaction patterns in learning mathematics through TikTok by examining how digital interactions support mathematical sense-making rather than merely learning outcomes.This study employed a descriptive qualitative approach involving four eleventh-grade students at MAN 2 Palu, Indonesia, selected through purposive sampling. Data were collected through observations of students’ TikTok activities and semi-structured interviews. The analysis was guided by Moore’s interaction model, encompassing student–content, student–creator interactions, and student–student interactions, adapted to the non-linear and algorithmic context of TikTok. The findings reveal three distinct interaction patterns: high, moderate, and low. Students with high interaction levels actively engaged across all three interaction dimensions, demonstrating reflective learning, digital self-efficacy, and autonomous regulation of mathematical learning. In contrast, students with moderate and low interaction levels primarily engaged in passive content consumption, with limited social and pedagogical interaction, positioning TikTok more as an entertainment platform than a learning space. These differences indicate that mathematical sense-making on TikTok is strongly mediated by the quality of interaction rather than the intensity of platform use alone. This study highlights that TikTok’s educational potential lies not merely in its effectiveness in improving scores, but in how interaction quality shapes students’ cognitive engagement and meaning-making processes in mathematics learning. The findings suggest that integrating structured interaction designs and fostering digital self-efficacy are crucial for maximizing the pedagogical value of social media-based mathematics learning.Pembelajaran Matematika di Era Digital: Analisis Pola Interaksi Peserta Didik SMA melalui Media TikTokABSTRAKPerkembangan media sosial telah mengubah cara siswa mengakses, memaknai, dan berinteraksi dengan pengetahuan matematika. TikTok, sebagai platform video pendek berbasis algoritma, menawarkan karakteristik pembelajaran yang berbeda dari platform digital konvensional karena menggabungkan konten ringkas, atensi cepat, serta interaksi sosial yang bersifat spontan dan tidak linier. Namun, masih terbatas penelitian yang menjelaskan bagaimana pola interaksi siswa di TikTok berkontribusi terhadap proses mathematical sense-making, bukan sekadar peningkatan hasil belajar. Penelitian ini bertujuan untuk menganalisis pola interaksi siswa SMA dalam pembelajaran matematika melalui TikTok dengan menggunakan Model Interaksi Moore yang mencakup student–content, student–creator interaction, dan student–student interaction. Penelitian menggunakan pendekatan kualitatif deskriptif dengan empat siswa kelas XI MAN 2 Kota Palu yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui observasi aktivitas TikTok dan wawancara semi-terstruktur, kemudian dianalisis secara tematik. Hasil penelitian menunjukkan tiga kategori pola interaksi, yaitu tinggi, sedang, dan rendah. Siswa dengan interaksi tinggi aktif pada ketiga dimensi Moore, memanfaatkan fitur TikTok seperti video pendek, komentar, Live, dan pesan langsung untuk membangun pemahaman konsep, merefleksikan strategi penyelesaian soal, serta mendiskusikan ide matematika secara kolaboratif. Sebaliknya, siswa dengan interaksi rendah cenderung hanya mengakses konten secara pasif dan tidak terlibat dalam proses negosiasi makna matematis. Temuan ini menunjukkan bahwa perbedaan kualitas interaksi digital berpengaruh signifikan terhadap cara siswa membangun pemahaman matematika di lingkungan media sosial. Disimpulkan bahwa keunikan TikTok sebagai ruang belajar tidak terletak pada kontennya semata, melainkan pada pola interaksi sosial-kognitif yang terbentuk melalui integrasi algoritma, micro-learning, dan jejaring sosial. Penelitian ini menegaskan pentingnya menggeser fokus kajian dari efektivitas hasil belajar menuju analisis proses interaksi digital sebagai kunci pengembangan pembelajaran matematika berbasis media sosial.Kata Kunci :pola interaksi; pembelajaran matematika; siswa SMA; TikTok
Dampak Pemahaman Konsep Perkalian Bilangan Bulat pada Peserta Didik Ikbal, Mohamad; Nursupiamin, Nursupiamin; Yulia, Yulia
Jurnal Pendidikan Matematika : Judika Education Vol. 8 No. 6 (2025): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/7m3hms43

Abstract

This study aims to describe the level of conceptual understanding of integer multiplication among students at MTs Nida’ul Khairaat Pombewe and to analyze its impact on their ability to solve mathematical problems. The research employed a descriptive qualitative approach using diagnostic tests, semi-structured interviews, observations, and documentation as data collection techniques. A total of 31 students participated in a test measuring four indicators of conceptual understanding: classification, concept connection, algorithm, and representation. The results showed that 80% of students were in the low understanding category, 15% in the moderate category, and only 5% in the high category. In-depth analysis of three representative subjects revealed that students in the high category demonstrated strong relational understanding, those in the moderate category showed partial understanding, while students in the low category experienced fundamental misconceptions, particularly regarding sign rules and mathematical representations. The findings also indicated that representation—especially visual and contextual—was the weakest aspect for most students. Interviews confirmed that the teacher’s teaching methods, particularly the pace of explanation and lack of repetition, significantly influenced conceptual understanding. This study concludes that strengthening conceptual understanding should be carried out through more concrete, gradual, and representation-based learning to prevent misconceptions and improve students’ ability to solve integer multiplication problems.   Keywords: Conceptual Understanding; Integers; Multiplication; Misconception; Mathematical Representation; Mathematics Learning
Co-Authors Abd. Gani, Fathurrahmah Afadil Agung Wicaksono Agung Wicaksono Amanda, Miftah Arifanti, Dwi Risky Bagus Bagus Bagus Bagus, Bagus Bella, Sinta Dg. Matona, Moh. Fadly A. Dina Adinda Dwi Risky Arifanti Dwi Risky Arifanti Elfira, Riska Firdausi, Atika Fitria H Mailili, Wahyuni Hajerina Hajerina I Wayan Sudarsana Ikbal, Mohamad Ikram, Muhammad Kasmudin Mustapa Kharisma, Nafilah Ulfah Lilies N.Tangge, Afadil Melati Mistiani, Wiwin Mufidah Mufidah Muh. Rizal Muhammad Ikram Muhlis, Sartika Mulyadi, erasafira Musfira Musfira, Musfira N.Tangge, Lilies NILAWATI Nurwahda, Nurwahda Putri Putri Putri, Hestina Rafiq Badjeber Rahmawaty Ramlah, Ufiyah Rati, Try Jumiah Resnawati Riska Elfira Risky Arifanti, Dwi Rustan, Edhy Rustina Rustina Sarwana, Sarwana Septiani, Isra Sri Wulandari Sriayulisyah Stepan Tudu Suciati, Indah Suharnis Sukayasa Sutji Rochaminah Tiara Ulfa Yuliana Unggul Wahyono Wahyuni H. Mailili Windra Yulia Yulia Yulia