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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif Journal of Education Technology JURNAL MathEdu (Mathematic Education Journal) FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Unnes Journal of Mathematics Education Research (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Jambura Journal of Mathematics Education Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi
Taulia Damayanti
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Computer Science & IT Education Mathematics Other

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Ethnomathematics of Ilabulo: Exploring Mathematical Concepts in Gorontalo’s Traditional Food Damayanti, Taulia; Irfah, Auli
Jambura Journal of Mathematics Education Vol 6, No 1: Maret 2025
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v6i1.34009

Abstract

Mathematics is often perceived as abstract and disconnected from students’ daily lives, yet ethnomathematics highlights that mathematical ideas are embedded in cultural practices. This study explores the ethnomathematical concepts found in the preparation of Ilabulo, a traditional food of Gorontalo, Indonesia, through a qualitative ethnographic approach involving observation, documentation, and informal interviews with two local participants. The findings reveal two main concepts: ratio and proportion in mixing ingredients and geometry in wrapping and shaping, both of which were mapped to relevant school mathematics topics and further developed into contextual word problems. In addition, the study suggests that the process of preparing Ilabulo can be adapted into a video-based learning resource to support the problem-orientation stage in Problem Based Learning (PBL). These results demonstrate that everyday cultural practices can serve as meaningful contexts for mathematics learning, making abstract concepts more engaging and relevant while also strengthening students’ cultural identity.
Development of “Stafolding”: A Computer-Based Scaffolding Interactive Learning Media to Enhance Students’ Mathematical Problem-Solving Ability Damayanti, Taulia; Takaendengan, Bertu Rianto; Wungguli, Djihad; Tambiyo, Karman; Utina, Elsa Ekaputri
Jambura Journal of Mathematics Education Vol 6, No 2: September 2025
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v6i2.34648

Abstract

The low level of students’ mathematical problem-solving ability remains a challenge in the learning process, particularly in statistics topics. One effective approach to address this issue is scaffolding, which provides temporary support that helps students understand problems and find solutions independently. However, in classroom settings, individualized scaffolding is often suboptimal due to the large number of students compared to the limited number of teachers and the relatively short instructional time. This study aims to develop a computer-based scaffolding interactive learning medium that is feasible and practical for enhancing students’ mathematical problem-solving ability. The research employed a Research and Development (RD) design using the ADDIE model, consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The media were developed using Canva, Microsoft PowerPoint, and iSpring Suite, and published via GitHub Pages for online accessibility. The validation results showed a feasibility score of 91.11% from material experts and 93.33% from media experts, both categorized as excellent. The practicality tests conducted by teachers and students each obtained a score of 92%, indicating that the media are easy to use and effective in facilitating learning. Therefore, the interactive learning media “Stafolding” are considered feasible and practical to be used as a computer-based scaffolding tool in mathematics learning.
PENERAPAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA PADA MATERI SPLDV Ahmad, Nurwahida; Bito, Nursiya; Damayanti, Taulia
JURNAL MathEdu (Mathematic Education Journal) Vol 8 No 3: JURNAL MathEdu (Mathematic Education Journal) November 2025
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v8i3.7180

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika siswa melalui model Problem Based Learning (PBL) pada materi sistem persamaan linear dua variabel. Penelitian tindakan kelas (PTK) ini dilakukan pada 19 siswa kelas VIII di MTs Al-Mabrur Bone Raya selama dua siklus, mengikuti tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Data diperoleh melalui observasi guru dan siswa serta tes hasil belajar. Pada siklus I, observasi menunjukkan kriteria cukup baik, dengan ketuntasan hasil belajar 63,2%—12 dari 19 siswa mencapai nilai di atas kriteria ketuntasan minimal (KKM). Karena indikator keberhasilan belum tercapai, penelitian dilanjutkan ke siklus II dengan perbaikan pada pelaksanaan pembelajaran. Hasilnya, observasi terhadap guru dan siswa meningkat ke kriteria baik, dan ketuntasan hasil belajar mencapai 84,2%—16 dari 19 siswa berhasil mencapai atau melebihi KKM. Kesimpulan dari penelitian ini adalah bahwa penerapan model PBL dapat meningkatkan hasil belajar siswa pada materi sistem persamaan linear dua variabel.
MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA PADA MATERI ALJABAR MENGGUNAKAN DISCOVERY LEARNING BERBANTUAN WORDWALL Pakaya, Nurlela; Pomalato, Sarson W. Dj; Damayanti, Taulia
JURNAL MathEdu (Mathematic Education Journal) Vol 8 No 3: JURNAL MathEdu (Mathematic Education Journal) November 2025
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v8i3.7494

Abstract

Penelitian ini merupakan peneltian tindakan kelas yang bertujuan untuk meningkatkan hasil belajar matematika siswa melalui model discovery learning berbantuan wordwall pada materi bentuk aljabar. Subjek penelitian adalah 20 siswa kelas VII MTs Al Mabrur Bone Raya. Penelitian dilaksanakan dalam dua siklus yang terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Teknik pengumpulan data dilakukan melalui instrumen lembar observasi dan tes hasil belajar. Data dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa model discovery learning berbantuan wordwall dapat meningkatkan hasil belajar matematika siswa. Hasil data dari instrumen dianalisis secara keseluruhan dan menunjukkan terjadi peningkatan rata-rata persentase sesudah diterapkan tindakan lanjutan untuk perbaikan proses belajar mengajar pada siklus II. Dimana aspek observasi seluruh aktivitas guru dan aktiivitas siswa serta hasil belajar siswa diperoleh 80% sesuai dengan indikator keberhasilan penelitian. Pada ranah afektif dan psikomotorik setelah perbaikan pada siklus II mengalami peningkatan 80% sesuai dengan indikator keberhasilan penelitian. Untuk itu, dengan menggunakan model pembelajaran discovery learning berbantuan wordwall dalam pembelajaran matematika dapat meningkatkan hasil belajar matematika siswa pada materi bentuk aljabar.
Meningkatkan Hasil Belajar Matematika Siswa Pada Materi Matriks Melalui Penerapan Model Pembelajaran Kooperatif Tipe NHT Arham, Arham; Zakaria, Perry; Katili, Nancy; Damayanti, Taulia
Jambura Journal of Mathematics Education Vol 4, No 2: September 2023
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v4i2.17473

Abstract

The purpose of this study was to improve students' mathematics learning outcomes on matrix material through the application of cooperative learning model type Numbered Head Together (NHT). The subjects of this study were 23 students of class XI IPA-2 SMA Negeri 7 Prasetya Gorontalo in the academic year 2022/2023. Data collection techniques consisted of observation and tests. The research instrument is in the form of teacher and student activity observation sheets and tests in the form of description questions. This research is a Classroom Action Research using the Kemmis and Mc Taggart model with planning, action implementation, observation, and reflection stages. Data analysis techniques in this study consisted of data analysis of observation results and analysis of learning outcomes tests. The results showed that in cycle 1, the average observation of teacher activities that obtained at least good criteria was 81.25%, the average observation of student activities that obtained at least active criteria was 71.43%, the percentage of completeness of students' math learning outcomes was 60.87%. Because cycle 1 has not yet reached the action success indicator, the research continued to cycle 2. In cycle 2, the percentage of teacher activity observation results that obtained at least good criteria was 100%, the percentage of student activity observation results that obtained at least active criteria was 92.86%, and the percentage of completeness of students' mathematics learning outcomes was 91.30%. From the results of cycle 2, it is concluded that the application of cooperative learning model type NHT can improve students' mathematics learning outcomes on matrix material.
Integrasi Prinsip Universal Design for Learning (UDL) Pada E-Modul Matematika Berbasis Problem-Based Learning Di Kelas VII SMP Takaendengan, Bertu Rianto; Nuha, Agusyarif Rezka; Damayanti, Taulia; Lasantu, Patra; Kundju, Adib Rizal
Jambura Journal of Mathematics Education Vol 6, No 2: September 2025
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v6i2.36349

Abstract

The development of digital technology requires innovative teaching materials that are interactive, adaptive, and inclusive, particularly in mathematics learning, which is still dominated by conventional methods and results in low student achievement. This study aimed to develop a mathematics e-module based on Problem-Based Learning (PBL) with the integration of Universal Design for Learning (UDL) principles on ratio material for seventh-grade students. The research was conducted at SMP Negeri 1 Wonosari during the even semester of the 2024/2025 academic year using the research and development approach with the 4D model (define, design, develop, disseminate), involving experts for validation as well as teachers and students for trials. Data were collected through validation sheets, questionnaires, and learning achievement tests, and analyzed descriptively. The results showed that the developed e-module met the feasibility criteria with an average of 86.75% (Good category) and was rated very practical with a score of 88% by teachers and students. The limitation of this study lies in its narrow scope; therefore, further research is recommended to involve broader materials and diverse school contexts. This study confirms that the integration of PBL and UDL in e-modules can serve as an innovative alternative to support mathematics learning that is more interactive, contextual, and inclusive.
Analysis of Students’ Mathematical Reasoning Ability Based on Self-Regulated Learning: A Case Study on Algebraic Expressions Yantu, Nurul Ainun; Hulukati, Evi; Damayanti, Taulia
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.29452

Abstract

The role of mathematics is not only to emphasize mastery of formulas and calculations, but also to develop students’ mathematical reasoning skills, enabling them to think logically, systematically, and critically in problem-solving. This study aimed to analyze students’ mathematical reasoning skills in terms of self-regulated learning on the topic of algebraic expressions for class VII-B students at SMP Negeri 1 Suwawa. This research employed a descriptive method with a quantitative approach. The sample consisted of 27 students from class VII-B, selected using purposive sampling. The research instruments included a mathematical reasoning skills test and a self-regulated learning questionnaire, both of which had been tested for validity and reliability. Data were analyzed descriptively through the calculation of mean scores, percentages, and the categorization of students’ mathematical reasoning skills and levels of self-regulated learning. The results showed that: 1) students with high self-regulated learning had high mathematical reasoning skills, with an average score of 70.50; 2) students with moderate self-regulated learning had moderate mathematical reasoning skills, with an average score of 43.67; and 3) students with low self-regulated learning had low mathematical reasoning skills, with an average score of 22.50. Thus, it can be concluded that the higher the students’ level of self-regulated learning, the better their mathematical reasoning skills.
The Effect of Geometry Concrete Learning Media on Students’ Mathematics Learning Outcomes Dotu, Fadila; Yahya, Lailany; Damayanti, Taulia
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.30472

Abstract

Mathematics is often perceived as a difficult subject because many of its concepts are abstract and difficult for students to visualize. The use of appropriate learning media is therefore essential to support students’ conceptual understanding, particularly in geometry topics such as plane figures. This study aims to investigate the effect of concrete object learning media on the mathematics learning outcomes of Grade VII students at SMPN 2 Suwawa. This research employed a quasi-experimental method using a Pretest–Posttest Control Group Design. The sample consisted of 36 students selected through simple random sampling and divided into an experimental group and a control group. The experimental group was taught using the Contextual Teaching and Learning (CTL) model supported by concrete object media, while the control group received CTL instruction without concrete media. Data were collected using pretests and post-tests in the form of essay questions to measure students’ cognitive understanding of plane geometry. Instrument validity and reliability were tested prior to data analysis, which included descriptive statistics and inferential tests such as normality, homogeneity, and independent t-tests. The results show that students in the experimental group achieved significantly higher post-test scores (mean = 88.27) than those in the control group (mean = 64.50). The hypothesis testing revealed a calculated t-value of 6.1028, exceeding the critical t-value of 1.691, with a very strong effect size (Cohen’s d = 2.1985). In conclusion, the use of concrete object media within the CTL model significantly improves students’ mathematics learning outcomes. This approach is effective in creating meaningful and active learning experiences, particularly for abstract mathematical topics such as plane figures.
Ethnomathematics of the Congklak Game: A Systematic Review of Mathematical Concepts and Their Implementation in Learning Irfah, Auli; Nugraha, Yuda Satria; Damayanti, Taulia
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.30390

Abstract

Ethnomathematics in mathematics education seeks to bridge abstract mathematical concepts with students’ cultural experiences, thereby enhancing the relevance and meaningfulness of learning. Traditional games represent a valuable cultural resource for contextualizing mathematics, and the Indonesian game congklak is widely recognized for embedding rich mathematical ideas within its structure and gameplay. This study aims to systematically review the mathematical concepts present in the congklak game and examine their implementation in mathematics education. A qualitative systematic literature review was conducted using articles retrieved from the Google Scholar database. The search applied specific keywords related to ethnomathematics, congklak, and mathematics education, with clearly defined inclusion and exclusion criteria. Ten peer-reviewed articles published between 2019 and 2024 were selected and analyzed through data reduction, organization, and synthesis. The findings show that congklak incorporates multiple mathematical concepts, including counting and number sequencing, arithmetic operations (addition, subtraction, multiplication, and division), geometry (plane figures, solid figures, and reflection), linear equations in one variable, and basic profit-and-loss concepts. The reviewed studies also report positive effects on students’ conceptual understanding, learning motivation, engagement, and critical thinking skills. In conclusion, congklak serves as an effective ethnomathematical learning medium that supports meaningful and contextual mathematics instruction while also contributing to cultural preservation and strengthening students’ awareness of mathematics in everyday life.
Co-Authors Agusyarif Rezka Nuha Ahmad, Nurwahida Anggraini, Fitriana Arham Arham, Arham Asriadi Auli Irfah Bertu Rianto Takaendengan Djihad Wungguli Dotu, Fadila Evi Hulukati Hamzah B. Uno Hulopi, Renata Janna, Miftahul Kadir, Abd. Wahid Kartin Usman Kobandaha, Putri Ekawaty Kundju, Adib Rizal Lailany Yahya Lasantu, Patra Malanua, Moh. Kifli Masrukan Masrukan Nancy Katili Nurain A Hubulo Nursiya Bito Pakaya, Nurlela Perry Zakaria Pilomonu, Rahmatia Hamsa Nuko Sarson W DJ Pomalato Sukestiyarno Sukestiyarno Tambiyo, Karman Tedy Machmud Utina, Elsa Ekaputri Wimansya Gombah Yantu, Nurul Ainun Yuda Satria Nugraha Zaenuri Mastur