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Studi Literatur: Problematika Pembelajaran Matematika di Sekolah An-nisa, Tiara Ayu; Latifah, Zahrotul; Syahputra, Ranggi Julian; Revita, Rena
Aksioma Vol. 15 No. 1 (2026): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v15i1.4624

Abstract

This study aims to describe various problems in mathematics learning in schools. The method used is Systematic Literature Review (SLR), with data collection carried out through the Publish or Perish and Google Scholar platforms. A total of 20 relevant journals from the period 2020 to 2025 were used as reference sources. The results of the study show that although mathematics has an important role in developing critical thinking skills and problem-solving skills, many students still find this subject difficult and confusing. Problems in mathematics learning are influenced by several main factors, namely: 1) student interest and motivation, 2) teaching methods applied, 3) support from the surrounding environment, and 4) the condition of available facilities and infrastructure. It is hoped that the results of this study can contribute to mathematics teachers in efforts to increase student interest and motivation in mathematics learning in schools.
Quality Analysis of Evaluation Instruments for Junior High School Students’ Mathematical Conceptual Understanding Abdur Rahman Hakim; Rena Revita; Firza Mufti Aulia; Ade Irma
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 1 (2026): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v11i1.10253

Abstract

This study investigates the quality of evaluation instruments developed to measure junior high school students’ mathematical conceptual understanding, with a focus on the topic of numbers. The research employed a quantitative descriptive method involving thirty-two seventh-grade students from a junior high school in Pekanbaru. Data were obtained through essay-based assessments consisting of three items aligned with specific indicators of mathematical conceptual understanding and cognitive domain levels. The analysis examined validity, reliability, difficulty level, and discrimination power. The findings show that all three items achieved high validity, although the overall reliability coefficient was categorized as low. The difficulty level varied, with one item classified as easy and two as moderate. Discrimination power also differed among items, with one item having poor discrimination, one adequate, and one good. These results highlight the importance of conducting systematic quality testing to ensure that evaluation instruments are valid, reliable, and appropriately calibrated for assessing students’ conceptual understanding in mathematics.