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Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika
Published by Universitas Mercu Buana Yogyakarta
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Mathematics
The aim of this journal is to publish high quality research in mathematics education including teaching and learning, instruction, curriculum development, learning environments, teacher education, educational technology, educational developments, from many kinds of research such as survey, research and development, experimental research, classroom action research, etc.
Arjuna Subject : -
Articles 147 Documents
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PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA Nunik Asriati; Nanang Khuzaini
Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 10 No 1 (2025)
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/f0j86b31

Abstract

Penelitian ini bertujuan untuk menguji pengaruh model Problem Based Learning (PBL) terhadap keterampilan berpikir kritis siswa di sekolah menengah atas. Berpikir kritis merupakan keterampilan penting abad ke-21 yang membekali siswa untuk mengatasi masalah kehidupan nyata yang kompleks. Penelitian ini menggunakan metode quasi-eksperimental dengan desain kelompok kontrol nonequivalent , yang melibatkan dua kelas XI di SMA Negeri 1 Sedayu. Satu kelas diberi perlakuan dengan model PBL (kelompok eksperimen), sedangkan kelas lainnya menerima instruksi konvensional (kelompok kontrol). Data dikumpulkan melalui tes esai berdasarkan indikator berpikir kritis Ennis dan observasi kelas. Analisis statistik menggunakan uji-t sampel berpasangan dan uji-t sampel independen mengungkapkan peningkatan yang signifikan dalam keterampilan berpikir kritis siswa setelah penerapan PBL. Selain itu, skor posttest kelompok eksperimen secara signifikan lebih tinggi daripada skor kelompok kontrol. Temuan ini menunjukkan bahwa model PBL efektif dalam meningkatkan kemampuan berpikir kritis siswa. Penelitian ini menyarankan penerapan PBL yang lebih luas sebagai strategi pengajaran untuk menumbuhkan keterampilan berpikir tingkat tinggi di sekolah.
Analisis Profil Kebiasaan Belajar Matematika sebagai Cermin Pendidikan Karakter di Sekolah Neza Juspika; sujiani; Aura Anisa; Siti Sarah
Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 10 No 1 (2025)
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/scvbat28

Abstract

This study aims to analyze students’ mathematics learning habits as a reflection of the implementation of character education in schools. A descriptive quantitative method was employed using a questionnaire instrument to measure several character-related aspects, including responsibility, discipline, honesty, and initiative in learning mathematics. The results show that the responsibility aspect received the highest score (4.21), indicating that students generally complete their tasks independently and on time. Discipline (3.88) and honesty (3.67) were also rated as good, although some students still exhibited inconsistent learning behaviors. The lowest score was found in the initiative to ask questions or understand material (3.45), suggesting the need to strengthen work ethic and self-confidence in learning, especially when dealing with difficult mathematical concepts. These findings support previous studies that emphasize the importance of cultivating character values through daily learning practices. Overall, the mathematics learning habits profile can serve as a strong indicator for assessing the effectiveness of character education, with teachers playing a central role through modeling, habituation, and reflective instruction.
Upaya Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa Kelas VII B MTs Hasyim Asy’ari pada Materi Operasi Hitung Aljabar Melalui Model Pembelajaran Drill and Practice Tri Wahyuni
Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 10 No 1 (2025)
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/ejzkqd87

Abstract

Based on the results of observations and discussions with mathematics teachers and students, it is known that the low ability of students in problem solving is due to the lack of students practicing working on mathematics problems, which has an impact on student learning outcomes. The drill and practice method is one of the learning methods that emphasizes the amount of practice. The purpose of this study is to improve students' mathematical problem-solving abilities through the application of the drill and practice learning method. This study uses Classroom Action Research (CAR) in two cycles. The subjects of this study were 22 students of class VII B MTs Hasyim Asy'ari in the 2024/2025 academic year. The object of the study was the overall learning outcomes by applying the drill and practice method to improve students' mathematical problem-solving abilities. Data collection techniques used documentation and tests. The data obtained were analyzed using descriptive statistics consisting of mean and percentage. The results showed that there was an increase in the average percentage criteria for the final score of students' mathematical problem-solving abilities with criteria of less in cycle I togood in cycle II.
Developing Ethnomathematics-Based Learning Media on Fractions Karmila Ayu; Azmidar Azmidar
Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 10 No 2 (2026)
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/3w5akf79

Abstract

Using ethnomathematics method, this study attempts to create and assess the quality of learning materials about fractions, especially equivalent fractions, related to local culture. The five steps of ADDIE development modelanalysis, design, development, implementation, and evaluation—are used in this study along with Research and Development (R&D) techniques. As a contextual method for learning equivalent fractions, fraction board media representing the shape of traditional Bugis cakes katirisala (rectangle), sikaporo (hexagon), and cucuru' bayao (circle) are created. With a percentage of 83.33% from material experts and 96.66% from media experts, the results of expert validation indicate that the developed media has a high level of validity and is included in the "very valid" category. Meanwhile, the results of the practicality test from the teacher and student surveys indicate that this media is useful, with a practical category of 79.76% from students and a very practical category of 100% from teachers. Regarding efficacy, the N-Gain value of 0.88 indicates that student learning outcomes have increased to the "high" category, indicating that this media has succeeded in helping students understand the concept of fractions. Based on the information obtained, it can be said that the fraction board teaching material made using ethnomathematics has met the requirements of validity, usability, and efficacy and is suitable for use in the elementary school mathematics curriculum.
Electronic Student Worksheet Design (ELKPD) Mathematics to Improve Students' Numeracy Literacy and Social Interaction Skills Haura Amara Rais; Nafida Hetty Marhaeni
Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 10 No 2 (2026)
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/zf69km03

Abstract

Students' numeracy literacy and social interaction are important aspects of mathematics learning. Numeracy literacy in mathematics learning is influenced by the learning media used by students. Low social interaction will make students unenthusiastic about learning mathematics, which can result in low learning outcomes. Therefore, the purpose of this study was to analyze the need for mathematics learning media to improve students' numeracy literacy and social interaction. The research used was descriptive quantitative research. The subjects of the study were students of class VII A of SMP Negeri 2 Godean . The data collection techniques used were interviews, observations, and questionnaires. The results showed that 82% of students' numeracy literacy was moderate to low. In addition, 90% of the use of books and conventional methods was the main factor in low numeracy literacy and social interaction of students. The need for mathematics learning media is important because 72% of students agree with the use of mathematics learning media. Therefore, the development of mathematics learning media is needed to improve students' numeracy literacy and social interaction skills.
Pemahaman Konsep Siswa Terhadap Materi Pecahan Melalui Pendekatan Kontekstual di Sekolah Dasar Kelas III Putri Flawlless Berlian Khameswhari; Sania Dea Anissa; Ihwan Zulkarnain
Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 10 No 1 (2025)
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/r5mgsf75

Abstract

Understanding the concept of fractions at the elementary school level remains a challenge for many students. Most of them struggle to grasp the meaning and application of fractions conceptually due to teaching approaches that are often abstract and disconnected from everyday life. This study aims to explore how contextual teaching can improve students’ conceptual understanding of fractions in a third-grade elementary classroom. The research employed a qualitative method with a case study approach, and data were collected through semi-structured interviews with several students who had experienced contextual-based learning. The findings reveal that contextual teaching helps students understand fractions as parts of a whole through concrete experiences, such as sharing food or objects. Students also showed greater enthusiasm and comprehension when learning was linked to real-life situations and involved the use of tangible media. In contrast, purely symbolic and abstract instruction was perceived as more difficult to understand. Therefore, contextual teaching is recommended as an effective strategy in elementary mathematics education, particularly for abstract topics like fractions.
The Correlation Between Family Environment and Mathematics Learning Outcomes of Tenth-Grade High School Students’ Fathia Aiva Maharani; Dealova Syarmilano; Annisa Putri Suryanti; Novita Sari; Rahma Siska Utari; Yovika Sukma; Muhammad Ridho
Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 10 No 2 (2026)
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/xx2n5p81

Abstract

This study investigates the relationship between family environment and mathematics achievement of 10th-grade students at a high school in Teluk Gelam, Ogan Komering Ilir. A quantitative approach with a correlational design was employed, with 30 students selected as the total sample using cluster random sampling technique. Data collection was conducted using two instruments: a family environment questionnaire with a Likert scale consisting of 14 closed-ended items, and documentation of mid-semester exam scores as an indicator of student learning outcomes. The questionnaire’s validity was tested using the Corrected Item-Total Correlation method, and its reliability was assessed using Cronbach’s Alpha, yielding a value of 0.823. Data analysis was performed using Spearman’s Rank Correlation test based on the results of the Shapiro-Wilk normality test, which indicated that one of the variables was not normally distributed. The results of the study showed a Spearman correlation coefficient of 0.002 with a significance value of 0.990. These results indicate that there is no significant relationship between the family environment and students’ mathematics learning outcomes. This suggests that students’ mathematics learning outcomes are likely more influenced by a combination of other factors, such as learning motivation, prior ability, the quality of instruction, and the school environment.

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