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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 154 Documents
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A Non-Parametric Analysis of Interrelationships Among Mathematics Learning Interest Indicators: Kendall's Tau-b and Kendall's W Approaches Among Junior High School Students Eva Nuryani, Christina; Kintoko Kintoko; Kristina Warniasih
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: 10.26486/16gvtv20

Abstract

Most studies treat mathematics learning interest as a single composite construct linked to learning outcomes, without first testing whether its constituent indicators, namely enjoyment, attraction, attention, and engagement, are themselves statistically interrelated. This study addresses that gap by examining the strength of pairwise associations among these indicators and their overall concordance. A quantitative, cross-sectional correlational design was employed using data from 53 seventh-grade students at a junior high school in Yogyakarta, selected through simple random sampling. Because the Kolmogorov-Smirnov normality test indicated that three of the four indicators departed from normality, non-parametric tests were applied: Kendall's tau-b for pairwise correlation and Kendall's W for overall concordance. The results show that only three of six indicator pairs were significantly and fairly associated, enjoyment-attraction (τb = 0.463), attraction-attention (τb = 0.281), and attraction-engagement (τb = 0.258), while the remaining three pairs showed very weak, non-significant associations. Kendall's W of 0.264 (statistically significant) indicates that the four indicators exhibit real but modest overall concordance. These findings offer both methodological and practical contributions: aggregated interest scores may obscure heterogeneous student profiles, so diagnosis and instructional intervention should target specific indicators, with attraction serving as the most central connective dimension, rather than treating learning interest as a homogeneous construct.
Narrative Structures and Methodological Principles in Boyer and Merzbach’s Historiography for Mathematics Education Kintoko Kintoko; Deny Hadi Siswanto; Nanang Khuzaini
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/r6f79y20

Abstract

This study aims to analyze the narrative structure, periodization, and methodological principles in A History of Mathematics by Carl B. Boyer and Uta C. Merzbach (third edition, 2011) as a historiographical model in mathematics education. The research employs a descriptive qualitative approach using the content analysis method. Data were collected through an in-depth reading of all chapters of the book and analyzed based on two main dimensions: internal history (the development of concepts and mathematical rigor) and external history (the social, cultural, and economic influences on the emergence of mathematical ideas). The findings reveal that Boyer and Merzbach construct the historical narrative of mathematics both chronologically and thematically, tracing its evolution from ancient to modern times while emphasizing the continuity of mathematical ideas across civilizations. Merzbach’s approach, which integrates linguistic, social, and economic contexts, demonstrates that the development of mathematics is the result of an interaction between abstract ideas and human practical needs. Furthermore, the principle of “extension without correction” indicates that each new mathematical theory does not negate earlier ones but rather expands and enriches the existing scientific framework. The study concludes that A History of Mathematics possesses significant pedagogical value and is highly relevant as a learning resource for the history of mathematics, as it cultivates a philosophical and historical understanding of mathematics as both a cultural product and an ongoing intellectual process
Implementation of Deep Learning in Mathematics Learning for Grade IX Students of SMP Negeri 1 Tirtamulya Iskandar Maarif; Supardi Uki Sajiman; Huri Suhendri; Kesi Iswanti; Ika Maryati; Mustica Anggun; Namiroh
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/mma8fz91

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi pendekatan pembelajaran mendalam dalam pembelajaran matematika untuk meningkatkan pemahaman konseptual siswa pada materi Sistem Persamaan Linear Dua Variabel (SPLDV). Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus yang dilakukan pada siswa kelas IX SMP Negeri 1 Tirtamulya, Karawang. Data dikumpulkan melalui observasi kelas, wawancara, dan dokumentasi. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan strategi deep learning mampu meningkatkan pemahaman konseptual siswa, yang ditunjukkan melalui kemampuan menjelaskan konsep, mengaitkan ide-ide matematika, serta menyelesaikan masalah secara bermakna. Selain itu, siswa menunjukkan peningkatan keterlibatan dan partisipasi aktif selama proses pembelajaran. Penelitian ini memberikan kontribusi terhadap pengembangan praktik pembelajaran matematika yang inovatif, khususnya dalam mengintegrasikan pendekatan deep learning untuk mendukung pembelajaran bermakna. Implikasi dari penelitian ini adalah pentingnya guru merancang aktivitas pembelajaran yang mendorong berpikir kritis, pemahaman konseptual, serta pembelajaran yang berpusat pada siswa. Kata Kunci: Pembelajaran Mendalam, Pemahaman Konsep Matematika, Berpikir Kritis, Kurikulum Merdeka This study aims to analyze the implementation of a deep learning approach in mathematics learning to improve students' conceptual understanding of the System of Linear Equations in Two Variables (SPLDV). This study uses a qualitative approach with a case study method conducted on grade IX students of SMP Negeri 1 Tirtamulya, Karawang. Data were collected through classroom observations, interviews, and documentation. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of a deep learning strategy can improve students' conceptual understanding, as demonstrated by the ability to explain concepts, link mathematical ideas, and solve problems meaningfully. In addition, students showed increased engagement and active participation during the learning process. This study contributes to the development of innovative mathematics learning practices, particularly in integrating a deep learning approach to support meaningful learning. The implication of this study is the importance of teachers designing learning activities that encourage critical thinking, conceptual understanding, and student-centered learning. Keyword: deep learning, conceptual understanding, mathematics learning, SPLDV, qualitative study
Optimizing the STAD Model in Basic Geometry Learning in Grade V: A Case Study on the Area of Trapezoids and Kites Ageng Triyono; Rusmin R. M. Saleh; Rintis Rizkia Pangestika; Teguh Wibowo; Dyan Murdiasih
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/bs7hqd38

Abstract

This study aims to examine the effectiveness of the Student Teams Achievement Division (STAD) cooperative learning model in improving basic geometry learning outcomes among fifth-grade elementary students, specifically on the topic of the area of trapezoids and kites. The research employed a Classroom Action Research (CAR) design based on the Kemmis and Taggart spiral model, conducted over two cycles involving 29 students with heterogeneous backgrounds. Each cycle consisted of planning, implementation, observation, and reflection phases. Data were collected through learning outcome tests, observations of student activities and teacher performance, questionnaires, and interviews. The results showed an increase in average scores from 58.34 (pre-action) to 61.96 (cycle I) and 76.03 (cycle II). The percentage of mastery learning improved from 48.28% to 100%. Student activity, motivation, and group engagement also increased significantly. These findings affirm that the STAD model is effective in enhancing conceptual understanding and learning outcomes in geometry, while also fostering a collaborative and enjoyable classroom atmosphere. It is recommended to implement the STAD model more broadly and to explore the use of innovative learning media in future research.

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