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INDONESIA
KALAMATIKA Jurnal Pendidikan Matematika
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Mathematics
Jurnal KALAMATIKA merupakan jurnal di bawah naungan Program Studi Pendidikan Matematika dan dipublikasikan oleh Universitas Muhammadiyah Prof. DR. HAMKA. Jurnal terdaftar dengan E-ISSN: 2527-5607 & P-ISSN: 2527-5615. Jurnal KALAMATIKA mempublikasikan naskah-naskah artikel ilmiah dalam cakupan bidang Pendidikan Matematika. Tulisan dapat berupa diseminasi hasil penelitian, telaah pustaka ilmiah yang komprehensif atau resensi dari buku ilmiah. Setiap naskah yang diterbitkan terlebih dahulu dilakukan proses peer-review dengan sifat double-blind review. Untuk terbitan per November 2017 Jurnal KALAMATIKA menggunakan template baru yang dilengkapi dengan identitas artikel yang lebih komprehensif.
Arjuna Subject : -
Articles 158 Documents
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LEARNING OBSTACLES ANALYSIS ON MULTIPLICATION OF NATURAL NUMBERS IN ELEMENTARY SCHOOL Rohimah, Siti Maryam; Anaya, Salma Nur; Putri, Sarah Anida; Nurdiansah, Yusup
KALAMATIKA Jurnal Pendidikan Matematika Vol 9 No 2 (2024): KALAMATIKA November 2024
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol9no2.2024pp213-224

Abstract

This research aims to find learning obstacles students experienced during natural number multiplication lessons in third-grade elementary school. Learning obstacles were obtained from the Respondent Ability Test (RAT) analysis on students who had studied the lessons on multiplication of natural numbers. The method used in this research is a qualitative descriptive method. The subjects were respondents who participated in RAT, namely 22 third-grade elementary school students in Bandung, Indonesia. Data collection techniques use tests, interviews, and documentation. Data analysis techniques include data collection, reduction, display, and conclusion. Learning obstacles found in natural number multiplication lessons are categorized into three types, namely ontogenic, epistemological, and didactical obstacles. Ontogenic obstacles occur when there is a gap in the students' thinking when analyzing concrete to abstract concepts. Epistemological obstacles may occur if students need help to apply the concepts they have learned in the context of story problems. Didactical obstacles happen when the learning carried out by teachers is only procedural, so students only memorize each multiplication result. Therefore, it is essential to analyze these learning obstacles and find the causes as a reference in finding solutions to design future learning tools that prevent these learning obstacles from happening.
META-ANALYSIS OF CONSTRUCTIVISM’S APPROACHES TO STUDENTS’ MATHEMATICAL ABILITY Jumaida, Jumaida; Nuriadin, Ishaq; Jusra, Hella
KALAMATIKA Jurnal Pendidikan Matematika Vol 9 No 2 (2024): KALAMATIKA November 2024
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol9no2.2024pp225-232

Abstract

This study examined the effectiveness of the constructivist approach in enhancing students' mathematical abilities through meta-analysis. Data were gathered from 20 journal publications implementing constructivist teaching strategies in mathematics instruction for Indonesian primary and high school students. Cohen's criteria were applied to assess effect sizes on students' mathematical abilities. The findings indicated that 15 studies (75%) demonstrated small effect sizes (0.0–0.20), suggesting a limited influence on students' mathematical skills. However, all studies showed higher average scores between pretests and posttests, highlighting the potential benefits of the approach. The remaining five studies (25%) reported moderate effect sizes (0.51–1.00), indicating a more substantial positive impact of constructivist methods on students' mathematical aptitude.
STUDENTS' MATHEMATICAL CREATIVE THINKING SKILLS IN SOLVING PISA PROBLEMS: A CASE IN INDONESIA Putri, Riska Yolanda; Puspaningtyas, Nicky Dwi; Hadi, Windia
KALAMATIKA Jurnal Pendidikan Matematika Vol 9 No 2 (2024): KALAMATIKA November 2024
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol9no2.2024pp233-249

Abstract

This study analyzes students' creative thinking skills in solving PISA questions involving spatial and geometric content. A descriptive qualitative approach was used, selecting three groups of students based on mathematical ability: high, medium, and low. Data were collected through tests, interviews, and documentation. The test consisted of three PISA items designed to assess students' creative thinking indicators: fluency, flexibility, originality, and elaboration. The conclusions of this study show that students with high mathematical ability exhibit a high level of creative thinking, as evidenced by the fulfillment of all indicators: fluency, flexibility, elaboration, and originality. Students with moderate mathematical ability demonstrate limited or moderate creative thinking, fulfilling only the fluency and originality indicators, while elaboration and flexibility are not optimal. Students with low mathematical ability fulfill only the originality indicator, with low fluency and elaboration, and do not demonstrate flexibility.
GENDER DIFFERENCE IN MATHEMATICS PERFORMANCE AMONGST SENIOR HIGH SCHOOL STUDENTS IN THE UPPER WEST REGION (UWR), GHANA Marifa, Mohammed Yikehere; Nabie, Johnson Michael; Dossey, Joshua Kai
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 1 (2025): KALAMATIKA April 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no1.2025pp15-30

Abstract

Gender differences in mathematics performance have long concerned parents and policymakers in Ghana, especially in the UWR. This study examined these differences among high school students using an explanatory sequential mixed-methods design. Stratified and Simple Random Sampling techniques were used to sample 350 participants from four different SHS within the UWR to participate in the survey whilst four teachers were selected using the purposive sampling technique. A mathematics test, questionnaires, and interviews were the main data collection tools. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were analysed thematically. The results reveal no statistically significant difference between female and male mathematics performance [t(348)= -1.44, p =.153, p>.05]. Also, factors such as societal expectations and stereotype threat, cultural norms, learning environment, and teaching methods were indicated as potentially contributing to female and male mathematics performance. It was recommended that an all-inclusive learning environment, teaching practices, and curriculum design should be created to allow students, regardless of their gender, to participate effectively in mathematics classes.
THE IMPACT OF VIRTUAL GEOBOARD-BASED LEARNING MEDIA ON ELEMENTARY SCHOOL STUDENTS’ SPATIAL THINKING Astriani, Linda; Andini, Nur Meilia
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 1 (2025): KALAMATIKA April 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no1.2025pp31-46

Abstract

This research was motivated by the observation that students had low ability in visualizing flat shapes, particularly when solving problems related to plane geometry. This study aimed to investigate the effect of virtual geoboard-based manipulative learning media on the spatial thinking skills of fourth-grade students. This research employed a quantitative approach with a posttest-only control group design and purposive sampling as the sampling technique. The samples consisted of two classes from all fourth-grade classes at SDN Pondok Aren 02: the experimental class, which used virtual geoboard media (Class IVB, 32 students), and the control class, which did not use virtual geoboard media (Class IVC, 26 students). Both groups were confirmed to have a normal distribution and to originate from a homogeneous population. The results of the study showed that: 1) the use of virtual geoboard media had a significant effect on students' spatial thinking skills. 2) There was a notable difference in the average posttest scores between the experimental and control classes, demonstrating the strong impact of virtual geoboard media on enhancing students' spatial thinking.
ENHANCING SECONDARY STUDENTS’ MATHEMATICAL CREATIVE THINKING THROUGH STEM PROJECT-BASED LEARNING Ferdiansyah, Fiko; Sri Hastuti Noer; Widyastuti, Widyastuti
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 1 (2025): KALAMATIKA April 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no1.2025pp47-66

Abstract

Studies have highlighted the persistently low levels of mathematical creative thinking skills among students, emphasizing the need for innovative learning interventions. The STEM-PjBL model, which integrates science, technology, engineering, and mathematics through project-based learning, offers a structured framework to enhance these skills by fostering innovative problem-solving. This study investigates the implementation of the STEM-PjBL model to improve students' mathematical creative thinking skills. A quantitative quasi-experimental approach with pre- and post-tests control group design was used, involving two purposively selected ninth-grade classes from a population of 298 students. Analysis using the Mann-Whitney U test showed a statistically significant improvement in mathematical creative thinking skills following the STEM-PjBL intervention (p < 0.05), with a normalized gain (g = 0.43), indicating that the results for the experimental group were higher than those of the control group. These findings suggest that the STEM-PjBL model is an effective strategy for improving creative thinking in mathematics education.
HINDU MATHEMATICS IN MODERN ARITHMETIC: ASSESSING STUDENT AWARENESS AND UNDERSTANDING Nabil, Muhammad; Harisman, Yulyanti
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 1 (2025): KALAMATIKA April 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no1.2025pp79-94

Abstract

Hindu mathematics has made foundational contributions to the development of modern arithmetic, particularly through the introduction of the decimal number system and the concept of zero. Despite its historical significance, this study found that students' awareness and understanding of Hindu mathematics remain limited. This research investigates the role of Hindu mathematics in shaping modern arithmetic and examines students’ knowledge of these contributions. The study employed a qualitative approach, combining a literature review to trace historical developments with student interviews to assess their conceptual understanding. Findings indicate a substantial gap in students’ historical awareness, with most attributing the origins of modern arithmetic solely to Western and Arabic traditions. This gap is attributed to curriculum content that underrepresents non-Western mathematical heritage and a lack of accessible instructional resources. The study underscores the need to integrate Hindu mathematical contributions more explicitly into mathematics education to foster a more comprehensive and culturally inclusive understanding of the discipline’s history.
STUDENTS' MATHEMATICAL PROBLEM-SOLVING SKILLS ON CONGRUENCE MATERIAL IN RELATION TO INTRAPERSONAL INTELLIGENCE Afifah, Nur; Mirza, Ade; Siregar, Nurfadilah; Bistari; Pasaribu, Revi Lestari; Wicaksono, Luhur
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 1 (2025): KALAMATIKA April 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no1.2025pp95-112

Abstract

Intrapersonal intelligence can help students solve mathematical problems, and each student has different abilities depending on their level of intelligence. This study aimed to determine and explain students' mathematical problem-solving skills on congruence material in relation to intrapersonal intelligence. A qualitative approach with a case study design was used. The instruments included an intrapersonal intelligence questionnaire, a mathematical problem-solving skills test, and an interview guide. The results show that students' intrapersonal intelligence falls into three categories: high (21.43%), medium (60.71%), and low (17.86%). Students with high intrapersonal intelligence were able to fulfill all four indicators of mathematical problem-solving skills: understanding the problem, planning the solution, implementing the solution plan, and reviewing the solution. Students with medium intrapersonal intelligence were able to fulfill three indicators: understanding the problem, planning the solution, and implementing the solution plan. Students with low intrapersonal intelligence were able to fulfill two indicators: understanding the problem and planning the solution.
GEOGEBRA-ASSISTED LEARNING, DOING, AND REPEATING (LDR) MODEL TO DEVELOP COMMUNITY NUMERACY SKILLS Delima, Nita; Supriyadi, Endang Irawan; Aminah, Mimin
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 1 (2025): KALAMATIKA April 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no1.2025pp67-78

Abstract

In the Society 5.0 era, strong numeracy skills are essential for processing complex data and making informed decisions. However, the numeracy levels of the Indonesian population remain relatively low, underscoring the need for effective educational interventions. This study investigates the effectiveness of the Learning, Doing, and Repeating (LDR) model, supported by GeoGebra, in developing community-based numeracy skills. The LDR model structures learning through iterative cycles: initial instruction (Learning), direct application (Doing), and reinforcement (Repeating), with GeoGebra facilitating the visualization of mathematical relationships. An experimental one-group pretest–posttest design was employed, involving community members guided by PKBM Yapenmas. Numeracy skills were assessed using mathematics tasks adapted from the PISA 2022 framework, alongside observations and interviews. The results indicated significant improvements in participants' numeracy skills following the intervention. The use of GeoGebra was found to enhance participants' conceptual understanding and engagement during the learning process. These findings suggest that the LDR model, when integrated with interactive technology, offers an effective approach to fostering numeracy development in informal educational contexts. This study contributes to the growing field of technology-assisted mathematics education and highlights the potential of iterative learning models for strengthening foundational numeracy skills within community learning environments.
THE EFFECTIVENESS OF PROBLEM-BASED AND DISCOVERY LEARNING MODELS ON STUDENTS' MATHEMATICAL CRITICAL THINKING ABILITIES Nurjaman, Adi; Sari, Indah Puspita; Hidayat, Wahyu
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 1 (2025): KALAMATIKA April 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no1.2025pp113-124

Abstract

Critical thinking skills are essential for addressing 21st-century challenges, which requires a learning model that can optimally engage students' cognitive abilities. This study aims to examine the improvement of students' critical mathematical thinking skills (KBKM) through learning that utilizes the Problem-Based Learning (PBL) and Discovery Learning models, based on the students' skill levels. The method used in this study is a mixed-method approach with a sequential explanatory design. In the quantitative phase, quasi-experimental research was conducted with a one-group pretest-posttest design, ANOVA, and a 3x2 factorial design. In the qualitative phase, an embedded concurrent strategy was applied. The sample consisted of 72 grade VII students from State Junior High Schools in Cimahi City. The results revealed that the criteria had a significant effect on the critical mathematical thinking skills scores. The learning model also had a direct impact on improving these skills. Additionally, the study found that the average score of the high group was higher than that of the medium and low groups. In terms of learning models, Discovery Learning proved to be more effective in the learning process.

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