cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota adm. jakarta timur,
Dki jakarta
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 166 Documents
 13   14   15   16   17 
PENGARUH MEDIA PEMBELAJARAN WORDWALL TERHADAP EFEKTIVITAS, MOTIVASI, DAN MINAT BELAJAR MATERI PECAHAN SISWA KELAS 5 SDN SUKOMORO 2 Wahyuni, Rizka Tri; Azizah, Nafisyatul; Nugroho, Galuh Eko; Tsaniyah, Siti Muslikhatul; Camarasari, Patriya; Subekti, Hasan
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp1-16

Abstract

Wordwall is a web-based interactive learning medium that has the potential to enhance students' motivation, interest, learning outcomes, and technological skills. This research aims to examine the impact of using Wordwall on the effectiveness, motivation, and interest in learning fractions among fifth-grade students from an elementary school in Magetan Regency, East Java. The study employed a descriptive research approach with participants consisting of fifth-grade elementary students in Magetan Regency, East Java. Data were collected by administering questions related to the fractional material taught using Wordwall. The analysis showed that Wordwall demonstrated fairly good effectiveness (72.2%), particularly in students’ understanding (88.9%) and recall of fractional concepts (100%), although their problem-solving speed remained low (33.3%). Student motivation was relatively low (66.7%), with only 55.6% choosing Wordwall and acknowledging its implementation. However, the level of interest was high (100%), indicating that Wordwall successfully captured students’ attention and encouraged active learning. In conclusion, this study found that Wordwall is effective in improving students’ understanding and interest in learning, although its impact on learning motivation was not optimal.
Environment on students’ mathematical representation abilities: A quantitative study in an Indonesian secondary school Izzati, Nurma; Maula, Minhatul; Bilqisth, Lu’lu Qolbi
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp17-32

Abstract

This quantitative study aims to examine the influence of the learning environment on students’ mathematical representation abilities. The research is motivated by the relatively low levels of mathematical representation skills observed among students, which may be associated with variations in the quality of their learning environments. The study was conducted at a junior high school in Cirebon during the 2024/2025 academic year, involving 30 students selected through purposive sampling. Data were collected using a questionnaire to measure students’ perceptions of the learning environment and a test instrument to assess their mathematical representation abilities, including verbal, visual, and symbolic representations. The findings indicate that the learning environment has a significant influence on students’ mathematical representation abilities. However, the results also reveal that both the quality of the learning environment and students’ mathematical representation abilities are relatively low. Statistical analysis shows that the learning environment accounts for 9.3% of the variance in students’ mathematical representation abilities, while the remaining 91.7% is explained by other factors beyond the learning environment. Future studies should explore the influence of additional factors such as learning motivation, instructional methods, and cognitive abilities on students’ mathematical representation skills. Moreover, research involving larger and more diverse populations is recommended to enhance the generalizability and applicability of the findings.
Examining preservice mathematics teachers’ basic teaching skills in technology-integrated microteaching Effendi, Moh. Mahfud; Ummah, Siti Khoiruli; Andriyani
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp54-78

Abstract

The background of this research is based on previous studies that emphasize the importance of mastering basic teaching skills for prospective teachers to support effective learning. The purpose of this study was to explore undergraduate students’ basic teaching skills in managing mathematics classes through microteaching activities. This study employed a case study method involving 29 undergraduate preservice teachers from the second cohort of the Mathematics Education Study Program. Data were analyzed through triangulation of primary literature on teaching skills, classroom observations, and microteaching document studies. The reconstruction of the Outcome Based Education (OBE) curriculum produced a course titled Innovative Learning Design, which includes outputs in the form of learning tools, microteaching sessions, and microteaching videos. The findings revealed that all basic teaching skills were performed satisfactorily. The most prominent skills were opening and closing lessons and using technology-integrated media. In contrast, the least evident skills were explaining and providing reinforcement, as some preservice teachers had not yet mastered prerequisite or fundamental mathematics concept. Based on these findings, it is recommended that future research analyze the influence of basic teaching skills on student learning outcomes and active student engagement in class.
The effect of open-ended approach on enhancing mathematical understanding in vocational high school students Rifai, Rusdian; Turmudi; Jarnawi Afgani Dahlan; Suhendra
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp58-72

Abstract

This study aims to evaluate the extent to which the open-ended approach affects the achievement of students' mathematical understanding ability in vocational high schools (SMK). The method used was a quasi-experiment with a pretest-posttest control group design, in which two groups of students (experimental group and control group) were compared based on test results before and after treatment. The research sample consisted of 72 students who were selected by intact group (based on the class that had been formed) to minimize disruption to teaching and learning activities at school. This sampling was done by considering the real conditions in the field so as not to disrupt the existing learning schedule and class structure. The research data was obtained through a description test consisting of three questions, with a maximum score of 12 for each question. Data analysis was conducted in two stages: first, a normality test to check data distribution, and second, a mean difference test using the Mann-Whitney U test because the data were not normally distributed. The results showed that the group of students taught with the open-ended approach had better mathematical understanding achievement than the group that received direct learning. This finding indicates that the open-ended approach is effective in promoting mathematical conceptual understanding through independent exploration.
From complex to simple: Analyzing prospective teachers' analogy reasoning in creating accessible geometry problems Rosyidi, Abdul Haris; Sa'dijah, Cholis; Purnomo, Heri; Abdullah, Abdul Halim
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp73-93

Abstract

Students often struggle to identify relevant analog problems when solving new tasks, highlighting the need for teachers to design simple analog problems that serve as scaffolding. This study aims to analyze prospective teachers’ analogical reasoning processes in simplifying complex geometry problems using the Analogical Reasoning in Mathematics (ARM) framework. This qualitative research involved 34 prospective mathematics teachers from a public university in Surabaya, Indonesia. Participants were selected through purposive sampling based on their academic performance and prior coursework in geometry and problem solving. Data were collected through task-based interviews, written work, and observations during problem-simplification activities. The collected data were analyzed thematically, guided by the components of the ARM framework. The results indicate that prospective teachers with varying ability levels employed different analogical reasoning strategies to simplify complex problems through ARM activities. High-ability prospective teachers identified a broader range of student difficulties and adapted the problems into two-step analog problems featuring variations in visual representations, number of circles, and geometric shapes. Conversely, low-ability prospective teachers focused on difficulties related to verbal representation and the need for concrete numerical information, adapting the problems into single, highly simplified analog problems with specific images and numbers. Overall, prospective teachers actively utilized analogical reasoning to design analog problems that addressed student difficulties. Differences in ability were associated with the complexity of adaptation strategies and the depth of difficulty identification, underscoring the importance of training prospective teachers to integrate both approaches to effectively support student understanding.
Revisiting digital game-based mathematics learning: Global insights into thinking and attitudes from a PRISMA-guided review Yulianto, Dwi; Situmeang, Muhamad Sukri; Anwar, Syahrul; Puspitasari, Nita
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp94-116

Abstract

This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines to evaluate the impact of Game-Based Learning (GBL) on students’ cognitive and affective domains in mathematics education. Seventeen empirical studies published between 2018 and early 2025 were rigorously selected based on strict criteria emphasizing methodological quality and relevance to cognitive and affective aspects of mathematics learning. The findings consistently indicate that GBL significantly enhances cognitive outcomes, including conceptual understanding, problem-solving skills, and critical thinking abilities—particularly when supported by digital tools such as augmented reality, 3D escape rooms, and gamified platforms. In addition, GBL positively influences affective outcomes by increasing student motivation, fostering more favorable attitudes toward mathematics, and reducing math anxiety. However, assessments of affective domains remain less standardized than those of cognitive outcomes. Key contextual factors such as students’ prior knowledge, the quality of game design, intervention duration, and teacher preparedness were found to be critical in determining GBL effectiveness. The review also highlights the dominance of digital GBL in resource-rich environments while recognizing the potential of non-digital adaptations in low-resource contexts. Drawing on diverse international evidence, this review underscores GBL’s potential as an innovative pedagogical strategy that effectively integrates cognitive and affective learning. Practical recommendations include culturally responsive game design, comprehensive teacher training, and equitable access to technology to ensure successful GBL implementation across varied educational settings.
Examination of students' written mathematical communication skills in addressing gender-based open-ended problems Susilowati, Indri; Cholily, Yus Mochamad; Rosyadi, Alfiani Athma Putri; In'am, Akhsanul
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp117-136

Abstract

Written mathematical communication skills are an important concern in mathematics education. One way to assess these skills is by presenting students with open-ended problems. This study examines differences in written mathematical communication skills based on gender. The purpose of this study is to describe students’ written mathematical communication skills in solving open-ended problems from a gender perspective. The research employed a descriptive qualitative approach, with participants consisting of Grade VIII students from SMPN 2 Pamekasan, categorized into low, medium, and high levels of written mathematical communication skills. Data were collected through open-ended problem-solving tests to analyze students’ written mathematical communication based on gender. The findings indicate that: (1) students in the low-ability category were unable to fully meet the indicators, with both males and females scoring 58; (2) students in the medium-ability category were moderately able to meet the indicators, with both males and females scoring 75; and (3) students in the high-ability category demonstrated strong performance in meeting the indicators, with males scoring 83 and females 100. These results suggest that high-ability students are more effective in meeting the indicators of written mathematical communication, with observable differences based on gender. Female students tend to excel in written narratives, whereas male students show greater strength in visualization. Students with low and medium abilities still require support in notation, image proportion, and written explanations.
Numeracy literacy outcomes of RME with local wisdom across cognitive styles Izzatin, Maharani; Kartono; Zaenuri, Zaenuri; Dewi, Nuriana Rahmani
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp137-152

Abstract

Numeracy literacy is a crucial skill involving the use of numbers, symbols, and basic mathematical concepts in daily life. However, PISA results indicate that Indonesian students’ numeracy literacy remains low, highlighting the need for effective learning models. This study examined the integration of the Realistic Mathematics Education (RME) model with Kudus local wisdom to enhance students’ numeracy literacy, taking into account their cognitive styles. Kudus local wisdom encompasses traditions such as Dandangan and local products like parijoto fruit, jenang, batik, sarongs, and embroidered kebaya. The research involved seventh-grade students at a state junior high school in Kudus and employed a quantitative quasi-experimental design with a 2×2 factorial arrangement. The Group Embedded Figures Test (GEFT) was used to identify students’ cognitive styles, while a numeracy literacy test measured learning outcomes. Data were analyzed using two-way ANOVA. The results showed that: (1) the RME model significantly improved numeracy literacy (p = 0.011); (2) cognitive style did not have a significant effect on numeracy literacy (p = 0.615); and (3) there was no significant interaction between learning model and cognitive style (p = 0.272). In conclusion, the RME model effectively enhances numeracy literacy regardless of students’ cognitive styles. Its integration with local wisdom not only supports student competencies but also aligns with the Merdeka Curriculum’s vision of meaningful learning and contributes to achieving the Pancasila Student Profile.
Students’ mathematical procedural fluency in solving mathematical problems in terms of mathematical resilience and gender Sazali, Muhammad; Priatna, Nanang; Herman, Tatang
KALAMATIKA Jurnal Pendidikan Matematika Vol 11 No 1 (2026): KALAMATIKA April 2026
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol11no1.2026pp1-19

Abstract

Mathematical resilience and gender are often associated with differences in students’ skills and ways of thinking while learning mathematics. This study aims to simultaneously describe students’ mathematical procedural abilities in terms of mathematical resilience and gender. Data were collected from 19 participants selected through purposive sampling based on criteria relevant to the research variables. A procedural fluency test and a student mathematical resilience questionnaire were used; both instruments had been previously validated by experts, who concluded that they were suitable for use. The data analysis technique employed was ANCOVA (Analysis of Covariance). The results indicated that both resilience and gender appeared to influence students’ mathematical procedural fluency; however, resilience was the factor that made a meaningful difference, not gender. Qualitative analysis, including resilience questionnaires, interviews, and test result descriptions, revealed that both male and female students can demonstrate strong mathematical procedural fluency when they possess high mathematical resilience. As a result, gender differences did not emerge as a significant influence, as both groups had equal opportunities when their mathematical resilience was high. The absence of a significant gender effect is suspected to be due to the relatively small sample size used in this study, which may not have provided sufficient statistical power to detect the actual effect. Due to the limitations of this study, these findings should be considered preliminary. Further research is needed using a larger sample size and more representative sampling to better examine the combined influence of gender and resilience on mathematical procedural fluency.
Building Number Sense: A Systematic Literature Review of Mathematical Concept Development in Early Years Arifin, M. Zainul; Putri, Cyndana Kartika; Mubarakah, Laila
KALAMATIKA Jurnal Pendidikan Matematika Vol 11 No 1 (2026): KALAMATIKA April 2026
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol11no1.2026pp76-94

Abstract

Many early mathematics programs emphasize the importance of number sense as a basic skill; however, there is a lack of comprehensive reviews that integrate effective strategies and concepts used in early childhood education contexts. This study aims to conduct a systematic review of various approaches, strategies, and learning methods for developing number sense in early childhood, identify the most frequently studied mathematical concepts, and analyze the factors that influence their effectiveness. A Systematic Literature Review (SLR) method was applied, involving twelve peer-reviewed journal articles selected from the Scopus database using the PRISMA. It was found that game-based learning, the use of multiple representations, digital technology, exploratory activities, and problem-solving tasks are frequently used to support the development of number understanding. The main mathematical concepts identified include cardinality, number representation, basic operations, quantity structure, and early reasoning. Effectiveness is influenced by teacher competence, student engagement, teaching strategies, and the learning environment. This study contributes to a deeper understanding of early numeracy development and highlights the importance of designing child-centered, adaptive, and experience-based learning. These findings can serve as a reference for early childhood educators, curriculum developers, and policymakers in improving mathematics instruction at the early education level.

Page 16 of 17 | Total Record : 166

 13   14   15   16   17 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol 11 No 1 (2026): KALAMATIKA April 2026 Vol 10 No 2 (2025): KALAMATIKA November 2025 Vol 10 No 1 (2025): KALAMATIKA April 2025 Vol 9 No 2 (2024): KALAMATIKA November 2024 Vol 9 No 1 (2024): KALAMATIKA April 2024 Vol 8 No 2 (2023): KALAMATIKA November 2023 Vol 8 No 1 (2023): KALAMATIKA April 2023 Vol 7 No 2 (2022): KALAMATIKA November 2022 Vol 7 No 1 (2022): KALAMATIKA April 2022 Vol 6 No 2 (2021): KALAMATIKA November 2021 Vol 6 No 1 (2021): KALAMATIKA April 2021 Vol 5 No 2 (2020): KALAMATIKA November 2020 Vol 5 No 1 (2020): KALAMATIKA April 2020 Vol 4 No 2 (2019): KALAMATIKA November 2019 Vol 4 No 1 (2019): KALAMATIKA April 2019 Vol 3 No 2 (2018): KALAMATIKA November 2018 Vol 3 No 1 (2018): KALAMATIKA April 2018 Vol 2 No 2 (2017): KALAMATIKA November 2017 Vol 2 No 1 (2017): KALAMATIKA April 2017 Vol 1 No 2 (2016): KALAMATIKA November 2016 Vol 1 No 1 (2016): KALAMATIKA April 2016 More Issue