cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Siti Lailiyah
Contact Email
siti03_math_its@yahoo.com
Phone
+6285649066936
Journal Mail Official
-
Editorial Address
Program Studi Pendidikan Matematika Fakultas Tarbiyah dan Keguruan, UIN Sunan Ampel Surabaya Jl. Jend. A. Yani No. 117 Surabaya, Jawa Timur 60237
Location
Kota surabaya,
Jawa timur
INDONESIA
JRPM (Jurnal Review Pembelajaran Matematika)
Published by Universitas Islam Negeri Sunan Ampel
ISSN : -     EISSN : 25031384     DOI : https://doi.org/10.15642/jrpm
Core Subject : Education,
Mathematics
JRPM (Jurnal Review Pembelajaran Matematika) is a peer-reviewed journal published biannually by UIN Sunan Ampel Surabaya.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 181 Documents
 15   16   17   18   19 
Efektivitas Unplugged Coding untuk Meningkatkan Berpikir Komputasi dalam Pembelajaran Matematika Siswa Sekolah Dasar Khujaimah; Wiryanto; Mariana, Neni
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 10 No. 2 (2025)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2025.10.2.77-90

Abstract

This study aims to (1) Measure the improvement in students' computational thinking skills before (pretest) and after (posttest) the implementation of Unplugged Coding-based mathematics learning; (2) To compare the improvement in computational thinking skills between the experimental and control groups; and (3) To analyze the aspects of computational thinking (decomposition, pattern recognition, abstraction and algorithms, and evaluation) that showed the most significant development. The study used a quasi-experimental design with a sample of 31 fourth-grade students from SD Negeri Dukuh Sari 1 Sidoarjo, and 31 students from SD Negeri Waru 1 Sidoarjo. Data was collected using a test technique that assessed computational thinking ability. The data were analyzed using ANOVA to test for differences in final abilities between groups, while controlling for initial abilities (pretest scores). The prerequisite tests were normality and homogeneity tests. This study concluded that: (1) There was a very significant increase in computational thinking skills in the experimental group with a gain score of 45.5 points, (2) Unplugged Coding was significantly more effective than conventional learning (F = 662.18; p < 0.001; η² = 0.917), and (3) The algorithm and decomposition aspects showed the most dominant development.
Development of TPACK Assessment Instruments and Lesson Plan on OBE Integrated with Islamic Values and Local Culture in Mathematics Learning Planning Courses Noviarni, Noviarni; Hasibuan, Ismail Mulia; Amelia, Rizki
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 10 No. 2 (2025)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2025.10.2.108-121

Abstract

Thi study aims to describe the results of the development of lecture tools for Integrated Islamic Values ​​and Local Culture of Mathematics Learning Planning, in the form of TPACK Assessment Instruments and OBE-Based RPS. The research employed a development approach using the Plomp model, consisting of the preliminary design, experimental design, and perspective analysis stages. Data was collected through questionnaires and semester examination tests and analyzed using quantitative and qualitative descriptive methods. The results show that the OBE-based TPACK and RPS assessment instruments are classified as very valid, with a validity score of 92.24. Small-group trials indicated the tools were practical (76.39), while limited-group trials showed they were very practical (89.42). The effectiveness test revealed that the developed product was effective, with a t-value of 9.465 exceeding the t-table value of 2.004. Students who used the developed lecture tools achieved higher average scores (84.07) than those who did not (74.18). These findings indicate that the developed tools effectively facilitate mathematics learning planning courses for mathematics education students at UIN Suska Riau.
Pengaruh Pendekatan Concrete Pictorial Abstract (CPA) Terhadap Pemahaman Konsep Matematika Siswa Fatihah, Alfito; Karo-Karo, Isran Rasyid
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 10 No. 2 (2025)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2025.10.2.122-132

Abstract

The low understanding of students in mathematics can lower the quality of learners and impact learning outcomes. This is caused by learning still being teacher-centered, dominated by routine questions, and using approaches that minimally support deep understanding. If this continues, it can result in students having a low understanding of mathematical concepts. This study aims to investigate the impact of the Concrete Pictorial Abstract (CPA) approach on students' understanding of mathematical concepts. This research was conducted in grade IX at SMP Negeri 8 Percut Sei Tuan during the 2025/2026 academic year. The research employed a quantitative approach with a quasi-experimental method using a Pretest–Posttest Control Group Design. The sample included 50 students, with 25 in the experimental class and 25 in the control class, selected through Cluster Random Sampling. Data on students’ understanding of mathematical concepts were collected using valid and reliable pre-test and post-test instruments. The findings revealed that the CPA approach enhanced students’ conceptual understanding compared to conventional learning. The highest achievement was observed in the classifying indicator, followed by interpreting and inferring indicators. Therefore, the CPA approach has a significant effect on students’ understanding of mathematical concepts
Eksplorasi Implementasi Infographic Project pada Pembelajaran Statistika dalam Mengembangkan Kemampuan Representasi dan Interpretasi Data Siswa Kelas X Febriani, Rini; El Walida, Sikky
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 10 No. 2 (2025)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2025.10.2.133-145

Abstract

Statistics learning plays an important role in developing students’ data literacy, particularly their abilities in data representation and interpretation. However, statistics instruction at the secondary school level remains largely procedural, providing limited opportunities for students to understand data contextually. This study aims to explore the implementation of an infographic project in statistics learning and to examine the development of Grade X students’ data representation and interpretation skills. This research employed a qualitative approach with an exploratory design. The research subjects consisted of one group of four Grade X students at Madrasah Aliyah Negeri Sampang. Data were collected through classroom observation, semi-structured interviews, and analysis of students’ infographic artifacts. Data analysis involved data reduction, data display, and conclusion drawing, with validity ensured through technique and source triangulation. The results indicate that the infographic project supports students in representing data in various visual forms and interpreting data by identifying patterns, comparisons, and contextual meanings. These findings suggest that the infographic project has the potential to serve as an alternative approach to statistics learning that promotes active student engagement and the development of data literacy skills.
Metode Onion Skin: Transformasi Konseptual Siswa dalam Menyelesaikan Persamaan Aljabar Berbasis Deep Learning Ainurrohmah, Devi Ayu; El Walida, Sikky
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 11 No. 1 (2026)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2026.11.1.1-14

Abstract

Mathematics learning in secondary education requires strengthening students' conceptual understanding and quality of thinking processes. However, students' learning practices still tend to be procedural and non-visual, so that the solutions used by students are often less adaptive and meaningless. This study aims to describe students' strategic orientation toward using the Onion Skin Method (draw the skin, peel the skin, and simplify the solution) in solving simple linear equation systems based on algebraic concepts through a Deep Learning approach. The research method used is qualitative descriptive. Sampling involved 10th-grade students at MAN 2 Lamongan in the 2025/2026 academic year, who were selected using purposive sampling with 3 students taken from each level (high, medium, and low). Data were collected through observation, test result analysis, and reflection to explore the reasons for choosing the method. The results showed that students' solution method orientation developed gradually. As the material became more difficult, students consciously began to integrate the Onion Skin Method as an advanced method for problem solving. This method was chosen because it helped students organize the steps of the solution systematically, neatly, and meaningfully, thereby minimizing procedural errors in complex problems. The steps of the Onion Skin Method make students feel visually mindful and joyful, so that the application of the Deep Learning Approach plays an important role in fostering metacognitive awareness. Finally, it can be concluded that the Onion Skin Method with the Deep Learning approach is a tool that is integrated with a deep understanding of algebraic concepts in solving simple linear equations.
Algebraic Thinking and Algebraic Reasoning in School Mathematics: A Systematic Literature Review Based on the Pirie–Kieren Theory Larasanti, Rida; Siswanto; Setiawan, Rubono
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 11 No. 1 (2026)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2026.11.1.15-36

Abstract

Algebraic thinking and algebraic reasoning are core competencies in mathematics education; however, students often exhibit procedural skills without adequate conceptual understanding. This study aims to synthesize empirical research on algebraic thinking and algebraic reasoning through the lens of the Pirie–Kieren theory of conceptual understanding. A Systematic Literature Review (SLR) was conducted using a structured and transparent protocol. Articles were collected from Google Scholar and Scopus databases using the keywords algebraic thinking and algebraic reasoning, covering publications from 2018 to 2026. From an initial pool of 400 articles, 32 empirical studies met the inclusion criteria and were analyzed using thematic coding. The findings show that algebraic thinking primarily develops in the early to intermediate layers of understanding, namely Primitive Knowing, Image Making, Image Having, and Property Noticing. In contrast, algebraic reasoning is more dominant in advanced layers, including Formalising, Observing, and Structuring. Students’ difficulties in algebra, such as errors in symbolization, limited generalization, and weak justification, reflect transitions between layers and frequently involve folding back processes. This study concludes that the Pirie–Kieren framework provides a coherent and dynamic perspective for integrating algebraic thinking and reasoning, with implications for designing algebra instruction that emphasizes conceptual growth and reflective learning.
Self-Efficacy and High-Order Thinking Skills (HOTS) In Mathematics: A Systematic Literature Review Marlina; Baist, Abdul; Nopitasari, Dian
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 11 No. 1 (2026)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2026.11.1.53-69

Abstract

The study aims to examine the influence of self-efficacy on high-order thinking skills in mathematics learning while identifying the factors underlying the observed differences in outcomes. The method used is a Systematic Literature Review. Fifteen articles published between 2020 and 2025 were selected as the research subjects. Data were collected from four databases, Scopus, ERIC, ScienceDirect, and Google Scholar, using the primary keywords “self-efficacy” and “HOTS”. The journals were systematically reviewed and analyzed following the PRISMA 2020 guidelines. The results of the study indicate that self-efficacy positively affects high-order thinking skills in mathematics among secondary school students. Students with high self-efficacy generally demonstrate stronger abilities in analysis, evaluation, problem-solving, and creative thinking than students with low self-efficacy. However, for the problem-solving indicator, 7% of the results showed no significant relationship. The variation in results is attributed to learning strategies that do not support the development of students' understanding of mathematical concepts. Therefore, teachers are advised to implement learning strategies that can enhance students’ self-efficacy to support the development of HOTS.
Trends and Patterns of Mathematical Literacy Research In Indonesia: A Systematic Literature Review Shafira, Syifa; Yulianti, Kartika; Martadiputra, Bambang Avip Priatna; Dahlan, Jarnawi Afgani
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 11 No. 1 (2026)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2026.11.1.37-52

Abstract

This study aimed to examine trends and patterns in mathematical literacy research in Indonesia, as an essential component of mathematics education. Using a systematic literature review, this study analyzed 18 Scopus-indexed articles published between 2021 and 2025. This study examined the distribution of publications across journal quartiles, years, geographic research sites, research methods, mathematical topics, and educational levels. The results showed an upward trend in publications in recent years, with most studies appearing in mid-tier journals. Among the reviewed studies, qualitative methods were the most frequently employed research approach. The investigated topics were mainly concentrated on shape and space, and most studies focused on the junior high school level, while other levels received less attention. In addition, research sites were unevenly distributed, with concentrations in certain provinces. These findings indicate that mathematical literacy research in Indonesia has developed steadily but remains concentrated in specific contexts, offering opportunities for broader coverage in future studies.
STEM-Based Hypothetical Learning Trajectory: The Context of Ice Cream Making in Algebraic Multiplication Material Efriani, Arvin; Arifin, Sujinal; Ananda, Dea
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 11 No. 1 (2026)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2026.11.1.70-83

Abstract

This study addresses students' limited understanding of algebraic multiplication and the limited integration of the STEM (Science, Technology, Engineering, and Mathematics) approach in mathematics learning. The aim is to design a STEM-based Hypothetical Learning Trajectory (HLT) for algebraic multiplication and analyze student responses. Using a design research method, the study comprised three stages: preparation, design experiments (pilot and teaching), and retrospective analysis. The participants were seventh-grade students at SMPLTI Indo Global Mandiri Palembang. Data were collected through observation, tests, interviews, and documentation. Results show that STEM-based HLT, grounded in simple ice cream-making, improved students' understanding of algebraic multiplication, their critical thinking, and their engagement and interest. Students also responded positively to contextual learning that integrates STEM components.
Menelusuri Alur Penalaran Siswa dalam Membuktikan Aturan Sinus: Studi Kasus Kualitatif dalam Pembelajaran Berbasis Masalah Izzah, Nurul; El Walida, Sikky
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 11 No. 1 (2026)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2026.11.1.100-112

Abstract

Mathematical proof plays an essential role in developing students’ reasoning and higher-order thinking skills; however, secondary mathematics instruction often remains procedural, limiting meaningful reasoning development. This study explores students’ reasoning paths in proving the sine rule through Problem-Based Learning. A qualitative case study was conducted in a trigonometry learning context using Problem-Based Learning. Data were collected through classroom observations, analysis of students’ worksheets, and in-depth interviews, and analyzed thematically based on stages of mathematical proof. The results show that students’ reasoning paths develop dynamically through three stages conjecturing, justifying, and concluding. During conjecturing, students formulate initial conjectures based on problem understanding and connections to trigonometric concepts. The justifying stage involves developing and validating conjectures through argumentation, representations, mathematical manipulations, and reasoning supported by social interaction. In concluding, students formulate the sine rule and reflect on the validity of the proof process. Overall, the findings indicate that Problem-Based Learning provides a supportive context for fostering meaningful mathematical proof reasoning.

Page 18 of 19 | Total Record : 181

 15   16   17   18   19 

Filter by Year

2016 2026


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