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JMPM: Jurnal Matematika dan Pendidikan Matematika
Published by Universitas Pesantren Tinggi Darul ulum
ISSN : 2502986X     EISSN : 25029878     DOI : -
Core Subject : Education,
Education Mathematics
JMPM: Jurnal Matematika dan Pendidikan Matematika (e-ISSN: 2502-9878, p-ISSN: 2502-986X) is a journal publishes original research and review articles in the field of mathematics and mathematics education. This journal published twice a year (in March and September).
Arjuna Subject : -
Articles 339 Documents
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Enhancing Fourth-Grade Students’ Mathematics Achievement through Wordwall-Based Teaching at the Right Level (TaRL): A Classroom Action Research Study Khafidhoh, Alfi Nur; Ambarwati, Adna Arum; I Ketut Suastika
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 10 No 2 (2025): September 2025 - February 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Mathematics remains a challenge for most children. The difficulty in understanding abstract concepts and applying them in practice often results in declining student learning outcomes, especially in subjects that require conceptual understanding and unit conversion, such as volume measurement. This study aims to improve mathematics learning outcomes among fourth-grade elementary school students through the application of the Teaching at the Right Level (TaRL) strategy. This research employed a Classroom Action Research (CAR) design, which consisted of two cycles. Each cycle comprised four stages: planning, implementation, observation, and reflection. The participants were 28 students from SDN Tanjungrejo 2 Malang. The findings showed that the proportion of students achieving the success criteria increased from 43% to 89%, with an average score of 86. The application of the TaRL strategy, supported by Wordwall media, proved effective in improving students’ mathematics learning outcomes.
When Proportion Problems Confuse: Prospective Teachers’ Reasoning Difficulties Pradina Parameswari; Analisa Fitria; Susana Labuem
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 10 No 2 (2025): September 2025 - February 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v10i2.6019

Abstract

Difficulties in completing school mathematics material are also experienced by prospective teacher students. Proportion is the foundational mathematical material for studying other mathematics. Commonly known proportion concepts are direct and inverse proportion. Most students still have difficulty distinguishing between direct and inverse proportion. To distinguish between two problems requires proportional reasoning. Therefore, this study aimed to describe the forms of proportional reasoning difficulties of prospective teacher students in distinguishing between direct and inverse proportion. This research was a case study which conducted at a private university in Malang City, attended by 10 third-semester students. Two subjects were selected based on mathematics tests, interviews, and student willingness. The results showed that students experienced intuitive, additive, and proportion attempt difficulties in the first problem. Meanwhile, students experienced difficulties with additive and proportion attempts difficulties in the second problem. This research can provide insight into how prospective teacher students effectively teach the concept of proportion.
On the Hardy-Littlewood Maximal Operator in Zorko Spaces Dahliatul Hasanah; Sisworo Sisworo; Ariska Nurfitriyani Rahmawati
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): March - August 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v11i1.6018

Abstract

Zorko spaces are introduced to address the density issue in Morrey spaces which are defined by utilizing the difference of a function of first order. Later the difference of a function of second order is also employed to define modified Zorko spaces and approximation properties are investigated therein. On the other hand, integral operators are mostly studied on the boundedness properties in Morrey spaces and its variants. In this paper, integral operators, especially Hardy-Littlewood maximal operators and fractional Hardy-Littlewood maximal operators, are investigated its boundedness and closedness properties in Zorko spaces.
Responding Component in Teacher Noticing and Self-Efficacy of Pre-Service Mathematics Teacher’s Practice Selfia Putri; Puguh Darmawan; Subanji Subanji
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): March - August 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v11i1.6123

Abstract

This study investigates how the responding component of teacher noticing and self-efficacy is enacted in the teaching practices of a pre-service mathematics teacher. Using a descriptive qualitative approach with an intrinsic case study design, data were collected through video analysis of teaching practices by pre-service teachers, semi-structured interviews, and teaching documents. Data were analyzed using the interactive model of Miles and Huberman. The results of the analysis show that the responding aspect in teacher noticing is consistently related to the teacher’s self-efficacy dimension. However, the responding is still at the procedural response level and does not reach the student’s thinking analysis that could encourage conceptual understanding abilities. Self-efficacy is relatively strong in student engagement but less evident in instructional strategies and classroom management. These findings provide an integrated understanding of how learning actions emerge from the interplay between teachers’ responding and their self-efficacy, supporting more responsive and student-oriented mathematics learning.
Enhancing Learning through Deep Learning: Does It Foster Elementary Students’ Conceptual Understanding and Motivation in Mathematics? Gianto Gianto; Wiryanto Wiryanto; Neni Mariana; Ulumul Umah
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): March - August 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v11i1.6373

Abstract

Deep learning is an instructional approach with valuable potential for Indonesian education and has increasingly been integrated into classroom practices. However, empirical evidence regarding its effectiveness in fostering elementary students’ conceptual understanding and motivation in learning mathematics remains underexplored. This study utilized a quantitative quasi-experimental design to investigate the short-term effects of integrating a deep learning approach on their conceptual understanding and learning motivation in mathematics, especially in fraction topics. The participants were 60 third graders from two public elementary schools in Sepaku, East Kalimantan, Indonesia. This study employed convenience sampling strategy with one class selected as an experimental group and another assigned to a control group. Data were collected through a conceptual understanding test and a learning motivation questionnaire. The results revealed statistically significant differences between the two groups. The findings conclude that the implementation of deep learning approach contributes to students’ conceptual understanding and motivation in learning mathematics.
Artificial Intelligence Powered Assessment in Mathematics: Teachers’ Awareness and Utilisation in Nigeria Abimbola Ismail Arigbabu; Saka Adewale Owodunni; Adewale Kayode Abayomi
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): March - August 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v11i1.6460

Abstract

This study examined mathematics teachers’ awareness and utilisation of AI-powered assessment, focusing on the relationship between awareness and utilisation, as well as gender differences. A descriptive cross-sectional survey design was adopted. Participants comprised 178 respondents purposively selected from all mathematics teachers in Ijebu Ode Local Government Area, Ogun State, Nigeria. Data were collected using the Artificial Intelligence in Mathematics Assessment Questionnaire (AIMAQ) and analysed using mean, correlation, and t-test. Findings revealed high awareness of AI-powered assessment but low utilisation. A strong significant positive relationship existed between awareness and utilisation. Significant gender differences were also found in awareness and utilisation, with male teachers reporting higher mean scores. The study recommends practical professional development and gender-sensitive support to enhance effective adoption of AI-powered assessment in mathematics classrooms.
Structural Model of Self-Efficacy, Self-Regulated Learning, and Self-Determination on Mathematics Learning Achievement through Reasoning Ability Aqil Fadhil MS; Hisyam Ihsan; Andi Syukriani
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): March - August 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v11i1.6556

Abstract

This study examines the effects of self-efficacy, self-regulated learning, and self-determination on students’ mathematics achievement through mathematical reasoning ability. A quantitative ex post facto design was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The sample consisted of 170 ninth-grade students at a state junior high school in Makassar, Indonesia, selected through cluster random sampling. Data were collected using validated questionnaires and a mathematical reasoning test. The results show that self-efficacy and self-regulated learning significantly influence mathematical reasoning ability, which in turn has a significant effect on mathematics achievement. Both variables also show indirect effects on achievement through reasoning ability. In contrast, self-determination does not have a significant effect on either mathematical reasoning or mathematics achievement. These findings indicate that mathematical reasoning plays a mediating role in linking self-efficacy and self-regulated learning factors to mathematics learning achievement.
Development of STEAM-Based Project-Based Learning (PjBL) Mathematics Learning Tools to Improve Students’ Critical Thinking Lilik Dian; Timbul Yuwono; Tatik Retno Murniasih
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): March - August 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v11i1.6304

Abstract

This study aims to develop and evaluate the feasibility of STEAM-based mathematics learning tools integrated with Project-Based Learning (PjBL) to enhance students’ critical thinking skills in probability learning. This research employed a Research and Development (R&D) design using the 4-D model (Define, Design, Develop, Disseminate). The developed products consisted of lesson plans, student worksheets (LKPD), and critical thinking assessment instruments. The validity of the instruments was evaluated through expert judgment, while practicality and effectiveness were tested through classroom implementation using a pretest–posttest design.The results indicated that the learning tools achieved a high level of validity (mean score = 97%) and demonstrated good reliability (ICC = 0.778). The practicality results showed that all stages of PjBL implementation were conducted optimally. The effectiveness analysis revealed a moderate improvement in students’ critical thinking skills (N-Gain = 0.59). Furthermore, a paired sample t-test indicated a statistically significant difference between pretest and posttest scores (p < 0.05). These findings confirm that STEAM-based PjBL learning tools are effective in improving students’ critical thinking skills.
Implementing Differentiated Instruction in Quadrilateral Learning to Support Mathematical Conceptual Understanding Yeni Setiawati; Abdur Rohim; Khafidhoh Nurul Aini
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): March - August 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v11i1.6580

Abstract

Developing students' mathematical conceptual understanding in geometry remains challenging because students with different cognitive styles construct concepts through different learning processes, while differentiated instruction has rarely been examined from this perspective. This study investigated the implementation of differentiated instruction in quadrilateral learning and explored the conceptual understanding of Field Independent (FI) and Field Dependent (FD) students. A qualitative descriptive design involved 28 Grade VII-C students. The Group Embedded Figures Test (GEFT) classified cognitive styles, and four participants (two FI and two FD) were selected for in-depth analysis using a conceptual understanding test, semi-structured interviews, and classroom observations. The findings showed that differentiated instruction supported conceptual understanding through learning pathways aligned with students' cognitive characteristics. FI students demonstrated more analytical reasoning, whereas FD students benefited from visual representations, structured worksheets, and teacher scaffolding. These findings extend differentiated instruction research by integrating cognitive style and provide practical guidance for adaptive geometry instruction.

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