PRISMA
This journal focuses on mathematics education and disciplined inquiry into the teaching and learning of mathematics. The scope of the journal are: Mathematics Learning Model, Media Learning Mathematics, Curriculum in Mathematics Teaching, Assessment and Evaluation in Mathematics Teaching, Ethnomatics in Mathematics Learning, Design Didactical in Mathematics Learning, Lesson Study in Mathematics Learning
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<![CDATA[Application of The Jungle of Phytagoras Discovery Learning Method Assisted with The Nearpod Application ]]>
<![CDATA[Sakinah, Zulfatus]]>;
<![CDATA[Rahadi, Rustanto]]>;
<![CDATA[Sulandra, I Made]]>
<![CDATA[ PRISMA Vol 13, No 1 (2024): PRISMA ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jp.v13i1.3980
<![CDATA[The application of this learning aims to improve the quality of students by developing learning media. The teaching media used for the lesson is the Nearpod application for grade 8 Pythagorean material in middle school in accordance with the implementation plan for mathematics learning in junior high school. The approach used in this learning is Discovery Learning. In this case, the teacher will develop one of the teaching materials in the form of learning media using the Discovery Learning approach. Based on the results of the presentation above, the teacher has carried out open media teaching using the Discovery Learning method for the Pythagorean theorem material for grade 8 junior high school which aims to improve student learning outcomes. The subject of this teaching is grade 8 students. The object of this teaching is to create mathematics teaching media using the Discovery Learning approach in understanding the Pythagorean theorem material. This teaching was carried out to determine student learning outcomes after using Android-based mathematics teaching media with the Discovery Learning approach regarding Pythagorean theorem material for grade 8 junior high school students. There are 4 stages in this learning, namely planning, action, observation and reflection.]]>
<![CDATA[GeoGebra Landscape Research in Mathematics Learning ]]>
<![CDATA[Ritmayanti, Indah Rahmania]]>;
<![CDATA[Fitri, Rahmia Mulya]]>;
<![CDATA[Dasari, Dadan]]>;
<![CDATA[Samosir, Christina Monika]]>;
<![CDATA[Marchy, Febrinna]]>
<![CDATA[ PRISMA Vol 13, No 1 (2024): PRISMA ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jp.v13i1.3830
<![CDATA[GeoGebra is a software designed to facilitate the teaching and learning of mathematics, aiming to enhance students' comprehension of math concepts through its various digital tools and interactive features. The purpose of this study was to examine the research landscape related to the use of GeoGebra in the learning of mathematics. A descriptive bibliometric analysis method was used in this study. The data was retrieved from the Scopus database. According to the study, the number of publications related to GeoGebra in mathematics learning fluctuates annually. The year 2015 saw the highest number of citations compared to any other year. Turkey is the most influential country in this field. In the 2010–2015 and 2016–2020 ranges, the research focus was almost the same, or in other words, there were no significant differences in keywords. However, in the 2021–2023 range, the research focus has a renewal. Many new keywords have appeared.]]>
<![CDATA[Interpreting Skills to The Student's Mathematical Problem-Solving Process ]]>
<![CDATA[Badi'ah, Siti]]>;
<![CDATA[As'ari, Abdur Rahman]]>;
<![CDATA[Hidayah, Indriati Nurul]]>
<![CDATA[ PRISMA Vol 13, No 1 (2024): PRISMA ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jp.v13i1.3941
<![CDATA[The objective of the study was to analyze the teacher's skills, and the interpreting skills of the teacher in identifying the student's ability to solve problems based on the stages developed by Swartz (1998), i.e. generating ideas, clarifying ideas, and assessing the reasonableness of ideas. This type of research is qualitative descriptive research. The data analysis techniques used are data reduction, data presentation, and conclusion drawing. The students involved in solving mathematical problems are named A, B, C, and D. The four teachers involved as research subjects are represented by G1, G2, G3, and G4. Each teacher is given four student answers which are then analyzed. Interpreting skills of each subject are developed by researchers in the way of interviews. The interviews conducted are semi-structured, then the results of the interviews are analyzed by the researchers. Data analysis techniques using the Miles and Huberman model are: 1) data reduction; 2) data display; and 3) concluding drawing. The results show that G2 and G4 have complete interpretation skills, whereas G1 and G3 have interpreting skills that only generate and clarify ideas.]]>
<![CDATA[The Development of Android-based Augmented Reality Learning Media in Curved Surfaces Geometry ]]>
<![CDATA[Saragih, Atiqah Zikry Amalia]]>;
<![CDATA[Fatimah, Siti]]>;
<![CDATA[Suhendra, Suhendra]]>
<![CDATA[ PRISMA Vol 13, No 1 (2024): PRISMA ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jp.v13i1.3940
<![CDATA[The increasing level of technology used in the education sector has an impact on the use of technology as a learning media. The research aims to develop and produce an android-based augmented reality learning media in curved surfaces geometry for junior high school students and to know student’s respond to the learning media. The type of this research is research and development and used the Luther-Sutopo Multimedia Development Method. Six stages to develop the android-based augmented reality learning media in geometry are concept, design, material collecting, assembly, testing and distribution. In the fifth stage, testing, the learning media tested at two steps, by validators and student’s respond. The validators gave score as much as 85.95% (valid without revision) for the content and construct materials of the learning media. The students gave good response of learning media, it can be seen from in the usefulness aspect, 70% of respondents agreed that this learning media was useful and could be used in the learning process of curved geometric shapes. For the ease of use aspect 55% of respondents agreed that this learning media was easy to use. For the ease of learning aspect 50% of respondents agreed that this learning media could help them in the process of understanding curved surfaces geometry material and for the satisfaction aspect 65% of respondents felt learning geometry with the help of learning media was fun and would recommend using this learning media to their friends.]]>
<![CDATA[The Influence of Contextual Teaching Learning Models Reviewed from Self-Efficacy on Critical Thinking Ability ]]>
<![CDATA[Wahyu, Tri Dedy]]>;
<![CDATA[Kamid, Kamid]]>;
<![CDATA[Rusdi, Muhammad]]>
<![CDATA[ PRISMA Vol 13, No 1 (2024): PRISMA ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jp.v13i1.3759
<![CDATA[This study applies a contextual teaching learning model (CTL) which can be a solution for teachers in optimizing the critical thinking skills of students. This research is a queue to make the effect of the CTL application model on the ability to think of students' critical mathematics, the effect of efficacy models of critical thinking critical model critical models of critical models, and objectives, critical mathematics. This research is an experimental study that uses posttest only control design. The population of this study was all students of class X MA Negeri 2 Batanghari Academic Year 2022/2023 as many as 92 students and were divided into 3 classes. In this study, the sample used was 62 students who were divided into two classes (experimental class I and control classes). The sample is determined by a simple random sampling technique. The instruments in this study are a questionnaire for self-efficacy and testing of critical mathematical thinking skills. The data obtained were analyzed using the two-path anova test. The results of this study are the CTL model more effectively affects the ability to think critically mathematics than the category of category category high category more highly interested students with low categories.]]>
<![CDATA[The Influence of Learning Motivation and Numeracy on High School Students ]]>
<![CDATA[Lestari, Ayu]]>;
<![CDATA[Septian, Ari]]>;
<![CDATA[Inayah, Sarah]]>
<![CDATA[ PRISMA Vol 13, No 1 (2024): PRISMA ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jp.v13i1.4140
<![CDATA[This research aims to analyze the influence of learning motivation on numeracy in trigonometry material. The method used is quantitative. The subjects in this research were 54 Pasundan 1 Cianjur High School students who were given four numeracy test questions and 20 learning motivation questionnaire statements. The instruments used are descriptive test questions and non-test questions in the form of questionnaires. Data analysis techniques use normality tests, homoscedasticity tests, linearity tests and simple linear regression tests. Based on the research results, a conclusion was obtained: The achievement of the highest percentage of learning motivation is interpreting the results of the analysis to predict and make decisions, including good criteria. The lowest percentage is that there is a conducive environment with sufficient criteria. The achievement of the highest percentage of student numeracy was interpreting the results of the analysis to predict and make decisions, including good criteria. The lowest percentage is being able to analyze information displayed in various forms (graphs, tables, charts, diagrams and so on), with sufficient criteria. There is an influence of learning motivation on high school students' numeracy.]]>
<![CDATA[Students' Difficulty in Understanding Problems in the Contextual Problem-Solving Process ]]>
<![CDATA[Samosir, Christina Monika]]>;
<![CDATA[Herman, Tatang]]>;
<![CDATA[Prabawanto, Sufyani]]>;
<![CDATA[Melani, Rini]]>;
<![CDATA[Mefiana, Syifa Ananda]]>
<![CDATA[ PRISMA Vol 13, No 1 (2024): PRISMA ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jp.v13i1.3726
<![CDATA[The main procedure that students need to master in the problem-solving process is understanding the problem before proceeding to the next steps. This research aims to investigate students' difficulties and the factors causing these difficulties in understanding the problem. This research is qualitative in nature and is based on the philosophy of phenomenology. The research was conducted in an eighth-grade class at one of the Junior High Schools in Bandung, consisting of 28 students. Data collection techniques included tests, interviews, and think-aloud methods. The data collection instruments used were tests and interview guides. The tests used in this research had been previously validated for content, construct, and face validity by mathematics education experts. Data analysis in qualitative research involves data reduction, data presentation, and drawing conclusions. The findings of this research indicate that the difficulties faced by students in understanding the problem include difficulties in comprehending language, difficulties in grasping both explicit and implicit meanings, difficulties in identifying the necessary information, and difficulties in connecting meanings. The main factors causing students' difficulties in understanding the problem are a lack of careful reading skills and a lack of understanding of the concepts held by students.]]>
<![CDATA[Middle School Students’ Proportional Reasoning Ability in Solving Proportional and Non-proportional Problem ]]>
<![CDATA[Fathiyah, Ifa]]>;
<![CDATA[Suryadi, Didi]]>;
<![CDATA[Prabawanto, Sufyani]]>
<![CDATA[ PRISMA Vol 13, No 1 (2024): PRISMA ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jp.v13i1.3841
<![CDATA[The objective of this descriptive qualitative study is to describe students' proportional reasoning ability in solving each type of proportional problem, namely missing-value problem, numerical comparison problem, and qualitative comparison problem. A non-proportional problem was also included in this study to assess students' ability in one of the indicators used to measure proportional reasoning ability. The instrument used in this study consists of mathematical word problems on the proportion concept. The participants involved nine eighth-grade students, who were chosen from a total of 49 eighth-grade students at a school in Bandung City. These students were selected using a technique known as purposive sampling, by looking at the answers of students who best represent the answers of other students. The gathered data were analyzed using content analysis and narrative analysis techniques. According to the results, students appeared to have difficulty solving proportional problems of all types using proportional reasoning. Students are still struggling with distinguishing between proportional and non-proportional situations, as well as direct and inverse proportions. Furthermore, students often encounter difficulties when attempting to solve numerical comparison and qualitative comparison problems. This might be a consequence of students' lack of experience in solving these types of problems. Another tendency is the use of the cross-multiplication algorithm in solving missing-value problems without knowing the purpose of using the algorithm.]]>
<![CDATA[Students' Specializing Thinking in Solving Arithmetic Sequence and Series Problems ]]>
<![CDATA[Lorenza, Nella]]>;
<![CDATA[Sudirman, Sudirman]]>;
<![CDATA[Susiswo, Susiswo]]>
<![CDATA[ PRISMA Vol 13, No 1 (2024): PRISMA ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jp.v13i1.3930
<![CDATA[Specializing thinking is a mathematical thinking process that is very important in the mathematics learning process. Specializing thinking is thinking by starting with special things. The application of specializing thinking can be an effective strategy for teachers to improve students' mathematical thinking abilities in dealing with various problems. This research aims to describe students' specializing forms of thinking in solving problems of arithmetic sequences and series. This research method is descriptive qualitative research with a case study approach. The subjects in this research were 2 class X high school students who successfully solved arithmetic sequence and series problems. The instruments used are tests and interviews. The data in this research are the results of the subject's work and the results of interview transcripts. The research results show that two forms of specializing thinking were found in solving arithmetic sequences and series problems, that is explicit schematic representation and implicit schematic representation. It is hoped that the results of this research can provide a valuable contribution to mathematics teachers in designing more meaningful learning.]]>
<![CDATA[Analysis of Ability to Understand Mathematical Concepts Class Students XI in Geometric Transformation Materials ]]>
<![CDATA[Herawati, Wina]]>;
<![CDATA[Imswatama, Aristya]]>;
<![CDATA[Setiani, Ana]]>
<![CDATA[ PRISMA Vol 13, No 1 (2024): PRISMA ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jp.v13i1.4005
<![CDATA[The low ability of students to understand mathematical concepts is proven by the majority of students not being able to reformulate the solution to the problem given. This research aims to describe students' ability to understand mathematical concepts for each indicator so that it is known which indicators students experience problems with. The method used in this research is descriptive qualitative. The instruments in this research are test and interview instruments. The research subjects were 26 students of class XI Science 1 SMAN 5 Sukabumi City. Data were analyzed using data reduction, data presentation, and drawing conclusions. In data reduction, researchers summarize the data and classify the data. Based on the results of data analysis, it was concluded that students with high and medium abilities had excellent concept understanding abilities in restating a concept, classifying objects according to the concept, and presenting concepts in various forms of mathematical representation. while students with low abilities are in the good category. Highly capable students are able to restate the concepts they have learned and apply concepts or problem solving algorithms very well. Meanwhile, students with medium and low ability are in the sufficient category. In linking various concepts, high, medium and low ability students have quite good ability to understand mathematical concepts.]]>
