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PRISMA
Published by Universitas Suryakancana
ISSN : 20893604     EISSN : 26144611     DOI : https://doi.org/10.35194/jp.v9i2
Core Subject : Education, Social,
Mathematics Social Sciences
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
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 19 Documents
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Search results for , issue "Vol 14, No 1 (2025): PRISMA" : 19 Documents clear
Students' Intuitiveness in Solving Mathematical Analogy Problems Yahdillah, Nawal; Nusantara, Toto; Hidayah, Indriati Nurul
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.4484

Abstract

This study aims to describe students' intuition in solving mathematical analogy problems, which is an essential aspect of analogical reasoning in 21st-century education. The research employed a descriptive qualitative approach. The population in this study was high school students from East Java, with the research subjects comprising students from SMAN 1 Ngoro Mojokerto and SMA Katolik St. Albertus Malang. A total of 31 students participated as samples. Data were collected using an analogy problem related to the system of equations with three variables and a validated interview guideline. The data were analyzed qualitatively by categorizing student responses and identifying intuition characteristics. The results showed that 16 out of 31 students used intuition in solving analogy problems. Their intuition was classified into two main categories: (1) catalytic inference and common sense, shown by 3 students who gave quick and concise answers using prior knowledge, and (2) the power of synthesis and common sense, found in 13 students who gave more elaborate answers based on their understanding and experience. The findings highlight the significant role of intuition in mathematical learning and suggest the need for instructional strategies that support intuitive reasoning.
Application of RME to Improve Numeracy and Reduce Math Anxiety using Liveworksheets and Geogebra Aziz, Aliyah; Septian, Ari; D, Siti Rohani; R, Rizka Awaliyah; R, Marchantia Tatiana; Nurhalim, Rizpan
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.4993

Abstract

This study aims to evaluate improvements in numeracy skills and reductions in students' mathematical anxiety by implementing Realistic Mathematics Education (RME) in the Kurikulum Merdeka using Liveworksheets and GeoGebra media. The research method used is the quasi-experiment. The design of this study uses nonequivalent comparison group design. The population in this study were students of class X SMAN 1 Cibeber in the 2024/2025 academic year. From this population, two classes were taken as samples, namely the class that would become experimental group 1 and experimental group 2 which were selected using the purposive sampling technique. Experimental group 1 received intervention with the Realistic Mathematics Education (RME) model based on Liveworksheets and GeoGebra media, and experimental group 2 (control class) received intervention with conventional learning methods. The instruments used were test and non-test instruments (in the form of questionnaires). The material used was about exponent material. Data analysis was carried out on the average gain index between the two sample classes utilizing the similarity of two averages. The results of the research show that in the research process, there was an increase in students' numeracy skills and overcoming mathematical anxiety, in this case, those who used intervention with the Realistic Mathematics Education (RME) model based on Liveworksheets and GeoGebra media were better than learning using conventional learning methods. The increase in numeracy ability in the experimental class obtained an n-Gain score of 0.24 while in the control class it obtained an n-Gain score of 0.17. The final level of mathematical anxiety in the experimental class obtained an average score of 64 while the control class obtained an average score of 65.189. However, the experimental class experienced a significant increase of 36.79% in changes in students' mathematical anxiety.
Cultural-Based Assessment Instrument for Measuring Junior High School Students’ Mathematical Creativity Ikhsana, Aulia; Anwar, Lathiful; Sisworo, Sisworo
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.4914

Abstract

Culture has an important role in facilitating students' mathematical creative thinking skills. The use of cultural context in mathematics learning helps students to understand mathematical concepts in a more relevant and real way. The results of the initial study conducted by the researcher indicated that there are still many students whose mathematical creative thinking skills are still low and teachers still have difficulties in developing appropriate assessments to measure creative thinking skills. This study aims to develop assessment instruments using the Jambi cultural context in measuring the mathematical creative thinking skills of junior high school students that are of high quality (valid, practical, and effective). This development research uses the Plomp development model. The development stages include the initial investigation stage, the development and prototyping stage and the assessment stage. The research subjects were 29 students of class IX.A and mathematics teachers. The results of the study were the quality of the product assessment was valid 3.6 with ‘very valid’ criteria, practical with an average teacher response questionnaire score of 3.25 and an average student response questionnaire score of 2.80 and effective with good differentiating power. The assessment developed is of high quality, namely valid, practical and effective. Thus, this assessment can be used by teachers directly or modified as needed to measure students' creative thinking skills.
An Experimental Study on the Achievement and Enhancement of Eighth Grade Students' Creative and Imitative Reasoning through Resource-Based Learning in Mathematics Susilawati, Intan; Suhendra, Suhendra
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.5115

Abstract

Creative and imitative reasoning are essential components of mathematics learning that support higher-order thinking skills. This study aims to examine the achievement and improvement of creative and imitative reasoning among eighth-grade students through the implementation of Resource-Based Learning (RBL). The research was conducted using a quasi-experimental method with a one-group pretest-posttest design. The subjects were 43 eighth-grade students from a junior high school in Indonesia, selected using purposive sampling based on prior mathematical ability. The sample was categorized into high (8 students), medium (20 students), and low (15 students) ability groups. Research instruments included a mathematical reasoning test, classroom observation, and interviews. The results showed differences in the achievement of creative and imitative reasoning among the three groups. High-ability students demonstrated better comprehension and problem-solving skills, whereas medium- and low-ability students struggled with complex tasks and abstract concepts. RBL was found to significantly enhance creative reasoning, particularly through active exploration and the use of diverse strategies. However, some students, especially from the low-ability group, continued to exhibit imitative thinking patterns. These findings suggest the need for a more structured and exploratory RBL design to further develop students’ independent and innovative thinking in mathematics.
Creative Problem-Solving Skills in Learning with STEM Approach Handayani, Nadira; Noer, Sri Hastuti; Suryadinata, Nurain
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.5117

Abstract

This study aims to determine the improvement of students' creative mathematical problem-solving skills in learning with the STEM approach. The population in this study were all VIII grade students of SMP Negeri 1 Bandar Lampung in the 2024/2025 academic year, and as many as 352 students were distributed in eleven classes. The samples of this study were classes VIII.7 and VIII.9, which were selected using a purposive sampling technique, and the research design used was a non-equivalent control group design. The data in this study are quantitative data obtained through tests to measure mathematical creative problem-solving skills. The data on the improvement score (N-Gain) in the experimental class was not normally distributed, so the data analysis in this study used the Mann-Whitney U test and the proportion test. Based on the results of the Mann-Whitney U test analysis, it was found that the increase in the mathematical creative problem-solving skills of students with the STEM approach was higher than the increase in the mathematical creative problem-solving skills of students in the conventional learning and the proportion of students who had well categorized mathematical creative problem-solving skills was more than 60% of the number of students with the STEM approach. Thus, the application of learning with the STEM approach is practical regarding the creative mathematical problem-solving skills of class VIII students at SMP Negeri 1 Bandar Lampung.
Mathematical Representation of MTs Students in HOTS-based Mathematical Problem Solving Damayanti, Hanifah; Susiswo, Susiswo; Sulandra, I Made
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.4495

Abstract

This research is a descriptive qualitative research that aims to describe students’ mathematical representations in solving HOTS-based mathematical problems. This research was conducted at MTs Putri Al-Huda, Malang City. The subjects of this study were 2 grade VIII students selected based on high and medium abilities. Written tests and interview guidelines were the instruments in this study. The data analysis technique in this study used the Miles and Huberman method, namely data reduction, data presentation, and conclusion. The research results show that high-ability subjects produced verbal mathematical representations at the stage of understanding the problem and checking again, generate symbolic representations at the planning stages, implementing the plan, and checking again. Meanwhile, subjects with medium abilities produced verbal representations at the stage of understanding the problem, symbolic representations at the stage of making and implementing plans. Subjects with medium abilities did not produce any representations at the stage of checking again.
Development of Heyzine-Based Digibook to Enhance Students' Computational Thinking Skills Taqwani, Ratna Amalia; Ratnaningsih, Nani; Lestari, Puji
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.5070

Abstract

The purpose of this research is to develop a digital book about sequences and series using the Heyzine platform so that students of vocational high school (SMK) in tenth grade can improve their computational thinking abilities. This study employs a 4-dimensional model based on the Research and Development (R&D) approach: Specify, Create, Test, and Release. The study involves 10th-grade students in mathematics. Observation, interviews, expert validation sheets (media and content), user response surveys, and computational thinking skill assessments are some of the methods used to gather data. Compared to other platforms, Heyzine's interactive features, multimedia integration, and user-friendliness make it the best choice for this study because they encourage student engagement and computational thinking. Validation results show that the digibook is highly valid and suitable for classroom use. User responses were rated as “excellent.” The Effect Size (ES) test result was 1.23, indicating a strong impact of the intervention. Specifically, 69% of students were able to decompose problems into relevant data, and 69% successfully identified patterns to solve the tasks. Additionally, 54% identified key components while excluding irrelevant information, and 51% executed problem-solving steps sequentially and correctly. To sum up, the sequences and series digital textbook developed by Heyzine is a legitimate, interesting, and useful tool for enhancing students' computational thinking abilities in the context of vocational mathematics education.
Students' Thinking in Solving Integer Problems Based on APOS Theory in View of Gender Putri, Nanda Azzahra; Subanji, Subanji; Sulandra, I Made
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.4459

Abstract

This research aims to describe the thinking of male and female students in solving whole number problems based on APOS theory. This descriptive qualitative research was conducted with two subjects, namely one subject with male gender and one subject with female gender. Both subjects are students with high mathematics ability. Subject selection was carried out using purposive sampling. Subjects were selected based on the scores obtained on the math problem test sheet. This research was conducted at one of the State Junior High Schools in Malang Regency. The instruments used in this study were math problem test sheets on integers and interviews. The results showed that: 1) Male students are able to fulfill all thinking indicators in each APOS mental structure in solving problems. Male students solve math problems through mental structures of action, process, object, and scheme; 2) Female students are able to fulfill all thinking indicators on each APOS mental structure in solving problems. Female students solve math problems through action, process, object and scheme mental structures.
Development of Rotational Symmetry Media Using Project-Based Learning to Enhance Mathematical Understanding Murni, Sukma; Ruqoyyah, Siti
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.5458

Abstract

This research is motivated by the low level of mathematical concept understanding among elementary school students. The aim of this study is to investigate the improvement in mathematical concept understanding in third-grade students on the topic of rotational symmetry, taught using a rotational symmetry board media and Project-Based Learning (PBL). The method employed is Research and Development (R&D) to develop a learning media designed to assist students in solving problems related to this material. The study was conducted at Budi Asih Elementary School, where the students exhibit low mathematical concept understanding. The subjects of this study are third-grade students, divided into a limited trial class with 10 students and an extended trial class with 20 students. The instruments used to gather research data include non-test methods such as documentation study, teacher interviews, questionnaires for teachers and students, media validation, content validation, practitioner validation, observation, and a test with 5 questions assessing students' mathematical concept understanding in rotational symmetry. These instruments were then tested for validity, reliability, difficulty index, and discriminating power. The results indicate that there was an improvement in students' mathematical concept understanding in the rotational symmetry topic using the rotational symmetry board media with Project-Based Learning, as shown by the average pretest and posttest results in both the limited and extended trial classes. 

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