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Program Studi Pendidikan Matematika, FKIP Universitas Suryakancana Jalan Dr. Muwardi Komplek Pasir Gede Raya Cianjur 43216
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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 287 Documents
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Exploration of Ethnomathematics in Traditional Houses of Papuan People Maryati, Iyam; Darmawan, Muhammad Sahdam; Luritawaty, Irena Puji
PRISMA Vol 14, No 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5106

Abstract

Ethnomathematics serves as a bridge between history and culture with mathematics, playing a crucial role in recognizing that various cultural activities lead to different mathematical concepts. This study aims to describe the historical, philosophical, and mathematical concepts embedded in traditional Papuan houses, including Honai, Kaki Seribu, Rumah Pohon, and Rumsram. The research was conducted at the Papua Ethnic House Tourism and Cultural Park using a qualitative descriptive research method based on ethnography. Data were obtained through observation, interviews, and documentation, and analyzed using data reduction, data presentation, and data verification techniques. The results showed that traditional Papuan houses integrate mathematical concepts in their structure and design, such as: (1) The Honai house adopts a cylindrical and conical shape for space efficiency and durability; (2) The Kaki Seribu house highlights symmetrical patterns in its numerous supporting pillars, reflecting adaptation to the surrounding environment; (3) The Rumah Pohon applies principles of proportion and stability to ensure safety from external threats; (4) The Rumsram house represents the Biak people's connection to maritime culture while demonstrating geometric principles in its trapezoidal and rectangular structures. In addition to mathematical aspects, traditional Papuan houses contain philosophical and historical values that strengthen local cultural identity. Further research will focus on developing and testing Papuan culture-based mathematics learning models. For example, creating didactic designs that use the Honai House concept to teach geometric shapes (cylinders and cones) or the Thousand-Legged House to teach symmetry and patterns. The effectiveness of these models in enhancing student understanding and interest could be the focus of testing. Practical applications include creating textbooks, modules, learning videos, or even interactive apps that showcase traditional Papuan houses as a medium for learning geometry, patterns, and measurement.
The Relationship between Learning Motivation and Mathematical Communication Skills in Vocational High School Students Nurwulandari, Astiani; Septian, Ari; Soeleman, Muhamad
PRISMA Vol 14, No 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5707

Abstract

This study aims to analyze the relationship between learning motivation and mathematical communication skills in vocational high school students. The background of this study is the importance of mathematical communication in mathematics learning, as well as the low learning motivation of vocational high school students that impacts these abilities. The research method used is quantitative with a correlational approach. The population in this study were grade X students at SMK Negeri 1 Cipanas, with a sample of 26 students from grade X MPLB 3 selected using a purposive sampling technique. The instruments used included a learning motivation questionnaire and a mathematical communication ability essay test. The results showed that there was no positive and significant relationship between learning motivation and mathematical communication skills in vocational high school students. Based on these results, it can be interpreted that high learning motivation does not necessarily align with high mathematical communication skills. This means that even though students have a high learning drive, it does not automatically make them able to communicate mathematical ideas well. This finding implies that increasing learning motivation alone is not enough to improve students' mathematical communication skills. Mathematics learning needs to be designed not only to motivate students but also to specifically train mathematical communication skills such as explaining ideas, using symbols appropriately, and interpreting real-world situations into mathematical models.
Students' Creative Thinking in Solving Integrated Mathematical Problems Cultural Context Reviewed Based on Specialization Zahroh, Indrani Eka Prastya; Anwar, Lathiful; Chandra, Tjang Daniel
PRISMA Vol 14, No 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5817

Abstract

Creativity in mathematics is essential for developing students’ problem-solving skills and innovation, yet in Indonesia, students’ creative thinking remains low, as shown by PISA and TIMSS results, indicating a significant gap between expectations and current practices in mathematics learning. To address this issue, this study aimed to analyze the creative thinking characteristics of Grade IX students when solving culturally integrated mathematical problems, while also considering differences among student specialization groups: Mathematics, Science (IPA), and Social Studies (IPS). The research employed a qualitative case study design involving 30 students from a junior high school in Malang City during the 2024/2025 academic year. Based on a creative thinking test, 15 students (6 mathematics, 5 science, and 4 social studies specialization) were selected for in-depth interviews. Data were analyzed through several stages: preparation, coding, categorization, presentation of findings, interpretation, and validation. The findings revealed distinct creative thinking characteristics across the three groups. Mathematics specialization students demonstrated strong fluency through generating many ideas, filtering logical ideas, and responding quickly; flexibility through diverse approaches and adaptability; and originality through expressing unique and innovative solutions. Science specialization students showed similar traits in fluency and flexibility, with originality evident in their ability to create and articulate unique ideas. Social studies specialization students demonstrated fluency and flexibility but lacked originality characteristics. These results highlight variations in creative thinking profiles among different specialization groups and emphasize the importance of targeted instructional strategies to foster creativity in mathematics education.
Analysis of Students’ Error in Solving Problems on SPLDV Material Based on Newman's Theory Dian, Monika Putri; Hutapea, Nahor Murani; Kartini, Kartini
PRISMA Vol 14, No 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5376

Abstract

This study aims to analyze students' errors in solving problem-solving problems on the material of two-variable linear equation systems based on Newman's theory. This study needs to be conducted in order to help find out what mistakes students make so that it will be easier to find solutions to minimize the occurrence of these errors in learning. The research method used is descriptive qualitative. The subjects in the study were 16 students of class X MA Cendekia Bangsa. The study was conducted in the 2024/2025 academic year, even semester. The data collection technique used by the researcher was using a test instrument in the form of two essay questions containing indicators of mathematical problem-solving abilities on the material of two-variable linear equation systems and interviews. The results of the analysis of students' errors in solving problem-solving problems on SPLDV material based on Newman's theory obtained 9.4 % reading errors (very low category); 28.1% understanding errors (low category); 40.6% transformation errors (sufficient category); 62.5% process skill errors (high category) and 21.9% answer writing errors (low category). The largest percentage of errors is in processing skills errors which are caused by many students still having problems with algebraic calculations and integer operations.
Improvement of The Ability of Mathematical Creative Thinking through Pace-Geogebra Learning in Terms of Student Self-Regulated Learning Yulianti, Nurendah; Septian, Ari; Sugiarni, Rani
PRISMA Vol 14, No 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5577

Abstract

The ability of mathematical creative thinking is essential for students to possess, but in reality, the level of mathematical creativity in Indonesia remains comparatively low. This study aims to find out if learning with PACE-GeoGebra helps improve students' mathematical creative thinking abilities and to understand how self-regulated learning relates to the improvement of these abilities through PACE-GeoGebra. Quasi-experimental research methodology is employed. The study uses a non-equivalent comparison group design. All of the 10th graders enrolled in one of Cianjur's high schools for the 2024–2025 school year make up the study's population. Two classes—classes X-E and X-F—were chosen as samples from the population using a purposive sampling technique. While the control group employed the standard learning model, the experimental group employed the PACE-GeoGebra learning model. Tests and questionnaires with information on quadratic functions were the tools utilized. Using the two-sample mean equality test, data analysis was done on the average gain index between the two sample classes. The research results show that (1) there is a significant difference in the improvement of mathematical creative thinking abilities between students who use the PACE-GeoGebra approach and students who use conventional learning. (2) There is a correlation between student self-regulated learning and the improvement of mathematical creative thinking skills through PACE-GeoGebra learning.
Analysis of Students' Spatial Mathematical Ability viewed From The Florence Littauer Personality Type Rismi, Dede; Rahayu, Diar Veni; Supratman, Supratman
PRISMA Vol 14, No 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5674

Abstract

This research aims to analyze the spatial abilities of students in light of Florence Littauer's personality types and understanding of how students personality traits can influence their mathematical spatial abilities. This research is a qualitative research with an exploratory method. Data were collected from eighth-grade students of SMP Negeri 13 Tasikmalaya, . The subjects of the research are eight eighth-grade students from SMP Negeri 13 Tasikmalaya from each representing each of the four personality types. The research instruments included a personality type questionnaire, spatial ability tests, and unstructured interviews. Data were analyzed through data reduction, data presentation, and conclusion drawing. The results indicate variations in spatial ability achievement according to personality type. Students with a melancholic type demonstrated comprehensive mastery of all spatial indicators, while sanguine and phlegmatic students showed strengths in spatial perception as well as some aspects of visualization and rotation, though they still needed reinforcement in using geometric terminology and image representation. Meanwhile, choleric students exhibited strong mental rotation skills but experienced difficulties in visualizing objects from multiple perspectives and assembling shapes after manipulation. These findings contribute to mathematics education theory by highlighting the role of personality types in developing students’ spatial thinking skills
The Integration of West Papuan Local Wisdom into Three-Dimensional Geometry: A Strategic Approach to Enhancing Students’ Learning Motivation Wahyuni, Erik Tri; Parta, I Nengah; Purwanto, Purwanto
PRISMA Vol 14, No 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5519

Abstract

This study aims to investigate the enhancement of students’ learning motivation and cognitive achievement through the implementation of a module-based instructional model integrated with the local wisdom of West Papua. Employing a quantitative descriptive approach with a one-group pretest–posttest design, data were collected using cognitive tests and a Likert-scale motivation questionnaire. Quantitative analysis was conducted using Minitab software to assess statistical significance, while students’ motivational responses were analyzed descriptively. The results revealed a substantial improvement in students’ cognitive performance, with the average score increasing from 40.80 (pretest) to 86.40 (posttest). A paired-sample t-test indicated a significant difference between pretest and posttest scores (t = -8.718, p < 0.05). Meanwhile, the motivation questionnaire results showed a significant enhancement in students’ learning motivation, with the mean Likert score rising from 3.2 (pretest) to 4.0 (posttest), corresponding to 100% positive responses categorized as highly valid. These findings demonstrate that integrating culturally responsive learning modules can effectively enhance both students’ cognitive understanding and their motivation toward learning mathematics. The local wisdom–based module has proven to be a feasible and engaging instructional tool for contextualized mathematics learning.
Students' Mathematical Investigation: A Review Based on Disposition and Self-Esteem Salsiah, Usi; Komala, Elsa; Sugiarni, Rani
PRISMA Vol 14, No 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5622

Abstract

Students’ mathematical investigation ability is influenced not only by cognitive knowledge but also by affective factors such as mathematical disposition and self-esteem. This study aims to examine the relationship between mathematical disposition and students’ mathematical investigation ability, investigate the predictive influence of self-esteem on investigation ability, and analyze the combined contribution of both variables. This quantitative study involved 49 eleventh-grade students from a private high school in Cianjur Regency in the 2024/2025 academic year, with class XI-1 selected through purposive sampling. Research instruments included mathematical disposition and self-esteem questionnaires, as well as a mathematical investigation test on circle material. Interviews with several students were conducted to support the test findings. Data were analyzed using simple and multiple linear regression after verifying classical assumptions. The results showed that mathematical disposition had a significant relationship with mathematical investigation ability (40.2%), while self-esteem demonstrated a non-significant predictive influence (18.7%). Together, mathematical disposition and self-esteem contributed 31.6% to students’ mathematical investigation ability. These findings highlight the importance of fostering mathematical disposition as a potential predictor of students’ investigation ability.
The Influence of Origami on Spatial Abilities in Mathematics Learning Nugraha, Candra; Prabawanto, Sufyani; Kurniawati, Ririn
PRISMA Vol 14, No 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5688

Abstract

The essential mathematical ability related to geometric perception is spatial ability. Through this ability, one can develop geometric reasoning abilities in everyday life. In some literature, spatial ability is closely related to various applied fields in life. One way to develop and hone this ability is through the art of origami paper folding. In several studies, it has been found that origami can enhance students' spatial abilities at various educational levels. Origami is the art of folding paper that is utilized for teaching basic geometric shapes through folds that form simple structures, which can serve as a bridge for students to understand how the objects they fold are formed. This origami folding can be used to train and enhance the spatial abilities of students from various educational levels. Teaching origami can foster and develop students' enthusiasm in learning mathematics, especially geometry. Origami has a positive correlation with mathematics learning outcomes in the classroom, particularly regarding geometry topics.
Students’ Error Analysis in Solving Reasoning Problems on Sequences and Series Using Nolting’s Theory Harini, Elsa; Suanto, Elfis; Hutapea, Nahor Murani
PRISMA Vol 14, No 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5281

Abstract

Mathematical reasoning ability is an essential competency emphasized in the Merdeka Curriculum, particularly in the Learning Outcomes (CP) for Phase E, which requires students to understand, generalize, and prove mathematical concepts. However, various studies have shown that Indonesian students' mathematical reasoning skills remain relatively low, including in the topic of sequences and series. This study aims to analyze students’ errors in solving mathematical reasoning problems related to sequences and series in Grade 10, based on Nolting’s error theory. The research employed a qualitative descriptive approach involving 20 tenth-grade students from Senior High School 12 Pekanbaru. The research instrument consisted of four mathematical reasoning essay questions covering arithmetic and geometric sequences and series, adapted from Fadillah. The analysis revealed four types of student errors: Careless Errors (34.30%), Connection Errors (31.20%), Test-Taking Errors (21.80%), and Application Errors (17.50%). These errors were attributed to various factors, including cognitive factors such as lack of conceptual understanding and affective factors such as low learning motivation. The findings highlight the importance of teachers in analyzing student errors to help minimize learning difficulties in mathematics and improve the overall quality of mathematics instruction

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