cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ari Septian
Contact Email
ariseptian@unsur.ac.id
Phone
+628121428312
Journal Mail Official
ariseptian@unsur.ac.id
Editorial Address
Program Studi Pendidikan Matematika, FKIP Universitas Suryakancana Jalan Dr. Muwardi Komplek Pasir Gede Raya Cianjur 43216
Location
Kab. cianjur,
Jawa barat
INDONESIA
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 344 Documents
 28   29   30   31   32 
Assessment of Creative Thinking in Cultural Context in Junior High School Students Indrani Eka Prastya Zahroh; Lathiful Anwar; Tjang Daniel Chandra
PRISMA Vol. 14 No. 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5192

Abstract

Creative thinking is an essential competence in mathematics learning because it enables students to generate diverse ideas, approach problems from multiple perspectives, and produce original solutions. However, in the Indonesian educational context, students’ creative thinking skills remain low, and current assessment tools have not adequately measured all dimensions of creativity namely fluency, flexibility, and originality. This study aims to fill this gap by developing and validating a culturally contextualized open-ended assessment instrument designed to measure students’ creative thinking skills comprehensively. Using a research and development (R&D) approach, the instrument was tested with 28 ninth grade students from a junior high school in Malang City. The instrument’s construct validity was examined through Exploratory Factor Analysis (EFA), and its internal consistency was tested using Cronbach’s Alpha. The findings indicate that the instrument demonstrates good reliability and a clear three factor structure aligning with theoretical dimensions of creative thinking. These results suggest that the developed assessment can effectively capture students’ creative potential within culturally relevant mathematical contexts. The study contributes to educational assessment practices by providing a valid and reliable tool that promotes culturally responsive approaches to fostering creative thinking in mathematics learning.
Students’ Error Analysis in Solving Reasoning Problems on Sequences and Series Using Nolting’s Theory Elsa Harini; Elfis Suanto; Nahor Murani Hutapea
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
Students’ Numeracy Skills in Solving Minimum Competency Assessment Questions on Geometry and Measurement Content Azizah Azizah; Kartini Kartini; Yenita Roza
PRISMA Vol. 14 No. 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5348

Abstract

The Minimum Competency Assessment (MCA) measures students’ numeracy skills, a crucial ability in the 21st-century digital era. However, PISA and the 2024 Indonesian Education Report show that Indonesian students’ numeracy skills remain low. This study aims to describe students’ numeracy skills in solving MCA questions on geometry and measurement content. The method used is descriptive with a qualitative approac. Data were collected through triangulation involving test results from seven MCA numeracy questions on geometry and measurement and through interviews. The subjects of this study consisted of 32 eighth-grade students from SMPN 40 Pekanbaru. The analysis of students’ answers revealed that 46.88% were categorized as low, 43.75% as moderate, and only 9.38% demonstrated a high level of numeracy proficiency. Interviews were conducted with selected students based on the results of the response analysis. Students in the high category were able to understand the context, interpret visual information, and apply reasoning and geometric concepts to real-life situations. They demonstrated the full range of cognitive processes, although improvements in accuracy are still needed. Students in the moderate category showed a lack of systematic thinking and often missed key details due to insufficient attentiveness when reading questions and selecting strategies. Meanwhile, students in the low category experienced fundamental difficulties in understanding visual information, units, and problem contexts. Their responses tended to be based on guesses rather than logical calculation, indicating the need for intensive support and more foundational instruction.
Analysis of Students’ Error in Solving Problems on SPLDV Material Based on Newman's Theory Monika Putri Dian; Nahor Murani Hutapea; 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.
Development of A Problem-Based Learning Model to Improve Students’ Numeracy and Self-Efficacy Citra Ayu Fatimah; Heri Retnawati
PRISMA Vol. 14 No. 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5490

Abstract

Education in Indonesia requires development, particularly in students’ numeracy skills and self-efficacy (SE). The importance of numeracy skills is stated in the Graduate Competency Standards (SKL). Moreover, numeracy skills are also related to students’ self-efficacy. Students with good numeracy skills tend to have high self-efficacy, and students with poor numeracy skills generally have low self-efficacy. Based on these factors, it is necessary to develop an appropriate learning model. The aim of this study is to develop a problem-based learning (PBL) model to enhance students’ numeracy skills and self-efficacy, and to determine the feasibility of the developed product in improving students’ numeracy and self-efficacy. This development research follows the ADDIE stages: Analyze, Design, Develop, Implement, and Evaluate. The research methods used were both quantitative and qualitative. Quantitative methods were employed to determine the level of feasibility of the developed product, while qualitative methods were used to describe the calculated feasibility scores, suggestions and comments from validators, teachers, and students. The results showed that the developed product met the criteria of validity and practicality but did not meet the criteria of effectiveness. The ineffectiveness of the product was due to students not being accustomed to using the PBL model and their unfamiliarity with discussion-based learning.
The Integration of West Papuan Local Wisdom into Three-Dimensional Geometry: A Strategic Approach to Enhancing Students’ Learning Motivation Erik Tri Wahyuni; I Nengah Parta; 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.
The Use of Problem-Based Learning Model Assisted by Quizizz to Improve The Mathematical Problem-Solving Ability of Junior High School Students Naila Naswa Fazliana; Dahlia Fisher; Jusep Saputra
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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

Abstract

This study aims to determine whether the mathematical problem-solving ability of students who receive the Problem-based Learning model assisted by Quizizz is better than students who receive the conventional learning model. This study uses a quantitative approach with a quasi-experimental design. The subjects of this study consisted of two classes, namely class VIII D as the experimental class that received the Problem-based Learning model assisted by Quizizz, and class VIII C as the control class that received the conventional model in one of the state junior high schools in West Bandung district. The instrument used in this study was a test of mathematical problem-solving ability. The data analysis technique for the mathematical problem-solving ability test used a two-sample test (t-test), which was processed using the IBM SPSS Statistics 23 for Windows software. The study's results showed that the mathematical problem-solving ability of students who received the Problem-based Learning model, assisted by Quizizz, was better than that of students who received the conventional learning model.
Improvement of The Ability of Mathematical Creative Thinking through Pace-Geogebra Learning in Terms of Student Self-Regulated Learning Nurendah Yulianti; Ari Septian; Rani Sugiarni
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.
Development of E-LKPD Assisted by FlippingBook Based on Environmath to Improve Metaphorical Thinking Skills Salwa Zakiyah Ruhma; Nani Ratnaningsih; Diar Veni Rahayu
PRISMA Vol. 14 No. 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5619

Abstract

This research aims to develop an E-LKPD integrated with FlippingBook technology based on the Environmath approach, as well as to investigate the enhancement of students’ metaphorical thinking skills before and after the implementation of the developed instructional materials. The study utilized a Research and Development (R&D) methodology guided by the ADDIE model, which comprises five sequential phases: analysis, design, development, implementation, and evaluation. Data were gathered through observations, expert validations of both material and media aspects, and assessments of students’ metaphorical thinking abilities. The participants involved in this study included two material experts, three media experts, and twenty seventh-grade students from MTs Miftahul Falah Panumbangan. The findings revealed that during the analysis stage, a needs analysis, student analysis, and material analysis were conducted. In the design stage, test instruments were prepared, media and format were selected, and the initial product design was developed. The development stage includes the product development process, while at the implementation stage, E-LKPD was tested on students. Furthermore, at the evaluation stage, it was found that there was a significant increase in metaphorical thinking skills after students used E-LKPD assisted by FlippingBook based on environmath with the quality of the increase being in the high category.
Students' Mathematical Investigation: A Review Based on Disposition and Self-Esteem Usi Salsiah; Elsa Komala; Rani Sugiarni
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 not only influenced by cognitive knowledge, but also by affective factors such as mathematical disposition and self-esteem. This study aims to analyze the effect of mathematical disposition on students' mathematical investigation ability, analyze the effect of self-esteem on students' mathematical investigation ability, and analyze the effect of mathematical disposition and self-esteem on students' mathematical investigation ability. This study uses a quantitative approach. The population of the study was 49 students of class XI of a private high school in Cianjur Regency in the 2024/2025 academic year. The sample in this study was class XI-1 selected by purposive sampling. The research instruments were mathematical disposition and self-esteem questionnaires, as well as students' mathematical investigation ability tests on circle material. In addition, interviews were conducted with several students to strengthen the results of the mathematical investigation test. The data analysis techniques used included simple linear regression tests and multiple linear regression tests, by first ensuring that the classical assumptions were met. The results of the study showed that there was a significant influence between mathematical disposition and mathematical investigation ability of 40.2%. Meanwhile, self-esteem did not have a significant effect on mathematical investigation ability, with a contribution of 18.7%. Simultaneously, mathematical disposition and self-esteem had a significant effect on students' mathematical investigation ability, with a contribution of 31.6%. This finding emphasizes the importance of strengthening mathematical disposition in learning to improve students' mathematical investigation ability

Page 30 of 35 | Total Record : 344

 28   29   30   31   32 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol. 15 No. 1 (2026): PRISMA Vol. 14 No. 2 (2025): PRISMA Vol 14, No 2 (2025): PRISMA Vol 14, No 1 (2025): PRISMA Vol 13, No 2 (2024): PRISMA Vol 13, No 1 (2024): PRISMA Vol 12, No 2 (2023): PRISMA Vol 12, No 1 (2023): PRISMA Vol 11, No 2 (2022): PRISMA Volume 11, No 2 Tahun 2022 Vol 11, No 1 (2022): PRISMA Volume 11, No 1 Tahun 2022 Vol 10, No 2 (2021): PRISMA Volume 10 No 2 Tahun 2021 Vol 10, No 1 (2021): PRISMA Volume 10, No 1 Tahun 2021 Vol 9, No 2 (2020): PRISMA Volume 9, No 2 Tahun 2020 Vol 9, No 1 (2020): PRISMA Volume 9, No 1 Tahun 2020 Vol 8, No 2 (2019): Jurnal PRISMA Volume 8, No 2 tahun 2019 Vol 8, No 1 (2019): Jurnal PRISMA Volume 8, No 1 tahun 2019 Vol 7, No 2 (2018): Jurnal PRISMA Volume VII, No 2 tahun 2018 Vol 7, No 1 (2018): Jurnal PRISMA Volume VII, No 1 tahun 2018 Vol 6, No 2 (2017): Jurnal PRISMA Volume VI, No 2 tahun 2017 Vol 6, No 1 (2017): Jurnal PRISMA Volume VI, No 1 tahun 2017 More Issue