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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 344 Documents
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Students’ Mathematical Thinking Solving Math Story Problems Meira Indria Pratiwi; Susiswo Susiswo; Santi Irawati
PRISMA Vol. 14 No. 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5644

Abstract

Mathematics story problems are important to learn because they relate to contextual life. In the preliminary study, many MTs Qita Malang students made mistakes. One way to find out students' mistakes is to explore how they think mathematically. Therefore, the researcher conducted a study that aimed to describe how students think mathematically in solving mathematical story problems. The instruments used were test sheets and interview guidelines. This research is a qualitative-descriptive research that was attended by 15 grade IX students of MTs Qita Malang. Three research subjects were selected based on their ability level (high, medium, low). The results showed that students were highly capable through all aspects in the entry and attack phases, but missed the check and extend aspects in the review phase. Moderately capable students go through all aspects in the entry phase and skip the why aspect in the attack phase and only succeed through the reflect aspect in the review phase. Low ability students go through the entry phase of the know and want aspect, but skip the maybe and why aspect in the attack phase, and only through the reflect aspect in the review phase.
Improving Students' Mathematical Literacy Skills Through the Application of Genially in the PBL Model Vina Apriatni; Dedi Nurjamil; Eko Yulianto
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

The purpose of this study was to determine the improvement of students' mathematical literacy skills through the application of genially on problem-based learning (PBL) model. This research was conducted at SMA Negeri 6 Garut. The research method used was quasi experimental with pretest-posttest control group design. The experimental class was given treatment by applying genially to the problem-based learning (PBL) model while the control class was given the problem-based learning (PBL) model only. The population in this research were all students of class X, with a sample of two classes namely class X 12 as the experimental class and class X 4 as the control class. sampling based on the random assignment technique. The data collection techniques used were observation, unstructured interview, and mathematical literacy test. The instruments used were student mathematical literacy test. The data analysis technique used the Two Independent Samples Test. Based on the results of data analysis, it can be concluded that there is an increase in students' mathematical literacy skills through the application of Genially in the Problem Based Learning (PBL) model with a significance of 0.03.
Development of an Educational Game ‘Petualangan Ryna’ as a Learning Media for Geometric Transformations in Junior High School Izza Ardiansyah; Sisworo Sisworo; 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.v14i2.5673

Abstract

The teaching of geometric transformations in junior high school continues to face several challenges, especially regarding the topics of translation and reflection, which require a strong understanding of visual and spatial concepts. This issue was identified at a junior high school in Pasuruan Regency, where diagnostic tests and classroom observations revealed low student comprehension and a lack of interactive instructional media. In response, this study aimed to develop an educational game titled Petualangan Ryna di Desa yang Hilang using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The goal was to produce a valid, practical, and effective learning tool. The research involved seventh-grade students as participants, with data collected through expert validation, post-tests, and student response questionnaires. The results indicated that the developed game and assessment instruments were valid, the game was practical to use, and it effectively improved students’ understanding of geometric transformations. Therefore, Petualangan Ryna di Desa yang Hilang is suitable for classroom use as an innovative learning media that enhances engagement and conceptual understanding through contextual and visual exploration.
Analysis of Students' Spatial Mathematical Ability viewed From The Florence Littauer Personality Type Dede Rismi; Diar Veni Rahayu; 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
Development of Geometry Transformation E-Module Using Contextual Teaching and Learning on Ruang GTK with GeoGebra Aliyah Aziz; Elsa Komala; Sarah Inayah
PRISMA Vol. 14 No. 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5687

Abstract

Mathematics is a basic science that is essential for mastering other sciences and continues to develop to meet the demands of the 21st century. Meaningful mathematics learning requires a contextual and technology-based approach. Kurikulum Merdeka is a government effort to address this challenge. However, obstacles remain in its implementation, such as teachers' lack of understanding of the learning modules and students' understanding of the material. Therefore, this study aims to develop a Geometry Transformation e-module using the Contextual Teaching and Learning (CTL) model in the Ruang GTK with the assistance of GeoGebra, which has been tested for its feasibility and practicality. This study uses a Research and Development (R&D) approach with the ADDIE model, through five stages: analysis, design, development, implementation, and evaluation. The research subjects consisted of three experts in material, media, language, and mathematics learning for the feasibility test and three mathematics teachers for the practicality test. The instruments used included an observation sheet, a validation sheet, and a practicality sheet. The developed e-module consists of four sub-chapters: Translation, Reflection, Rotation, and Dilation. This e-module also includes flowcharts, prerequisite materials, learning activities, teaching materials, learning media, GeoGebra, Student Worksheets (LKPD), and assessments. The study results showed that this e-module was highly feasible with a score of 85.14% and very practical with a score of 89.33%. This module is easily accessible and supports contextual and technology-based learning
The Influence of Origami on Spatial Abilities in Mathematics Learning Candra Nugraha; Sufyani Prabawanto; Ririn Kurniawati
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.
Interference Thinking Students’ to Solve Proportion Problems Based on Cognitive Style Venia Nabyla Ainul Putri; Subanji Subanji; Santi Irawati
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

Thinking interference is defined as a disruption in information processing caused by overlap between old and new knowledge, which can hinder students' problem solving. The purpose of this study is to describe the forms of interference junior high school students thinking in solving ratio problems, as viewed from the cognitive styles of Field Independent (FI) and Field Dependent (FD). This study employs a descriptive qualitative approach, with the research subjects being three seventh-grade junior high school students who are suspected of thinking interference. Research data were collected through the Group Embedded Figures Test (GEFT), a ratio quiz, and interviews. The data analysis techniques used in this study were data reduction, data display, and conclusion. The results showed that FI students experienced retroactive interference characterized by students using the reverse proportion procedure to solve equivalent proportion problems. FD students experienced retroactive interference characterized by students solving problems using the reverse proportion procedure in equivalent proportion problems, and FD students experienced proactive interference characterized by students solving problems using the equivalent proportion procedure in reverse proportion problems. This occurs due to the similarity in solution procedures between equivalent proportion and reverse proportion. This study shows that both cognitive styles contribute to the emergence of thinking errors in solving comparison problems when students do not re-evaluate the appropriateness of the procedure to the problem context.
The Relationship Between Mathematical Resilience and Critical Thinking Ability of Student Salma Hasna Arumaisya; Tina Sri Sumartini
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

Critical thinking ability is one of the important abilities in mathematics learning, while mathematical resilience acts as an affective factor that encourages students to persevere in the face of difficulties. This study aims to analyze the relationship between mathematical resilience and students' critical thinking skills in the context of mathematics learning. The research method used a correlational quantitative approach involving 20 Al-Hikmah Junior High School students as samples. Data were collected through mathematical resilience questionnaire and mathematical problem-based critical thinking ability test, then analyzed using correlation test (Pearson/Spearman) and crosstab test. The results showed that there was no significant relationship (r = 0.266 < 0.05) between mathematical resilience and critical thinking ability. This finding indicates that other factors, such as learning motivation, teaching model, or learning environment, may have more influence on students' critical thinking ability. Nonetheless, this study contributes to the understanding of students' cognitive and affective abilities in the context of mathematics learning.
The Relationship between Learning Motivation and Mathematical Communication Skills in Vocational High School Students Astiani Nurwulandari; Ari Septian; Muhamad Soeleman
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.
The Role of Junior High School Students in Group Discussions to Solve Fermi Problems Wayan Indi Haidar Mufidah; Susiswo Susiswo; Santi Irawati
PRISMA Vol. 14 No. 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5718

Abstract

This study investigates how junior high school students adopt and shift roles during group discussions while solving Fermi problems, using Positioning Theory as an analytical framework. The study employs a qualitative-descriptive approach with the subjects of eight students of class IX PD-CI MTsN 1 Kediri who were divided into two groups selected using purposive sampling techniques. Data were collected from audio and video recordings of group discussions, which were transcribed and coded for patterns of positioning, negotiation, and interaction, along with students’ written responses. The findings reveal that students take on different roles: novices often participate passively, facilitators organize the discussion and encourage participation, while experts contribute key information and guide reasoning. Some groups demonstrated dynamic role shifts throughout the activity, reflecting increased engagement and conceptual understanding, whereas others maintained more static participation patterns, limiting opportunities for collaborative idea exploration. This study uniquely analyzes role shifts among junior high school students through Positioning Theory in the context of Fermi problems. These findings highlight the importance of monitoring and structuring collaborative activities to promote equitable participation. For mathematics educators, understanding positioning patterns can inform instructional strategies, such as role rotation, supporting novice participation, and designing Fermi problems that foster active collaboration

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