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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 345 Documents
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Analysis of Students' Mathematical Problem Solving Skills on Opportunity Material Gaitsa Zahira Shofa; Ari Septian; Rani Sugiarni
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.5725

Abstract

Problem-solving abilities are an important ability in understanding and applying mathematical concepts, including probability material that requires analysis and logical reasoning. This study aims to describe the mathematical problem-solving abilities of vocational high school students on probability material and to identify the difficulties faced by students in solving related problems. This research uses a descriptive qualitative method with a subject group of 27 students from class XI Yankes 3 at Vocational School Bunga Persada Cianjur for the 2024/2025 academic year who have studied probability material. Data collection techniques were carried out through mathematical problem-solving tests, interviews, and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The research results show that students' mathematical problem-solving ability in probability material is still classified as low. Based on the test results, only 3.7% of students are in the high category, 14.8% in the medium category, and 81.5% in the low category. If reviewed based on its stages, the percentage of student achievement is as follows: understanding the problem at 32,2%, planning the solution at 67,1%, executing the solution at 63,9%, and reviewing at 5,6%.The reviewing stage has the lowest achievement. Students' difficulties primarily lie in understanding problems related to probability material, constructing mathematical models to determine formulas for finding event probabilities, and checking the final results of probabilities found in story problems. These findings highlight the importance of reinforcing the understanding of basic concepts and contextual problem-solving exercises in probability learning to enhance the mathematical problem-solving abilities of vocational high school students.
More Than AI: Developing Intelligent Chatbot to Empower Algebra Mastery for Grade VII Students Muhammad Nur Ramadhan; Abd. Qohar; Sisworo Sisworo; Mohamad Yasin
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.5770

Abstract

The challenge of learning algebra for junior high students necessitates innovative educational tools. This study aimed to develop and evaluate an intelligent chatbot, powered by a fine-tuned Mistral AI model, to empower algebra mastery for Grade VII students. R&D methodology using the ADDIE model was employed, involving one expert validator, 20 students, and 5 teachers for the evaluation. Data were collected through questionnaires and a post-test. The findings revealed that the chatbot was highly successful, achieving an expert validation score of 91.11% ("Very Valid") and a user practicality score of 84.42% ("Very Practical"). Furthermore, the chatbot was proven effective, as 84% of students achieved the classical mastery threshold on the post-test with a class mean score of 82.0. This research concluded that a specifically customized AI chatbot is a valid, practical, and effective medium for mathematics education.
Students' Creative Thinking in Solving Integrated Mathematical Problems Cultural Context Reviewed Based on Specialization 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.v14i2.5817

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.
An Analysis of Grade XI Students’ Errors in Solving Statistical Problems Based on Newman Error Analysis (NEA) Theory Atiqa Firdaus; Subanji Subanji; Mochammad Hafiizh
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.5845

Abstract

This study aims to analyze the mistakes of grade XI students in solving statistical problems based on the Newman Error Analysis (NEA) stages. The research method used is qualitative descriptive with the research subjects of 30 high school students in Praya for the 2025/2026 school year. Data were collected through descriptive tests, interviews, and documentation, then analyzed using the Miles and Huberman model through the stages of reduction, presentation and drawing of conclusions. The results showed that students still made mistakes at almost all stages of Newman, including: reading errors (0.64%), comprehension errors (22.29%), transformation errors (26.75%), process skills errors (23.56%), and encoding errors (26.75%). The most mistakes occur in the transformation and writing stages, while the least mistakes occur in the reading stage. Factors that cause student errors include lack of understanding of concepts, mistakes in choosing formulas, inaccuracy in calculations, and the habit of not writing conclusions. The results of this study are expected to be a guideline for teachers in developing more efficient learning strategies to reduce student errors in statistical materials.
The Influence of Social Media on Students' Mathematical Creative Thinking Skills Rizky Priyanto; Ari Septian; Erma Monariska
PRISMA Vol. 14 No. 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5857

Abstract

This research endeavors to scrutinize the mathematical creative thinking proficiencies of students and to ascertain the extent to which social media engagement impacts these abilities. The methodological framework employed herein is quantitative, adopting a descriptive research design, with data collection facilitated via survey instruments. The cohort for this investigation comprised 33 students enrolled in class X APHP at SMK Negeri 1 Pacet. To measure mathematical creative thinking skills, a test instrument was used, while social media usage was measured using a non-test instrument, namely a questionnaire. The collected data was then analysed using statistical tests with a quantitative approach, namely regression and quantitative descriptive tests. The empirical findings reveal that the aggregate mathematical creative thinking capacity among the students at SMK Negeri 1 Pacet registers at 73.5%, positioning it within a high classification. Nevertheless, a more granular examination indicates a positive correlation between social media utilization and mathematical creative thinking acumen; however, this association is characterized by diminutive strength and lacks statistical significance. Consequently, these results suggest that social media does not exert a substantial influence on the enhancement of mathematical creative thinking skills among the student population at SMK Negeri 1 Pacet.
The 4D Model in Developing Nearpod-Based Interactive Media for Reflection Material Nuniek Noermala; Iyan Rosita Dewi Nur
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.5859

Abstract

Mathematics plays an important role in developing logical, critical, creative, and systematic thinking skills, but it is often considered difficult and boring, requiring innovative learning media. One of the most challenging topics is reflection because of its abstract nature and the need for visualization skills. This study aims to develop interactive media based on Nearpod that is valid, practical, and effective. The method used is Research and Development (R&D) with the 4D model (Define, Design, Develop, Disseminate) and a one-group pretest–posttest design on 35 students in grade XI at Karawang State Senior High School 6, who were selected using purposive sampling. Data were obtained through validation questionnaires, practicality questionnaires, and learning outcome tests. The results showed that Nearpod media was rated as very feasible by media experts, with an overall average score of 3.90. It was also rated as very feasible by subject matter experts, with an overall average score of 3.80, and by students, with an overall average score of 3.85. In terms of practicality, it was categorized as highly feasible based on the results of the teacher questionnaire assessment with an overall average score of 3.60, while based on the student questionnaire assessment, it was categorized as feasible with an overall average score of 3.44. Thus, Nearpod is proven to be valid and practical for use in reflection material.
Algorithmic Reasoning: A Type of Imitative Reasoning in Solving Geometry Problems Zhafira Ayu Prameswari; Indriati Nurul Hidayah; Tjang Daniel Chandra
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.5867

Abstract

This study aims to describe imitative reasoning of the algorithmic reasoning type among junior high school students in solving mathematics problems. Imitative reasoning is a way of thinking that follows procedures that have been taught without fully understanding the underlying concepts of the strategies. Meanwhile, algorithmic reasoning refers to imitative reasoning that relies on recalling strategies learned in previous lessons. This research employed a qualitative descriptive approach and was conducted with grade VIII students at one of the MTsN in Kediri City in the 2024/2025 academic year. Two subjects were selected based on test answer criteria that indicated the use of imitative procedures in problem-solving strategies that were frequently encountered, as well as imitation of strategies derived from information related to the questions. The results showed that the subjects did not fully understand the basic concepts underlying the selection of problem-solving strategies. They focused only on strategies that were familiar or had been learned previously. Interview results revealed that the two subjects had different bases for choosing strategies: S1 selected strategies based solely on those used in familiar problems, while S2 relied on surface information connected to the strategies they remembered. However, both subjects were unable to justify or prove the correctness of the strategies they chose.
Analysis of MTs Students' Critical Thinking Skills in Solving Algebra Problems Based on Facione's Theory Siska Nisaul Alawiyah; Sudirman Sudirman; Slamet Slamet
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.5937

Abstract

This study aims to analyze the critical thinking skills of Madrasah Tsanawiyah (MTs) students in solving algebraic problems based on Facione’s critical thinking theory. Critical thinking is an essential competence in mathematics learning, particularly in algebra, which requires students to interpret problems, apply appropriate strategies, and draw logical conclusions. This research employed a qualitative descriptive approach to explore students’ cognitive processes in depth. The study was conducted in one eighth-grade class of an MTs in Kediri Regency, involving 25 students. Purposive sampling was used to select research subjects representing high, medium, and low critical thinking ability categories. Data were collected through algebra problem-solving tests and in-depth interviews, which were validated by experts prior to implementation. The analysis followed the Miles and Huberman qualitative analysis model, including data reduction, data display, and conclusion drawing, with method triangulation to ensure data validity. The results showed that only two students (8%) were categorized as having high critical thinking skills, fifteen students (60%) were in the medium category, and eight students (32%) were in the low category. Students with high critical thinking skills fulfilled all Facione indicators, while students in the medium and low categories showed difficulties, particularly in the analysis, evaluation, and inference aspects. These findings indicate that students are not yet accustomed to higher-order thinking skills (HOTS) algebra problems and highlight the need for learning strategies that consistently train critical thinking in mathematics classrooms. Keywords: algebra; critical thinking; Facione’s theory; MTs students; problem solving
Spatial Ability of Grade VIII Students in Terms of Van Hiele's Level of Thinking Sabila Mukhlishonisa; Al Jupri; Jarnawi Afgani Dahlan
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.5989

Abstract

Spatial ability is important in learning geometry, especially related to 3D shapes. This study aims to analyze students' spatial ability based on van Hiele's geometry thinking level. The research was conducted with a qualitative case study approach involving 23 students of grade VIII at one of the public junior high schools in Bandung, West Java. The researchers gave two types of tests to students, namely spatial tests based on spatial perception, visualization, mental rotation, spatial relation, and spatial orientation elements, as well as geometry thinking tests based on van Hiele's five levels of thinking, namely visualization, analysis, informal deduction, deduction, and rigor. The results show that about half of students reached the visualization level with low spatial orientation ability, while the rest of students have not reached the visualization level with very low spatial orientation ability. The spatial ability of students in the spatial perception element is categorized as high, in the visualization and spatial relation elements is categorized as sufficient, and in the mental rotation element is categorized as low. Students' ability to see objects from various directions and to rotate objects still needs to be improved.
Pre-Service Mathematics Teachers Learn the Concept of Conic Sections: A Praxeological Analysis of Textbooks Muhamad Soeleman; Sufyani Prabawanto; Amalia Indrawati G
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.5991

Abstract

This study investigates how pre-service mathematics teachers (PSMTs) learn conic sections through the task structures in high school mathematics textbooks by applying the Praxeological-Didactical Analysis (PDA) framework. The analysis focuses on identifying the types of tasks (T), techniques (?), technologies (?), and theories (?) in the textbooks used in the Kapita Selekta Matematika Sekolah Lanjutan course. PDA trace the didactical transposition process from scholarly mathematical knowledge to the taught knowledge represented in textbook materials. Using a qualitative document analysis approach, the findings indicate that textbook tasks emphasize procedural and algebraic techniques, with technological and theoretical explanations. The findings reveal that most tasks in the textbooks are dominated by procedural approaches emphasizing algebraic techniques, while the technological and theoretical justifications are often implicit. The study suggests the need for reconstructing praxeology-based task designs that integrate conceptual reasoning and theoretical grounding to strengthen PSMTs’ understanding and didactical competence in teaching conic sections.

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