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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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Living Arrangements and Self-Study Time Associated with Ordinary Differential Equations Written-Solution Quality Erwan Setiawan; Zuber Zuber; 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.v14i2.6036

Abstract

This study describes the association between students’ living arrangements and self-study time with the quality of written solutions in an Ordinary Differential Equations (ODE) course. A descriptive-exploratory quantitative approach was conducted with 18 sixth-semester pre-service mathematics teachers. Data were obtained from final ODE grades, an online questionnaire on living arrangements and estimated weekly self-study hours, and students’ written responses to four representative ODE problems (non-exact, first-order linear, Bernoulli, and an exact equation with an initial value). Solution quality was coded into four categories: complete-correct, conceptual error, procedural/calculation error, and blank. Descriptive and correlational analyses were used to identify trends among variables. Results indicate a positive correlation between self-study time and the proportion of complete-correct solutions (r = 0.4635) and a negative correlation with conceptual errors (r = ?0.3681). The proportion of complete-correct solutions also shows a strong correlation with the final ODE grade (r = 0.8945). These findings highlight the importance of structured support for self-study and diagnostic assessment based on error types to improve students’ understanding in ODE learning.
Assessment of Creative Thinking in Cultural Context in Junior High School Students: A Psychometric Validation Study Dina Puji Lestari; Lathiful Anwar; Mochammad Hafiizh
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

Creativity is a key component of twenty-first century competencies and an essential element of mathematical problem solving. In Indonesia, the curriculum emphasizes creativity, yet valid and reliable instruments for assessing students’ creative mathematical thinking remain limited. This study aimed to design and validate a culturally contextualized mathematical creativity test that measures fluency, flexibility, and originality through open-ended problem-solving tasks. The instrument consisted of two contextualized items: (1) a task based on Gobak Sodor, a traditional Indonesian game, requiring students to design and analyze geometric field partitions; and (2) a task based on Tempe Sanan, a local food product, requiring innovative cutting designs and area calculations. Responses from 23 junior secondary students were scored on a 1–4 scale for each creativity dimension, resulting in six observed variables. Data were analyzed using Exploratory Factor Analysis (EFA) to identify the latent factor structure, followed by Confirmatory Factor Analysis (CFA) to test model fit. EFA indicated a two-factor solution, with fluency forming one distinct factor and flexibility-originality clustering as another. CFA confirmed the adequacy of this two-factor model, with good fit indices (χ²/df = 1.42, CFI = 0.972, TLI = 0.953, RMSEA = 0.061, SRMR = 0.045). Both factors demonstrated high reliability (α = 0.87 and α = 0.94). The findings provide strong evidence that mathematical creativity in this context is best represented by two dimensions: ideational fluency and structural creativity (flexibility–originality). The study contributes to the development of culturally responsive and psychometrically sound instruments for assessing creativity in mathematics education, aligning with the goals of the Indonesian curriculum.
The Influence of Learning Independence and Self-efficacy on Students' Mathematical Understanding Ability Based on Kinach’s Theory Jaenudin Darwati; Elsa Komala; Muhamad Soeleman
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

This study aims to analyze the influence of learning independence and self-efficacy on students’ mathematical understanding ability based on Kinach’s theory. This study employs a quantitative approach with data analysis techniques consisting of simple linear regression and multiple linear regression. The study population includes all 10th-grade students at state Islamic senior high schools (MA Negeri) in Cianjur Regency, with a sample of 34 students from class XA selected through purposive sampling. The instruments used consist of a mathematical understanding ability test based on Kinach’s theoretical indicators in the topic of Arithmetic Sequences and Series, as well as questionnaires on learning independence and self-efficacy. The data were analyzed using simple and multiple linear regression tests, preceded by prerequisite tests including normality, linearity, heteroscedasticity, and multicollinearity. The results show that learning independence has a positive and significant influence on students’ mathematical understanding ability based on Kinach’s theory, with a contribution of 36.3%. Likewise, self-efficacy has a positive and significant influence, contributing 69.4%. Furthermore, learning independence and self-efficacy simultaneously have a significant influence on students’ mathematical understanding ability based on Kinach’s theory, with a combined contribution of 69.7%. These findings indicate that the higher the students’ levels of learning independence and self-efficacy, the better their mathematical understanding ability as conceptualized in Kinach’s theory.
Analysis of the Implementation of Quipper Learning in Facilitating the Understanding of Derivatives of Trigonometric Functions in High School Hamdanah; Iyan Rosita Dewi Nur
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

The use of Quipper media in teaching trigonometric function derivatives strengthens learning outcomes compared to conventional methods. The analysis shows that Quipper produces higher posttest scores and N-Gain values, reflecting better conceptual mastery and optimal learning engagement. The findings confirm that Quipper is a digital learning medium that is more effective, especially for abstract and complex mathematical material. Future studies can utilize Quipper for different mathematical concepts or integrate it with technology-based learning models to further improve learning performance and motivation.
Improving Students' Metacognitive Awareness and Mathematical Communication Ability with Think Pair Share Learning Model Muhammad Tusaldi Junian Satrio; Ari Septian; Sarah Inayah
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

This study aims to analyze and compare the improvement of students’ metacognitive awareness and mathematical communication ability through the implementation of the Think Pair Share learning model and conventional learning. The research method used is quasi-experimental with a nonequivalent comparison group design. The population of this study consists of all students of class XI at SMK Negeri 1 Cipanas in the academic year 2024/2025. The sample includes class XI MPLB 1 (experimental group) and XI TJKT (control group), selected using purposive sampling technique. The instruments used are a mathematical communication ability test and a metacognitive awareness questionnaire with matrix material. Data analysis was conducted using normality test and Mann-Whitney U test. The results showed that there was a difference in the improvement of mathematical communication ability between students who used the Think Pair Share learning model and those who used conventional learning. However, there was no difference in the improvement of metacognitive awareness between students who used the Think Pair Share model and those who used conventional learning.
Balanced Literacy Learning Model to Enhance Creative Thinking and Problem Solving in Elementary School Mathematics Word Problems Meli Gusmawati; Deddy Sofyan S; Dadang Jaenudin
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

Persistent challenges in students' creative thinking and problem-solving capacities in mathematics — particularly in word problem contexts — call for innovative instructional models that bridge language comprehension and quantitative reasoning. This study aimed to examine the effectiveness of the Balanced Literacy learning model in enhancing creative thinking and problem-solving abilities among Phase C elementary school students in mathematics word problems. This study employed a quasi-experimental method using a non-equivalent control group design with pretest-posttest measurements. A total of 50 Grade V students from MI Assaidiyyah Cipanas, Cianjur Regency, were selected through purposive sampling and divided into an experimental class (n = 25) receiving Balanced Literacy instruction and a control class (n = 25) receiving conventional teaching. Data were collected through validated creative thinking tests, Likert-scale problem-solving questionnaires, and structured observation sheets, then analyzed using descriptive statistics and independent-samples t-tests via IBM SPSS Statistics 25. The results of this study indicate that the Balanced Literacy model significantly enhanced students' creative thinking (posttest mean: experimental 88.0 vs. control 80.8; N-Gain: 0.62 vs. 0.47) and problem-solving abilities (posttest mean: 95.48 vs. 93.04), with statistically significant inter-group differences (sig. < 0.05) for both outcomes. Observation data confirmed 100% implementation fidelity. The Balanced Literacy model, which integrates reading, writing, speaking, and listening within mathematical contexts, is recommended as an effective evidence-based approach for developing higher-order thinking in elementary mathematics. Keywords: Balanced Literacy; creative thinking; elementary school; problem solving; word problems
Integrating Sundanese Culture and Digital Technology: Designing an Ethnomathematics Based Worksheet Using GeoGebra for Conic Sections Rani Sugiarni; Ari Septian; Sarah Inayah; Putri Salsabila; Novia Avivvah
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

Students struggle to determine simple equations when given the asymptotes and vertices or the equation of a hyperbola and the length of the major axis. This difficulty stems from the limited learning resources educators use when teaching conic sections. This study aims to develop GeoGebra-assisted worksheets that contextualize the concept of conic sections in a way that is valid and practical for high school students. This is a development study based on the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The test subjects in this study were 16 students from a private high school in Cianjur during the 2024–2025 academic year. The results of this study indicate that the GeoGebra-assisted worksheets for pupils, featuring contextual problems on the topic of conic sections, are valid and practical. The average expert validation score was 83.3%, meaning the average expert validation score falls within the “Highly valid” category and is suitable for testing. Meanwhile, the percentage of student responses to the GeoGebra-assisted worksheets developed was 75%, falling into the “Practical” category. This indicates that the developed material can be used as a teaching aid for senior secondary school students on the topic of conic sections. Developing mathematics teaching materials in the form of GeoGebra-assisted worksheets on the topic of conic sections for senior secondary school students, which have been tested for validity and practicality. The results of the development show that (1) the assessment of the GeoGebra-supported worksheets regarding the aspect of presentation suitability, using the Guttman scale, yielded an average of 83.3%, meeting the criterion of “highly valid." (2) The results of the practicality test, based on student assessments in the student response questionnaire, yielded an average of 81% for indicator 1, meeting the criterion of “highly practical”; 79% for indicator 2, meeting the criterion of “practical”; and 67% for indicator 3, meeting the criterion of "practical." Thus, it can be concluded that the worksheets teaching materials supported by the GeoGebra application on the topic of Conic Sections for senior high school/vocational school students have been proven to be valid and practical.
Mathematical Numeracy Analysis Based on Learning Style in PBL With Differentiation E-Module Triyono Triyono; Masrukan Masrukan; Bambang Eko Susilo
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

This study aims to examine the effectiveness of Problem-Based Learning assisted by differentiated e‑modules in enhancing junior high school students’ mathematical numeracy and to analyse numeracy development from the perspective of students’ learning styles. A mixed methods approach with a sequential explanatory design was employed. Quantitative data were collected using a quasi‑experimental pretest–posttest control group design, followed by qualitative data obtained through classroom observations and semi‑structured interviews. Participants consisted of Grade VIII students from a public junior high school in Indonesia. The quantitative results show that the experimental group achieved a higher increase in mathematical numeracy scores (from M = 58.75 to M = 78.63) compared to the control group (from M = 59.21 to M = 69.03). An independent sample t‑test revealed a statistically significant difference in posttest scores between the two groups (p = 0.001). In addition, learning mastery in the experimental group (84.37%) exceeded that of the control group (65.62%). Qualitative findings indicate that differentiated e‑modules effectively supported engagement and understanding across visual, auditory, and kinesthetic learning styles. This study demonstrates that the integration of PBL, learning‑style‑based differentiation, and e‑module assistance produces a cumulative effect on students’ mathematical numeracy. The findings contribute empirical evidence for designing inclusive, problem‑oriented, and digitally supported mathematics instruction.
Development of Wordwall-Assisted Educational Game Media on Fractions to Improve Mathematical Literacy in Elementary School Students Ridwan Syaidi Ridwan; Tustiyana Windyani; Dadang Jaenudin
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

This study aims to develop Wordwall-assisted educational game media on fraction material to improve the mathematical literacy of elementary school students. The low scores of Indonesian students in international assessments such as PISA 2022, combined with the abstract nature of fraction concepts and the dominance of teacher-centered conventional instruction, highlight the urgent need for innovative, technology-integrated learning media. This research employs a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects included material, media, and language expert validators, 15 teachers for feasibility testing, and 38 fifth-grade students at SDN Batukarut, Sukaraja, Sukabumi, as the experimental group. Data were collected through expert validation sheets, teacher and student response questionnaires, and mathematical literacy tests. Results indicate that the developed Wordwall-based educational game achieved a "very valid" rating from expert validators. Teacher and student responses were both categorized as "very good." The effectiveness test using a one-group pretest-posttest design showed a significant improvement in students' mathematical literacy, with an N-gain value in the medium-high category. This study recommends the integration of Wordwall-assisted educational games as a standard digital learning medium in elementary mathematics classrooms, particularly for abstract topics such as fractions.
‘Matcha-Act’ Website as Learning Media for Linear Equation in Junior High School Mei Dwi Jayanti; Rustanto Rahardi; Cholis Sa'dijah
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

One of mathematic topic that often considered difficult is linear equation. This research aims to develop “Matcha-Act” website as learning media for linear equation that is both valid and practical for mathematic learning. Adopting a Research and Development (R&D) framework, the study employed ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects of this research were 8th grade junior high school students. The data gathered via media validation instruments and response questionnaires. The result indicated that the “Matcha-Act” website were valid and achieving a score of 3.2 or 80%. Furthermore, practicality test yielded a score of 3.1 or 77.5%. It means that “Matcha-Act” website-media were practical to use. The advantages of “Matcha-Act” website media include its accessibility and convenience, an engaging and interactive interface, and its ability to assist students in discovering concepts independently under teacher guidance. Consequently, the Matcha-Act” website is verified as a valid and practical learning media, making it suitable for mathematics learning, particularly on the topic of linear equations.

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