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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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Standardized Assessment of TKA Equivalent for Junior High School Students Nur Roudlotul Jannah; Cholis Sa'dijah; Tjang Daniel Chandra
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

This research aims to develop a mathematical assessment instrument equivalent to the Academic Ability Test (TKA) for junior high school students who have good measurement quality. This research uses a Research and Development (R&D) approach by adapting the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The instrument developed consists of three question items that are arranged based on the TKA preparation grid with emphasis on mathematical reasoning skills, problem solving, and critical thinking. The research subjects consisted of expert validators including experts in mathematics and educational evaluation experts, as well as 80 junior high school students as respondents to the instrument trial. The data collection technique is carried out through expert validation sheets and tests of student work. Data analysis was carried out descriptively to assess the feasibility of the instrument's contents, while empirical validity was analyzed using corrected item-total correlation and reliability was analyzed using Cronbach's Alpha coefficient with the help of IBM SPSS Statistics software. The results showed that all question items had a corrected item-total correlation value that was greater than the r-value of the table (0.220) so that it was declared valid. In addition, the results of the reliability test showed a Cronbach's Alpha value of 0.953 which was in the very high category. These findings show that the assessment instruments developed have a very good level of validity and reliability so that they are suitable for use as an alternative assessment to measure the academic ability of junior high school students that are in line with TKA standards.
Comparative Study of Elementary School Students’ Understanding of Geometry Concepts through Ethnomathematics and Conventional Approaches Isneli Yulailah; Rika Mulyati Mustika Sari; Rafiq Zulkarnaen; Indrie Noor Aini
PRISMA Vol. 15 No. 1 (2026): PRISMA
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This study aims to investigate and compare differences in elementary school students’ understanding of geometric concepts between those who experienced ethnomathematics-based learning and those who received conventional instruction. This study employed an ex post facto comparative design involving 54 fifth-grade students divided into two groups. Data were collected using a geometry concept understanding test that met validity (0.92) and reliability (Cronbach’s Alpha = 0.86) criteria. The data were analyzed using descriptive and inferential statistics. The results showed that the mean score of the ethnomathematics group (M = 83.96; SD = 4.74) was higher than that of the conventional group (M = 71.15; SD = 2.58). Welch’s t-test indicated a statistically significant difference between the two groups (t = 12.33; df = 40.17; p < 0.001). These findings indicate that ethnomathematics-based learning is associated with higher levels of students’ understanding of geometric concepts compared to conventional instruction. However, due to the ex post facto design, the findings should be interpreted as associative rather than causal.  
Comparative Study: Differences in Students' Geometric Reasoning Viewed from Van Hiele's Levels of Geometric Thinking Thiara Ayu Sheila; Rika Mulyati Mustika Sari; Rafiq Zulkarnaen; Iyan Rosita Dewi Nur
PRISMA Vol. 15 No. 1 (2026): PRISMA
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This study aims to determine the differences in students' geometric reasoning in terms of Van Hiele's thinking levels in spatial geometry. This study used an ex post facto method with a quantitative approach. The population of this study was ninth-grade female students at SMP Negeri 2 Majalaya, with a sample of 86 students selected using simple random sampling. Data were obtained through diagnostic tests, geometric reasoning tests, and unstructured interviews with several samples. This study uses several inferential statistical tests such as normality tests, homogeneity tests, and ANOVA. The results of this study indicate that there are significant differences between the geometric reasoning abilities of students at level 0 and level 1, as well as between level 0 and level 2. The number of students classified as level 0 (visualization) is 69.77%; level 1 (analysis) is 24.42%; and level 2 (informal deduction) is 5.81%. No students were classified as level 3 or 4.
Students’ Mathematical Abstraction in Constructing Quadrilateral Concepts: A Learning Style Perspective Widi Yanti; Rita Lefrida; Sutji Rochaminah; Mubarik Mubarik
PRISMA Vol. 15 No. 1 (2026): PRISMA
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Abstract

Mathematical abstraction is an important aspect in mathematics learning, especially in helping students form and understand geometric concepts such as quadrilaterals. However, in practice, students' mathematical abstraction process does not always occur uniformly. This is due to differences in individual characteristics, one of which is learning style. Therefore, this study aims to describe the profile of students' mathematical abstraction in forming the concept of quadrilaterals in terms of learning style. This study uses a qualitative approach with a descriptive type. The research subjects consisted of three seventh-grade junior high school students with visual, auditory, and kinesthetic learning styles. Data were collected through a learning style questionnaire, mathematical abstraction tasks on quadrilaterals, and interviews. Data analysis used data condensation, data display, and conclusion drawing and verification. The results of the study showed that students' mathematical abstraction processes differed in each learning style. Visual students were able to go through all aspects of mathematical abstraction (recognizing, building-with, constructing, and consolidation) gradually by utilizing visual representations. Auditory students also achieved all aspects by relying on verbal understanding, although the constructing and consolidation aspects were not systematically arranged. Meanwhile, kinesthetic students rely more on concrete experiences and physical activity in recognizing and consolidating. Therefore, it can be concluded that learning styles determine how students carry out the mathematical abstraction process in forming the concept of quadrilaterals, so this needs to be taken into consideration when designing mathematics learning. Keywords: Mathematical Abstraction; Quadrilaterals; Learning Styles
Hypothetical Learning Trajectory (HLT)-Based Learning Design Analysis Rizka Fahruza Siregar; Rani Rahim; Rosmita Sari Siregar; Oktaviana Nirmala Purba
PRISMA Vol. 15 No. 1 (2026): PRISMA
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Abstract

Mathematics learning trajectory is one of the key concepts in student-centered mathematics learning design. This article aims to analyze and describe the development of Hypothetical Learning Trajectory (HLT) as a framework for designing effective mathematics learning at the Junior High School level. The method used is design research with a qualitative approach through three phases: preparation phase, experimentation phase, and retrospective analysis phase. Research subjects consisted of 32 seventh-grade students at SMP Negeri 37 Medan. Research instruments included observation sheets, concept understanding tests, and semi-structured interviews. The results showed that HLT-based learning significantly improved students' conceptual understanding of integer material, with average scores increasing from 58.4 to 81.7. In addition, student learning motivation increased as demonstrated through the level of active participation in learning activities. The conclusions of this study confirm that systematic and reflective HLT development has great potential as an innovative strategy in meaningful and student-centered mathematics learning.
An Analysis of Students' Pseudo-Thinking Processes in Solving Algebra Problems from The Perspective of Self-Confidence Nur Rahma; Mubarik; Fajriani; Pathuddin
PRISMA Vol. 15 No. 1 (2026): PRISMA
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This study aims to describe the pseudo-thinking processes of eighth-grade junior high school students in solving algebra problems, as viewed from the perspectives of high, moderate, and low levels of self-confidence. This study was conducted in the eighth grade at SMP Negeri 7 Palu during the 2025/2026 school year. A total of 3 students were selected from a group of 29 students. This research method uses a qualitative approach of a descriptive nature.The researcher employed a self-confidence questionnaire, an algebraic problem-solving test, and interviews. The results indicate that students have high self-confidence in their ability to solve problems correctly and follow problem-solving steps; however, they still struggle to explain their reasoning conceptually, suggesting that their thinking is pseudo-correct. Students with moderate self-confidence are able to solve problems fairly well, but they still make mistakes in their approach and conceptual understanding, so they tend to engage in pseudo-correct thinking, although not to the same extent as students with high self-confidence. Students with low self-confidence tend to have difficulty understanding and solving problems, leading them to give incorrect answers; however, they are able to correct their mistakes after reflecting on them, thus demonstrating pseudo-errors.
Google Sites Based E-book to Improve Mathematical Connectivity Skills in Probability Heny Wijaya; Heni Pujiastuti
PRISMA Vol. 15 No. 1 (2026): PRISMA
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This study aims to develop a Google Sites-based e-book to improve high school students’ mathematical reasoning skills in probability. This study employs the Research and Development (R&D) method using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The research subjects included 40 11th-grade science students to measure the effectiveness of the media, 17 students to assess the practicality of the media, and 3 expert validators consisting of a media expert, a language expert, and a subject matter expert. Data collection techniques were conducted through validation sheets, student response questionnaires, and pretest and posttest assessments. The research results showed that the media received a validation percentage of 86.15% from the media expert, 89.23% from the language expert, and 93.33% from the content expert, all falling into the “highly suitable” category. The effectiveness test results showed that the average pretest score of 59.18 increased to 88.51 on the posttest, with an N-Gain value of 0.72 in the “high” category. Additionally, the classical mastery rate reached 93.33%, and the questionnaire results indicated that the medium falls into the practical category. Thus, the Google Sites-based e-book is deemed suiTabel, practical, and effective for enhancing students’ mathematical connection skills in probability material.
An Analysis of Students’ Mathematical Representations in Solving Algebraic Problem of Seventh Grade Based on Gender Widya Astuti; Fajriani; Rizal; Sukayasa
PRISMA Vol. 15 No. 1 (2026): PRISMA
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This study aims to describe the mathematical representations of male and female students in solving algebraic problem. This study employed a qualitative descriptive approach. The subjects consisted of two seventh -grade students from SMP Negeri 9 Palu selected through written tests and interviews. The research results show that during the understanding the problem stage, male subjects used verbal, symbolic, and visual representations, whereas female subjects used only verbal and symbolic representations. During the making a plan and carrying out the plan stages, both subjects used symbolic representations by writing down formulas, forming equations, and performing algebraic operations to arrive at the solution. In the looking back stage, the female subject used verbal and symbolic representations more comprehensively by rechecking the solution and providing a coherent explanation, whereas the male subject only wrote down the final conclusion without performing a thorough recheck.
Assemblr Edu Based Augmented Reality Flipbook Media to Enhance Critical Thinking Skills of Vocational High School Students: Augmented Reality Flipbook Media Yuliyanti Yuli; Heni Pujiastuti
PRISMA Vol. 15 No. 1 (2026): PRISMA
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Abstract

Mathematical critical thinking ability is an essential competency that remains a challenge in Vocational High Schools (SMK). This study aimed to (1) develop a valid and practical Augmented Reality (AR) flipbook media based on Assemblr Edu, and (2) examine its effectiveness integrated with the Problem Based Learning (PBL) model on students' mathematical critical thinking ability. The study employed a Research and Development (R&D) approach using the ADDIE model for media development, and a one-group pretest-posttest quasi-experimental design for effectiveness testing. The sample consisted of 35 Grade XI Electrical Power Installation Engineering (TITL) students selected through simple random sampling. The instrument was a descriptive mathematical critical thinking test declared valid and reliable. Validation by three expert validators in language, content, and media indicated that the media was categorized as highly valid. The practicality test confirmed the media was categorized as highly practical. The effectiveness test demonstrated a significant improvement in students' mathematical critical thinking ability from pretest to posttest, classified in the high category. These findings prove that the Assemblr Edu-based AR flipbook media integrated with the PBL model is significantly effective in improving the mathematical critical thinking ability of SMK students. Keywords: augmented reality Assemblr Edu; mathematical critical thinking; digital flipbook; Problem Based Learning; Vocational High School
Exploring Students’ Mathematical Reasoning Through Discovery Learning with Gamification Media on the Pythagorean Theorem Alfi Syahrin Siregar; Toto Nusantara; Erry Hidayanto
PRISMA Vol. 15 No. 1 (2026): PRISMA
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Reasoning is an important foundation in solving mathematical problems. Reasoning is a thinking process that allows students to understand concepts, connect ideas, and draw logical conclusions. This study aimed to explore students’ mathematical reasoning in Discovery Learning supported by gamification media on the Pythagorean Theorem. The study used a qualitative case study approach involving two eighth-grade students at a junior high school in Malang. Data were obtained through observation, interviews, and mathematical reasoning tests, then analyzed using the Miles and Huberman model. The findings revealed that Discovery Learning, supported by gamification media, created an interactive learning experience that enabled students to gradually explore concepts in context. High-ability students demonstrated strong reasoning skills, including analyzing problems, constructing arguments, applying inductive and deductive reasoning, making generalizations, and drawing conclusions. Low-ability students also showed improvement in several reasoning indicators, particularly in analyzing problems, applying deductive reasoning, and developing mathematical arguments during the learning process. Keywords: Reasoning, Discovery Learning, Gamification, Pythagorean Theorem

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