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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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Students’ Creative Thinking in Solving Open-Ended Problems in Geometry Transformation Material Stefani Putri Andrianti; Subanji Subanji; Desi Rahmadani
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.6284

Abstract

This study aims to describe students’ creative thinking abilities in solving open-ended problems in geometry transformation material. The problem used in this study was designed as a multiple solution task (MST) because it provides students with opportunities to generate more than one strategy or solution. This study employed a descriptive qualitative approach involving 27 students of Class XII-B at a Catholic senior high school in Surabaya. Data were collected through a written test and interviews and were then analyzed based on the indicators of fluency, flexibility, and novelty. The findings show that students were classified into three creativity groups. S1 represented the high-creativity group and demonstrated novelty through a non-routine strategy and by rechecking the solution. S2 represented the moderate-creativity group and demonstrated fluency and flexibility by producing more than one form of solution and using several methods, although the variation remained limited. S3 represented the low-creativity group and did not yet demonstrate fluency or flexibility because the student used only one method and produced a single answer. These findings indicate that open-ended problems in the form of MST can reveal differences in students’ creative thinking abilities in geometry transformation material. Keywords: creative thinking; open-ended; transformation geometry
Scratch Assisted Educational Game Development on Data Presentation Material Fitriyatul Qolbiyah; Depi ardian Nugraha; Depi Setialesmana
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.6308

Abstract

This study aims to develop a Scratch-based educational game for data presentation materials and to determine its feasibility and student responses. The research method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). This study was conducted at SMAN Jatinunggal and involved two Mathematics Education lecturers from Siliwangi University as validators and 10th grade students as research subjects. Data were collected through validation sheets and student response questionnaires analyzed using a Likert scale. The results of the material expert validation showed that all aspects, including suitability, language accuracy, and presentation systematics, were in the very feasible category. Media expert validation on the interface display, navigation, supporting information, and learning design aspects also obtained a very feasible category. In the implementation phase, small group trials obtained a percentage of 90.42% and field trials increased to 93.66%, both of which were categorized as very practical. These findings indicate that the developed Scratch-based educational game is feasible and practical to be used as a mathematics learning medium for data presentation materials, and is able to increase students' interest and motivation in learning mathematics.
Ethnomathematics-Based Flipbook E-Module Clarine Aurellia; Yumira Simamora; Israq Maharani; Anjeli Malika Devani Tarigan
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.6327

Abstract

Mathematical literacy skills are an essential competency of the 21st century that demands innovation in digital teaching materials. Based on the needs analysis in the field, the use of interactive, self-contained web-based learning media still requires variations and has not explicitly integrated local cultural elements in the Data Centrality Measurement material. This study aims to produce a digital learning media prototype in the form of a flipbook e-module based on Deli Malay ethnomathematics assisted by the Heyzine platform integrated with the Discovery Learning flow, and to test the theoretical feasibility of the product. This type of research is a research and development (R&D) using the 4D model. In accordance with the limitations of the initial feasibility objectives, the development procedure is limited to the Develop stage in the theoretical validity testing phase by experts. Data collection techniques are carried out through documentation studies, structured interviews with teachers, and distribution of Likert scale assessment questionnaire instruments to experts. The assessment data are then analyzed quantitatively using the Aiken's V agreement index formula. The results of the development stage research indicate that the accumulated average content validity index of all learning device instruments is 0.92 with the criteria of Very Valid. In detail, the validity values were obtained from the Teaching Module instrument (0.88), LKPD (0.90), material aspects (0.91), flipbook media (0.94), cultural context (0.92), and the mathematical literacy ability test instrument which achieved the highest coefficient of 0.96. The conclusion of the study confirms that this ethnomathematics-based flipbook e-module product is declared valid, theoretically feasible, and recommended as a variation of independent teaching materials to support the achievement of 21st-century competency mathematics learning.
The Influence of Resilience and Mathematical Literacy on Students' Mathematical Problem Solving Abilities Nurlaeli Khalidah; Dian Nopitasari; Rika Sukmawati
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.6329

Abstract

Mathematics learning in schools is often viewed as a mechanical process that emphasizes memorizing formulas, resulting in students being less able to relate concepts to real-world situations and experiencing difficulties in solving non-routine problems. This condition demands strong resilience and mathematical literacy skills so that students can survive, adapt, and think flexibly when facing problems. This study was conducted to analyze the influence of resilience and mathematical literacy on the ability of junior high school students to solve mathematical problems. The method used is a quantitative correlational study with a population of all seventh grade students of SMPN 27 Kota Tangerang in the 2025/2026 academic year and a sample of 36 students selected through cluster random sampling. Data in this study were obtained through resilience and mathematical literacy questionnaires and mathematical problem solving ability tests. All instruments have undergone validity and reliability tests before use. Data analysis using multiple linear regression with the help of SPSS version 29. The results showed that resilience significantly influenced students' mathematical problem solving abilities, while mathematical literacy did not. Simultaneously, resilience and mathematical literacy have not shown a significant influence on students' mathematical problem solving abilities. The coefficient of determination of 15.5% indicates that mathematical problem solving ability is influenced by resilience and mathematical literacy, while the remaining is influenced by other factors outside the research. Thus, resilience is a crucial factor that needs to be developed in mathematics learning to support students' mathematical problem solving abilities.
Analysis of Students’ Mathematical Problem-Solving Abilities in Single Variable Linear Equations and Pythagorean Theorem Material Meida Rosita; Iyan Rosita Dewi Nur; Kiki Nia Sania Effendi
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.6420

Abstract

This study aims to analyze students' mathematical problem-solving abilities in Single Variable Linear Equations and the Pythagorean Theorem based on Polya's problem-solving stages. The study uses a descriptive qualitative approach involving 40 eighth-grade students VIII junior high school students through descriptive tests and interviews. The results of the analysis show that students' mathematical problem-solving abilities are in the moderate category for both subjects, with an average score of 74.85 for Single Variable Linear Equations and 74.67 for the Pythagorean Theorem. Students in the high category are able to go through all stages of problem solving systematically. Students in the moderate category were able to understand the problem and plan a solution strategy, but often made computational errors. Conversely, students in the low category had difficulty understanding information, constructing mathematical models, and implementing solution procedures. Overall, the results of this study confirm the need to strengthen problem-solving-based learning that emphasizes understanding concepts and solution strategies to optimally improve students' mathematical problem-solving abilities.

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