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JOHME: Journal of Holistic Mathematics Education
Published by Universitas Pelita Harapan
ISSN : 25986759     EISSN : 25986759     DOI : -
Core Subject : Education,
Education Mathematics
JOHME is an online scientific journal designated as a medium for communication among redeemed Christian scholars who practice the integration of faith and learning based on a broader and holistic understanding of the Bible's Grand Narrative as the ultimate telos of all education curriculum, including mathematics education. It is committed to publishing high quality articles about research, teaching, philosophy, and curriculum development which show holistic approaches in mathematics education.
Arjuna Subject : -
Articles 252 Documents
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GENDER DAN IDENTITAS MATEMATIS: STUDI KOMPARATIF PADA MAHASISWA PENDIDIKAN MATEMATIKA [GENDER AND MATHEMATICAL IDENTITY: A COMPARATIVE STUDY AMONG MATHEMATICS EDUCATION STUDENTS] Annisa Dwi Kurniawati; Muhammad Rizqi Saputra; Arkana Rezky Dhanurendra
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10269

Abstract

Research on mathematical identity has increasingly gained attention within the field of mathematics education. However, studies examining the mathematical identity of prospective mathematics teachers, particularly in relation to gender differences, remain limited. This study aims to investigate whether mathematical identity differs between male and female prospective mathematics teachers, focusing on aspects of interest, recognition, competence, performance, and beliefs about mathematics. A quantitative approach was employed using a questionnaire to collect data, which were analyzed using the Mann–Whitney statistical test. The findings indicate significant gender-based differences in the mathematical identity of prospective mathematics teachers across all measured components. These results provide a foundation for mathematics educators to consider instructional models that can positively shape and support the development of mathematical identity among future mathematics teachers. BAHASA INDONESIA ABSTRACT: Penelitian tentang identitas matematis mulai menjadi perhatian peneliti di bidang pendidikan matematika. Sayangnya, masih belum banyak peneliti yang membahas tentang identitas matematis calon guru matematika dengan perbedaan gender. Penelitian ini bertujuan untuk mengetahui apakah identitas matematis mahasiswa calon guru matematika berbeda untuk gender yang berbeda. Hal ini berkaitan dengan minat, rekognisi, kompetensi, kinerja, dan keyakinan terhadap matematika. Penelitian kuantitatif dengan menggunakan angket digunakan untuk memperoleh data yang kemudian dianalisis menggunakan uji statistika Mann-Whitney. Hasil penelitian menunjukkan bahwa terdapat perbedaan identitas matematika mahasiswa calon guru matematika pada gender yang berbeda, meliputi setiap komponen identitas matematis. Hasil penelitian ini menjadi dasar bagi guru atau pendidik matematika untuk mempertimbangkan model pembelajaran yang memberikan pengaruh positif pada pembentukan identitas matematis mahasiswa calon guru matematika.
PENGGUNAAN MEDIA PEMBELAJARAN OPPA UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA MTS [THE USE OF OPPA LEARNING MEDIA TO IMPROVE STUDENTS' UNDERSTANDING OF MATHEMATICAL CONCEPTS IN MTS] Anggita Oktavina Putri; Fina Lutfiana
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10278

Abstract

Students’ conceptual understanding of algebraic operations continues to pose challenges at the junior high school level. This study aims to enhance students’ mathematical conceptual understanding through the use of OPPA learning media (Operations of Addition and Subtraction in Algebra). Classroom action research was conducted in Class VII C of MTs Raudlatul Ulum Putri Ganjaran, involving 27 students. The study consisted of two cycles, each comprising the stages of planning, action, observation, and reflection. Data were collected through tests, observations, interviews, and documentation, and analyzed descriptively. The results show an improvement in students’ learning mastery from 18.51% in the pre-cycle to 81.48% in Cycle I and 92.59% in Cycle II. These findings indicate that OPPA learning media effectively enhance students’ conceptual understanding, promote active participation, and help clarify abstract concepts in algebra learning. OPPA media can serve as an alternative instructional strategy for teachers to foster active and meaningful mathematics learning. BAHASA INDONESIA ABSTRACT: Pemahaman konsep matematis siswa dalam materi operasi aljabar masih menjadi tantangan dalam pembelajaran di tingkat Madrasah Tsanawiyah. Penelitian ini bertujuan untuk meningkatkan pemahaman konsep matematis siswa melalui penggunaan media pembelajaran OPPA (Operasi Penjumlahan dan Pengurangan Aljabar). Penelitian tindakan kelas dilakukan di kelas VII C MTs Raudlatul Ulum Putri Ganjaran dengan 27 siswa. Penelitian dilaksanakan dalam dua siklus yang masing-masing meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui tes, observasi, wawancara, dan dokumentasi, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan peningkatan ketuntasan belajar siswa dari 18,51% pada pra-siklus menjadi 81,48% pada siklus I, dan 92,59% pada siklus II. Temuan ini menunjukkan bahwa media OPPA efektif meningkatkan pemahaman konsep matematis siswa, mendorong keterlibatan aktif, serta memperjelas konsep abstrak dalam pembelajaran aljabar. Media pembelajaran OPPA terbukti efektif dan layak diterapkan sebagai strategi pembelajaran matematika di MTs untuk meningkatkan pemahaman konsep siswa, serta dapat menjadi contoh bagi guru dan pengembang kurikulum dalam merancang pembelajaran yang aktif dan bermakna.
EKSPLORASI KESULITAN SISWA: ANALISIS PEMAHAMAN KONSEPTUAL TENTANG PERTIDAKSAMAAN LINEAR DUA VARIABEL [EXPLORING STUDENT DIFFICULTIES: ANALYSIS OF CONCEPTUAL UNDERSTANDING OF TWO-VARIABLE LINEAR INEQUALITIES] Zulfa Nur Jannah; Fuad Luky Atmaja; Aprilia Wafik Asisha; Melvin Natalia Dwianggraeni
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10311

Abstract

This study employed a descriptive qualitative approach to analyze high school students’ conceptual understanding of Two-Variable Linear Inequality (PtLDV) problems. Conceptual understanding constitutes a core component of mathematical proficiency. Three students were selected through purposive sampling based on their problem-solving abilities. Data were collected using written tests, interviews, and documentation. The instruments were designed to measure three indicators of conceptual understanding: (1) the ability to restate concepts, (2) the capacity to present concepts through multiple mathematical representations, and (3) the ability to apply concepts or algorithms in problem-solving contexts. Data analysis followed the Miles and Huberman model. The findings indicate that two students demonstrated a high level of conceptual understanding, meeting all indicators, whereas one student exhibited a low level of understanding, particularly in relation to problem context and mathematical modeling. These results underscore the need to design adaptive learning strategies to support students with conceptual gaps and suggest that future studies using mixed-methods designs may yield deeper insights into this issue. BAHASA INDONESIA ABSTRACT: Penelitian ini menggunakan pendekatan kualitatif deskriptif untuk menganalisis pemahaman konseptual siswa sekolah menengah atas tentang masalah Pertidaksamaan Linear Dua Variabel (PtLDV). Pemahaman konseptual merupakan landasan kemahiran matematika. Tiga siswa dipilih sebagai subjek dengan menggunakan purposive sampling berdasarkan kemampuan pemecahan masalah. Data dikumpulkan melalui tes tertulis, wawancara, dan dokumentasi. Instrumen disusun untuk menilai tiga indikator pemahaman konseptual: (1) kemampuan menyatakan ulang konsep, (2) keterampilan menyajikan konsep dalam berbagai representasi matematis, dan (3) kompetensi menerapkan konsep atau algoritma untuk pemecahan masalah. Model Miles dan Huberman digunakan sebagai panduan dalam proses analisis data. Hasil penelitian menunjukkan bahwa dua siswa mencapai tingkat pemahaman yang tinggi, memenuhi semua indikator konseptual. Sebaliknya, satu siswa menunjukkan tingkat pemahaman yang rendah, menunjukkan kesulitan khusus dengan konteks masalah dan pemodelan matematika. Temuan ini menyoroti pentingnya merancang strategi pembelajaran adaptif untuk membantu siswa dengan kesenjangan pemahaman dan menyarankan agar pendekatan metode campuran dalam penelitian di masa depan dapat memberikan eksplorasi yang lebih mendalam tentang masalah ini.
THE IMPLEMENTATION OF CHAT BOT AI TO ENHANCE METACOGNITIVE INTERACTION IN INTEGRAL CALCULUS: A CASE STUDY ON THE METHOD OF INTEGRATION Khoe Yao Tung
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10424

Abstract

This study investigates the integration of Artificial Intelligence (AI) technologies, with a particular emphasis on AI-based chatbots, to enhance metacognitive interactions in the learning of integral calculus, specifically within the domain of integration methods. By cultivating learners’ capacities for planning, monitoring, and evaluating their problem-solving strategies, AI-driven interventions act as catalysts for the development of metacognitive awareness in advanced mathematics instruction. Metacognition, which entails both the awareness and regulation of one’s cognitive processes, constitutes a critical determinant of effective problem-solving proficiency. Employing a case study design, this research explores the utilization of interactive AI chat prompts to deliver real-time guidance, thereby encouraging students to engage in reflective evaluation of their strategies and cognitive approaches. The efficacy of the AI platform is assessed through targeted interventions aimed at fostering metacognitive engagement and enhancing learning outcomes. The findings demonstrate that AI integration significantly supports students in identifying their cognitive strengths and limitations, while promoting the deployment of effective, adaptive problem-solving strategies. By reinforcing metacognitive interaction, this approach equips learners with the cognitive flexibility necessary to navigate complex mathematical tasks, simultaneously contributing to the progression of innovative, technology-enhanced pedagogical practices. Furthermore, the study highlights the role of AI-facilitated personalized learning and adaptive learning environments in supporting differentiated instruction tailored to individual learner profiles.
PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK BERBASIS MATEMATIKA REALISTIK PADA MATERI BARISAN DAN DERET UNTUK MENINGKATKAN KEMAMPUAN LITERASI NUMERASI SISWA DI MADRASAH ALIYAH MAMBAUL ULUM BANJAREJO [DEVELOPMENT OF REALISTIC MATHEMATICS-BASED STUDENT WORKSHEETS ON SEQUENCES AND SERIES TO IMPROVE STUDENTS’ NUMERACY LITERACY SKILLS AT MAMBAUL ULUM BANJAREJO ISLAMIC SENIOR HIGH SCHOOL] Annanda Shofi Sulthoni; Ucik Fitri Handayani
JOHME: Journal of Holistic Mathematics Education Vol. 10 No. 1 (2026): JUNE 2026
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v10i1.10361

Abstract

Mathematics instruction should be supported by contextual learning materials that enable students to understand concepts meaningfully and enhance their numeracy skills. However, mathematics learning at MA Mambaul Ulum Banjarejo is still largely dominated by abstract textbooks, resulting in students experiencing difficulties in understanding the concepts of sequences and series. Therefore, there is a need to develop student worksheets based on the Realistic Mathematics Education (RME) approach that connect mathematical concepts with students’ everyday experiences. This study aimed to develop RME-based student worksheets that are valid, practical, and effective in improving students’ numeracy literacy skills on the topic of sequences and series. The study employed the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants were tenth-grade students at Madrasah Aliyah Mambaul Ulum Banjarejo. Data were collected through interviews, observations, questionnaires, and tests. The validation results indicated that the developed worksheets achieved a validity score of 80%, categorized as highly valid. The practicality level reached 87.5%, indicating that the worksheets were highly practical for classroom use. Furthermore, the implementation results revealed a significant improvement in students’ numeracy literacy skills before and after using the worksheets, as demonstrated by the paired-samples t-test conducted using SPSS, which yielded a significance value of 0.002 (< 0.05). Based on these findings, the RME-based student worksheets can be considered valid, practical, and effective learning materials for enhancing students’ numeracy literacy skills and facilitating their understanding of abstract mathematical concepts through real-life contexts. BAHASA INDONESIA ABSTRACT: Pembelajaran matematika idealnya didukung oleh bahan ajar kontekstual yang membantu siswa memahami konsep dan meningkatkan literasi numerasi. Namun, di MA Mambaul Ulum Banjarejo pembelajaran masih didominasi buku paket yang bersifat abstrak sehingga siswa mengalami kesulitan memahami materi barisan dan deret. Oleh karena itu, diperlukan pengembangan LKPD berbasis Matematika Realistik (RME) yang relevan dengan kehidupan sehari-hari. Penelitian ini bertujuan untuk menghasilkan LKPD berbasis Matematika Realistik yang valid, praktis, dan efektif untuk meningkatkan kemampuan literasi numerasi siswa terhadap materi barisan dan deret. Metode penelitian yang digunakan adalah model pengembangan ADDIE yang meliputi lima tahap: Analisis, Desain, Pengembangan, Implementasi, dan Evaluasi. Partisipan dalam penelitian ini adalah murid kelas X di Madrasah Aliyah Mambaul Ulum Banjarejo. Data dikumpulkan melalui wawancara, observasi, angket, dan tes. Hasil validasi menunjukkan bahwa LKPD tergolong sangat valid pada skala Persentase praktikalitas diperoleh  yang artinya sangat praktis. Implementasi LKPD menunjukkan perbedaan signifikan pada kemampuan literasi numerasi siswa sebelum dan sesudah penggunaan LKPD, yang dibuktikan dengan hasil uji-t berpasangan menggunakan SPSS dengan nilai signifikansi . Berdasarkan hasil analisis, LKPD berbasis RME dapat dikategorikan sebagai media pembelajaran yang valid, praktis, dan efektif dalam mengoptimalkan kemampuan literasi numerasi dan membantu siswa memahami konsep matematika abstrak melalui konteks kehidupan nyata.
ANALISIS KEMAMPUAN SISWA BERKEBUTUHAN KHUSUS TUNARUNGU DALAM MEMECAHKAN MASALAH KONTEKSTUAL TOPIK BILANGAN BULAT [ANALYSIS OF DEAF STUDENTS’ ABILITY TO SOLVE CONTEXTUAL PROBLEMS ON INTEGER TOPICS] Lidiana Fitria Ningsih; Halimatus Sakdiyah; Ulfa Masamah
JOHME: Journal of Holistic Mathematics Education Vol. 10 No. 1 (2026): JUNE 2026
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v10i1.10611

Abstract

This study aims to analyze the ability of deaf students to solve mathematical word problems on integer topics, particularly addition and subtraction operations. The study employed a descriptive qualitative approach involving two deaf junior high school students from a special education school in Batu City. Data were collected through problem-solving ability tests, interviews, observations, and documentation. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, and was further examined based on Polya’s four stages of problem solving. The findings revealed that deaf students experienced difficulties in the stages of understanding the problem and devising a plan, especially in interpreting word problems related to integer operations. However, during the stages of carrying out the plan and reviewing the solution, the students were able to perform calculations accurately. Therefore, mathematics instruction for deaf students should incorporate visual aids, simplified language explanations, and contextual word problem exercises to enhance students’ understanding in the early stages of problem solving. BAHASA INDONESIA ABSTRACT: Penelitian ini bertujuan untuk menganalisis kemampuan siswa tunarungu dalam menyelesaikan soal cerita matematika pada materi bilangan bulat, khususnya operasi penjumlahan dan pengurangan. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek dua siswa tunarungu tingkat SMP di salah satu sekolah luar biasa di Kota Batu. Data diperoleh melalui tes kemampuan pemecahan masalah, wawancara, observasi, dan dokumentasi. Analisis data dilakukan dengan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, serta dikaitkan dengan empat tahapan pemecahan masalah Polya. Hasil penelitian menunjukkan bahwa siswa tunarungu mengalami kesulitan pada tahap memahami masalah dan merencanakan penyelesaian, terutama dalam menafsirkan kalimat soal yang berkaitan dengan operasi bilangan bulat, sedangkan pada tahap melaksanakan rencana dan memeriksa kembali siswa mampu melakukan perhitungan dengan baik. Oleh karena itu, pembelajaran matematika bagi siswa tunarungu perlu menggunakan bantuan visual, penjelasan bahasa yang sederhana, dan latihan soal cerita kontekstual untuk meningkatkan pemahaman pada tahap awal pemecahan masalah.
RANCANG BANGUN DAN UJI VALIDITAS MEDIA PEMBELAJARAN KARTU KARMATIKA (KARUTA MATEMATIKA) UNTUK SISWA SMP [DESIGN AND VALIDITY TESTING OF KARMATIKA CARDS (MATHEMATICS KARUTA) LEARNING MEDIA FOR JUNIOR HIGH SCHOOL STUDENTS] Sekar Arum Suwardani Ratnaningtyas; Danang Setyadi; Helti Lygia Mampouw
JOHME: Journal of Holistic Mathematics Education Vol. 10 No. 1 (2026): JUNE 2026
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v10i1.10936

Abstract

This study aims to develop and examine the theoretical feasibility of Karmatika (Mathematics Karuta), a card-based learning medium designed for geometry instruction in junior high schools. The study employed a Research and Development (R&D) approach using the 4D development model (Define, Design, Develop, Disseminate), limited to the Develop stage, particularly expert appraisal. Data were collected using validation sheets completed by media and material experts on a four-point Likert scale. The findings revealed that the Karmatika media achieved a validity score of 94.4% from media experts, categorized as “Highly Valid,” and 83.3% from material experts, categorized as “Valid.” These results indicate that the Karmatika card media is theoretically feasible for use in mathematics learning, particularly in geometry instruction. This study contributes an innovative mathematics learning medium adapted from the traditional Japanese karuta game and designed to align with the cognitive development characteristics of junior high school students. BAHASA INDONESIA ABSTRACT: Penelitian ini bertujuan untuk mengembangkan dan menguji kelayakan teoretis media pembelajaran berbasis kartu Karmatika (Mathematics Karuta) pada materi geometri untuk siswa sekolah menengah pertama. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan 4D (Define, Design, Develop, Disseminate), yang dibatasi hingga tahap Develop, khususnya pada proses expert appraisal. Instrumen pengumpulan data berupa lembar validasi yang diisi oleh ahli media dan ahli materi menggunakan skala Likert empat poin. Hasil penelitian menunjukkan bahwa media Karmatika memperoleh skor validitas sebesar 94,4% dari ahli media dengan kategori “Sangat Valid” dan 83,3% dari ahli materi dengan kategori “Valid.” Temuan ini menunjukkan bahwa media kartu Karmatika layak secara teoretis untuk digunakan dalam pembelajaran matematika, khususnya pada materi geometri. Penelitian ini memberikan kontribusi berupa inovasi media pembelajaran matematika yang diadaptasi dari permainan tradisional Jepang karuta dan dirancang sesuai dengan karakteristik perkembangan kognitif siswa sekolah menengah pertama.
PROFIL KEMANDIRIAN BELAJAR MAHASISWA DALAM PROJECT-BASED LEARNING: ANALISIS DESKRIPTIF PADA MATA KULIAH GEOMETRI [PROFILE OF STUDENTS' SELF-REGULATED LEARNING IN PROJECT-BASED LEARNING: A DESCRIPTIVE ANALYSIS IN THE GEOMETRY COURSE] Mella Triana; Widyastuti; Sri Hastuti Noer; Pentito Gunowibowo
JOHME: Journal of Holistic Mathematics Education Vol. 10 No. 1 (2026): JUNE 2026
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v10i1.11091

Abstract

Self-regulated learning (SRL) is a key requirement for student success, particularly in the context of higher education curricula, Society 5.0, and digital learning. Preliminary studies indicate that 50% of students struggle to identify the initial steps in solving geometric proof problems and tend to give up when they do not immediately find a solution approach. This situation suggests that students’ SRL, particularly in planning learning strategies and problem solving, still needs to be strengthened, as these skills influence the sustainability of the SRL process in subsequent stages. Therefore, a study is needed to comprehensively analyze and describe the profile of students’ SRL in specific mathematics learning, namely in the implementation of Project-Based Learning (PjBL) in the geometry course. This analysis is crucial for mapping the mechanisms of self-regulation in the implementation of learning at the university level. This study employs a quantitative approach using a descriptive method. The subjects of this study were 60 mathematics education students in the 2024 cohort at the Faculty of Teacher Training and Education, University of Lampung, who took a geometry course with PJBL in the 2024–2025 academic year. Data were collected using a SRL questionnaire consisting of 37 items with Likert-scale responses. The data were analyzed using quantitative descriptive methods, with K-Means Clustering to group SRL profiles. The results showed that students’ SRL in geometry courses with Project-Based Learning (PjBL) was predominantly in the moderate category (53.33%). The forethought phase achieved the highest scores, particularly on the self-motivation indicator, suggesting that students possessed strong motivation and readiness to learn before beginning the learning process. Conversely, the performance phase showed lower scores, especially on the self-observation indicator, indicating that students’ ability to monitor and manage their learning process during project work was not yet optimal. Although the self-reflection phase showed positive responses through satisfaction with learning outcomes, reinforcement in the aspect of learning process monitoring is still needed so that students’ SRL develops more consistently. Therefore, more structured scaffolding is needed, such as providing periodic real-time feedback and monitoring the learning process, to support the consistency of students’ SRL in PjBL. BAHASA INDONESIA ABSTRACT: Kemandirian belajar merupakan syarat penting untuk keberhasilan belajar mahasiswa, terutama dalam konteks kurikulum pendidikan tinggi, Society 5.0, dan pembelajaran digital. Studi pendahuluan menunjukkan bahwa 50% mahasiswa mengalami kesulitan dalam menentukan langkah awal penyelesaian soal pembuktian geometri dan cenderung menyerah ketika tidak segera menemukan ide pengerjaan. Kondisi ini mengindikasikan bahwa kemandirian belajar mahasiswa, khususnya dalam merencanakan strategi belajar dan penyelesaian masalah, perlu diperkuat karena kemampuan tersebut berpengaruh terhadap keberlangsungan proses kemandirian belajar pada tahap-tahap berikutnya. Oleh karena itu, diperlukan suatu kajian untuk menganalisis dan mendeskripsikan secara komprehensif profil kemandirian belajar mahasiswa pada pembelajaran matematika spesifik, yakni dalam implementasi Project-based learning (PjBL) pada mata kuliah geometri. Analisis ini sangat penting dilakukan untuk memetakan proses mekanisme regulasi diri pada implementasi pembelajaran di perguruan tinggi. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif. Subjek penelitian ini adalah 60 mahasiswa pendidikan matematika FKIP Unila Angkatan 2024 yang mengambil mata kuliah geometri berbasis PjBL pada T.A 2024-2025. Data diperoleh melalui instrumen angket kemandirian belajar yang terdiri dari 37 butir pernyataan dengan bentuk respon skala Likert. Data diolah secara deskriptif kuantitatif dan menggunakan K-Means Clustering untuk pengelompokan profil kemandirian belajar. Hasil penelitian menunjukkan bahwa kemandirian belajar mahasiswa dalam pembelajaran geometri berbasis Project-based learning (PjBL) didominasi kategori sedang (53,33 %). Fase forethought memiliki capaian tertinggi, terutama pada indikator self-motivation, yang menunjukkan bahwa mahasiswa memiliki dorongan dan kesiapan belajar yang baik sebelum memulai pembelajaran. Sebaliknya, fase performance menunjukkan capaian lebih rendah, khususnya pada indikator self-observation, sehingga mengindikasikan bahwa kemampuan mahasiswa dalam memantau dan mengelola proses belajar selama pengerjaan proyek masih belum optimal. Meskipun fase self-reflection menunjukkan respons positif melalui kepuasan terhadap hasil belajar, penguatan pada aspek pemantauan proses belajar masih diperlukan agar kemandirian belajar mahasiswa berkembang lebih konsisten. Oleh karena itu, diperlukan scaffolding yang lebih terstruktur, seperti pemberian umpan balik realtime berkala dan monitoring proses belajar, untuk mendukung konsistensi kemandirian belajar mahasiswa dalam PjBL.
PROFIL JUSTIFIKASI SISWA DENGAN GAYA BELAJAR CONVERGER DALAM PEMECAHAN MASALAH POLA BILANGAN [JUSTIFICATION PROFILES OF CONVERGER LEARNERS IN NUMBER PATTERN PROBLEM SOLVING] Nanda Dwi Yanto; Sisworo; Imam Rofiki
JOHME: Journal of Holistic Mathematics Education Vol. 10 No. 1 (2026): JUNE 2026
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v10i1.11109

Abstract

In learning mathematical concepts, justification ability is essential because it relates to students’ skills in evaluating the validity of knowledge claims. Therefore, justification plays an important role in the problem-solving process, particularly in number pattern tasks. However, students’ justification processes are still rarely associated with learning style characteristics. Accordingly, this study aims to describe the justification profile of students with a converger learning style in solving number pattern problems. This research employed a descriptive study with qualitative approach. The research subjects consisted of two eighth-grade students with a converger learning style selected purposively, resulting in two subjects categorized as converger learners. The research instruments included a learning style questionnaire, written task sheets, and interview guidelines. The main findings indicate that the converger learning style tends to encourage students, in the activity of solving number pattern problems, to provide justification in the form of deductive justification without generic example. This study illustrates that students’ tendencies in receiving and processing information can shape distinctive characteristics in their thinking processes. The findings of this study may serve as a consideration in classroom learning activities, particularly as a basis for designing tasks that facilitate the development of students’ justification abilities. BAHASA INDONESIA ABSTRACT: Dalam mempelajari konsep matematika, kemampuan justifikasi sangat penting karena berkaitan dengan keterampilan siswa dalam mengevaluasi kebenaran klaim pengetahuan. Karena itu, justifikasi berperan penting dalam proses pemecahan masalah, khususnya pada materi pola bilangan. Namun demikian, proses justifikasi siswa masih jarang dikaitkan dengan karakteristik gaya belajar. Untuk itu, penelitian ini bertujuan untuk mendeskripsikan profil justifikasi siswa dengan gaya belajar converger dalam pemecahan masalah pola bilangan. Penelitian ini menggunakan desain penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian terdiri atas dua siswa kelas VIII yang memiliki gaya belajar converger yang dipilih secara purposive sehingga diperoleh dua subjek dengan gaya belajar converger. Instrumen penelitian terdiri atas angket gaya belajar, lembar tugas tertulis, dan pedoman wawancara. Temuan utama menunjukkan bahwa gaya belajar converger memunculkan kecenderungan siswa dalam aktivitas pemecahan masalah pola bilangan memberikan justifikasi dengan tipe deductive justification without generic example. Penelitian ini memberikan gambaran bahwa kecenderungan siswa dalam menerima dan mengolah informasi mampu memberikan ciri khas pada proses berpikir. Temuan dalam penelitian dapat digunakan sebagai dasar pertimbangan dalam aktivitas pembelajaran di kelas, terutama sebagai dasar dalam mendesain tugas yang dapat memfasilitasi perkembangan justifikasi siswa.
PENGEMBANGAN BUKU AKTIVITAS DIGITAL INTERAKTIF BERBASIS ETNOMATEMATIKA BARONGAN BLORA PADA MATERI GEOMETRI BANGUN RUANG DI SEKOLAH DASAR [DEVELOPMENT OF AN INTERACTIVE DIGITAL ACTIVITY BOOK BASED ON BARONGAN BLORA ETHNOMATHEMATICS FOR THE TOPIC OF SOLID GEOMETRY IN ELEMENTARY SCHOOL] Ericha Ira Meylinda; Via Yustitia; Prayogo Prayogo
JOHME: Journal of Holistic Mathematics Education Vol. 10 No. 1 (2026): JUNE 2026
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v10i1.11128

Abstract

This study was motivated by the lack of integration of ethnomathematics and interactive digital media in elementary school mathematics education, particularly regarding abstract spatial geometry concepts. The study aims to develop an interactive digital activity book on the Barongan Blora ethnomathematics tradition, test its validity, and analyze student responses. The research method used was Research and Development (R&D) applying the 4D model. Data collection techniques included interviews, expert validation questionnaires, and student response questionnaires, which were analyzed using quantitative descriptive methods. The results indicate that the media possesses high validity, with validation ratings of 86% from media experts, 85% from content experts, and 96% from language experts. Student responses were also highly positive, with an average score above 87%. These results align with previous research indicating that interactive digital media and ethnomathematics approaches can enhance conceptual understanding and student engagement. The uniqueness of this study lies in the integration of local culture through an interactive digital activity book, a format that remains underdeveloped. Consequently, the developed media is deemed appropriate, practical, and effective for use in elementary school mathematics instruction. BAHASA INDONESIA ABSTRACT: Penelitian ini didasari oleh keterbatasan yang masih ada pada integrasi antara etnomatematika dan media digital interaktif dalam pembelajaran matematika sekolah dasar, khususnya pada materi geometri ruang yang bersifat abstrak. Penelitian ini bertujuan untuk mengembangkan buku aktivitas digital interaktif berbasis etnomatematika Barongan Blora, menguji validitas, serta menganalisis respons siswa. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model 4D. Teknik pengumpulan data meliputi wawancara, angket validasi ahli, dan angket respons siswa yang dianalisis menggunakan metode deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa buku aktivitas digital interaktif yang dikembangkan memiliki tingkat validitas tinggi berdasarkan validasi ahli media (86%), ahli materi (85%), dan ahli bahasa (96%). Validasi dilakukan pada aspek tampilan dan interaktivitas media, kesesuaian materi, serta kejelasan bahasa. Selain itu, hasil uji praktis melalui respons siswa memperoleh rata-rata 87% dengan kategori sangat positif. Hasil ini sejalan dengan penelitian sebelumnya yang menunjukkan bahwa media digital interaktif dan pendekatan etnomatematika mampu meningkatkan pemahaman konsep dan keterlibatan siswa. Keunikan penelitian ini terletak pada pengintegrasian budaya setempat dalam bentuk buku aktivitas digital interaktif yang masih jarang dikembangkan. Oleh karena itu, bahan ajar yang dikembangkan dianggap sesuai, praktis, dan efektif untuk digunakan dalam pembelajaran matematika di sekolah dasar.

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