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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 244 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.

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