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Desimal: Jurnal Matematika
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : 26139073     EISSN : 26139081     DOI : -
Core Subject : Education, Social,
Education Mathematics Social Sciences
Desimal: Jurnal Matematika, particularly focuses on the main issues in the development of the sciences of mathematics education, mathematics education, and applied mathematics. Desimal: Jurnal Matematika published three times a year, the period from January to April, May to Augustus, and September to December. This publication is available online via open access.
Arjuna Subject : -
Articles 342 Documents
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Problems Of Developing Creative Thinking In Mathematics Learning Pramida, Intan; Rosiatuningsih; Kusno
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.31081

Abstract

The limited development of creative thinking in mathematics education reflects a fundamental gap between conventional instructional practices and the cognitive demands of contemporary learning. Many learning environments still emphasize procedural knowledge, restricting students’ opportunities to generate, explore, and refine mathematical ideas. This study aims to examine how creative thinking can be fostered through the integration of problem posing and Project-Based Learning in mathematics education. A systematic literature review was conducted by analyzing selected peer-reviewed studies indexed in Scopus, focusing on instructional approaches that support creative thinking development. The analysis was guided by four key dimensions of creative thinking: fluency, flexibility, originality, and elaboration. The findings reveal that problem posing functions as a generative mechanism that promotes idea production and originality, while Project-Based Learning operates as a contextual mechanism that supports idea refinement and elaboration. The interaction between these approaches facilitates the development of flexibility as a connecting dimension between idea generation and contextual application. Based on these findings, this study proposes an integrated conceptual model that explains how generative and contextual processes interact to support the multidimensional development of creative thinking. This model offers a more dynamic and process-oriented perspective that moves beyond the use of isolated instructional strategies. The study contributes to advancing theoretical understanding while also providing practical insights for designing mathematics learning environments that foster meaningful and sustainable creative thinking.     
The Effect of Game-Based Learning Assisted by Financial Literacy-Integrated Cashflow MathPoly on High School Student’s Mathematical Conceptual Understanding Femi Nur Maulida; Yesi Franita; Nina Agustyaningrum
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.31085

Abstract

Understanding mathematical concepts is essential for high school students, as it enables them to apply mathematics in real-life contexts, including financial management. This study was conducted to examine the classical mastery and the effect of Game-Based Learning (GBL) assisted by Cashflow MathPoly integrated with financial literacy on students’ mathematical conceptual understanding at SMA Negeri 1 Grabag. A quantitative approach was applied using a quasi-experimental design with a nonequivalent control group. The participants consisted of 60 students, with class XI F-1 as the experimental group (28 students) and class XI F-2 as the control group (32 students). The research instruments included a mathematical conceptual understanding test (pretest and posttest), interview guidelines, and observation sheets. Data analysis was carried out by examining the equivalence of students’ initial abilities using an Independent Samples t-test. The findings confirmed that both classes had comparable initial abilities. The experimental class achieved a learning mastery level of 80.29%, while the control class reached only 50%. The classical mastery analysis further showed that the experimental class fulfilled the criteria of classical achievement (Zcount =1.746 > Ztable=1.645), while the control class did not achieve classical achievement (Zcount =-3.265 < Ztable=1.645). Moreover, the Independent Samples t-test result that (tcount =4.25 > ttable=2.00172), demonstrated that students who learned through the GBL model possessed higher mathematical conceptual understanding than those who were taught using direct instruction.

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