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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 359 Documents
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Ethnomathematics-Based Test Instrument for Assesing Mathematical Process Skills of Seventh-Grade Junior High School Cahyani, Anisa Eka; Kamid; Ramalisa, Yelli
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31256

Abstract

This study aimed to develop and evaluate an ethnomathematics-based test instrument for assessing seventh-grade students’ mathematical process skills in algebraic expressions. The study employed a Research and Development design using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The research was conducted at SMP Negeri 9 Kota Jambi, Indonesia, involving one mathematics teacher, nine students in the small-group trial, and twenty-six students in the field trial. The developed instrument consisted of ten essay items integrating algebraic expressions with Jambi ethnomathematical contexts and measuring five indicators of mathematical process skills: observing, classifying, identifying relationships, calculating, and communicating results. Data were collected through expert validation sheets, practicality questionnaires, student response questionnaires, students’ written answers, and documentation. The results showed that the instrument obtained an expert validation score of 88.39%, indicating a very valid category. The practicality score reached 95.45% from the teacher and 81.71% from students, indicating that the instrument was feasible for classroom use. Empirical item validity analysis showed that all ten items were valid, with r-count values exceeding the r-table value of 0.367. Reliability analysis produced a Cronbach’s alpha coefficient of 0.846, indicating high internal consistency. Student response results reached 85.87%, showing positive acceptance of the instrument. Field implementation also revealed that most students still demonstrated low mathematical process skills in contextual algebra tasks. These findings indicate that the developed instrument is valid, practical, reliable, and appropriate for diagnosing students’ mathematical process skills through culturally meaningful algebra assessment.
The Effect of Monopoly-Media-Assisted Problem-Based Learning on Students' Numeracy Skills and Learning Interests in Elementary School Rizky Dwi Pangestika; Gunawan
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31323

Abstract

Numeracy skills and learning interest are central to elementary mathematics learning because they shape students’ ability to interpret quantitative information, solve contextual problems, and sustain meaningful engagement in classroom activities. However, mathematics instruction at the elementary level often remains procedural and insufficiently interactive, limiting students’ willingness to participate in numeracy-based problem solving. This study examined the effect of Problem-Based Learning assisted by monopoly media on Grade VI students’ numeracy skills and learning interest, while also investigating the relationship between both variables. A quantitative quasi-experimental design with a nonequivalent control group was employed. The participants were 50 Grade VI students from two elementary school classes in North Purwokerto, Banyumas, Indonesia, consisting of 25 students in the experimental class and 25 students in the control class. Data were collected using a numeracy skills test, a learning interest observation sheet, and documentation. The data were analyzed through descriptive statistics, Shapiro-Wilk normality testing, Levene’s homogeneity testing, independent samples t-test, effect size analysis, and Pearson correlation. The findings showed that the experimental class achieved higher mean scores than the control class in both numeracy skills and learning interest. The most robust effect was observed in learning interest, supported by a moderate practical effect, indicating that monopoly media functioned as an affective engagement mechanism within the PBL framework. In contrast, the effect on numeracy skills was positive but practically limited, suggesting that cognitive improvement requires longer intervention and stronger instructional scaffolding. A strong positive correlation was also found between numeracy skills and learning interest. This study contributes by positioning monopoly-media-assisted PBL as a pedagogical approach that primarily strengthens affective engagement while providing supportive conditions for sustained numeracy development
The Influence of Three-Dimensional Visualization Media on Spatial Skills and Creative Thinking of Elementary School Students Disman; Gunawan
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31330

Abstract

This study investigated the influence of three-dimensional visualization media on elementary school students’ spatial ability and creative thinking in geometry learning. The study was grounded in students’ persistent difficulties in interpreting solid figures, recognizing object viewpoints, and transforming spatial representations when geometry is taught through conventional explanation and static images. A quantitative quasi-experimental design with a non-equivalent control group pretest-posttest model was employed. The participants were 50 sixth-grade students from two public elementary schools in Karangpucung District, Cilacap Regency, Indonesia, consisting of 27 students in the experimental class and 23 students in the control class. The experimental class learned cubes, cuboids, and composite spatial structures using three-dimensional visualization media, whereas the control class received conventional instruction. Data were collected using spatial ability and creative thinking tests and analyzed through descriptive statistics, Shapiro-Wilk normality testing, Levene’s homogeneity testing, independent samples t-test, and Pearson correlation. The results showed that the experimental class achieved significantly higher outcomes than the control class in spatial ability, t(48) = 4.514, p < .001, and creative thinking, t(48) = 7.816, p < .001. A strong positive correlation was also found between spatial ability and creative thinking, r = .756, p < .001, indicating that students with stronger spatial reasoning tended to demonstrate stronger creative mathematical thinking. These findings suggest that three-dimensional visualization media function as cognitive scaffolds that support visual-spatial representation, mental transformation, and flexible idea generation. The study contributes to technology-enhanced geometry learning by demonstrating that interactive visual media can simultaneously strengthen spatial reasoning and creative thinking in elementary mathematics education.
Multivariate Analysis of Factors Influencing Students’ Performance and Self-Efficacy in Mathematics Olagoke, Michael
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31544

Abstract

Mathematics performance and self-efficacy are critical indicators of students’ academic readiness, particularly in secondary education where Mathematics functions as a gateway to science, technology, vocational, and higher education pathways. This study examined teacher-related factors influencing secondary school students’ Mathematics performance and self-efficacy in Ekiti State, Nigeria, using a multivariate analytical framework. A quantitative descriptive correlational survey design was employed, supported by multiple regression and path analysis. The population comprised 13,231 Senior Secondary School II and III students and 1,320 Mathematics teachers in public secondary schools. Through a multistage sampling procedure, 388 students and 132 Mathematics teachers were selected. Data were collected using the Teacher Variables, Students’ Performance and Self-Efficacy in Mathematics Questionnaire, which produced a reliability coefficient of 0.87. Descriptive findings showed that students’ Mathematics performance was generally moderate, with a mean score of 56.4, while Mathematics self-efficacy was also moderate, with an overall mean of 2.64. Inferential results revealed that teacher-related variables significantly predicted students’ self-efficacy, explaining 41.2% of the variance, and significantly predicted Mathematics performance, explaining 38.2% of the variance. Teacher attitude, content knowledge, classroom management, and performance feedback consistently emerged as the strongest predictors. The integrated path model further indicated a positive relationship between Mathematics performance and self-efficacy, suggesting that achievement and confidence reinforce each other in Mathematics learning. The study contributes by extending social cognitive perspectives into an integrated teacher-variable framework and concludes that sustainable improvement requires teacher development focused on content mastery, supportive pedagogy, classroom organization, constructive feedback, and learner confidence.
Diagnostic Analysis of Junior High School Students' Mathematical Critical Thinking Ability in Solving Problems of Numbers with Powers and Root Forms Pertiwi, Budi Wahyu; Jaelani, Anton
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31558

Abstract

Mathematical critical thinking is increasingly recognized as a core competence for enabling students to interpret problems, evaluate procedures, justify conclusions, and make reasoned mathematical decisions. Yet, students’ difficulties in exponents and radicals often reflect not only procedural inaccuracy but also fragmented reasoning that remains insufficiently diagnosed in classroom-based mathematics assessment. This study aimed to diagnose junior high school students’ mathematical critical thinking ability in solving exponent and radical problems through three indicators: elementary clarification, inference, and strategies and tactics. A descriptive diagnostic mixed-method design was employed involving 23 Grade IX students at SMP Negeri Satu Atap 1 Cimanggu, Indonesia. Data were collected using essay-based mathematical critical thinking tasks and analyzed through descriptive statistics and qualitative interpretation of students’ written responses. The quantitative findings revealed a critically low level of mathematical critical thinking, with a mean score of 26.57, a standard deviation of 3.55, the highest score of 35, and the lowest score of 20. None of the students reached the very good, good, or moderate categories; 26.09% were classified as low, while 73.91% were classified as very low. Qualitative analysis showed that students could identify limited explicit information but struggled to evaluate solution completeness, construct evidence-based inferences, justify strategy efficiency, and interpret results contextually. These findings indicate that students’ weaknesses are structural within the reasoning process rather than merely computational. The study contributes a diagnostic perspective by shifting the analysis from achievement-based classification toward indicator-based mapping of mathematical reasoning weaknesses, offering a foundation for more reflective, conceptually grounded, and reasoning-oriented mathematics instruction.
Mathematics Anxiety as a Learning Problem in Junior High School: A Systematic Review from Psychological and Pedagogical Perspectives Dwijayanti, Agil; Suhardi; Kusno
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31676

Abstract

Mathematics anxiety remains a critical learning problem in junior high school because it affects students’ emotional readiness, cognitive processing, classroom participation, and mathematical achievement. This systematic literature review aims to synthesize recent evidence on mathematics anxiety as an integrated psychological and pedagogical issue in mathematics learning. Guided by PRISMA 2020, this study reviewed 18 publications selected from Scopus, ScienceDirect, and Google Scholar. The selected studies were analyzed through thematic synthesis using a structured extraction matrix and quality appraisal procedure. The findings reveal that mathematics anxiety is closely related to low self-efficacy, fragile motivation, weak self-regulated learning, limited emotional regulation, working memory interference, and negative prior learning experiences. These factors create a reinforcing cycle in which fear of failure reduces participation, weakens persistence, and limits students’ opportunities to develop mathematical understanding. The review also shows that pedagogical conditions, including rigid instruction, limited scaffolding, unsupportive feedback, assessment pressure, weak peer interaction, and unsafe classroom climates, may intensify anxiety. Conversely, formative assessment, differentiated instruction, peer support, gradual scaffolding, and psychologically safe communication can reduce anxiety and strengthen engagement. This study contributes by reframing mathematics anxiety as a systemic psychological-pedagogical learning barrier rather than an individual emotional weakness. The findings imply that mathematics instruction, particularly within the Merdeka Curriculum context, should integrate cognitive support, emotional safety, responsive feedback, and structured autonomy to help students learn mathematics with confidence and resilience more effectively and sustainably.
Traditional Game-Based Learning for Mathematics in Elementary School: A Systematic Literature Review Wardani, Mesa; Izzatul Himmah, Wulan
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31699

Abstract

Traditional game-based learning has attracted growing attention in elementary mathematics education because it links formal mathematical concepts with cultural experience, concrete activity, and social interaction. However, empirical findings remain scattered across different game types, cultural resources, methodological designs, and mathematical domains. This study aims to synthesize research on traditional game-based mathematics learning in elementary schools and to clarify its pedagogical position within ethnomathematics-based instruction. A Systematic Literature Review design guided by the PRISMA 2020 framework was employed. Articles were identified through Google Scholar and screened using predetermined inclusion and exclusion criteria. From 221 initial records, 15 empirical studies published between 2021 and 2025 were included in the synthesis. Data were analyzed through descriptive mapping and thematic synthesis, focusing on publication trends, research methods, subjects, data collection techniques, traditional game or cultural resources, mathematical content, and reported learning contributions. The findings show that research on this topic developed steadily, with the highest number of studies appearing in 2025. Qualitative research dominated the corpus, followed by design research, while quantitative evidence remained limited. Elementary school students were the most frequent research subjects, and observation was the most common data collection technique. Traditional game and ethnomathematical resources supported arithmetic, geometry, measurement, spatial reasoning, numeracy, motivation, cooperation, participation, and cultural pride. This review contributes by reframing traditional game as cultural artifacts, learning media, instructional design contexts, and representational systems, while emphasizing the need for empirical designs, validated instruments, teacher involvement, and systematic classroom implementation.  
Implementation of Project-Based Learning Assisted by Interactive Flat Panel on Students' Learning Independence and Understanding of Mathematical Concepts Hasanah, Nur; Gunawan
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31736

Abstract

This study examined the effect of Project-Based Learning assisted by Interactive Flat Panel on elementary students’ mathematical concept understanding and learning independence. The study was grounded in the need for mathematics instruction that supports conceptual construction, learner autonomy, and meaningful technology integration rather than procedural practice alone. A quantitative quasi-experimental design with a nonequivalent control group was employed. The participants were 24 elementary students divided into an experimental class and a control class, with 12 students in each group. The experimental class learned through Interactive Flat Panel-assisted Project-Based Learning, while the control class received comparison instruction without interactive technological support. Data were collected using a mathematical concept understanding test and a learning independence instrument. The analysis included descriptive statistics, Shapiro-Wilk normality testing, Levene’s homogeneity testing, independent samples t-test, Cohen’s d, and Pearson correlation. The results showed that the experimental class achieved higher mean scores than the control class in mathematical concept understanding (76.56 vs. 68.02) and learning independence (97.08 vs. 87.50). The t-test confirmed significant differences between groups for both variables, with a very large effect on concept understanding and a large effect on learning independence. Pearson correlation revealed a strong positive relationship between learning independence and mathematical concept understanding (r = .734, p = .007). These findings indicate that Interactive Flat Panel-assisted Project-Based Learning facilitates students’ conceptual reasoning while encouraging self-regulated learning behavior. The study contributes to technology-enhanced mathematics pedagogy by positioning interactive project-based instruction as an integrated approach for strengthening cognitive and self-regulatory learning outcomes in mathematics classrooms.
Mathematical Literacy as a Predictor of Learning Difficulties in the Context of Deep Learning Juliana, Adelia Zifa; Sukmawati, Rika; Andriyani, Retno
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/

Abstract

Students’ low mathematical literacy remains a critical issue in mathematics learning because it may hinder their ability to understand contextual problems, construct mathematical models, perform procedures, and interpret solutions meaningfully. This study aimed to analyze the role of mathematical literacy as a predictor of students’ mathematics learning difficulties in the topic of Two-Variable Linear Equation Systems within the context of deep learning. A quantitative explanatory design was employed. The participants were 35 eighth-grade students from SMP Negeri 2 Sepatan, Tangerang Regency, Indonesia, selected through purposive sampling. Data were collected using a mathematical literacy essay test and a mathematics learning difficulties questionnaire. The mathematical literacy test measured three processes, namely formulating, employing, and interpreting, while the questionnaire assessed difficulties in understanding problems, performing arithmetic operations, and solving problems. The data were analyzed using descriptive statistics, assumption testing, and simple linear regression. The results showed that students’ mathematical literacy was at a moderate level, with a mean score of 20.40 out of 32. The regression analysis indicated that mathematical literacy significantly and negatively predicted mathematics learning difficulties (B = -0.742, t = -4.188, p < 0.05). The coefficient of determination showed that mathematical literacy explained 34.7% of the variance in students’ learning difficulties. These findings suggest that strengthening students’ ability to formulate, employ, and interpret mathematical ideas may reduce learning difficulties and support more meaningful mathematics learning in deep learning-oriented classrooms. The study offers preliminary evidence for targeted literacy-based algebra instruction design.

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