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Juring (Journal for Research in Mathematics Learning)
Published by Universitas Islam Negeri Sultan Syarif Kasim Riau
ISSN : 26217430     EISSN : 26217422     DOI : -
Core Subject : Education,
Mathematics
Juring: Journal for Research in Mathematics Learning (pISSN 2621-7430 | eISSN 2621-7422) is a peer-reviewed publication with free access. The journal aims to publish original manuscripts on research and review from mathematics learning area. The main objective of the journal is to promote the discussion of issues related to mathematics learning in different levels and contexts. Published every six months, it receives original articles, and review article. Researchers of all countries are invited to submit their work, which will be evaluated by members of the Editorial Board. In the event of a tie, a third reviewer will be invited. Such works must be written in English and Bahasa. All items are preceded by a title and abstract in English. Each abstract should have approximately 150 words. For more details on the submission of papers see the author guidelines The originals should not have been published or submitted simultaneously to another journal.
Arjuna Subject : -
Articles 309 Documents
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Development of a Problem-Based Learning-Based Teaching Module on Sequences and Series to Enhance Students’ Mathematical Problem-Solving Abilities in Phase E Farra, Fathimiyah Al; Murni, Atma; Siregar, Syarifah Nur
Juring (Journal for Research in Mathematics Learning) Vol 8, No 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.38486

Abstract

This study aims to develop and test the feasibility of a Problem-Based Learning (PBL)-based Sequence and Series teaching module in facilitating the mathematical problem-solving abilities of Phase E students. This type of research is development research (Research and Development) that uses the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. In the analysis stage, observations and interviews were conducted with teachers and students at SMA Negeri 10 Pekanbaru to identify needs and problems in mathematics learning. The design stage focused on compiling a module based on PBL syntax, including problem orientation, student organization, investigation, development of work results, and evaluation and reflection. The developed module was validated by two Mathematics Education lecturers and one mathematics teacher to assess aspects of content, construction, language, and appearance. The validation results showed a validity level of 94% with a very valid category, while the practicality test results showed a value of 87% with a very practical category. Data collection techniques in this study included interviews, observations, questionnaires, and documentation. Data analysis related to validity and practicality was carried out using a percentage formula. These findings indicate that the developed teaching module is feasible and effective for mathematics instruction, particularly in improving students' problem-solving abilities. Therefore, this PBL-based teaching module can serve as an innovative learning tool that aligns with the principles of the Merdeka Curriculum and fosters students' critical, creative, and reflective thinking skills.
Wordwall-Assisted Gamification: Improving Mathematics Learning Outcomes Through Strengthening Motivation and Learning Engagement Rambe, Ahmadsyah Fauzian; Nuh, Muhammad
Juring (Journal for Research in Mathematics Learning) Vol 8, No 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.38660

Abstract

This study aims to examine the impact of implementing a gamification-based learning model supported by the Wordwall platform on the learning outcomes of seventh-grade students at MTsN 1 Medan, particularly in algebraic factorization. Employing a quasi-experimental method with a pretest–posttest control-group Design, the sample was selected via cluster random sampling from 11 existing classes, with class VII-H designated as the experimental group and class VII-I as the control group. The analysis revealed that this model significantly improved students’ learning outcomes, as evidenced by a t-test with a p-value below 0.05, indicating a meaningful difference between the two groups. Qualitative interviews further revealed that Wordwall effectively enhanced students’ motivation, engagement, and active participation, demonstrating that the model’s implementation has a positive, significant impact on their academic achievement
Meta-Analysis of the Effect of Realistic Mathematics Education Supported by Mathematical Software on Students’s Mathematical Ability Tamur, Maximus; Sennen, Eliterius; Vaz, Feliciana Maria
Juring (Journal for Research in Mathematics Learning) Vol 8, No 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.38032

Abstract

Mathematics education continues to seek practical instructional approaches that enhance students' conceptual understanding and foster problem-solving abilities through creative and critical thinking, aligned with Bloom's Taxonomy of Educational Objectives. This study contributes novel insights by integrating Realistic Mathematics Education (RME) supported by mathematics software within a meta-analytic framework, thereby providing a comprehensive examination of their combined effects and magnitude. The purpose of this meta-analysis was to investigate the overall impact of RME supported by mathematics software on students' mathematical abilities across multiple empirical studies. The analysis was conducted using peer-reviewed articles published in reputable international journals, with inclusion criteria based on research design, sample characteristics, and intervention features. A total of 14 studies met the eligibility criteria and were included in the analysis. Statistical procedures were employed to calculate effect sizes, assess heterogeneity, examine potential moderating variables, and determine them. Although the study was limited by the availability of high-quality empirical research and the potential for publication bias, the results provide robust evidence that integrating RME and mathematics software significantly increases students' mathematical abilities. These findings underscore the importance of technology-enhanced pedagogical strategies and offer valuable implications for educators, researchers, and policymakers seeking to advance the quality of mathematics education
A Contextual Approach-Based Teaching Module to Facilitate Students' Mathematical Communication Skills on the Topic of Straight Line Equations Yuliani, Sri; Maimunah, Maimunah; Kartini, Kartini
Juring (Journal for Research in Mathematics Learning) Vol 8, No 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.38176

Abstract

Mathematical communication skills are essential for students because they help convey their mathematical ideas through language, notation, symbols, or images. This study aims to develop a teaching module based on a valid, practical contextual approach to facilitate the development of mathematical communication skills among phase-D students. The research conducted was Research and Development (R&D) using a 4D model consisting of the define, design, develop, and disseminate stages. The development research instruments consisted of a validation sheet and a practicality questionnaire. The validation results stated that the teaching module was classified as very valid. Meanwhile, the results of the practicality test among 30 students were very practical. Thus, the teaching module, designed with a contextual approach, met the validity and practicality criteria and can be applied in the teaching and learning process to support students in understanding mathematical concepts through relevant examples from everyday life and in communicating mathematical ideas meaningfully
The Influence of Collaborative Learning on Students' Misconceptions about Polynomials Putri, Maifa Munsyaila; Huda, Nizlel; Syaiful, Syaiful; Kamid, Kamid
Juring (Journal for Research in Mathematics Learning) Vol 8, No 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.37566

Abstract

Misconceptions in polynomial material pose a significant issue in mathematics education, hindering students’ conceptual understanding. This study aims to examine the effect of collaborative learning on students’ misconceptions regarding polynomials in Grade XI at SMA Negeri 14 Kota Jambi. The research employed a quasi-experimental nonequivalent control-group design involving 57 students: 28 in the experimental group and 29 in the control group. The research instrument was a diagnostic test in the form of essay items, validated by subject matter experts, and administered as both a pretest and a posttest to measure misconceptions in polynomial operations, polynomial division, and the factors and roots of polynomial equations. Data were analyzed using descriptive statistics, gain scores, and an independent sample t-test. The results indicated that collaborative learning was highly effective in reducing student misconceptions. The experimental group showed a 42.3% reduction in misconception scores (from 71.29 to 41.14), while the control group experienced only a 12.2% decrease (from 70.93 to 62.24). Hypothesis testing revealed a highly significant difference (p < 0.001) with a very large effect size (Cohen’s d = 8.848). All students in the experimental group reached the low misconception category, whereas all students in the control group remained in the moderate category. Therefore, collaborative learning was proven to be more effective than conventional instruction in addressing students’ misconceptions
Responses of 11th Grade Students to the Implementation of Innovative Methods and Media in Mathematics Learning during Teaching Assistance Activities Sagita, Avinda Dwi; Rofiki, Imam; Yadav, Dharmendra Kumar
Juring (Journal for Research in Mathematics Learning) Vol 8, No 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.37520

Abstract

This study aims to describe the response of students in class XI to the application of innovative methods and media in learning mathematics in teaching assistance activities at SMA Negeri 1 Batu. The background of this study is the low motivation of students to learn caused by the lack of variety in learning methods and media. The approach used in this descriptive research is a qualitative, with a subject of 36 students (13 male students and 23 female students) in class XI. Data were collected through validated questionnaires and structured interviews. The results of the analysis showed that students gave a positive response, with a score of , to the application of the discovery learning model, independent learning, the use of student worksheets, and interactive media such as Quizizz and snakes and ladders games. These innovations encourage students to be more active, motivated, and assisted in understanding mathematical concepts. Overall, the findings of this study indicate that the application of method and media innovations in teaching assistance activities can increase student involvement and understanding in learning mathematics in a more meaningful and enjoyable way.
Reconstruction of the Epistemology of Mathematics Education: Integration of the Rationality of the Philosophy of Science and the Emotional Psychology of Students Nursyam, Aisyah; Sinring, Abdullah; Kamaruddin, Syamsu; Usman, Muhammad Rizal
Juring (Journal for Research in Mathematics Learning) Vol 8, No 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.38506

Abstract

This study aims to reconstruct the epistemology of mathematics education by integrating the philosophy of science and students’ emotional psychology. The epistemological crisis in mathematics learning is characterized by the dominance of rationalistic approaches that tend to ignore students' affective and reflective dimensions. Empirical evidence indicates a high level of mathematics anxiety and low emotional engagement, both of which affect students’ motivation and academic performance. This research employs a Systematic Literature Review (SLR) method based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol by analyzing 45 national and international articles published between 2012 and 2025. Data were analyzed thematically through three stages: conceptual coding, thematic classification, and interpretative synthesis. The review identifies four main themes: (1) epistemology of mathematics education and the philosophy of science, (2) emotional intelligence and self-reflection, (3) mathematics anxiety and affective resilience, and (4) learning motivation and academic achievement. The integration of the philosophy of science reorganizes rationality in mathematics education to be more reflective and humanistic, while emotional psychology balances cognition and affection. The conceptual model positions the epistemology of mathematics education as the core, interacting dynamically with emotional intelligence, mathematics anxiety, and learning motivation that together influence students’ academic performance. The findings emphasize the need to reconstruct the epistemology of mathematics education toward a balance between rationality and emotional awareness. Accordingly, mathematics learning should be developed through reflective, humanistic, and experience-based approaches to foster students as epistemic subjects who think rationally and mature emotionally.
Exploration of Field Independent Students’ Mathematical Problem-Solving Ability in Ordinary Differential Equations Learning Ariawan, Rezi; Suhandri, Suhandri; Norazman, Norazman
Juring (Journal for Research in Mathematics Learning) Vol 8, No 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.38732

Abstract

This study aims to analyze and describe students' mathematical problem-solving abilities in an ordinary differential equations course, using cognitive styles as a framework. This study is qualitative and uses a case study approach. The subjects were students of the Mathematics Education study program at the Faculty of Teacher Training and Education, Riau Islamic University. The selection of research subjects for in-depth interviews was conducted using purposive sampling. The instruments used were mathematical problem-solving ability tests, GEFT tests, and interview sheets that had met the eligibility criteria. The data analysis techniques used were data reduction, data presentation, and conclusion drawing. The results showed that field independent subjects had a strong foundation in solving ordinary differential equations problems, especially in the initial analysis and application of procedures. However, weaknesses remained in evaluating data adequacy and in strategic reflection. Hence, the subjects were not fully able to adjust the length and depth of the solution to the demands of the problem.
Development of an E-Module Based on the Islamic Integrated CORE Model for MTs Students on Systems of Linear Equations in Two Variables Ningsih, Sri Windar; Muhandaz, Ramon
Juring (Journal for Research in Mathematics Learning) Vol 8, No 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.35929

Abstract

The use of electronic teaching materials in the current technological era is still not optimal, even though digital media can expand access and the scope of learning, thereby making the learning process no longer limited by time and place. This research aims to develop an e-module based on the Islamic integrated CORE model that is valid, practical, and effective on the material Systems of Linear Equations in Two Variables (SPLDV). The research method used is Research and Development (R&D) with the ADDIE model, which includes the Analysis, Design, Development, Implementation, and Evaluation stages. The research subjects were class VII students at MTs Al-Qasimiyah Sorek Satu, while the research object was an e-module based on the Islamic integrated CORE model. Research data includes quantitative data in the form of expert validation scores, practicality scores, and post-test results, as well as qualitative data in the form of comments, validator suggestions, and student responses. The results of validity tests by material experts, Islamic experts, and learning technology experts show that the e-module is in the very valid category. The students' practicality test also indicates that the e-module falls into the practical learning category. The effectiveness test was analyzed using the Mann–Whitney U test, which was strengthened by the Z test. The results showed a significant difference in learning outcomes between the experimental and control classes, with the experimental class achieving a higher average post-test score. These findings show that e-modules are not only valid and practical, but also effective in improving student learning outcomes. Thus, e-modules based on the CORE model, integrated with Islam in SPLDV material, are suitable as alternative teaching materials for mathematics learning at the MTs level and have the potential to support a learning process that is more interactive, meaningful, and in line with Islamic values.

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