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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 319 Documents
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The Use of Geometric Transformation Board (TRANSMET) Teaching Aids to Increase Students’ Interest in Learning Reflection Material Muhammad Sofyan Apriyono; Yesi Puspitasari; Tri Astindari
Juring (Journal for Research in Mathematics Learning) Vol. 9 No. 1 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v9i1.39217

Abstract

This study aims to describe the use of the geometry transformation board (TRANSMET) teaching aid to increase students' interest in reflection materials. This research employed a descriptive qualitative approach involving students who participated in geometry transformation learning. The researchers collected data through observation, interviews, and documentation. They analyzed the data using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing/verification. The findings indicate that the use of the TRANSMET teaching aid increases students' learning interest, as shown by improved activeness, attention, and enthusiasm during the learning process. Furthermore, the teaching aid helps students understand reflection concepts more easily by allowing them to observe the reflection of geometric figures directly. Therefore, the TRANSMET teaching aid is effective as a learning medium for enhancing students' interest in geometry transformation reflection materials.
Conceptual and Procedural Knowledge of Fractions Among Junior High School Students as Viewed through Cognitive Style Yunda Devana Tiningsih; Subanji Subanji; Imam Rofiki; Siti Salina Mustakim
Juring (Journal for Research in Mathematics Learning) Vol. 9 No. 1 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v9i1.37508

Abstract

This study to describe the conceptual and procedural knowledge of junior high school students on fraction based on reflective and impulsive cognitive styles. This type of research is a descriptive with a qualitative approach. The research subjects were carried out by giving the MFFT Test to 68 prospective subjects, obtained 24 students with reflective cognitive style and 22 students with impulsive cognitive style. Furthermore, two subjects were selected from each category. Qualitative data collection regarding the conceptual and procedural knowledge aspects possessed by the subjects was carried out by providing fraction material test questions and interviews based on assignments. Data analysis uses data collection, data condensation, data presentation, and drawing conclusions/verification. The results showed that subjects with reflective cognitive style understanding of the five aspects of conceptual knowledge related to fractions, fractions as part whole, measurement, quotient, operator, and ratio. In the procedural knowledge, subjects with reflective cognitive style can use all four aspects in carrying out procedures related to fractions, verbalization procedures, applications fraction conversion, applications fraction operations and applications fraction simplification. While subjects with impulsive cognitive style tend not to understand conceptual and procedural knowledge of all aspects.
The Effect of Ethnomathematics-Based LKPD Using Kite Context on Students’ Learning Outcomes in Lines and Angles Afifah Nabila Nasution; Muhammad Nuh
Juring (Journal for Research in Mathematics Learning) Vol 9, No 1 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v9i1.39446

Abstract

This study investigates the effect of an ethnomathematics-based LKPD using a traditional kite context on students’ learning outcomes in the topic of lines and angles. The study employed a quasi-experimental design with a pretest–posttest control group design. The sample consisted of 64 students divided into an experimental group and a control group, selected through cluster random sampling. The research instrument was a multiple-choice test consisting of 20 valid and reliable items (Cronbach’s Alpha = 0.836). Data were analyzed using descriptive and inferential statistics, including an independent samples t-test. The results showed that the mean score of the experimental group increased from 35.31 (pretest) to 83.75 (posttest), while the control group improved from 35.00 to 74.06. The independent samples t-test revealed a statistically significant difference between the two groups (t = 3.087, p = 0.003). Furthermore, the effect size analysis using Cohen’s d yielded a value of 0.77, indicating a moderate to large effect. In conclusion, the ethnomathematics-based LKPD using a kite context has a significant and meaningful effect on improving students’ learning outcomes in learning lines and angles.
Metacognitive Profile of Students Who Play Chess in Solving Mathematics Problems Syaiful Bahri; Julia Noviani; Annisa Dwi Kurniawati
Juring (Journal for Research in Mathematics Learning) Vol. 6 No. 3 (2023)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Mathematics is the study of patterns, so in chess pattern recognition is very important in problem solving. Chess is a problem-solving instrument and the best way to analyze problem-solving because chess has clear rules in decision making, thus a skilled chess player becomes a good problem solver. Metacognitive activity and problem-solving processes are intimately intertwined. The purpose of this research is to describe the metacognition profiles of students who play chess and students who do not play chess in solving mathematical problems. This research is a qualitative-research. The research subjects in this study were students who could play chess and students who could not play chess. The criteria are students who have participated in chess matches as low as possible at the sub-district level and regularly play chess, while students who cannot play chess are students who do not understand the basics of playing chess. This research carried out in class VIII at a junior high school in Surabaya. The instruments in this study were math ability tests, problem-solving tests and interview guidelines. The data collection procedure was carried out by giving students a math problem-solving test and interviews. The data analysis technique in this study was carried out in the following steps; transcribing the subject's answers, examining the subject's answer data from interviews, data reduction, data categories, analyzing students' metacognition profiles, and drawing conclusions. The results of the study stated that the metacognitive abilities in solving problems of chess students were better than those of non-chess students. The ES subject achieved 80% of metacognitive activity indicators, while the MI subject only achieved 54.25% of metacognitive activity indicators.
Development of Student Worksheets Based on a Creative Problem-Solving Model Integrated with Deep Learning to Facilitate Mathematical Problem-Solving Skills in Phase D Students Durratul Jannah Binti Abdullah Haris; Maimunah Maimunah; Rini Dian Anggraini
Juring (Journal for Research in Mathematics Learning) Vol. 9 No. 1 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v9i1.39819

Abstract

This study aims to develop a Student Worksheet (LKM) based on the Creative Problem Solving (CPS) model, integrated with deep learning, covering the topic of relations and functions, that is valid and practical for facilitating the mathematical problem-solving skills of Phase D students. This is a development study utilising the 4D model, which comprises the define, design, develop, and disseminate stages. The research instruments consisted of validation sheets and student response questionnaires. Product validation was conducted by three validators: two mathematics education lecturers and one mathematics teacher. Product practicality was evaluated through a small-group trial involving 9 students and a large-group trial involving 28 students. Validation results showed an average percentage of 95.35%, placing it in the "highly valid" category. The small-group trial yielded an average student response of 90.04%, while the large-group trial yielded 90.54%; both results fall into the "highly practical" category. Based on these findings, it is concluded that the CPS-based, deep learning-integrated Student Worksheet on relations and functions meets the criteria for high validity and practicality, making it suitable for facilitating the development of mathematical problem-solving skills among Phase D students.
Diagnostic Analysis of Eleventh-Grade Students' Errors in Solving Quadratic Function Problems Based on Newman's Error Analysis Kholifatul Aulia; Rikayanti; Muhammad Daut Siagian
Juring (Journal for Research in Mathematics Learning) Vol. 9 No. 1 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v9i1.39904

Abstract

This study aims to describe the characteristics and types of errors made by eleventh-grade high school students, along with their percentages of occurrence at each stage of Newman's Error Analysis (NEA), when solving quadratic function problems. A descriptive qualitative method supported by percentage analysis of student errors was employed. The research subjects consisted of 30 eleventh-grade high school students selected using purposive sampling. Data were collected through a validated open-ended diagnostic test and analyzed using the Miles and Huberman model. The analysis results show that errors occurred at all stages of the NEA, with the following average percentage distributions: reading errors at 4.7%, comprehension errors at 66.7%, transformation errors at 63.3%, process skill errors at 73.3%, and Encoding errors at 78.0%. Reading errors had the lowest frequency, while students' main difficulties were observed at the process-skills and final-answer-writing stages, particularly in contextual problems and algebraic manipulation involving fractions. Students' errors were systematic and hierarchical, with deficiencies at the transformation and process-skills stages as the dominant factors contributing to students' failure to produce accurate final answers. The findings recommend strengthening students' conceptual understanding of the vertex, factoring of quadratic functions, and basic procedural algebra skills in classroom instruction.
The Effect of Ethnomathematics-Based LKPD Using Kite Context on Students’ Learning Outcomes in Lines and Angles  Afifah Nabila Nasution; Muhammad Nuh
Juring (Journal for Research in Mathematics Learning) Vol. 9 No. 1 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v9i1.40315

Abstract

This study investigates the effect of an ethnomathematics-based LKPD using a traditional kite context on students’ learning outcomes in the topic of lines and angles. The study employed a quasi-experimental design with a pretest -posttest control group design. The sample consisted of 64 students divided into an experimental group and a control group, selected through cluster random sampling. The research instrument was a multiple-choice test consisting of 20 valid and reliable items (Cronbach’s Alpha = 0.836). Data were analyzed using descriptive and inferential statistics, including an independent samples t-test. The results showed that the mean score of the experimental group increased from 35.31 (pretest) to 83.75 (posttest), while the control group improved from 35.00 to 74.06. The independent samples t-test revealed a statistically significant difference between the two groups (t = 3.087, p = 0.003). Furthermore, the effect size analysis using Cohen’s d yielded a value of 0.77, indicating a moderate to large effect. In conclusion, the ethnomathematics-based LKPD using a kite context has a significant and  meaningful effect on improving students’ learning outcomes in learning lines and angles.   
The Effectiveness of PBL-PS Instructional Materials in Improving Student’s Mathematical Problem-Solving Ability Rezi Ariawan; Mefa Indriati; Kevi Andinia Putri Ginanta; Abdurrahman Hidayat
Juring (Journal for Research in Mathematics Learning) Vol. 9 No. 2 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v9i2.39479

Abstract

This study aims to determine the effectiveness of Problem-Based Learning–Problem Solving (PBL-PS) based teaching materials in improving students' mathematical problem-solving abilities. This study used a quantitative approach with a one-group pretest-posttest experimental design. The subjects were students of the Mathematics Education Study Program who took the Differential Calculus course in the even semester of the 2024/2025 academic year. The instruments used included a mathematical problem-solving ability test, a student response questionnaire, and an observation sheet. The data were analysed using descriptive and inferential statistics, namely N-Gain, Paired-Sample t-test, and Effect Size (Cohen's d). The results showed an increase in mathematical problem-solving abilities, with an N-Gain value of 0.26 (low category). The t-test results showed a significant difference between the pretest and posttest scores (p <0.05), while the effect size value of 1.16 indicated a large effect. Thus, PBL-PS teaching materials have been proven to be effective statistically and practically, but still require further development to achieve optimal learning outcomes.
Integrating STEAM Learning to Enhance Mathematical Creativity of Pre-service Teacher Students: A Systematic Literature Review (2020–2025) Finola Marta Putri; Yaya Sukjaya Kusumah; Dadang Juandi; Kusnandi
Juring (Journal for Research in Mathematics Learning) Vol. 9 No. 2 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/wb2nhh38

Abstract

This study aims to systematically analyze how the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning contributes to increasing mathematical creativity among prospective mathematics teachers. The method used is a Systematic Literature Review (SLR) following the PRISMA 2020 protocol for the period 2020–2025. The search was conducted in two main databases — ERIC and Scopus — using a strictly defined search string. A supplementary manual search for the period 2020–2021 was conducted in ERIC to address the platform's filter limitation. From a total of 192 identified articles, after duplicate removal, title-abstract screening, and the application of strict inclusion-exclusion criteria — specifically requiring that research subjects are prospective mathematics or STEM teachers with an explicit mathematical component — six final articles were obtained that met all criteria. Quality assessment was conducted using an adapted Mixed Methods Appraisal Tool (MMAT). The results of thematic synthesis indicate that: (1) Project-Based Learning (PBL) emerged as the most frequently employed STEAM approach across the reviewed studies, though its relative superiority over other approaches should be interpreted with caution given the small sample size; (2) the components of mathematical creativity most frequently developed include creative thinking, design creativity, and creative problem solving; and (3) all six studies reported positive impacts of STEAM integration on the mathematical creativity of prospective teachers across various national contexts. These findings carry important implications for the development of more innovative, collaborative, and STEAM-integrated mathematics teacher education curricula, particularly in designing STEAM-PBL frameworks where mathematics serves as the intellectual core.

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