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INDONESIA
MATEMATIKA DAN PEMBELAJARAN
Published by Institut Agama Islam Negeri Ambon
ISSN : 23030992     EISSN : 26213176     DOI : -
Core Subject : Science, Education, Social,
Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Mathematics
Jurnal Matematika dan Pembelajaran is an academic journal, publishing two issues per year (June and December). It is published by Lembaga Penelitian dan Pengabdian kepada Masyarakat of Institut Agama Islam Negeri (IAIN) Ambon, Indonesia. This journal seeks to provide a venue for sharing new empirical research and theoretical analysis of intersections between mathematics and education. Matematika dan Pembelajaran publishes original works that contribute to scientific discussion of the relationship between mathematics instruction, mathematics, statistics, and mathematics applied
Arjuna Subject : -
Articles 185 Documents
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DEVELOPMENT AND VALIDATION OF AN ALGEBRA LITERACY TEST INTEGRATED WITH CHARACTER EDUCATION FOR ASSESSING MATHEMATICAL REASONING ABILITIES Nursalam, Nursalam; Baharuddin; Amin, Badaruddin
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 1 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i1.9293

Abstract

Mathematical reasoning has been recognized as one of the important skills in mathematics learning. The assessment of this cognitive skill necessitates a robust and well-structured evaluation instrument to ensure accurate measurement. This study aims to develop an algebra literacy assessment instrument integrated with character education reinforcement to evaluate students’ mathematical reasoning abilities. Adopting a design-based research approach through the Formative Research model (Tessmer), this study involves undergraduate students enrolled in the Mathematics Education Program at Universitas Islam Negeri (UIN) Alauddin Makassar. The research instruments include the algebra literacy assessment, validation sheets, and student response questionnaires. Data analysis is conducted to determine the validity, reliability, item difficulty level, discriminatory power, and practicality of the test items. The research and development process culminated in a validated 30-item algebra literacy assessment instrument integrated with character education reinforcement, demonstrating robust psychometric properties. The findings indicate that the developed instrument is a valid and reliable tool for assessing mathematical reasoning skills in higher education contexts.
HYPOTHETICAL LEARNING TRAJECTORY BASED ON INQUIRY LEARNING TO FIND THE VOLUME OF SPACE Rizki, Friska Alifia; Amir, Mohammad Faizal
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 1 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i1.9303

Abstract

Geometry is a branch of mathematics crucial in developing students' thinking skills. International and national studies show that students have a low understanding of geometry concepts, especially the volume of space.  It is caused by learning that does not facilitate building students' understanding. This study aims to develop and implement a Hypothetical Learning Trajectory based on Inquiry Learning (HLT-IL) to facilitate elementary students' understanding of the volume of cubes and blocks. A design research methodology comprised three main phases: preparing for the experiment, conducting the teaching experiment, and retrospective analysis. The study's instruments consisted of worksheets, observation sheets, and tests.  The participants were fifth-grade students categorized into three skill levels: low, medium, and high. The resulting HLT-IL comprised five main activities: orientation, conceptualization, investigation, conclusion, and discussion, and nine sub-activities: introduction and discovery, questioning, hypothesis generation, exploration, experimentation, data interpretation, summarizing and comparing, communication, and reflection. The results showed that 26 out of 28 students (92.86%) reached the satisfactory category, while 2 students (7.14%) remained in the unsatisfactory category. These findings indicate that the inquiry-based learning trajectory can be an effective alternative for supporting conceptual discovery, particularly in learning the volume of space in primary education.
COVER AND TABLE OF CONTENT Pembelajaran, Matematika dan
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 1 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i1.10793

Abstract

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SELF-REGULATED LEARNING AND COMPUTATIONAL THINKING: ANALYZING THE PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS ON PISA-LIKE PROBLEMS Pramesti, Santika Lya Diah; Dewi , Heni Lilia; Mariani, Scolastika; Amrina, Dava
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11343

Abstract

This study investigates the relationship between self-regulated learning (SRL) and computational thinking (CT) in solving PISA-like mathematics problems among junior high school students. Using a qualitative descriptive design, data were collected from 33 ninth-grade students through SRL questionnaires, PISA-like problem-solving tasks, think-aloud protocols, and semi-structured interviews. Students were categorized into three SRL levels: high (12.12%), medium (72.73%), and low (15.15%), with two students from each level selected for in-depth analysis. The analysis focused on four CT indicators: decomposition, pattern recognition, abstraction, and algorithmic thinking. Results showed that students with high SRL demonstrated strong CT performance across all indicators, especially in abstraction and algorithmic thinking. Medium-SRL students showed moderate CT ability, though with inconsistencies in strategy and reasoning. Students with low SRL exhibited weak CT skills and lacked systematic problem-solving approaches. These findings highlight the significant role of SRL in supporting students' ability to apply CT in complex mathematical contexts. Future studies may explore digital SRL scaffolding tools to enhance CT development across diverse mathematical domains.
THE IMPACT OF ADVERSITY QUOTIENT AND SELF-EFFICACY ON STUDENTS’ STATISTICAL REASONING ABILITIES: A PILOT STUDY Rusliah, Nur; Roza, Muthia; Putra, Aan; Fidria Lova, Freti
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11352

Abstract

Statistical reasoning skills are essential across various disciplines, as they involve the ability to interpret phenomena, solve problems, and make logical inferences based on statistical data. However, students exhibit varying levels of statistical reasoning, ranging from basic understanding to the ability to interpret and justify conclusions, and these differences are important because they affect how effectively students participate in data-driven learning. Such variation may be shaped by individual factors, including their capacity to manage challenges (adversity quotient) and their confidence in their own abilities (self-efficacy). This study investigates the impact of adversity quotient and self-efficacy on students’ statistical reasoning performance. A total of 38 high school students in Jambi, Indonesia, participated in this correlational study. Data were gathered through questionnaires measuring adversity quotient and self-efficacy, along with a statistical reasoning test. The multiple linear regression analysis showed that both adversity quotient and self-efficacy made significant positive contributions to students’ statistical reasoning. The regression equation Y = 2.909 + 0.152X₁ + 0.046X₂ indicates that an increase in adversity quotient is associated with a 0.152-point rise in statistical reasoning scores, while an increase in self-efficacy corresponds to a 0.046-point rise. The coefficient of determination (R² = 0.595) suggests that these two variables together explain 59.5 percent of the variance in students’ statistical reasoning. These findings suggest that educators should foster both adversity quotient and self-efficacy to enhance students’ statistical reasoning skills, For example, through challenging statistics assignments, constructive feedback, and a learning environment that encourages persistence. In addition, teachers need to consider other variables that may influence learning outcomes.
ANALYSIS MATHEMATICS TEACHER EXPERIENCE IN DEVELOPMENT OF LEARNING MEDIA BASED ON CANVA AND OPEN BROADCASTER SOFTWARE (OBS) IN THE MERDEKA CURRICULUM Wahyu Henky Irawan; Queen Firdausi; Neni Ratnasari; Umi Lailatus Sa'adah
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11402

Abstract

This research is motivated by the need for innovation in learning media that supports the implementation of the Merdeka Curriculum, but the adoption of technology by teachers in the field is still minimal. This study aims to analyze the responses and experiences of mathematics teachers in developing learning media based on Canva and Open Broadcaster Software (OBS) in the Merdeka Curriculum. The research method uses a qualitative phenomenological approach with data collection techniques through interviews and online questionnaires to mathematics teachers who have used Canva and OBS. The results of the study show that Canva is widely used to create interesting visual materials, while OBS is used to record or broadcast learning videos. The main obstacles faced by teachers are limited time, access to premium features, and lack of technical training. These findings indicate the need for intensive training, technical support, and provision of access to digital resources to support the integration of technology-based learning media in the Merdeka Curriculum.
EMPOWERING YOUNG THINKERS: ENHANCING COMPUTATIONAL THINKING THROUGH PROBLEM POSING AND GEOGEBRA Wardoyo, Gania Septiana; Hadi, Fida Rahmantika; Pradana, Lingga Nico
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11428

Abstract

Despite the growing emphasis on computational thinking (CT) in mathematics education, few studies have explored how technology-assisted problem-posing approaches can effectively enhance CT skills among elementary students. This study aims to examine the effectiveness of the Problem Posing learning model assisted by GeoGebra in enhancing CT skills among fifth-grade elementary students. Utilizing a quantitative Interrupted Time Series design, the study involved 24 students. The intervention was implemented over ten weeks, with three mathematics sessions per week to facilitate interactive problem creation and exploration. Data were gathered using the Computational Thinking Test (CT-Test), administered before and after the intervention. The results showed an increase in the mean score from 69.38 (pre-test) to 83.54 (post-test), with statistically significant differences confirmed by a paired sample t-test (p < 0.001). Performance across CT indicators revealed the highest gains in abstraction and generalization, while debugging remained the lowest. Gender-based analysis indicated that female students slightly outperformed males in post-test scores, though both groups demonstrated significant improvement. These findings underscore the effectiveness of integrating problem posing and GeoGebra in fostering students’ CT skills, particularly in solving word problems in mathematics. This approach not only promotes conceptual understanding but also supports differentiated learning strategies.
S-GEAR: A FRAMEWORK FOR PROOF INVESTIGATION AND RECONSTRUCTION IN REAL ANALYSIS Busrah, Zulfiqar; Azmidar; Pathuddin, Hikmawati
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11490

Abstract

Students in the Mathematics Education Department at IAIN Parepare face substantial challenges in understanding and constructing proofs in Real Analysis due to limited familiarity with proof models, deductive principles, and the formal structures that underpin mathematical arguments. The absence of supporting courses such as Mathematical Logic further restricts their ability to read proof structures and interpret essential symbolic forms, including definitions involving ε–δ. This study developed the S-GeaR (Starting Point, Goals, Idea, References) strategy as a proof-investigation framework designed to guide students in systematically analyzing and reconstructing theorem proofs. Using the ADDIE development model, S-GeaR was designed, validated, and implemented through theorem investigation, collaborative discussions, and structured proof worksheets. Data were collected through tests, classroom observations, and student reflections. Quantitative results show an increase in scores from 58.2 to 76.4. Through the use of S-GeaR worksheets, students demonstrated gradual development in proof-related activities: recognizing proof methods, generating ideas and composing a complete formal proof. Qualitative findings also indicate that the procedural guidance of S-GeaR reduces cognitive load through component mapping and supports the emergence of proof ideas. These results underscore the important role of S-GeaR in strengthening students’ reasoning structure in theorems proofs.
EXPLORING TEACHERS' KNOWLEDGE, UNDERSTANDING AND REWARD PRACTICES: A MOTIVATIONAL ORIENTATION PERSPECTIVE IN MATHEMATICS LEARNING Tampa, Alimuddin; Zaki, Ahmad; Alimuddin, Fauziyyah; Azizah Aksa, Nurul
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11640

Abstract

The persistent gap between teachers' conceptual knowledge and practical implementation remains a critical challenge in mathematics education. This study investigates how intrinsic versus extrinsic motivational orientations influence teachers' knowledge, understanding, and reward implementation practices in mathematics instruction. Employing an exploratory qualitative case study design, the research examined 14 junior high school mathematics teachers in South Sulawesi, Indonesia, systematically classified by motivational orientation. Data collection encompassed motivational orientation assessments, conceptual knowledge evaluations, case-based understanding tasks, and structured classroom observations. Thematic cross-case analysis was conducted using NVivo 12 software. Findings reveal progressive differentiation patterns: while conceptual knowledge differences remained relatively modest, disparities amplified significantly across understanding and classroom practice dimensions. Intrinsically motivated teachers demonstrated reflective, contextualized, and process-oriented reward strategies, whereas extrinsically motivated teachers exhibited procedural, standardized, and outcome-focused approaches. These results advance theoretical understanding of motivational orientation as a critical moderating variable in knowledge-to-practice transformation processes, offering substantial implications for targeted professional development interventions addressing motivational dimensions in mathematics education.
IDENTIFYING CRITICAL THINKING ABILITIES TO SOLVE MATHEMATICAL LITERACY PROBLEMS INTEGRATED WITH MALAY CULTURE IN JUNIOR HIGH SCHOOL STUDENTS: A STUDY ON PROBLEM-BASED LEARNING IN GEOMETRY TRANSFORMATION CONTEXT Fadilah, Nina; Saragih, Sahat
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11651

Abstract

This research aims to review the critical thinking skills of Junior High School (SMP) students in solving mathematics literacy problems integrated with Malay culture. Critical thinking skills are an important aspect of mathematics education because they train students to analyze, evaluate, and solve contextual problems logically and reflectively. The integration of Malay culture in mathematics literacy questions is intended to enhance the relevance of the problem context to students' lives and strengthen local cultural identity. This study uses a descriptive qualitative approach with subjects being eighth-grade students at one of the junior high schools located in the Malay cultural area. Data were obtained through a Malay culture-based mathematical literacy test and semi-structured interviews. The analysis results show that most students are able to identify important information from the questions, but still have difficulty in deeply connecting mathematical concepts with cultural contexts and in drawing logical conclusions. These findings highlight the importance of developing contextual and culturally-based literacy questions as a means to enhance students' critical thinking skills in mathematics education.

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