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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 196 Documents
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DEVELOPMENT OF JUWANA HERITAGE IN MATHEMATICS ANDROID APPLICATION INTEGRATED WITH PROBLEM-BASED LEARNING ASSISTED BY ADOBE ANIMATION TO IMPROVE MATHEMATICAL PROBLEM SOLVING SKILLS Detalia Noriza Munahefi; Alifia Sabila Al-qonita
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.v13i2.11696

Abstract

Mathematical problem-solving skills need to be developed to achieve the SDGs, specifically in quality education. However, the results of the 2022 PISA (Philosophy of Mathematics) show that the problem-solving ability of students in Indonesia is relatively low. Innovation is needed to improve problem-solving abilities by developing an Android application integrated with Problem-Based Learning (PBL) with cultural nuances. The study aims to develop an Android application, "Juwana Heritage in Mathematics," integrated with PBL assisted by Adobe Animate. Research and Development (R&D) with the ADDIE model (Analyze, Design, Develop, Implementation, and Evaluation) is the research method. Data sourced from validation questionnaires, practicality questionnaires, student response questionnaires, and problem-solving ability tests. The validity test results were 89.35% in the very valid category. The practicality test results were 87.7% in the very practical category. Test the effectiveness of the application through t-tests, z-tests, and proportion tests. The results of statistical tests show that (1) the average mathematical problem solving ability of students with the Juwana Heritage in Mathematics application integrated with PBL reached a minimum completion of 80, (2) the proportion of students' problem solving ability with the Juwana Heritage in Mathematics application integrated with PBL that had reached completion was more than 75%, (3) the average mathematical problem solving ability of students with the Juwana Heritage in Mathematics application integrated with PBL was higher than students with PBL (4) the proportion of students' completion with the Juwana Heritage in Mathematics application integrated with PBL was higher than students with PBL and (5) the increase in problem solving ability in students with the Juwana Heritage in Mathematics application integrated with PBL was higher than students with PBL.
TPACK AND ACADEMIC SUCCESS: A PLS-SEM STUDY IN INDONESIAN ISLAMIC UNIVERSITIES Assidiqi, Hasby; Fauzi, Yusran; Zahrah
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.v13i2.11724

Abstract

This study aims to analyse the influence of Technological Pedagogical Content Knowledge (TPACK) competence on the academic success of prospective mathematics teacher students at the State Islamic University of Antasari Banjarmasin. The research involved 70 students who had participated in Field Introduction Practice and were selected through purposive sampling. An explanatory quantitative approach was applied, employing Partial Least Squares Structural Equation Modelling (PLS-SEM) as the analysis technique. The findings indicate that TPACK competence has a positive and significant effect on students’ Cumulative Grade Point Average, although the effect size is relatively modest. In addition, the indirect effects of Pedagogical Content Knowledge (PCK) and Technological Pedagogical Knowledge (TPK) on GPA, mediated by TPACK, were also significant. These results demonstrate that the integration of content, pedagogy, and technology can improve teaching effectiveness and enhance student academic achievement. The conclusion highlights the importance of developing practice-based teacher education curricula grounded in integrative reflection to strengthen TPACK competence.
DEVELOPMENT OF AN INTERACTIVE VISUALIZATION APLICATION TO ASSIST VOCATIONAL STUDENTS IN UNDERSTANDING TRIGONOMETRY CONTENT Widjajanti, Kristina; M. Sarosa; Selviana, Vuvut; Maryanty, Yanty
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.v13i2.11767

Abstract

Trigonometry is a fundamental competency that holds particular importance for vocational students, as it is widely applied in fields such as engineering, design, architecture, and other practical domains. However, many vocational students still encounter difficulties, particularly in visualizing right-angled triangles in non-standard orientations, which hinders their understanding of trigonometric ratios. This study is a development research that produced an interactive visual application called AVIGO. The application provides concise learning materials, exercises involving right-angled triangles in both standard and non-standard positions, and contextual problems relevant to daily life. The findings of this study offer recommendations for mathematics education practitioners regarding the use of AVIGO as a learning medium to enhance students’ comprehension of trigonometric ratios. Furthermore, AVIGO is expected to foster students’ motivation to engage actively in learning trigonometry, thereby supporting the improvement of their conceptual understanding.
MATHEMATICAL LITERACY-BASED LEARNING: WH AT ARE THE CHALLENGES? Astuti, Furintasari; Mulyatiningsih, Endang; Rosnawati, Raden; Retnawati, Heri
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.v13i2.11995

Abstract

In the educational context, success in the 21st century increasingly depends on students’ mathematical literacy, as it equips them with the ability to reason, solve problems, and make informed decisions based on quantitative information. According to PISA 2018, Indonesian students’ performance in mathematical literacy is significantly below the OECD average, indicating persistent gaps in students’ ability to apply mathematical concepts in real-world contexts. In response, the Indonesian government launched the National Assessment program, which includes the Minimum Competency Assessment consisting of reading literacy and mathematical literacy (numeracy) subtests.  This study aims to analyze how middle school mathematics teachers in Indonesia implement numeracy literacy in their classroom practices, with a focus on identifying the challenges they encounter and the practical solutions they employ. This research adopts a phenomenological approach to explore teachers’ lived experiences in implementing numeracy-based learning. This research is phenomenology research. This study involved 42 mathematics teachers from junior and senior high schools, selected to represent the regions of West Indonesia, Central Indonesia, and East Indonesia. Data was collected using a questionnaire and interviews were conducted through online media. The data were analyzed using Bogdan and Biklen. The results indicate that teachers face several challenges in implementing mathematical literacy–based learning. These include limited socialization and training related to mathematical literacy, insufficient teacher competence, low student interest, restricted instructional time, the need for pedagogical adjustments during the COVID-19 pandemic, and a lack of adequate resources, books, and references on literacy.
COVER AND TABLE OF CONTENT Pembelajaran, Matematika dan
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.v13i2.13291

Abstract

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CRITICAL THINKING AND GEOMETRIC IMAGINATION DEVELOPMENT THROUGH ANALYTIC GEOMETRY: A STUDY ON CIRCLES AND TANGENT LINES Harris Adi Wibowo; Budi Waluya; Walid
MATEMATIKA DAN PEMBELAJARAN Vol. 14 No. 1 (2026): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v14i1.12595

Abstract

Analytic geometry functions as a cognitive bridge between visual and algebraic representations, particularly in the topics of circles and tangent lines. This qualitative descriptive study aims to map high school students’ thinking processes when solving non-routine analytic geometry problems and to identify how critical thinking and geometric imagination emerge through the coordination of visual and symbolic representations. The participants were 25 Grade XI Natural Science students at SMA Santa Maria Cirebon, selected purposively because they had studied the prerequisite material and the target topic and represented varied levels of ability. Data were collected through four non-routine essay problems, students’ written work, classroom observation, and semi-structured interviews with six selected subjects. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, supported by theory-based coding indicators adapted from Facione and Ennis for critical thinking and from Duval for visual representation. The results show that only 8 of 25 students (32%) solved all problems correctly and completely. Successful students demonstrated a structured thinking flow consisting of initial visualization, algebraic reasoning, and evaluation through visual verification. In contrast, less successful students tended to use formulas procedurally without connecting geometric meaning to algebraic forms. The findings indicate that, in conventional learning, critical thinking and geometric imagination are more likely to appear when students are explicitly accustomed to constructing sketches, translating geometric conditions into equations, and checking results visually. Practically, teachers need to scaffold initial sketching and visual verification; however, because this study is limited to one class and uses a qualitative descriptive design, the findings should be interpreted as a contextual mapping of thinking processes rather than a broad claim of instructional effectiveness.   Keywords: Analytic Geometry; Critical Thinking; Geometric Imagination; Circles and Tangent Lines; Visualization..
COGNITIVE PATTERNS AND UNDERSTANDING OF MATHEMATICAL CONCEPTS IN INTEGRATED PROBLEM-BASED LEARNING OF AMBON CULTURE Patma Sopamena; Ajeng Gelora Mastuti; Sakinah Econ Kabiran; Ekawati Kadir; Mar’i Mardas
MATEMATIKA DAN PEMBELAJARAN Vol. 14 No. 1 (2026): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v14i1.12611

Abstract

This study aims to analyze students' cognitive patterns and understanding of mathematical concepts in problem-based learning that integrates ethnomathematics, in comparison with materials that do not. This study uses a mixed method with quantitative data in the form of concept comprehension scores and qualitative data in the form of code networks and concept maps that represent the relationship between the learning process, the Ambon cultural context, and students' affective responses. The population and sample are 149 junior high school students in Ambon City, and among them, 8 students were taken as subjects. The instruments of this research consist of: GEFT based on   Ambon Cultural Illustration, concept comprehension tests, observation sheets, and interview guidelines. Data analysis uses quantitative and qualitative analysis using NVivo. The results showed that students with field independent (FI) cognitive styles achieved an average concept comprehension score of 86.6, higher than field dependent (FD) students with an average of 79.2. In addition, the cultural context of Ambon (barter system and Baileo houses) significantly helped FD students in concretizing the concept of comparison through scaffolding and group discussions. Furthermore, student affective engagement is increased through ethnomathematical integration. Keywords: Ambon Culture, Cognitive Patterns, Concept Understanding, ethnomathematics, Problem-Based Learning
DEVELOPMENT OF CONTEXTUAL STUDENT WORKSHEET ON SYSTEM OF LINEAR EQUATION INTEGRATED WITH QUR’ANIC VALUES USING THE ADDIE MODEL FOR GRADE VIII STUDENTS Soffi Widyanesti Priwantoro; Arilia Triyoga; Syariful Fahmi
MATEMATIKA DAN PEMBELAJARAN Vol. 14 No. 1 (2026): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v14i1.12973

Abstract

This study aimed to develop a contextual student worksheet integrated with Qur’anic values in the system of linear equations in two variables. The study evaluated the worksheet’s feasibility, the suitability of Qur’anic values, and described students’ perceptions of the contextual material. This research used the ADDIE model of research and development. Research instruments were adapted from previous studies and reviewed by experts before use. The research subjects were eighth-grade students at MBS Pleret. The developed worksheet included five activities that integrating Qur’anic values. Expert validation using using Ideal Assessment Criteria found the worksheet feasible. The material expert’s average score was 161, in the good category. The media expert’s average score was 144.5, in the very good category. Implementation in small classes with 10 students and large classes with 29 students received student responses of 113,5 and 121, categorized as good and very good. Additionally, the assessment of Qur’anic value suitability in the material scored 24.5 and 20.4 indicating a good category. Students responded positively to the contextual worksheet integrated with Qur’an value, with perceived understanding scores of 35.9 and 36.9, both falling within the good category. These findings, indicates that the developed worksheet is feasible and has the potential to support mathematics learning through contextual activities integrated with Qur’anic values.   Keywords: Student worksheet; Qur’anic Values; System of Linear Equation; Contextual
CONTROVERSIAL REASONING LEVELS AMONG PROSPECTIVE MATHEMATICS TEACHERS IN REAL ANALYSIS PROOF CONSTRUCTION: A QUALITATIVE CASE STUDY Eka Resti Wulan; Nur Fadilatul Ilmiyah; Yulia Izza El Milla; Nurcan Yacan
MATEMATIKA DAN PEMBELAJARAN Vol. 14 No. 1 (2026): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v14i1.13775

Abstract

Constructing proofs in Real Analysis requires navigating complex cognitive conflicts, yet the mechanisms that bridge intuitive beliefs and formal logic remain underexplored. This study investigates the dynamics of controversial reasoning among prospective mathematics teachers as they construct proofs of the limits of real-valued sequences. Employing a qualitative case study at a university in Kediri, data were collected from 40 undergraduate students through controversial problem tasks and semi-structured interviews. Data analysis followed the Miles and Huberman framework, comprising data reduction, data display, and conclusion drawing, tracing cognitive trajectories across three levels: initial, exploration, and clarification. Results reveal that reasoning at the initial level is constrained by intuitive misconceptions, in which students recognise contradictions but offer conceptually irrelevant justifications. The exploration level emerges as a critical yet fragmented stage in which students initiate formal strategies, such as mathematical induction, but fail to integrate essential prerequisites for convergence, leading to biased conclusions. The clarification level is characterised by the ability to reconstruct logical consistency through the appropriate use of proof by contradiction. The distinct cognitive patterns observed across the three levels indicate that controversial reasoning constitutes a dynamic, evolving process rather than a static classification, as evidenced by qualitative differences in students' argumentation structures and proof strategies at each level.   Keywords: Cognitive Conflict; Contradiction; Controversial Reasoning; Mathematical Proof
DIGITAL LITERACY IN GEO-SHEET-ASSISTED ANALYTIC GEOMETRY LEARNING AMONG PRE-SERVICE MATHEMATICS TEACHERS Titin Masfingatin; Hutkemri Zulnaidi; Reza Kusuma Setyansah; Ika Krisdiana
MATEMATIKA DAN PEMBELAJARAN Vol. 14 No. 1 (2026): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v14i1.13814

Abstract

The increasing integration of technology in mathematics education highlights the importance of understanding students’ digital literacy in technology-supported learning. This study aims to describe the digital literacy profile of pre-service mathematics teachers in Geo-Sheet-assisted analytic geometry learning. Digital literacy was conceptualized into four dimensions: learning attitude, social-emotional, technical, and cognitive. A mixed-methods approach with an explanatory sequential design was employed by integrating quantitative data from a digital literacy questionnaire and qualitative data from open-ended responses, classroom observations, and interviews involving 31 pre-service mathematics teachers. The results indicate high to very high scores across the four dimensions of digital literacy. The learning attitude (M = 4.35, SD = 0.71), social-emotional (M = 4.45, SD = 0.62), and cognitive dimensions (M = 4.41, SD = 0.57) were categorized as very high, whereas the technical dimension was categorized as high (M = 3.84, SD = 0.90). Qualitative findings reveal that Geo-Sheet supports visual verification processes that help students compare representations, identify discrepancies, and refine their solutions. Students also used Geo-Sheet to interpret, evaluate, and validate mathematical representations, indicating meaningful engagement with digital tools. However, technical performance varied according to feature mastery, device limitations, and internet connectivity. The findings suggest that digital literacy in mathematics learning extends beyond technical competence and is closely associated with students’ engagement in reasoning processes involving the interpretation, comparison, and validation of mathematical representations. This study highlights the importance of designing technology-supported learning environments that foster both digital literacy and mathematical reasoning in teacher education.   Keywords: Analytic Geometry; Digital Literacy; Geo-Sheet; Pre-Service Mathematics Teachers; Geogebra-Based Learning

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