cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota ambon,
Maluku
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
 16   17   18   19   20 
IMPLEMENTATION OF A CULTURE-BASED LEARNING MODEL INTEGRATING BUGIS-MAKASSAR PHILOSOPHY IN BASIC MATHEMATICS: A QUALITATIVE EXPLORATION Ma’rup Ma’rup; Nurdin Arsyad; Abdul Rahman
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.v14i1.13955

Abstract

Mathematics education in elementary schools frequently encounters a dichotomy with students' cultural realities, rendering abstract concepts difficult to internalize. This study explores and describes the implementation of a mathematics learning innovation based on the Bugis-Makassar Philosophy (BBM model) to create a synergy between numerical concepts and indigenous culture. Utilizing a descriptive-exploratory qualitative approach, the research involved 28 fifth-grade students at Elementary School 141 Pakka, Sinjai Regency, focusing on the geometry of cube and cuboid nets. Data was triangulated through systematic observation, semi-structured interviews, learning achievement tests, sociometric questionnaires, and student response surveys. The novelty of this research lies in the systematic integration of four philosophical pillars—Siri’, Pacce’, Abbulosibatang, and Sipakatau—as an active pedagogical framework, transcending the use of ethnomathematics as a mere instructional object. The findings reveal that: (1) The BBM Model transforms the instructional process into a space for character building and ethical development; (2) Empirically, conceptual understanding improved significantly, with average scores rising from 23.75 to 59.11; (3) The dynamics of Pacce’-based peer tutoring and Abbulosibatang-based collaboration effectively mitigated cognitive learning barriers; and (4) The innovation garnered an absolute positive response (100%) from participants. This study concludes that the BBM model serves not only as a cognitive scaffold but also as a paradigm for revitalizing cultural identity, functioning as an ethical foundation for achieving numeracy excellence. These findings provide a substantial theoretical contribution to the formulation of local wisdom-based curricula that can reconcile formal education with students' sociocultural values.   Keywords: Mathematics Education; Ethno-pedagogy; Bugis-Makassar Philosophy; BBM Learning Model; Character-based Learning
MINANG CULTURE-BASED LEARNING TRAJECTORY IN IMPROVING MATHEMATICAL COMMUNICATION SKILLS OF SMA NEGERI 3 PADANG STUDENTS Rani Rahim; Hasratuddin; Mukhtar
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.v14i1.13977

Abstract

This study aimed to implement a Minangkabau culture-based learning pathway and to improve students' mathematical communication skills at SMA Negeri 3 Padang. This study uses a design research approach with three phases (preliminary design, teaching experiment, and retrospective analysis), the study involved 36 students in the main teaching experiment after a pilot study involving 8 students. The learning trajectory integrated Minangkabau cultural contexts such as traditional house architecture, traditional textiles, and market systems into mathematics learning activities. The learning trajectory was implemented on transformational geometry topics (translation, reflection, rotation, and dilation). The results showed a significant improvement in students' mathematical communication skills, with the average score increasing from 62.3 (pre-test) to 84.7 (post-test). Students demonstrated improved abilities in expressing mathematical ideas orally and in writing, using mathematical representations, and interpreting mathematical statements. The culture-based learning trajectory proved effective in making mathematics more meaningful and relevant to students' daily lives.   Keywords: Design Research; Ethnomathematics; Learning Trajectory; Mathematical Communication; Minangkabau Culture
GEODERIV: EVALUATING THE PRACTICALITY AND EFFECTIVENESS OF AN INTERACTIVE GEOGEBRA-BASED MEDIA FOR DERIVATIVE CONCEPTS IN SENIOR HIGH SCHOOL STUDENTS Hafis; I Ketut Suastika; Rahaju
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.v14i1.13978

Abstract

Derivative concepts are often difficult for students because they involve abstract relationships between symbolic procedures and graphical representations. This study aimed to evaluate the practicality and effectiveness of GeoDeriv, an integrated GeoGebra-based learning media designed to support twelfth-grade senior high school students in learning derivative concepts. The study was conducted within a research and development project using the ADDIE model, with this article specifically reporting the evaluation stage through field testing. The participants were 31 twelfth-grade students at MA YMPI Rappang. GeoDeriv integrates derivative materials, interactive simulations, graphical visualizations, practice tasks, and solution displays within a single GeoGebra-based learning environment to support students’ conceptual understanding and visual reasoning. Data were collected through student and teacher response questionnaires, a student learning outcomes test, and classroom activity observations. The results showed that GeoDeriv was highly practical, with practicality scores of 94.00% from students and 93.75% from the teacher. Its effectiveness was supported by the One-Sample Wilcoxon Signed-Rank Test (p < 0.05), indicating that students’ post-test scores differed significantly from the Minimum Mastery Criterion. Student activity reached 90.00%, which was categorized as very good. These findings indicate that GeoDeriv provides promising classroom-level support for derivative learning by facilitating students’ engagement with symbolic, graphical, and conceptual representations in an integrated digital learning environment.   Keywords: Derivatives; Interactive Mathematics Learning Media; GeoGebra
ENACTING MATHEMATICAL DISPOSITION: EXPLORING HOW STUDENTS WITH HIGH MATHEMATICAL LITERACY ENGAGE IN MATHEMATICAL LITERACY TASKS Rustam Effendy Simamora; Ayu Ningsih; Alfian Mucti; Shinta Wulandari
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.v14i1.14009

Abstract

Mathematical disposition (MD) is widely recognized as a key factor influencing students’ performance, particularly in mathematical literacy (ML), which is emphasized in Indonesian education through the Asesmen Kompetensi Minimum (AKM), a national assessment focusing on literacy and numeracy. However, most studies rely on quantitative approaches, offering limited insight into how MD is enacted during problem-solving in classroom contexts. This study explores how MD is enacted by students with high ML when engaging in mathematical literacy tasks. Using a qualitative multiple-case study design, five senior high school students were purposively selected. Data were collected through written work, self-assessments, observations in individual and group settings, and two phases of interviews, and analyzed using thematic analysis. The findings reveal that MD emerges as a dynamic, context-sensitive system involving curiosity, confidence, persistence, flexibility, and reflection. Although all students produced correct solutions, their depth of engagement varied depending on how these dispositions were activated and regulated. Collaborative settings reshaped MD by redistributing confidence and enhancing participation, but also introduced challenges, such as reduced verification due to overreliance on group agreement. These findings suggest that ML provides the cognitive foundation for problem solving, while MD mediates its enactment.     Keywords: Mathematical Disposition; Mathematical Literacy; Problem-Solving; Qualitative Study; Task-Based Learning.
THE ROLE OF DEPORTER LEARNING STYLES IN OPTIMIZING PROSPECTIVE TEACHERS’ MATHEMATICAL CREATIVE THINKING THROUGH CASE-BASED E-MODULES Emy Sohilait; Isti Hidayah; Isnarto; Kristina Wijayanti
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.v14i1.14085

Abstract

This study aimed to examine the effects of DePorter learning styles and a case method-based group theory e-module on preservice teachers’ mathematical creative thinking ability. Research integrating the DePorter learning style framework with case method-based e-modules in group theory learning within Indonesian higher mathematics education remains limited. This study employed a quantitative approach using a quasi-experimental nonequivalent control group design. The participants were 52 students of the Mathematics Education Program at STKIP Gotong Royong Masohi, consisting of 30 students in the experimental group and 22 students in the control group. The research instruments included a DePorter learning style questionnaire, a mathematical creative thinking test (Content Validity Index/CVI = 0,89; Cronbach’s α = 0,84), and an observation sheet (Cohen’s κ = 0,78). Data were analyzed using the Shapiro–Wilk test, Levene’s test, normalized gain (N-gain), and two-way ANOVA. The results indicated that the experimental group achieved a higher improvement in mathematical creative thinking ability (N-gain = 0.72; high category) than the control group (N-gain = 0,48; moderate category). Two-way ANOVA revealed significant effects of learning style (F(2,46)=5,87; p=0,004; η²p=0,20), e-module type (F(1,46)=8,21; p=0,001; η²p=0,29), and their interaction (F(2,46)=4,65; p=0,013; η²p=0,17) on mathematical creative thinking ability. Students classified as kinesthetic learners obtained the highest mean scores. These findings suggest that a differentiated case method-based e-module has the potential to support the development of preservice teachers’ mathematical creative thinking ability.   Keywords: Deporter Learning Style; Mathematical Creative Thinking; E-Module; Case Method; Group Theory.
COVER AND TABLE OF CONTENT Matematika dan Pembelajaran
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.v14i1.15467

Abstract

Matematika dan Pembelajaran 14(1)

Page 20 of 20 | Total Record : 196

 16   17   18   19   20 

Filter by Year

2013 2026


Reset
Filter By Issues
All Issue Vol. 14 No. 1 (2026): MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 1 (2025): MATEMATIKA DAN PEMBELAJARAN Vol. 12 No. 2 (2024): MATEMATIKA DAN PEMBELAJARAN Vol. 12 No. 1 (2024): MATEMATIKA DAN PEMBELAJARAN Vol. 11 No. 2 (2023): MATEMATIKA DAN PEMBELAJARAN Vol 11, No 1 (2023): MATEMATIKA DAN PEMBELAJARAN: MATHEMATICS TEACHING LEARNING PROCESS AND DEVELOPM Vol 10, No 2 (2022): MATEMATIKA DAN PEMBELAJARAN: ETHNOMATEMATICS AND TEACHING PROCESS Vol 10, No 1 (2022): MATEMATIKA DAN PEMBELAJARAN Vol 9, No 2 (2021): MATEMATIKA DAN PEMBELAJARAN Vol 9, No 1 (2021): MATEMATIKA DAN PEMBELAJARAN Vol 8, No 2 (2020): MATEMATIKA DAN PEMBELAJARAN Vol 8, No 1 (2020): MATEMATIKA DAN PEMBELAJARAN Vol 7, No 2 (2019): MATEMATIKA DAN PEMBELAJARAN Vol 7, No 1 (2019): MATEMATIKA DAN PEMBELAJARAN Vol 7, No 1 (2019): MATEMATIKA DAN PEMBELAJARAN Vol 6, No 2 (2018): MATEMATIKA DAN PEMBELAJARAN Vol 6, No 1 (2018): MATEMATIKA DAN PEMBELAJARAN Vol 5, No 2 (2017): MATEMATIKA DAN PEMBELAJARAN Vol 5, No 1 (2017): Matematika dan Pembelajaran Vol 4, No 2 (2016): MATEMATIKA DAN PEMBELAJARAN Vol 4, No 1 (2016): MATEMATIKA DAN PEMBELAJARAN Vol 1, No 2 (2013): MATEMATIKA DAN PEMBELAJARAN Vol 1, No 1 (2013): MATEMATIKA DAN PEMBELAJARAN More Issue