cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Syahril Harahap
Contact Email
mathedudikmat@gmail.com
Phone
+6282165487775
Journal Mail Official
muhammadsyahrilharahap@gmail.com
Editorial Address
Jalan Ahmad Yani Gang Amanah
Location
Kab. tapanuli selatan,
Sumatera utara
INDONESIA
JURNAL MathEdu (Mathematic Education Journal)
Published by Institut Pendidikan Tapanuli Selatan
ISSN : 26219832     EISSN : 26219832     DOI : https://doi.org/10.37081/mathedu.v4i1.2282
Core Subject : Education,
Education Mathematics
Ruang lingkup artikel ilmiah yang dapat diterbitkan dalam jurnal ini adalah sebagai berikut: Model Pembelajaran Matematika, Media dan Multimedia Pembelajaran Matematika, Kurikulum dalam Pendidikan Matematika, Penilaian (Assesment) dan Evaluasi dalam Pendidikan Matematika, Pengembangan Profesional Guru Matematika, Etnomatematika dalam Pendidikan dan pengajaran Matematika Desain Didaktis dalam Pendidikan dan pengajaran Matematika Lesson Study dalam Pembelajaran Matematika Matematika Terapan Penelitian Tindakan Kelas Fenomena Pendidikan
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 500 Documents
 46   47   48   49   50 
Pengembangan Media Pembelajaran Berbasis Aplikasi Fun Math pada Materi Kekongruenan pada Segi Empat di Kelas VIII SMP Negeri 7 Telaga Biru Gusti Ngurah Satria; Nursiya Bito; Auli Irfah
JURNAL MathEdu (Mathematic Education Journal) Vol 9 No 2 (2026): JURNAL MathEdu (Mathematic Education Journal) Juli 2026
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v9i2.8195

Abstract

This research aims to develop mathematics learning media based on the Fun Math application on congruence material in quadrangles for class VIII SMP students. The Fun Math application was chosen because it follows student developments in the current technological era and its ability to present visual and interactive content. This research uses a 4-D development model which is simplified to 3-D including the stages of definition (Define), design (Design), and development (Develop). The instruments used in this research were expert validation sheets to measure the validity of the teaching materials being developed, readability test sheets, student response questionnaires, and teacher response questionnaires to measure the practicality of the teaching materials. The research results show that the learning media developed has met the validity criteria. Through validation by media experts and material experts, this media was declared suitable for use with several improvements, and the results of the revision were proven to be very feasible through a readability test of 95.36% and from the teacher response questionnaire, namely 93.3% (very practical). Apart from that, student responses to this learning media reached 98.75% (very practical). Based on the results of this research, it was concluded that the learning media, namely the Fun Math application, was valid and suitable for use in mathematics learning, especially in the material of congruence in quadrilaterals.
PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) BERBASIS ETNOMATEMATIKA TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA Yulia Tiara Tanjung; Muhammad Razali
JURNAL MathEdu (Mathematic Education Journal) Vol 9 No 2 (2026): JURNAL MathEdu (Mathematic Education Journal) Juli 2026
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v9i2.8204

Abstract

This research is motivated by the low mathematical critical thinking skills of students. Mathematical critical thinking ability is an important skill in mathematics education. This study aims to determine the effect of the RME approach based on ethnomathematics on mathematical critical thinking ability. The method used in this research is quantitative, with the type of research being Quasi-Experimental, and the research design is a Pretest-Posttest Control Group Design. The population of this study is the students of SMPN 1 Besitang, grade VIII. The sampling was done using the Simple Random Sampling technique. The sample used was class VIII/1 with 32 students as the experimental class and class VIII/2 with 32 students as the control class. The data collection technique used a test instrument given before (pre-test) and after (post-test) the implementation of the research. The data analysis technique used the Mann Whitney U test because the data were not normally distributed. The research results showed: (1) the average pre-test score of mathematical critical thinking skills before applying the PMRI approach based on ethnomathematics for the experimental class was 27.1 while for the control class it was 24.5. (2) The average post-test score of mathematical critical thinking ability after applying the PMRI approach based on ethnomathematics for the experimental class was 62.47, whereas for the control class it was 41.89, (3) the results of data processing using the Mann Whitney U test obtained an Asymp. Sig value of 0.000 < 0.05, so H0 is rejected and H1 is accepted, thus it can be concluded that there is an effect of the RME approach based on ethnomathematics on students' mathematical critical thinking ability. (4) The results of the homogeneity test of both classes show that they do not have different variances or the data is homogeneous.
Analisis Tingkat Pemahaman Siswa SMP Terhadap Penyajian Data Statistik Berdasarkan Hasil Angket” Nur Aliza Septiutami; Yuli Fitrianti; Arvin Efriani
JURNAL MathEdu (Mathematic Education Journal) Vol 9 No 2 (2026): JURNAL MathEdu (Mathematic Education Journal) Juli 2026
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v9i2.8211

Abstract

In today's digital era, statistical literacy has become a crucial competence for individuals to understand and interpret data-based information presented in tables, graphs, and diagrams. Although data representation is a fundamental part of the Junior High School (SMP) mathematics curriculum, reality in the field indicates that many students still face obstacles in critically interpreting data. Student understanding is often limited to reading data explicitly, lacking the ability to perform deeper evaluation or analysis. This study aims to analyze the level of Junior High School students' understanding of statistical data representation, identify the types of difficulties students face in interpreting data visualizations, and explore the various factors influencing their level of comprehension. In order to give a comprehensive summary of the respondents' situations, this study utilized a descriptive methodology with a qualitative approach. During the 2025–2026 school year, researchers at SMP Fitra Abdi Palembang collected data. Students in the high, medium, and low understanding groups were included in the subject selection process through the use of a purposive sampling technique. To begin, we used a questionnaire to collect basic information on students' perspectives; to round up our data, we used semi-structured interviews to confirm students' reasoning behind their responses. Indicators of mathematical competence, such as the capacity to categorize objects, choose operational processes, and apply algorithms for solving problems, were considered in the data analysis procedures that comprised data reduction, data presentation, and drawing conclusions. This study aims to assess students' statistical literacy in a comprehensive way. By doing so, we can help junior high school teachers enhance their data analysis skills through the development of more contextual and effective learning methodologies.
Profil Pemahaman Konsep Penjumlahan dan Pengurangan pada Siswa Diskalkulia Muhammad Rizal Usman; Andi Husniati; Raihan Achmad Rany
JURNAL MathEdu (Mathematic Education Journal) Vol 9 No 2 (2026): JURNAL MathEdu (Mathematic Education Journal) Juli 2026
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v9i2.8215

Abstract

Penelitian ini bertujuan untuk mendeskripsikan profil pemahaman konsep penjumlahan dan pengurangan pada siswa diskalkulia di Sekolah Dasar, serta mengidentifikasi strategi berhitung dan kesulitan spesifik yang dialami. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Subjek penelitian adalah satu orang siswa kelas II SD yang teridentifikasi memiliki karakteristik diskalkulia berdasarkan kriteria yang ditetapkan. Teknik pengumpulan data meliputi tes tertulis (12 soal penjumlahan dan pengurangan), wawancara semi-terstruktur, dan observasi perilaku. Analisis data menggunakan model Miles, Huberman, dan Saldaña yang mencakup kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa subjek mampu menjelaskan makna penjumlahan dan pengurangan hanya dengan bantuan benda konkret, dominan menggunakan strategi counting all dengan waktu detik per soal, serta mengalami kesulitan signifikan pada teknik menyimpan ( dijawab ) dan teknik meminjam ( dijawab bergantian ). Lima kesulitan spesifik yang diidentifikasi meliputi pemahaman nilai tempat yang lemah, ketergantungan pada jari, pemahaman instrumental (hafal prosedur tanpa memahami makna), kecemasan matematika tinggi, dan inkonsistensi strategi. Simpulan penelitian ini adalah bahwa profil pemahaman subjek mengonfirmasi teori diskalkulia sebagai gangguan neurokognitif spesifik yang memerlukan pendekatan pembelajaran terstruktur, konkret, dan suportif. Saran penelitian ditujukan kepada guru, orang tua, sekolah, dan peneliti selanjutnya untuk mengembangkan intervensi yang tepat sasaran berbasis pemahaman profil kognitif anak diskalkulia.
PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL) UNTUK MENINGKATKAN KREATIVITAS DAN HASIL BELAJAR MATEMATIKA SISWA Muhammad Razali Ali; Yulia Tiara Tanjung
JURNAL MathEdu (Mathematic Education Journal) Vol 9 No 2 (2026): JURNAL MathEdu (Mathematic Education Journal) Juli 2026
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v9i2.8217

Abstract

This research is a Classroom Action Research conducted with the aim of improving students' creativity and learning outcomes through the implementation of the Project Based Learning (PjBL) model in Mathematics lessons. The subjects of this research are eighth-grade students of SMP RGM Besitang, in the 2025/2026 academic year, totaling 30 students, consisting of 13 females and 17 males. The object of this study is the Application of the Project Based Learning (PjBL) Model to improve students' creativity in Mathematics lessons for eighth-grade students at SMP RGM Besitang. Therefore, this study was conducted by carrying out a cycle review process. This research was conducted in two cycles, each consisting of two meetings. The results of observations on the application of Project Based Learning for teachers and students in Cycles I-II show that the observation results for teachers in Cycle I were 85.63%, which increased to 95.01% in Cycle II. Observation results of students in cycle I were 84.87%, and in cycle II increased to 96.57%. Based on the data, it is known that the overall average has reached the research performance indicator of 85%. Student Creativity Observation results in cycle I, meeting I had an average score of 53.4%, and in the second meeting in cycle I had an average score of 65.0%. For cycle II, in meeting I, the average was 74.9%, and for the second meeting in cycle II, the average score was 88.7%. Student Learning Outcomes in cycle I had an average score of 69.3, and in cycle II, the average score was 88.9.
PENGEMBANGAN MODUL AJAR MATEMATIKA BERBASIS BUDAYA LOKAL BATAK ANGKOLA: STUDI KEPRAKTISAN PADA MATERI SPLDV Muhammad Syahril Harahap; Azhari Harahap; Febriani Hastini Nasution; Nurhidaya Fithriyah Nasution; Dedes Asriani Siregar; Veri Pramudia Fadli
JURNAL MathEdu (Mathematic Education Journal) Vol 9 No 2 (2026): JURNAL MathEdu (Mathematic Education Journal) Juli 2026
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v9i2.8241

Abstract

This study aimed to develop and analyze the practicality of a Local Culture-Based Mathematics Teaching Module rooted in Batak Angkola culture (MOAMABUL) on the topic of Systems of Linear Equations in Two Variables (SLETV) to support students’ creative thinking skills. The study employed a Research and Development (R&D) approach using the 4D development model, consisting of the define, design, develop, and disseminate stages. The participants were students of class X TAV-1 at SMK Negeri 2 Padangsidimpuan who were involved in the product trial. Data were collected through a student response questionnaire administered after the implementation of the developed module. The data were analyzed quantitatively using descriptive statistics by calculating the percentage scores of students’ responses to determine the practicality level of the product. The results revealed that MOAMABUL achieved an average practicality score of 66%, which falls into the “fairly practical” category. These findings indicate that the developed module is feasible for use in mathematics learning and is positively received by students. The integration of Batak Angkola local culture into the learning materials enables students to understand mathematical concepts in a more contextual and meaningful manner. Therefore, MOAMABUL contributes as an alternative teaching resource that incorporates local cultural values into mathematics education and has the potential to support the development of students’ creative thinking skills.
EDUKASI NUMERASI BERBASIS LIVING LAB EKOSISTEM UNTUK KETANGGUHAN EKONOMI DESA BENCANA Yuni Rhamayanti; Rasmita Adelina; Erin Alawiyah Siregar
JURNAL MathEdu (Mathematic Education Journal) Vol 9 No 2 (2026): JURNAL MathEdu (Mathematic Education Journal) Juli 2026
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v9i2.8251

Abstract

Natural disasters cause disruptions to the economic sustainability of rural communities, especially in areas that depend on the agricultural sector and micro enterprises. This condition occurred in Tolang Julu Village, South Tapanuli Regency, which experienced limited economic productivity after the disaster. This study aims to describe the implementation of living lab ecosystem-based numeracy education in supporting the economic resilience of disaster village communities through strengthening productive businesses and numeracy-based economic management. The research uses a qualitative descriptive approach with a participatory design based on the living lab ecosystem. The research subjects consisted of the Harapan Jaya Farmers Group and the PKK Women of Tolang Julu Village who were selected by purposive sampling. Data collection was carried out through observation, semi-structured interviews, documentation, and field notes, then analyzed interactively through data reduction, data presentation, and conclusion drawn. The results of the study show that the implementation of numeracy education is able to increase the technical and managerial capacity of the community through hydroponic cultivation, multi-commodity frozen food processing, simple business registration, and digital marketing. The community is starting to be able to apply the calculation of production costs, selling prices, profit estimation, and business management in a more measurable manner. These findings show that living lab ecosystem-based numeracy education has the potential to be an effective community empowerment strategy in strengthening the economic resilience of villages after disasters in a sustainable manner.
Dari Visualisasi Ke Validasi: Pengembangan Model Proses Pembuktian Tanpa Kata dan Strategi Pembuktian Visual Mahasiswa Tentang Teorema Pythagoras Syaiful Hadi; Ahmad Fauzi
JURNAL MathEdu (Mathematic Education Journal) Vol 9 No 2 (2026): JURNAL MathEdu (Mathematic Education Journal) Juli 2026
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v9i2.8270

Abstract

Proof is a fundamental activity in mathematics; however, many students experience difficulties in constructing formal proofs due to the dominance of abstract symbolic representations. One promising approach to addressing this challenge is proof without words (PWW), which utilizes visual representations to support the construction of mathematical arguments. This study aimed to identify the stages of the proof-without-words process, describe the visual strategies employed by students, and develop a process model of proof without words. A qualitative approach with an exploratory case study design was employed involving 30 undergraduate mathematics education students. Data were collected through a Pythagorean Theorem proof task, task-based interviews, and students’ written work. The data were analyzed thematically by integrating Boero’s proving process framework and Heinze and Reiss’s proof competency model. The findings revealed that the proof-without-words process consists of five main stages: visual inspection, hypothesis recognition, operation justification, proof construction, and validation. Furthermore, three dominant strategies were identified: visual-to-algebraic translation, geometric manipulation, and geometric reconstruction. The study resulted in the development of a Proof Without Words Process Model that explains how visual representations are used to construct and validate mathematical arguments. These findings contribute to a deeper understanding of the cognitive processes underlying visual proof construction in mathematics.
PENERAPAN GAMIFICATION METHOD UNTUK MENINGKATKAN KEMAMPUAN NUMERASI SISWA KELAS III SD Nurul Meilina Azizah; Aah Ahmad Syahid; Isrok'atun Isrok'atun
JURNAL MathEdu (Mathematic Education Journal) Vol 9 No 2 (2026): JURNAL MathEdu (Mathematic Education Journal) Juli 2026
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v9i2.8291

Abstract

Penelitian ini berasal dari permasalahan kemampuan numerasi siswa sekolah dasar masih tergolong rendah sehingga diperlukan inovasi pembelajaran yang dapat meningkatkan keterlibatan dan pemahaman siswa. Penelitian ini bertujuan untuk melihat peningkatan kemampuan numerasi siswa setelah diterapkan gamification method pada materi penyajian data di kelas III SD. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu, menggunakan desain non-equivalent control group design. Populasi penelitian adalah seluruh siswa kelas III SD Negeri di Kecamatan Cikatomas, Kabupaten Tasikmalaya. Sampel penelitian yaitu SDN Margamulya dan SDN Sukasirna. Teknik pengumpulan data dilakukan melalui tes. Berdasarkan uji independent sample t-test terdapat perbedaan pengaruh yang signifikan antara penerapan gamification method dan metode konvensional terhadap kemampuan numerasi siswa. Berdasarkan hasil perhitungan N-Gain, peningkatan kemampuan numerasi siswa pada kelas eksperimen termasuk pada kategori sedang (47%) sementara pada kelas kontrol termasuk ke dalam kategori rendah (22,5%). Dengan demikian, peningkatan kemampuan numerasi pada kelas yang menerapkan gamification method lebih tinggi dibandingkan kelas yang menggunakan metode konvensional. Sehingga gamification method dapat dijadikan alternatif pembelajaran yang efektif untuk meningkatkan kemampuan numerasi siswa.
ANALISIS PRAKSIOLOGI BUKU TEKS SISWA KELAS VII MATERI KELILING DAN LUAS BANGUN DATAR SEGIEMPAT Khairunnisa Khairunnisa; Hanne Ayuningtias Elsa
JURNAL MathEdu (Mathematic Education Journal) Vol 9 No 1 (2026): JURNAL MathEdu (Mathematic Education Journal) Maret 2026
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v9i1.8296

Abstract

This study aims to examine the presentation of material on the perimeter and area of ​​quadrilaterals in the 2017 Revised Edition of a mathematics textbook for seventh-grade junior high school students, semester 2, published by the Ministry of Education and Culture. The analysis was conducted using a praxeology theoretical framework, examining the components of task, technique, technology, and theory. The method used was descriptive qualitative through a content analysis (document) approach. The analysis results indicate that learning obstacles persist in the textbook, including ontogenic obstacles, epistemological obstacles, and didactic obstacles. As a solution, this study developed an alternative didactic design based on a contextual approach and the continuity of prior knowledge to facilitate more meaningful student concept construction

Page 49 of 50 | Total Record : 500

 46   47   48   49   50 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol 9 No 2 (2026): JURNAL MathEdu (Mathematic Education Journal) Juli 2026 Vol 9 No 1 (2026): JURNAL MathEdu (Mathematic Education Journal) Maret 2026 Vol 8 No 2 (2025): JURNAL MathEdu (Mathematic Education Journal) Juli 2025 Vol 8 No 1 (2025): JURNAL MathEdu (Mathematic Education Journal) Maret 2025 Vol 8 No 3: JURNAL MathEdu (Mathematic Education Journal) November 2025 Vol 7 No 3 (2024): JURNAL MathEdu (Mathematic Education Journal) November 2024 Vol 7 No 2 (2024): JURNAL MathEdu (Mathematic Education Journal) Juli 2024 Vol 7 No 1 (2024): JURNAL MathEdu (Mathematic Education Journal) Maret 2024 Vol 6 No 3 (2023): Jurnal MathEdu (Mathematic Education Journal) November 2023 Vol 6 No 2 (2023): JURNAL MathEdu (Mathematic Education Journal) Juli 2023 Vol 6 No 1 (2023): JURNAL MathEdu (Mathematic Education Journal) Maret 2023 Vol 5 No 1 (2022): JURNAL MathEdu (Mathematic Education Journal) Vol. 5 No. 1 Maret 2022 Vol 5 No 3 (2022): JURNAL MathEdu (Mathematic Education Journal) November 2022 Vol 5 No 2 (2022): JURNAL MathEdu (Mathematic Education Journal) Juli 2022 Vol 4 No 3 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 3 November 2021 Vol 4 No 2 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 2 Juli 2021 Vol 4 No 1 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 1 Maret 2021 Vol 3 No 3 (2020): JURNAL MathEdu (Mathematic Education Journal) Vol. 3 No. 3 November 2020 Vol 3 No 2 (2020): Jurnal MatheEdu (Mathematic Education Journal) Vol. 3 No. 2 Juli 2020 Vol 3 No 1 (2020): JURNAL MathEdu (Mathematic Education Journal) Vol. 3 No. 1 Maret 2020 Vol 2 No 02 (2019): Vol. 02 No. 02 Juli 2019 Vol 2 No 3 (2019): JURNAL MathEdu (Mathematic Education Journal) Vol. 2 No. 3 November 2019 Vol 2 No 1 (2019): Vol. 2 No. 1 Maret 2019 Vol 1 No 3 (2018): Vol. 1. No. 3 November 2018 Vol 1 No 2 (2018): Vol. 1 No. 2 Juli 2018 Vol 1 No 1 (2018): Vol.1. No.1. Maret 2018 More Issue