cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Abdul Baist
Contact Email
abdulbaist79@gmail.com
Phone
-
Journal Mail Official
primajpm@gmail.com
Editorial Address
Jl. Perintis Kemerdekaan I/33, Cikokol, Kota Tangerang, Banten, Indonesia
Location
Kota tangerang,
Banten
INDONESIA
Prima: Jurnal Pendidikan Matematika
Published by Universitas Muhammadiyah Tangerang
ISSN : 25799827     EISSN : 25802216     DOI : http://dx.doi.org/10.31000/prima.v5i1
Core Subject : Education,
Education Mathematics
Prima: Jurnal Pendidikan Matematika is scientific, peer-reviewed and open access journal managed and published by Program Studi Pendidikan Matematika Universitas Muhammadiyah Tangerang, half-yearly on January and July. It aims to be open access journal platform which publishes and disseminates the ideas and researches on mathematics learning. Its focus is to publish original research (qualitative research, classroom action research, development/design research are top priorities) and/or library analysis on how students learn mathematics and how mathematics is taught in primary, secondary or undergraduate level. To maintain the focus, the scope of the published articles will be as follows: Developing mathematics learning integrated with values or character; Developing mathematics learning based on the constructivist perspective; The development of technological-based mathematics learning tools and its use in mathematics classroom; The development of pedagogical content knowledge for in-service and prospective mathematics teachers.The term mathematics learning involves both teaching and learning of mathematics
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 209 Documents
 17   18   19   20   21 
ANALYSIS OF STUDENTS MATHEMATICAL REASONING BASED ON FIELD DEPENDENT AND FIELD INDEPENDENT COGNITIVE STYLES Wahyu Arianto; Sudirman Sudirman; Tjang Daniel Chandra
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/hf9zg842

Abstract

This study aims to describe student’s mathematical reasoning based on Field Dependent and Field Independent cognitive styles on the material equations and inequalities of the linear absolute value of one variable. This research is a descriptive research with a qualitative approach. The subjects of this research were 4 students of class XI IPA 6 SMA Negeri 1 Sumberpucung with the category of 2 students Field Dependent and 2 students Field Independent. Collecting data in this study is the GEFT test, mathematical reasoning tests, interviews, and documentation. The results showed that students with the Field Dependent on the indicators put forward assumptions about writing down information on the problem using verbal sentences. In the indicator of doing mathematical manipulation students use illustrative images and their own understanding based on question’s information to solve problems correctly. However, on absolute value inequalities, Field Dependent students made mistakes in making mathematical sentences. This affects indicator drawing conclusions from a statement. On the indicator of checking the validity  arguments, student tend not to re-check their answers. Meanwhile, students with the Field Independent on the indicator put forward the conjecture of writing down information on the problem using mathematical sentences. In the indicators of doing mathematical manipulation, Field Independent students use the concept of absolute value to solve problems. For indicators to draw conclusions from a statement Field Independent students are classified as able to draw conclusions correctly and re-check the answers obtained on the indicators to check the validity of the arguments.Keywords: mathematical reasoning, cognitive style, field dependent, field independent
EXPLORING MATHEMATICAL CONCEPTS IN THE LEGACY OF THE BANTEN SULTANATE Syahla Icha Meta Amelia; Sugiarti Rahmah Kurnia; Maifalinda Fatra
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/be7s6d87

Abstract

Mathematics is a form of knowledge that is closely related to everyday life. Although many mathematical concepts are inherently connected to daily experiences, students’ understanding of the material still often encounters various difficulties, particularly in topics such as geometry, graphs of linear equations, and quadratic functions. Based on this understanding, this study aims to identify the functions, symbolic meanings, and mathematical concepts found in Genta, Tengkuluk, and Panji, as well as how this knowledge can be utilized in ethnomathematics-based learning and local wisdom values as an effort to enrich contextual learning resources that are rooted in culture. This research employs a qualitative descriptive approach. The research subjects consist of two curators from the National Museum of Indonesia and one religious expert from the Banten community. Data were collected using instruments comprising observation sheets, interview guidelines, and documentation. The data were analyzed using the qualitative data analysis process proposed by Miles and Huberman. The data reduction process was carried out by simplifying the results of interviews, observations, and documentation according to aspects related to mathematical concepts as well as religious and cultural values found in the heritage of the Banten Sultanate. The data were then presented visually in the form of photographs, tables, and narrative descriptions illustrating the relationships between heritage objects, mathematical concepts, and cultural and religious values. The final stage involved drawing conclusions from the research findings. Overall, the findings indicate that the integration of mathematical concepts within cultural artifacts provides meaningful potential for developing contextual and culturally grounded ethnomathematics-based learning resources.
IMPLEMENTATION OF GUIDED DISCOVERY LEARNING IN MATHEMATICS LEARNING CLASS X OF THE INDEPENDENT CURRICULUM: IMPLEMENTATION, CHALLENGES, AND IMPACTS Annisa Husnul Haq. MY; Yaya Sukjaya Kusumah; Tatang Herman; Nanang Priatna
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/v0hdk837

Abstract

Studi ini meneliti implementasi model Pembelajaran Penemuan Terbimbing (Guided Discovery Learning) dalam pengajaran matematika kelas X di bawah Kurikulum Merdeka, dengan fokus pada implementasi pembelajaran, tantangan, dan dampaknya terhadap pembelajaran. Pendekatan deskriptif kualitatif digunakan, melibatkan seorang guru matematika dan siswa kelas X di sebuah sekolah menengah atas. Data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur, dan dokumentasi. Observasi difokuskan pada implementasi tahapan Pembelajaran Penemuan Terbimbing, yaitu stimulasi, perumusan masalah, pengumpulan data, pengolahan data, verifikasi, dan generalisasi. Temuan menunjukkan bahwa Pembelajaran Penemuan Terbimbing diimplementasikan pada tingkat yang baik. Tahap stimulasi dan perumusan masalah dilakukan secara efektif dan mendukung keterlibatan aktif siswa dalam kegiatan pembelajaran. Namun, tahap generalisasi membutuhkan penguatan lebih lanjut melalui dukungan yang lebih terstruktur. Tantangan utama yang diidentifikasi meliputi keterbatasan waktu pengajaran, variasi kemampuan awal siswa, dan ketergantungan siswa pada kebiasaan belajar yang berpusat pada guru. Lebih lanjut, implementasi Pembelajaran Penemuan Terbimbing memberikan kontribusi positif terhadap pembelajaran matematika, yang tercermin dalam peningkatan partisipasi siswa, peningkatan kepercayaan diri dalam mengekspresikan ide, dan pemahaman konseptual yang lebih dalam. Temuan ini menunjukkan bahwa Pembelajaran Penemuan Terbimbing (Guided Discovery Learning) adalah model pembelajaran yang sesuai untuk mendukung pembelajaran matematika yang berpusat pada siswa, sejalan dengan Kurikulum Merdeka.
A ANALYSIS OF STUDENTS' ABILITY TO MAKE MATHEMATICAL CONNECTIONS IN SOLVING STORY PROBLEMS INVOLVING INTEGER OPERATIONS AT SMPN 19 PALU FROM THE PERSPECTIVE OF LEARNING STYLES karmila karmila; Tegoeh S Karniman; Alfisyahra Alfisyahra; Pathuddin Pathuddin
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/kqw32b17

Abstract

This study aims to describe the mathematical connection abilities of students with visual, auditory, and kinesthetic learning styles in solving integer operation story problems. This research was conducted at SMP Negeri 19 Palu using a descriptive method with a qualitative approach. The subjects of this study were three seventh-grade students from class VII A, consisting of one student with a visual learning style, one with an auditory learning style, and one with a kinesthetic learning style, as determined through a learning style questionnaire test. The data collection techniques used in this study included learning style tests, written tests, and interviews, which were then analyzed using the Miles and Huberman model, which includes data condensation, data presentation, and conclusion drawing. The data credibility test used in this study was participant validation (member check). The results of this study indicate that students with visual, auditory, and kinesthetic learning styles are able to fulfill all components of students' mathematical connection abilities, connections between mathematical topics, recognizing and applying mathematics in contexts outside of mathematics, and connections between mathematical concepts and the real world or everyday life.
TRANSFORMATECH: INTERACTIVE LEARNING WEBSITE BASED ON CHALLENGE-BASED DIFFERENTIATED LEARNING INTEGRATED WITH SCRATCH FEATURING BATIK NUSANTARA TO OPTIMIZE STUDENTS' COMPUTATIONAL THINKING SKILLS Resty Kartika Sari; Maylafayza Salsabila Zen; Danella Putri Wulandari; Cahya Sari Andiani; Avita Dewi Sila Wardani; Adi Satrio Ardiansyah
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/njdee191

Abstract

Computational thinking (CT) has become a vital competence in mathematics education, yet students in Indonesia often demonstrate low proficiency in this area, particularly in abstraction and algorithmic thinking. This study aimed to develop a technological innovation named TransformaTech, an interactive learning website integrating the Challenge-Based Differentiated Learning model and Scratch programming featuring Batik Nusantara to optimize students’ CT skills. Applying the 4D development model, this research involved a population of 9th-grade students at SMP Negeri 13 Semarang for the 2025/2026 academic year. From this population, 29 students were selected through simple random sampling to serve as the experimental class. Data were collected using validation sheets, teacher practitioners' questionnaires, student response forms, and CT tests. The results indicated that TransformaTech was highly feasible, with an expert validation score of 85.72%, and highly practical, with a practitioner assessment of 90.63%. The media proved effective in improving students' CT skills, as evidenced by an N-Gain score of 0.6068, falling into the moderate category. Furthermore, students provided a highly positive response with an average score of 78.43%, highlighting the platform's ability to create an engaging learning environment.
THE EFFECTIVENESS OF THE PROBLEM-BASED LEARNING MODEL ASSISTED BY GEOGEBRA ON JUNIOR HIGH SCHOOL STUDENTS MATHEMATICS LEARNING OUTCOMES IN SOLID GEOMETRY Amrah Hazanah; Rahma Nasir; Mustamin Idris; Alfisyahra Alfisyahra
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/3qshjf17

Abstract

This study aims to determine the differences in the average learning outcomes of students taught using the Problem-Based Learning (PBL) model assisted by GeoGebra and those taught using direct instruction on the topic of three-dimensional geometry in Grade IX. The research was motivated by the low student achievement, which is caused by difficulties in understanding the properties of three-dimensional shapes as well as limitations in the use of media and the application of less appropriate teaching models. This study is a quantitative research with a Quasi-Experimental approach, specifically the nonequivalent control group design. The research sample consisted of 128 students, divided into two experimental classes and two control classes, selected through random sampling techniques. The data collection instrument was a test administered in the form of pretest and post-test, which had been validated by experts. Descriptive analysis results showed that the average post-test scores in the experimental classes (80.69 and 78.63) were higher than those in the control classes (74.38 and 73.28). The hypothesis testing using the independent sample t-test indicated a significance value of 0.000 < 0.05, thus it can be concluded that there is a significant difference between the average learning outcomes of students in the two groups. Furthermore, the N-gain analysis results showed that the improvement in learning outcomes in the experimental classes was 0.47 (medium category), which was higher than that in the control classes at 0.36. Therefore, the PBL model assisted by GeoGebra is effective in improving students’ mathematics learning outcomes on the topic of three-dimensional geometry.Keywords: problem-based learning, GeoGebra, learning outcomes, three-dimensional shapes.
THE EFFECTIVENESS OF IMPLEMENTING A DIFFERENTIATED INSTRUCTION TEACHING MODULE THROUGH A PROBLEM-BASED LEARNING MODEL IN IMPROVING STUDENTS PROBLEM-SOLVING SKILLS Dwi Rahma Khauliyani; Ida Dwijayanti; Sugiyanti Sugiyanti
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/76mx2587

Abstract

This study aims to examine the effectiveness of a differentiated learning module based on Problem-Based Learning (PBL) in improving students’ mathematical problem-solving skills on the topic of Systems of Two-Variable Linear Equations (SPLDV). Using a quantitative approach with a pretest–posttest control group design, the research involved an experimental class that received instruction using the differentiated PBL-based module and a control class that followed conventional learning. Primary data were obtained from pretest and posttest scores, while secondary data consisted of expert validations and student response questionnaires. The results showed that the module met the feasibility criteria based on evaluations from material and media experts. Statistical analysis indicated that the experimental class demonstrated significantly higher improvement than the control class. The independent t-test confirmed a significant difference in posttest scores, the classical mastery level exceeded the 75% threshold, and the N-Gain score fell into the high category. These findings suggest that the differentiated PBL-based learning module is effective and suitable for enhancing students’ mathematical problem-solving abilities
IMPROVING MATHEMATICS LEARNING PROCESSES AND OUTCOMES USING THE REALISTIC MATHEMATICS EDUCATION MODEL IN GRADE IV SDN 027/II SUNGAI ARANG anggi putri hania; Randi Eka Putra; Sundahry Sundahry
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/g6ehr149

Abstract

This research was motivated by the low mathematics learning process and outcomes at SDN 027/II Sungai Arang due to the lack of optimization of learning models and material contextuality. This Classroom Action Research (CAR) aims to improve the quality of learning through the Realistic Mathematics Education model. Implemented in two cycles with stages of planning, action, observation, and reflection, the research involved 15 fourth-grade students. The results show that the application of the RME model by utilizing real-world contexts creates a meaningful and interactive learning atmosphere. A significant increase is seen in the classical completion rate which increased from 53% in Cycle I to 87% in Cycle II, exceeding the target indicator of 80%. It is concluded that the RME model is effective in improving the mathematics learning process and outcomes by linking concepts to everyday life situations.
DEVELOPMENT OF INTERACTIVE LEARNING MEDIA BASED ON ARTICULATE STORYLINE 3 TO IMPROVE MATHEMATICAL PROBLEM-SOLVING SKILLS AMONG SEVENTH-GRADE STUDENTS AT SMP NEGERI 7 PERCUT SEI TUAN saputri Saputri; Rusydi Ananda
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/x308gp36

Abstract

This development research produced an interactive learning media based on Articulate Storyline 3 for the social arithmetic material of seventh grade students at SMP Negeri 7 Percut Sei Tuan using the 4D model (Define, Design, Develop, Disseminate). The results showed that the media was very valid with a percentage of 92% from material and media experts, and very practical based on teacher (100%) and student (97.13%) responses. In addition, this media was proven to be effective in improving students' mathematical problem-solving abilities as indicated by an N-Gain value of 0.73 (high category) through an increase in the average score from 35.22 in the pre-test to 65.26 in the post-test. This media was considered easy to operate, interesting, interactive, and able to motivate students to be active in learning so that it could improve students' mathematical problem-solving abilities. Thus, the Articulate Storyline 3 media on social arithmetic material was proven to be valid, practical, and effective in supporting the improvement of mathematical problem-solving, and could be an innovative alternative in improving the quality of enjoyable mathematics learning according to the demands of the 21st century.

Page 21 of 21 | Total Record : 209

 17   18   19   20   21 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika Vol 9, No 3 (2025): PRIMA : Jurnal Pendidikan Matematika Vol 9, No 2 (2025): PRIMA : Jurnal Pendidikan Matematika Vol 9, No 1 (2025): PRIMA : Jurnal Pendidikan Matematika Vol 8, No 3 (2024): PRIMA : Jurnal Pendidikan Matematika Vol 8, No 2 (2024): PRIMA : Jurnal Pendidikan Matematika Vol 8, No 1 (2024): PRIMA : Jurnal Pendidikan Matematika Vol 7, No 2 (2023): PRIMA : Jurnal Pendidikan Matematika Vol 7, No 1 (2023): PRIMA : Jurnal Pendidikan Matematika Vol 6, No 2 (2022): Prima : Jurnal Pendidikan Matematika Vol 6, No 1 (2022): Prima : Jurnal Pendidikan Matematika Vol 5, No 2 (2021): Prima: Jurnal Pendidikan Matematika Vol 5, No 1 (2021): Prima: Jurnal Pendidikan Matematika Vol 4, No 2 (2020): Prima: Jurnal Pendidikan Matematika Vol 4, No 1 (2020): Prima: Jurnal Pendidikan Matematika Vol 3, No 2 (2019): Prima: Jurnal Pendidikan Matematika Vol 3, No 1 (2019): Prima: Jurnal Pendidikan Matematika Vol 2, No 2 (2018): Prima: Jurnal Pendidikan Matematika Vol 2, No 1 (2018): Prima: Jurnal Pendidikan Matematika Vol 1, No 1 (2017): Prima: Jurnal Pendidikan Matematika More Issue