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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 236 Documents
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Ethnomathematics Based Mpa’a Gopa Game Learning Media to Improve Mathematical Literacy and Cultural Character Husnul Khatimah; Nunung Fatimah; M. Abid Saputra; Anggih Tri Cahyadi; Nanang Diana; Nur Afni
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.15226

Abstract

Mathematics plays a crucial role in developing students’ problem-solving, reasoning, and communication skills, yet many learners in Indonesia, particularly in Bima Regency, continue to face challenges with low mathematical literacy. This issue is often linked to limited engagement in the classroom and the dominance of teacher-centered approaches, which hinder students from bridging conceptual understanding with real-world applications. To address this gap, ethnomathematics-based learning offers an innovative approach by contextualizing mathematical concepts through local culture. This study aimed to develop and evaluate mathematics learning media based on the traditional game Mpa’a Gopa, integrating cultural identity and mathematical concepts to enhance students’ literacy and character. The research adopted the 4D development model (Define, Design, Develop, Disseminate) and was conducted with 20 fourth-grade students at SD Negeri 2 Maria, Bima Regency. Data were collected through expert validation sheets, student questionnaires, teacher and student observation sheets, and pretest–posttest assessments to measure validity, practicality, and effectiveness. The results indicated that the developed media met all quality standards; expert validation rated the product from good to very good, while student responses were overwhelmingly positive, with 99% agreeing that the media improved motivation and comprehension. Teacher and student observations further confirmed smooth classroom implementation. The average student score increased from 66.19 (pretest) to 82.23 (posttest), with mastery levels rising from 52.38% to 90.47%, and the N-Gain score of 0.60 categorized as medium. In conclusion, integrating ethnomathematics-based traditional games into mathematics learning not only strengthens mathematical literacy and student motivation but also promotes cultural awareness, making Mpa’a Gopa a meaningful instructional tool and a strategy for cultural preservation
A NEEDS ANALYSIS OF PROJECT-BASED INTERACTIVE MULTIMEDIA FOR ENHANCING SPATIAL ABILITY IN ELEMENTARY SCHOOL STUDENTS Reni Setyaningsih; Wiryanto Wiryanto; Rini Setianingsih
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.15231

Abstract

This study aims to analyze the needs for interactive multimedia based on Project-Based Learning (PjBL) in elementary schools. It was conducted in ten schools in Mojowarno sub-district, Jombang Cistrict, involving 227 fifth-grade students and 10 teachers. Data were collected using questionnaires consisting of 10 items for students and teachers, rated on a 5-point Likert scale. This research is motivated by the fact that students’ spatial abilities remain low, as reflected in the 2024 ANBK geometry scores, which were the lowest at 50.14. It underscores the need for effective learning media in mathematics instruction. The results of the questionnaire show the majority of students require digital learning media to facilitate understanding of lesson material (98.67%) and prefer media that integrate images, videos, animations, and games (86.34%). Both students and teachers expressed a need for interactive multimedia based on PjBL to support mathematics learning. The results of the questionnaire show that all teachers agreed on the importance of media that help students visualize abstract concepts (40% strongly agreed; 60% agreed) and media that are easy to use anytime and anywhere (60% strongly agreed; 40% agreed). These findings highlight the importance of developing interactive multimedia based on PjBL to enhance fifth-grade students’ spatial abilities and improve learning outcomes in mathematics.
MATHEMATICAL BELIEFS IN SOLVING STATISTICS PROBLEMS: A CASE STUDY OF INTROVERTED STUDENTS AT A STATE ISLAMIC SENIOR HIGH SCHOOL Elisa Setyaningrum; Pathuddin Pathuddin; Mubarik Mubarik; Rahma Nasir
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.15243

Abstract

This study aims to describe the mathematical beliefs of an introverted student in solving statistics problems. The research was conducted at a State Islamic Senior High School in Palu City using a qualitative descriptive approach. The subject was a male student with an introverted personality and high mathematical ability, identified through the Eysenck Personality Inventory (EPI) and categorized as high-ability based on Arikunto’s classification. Data were collected through a statistics problem solving test and semi-structured interviews, then analyzed using the Miles and Huberman model, which includes data condensation, data display, and conclusion drawing. The findings, analyzed through five aspects of mathematical belief, indicate that the introverted student demonstrated positive mathematical beliefs throughout the statistical problem-solving process. He was able to understand problems thoroughly, plan steps systematically, carry out solutions independently and carefully, and review his answers reflectively. These five aspects were reflected in his beliefs about the importance of understanding problem, following solution steps, facing difficult problems, interpreting word problems, and persevering in effort. He relied more on independent thinking than social interaction, preferred structured and logical approaches, and was diligent in verifying his answers.
DEVELOPMENT OF A TEST INSTRUMENT CONTAINING STEM COMPONENTS TO MEASURE ANALYTICAL THINKING SKILL IN TRIGONOMETRIC RATIOS Cidi Cindiawati; Makmuri Makmuri; Flavia Aurelia Hidajat
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.15302

Abstract

This study focuses on creating assessment tools to evaluate how well students can think analytically about math when dealing with trigonometric comparisons, assessing how accurate, consistent, and challenging each question is. Thirty-one students in the eleventh grade at SMAN 1 Rawamerta took part in this research. The 4D model was the method utilized for development, but it was streamlined to a 3D process (define, design, and develop). The assessment tool that was developed comprised four open-ended questions. Three college instructors and a seasoned teacher, acting as expert evaluators, examined the content, appearance, and structure of the test to ensure it was valid. Following the declaration of validity for the test tool, a small-scale trial was carried out to ascertain its real-world validity, dependability, and degree of difficulty. The expert validation results showed that this tool is highly valid, achieving a validity score of 97.92%. According to the calculations for real-world validity, this test instrument meets the criteria for good validity. The reliability test findings indicate good criteria with a calculated r value of 0.7363. Regarding difficulty, one question was classified as easy, while three questions were deemed to be of medium difficulty. Consequently, the assessment tool created can be considered suitable for use as a test containing STEM elements for gathering research data to gauge students' mathematical analytical thinking abilities. Furthermore, it is anticipated that educators can utilize this assessment tool as an evaluation material to thoroughly assess students' thinking capabilities at different stages.
THE ROLE OF ART COMPONENTS IN IMPROVING UNDERSTANDING OF GEOMETRY AND ALGEBRA CONCEPTS: A SYSTEMATIC STEAM LEARNING APPROACH Israwali Justan; Nur Amini Tawakkal; Arinil Hidayah
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.15322

Abstract

Geometry and algebra learning remains a challenge for many students due to its abstract nature and the need for strong visualization and symbolic representation skills. The integration of art components into the STEAM approach offers a pedagogical solution that can bridge this gap through visual representation, creativity, and the construction of more concrete meaning. This research is a systematic literature review of 20 articles published between 2018 and 2025 that discuss the implementation of art elements in STEAM learning at various levels of education. The results show that art integration has a significant influence on improving the understanding of geometric concepts, including spatial abilities, visualization of shapes, shape recognition, and modern geometric modeling through artistic activities such as batik motif design, model construction, origami exploration, and the use of visual-based software such as GeoGebra and Surfer. In algebra, art helps strengthen the understanding of patterns, algebraic structures, function graphs, and the representation of variable relationships through a creative visual approach. In addition, art-based STEAM learning has been shown to improve students' creativity, motivation, visual literacy, learning outcomes, and problem-solving abilities in various cultural contexts and authentic projects. These findings confirm that the Art component serves not only as an aesthetic element but also as an effective cognitive tool in deepening conceptual understanding of mathematics. Therefore, art integration in STEAM is recommended as an innovative and relevant learning strategy in developing 21st-century competencies, particularly in geometry and algebra.Keywords: STEAM, Art Integration, Geometry, Algebra, Visualization, Creativity
INTEGRATION OF STEAM-BASED MEDIA AND PROJECT-BASED LEARNING IN MATHEMATICS LEARNING Widya Meilinda Silahuddin; Dwi Jayanti; Hamda Hamda
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.15324

Abstract

Mathematics learning today demands innovations that can develop students' higher-order thinking skills, creativity, and numeracy literacy. The integration of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach with the Project-Based Learning (PjBL) model is one alternative that is believed to be effective in providing more contextual and meaningful learning. This study aims to analyze findings related to the effectiveness of integrating STEAM-based media and PjBL in mathematics learning through a literature review. The method used is a literature review by examining fifteen relevant articles containing empirical data regarding the application of STEAM, STEAM-based digital media, and project-based learning steps at various levels of education. The analysis was carried out by identifying patterns, similarities, and differences in the findings from each article. The results of the study indicate that the integration of STEAM and PjBL media can significantly improve critical thinking skills, creativity, numeracy literacy, and student learning outcomes. In addition, this approach also contributes to strengthening student character, such as cooperation, communication, and responsibility. Overall, the synthesis of research findings confirms that STEAM-PjBL-based mathematics learning can be an effective strategy in improving the quality of learning and meeting the demands of 21st century competencies.
THE EFFECT OF IMPLEMENTING A PROJECT BASED LEARNING MODEL BASED ON LOCAL WISDOM POTENTIAL ON CONCEPT UNDERSTANDING AT SMP NEGERI 3 AIR BATU Winda Winda; Ella Andhany
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.15327

Abstract

This study aims to analyze the effect of the Project Based Learning (PjBL) model based on local wisdom on the understanding of mathematical concepts of junior high school students. The background of this study departs from the need for a more contextual and meaningful learning model in improving mastery of basic mathematical concepts. The research method uses a quasi-experimental design with a Nonequivalent Control Group Design, involving two classes VIII in UPTD SMP Negeri 3 Air Batu, namely class VIII-B as the experimental group and VIII-C as the control group. Data collection instruments are in the form of pretest and posttest, which are then analyzed using N-Gain to determine the improvement in learning outcomes and Independent Sample t-Test to test significant differences between groups. The results showed that the experimental group that received PjBL learning based on local wisdom experienced a higher increase in understanding of mathematical concepts, with an average posttest score of 78.26 and N-Gain 0.52 (medium category). In contrast, the control group obtained an average of 66.82 with N-Gain 0.29 (low category). The t-test results showed a p-value <0.05, thus concluding that local wisdom-based PjBL significantly improved students' understanding of mathematical concepts. Therefore, this model is considered effective in creating relevant, contextual learning, and connecting mathematical concepts to students' daily lives.
DEVELOPMENT OF SNAKES AND LADDERS EDUCATIONAL GAME AND STUDENTS’ LEARNING OUTCOMES ON THE PROBABILITY MATERIAL IN GRADE VIII OF SMP windi veber yanti sembiring; Fibri Rakhmawati
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.15361

Abstract

This study aims to develop and test the feasibility of the snakes and ladders educational game media on probability material for grade VIII junior high school. The background of this study departs from the results of interviews with teachers who showed that students still have difficulty understanding the concept of probability because learning tends to be conventional and less interactive. This study uses a 4D development model (Define, Design, Develop, and Disseminate). Data collection techniques include interviews, expert validation questionnaires, teacher and student response questionnaires, and learning outcome tests (pretest and posttest). The results showed that the snakes and ladders educational game media is valid for use in learning, with validation scores from media experts of 87.5% and material experts of 95.83%, both of which are in the very valid category. From the practical aspect, the media is considered very practical, with an average student response of 87% and a teacher response of 93.37%. The effectiveness of the media is shown through an increase in student learning outcomes with an average N-Gain score of 76.52% in the high category. Thus, the snakes and ladders educational game has proven valid, practical, and effective in enhancing understanding of the concept of probability and creating a fun, interactive, and meaningful learning environment. This medium is suitable for use as an innovative alternative in mathematics learning at the junior high school level.
ASSESSMENT OF MATHEMATICS CRITICAL THINKING: A SYSTEMATIC REVIEW Silky Achilla; Masrukan Masrukan; Iqbal Kharisudin
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.15405

Abstract

This study presents a systematic review of research on the assessment of mathematical critical thinking published between 2018 and 2025. The review was conducted using the PRISMA method to obtain a comprehensive understanding of research characteristics, assessment designs, the dimensions of critical thinking evaluated, and the mathematical content used across various studies. The findings indicate a significant increase in scholarly attention toward mathematical critical thinking, reflected in the growing number of publications across different educational levels and geographic regions, particularly in Asia. The methodological diversity found in the studies, including experimental, quasi-experimental, qualitative, survey-based, and research and development approaches demonstrates that assessing critical thinking requires flexible and context-sensitive strategies. Further analysis reveals that the critical thinking skills evaluated in the studies include analysis, evaluation, interpretation, inference, generalization, mathematical modeling, and argument construction. The mathematical content assessed is similarly varied, ranging from algebra, geometry, statistics, calculus, and discrete mathematics to modeling and complex analysis. These findings show that mathematical critical thinking is a multidimensional competency relevant to all areas of mathematics. Overall, the results highlight the need for developing authentic, valid, and curriculum-aligned assessment instruments to strengthen students’ mathematical reasoning and support the demands of 21st century learning.
GEOMETRIC STRUCTURE ANALYSIS OF MBAH BUYUT KI TUAN TOMB GATE AS A CONTEXTUAL LEARNING RESOURCE FOR DECOMPOSITION OF THREE-DIMENSIONAL SHAPES IN ELEMENTARY SCHOOL STUDENTS Margareta Sinta Wibawati; Wiryanto Wiryanto; Endah Budi Rahaju
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.15407

Abstract

This research aims to analyze the potential of the geometric structure of the Mbah Buyut Ki Tuan Tomb gate in Karanglo Village as a contextual learning resource for three-dimensional shapes material, specifically decomposition skills and critical thinking enhancement in elementary school students. The study is motivated by the underutilization of local wisdom as an ethnopedagogical basis in mathematics learning, despite local traditions and cultural artifacts possessing strong visual-spatial values. The research employs a descriptive qualitative approach through direct observation, visual documentation, and interviews with local informants. Data were analyzed using reduction, categorization, and conclusion-drawing techniques. Results indicate that the tomb gate contains clearly identifiable three-dimensional shape elements recognizable to students, such as rectangular prisms in pillars and foundations, and cubes in upper ornamental sections. The gate structure can be decomposed into combinations of rectangular prisms and cubes, which can then be reconstructed as composite three-dimensional shapes. The analysis also reveals that utilizing this cultural object has potential to enhance the connection between mathematical concepts and real contexts, strengthen spatial visualization abilities, and promote critical thinking skills. Beyond mathematical values, relevant ethnopedagogical values were discovered, including respect for ancestors, mutual cooperation, and local cultural identity. The research concludes that the Mbah Buyut Ki Tuan Tomb gate is suitable as an ethnopedagogy-based contextual learning resource and can be integrated into digital media development, including Scratch, to enrich students' learning experiences. These findings provide a preliminary basis for developing locally culture-based mathematics learning media that is pedagogically valid and socially meaningful.

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