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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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PROFILE OF METACOGNITION OF CLASS IX STUDENTS AT SMP NEGERI 19 PALU IN SOLVING STATISTICAL WORD PROBLEMS BASED ON COGNITIVE STYLES Nurfadilah Nurfadilah; Alfisyahra Alfisyahra; Muh Hasbi; Mustamin Idris
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.v10i1.15507

Abstract

This study aims to describe the metacognition of students with cognitive styles of field independent and field dependent in solving statistical word problems. The research was conducted at SMP Negeri 19 Palu using a descriptive method with a qualitative approach. The subjects of this study were two students from Class IX B, consisting of one student with a field independent cognitive style and one student with a field dependent cognitive style, determined through the Group Embedded Figure Test (GEFT). The data collection techniques used in this study included a cognitive style test, a written test, and interviews, which were then analyzed using the Miles and Huberman model encompassing data condensation, data display, and conclusion drawing. The credibility test of the data employed in this study was participant validation (member check). The results of this study show that students with a field-independent cognitive style are able to fulfill all components of metacognition, which include regulation, planning, strategy, process, evaluation, and goals. Meanwhile, students with a field-dependent cognitive style are able to fulfill only some components of metacognition, which include regulation, planning, strategy, process, and goals.
THE EFFECT OF SELF-CONCEPT AND SELF-CONFIDENCE ON STUDENTS' MATHEMATICAL CREATIVE THINKING ABILITIES Indah Aini Wirdia; Asrul Asrul
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.v10i1.15579

Abstract

This study aims to determine the influence of self-concept and self-confidence on students’ mathematical creative thinking ability at MTs Negeri Serdang Bedagai. This quantitative research used a correlational design with a sample of 32 students selected through cluster sampling. Data were collected using questionnaires for self-concept and self-confidence, and a test for creative mathematical thinking skills. The data were analyzed using multiple regression with SPSS 23. The results showed that self-concept had a positive and significant effect on creative mathematical thinking (Sig. = 0.016 < 0.05), self-confidence also had a positive and significant effect (Sig. = 0.003 < 0.05), and simultaneously both variables significantly influenced students’ creative mathematical thinking ability (Sig. = 0.010 < 0.05) with a determination coefficient (R²) of 0.289. These findings indicate that self-concept and self-confidence play an important role in improving students’ mathematical creative thinking ability.
CONCEPTUAL UNDERSTANDING IN SECONDARY MATHEMATICS EDUCATION: A SYSTEMATIC REVIEW OF RESEARCH APPROACHES AND PEDAGOGICAL INTERVENTIONS Miftahul Atiqoh; M Farhan Ainun Ihsani; Ulfah Zulaikha; Masduki Masduki
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/prima.v10i2.15672

Abstract

Conceptual understanding constitutes a critical foundation in secondary mathematics, yet students often struggle to connect concepts with appropriate representations. Existing literature reviews remain fragmented, necessitating a comprehensive synthesis of research approaches and pedagogical interventions across studies. This study aims to map research approaches, identify effective pedagogical interventions, analyze assessment characteristics, and determine dominant mathematical topics. A Systematic Literature Review (SLR) using the PRISMA protocol analyzed 17 articles from Scopus and ERIC databases published between 2020 and 2025. Findings reveal that quantitative approaches dominate the field, while qualitative methods provide depth in cognitive mapping. Pedagogical interventions are categorized into structured non-digital strategies, technology integration, and socio-cultural approaches. Assessment methods primarily rely on tests, complemented by process-based evaluations and mixed evidence to capture reasoning structures. Research concentration focuses heavily on algebra and functions, followed by geometry and calculus.
IMPROVING THE MATHEMATICS LEARNING PROCESS AND OUTCOMES USING THE NHT MODEL BASED ON UNO CARD MEDIA IN CLASS V OF SDN 81/II MUARA BUNGO azka ulhaq shetarro; Randi Eka Putra; Elvima Nofrianni
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/prima.v10i2.16002

Abstract

This research is motivated by the low mathematics learning process and outcomes at SDN 81/II Muara Bungo due to the dominance of conventional learning and limited media. This Classroom Action Research (CAR) aims to improve the quality of learning through the Numbered Heads Together (NHT) cooperative model based on UNO cards. Implemented in two cycles with the stages of planning, action, observation, and reflection, the study involved 28 fifth grade students. The results show that the integration of UNO cards in the NHT syntax creates a positive interactive and competitive learning atmosphere. A significant increase is seen from the classical completion rate which increased from 57% in Cycle I to 86% in Cycle II, exceeding the target indicator of 80%. It is concluded that the UNO card-based NHT model is effective in improving the mathematics learning process and outcomes.
TEACHER STRATEGIES IN IMPROVING THE UNDERSTANDING OF MULTIPLICATION AND DIVISION MATERIAL IN THE MATHEMATICS SUBJECT OF GRADE 3 STUDENTS AT THE INTEGRATED MUHAMMADIYAH ELEMENTARY SCHOOL IN PONOROGO Honesty Putri Titani; Nurul Abidin; Wawan Kusnawan
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/prima.v10i2.16054

Abstract

Mathematics learning in elementary schools has been a challenge to teachers and to students in lower grades due to the nature of the subject and the need to build a strong understanding base. The strategies applied by the teachers can be an important factor to help the students understand the subject of mathematics more effectively and impactfully. This article aims to discuss the strategies applied by the teachers to help the third-grade students of Muhammadiyah Terpadu Elementary School Ponorogo understand the subject of multiplication and division while also mentioning the supporting and hindering factors encountered during the process. This research applied a qualitative research method with a descriptive approach to collect the information. Information collection was carried out through interviewing the three math teachers of the third-grade students as the main participants, while observations were also carried out to directly witness the math learning process among the students. Information analysis was carried out through the application of the following steps: data reduction, presentation, and conclusion drawing. The results revealed that the educators used different strategies to improve students' understanding of the material, including the use of educational aids, interactive learning games, and individual strategies to assist students who had difficulties with their understanding. The factors that supported students' learning of multiplication and division include educational aids, teachers' support, and apperception to motivate students to recall previous lessons. The factors that hinder students' mastery of multiplication and division skills include: 1) lack of interest to memorize, 2) gadgets' dependency, and 3) students' peers. From the findings of the research, it can be concluded that the use of different strategies and students' involvement in the learning process can improve their understanding of multiplication and division skills among third-grade students. Effective strategies used by teachers play a significant role in creating a more meaningful and enjoyable experience of learning mathematics among elementary school students.
DESIGN OF TEACHING MATERIALS WITH PYTHON-ASSISTED NUMERICAL METHODS TO DEVELOP STUDENTS' MATHEMATICAL CREATIVE THINKING ABILITY Kristy Agustina; Abdul Baist
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.v10i1.16166

Abstract

This study aims to design and examine the feasibility of Python-assisted numerical methods teaching materials in the form of a problem-based learning module intended to support the development of students’ mathematical creative thinking abilities. The research adopts a research and development (R&D) approach using the ADDIE model and is limited to the Analysis, Design, and Development phases. In the analysis phase, curriculum documents and numerical methods course syllabi were reviewed and interviews were conducted with lecturers to identify course learning outcomes, key indicators, and students’ difficulties related to numerical methods and mathematical creative thinking. In the design phase, the structure and components of the module were specified, including orientation sections, explanations of concepts and procedures, worked examples, practice exercises, problem-based tasks integrating Python programming, evaluations, and answer keys, all aligned with indicators of mathematical creative thinking. In the development phase, a draft of the module was produced and subjected to expert validation by media, content, and education experts using a Likert-scale instrument, followed by a small-group trial with students. The expert validation results showed an average score of 75.26% in the “Strong” category, while student responses reached an average of 92.3% in the “Very Strong” category, indicating that the module is valid and highly practical for numerical methods learning. These findings suggest that the Python-assisted, problem-based numerical methods module is feasible for use in lectures and has promising potential to support the development of students’ mathematical creative thinking abilities, which should be further investigated through subsequent experimental or quasi-experimental studies that directly measure learning outcomes and creative thinking.

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