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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 247 Documents
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DEVELOPMENT OF TEACHING AND LEARNING-BASED STUDENT WORKSHEETS (LKPD) TO ENHANCE THE CRITICAL THINKING SKILLS OF EIGHTH-GRADE JUNIOR HIGH SCHOOL STUDENTS Andespa Siregar; Rusydi Ananda
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 3 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/6cxhg880

Abstract

This research aims to develop a contextual-based Student Worksheet (LKPD) on the topic of Systems of Linear Equations in Two Variables (SPLDV) that is valid, practical, and effective in improving critical thinking skills of eighth-grade junior high school students. This research employs a Research and Development (R&D) approach with the ADDIE development model (Analyze, Design, Develop, Implement, Evaluate). The research subjects were eighth-grade students of SMP Muhammadiyah 48 Medan, mathematics teachers, and material and media experts. The instruments used included expert validation sheets, teacher and student response questionnaires, and critical thinking skills tests (pre-test and post-test). The results showed that the contextual-based LKPD obtained an average validation score of 92.79% with a very valid category, a practicality level of 85.05% with a very practical category, and effectiveness with an N-Gain score of 0.59 (medium category) and an effectiveness percentage of 59% (quite effective category). Thus, the developed contextual-based LKPD is feasible to be used as an alternative teaching material on SPLDV topics to improve the critical thinking skills of eighth-grade junior high school students.
THE IMPLEMENTATION OF THE STUDENT TEAMS ACHIEVEMENT DIVISION MODEL IN MATHEMATICS LEARNING TO IMPROVE THE LEARNING PROCESS AND OUTCOMES OF FOURTH-GRADE STUDENTS Leka Mutia; Nurlev Avana; Tri Wera Agrita
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 3 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/b8rjne28

Abstract

This study aimed to improve the learning process and outcomes of fourth-grade students in mathematics through the implementation of the Student Teams Achievement Division (STAD) cooperative learning model integrated with digital technology media, namely Wordwall, Quizizz, GeoGebra, and Canva for Education. The study was motivated by an initial observation showing that only 42.85%, or 6 of 14 fourth-grade students at a public elementary school, achieved the minimum learning completeness criterion of 70, while the classroom process was dominated by one-way, teacher-centered instruction. This study used a Classroom Action Research design following the Arikunto model, carried out in two cycles, each consisting of planning, acting, observing, and reflecting stages. The subjects were 14 fourth-grade students, consisting of seven male and seven female students. Data were collected through a teacher observation sheet with 26 indicators, a student observation sheet with 24 indicators, and an essay-based learning achievement test equipped with colored images of plane figures, then analyzed descriptively using percentage formulas. The results showed that teacher performance in implementing the STAD steps increased from 84%, categorized as good, in Cycle I to 94%, categorized as very good, in Cycle II. The student learning process score increased from 57%, categorized as poor, to 81.5%, categorized as good. Student learning outcomes improved from 42.85% completeness before the action to 64.28% in Cycle I and reached 85.71% in Cycle II, exceeding the targeted success indicator of 75%. These findings indicate that the STAD model, supported by digital media and concrete colored visual aids, effectively enhanced both the learning process and the mathematics achievement of elementary school students.
PENGEMBANGAN MODUL MATEMATIKA BERORIENTASI SELF-REGULATED LEARNING DAN PROBING PROMPTING UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS SISWA Vita Halimatussa'diah; Erni Widiyastuti
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 3 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/xgzdpr84

Abstract

Indonesia’s ongoing education policy keeps pushing for better learning quality, with particular attention to 21st-century competencies such as higher-order thinking. A module built around self-regulated learning and probing prompting offers one such tool, since it targets a specific higher-order skill: mathematical reasoning. This study set out to build a mathematics learning module that meets the standards of validity, practicality, and effectiveness for strengthening students’ mathematical reasoning. It followed a Research and Development (R&D) design based on the five ADDIE stages—Analyze, Design, Develop, Implement, and Evaluate—with class X E-9 students at SMA Negeri 3 Purwokerto as the research subjects. Expert validation produced an average score of 3.76 for the media component and 3.80 for the material component, giving an overall score of 3.81 in the very valid category. Practicality testing likewise returned an average of 3.31 from student responses and 3.91 from teacher responses, both rated very practical. For effectiveness, an N-Gain analysis produced a mean gain of 0.591, placing it in the medium category and confirming the module’s effectiveness in improving students’ mathematical reasoning. Taken together, these findings show that the module satisfies the validity, practicality, and effectiveness criteria and is therefore fit for use as teaching material to strengthen students’ mathematical reasoning in mathematics instruction.
STUDENTS' MATHEMATICAL REPRESENTATION IN SOLVING MATHEMATICAL PROBLEMS THROUGH THE ETHNOMATHEMATICAL CONTEXT OF THE MBAH MAYANG MADU TOMB SITE: A COGNITIVE STYLE PERSPECTIVE Deva Ananda Tuhfatul Faqihati; Raden Sulaiman; Rini Setianingsih
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 3 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/s8mf8f75

Abstract

Students' mathematical representation processes in ethnomathematics contexts from the perspective of cognitive styles remain underexplored, despite the extensive body of research on mathematical representation. In addition, findings from the preliminary study indicated that many students still experienced difficulties in constructing mathematical representations when solving contextual problems. These conditions highlight the need for further investigation into how students with different cognitive styles develop mathematical representations in ethnomathematics based problem solving contexts. This study aimed to describe the mathematical representation processes of female senior high school students in solving contextual geometry problems based on Field Independent (FI) and Field Dependent (FD) cognitive styles. This research employed an exploratory descriptive qualitative approach with a case study design. Two eleventh-grade female students with high mathematical ability were selected based on extreme scores on the Group Embedded Figures Test (GEFT). Data were collected through a Problem-Solving Task (PST) based on the local wisdom of the Mbah Mayang Madu Tomb Site in Lamongan and semi-structured interviews, then analyzed using the Miles et al. (2014)model. Data trustworthiness was established through technique and time triangulation. The findings showed that the FI student demonstrated an efficient-symbolic representation process by independently identifying essential information (disembedding), internalizing sketches into mental imagery, and directly translating verbal information into symbolic representations. In contrast, the FD student exhibited a narrative-visual representation process by relying on verbal descriptions and external visual sketches to construct mathematical models. These findings indicate that cognitive style influences students' mathematical representation processes and should be considered in designing adaptive geometry learning integrated with local cultural contexts. Keywords: Cognitive Style, Ethnomathematics, Field Dependent, Field Independent, Mathematical Representation, Problem Solving.  
DEVELOPING INTERACTIVE E-MODULE BASED COMIC AI TO IMPROVE MATHEMATICAL LITERACY IN ELEMENTARY STUDENTS Dwika Aulia Rahmi; Hella Jusra
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 3 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/r47fxe45

Abstract

The aims of this investigation include 1) To elucidate the procedure for creating an AI-enhanced comic-based interactive e-module focused on plane geometry, and 2) To assess the efficacy of the AI-enhanced comic-based interactive e-module in enhancing the mathematical literacy competencies of fourth-grade elementary children. This study employed the Research and Development (R&D) approach using the ADDIE model. The research results were categorized as “highly feasible” based on validation by subject matter experts (82.14%) and media experts (93.18%). The effectiveness of the E-module was measured by an N-Gain score with an average of 0.65, falling into the “medium” category, indicating an improvement in students’ mathematical literacy skills. Moreover, interviews with educators indicated that the implementation of the e-module enhanced student engagement, learning motivation, and mathematical literacy skills, while also rendering the learning process more captivating, fun, and interactive. The AI-driven comic-based interactive e-module was determined to meet feasibility criteria and has demonstrated efficacy as a mathematics educational tool, especially for teaching plane figures in elementary education.
PENGARUH ADVERSITY QUOTIENT, MINAT BELAJAR DAN PERHATIAN ORANG TUA TERHADAP HASIL BELAJAR MATEMATIKA SISWA DI SMP NEGERI 10 PALU Tika Widiani; Mustamin Idris; Nurhayadi Nurhayadi; Rahma Nasir
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 3 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/cq1mpz88

Abstract

This study aims to analyze the influence of adversity quotient, learning interest, and parental attention on mathematics learning outcomes of eighth-grade students of SMP Negeri 10 Palu. This study uses a quantitative approach with a correlational research type. The study population was 62 eighth-grade students of SMP Negeri 10 Palu, all of whom were sampled using a saturated sampling technique. Data were collected through questionnaires to measure adversity quotient, learning interest, and parental attention, as well as mathematics learning outcome tests. Data analysis was carried out using simple linear regression analysis and multiple linear regression after fulfilling the analysis prerequisite test and classical assumption test. The results showed that: 1) adversity quotient has a positive and significant effect on mathematics learning outcomes with a contribution of 12.8%, 2) learning interest also has a positive and significant effect on mathematics learning outcomes by 21.2%, 3) parental attention has a positive and significant effect on mathematics learning outcomes, but provides a very small contribution of 0.02%. Simultaneously, adversity quotient, learning interest, and parental attention have a positive and significant effect on students' mathematics learning outcomes with a coefficient of determination of 30.9%. The results of this study indicate that despite the large contribution of each variable, students' mathematics learning outcomes are more dominantly influenced by internal factors, namely adversity quotient and learning interest, compared to external factors such as parental attention. Therefore, improving mathematics learning outcomes needs to be focused on developing students' fighting spirit and learning interest without neglecting parental support. Keywords: adversity quotient, interest in learning, parental attention, mathematics learning outcomes.
THE EFFECT OF AN RME APPROACH USING THE TRADITIONAL CONGKLAK GAME TO IMPROVE MATHEMATICAL LITERACY AMONG ELEMENTARY SCHOOL STUDENTS Maya Rahmayanti; Tarpan Suparman; Andes Safarandes Asmara
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 3 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/j24zmc04

Abstract

Mathematics teaching at the primary level remains predominantly focused on procedural mastery. Consequently, many learners encounter challenges when required to use multiplication in authentic daily contexts. This study sought to investigate the impact of implementing the Realistic Mathematics Education model assisted by congklak on third-grade students’ multiplication literacy.  A quantitative method with a quasi-experimental pretest–posttest control group design was employed. The participants were 60 students in grade 3 at SDN Kondangjaya 3 for the 2025/2026 school year. The treatment group was Class III E, and the comparison group was Class III A. A validated and reliable 20-question multiple-choice test of mathematical literacy was used for data collection. Data were processed using descriptive analysis, paired-sample t-test, independent-sample t-test, and N-gain analysis. The findings indicated that the mean score of the experimental group increased from 58.46 to 81.85 following the treatment. Meanwhile, the control group’s mean only grew from 57.92 to 62.40. The independent samples t-test indicated a statistically significant difference between groups with p < 0.05. The N-gain score for the experimental group was 0.57, reflecting moderate effectiveness, while the control group obtained 0.09, reflecting low effectiveness. Overall, the results show that merging Realistic Mathematics Education with the cultural game congklak creates a contextual and meaningful learning process that effectively boosts students’ mathematical literacy. This instructional approach can be proposed as a creative alternative for teachers to implement contextual mathematics in elementary schools.

Page 25 of 25 | Total Record : 247

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