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Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika
Published by Universitas Nusantara PGRI Kediri
ISSN : 24599735     EISSN : 25809210     DOI : -
Core Subject : Education, Social,
Education Social Sciences
The aim of this journal is to publish high quality research in mathematics education including teaching and learning, instruction, curriculum development, learning environments, teacher education, educational technology, educational developments, from many kinds of research such as survey, research and development, experimental research, classroom action research, etc.
Arjuna Subject : -
Articles 221 Documents
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The effectiveness of drill method based cognitive domain on concept understanding and problem solving abilities of calculus Lestari, Fajar; Safa’udin, Muhamad
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 1 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i1.25019

Abstract

Tujuan penelitian yaitu mengetahui efektifitas metode drill berbasis ranah kognitif terhadap pemahaman konsep dan mengetahui efektifitas metode drill berbasis ranah kognitif terhadap kemampuan pemecahan masalah pada materi kalkulus. Metode penelitian yang digunakan adalah kuantitatif dengan metode eksperimen dengan one-group pretest-posttest design. Teknik pengambilan sampel menggunakan purposive sampling. Teknik analisis data menggunakan paired sample t-test dilanjutkan dengan analisis N-Gain yang dalam perhitungannya menggunakan progam SPSS v.26 for Windows. Hasil uji paired sample t-test data pemahaman konsep menunjukkan nilai signifikan (Sig.=0,000) kurang dari 0,05 maka  ditolak artinya ada pengaruh penggunaan metode drill berbasis ranah kognitif terhadap pemahaman konsep. Selanjutnya hasil uji N-Gain diketahui rata-rata persentase N-Gain adalah 56,73% artinya metode drill berbasis ranah kognitif terhadap pemahaman konsep adalah cukup efektif. Hasil uji paired sample t-test data kemampuan pemecahan masalah menunjukkan nilai signifikan (Sig.=0,000) kurang dari 0,05 maka  ditolak artinya ada pengaruh penggunaan metode drill berbasis ranah kognitif terhadap kemampuan pemecahan masalah. Hasil uji N-Gain diketahui rata-rata persentase N-Gain adalah 56,61% artinya metode drill berbasis ranah kognitif terhadap kemampuan pemecahan masalah adalah cukup efektif. Simpulan penelitian ini yaitu efektifitas metode drill berbasis ranah kognitif terhadap pemahaman konsep dan kemampuan pemecahan masalah pada kalkulus adalah cukup efektif.
Ethnomathematics study and educational values in fundamental activities at the langgar pusaka of sapit village Fauzi, Lalu Muhammad; Satriawan, Rody; Hayati, Nila
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 1 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i1.25097

Abstract

Sebagian besar orang memandang bahwa matematika tidak berhubungan dengan kehidupan nyata atau bebas budaya. Namun pandangan ini merupakan pandangan yang keliru karena matematika merupakan produk dari aktivitas manusia. Dalam hal ini terdapat jalan yang menghubungkan antara matematika dengan budaya yang disebut dengan etnomatematika. Penelitian ini bertujuan untuk mengkaji konsep etnomatematika dan nilai-nilai pendidikan pada aktivitas fundamental di rumah adat Langgar Pusaka, Desa Sapit, Lombok Timur. Rumah adat ini tidak hanya memiliki fungsi budaya dan spiritual tetapi juga memuat berbagai aspek matematika dalam arsitektur, konstruksi, dan aktivitas ritualnya. Penelitian ini menggunakan metode kualitatif dengan pendekatan etnografi. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa aktivitas fundamental yang terdapat pada rumah adat Langgar Pusaka mencerminkan konsep-konsep matematika seperti geometri baik pada struktur bangunan dan alat-alat ritual yang digunakan pada prosesi adat, pengukuran, simetri, serta pola bilangan dalam tradisi ritual. Selain itu, aktivitas fundamental yang dilakukan di rumah adat Langgar Pusaka mengandung nilai-nilai pendidikan seperti kerja sama atau gotong royong yang disebut dengan berikuk tinjal, saling menghargai sesama (tindih), tidak berlebihan (semaik), dan bersifat irit (itiq). Kajian ini memiliki potensi untuk dijadikan sebagai sumber belajar matematika dan dapat menjadi referensi dalam mengintegrasikan budaya lokal dengan pembelajaran matematika yang kontekstual di sekolah
Enhancing PISA-like mathematical literacy through deep learning assisted by mathos ai for junior high school students Widada, Wahyu; Nugroho, Khathibul Umam Zaid; Masri, Masri; Anggoro, Abdurrobbil Falaq Dwi; Herawaty, Dewi; Jumri, Rahmat; Anggoro, Shadaqnas Dewarif Tri
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 1 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i1.25109

Abstract

Based on PISA, Indonesian students' mathematical literacy skills are very low. This study investigates the effectiveness of Mathos AI-assisted deep learning design in improving PISA-like mathematical literacy among junior high school students. Using design research methodology with validation studies approach. Data were collected through pre-test and post-test, classroom observation, interviews, and analysis of student work. The findings revealed significant improvements in students' mathematical literacy, with positive impacts on their motivation and engagement. The integration of Mathos AI facilitates personalized learning and provides valuable insights into students' learning processes. This study contributes to the growing literature on AI-driven educational interventions, which offer practical implications for improving mathematical literacy in real-world classroom settings. The conclusion of this study is that Mathos AI-assisted deep learning is able to improve PISA-like mathematical literacy skills among junior high school students. The integration of AI-based tools in mathematics education can result in improved learning outcomes and student engagement. Further research is needed to explore the long-term effects of AI-based interventions and develop best practices for their implementation.
CTL-Deep learning: Its influence on critical thinking skills and self-confidence in linear equation system material Anggraini, Amelia; Arliani, Elly
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 1 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i1.25185

Abstract

Many senior high school students have difficulty in understanding Linear Equation Systems (LES). The Contextual Teaching and Learning-Deep Learning (CTL-DL) approach is one of the current solutions. This study aims to describe the effect of the CTL-DL approach on students' critical thinking skills and self-confidence in the material of Linear Equation Systems. This quasi-experimental study with a pretest-posttest control group design used a population of class X students of SMA Negeri 2 Yogyakarta in the 2024/2025 academic year. Sampling was carried out by purposive sampling. Data were collected using observation sheets, critical thinking ability tests, and self-confidence questionnaires, then analyzed using the Multivariate Hotelling's T² statistical test and the independent t-test at a significance level of 0.05. The results of the study showed: 1) there was an influence of the CTL-DL approach on students' critical thinking skills and self-confidence, 2) the CTL-DL approach was significantly superior to the expository approach in improving critical thinking skills, and 3) the CTL-DL approach was significantly superior to the expository approach in improving students' self-confidence
Interactive matrix website: Facilitating discovery learning to improve students' mathematical literacy skills Lawang, Eugenia Natalia; Andayani, Sri
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 1 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i1.25194

Abstract

This research is motivated by the low mathematical literacy skills of students in Indonesia, which is an important skill for the application of mathematics in daily life. The purpose of this study is to develop an interactive website based on google sites to improve students' mathematical literacy skills, especially in matrix materials. The method used in this study is the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, which involves students of grade XI social studies in Yogyakarta as participants. Data is collected through tests (pre-test and post-test) and non-tests (questionnaires and observations) to get a comprehensive picture of the effectiveness of the website developed. Data analysis is carried out qualitatively and quantitatively to assess the validity, practicality, and effectiveness of the product. The results of the study showed that the website developed met the validity criteria of material and media experts, and was considered very practical by teachers and students, with an average learning implementation of 90.25%. The effectiveness test using the paired sample t-test showed a significant increase between the pre-test and post-test scores, with the average post-test reaching 84.84, which exceeded the minimum completeness criteria (KKTP) set. In addition, more than 75% of students have successfully achieved KKTP. The implication of this study is that the interactive website developed can be an effective tool in improving students' mathematical literacy skills, so it is expected to help students better understand mathematical concepts and apply them in daily life. This research makes a positive contribution to efforts to improve the quality of mathematics education in Indonesia
The effect of the realistic mathematics education (RME) approach to understanding the mathematical concepts of students Cahaya, Lela Wan; Karo-Karo S, Isran Rasyid
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 1 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i1.25223

Abstract

Matematika adalah salah satu mata pelajaran yang menduduki peranan penting dalam dunia pendidikan, namun kenyataannya hasil belajar matematika peserta didik masih sangat rendah. Salah satu pendekatan pembelajaran matematika yang diterapkan dalam mengatasi rendahnya kemampuan pemahaman konsep matematis siswa yaitu dengan pendekatan Realistic Mathematics Education (RME). Pendekatan Realistic Mathematics Education (RME) merupakan salah satu pendekatan dalam proses pembelajaran matematika untuk mempermudah peserta didik dalam penyerapan materi serta pengalaman mereka secara langsung yang terfokus dengan menempatkan permasalahan–permasalahan yang ditemukan dalam kegiatan sehari-hari. Penelitian ini bertujuan untuk mengetahui adanya pengaruh pendekatan Realistic Mathematics Education (RME) terhadap Pemahaman Konsep Matematis Siswa. Jenis penelitian ini adalah penelitian quasi eksperimen dan desain yang digunakan adalah desain pretest-posttest control grup design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 6 Percut Sei Tuan. Sampel penelitian diambil secara acak sebanyak 2 kelas, instrumen penelitian dengan menggunakan tes. Analisis data dilakukan dengan uji T. Hasil penelitian ini menunjukkan bahwa adanya pengaruh pendekatan realistic mathematics education (RME) trehadap pemahaman konsep matematis siswa.
Sistematic Literature Review: Inovasi Media Pembelajaran Matematika yang Menarik dan Interaktif untuk Siswa Marian, Fungky
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 2 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i2.24809

Abstract

With the rapid advancement of the digital era, innovation in interactive and engaging mathematics learning media has become essential to enhance student engagement and comprehension. Interactive technologies such as mobile-based applications and educational game platforms offer significant potential to improve learning effectiveness. However, their implementation continues to face challenges, including limited teacher digital competence, inadequate infrastructure, and insufficient evaluation of media effectiveness. This study aims to identify innovative mathematics learning media that effectively enhance student motivation and learning outcomes, and to formulate strategies for overcoming implementation barriers. Using the Systematic Literature Review (SLR) method, the research analyzes 500 scientific articles from the Scopus database. Data were processed with VOSviewer to map research trends, co-occurrence of keywords, and thematic clusters. Findings reveal a significant surge in publications on innovative mathematics learning media in 2022, largely driven by the post-pandemic demand for technology-enhanced learning. Computer-based interactive multimedia has been shown to improve conceptual understanding, while social media platforms particularly TikTok are increasingly adopted as informal yet effective educational tools. Practically, these findings encourage schools and policymakers to strengthen teacher training in digital pedagogy, expand access to digital infrastructure, and strategically integrate interactive platforms including social media and AI-driven tools into everyday mathematics instruction
Analisis Kesalahan Mahasiswa Berkemampuan Rendah dalam Menyelesaikan Soal Limit Ditinjau dari Perbedaan Gender Rochana, Siti; Wahyuniar, Lilia Sinta; Mahdiyah, Umi; Wulanningrum, Resty
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 2 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i2.24861

Abstract

The calculus learning process in higher education sometimes encounters many problems. One of the problems often faced is the lack of understanding of students in algebra, especially in the limit chapter. In the Informatics Engineering study program at Nusantara PGRI University, Kediri, most students still have low mathematical abilities and an unbalanced gender composition. This study aims to analyze the types of errors made by low-ability students in solving limit problems, viewed from gender differences. This type of research is descriptive qualitative research. Data were collected through diagnostic tests to identify conceptual, procedural, and computational errors as well as unstructured interviews to explore the causes of errors. The research subjects were six students with low mathematical abilities consisting of 3 male students and 3 female students from the 2024/2025 intake who were taking calculus courses. The analysis results showed that conceptual errors made by male students were 33% and female students were 55%. Procedural errors in male students were 55% and female students were 66%. Computational errors in male students were 66% and female students were 55%. The highest number of errors found in male students were computational errors, while procedural errors were more prevalent among female students. This indicates that students still have difficulty understanding the basic concept of limits and are unable to apply structured solution steps. Low-ability students still showed high error rates in conceptual, procedural, and computational aspects, with different tendencies according to gender. Poor mastery of the basic concept of limits impacts procedural and computational errors. Future research can expand the number of subjects and explore affective factors such as math anxiety and learning motivation that may influence the types of student errors.
The effectiveness of training and mentoring in developing ethnomathematicsbased numeracy questions on students' assessment abilities Setyawati, Maunah; Kurniawan, Agus Prasetyo; Arrifadah, Yuni
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 2 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i2.24881

Abstract

Mathematics Education students at UIN Sunan Ampel Surabaya, as future mathematics teachers, are required to possess comprehensive competencies to become professional educators. One of these is numeracy competency, which is essential for solving various problems in everyday life. This study aims to describe the effectiveness of training and mentoring in developing ethnomathematics-based numeracy questions among Mathematics Education students, viewed from pedagogical competency standards. Data were collected using tests administered before and after the training and mentoring. The instruments used were test sheets and assessment rubrics to evaluate students’ ability to create ethnomathematics-based numeracy questions based on pedagogical competency standards. The effectiveness of the training and mentoring was determined by analyzing the results of the students’ question development and through statistical analysis using the Paired Sample T-Test. The results showed an increase in the percentage of each indicator of the pedagogical competency standard, and the Paired Sample T-Test obtained a p-value < 0.05, indicating that the development of ethnomathematics-based numeracy questions after training and mentoring was better than before.
Developing geometry pop-up book using universal design for learning approach for students with intellectual disabilities in Yogyakarta Nurbaiti, Anisa; Adhani, Nisrina Diva; Rohmi, Nandini; Sukoco, Heru
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 2 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i2.24953

Abstract

Education is a universal right for all individuals, including Children with intellectual disabilities (ID). Therefore, the study aimed to develop a valid, practical, and effective Pop-up Book using the Universal Design for Learning (UDL) approach to geometry material for students with intellectual disabilities in one of the Schools for Students with Special Needs in Yogyakarta. It used a developmental research method with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The population was all students with intellectual disabilities in one of the State Schools for Students with Special Needs in Yogyakarta. The sample was 10 students, selected using the purposive sampling technique. The study concluded that the Pop-up Book was valid. Based on the limited test, the results of the ten representative ability test questions were also valid and reliable. Moreover, the pop-up book developed was practical from the student's perspective. The average pre-test and post-test results effectively improved the learning outcomes of students with intellectual disabilities in geometry material. Thus, the Pop-up Book Geometry using the Universal Design for Learning approach was valid, practical, and effective. 

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