cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Jatmiko
Contact Email
jatmiko@unpkediri.ac.id
Phone
-
Journal Mail Official
jme.nusantara@unpkediri.ac.id
Editorial Address
-
Location
Kota kediri,
Jawa timur
INDONESIA
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
 19   20   21   22   23 
Analisis kemampuan berpikir kreatif siswa melalui pembelajaran make a match Santia, Ika; Khasanah, Hanizyah Quswatul; Arifah, Khusnul; Kariam, Betseba
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.v11i2.25703

Abstract

Kemampuan berpikir kreatif merupakan kemampuan yang perlu dikuasai siswa, akan tetapi siswa kelas X SMAN 1 Gurah belum sepenuhnya memiliki kemampuan tersebut. Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kreatif siswa kelas X SMAN 1 Gurah pada materi barisan melalui model pembelajaran Make a Match. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa wawancara, angket, dan tes. Subjek penelitian adalah 34 siswa kelas X-4. Tes mengukur empat indikator kemampuan berpikir kreatif berdasarkan teori Torrance: flexibility (keluwesan), fluency (kelancaran), originality (keaslian), dan elaboration (elaborasi). Data dianalisis secara deskriptif dan diuji validitasnya melalui triangulasi. Hasil penelitian menunjukkan bahwa rata-rata skor tiap indikator berada pada kategori “Sangat Baik”. Sebanyak 85% siswa berada dalam kategori kemampuan berpikir kreatif tinggi, 6% sedang, dan 9% rendah. Skor tertinggi mencapai 95,81 dan skor rata-rata siswa adalah 68,39. Temuan ini menunjukkan bahwa model pembelajaran Make a Match efektif meningkatkan kemampuan berpikir kreatif siswa pada pembelajaran matematika
Tren penelitian global tentang pemikiran komputasi dalam pendidikan matematika:Analisis bibliometrik (2000–2025) Sumarno, Fauziah; Suparman, Suparman; Mahmudah, Kunti Robiatul
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.v11i2.25725

Abstract

This study aims to identify global trends, scientific collaborations, and developments in computational thinking topics in the context of mathematics education through bibliometric analysis. The method refers to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) to improve transparency and quality of reporting. Data were taken from the Dimensions database for the period 2000–2025 and analyzed using VOSviewer software. The results show a significant increase in publications and citations since 2016, with the peak of publications occurring in 2023 and the highest citations in 2024. SDG 4: Quality Education is the theme most often associated with computational thinking, although contributions to Mathematics Education are still limited. The journal Education and Information Technologies is the most dominant publication medium, with researchers such as Weipeng Yang and Gary Ka Wai Wong as the main contributors. The visualization of the keyword network highlights the large focus on computational thinking skills, while mathematics education is in a peripheral position, indicating a suboptimal relationship. The visualization of co-authorship also shows the formation of strong global collaborations. The positive correlation between the number of publications and citations indicates that scientific productivity plays a major role in research visibility. These findings provide an important basis for developing further research into the integration of computational thinking into 21st century mathematics learning.
Pendidikan matematika realistik berbantuan geogebra: Efektifkah ditinjau dari literasi matematika dan kemandirian belajar? Septianisha, Nurul Indah; Hamdi, Syukrul; Setyaningrum, Wahyu
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.v11i2.26341

Abstract

This study aims to 1) describe the effectiveness of implementing RME assisted by GeoGebra in terms of students' mathematical literacy and self-directed learning; 2) describe the effectiveness of implementing PBL in terms of students' mathematical literacy and self-directed learning; and 3) describe the differences in effectiveness between GeoGebra-assisted RME and PBL in terms of mathematical literacy and self-directed learning. This study involved 64 eighth-grade students from a public junior high school in Yogyakarta, utilizing a nonequivalent control group design Data were collected through test and non-test instruments and analyzed using one-sample t-tests and Hotelling's T² test. The findings show that: 1) GeoGebra-assisted RME learning is effective in enhancing both students’ mathematical literacy and self-directed learning; (2) PBL is also proven to be effective in supporting students’ mathematical literacy and self-directed learning; (3) A significant difference exists between the effectiveness of GeoGebra-assisted RME and PBL when viewed from the perspectives of mathematical literacy and self-directed learning; (4) GeoGebra-assisted RME does not outperform PBL in improving mathematical literacy; and (5) GeoGebra-assisted RME is more effective than PBL in promoting students’ self-directed learning. Therefore, the choice of instructional strategy should align with the intended learning outcomes.
Written mathematical communication and self-confidence: A study of pre-service mathematics teachers Putri, Reni Albertin; Viantasari, Erwinda; Murtafiah, Wasilatul; Alvarez, Joel l.
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.v11i2.26621

Abstract

Written mathematical communication is an essential competency for pre-service mathematics teachers, yet limited studies have explored this skill among them. Prior studies have highlighted a correlation between communication skills and an individual's level of self-confidence. Because of that, this study aims to describe the written mathematical communication abilities and self-confidence levels of mathematics teacher candidates. The research involved 20 sixth-semester students of the Mathematics Education Program at Universitas Negeri Malang, with six participants selected through purposive sampling. Using a descriptive qualitative approach, the study was conducted in three phases: planning, implementation, and conclusion. Data were collected through a written mathematical communication test and a self-confidence questionnaire, and analyzed using triangulation to ensure reliability. The results showed that two students with high self-confidence achieved level 4 in written mathematical communication, three students with moderate self-confidence attained levels 2–3, and one student with low self-confidence reached level 1. These findings indicate that self-confidence plays an important role in students’ written mathematical communication skills. Therefore, teacher education programs are encouraged to design learning activities that foster students’ confidence in expressing mathematical ideas in written form. Further studies with larger samples and broader contexts are recommended to validate these findings.
Using statistical data in sexual harassment education through PBL in statistics Syarifuddin, Syarifuddin; Solikah, Amanat; Rusdiyanti, Ekita
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.v11i2.27078

Abstract

The increasing prevalence of sexual harassment cases within educational settings underscored the urgency of integrating social issues into the learning process. This study examined the effect of implementing a Problem-Based Learning (PBL) model based on sexual harassment case data on students’ understanding of statistical concepts and data processing skills. A pre-experimental research design with a one-group pretest–posttest model was employed. The sample consisted of 100 fifth-grade students from Muhammadiyah 18 Elementary School in Surabaya, selected through purposive sampling. The research instrument was a statistical concept comprehension test, and the data were analyzed using a paired sample t-test. The analysis results showed a correlation coefficient of 0.662 with a significant value of p < 0.001, indicating that the implementation of the PBL model significantly improved students’ conceptual understanding. The effect size (Cohen’s d = 0.97) indicated a large practical impact of the intervention. These findings suggest that embedding real social issues into mathematics and statistics instruction can simultaneously strengthen cognitive skills and foster social awareness among students. However, as this study employed a one-group pretest–posttest design, further research with control groups is recommended to strengthen generalisability
Improving students' mathematics HOTS ability through the integration of deep learning and SOLO taxonomy Nugroho, Khathibul Umam Zaid; Marsehan, Ahmad; Yulianti, Lili Tri; Nurtiara, Nurtiara
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.v11i2.27111

Abstract

Education in the 21st century requires students to have high-level thinking skills (HOTS), but the low HOTS of students' mathematics is still a significant challenge, as reflected in the results of international evaluations. This study aims to investigate the effectiveness of the integration of deep learning and SOLO Taxonomy in optimizing students' mathematics HOTS. Using a quasi-experimental design, the study involved 60 of students in grade VIII who were divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received a learning intervention based on deep learning principles with the guidance of the SOLO Taxonomy, while the control group received conventional learning. Data were collected through a math HOTS pre-test and post-test and analyzed using ANCOVA to control students' initial scores. The results showed a significant increase in students' math HOTS in both groups, but the increase in the experimental group was much higher (p<0.01). The qualitative analysis of the students' responses also shows a clear development at the level of SOLO Taxonomy, from Unistructural/Multistructural to Relational and Extended Abstract. These findings indicate that the integration of deep learning and SOLO Taxonomy creates an effective synergistic effect in facilitating deep thinking. This research contributes to the educational literature by providing a measurable and practical learning model to improve HOTS, as well as providing important implications for teacher practice and curriculum development in the future.
Analisis kemampuan penalaran spasial dalam penyelesaian soal transformasi geometri Astuti, Erni Puji; Handayani, Reza Septia; Ngulia, Karisma Nurul; Lestari, Dwi; Saktiyani, Debi; Pradana, Sintya Linggar
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.v11i2.27277

Abstract

Spatial reasoning ability significantly affects mathematics learning in the area of geometric transformations. However, students’ spatial reasoning ability is still underdeveloped. This study focused on analyzing students’ spatial reasoning ability while working on problems involving geometric transformations. Data were collected through a spatial reasoning ability test and personal interviews. The subjects were six grade XI students. The research design applied was descriptive qualitative. It was found that students with high spatial reasoning ability could mentally analyze and understand rotation patterns, envision objects moving in a clockwise direction, determine dilation and reflection of an object about a specific axis, and comprehend spatial changes and the position of objects and shapes in space. Students with moderate spatial reasoning ability could understand the rotation patterns and mentally picture the objects moving clockwise; however, they could not grasp the concept of object transformations correctly. Low spatial reasoning ability could not grasp the problem and visualize the rotation of the objects, resulting in an inability to determine the transformation of the object position. This also prevented the students from solving the transformation concept. This study has been able to identify specific aspects that need to be addressed in the geometric transformation topic. This research can help inform the design of more effective and innovative learning strategies.
Developing ethnomathematics-based digital quizzes with gamification on the blooket platform Kurniati MA, Ratnah; Inuhan, Michael; Lekitoo, John Nandito; Madubun, Fenty Madelin; Bonara, Arche Febry; Reiwuty, Jafrandi Jonsen; Sawo, Novania
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.v11i2.27280

Abstract

This study describes the development of an ethnomathematics-based digital quiz combined with a cultural context that was developed by applying the 4D methods of instruction (Define, Design, Develop, Disseminate). Focusing on the concept of number patterns, the quiz integrates local cultural elements from 3T regions such as weaving motifs, ceremonial structures, and traditional rituals to enhance relevance and engagement. The quiz items were designed to suit the Blooket platform, emphasizing short narratives, age-appropriate cognitive levels, and engaging gamification features that promote active learning. Validation results confirmed that the quiz items were content-valid, instructionally effective, and practical for classroom use. Limited trials demonstrated that the media significantly increased student motivation and engagement, particularly when mathematical concepts were presented through culturally familiar formats. Feedback from teachers and students indicated that the quiz holds promise as an inclusive and adaptive formative assessment tool, responsive to the realities of education in remote areas. The study recommends expanding the media to include a broader range of mathematical topics and cultural representations from across Indonesia. Integration with complementary learning resources such as thematic modules or game-based activity sheets, may further enhance its function as both an evaluation tool and a medium for independent, enjoyable learning. To ensure successful implementation, targeted teacher training in gamification strategies is essential, especially in schools with limited digital access.
Analisis butir soal tes literasi matematika dan efikasi diri peserta didik Nanda, Eka Mega; Kismiantini , Kismiantini; Arliani , Elly
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.v11i2.27281

Abstract

This study aims to analyze the quality of daily test items and non-test instruments (questionnaires) on Two-Variable Linear Equation Systems in junior high school, in terms of validity, reliability, discrimination power, and difficulty level. The method used was descriptive analysis with 64 eighth-grade students (academic year 2024/2025) as subjects. The findings show that all instruments are valid (essays are very high, multiple-choice questions and questionnaires are high), but the reliability of exam questions (essays and multiple-choice questions) is still in the moderate category. Further analysis of multiple-choice questions shows a predominance of easy difficulty levels (92%) and a number of items (25%) with poor discrimination power, indicating the need for item revision.
Dapatkah game digital menurunkan beban kognitif? Tinjauan sistematis dan meta-analisis pada pembelajaran matematika Kusumawardani, Seftia; Efendi, Agus; Sumaryati, Sri
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.v11i2.27331

Abstract

Mathematics learning often burdens students' cognitive capacity, hindering their understanding of concepts and mastery of the material. Digital Game-Based Learning (DGBL) offers a promising approach to address this challenge, but its effectiveness remains a subject of debate. This research employs a Systematic Literature Review and meta-analysis to analyze 15 empirical studies. The primary objective is to evaluate the impact of DGBL on cognitive load, identify research trends, and determine the factors that moderate its effectiveness. The meta-analysis definitively demonstrates that DGBL has a significant and medium effect on reducing students' cognitive load in mathematics learning. Further analysis reveals that the type of mathematics content and game genre act as significant moderators. Specifically, DGBL exhibits superior effectiveness in reducing cognitive load with algebra and geometry material compared to arithmetic, percentages, patterns, number lines, and graphs. Moreover, simulation and puzzle genres prove more effective than role-playing and adventure genres. This research highlights the importance of carefully considering the selection of content and game genre when implementing DGBL to optimize the reduction of cognitive load in elementary schools. These findings provide valuable insights for educators and educational software developers in designing more effective learning interventions tailored to students’ needs.

Page 22 of 23 | Total Record : 221

 19   20   21   22   23 

Filter by Year

2015 2025


Reset
Filter By Issues
All Issue Vol 11 No 2 (2025): Jurnal Math Educator Nusantara Vol 11 No 1 (2025): Jurnal Math Educator Nusantara Vol 10 No 2 (2024): Jurnal Math Educator Nusantara Vol 10 No 1 (2024): Jurnal Math Educator Nusantara Vol 9 No 2 (2023): Jurnal Math Educator Nusantara Vol 9 No 1 (2023): Jurnal Math Educator Nusantara Vol 8 No 2 (2022): Jurnal Math Educator Nusantara Vol 8 No 1 (2022): Jurnal Math Educator Nusantara Vol 7 No 2 (2021): Jurnal Math Educator Nusantara Vol 7 No 1 (2021): Jurnal Math Educator Nusantara Vol 6 No 2 (2020): Jurnal Math Educator Nusantara Vol 6 No 1 (2020): Jurnal Math Educator Nusantara Vol 5 No 01 (2019): JMEN : Jurnal Math Educator Nusantara Vol 5 No 2 (2019): Jurnal Math Educator Nusantara Vol 4 No 2 (2018): JMEN : Jurnal Math Educator Nusantara Vol 4 No 1 (2018): JMEN : Jurnal Math Educator Nusantara Vol 3 No 1 (2017): Volume 3 No 1 Tahun 2017 Vol 3 No 2 (2017): JMEN : Jurnal Math Educator Nusantara Vol 2 No 02 (2016): volume 2 no 2 tahun 2016 Vol 2 No 1 (2016) Vol 1 No 2 (2015) Vol 1 No 1 (2015) More Issue