cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
christi matitaputty
Contact Email
chmatitaputty@gmail.com
Phone
-
Journal Mail Official
jupitek.mathedu@gmail.com
Editorial Address
Gedung Jurusan Pendidikan MIPA FKIP Program Studi Pendidikan Matematika Jl. Ir. M. Putuhena, Kampus Universitas Pattimura Poka-Ambon, Maluku, Indonesia
Location
Kota ambon,
Maluku
INDONESIA
Jurnal Pendidikan Matematika (Jupitek)
Published by Universitas Pattimura
ISSN : 26552841     EISSN : 26556464     DOI : https://doi.org/10.30598/jupitekvol3iss1year2020
Core Subject : Education,
Education Mathematics
JUPITEK : Journal of Mathematics Education is one of the scientific media publications, which publishes the article related to research in the field of Mathematics Education and learning.
Arjuna Subject : -
Articles 116 Documents
 8   9   10   11   12 
Ethnomathematical Exploration of Two-Dimensional Shapes in Banten Batik Motifs Dinar Nirmalasari; Rofiroh Rofiroh
Jurnal Pendidikan Matematika (JUPITEK) Vol 8 No 2 (2025): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol8iss2pp90-105

Abstract

Indonesia is currently implementing an independent curriculum that emphasizes contextual, differentiated, and learner-centered instruction grounded in students’ cultural environments. Integrating local heritage, such as batik, aligns with these principles and allows students to recognize mathematics as part of their everyday experiences rather than a detached school subject. Typical Banten batik, therefore, holds strong potential as a medium for teaching geometry. This study aims to identify and analyze the plane shapes embedded in Banten batik motifs. A descriptive qualitative method with an ethnographic approach was employed. Data were collected through literature review, interviews, and direct observations of Banten batik, and were analyzed using domain and taxonomic techniques to classify and interpret geometric features. The findings show that Banten batik motifs contain plane geometric elements that represent mathematical concepts naturally embedded in local culture, demonstrating clear connections with flat shapes. The study highlights the significant potential of ethnomathematics-based learning, enabling teachers to connect formal mathematics with students’ cultural knowledge, promote meaningful learning, and strengthen students’ cultural identity and pride.
Enhancing Class IX Students’ Problem-Solving Skills Through the RME Approach in Reflection Mathematics Material Elisabeth Gunu Lyany; Hongki Julie
Jurnal Pendidikan Matematika (JUPITEK) Vol 8 No 2 (2025): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol8iss2pp106-118

Abstract

This study aims to analyze students' problem-solving abilities after participating in learning using the Realistic Mathematics Education (RME) approach based on ethnomathematics in the subject of reflection. The research method used is design research with research instruments in the form of Hypothetical Learning Trajectory (HLT), Student Activity Sheets (LKPD), written test sheets, and interview guidelines. The data obtained were analyzed using data analysis techniques according to Miles and Huberman, namely: reducing data, presenting data, and drawing conclusion. The written tests used to measure students' problem-solving abilities consisted of two types of questions based on Polya's problem-solving indicators and were given after the learning process. The results showed that after participating in learning using the ethnomathematics-based RME approach, students began to demonstrate the ability to review their answers and understand problems through a reflective context related to the culture of Lamalera ikat weaving. However, students still had difficulty formulating strategies and implementing systematic problem-solving plans. These findings indicate that the ethnomathematics-based RME approach has the potential to foster reflective and contextual thinking skills in mathematics, although students still need more time and practice to optimally develop their problem-solving skills.
Implementation of Project Based Learning with Scratch to Enhance Students’ Computational Thinking on Linear Function Mas Asfila Aldiyah Sabila; Mariyam Mariyam; Rika Wahyuni
Jurnal Pendidikan Matematika (JUPITEK) Vol 8 No 2 (2025): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol8iss2pp130-145

Abstract

This study aims to: (1) determine students’ learning mastery in terms of computational thinking skills, based on a minimum completeness criterion (KKTP) of 70, both individually and classically after the implementation of the Project-Based Learning (PjBL) model assisted by Scratch media; (2) identify whether there is a significant difference in the improvement of computational thinking skills between students taught using the PjBL model with Scratch and those taught through direct instruction on the topic of linear functions at SMP Negeri 19 Singkawang; and (3) observe student learning activities after the application of the PjBL model assisted by Scratch. This quantitative research employed an experimental method using a quasi-experimental design with a nonequivalent control group design. The sample was selected using probability sampling, specifically simple random sampling, resulting in class VIII E as the experimental group and class VIII A as the control group. The findings indicate that: (1) students' computational thinking skills achieved the KKTP threshold both individually and classically after the intervention; (2) a significant difference in skill improvement was found between the experimental and control groups; and (3) students demonstrated active engagement in learning activities following the implementation of the PjBL model assisted by Scratch.
A Comparative Study of RME and PBL Models on Students’ Problem-Solving Skills Based on Mathematical Communication Marindra Kariadi; Edy Waluyo; Shahibul Ahyan
Jurnal Pendidikan Matematika (JUPITEK) Vol 8 No 2 (2025): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol8iss2pp119-129

Abstract

This study aims to compare the effects of the Realistic Mathematics Education (RME) and Problem-Based Learning (PBL) models on junior high school students’ problem-solving skills, viewed through the lens of mathematical communication. A quasi-experimental method employing a 2×2 factorial design (treatment by level) was implemented. The sample consisted of 32 seventh-grade students from a public junior high school in East Lombok, West Nusa Tenggara, divided into four groups based on instructional model and mathematical communication level (high vs. low). The research instrument was an essay-based test administered both before and after the intervention. Two-way ANOVA results revealed a statistically significant effect of the learning model on problem-solving skills (F = 106.68; p < 0.001), a significant effect of mathematical communication level (F = 85.34; p < 0.001), and a significant interaction between the two factors (F = 13.00; p = 0.0012). Dunnett’s post hoc analysis indicated that students with both high and low levels of mathematical communication performed significantly better under the RME model than under PBL (t = 3.56 and t = 3.74, respectively; t₀.₀₅ = 2.49). These findings suggest that RME is more effective than PBL in enhancing students’ problem-solving abilities, regardless of their level of mathematical communication, and is well-suited for implementation in diverse classroom settings.
Analysis of Students' Mathematical Connection Skills in Solving High-Order Thinking Skills Problems if Flat- Sided Space Building Desmira Maharani; Kartini Kartini; Yenita Roza
Jurnal Pendidikan Matematika (JUPITEK) Vol 8 No 2 (2025): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol8iss2pp146-157

Abstract

Mathematical connection skills are essential for solving Higher-Order Thinking Skills (HOTS) problem, yet Indonesian students struggle to link concepts across contexts. This study investigates how junior high school students apply these skilss in flat-sided space geometry, addressing gaps in contextual and interdisciplinary problem solving. A descriptive qualitative approach was employed with 18 Class VIII students at MTs Daarun Nahdhah Bangkinang. Data were collected through a validated essay text (expert judgment: k=0.82) measuring three indicators: (1) inter-mathematical concept connection, (2) mathematics to other fields applications, and (3) real world problem solving. Responses were scored using a rubric (0-4 scale) and analyzed thematically by ability level(high/medium/low). Only 28% of students excelled in connecting mathematical concept (indicator 1), while 22% performed well in interdisciplinary applications (indocator 2). Real world problem solving (indicator 3) showed the lowest mastery (11%). High ability students demonstrated coherent relational understanding, whereas medium/low ability students relied on rote memorization or made calculation error. The finding highlight critical gaps in students ability to contextualize mathematics, emphasizing the need for scaffolding in curriculum design. Implications suggest integrating real world examples and interdisciplinary tasks to strengthen HOTS based connection.
Written Mathematical Communication Profiles: Symbolic, Visual, and Metacognitive Features in Inclusion–Exclusion Problem Solving Nurma Wahyu Utami; Lathiful Anwar; Makbul Muksar
Jurnal Pendidikan Matematika (JUPITEK) Vol 9 No 1 (2026): On Progress
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol9iss1pp1-15

Abstract

This study explores profiles of written mathematical communication in solving an inclusion–exclusion problem, with a focus on four interrelated components: writing, mathematical expression, drawing, and metacognitive verification. Employing a qualitative case study design, data were collected from undergraduate mathematics education students through written problem-solving tasks and task-based semi-structured interviews. Two participants were purposively chosen in order to illustrate the variation in communication profiles. These profiles were analyzed through iterative coding and cros-case comparison to understand the way the participants store, present, and substantiate ideas in the field of mathematics. The results suggest that the profiles observed were the results of participants’ engagement with multiple representational systems. Symbolic-visual communication, the first of the two profiles, includes the use and combination of formal, sequentially bound systems and multiple representational systems while the second, systematic symbolic communication, involves the use of organized, rational thought structured through sequentially bound systems (i.e., without the use of multiple representational systems). Although each communication profile leads to the same correct answer, they diverge in the degree of engagement with representational systems and the verification process. Most importantly, the results suggest that, to an extent, communication problems were the results of the participants’ insufficient integration and verification of multiple representational systems, rather than procedural problems. The results suggest that communication in mathematics involves not only sequence and order, but participants’ engagement with multiple, representational systems. Finally, the results suggest that participants’ integration of multiple representational systems and reflective processes might be the facilitators to communication in mathematics.

Page 12 of 12 | Total Record : 116

 8   9   10   11   12 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol 9 No 1 (2026): On Progress Vol 8 No 2 (2025): Jurnal Pendidikan Matematika (JUPITEK) Vol 8 No 1 (2025): Jurnal Pendidikan Matematika (JUPITEK) Vol 7 No 2 (2024): Jurnal Pendidikan Matematika (JUPITEK) Vol 7 No 1 (2024): Jurnal Pendidikan Matematika (JUPITEK) Vol 6 No 2 (2023): Jurnal Pendidikan Matematika (JUPITEK) Vol 6 No 1 (2023): Jurnal Pendidikan Matematika (JUPITEK) Vol 5 No 2 (2022): Jurnal Pendidikan Matematika (JUPITEK) Vol 5 No 1 (2022): Jurnal Pendidikan Matematika (JUPITEK) Vol 4 No 2 (2021): Jurnal Pendidikan Matematika (JUPITEK) Vol 4 No 1 (2021): Jurnal Pendidikan Matematika (JUPITEK) Vol 3 No 2 (2020): Jurnal Pendidikan Matematika (JUPITEK) Vol 3 No 1 (2020): Jurnal Pendidikan Matematika (JUPITEK) Vol 2 No 2 (2019): Jurnal Pendidikan Matematika (JUPITEK) Vol 2 No 1 (2019): Jurnal Pendidikan Matematika (JUPITEK) Vol 1 No 1 (2018): JUPITEK : Jurnal Pendidikan Matematika Vol 1 No 1 (2018): Jurnal Pendidikan Matematika (JUPITEK) More Issue