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JPM : Jurnal Pendidikan Matematika
Published by Universitas Islam Malang
ISSN : 24424668     EISSN : 26564564     DOI : -
Core Subject : Education, Social,
Education Mathematics Social Sciences
JPM : Jurnal Pendidikan Matematika (Journal of Mathematics Education) published by Mathematics Education Study Program, Faculty of Teacher Training and Education in Malang Islamic University. Publish twice a year in February and August. Contains writings that are taken from the results of the research as well as the results of deep (conceptual) thinking in the field of mathematics education and learning. The focus and scope of this journal include: (1) Development of a model, (2) Media development, (3) Development of mathematics teaching materials, (4) Knowledge of pedagogical content, (5) Evaluation of mathematics learning, (6) The process of mathematical thinking, (7) Study of the theory and practice of mathematics learning, and (8) Study of mathematical integration.
Arjuna Subject : -
Articles 179 Documents
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Mathematical Problem-Solving Abilities with a Metacognitive Approach at High School Students Amelia, Dini Okta; Rosyadi, Alfiani; In'am, Akhsanul
Jurnal Pendidikan Matematika (JPM) Vol 11 No 1 (2025): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v11i1.22341

Abstract

Problem solving is a sequence of mental processes for resolving an issue varying from comprehending the problem to reassessing the outcomes of addressing the problem. This research aimed to explore mathematical problem-solving examined through students' metacognitive capacities. This investigation is a descriptive study using a qualitative method. The participants in this research were students of the 10th grade of Maarif Lawang High School, comprising 6 individuals. Data gathering methods in the shape of assessments and paired discussions. Data interpretation methods are carried out through data collection, data compression, data display, and inference drawing. The findings revealed that learners in the high category fulfilled all signs ranging from the first to the fourth, and learners in the moderate categories fulfilled one to three signs on each query. In contrast, learners in the low category only met one distinct sign on each provided query. The inference is that learners in the high category fulfill all metacognitive signs, learners in the moderate category fulfill only three signs, and learners in the low category fulfill various signs. Recommendations for future researchers are encouraged to conduct further investigations with progressively extensive and diverse participants to ensure the acquired information is more comprehensive.
The Influence of Mathematical Understanding, Reasoning, and Resilience on Mathematical Literacy in Karimun Regency's Eighth Graders Harahap, Ummi Fadilah; Jarnawi Afgani Dahlan; Ikhwanudin, Trisno
Jurnal Pendidikan Matematika (JPM) Vol 11 No 1 (2025): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v11i1.22396

Abstract

Mathematical literacy remains a significant concern among students in Indonesia, as reflected in low scores on international assessments such as PISA and TIMSS. This study aimed to examine the impact of mathematical understanding, reasoning, and resilience on the mathematical literacy of 100 8th-grade students in public junior high schools in Karimun Regency. A quantitative approach with a survey design was employed, and data were collected using validated questionnaires and tests. The data were examined using multiple linear regression approach. The results indicated a significant positive relationship between mathematical understanding, reasoning, and resilience on students' mathematical literacy. These findings highlight the need for comprehensive teaching strategies that integrate these three aspects to effectively enhance mathematical literacy. More varied teaching methods and strong support from educators are recommended to optimize students' mathematical literacy.
Improving Understanding of Mathematical Concepts Through Contextual Teaching and Learning (CTL): A Case Study at Junior High School 14 Pematangsiantar Nazwa, Putri; Apriani, Dian Elita; Siburian, Gusti Magdalena Br.; Situmorang, Romaulika; Simamora, Septri Amelia; Rambe, Yarti Melvina; Aprilia , Yesnita; Siregar , Budi Halomoan
Jurnal Pendidikan Matematika (JPM) Vol 11 No 1 (2025): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v11i1.23382

Abstract

Mathematics learning at the secondary school level plays an important role in fostering a deep understanding of ideas among students. The main purpose of this research is to see how effectively SMP Negeri 14 Pematangsiantar’s students understand mathematical concepts through CTL learning. This research applies a quantitative approach with a true experimental design. The study involved 30 seventh-grade students, divided into an experimental group (15 students of class VII-1) and a control group (15 students of class VII-3). The experimental group received learning with the CTL approach, which incorporated real-life problem-solving activities, discussions, and hands-on contextual exercises related to fractions. Meanwhile, the control group was taught using the expository method. Both groups were given a pre-test and post-test to measure the improvement of learning outcomes. The control group had an average post-test score of 54.00, while the experimental group had a significantly higher score of 90.33 (p < 0.001). Data were analyzed using an independent sample t-test, which confirmed that the difference in post-test scores between the two groups was statistically significant. The findings indicated that the CTL approach significantly improved students' conceptual understanding. The practical implications of this study suggest that integrating contextual learning strategies into mathematics instruction can enhance students’ ability to comprehend abstract concepts, particularly fractions. The findings of this study support the CTL approach as an effective and recommended instructional strategy for improving students' conceptual understanding of fractions. Implementing this approach can contribute to more engaging and meaningful mathematics education at the secondary school level.
Enhancing Students’ Spatial Ability and Mathematical Resilience in Trigonometry Through the Realistic Mathematics Education (RME) Approach with Clinometer Media Fattah, Gilang Fathurrohman; Lestari, Wahyu; Zairozie, Athar Zaif
Jurnal Pendidikan Matematika (JPM) Vol 11 No 1 (2025): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v11i1.23249

Abstract

This study aims to measure and analyze the effect of the RME approach assisted by a clinometer on students' spatial abilities and mathematical resilience in trigonometry. The sample of this study was 60 students of SMAN 1 Maron, consisting of 30 students of class XA as the control class and 30 students of class XB as the experimental class. This research used a quantitative method, a quasi-experimental design, and a purposive sampling technique. Learning sessions in this study were conducted as many as 4 meetings for 2 hours of lessons in each meeting. Data analysis was conducted using Independent Sample T-Test and N-Gain test. The tests for normality and homogeneity indicated that the data followed a normal distribution and exhibited homogeneity. The results of the Paired Sample T-Test showed a significant improvement in the experimental class, with a Sig. (2-tailed) value of 0.000 (p < 0.01), indicating a substantial effect on students' spatial ability and mathematical resilience. The N-Gain scores for the experimental class were 60.08 for spatial ability and 57.90 for mathematical resilience, categorizing the intervention as effective. These results indicate that using the RME approach alongside clinometer media improves students' spatial skills and mathematical resilience in trigonometry learning. 
Analysis of Students Specializing and Generalizing Thinking in Three-Dimensional Geometry Jamiludin, Moh. Fauzi; Suwito, Abi; Susanto; Frenza
Jurnal Pendidikan Matematika (JPM) Vol 11 No 1 (2025): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v11i1.23346

Abstract

This research analyzes the thinking processes of students specializing and generalizing in solving problems related to three-dimensional geometry. The objective of this research is to clearly identify how the cognitive processes of specializing and generalizing assist students in comprehending and solving problems related to three-dimensional geometry. This study employed a descriptive qualitative method to investigate students’ problem-solving processes in three-dimensional geometry. Two ninth-grade students were selected through purposive sampling based on their mathematical abilities. Data were collected through task-based interviews and analyzed using qualitative coding to identify key problem-solving strategies and cognitive processes based on their ability to demonstrate specializing and generalizing thinking. Data were collected through geometry problem-solving tasks and unstructured interviews, and analyzed using Stacey’s cognitive framework of mathematical thinking. The result of study reveal that the students demonstrated two distinct forms of schematic representation in their problem-solving processes. Subject 1 employed a pure schematic representation and subject 2 utilized a mixed schematic representation. These two forms of representation enable students to identify patterns and apply the concepts they have learned in a broader context. The findings indicate that students exhibit distinct cognitive patterns in specializing and generalizing, with a predominant reliance on visual reasoning in spatial geometry problem-solving. While some students transition effectively between these two processes, others face difficulties in generalizing abstract concepts
Enhancing Critical Thinking and Mathematical Achievement Through Problem-Based-Learning: A Classroom Action Research at SMKN 6 Surabaya Mahani, Sollia; Rusimamto, Puput Wanarti; Buditjahjanto, I Gusto Putu Asto; Anifah, Lilik
Jurnal Pendidikan Matematika (JPM) Vol 11 No 1 (2025): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v11i1.23453

Abstract

This study aimed to enhance students’ critical thinking skills and mathematics learning outcomes on the topic of relations and functions through the implementation of the Problem-Based Learning (PBL) model. Conducted as a Classroom Action Research (CAR) at SMKN 6 Surabaya, the study involved 40 students of class X ULP 2 and was carried out over three months in two cycles. Data were collected using tests, observations, and questionnaires. The results showed a significant improvement in cognitive learning outcomes. The average score in the basic cognitive domain (C1–C3) increased from 73.71 in the first cycle to 75.9 in the second cycle. The lowest score rose from 37.5 to 54.2, and the number of students who achieved completion increased from 22 to 34. In the complex cognitive domain (C4–C6) that showed critical thinking skills, the average increased from 40.09 to 61.4. The highest score rose from 70.83 to 91.7, and there were no more students in the low-scoring category. These findings suggest that the PBL approach, when supported by structured assignments and exercises, can effectively foster critical thinking and improve mathematics achievement in vocational high school setting.
Integrating AI Literacy in Solving Linear Programming Problems: A Study with Prospective Teachers using Madura Batik Contexts Baidawi, Muhammad; Tri Octavianti, Cynthia; Bachtiar, Abdul Hamıd
Jurnal Pendidikan Matematika (JPM) Vol 11 No 2 (2025): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v11i2.24033

Abstract

Linear programming is a crucial aspect of optimization mathematics. Prospective mathematics teachers are required to be proficient in solving linear programming problems using graphical methods, the simplex method, and computational technology. However, challenges such as modeling real-world problems, computational complexity, and difficulty understanding graphical visualizations often hinder understanding the material. This study aims to describe the solution of linear programming problems based on the local wisdom of Madurese batik, incorporating AI literacy tools such as ChatGPT, DeepSeek, Grok, Wolfram Alpha, and GeoGebra AI. This study employed a qualitative, descriptive approach. The subjects consisted of 23 prospective teachers, and three representative subjects were selected. The instruments used were a contextual problem of Madurese batik and an interview questionnaire. The results were analyzed and compared with the interview results. The results show that AI helps facilitate prospective teachers in solving linear programming problems. The research findings suggest that AI has transformative potential in mathematics learning for prospective teachers. AI improves efficiency, visual comprehension, flexibility, and confidence. However, challenges such as technological barriers and potential decreases in learning intensity need to be addressed through thoughtful pedagogical design. Prospective teachers must remain meticulous in problem-solving because AI can make mistakes. Prospective teachers may feel the need for intensive learning because problems can be easily solved by AI. AI should be viewed as a tool that supports exploration and understanding, not as a complete substitute for the learning process. Mathematics learning needs to integrate AI as an aid, not a replacement for manual skills.
Developing STEAM-based Interactive E-Modules with Religious Integration to Enhance Students’ Mathematical Literacy Putri, Della Pitriani; Syaf, Agus Hikmat; Widiastuti A, T. Tutut
Jurnal Pendidikan Matematika (JPM) Vol 11 No 2 (2025): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v11i2.23932

Abstract

In the digital era, the challenge of learning lies not only in the delivery of material, but also in how the material is packaged to be meaningful and relevant to students. The use of technology in education, combined with STEAM (Science, Technology, Engineering, Arts, Mathematics) learning with the integration of religious values to improve mathematical literacy, is a potential strategy to improve the quality of student understanding, especially in mathematics learning. Therefore, this study aims to develop and assess the feasibility of a STEAM-based interactive e-module with the integration of religious values to improve students' mathematical literacy in statistics material. The research method used was Research and Development (R&D) with the ADDIE development model. The validation results showed that the developed interactive e-module was highly valid, with a score of 92.94% from media experts and 92.86% from material experts. In terms of practicality, student responses resulted in a score of 88.66% in the small-scale trial and 81.04% in the large-scale trial, both categorized as highly practical. Regarding effectiveness, the module achieved an effectiveness score of 76% in the small-scale trial and 88% in the large-scale trial. Furthermore, the effect size analysis showed a value of 0.7 in the small-scale trial and 1.2 in the large-scale trial, indicating a substantial increase in students' mathematical literacy. Thus, the findings suggest that the developed e-module is valid, practical, and effective for use as an interactive, innovative, and contextual mathematics learning medium that integrates religious values.
Bridging Pedagogy and AI: A Systematic Review of Deep Learning in Mathematics Education Gusti, Valeria Yekti Kwasaning; Amastini, Fitria
Jurnal Pendidikan Matematika (JPM) Vol 11 No 2 (2025): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v11i2.24319

Abstract

Deep learning is interpreted differently in educational and computational contexts. The purpose of this study is to systematically examine how deep learning is conceptualized and applied in mathematics education research, and to evaluate the extent to which these applications align with the Indonesian Ministry of Education and Culture’s (Kemendikbud) definition of deep learning. A systematic literature review (SLR) was conducted using PRISMA guidelines. Searches in ScienceDirect, Scopus, Springer Link, and ProQuest produced 1,881 records containing the term “deep learning,’” published between 2015 and 2025. After duplicate removal and screening, 16 peer-reviewed journal articles explicitly addressing deep learning in mathematics education were included. Two main interpretations were found. Eleven studies framed deep learning pedagogically, focusing on conceptual understanding, problem-solving, collaborative learning, and real-world application. Five studies adopted a computational framing, using deep neural networks and other machine learning techniques for prediction, error analysis, adaptive instruction, and automated feedback. While the majority aligned with Kemendikbud’s pedagogical emphasis, some studies treated deep learning purely as a technical method, without explicit links to student-centered outcomes. The review highlights a conceptual gap between pedagogical and computational uses of deep learning in mathematics education. Bridging this gap requires interdisciplinary collaboration between educators and technology developers to ensure technological applications support meaningful learning. The findings provide a reference for aligning global research on deep learning with national education policy, ensuring relevance for curriculum design and classroom practice. 

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