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Abdul Halim Fathani
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Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang MT. Haryono 193 Malang, East Java, Indonesia
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Jurnal Pendidikan Matematika (JPM)
Published by Universitas Islam Malang
ISSN : 24424668     EISSN : 26564564     DOI : https://doi.org/10.33474/jpm.v12i1.24984
Core Subject : Education, Social,
Education Mathematics Social Sciences
The Jurnal Pendidikan Matematika (JPM) welcomes contributions that encourage the exchange of knowledge, rational discussion, innovative ideas and techniques that have the potential for significant impact, between researchers/academicians and practitioners. JPM covers a broad range of areas, including but not limited to: model development, media development, and the creation of mathematics teaching materials. The journal also explores pedagogical content knowledge, the evaluation of mathematics learning, and the processes involved in mathematical thinking. Additionally, it examines both the theoretical and practical aspects of mathematics education and studies related to the integration of mathematics.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 316 Documents
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Geometric and Mathematical Patterns in The Architecture of The Grand Mosque of Syekh Yusuf Gowa: An Exploration Dewi Sartika; Firiani Nur; Nur Yuliany
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.v11i1.22994

Abstract

Ethnomathematics studies the relationship between mathematics and culture, including its application in everyday life. One of the relevant cultural objects is the mosque, which can be an interesting approach in learning mathematics. This study aims to explore the application of geometric concepts and mathematical patterns in the architectural design of the Grand Mosque of Syekh Yusuf Gowa. Using a qualitative approach with ethnographic methods, data were collected through observation, documentation, and literature review. The results of the study show that the structure and ornaments of the mosque reflect various geometric elements, such as two-dimensional shapes (square, circle, triangle, rhombus, octagon, and trapezoid) and three-dimensional shapes (cylinder and quadrilateral pyramid). In addition, geometric transformations such as reflection, translation, and dilation are also found in the design. There are also mathematical patterns that enrich the aesthetics of the architecture. These findings underline the importance of the integration of mathematics and culture in education, and provide new insights into the application of mathematical concepts in traditional architecture. This study confirms that the architecture of the Grand Mosque of Syekh Yusuf is not only a place of worship, but also a source of inspiration in learning mathematics.
An Analysis of Prospective Mathematics Teachers' Knowledge about Zeno's Paradox of Motion Fitri Fauziyyah; Yulyanti Harisman
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.v11i1.23128

Abstract

Paradoxes are catalysts for innovation or new findings in mathematics. One of them comes from Zeno's thoughts, namely Zeno's paradox. Zeno's paradox of motion remains relatively unknown among students. This study aims to describe Zeno's paradox of motion to readers and explore the extent of knowledge of prospective mathematics teacher students about Zeno's paradox of motion. This qualitative study employs a literature review and case study approach, while the instrument used is an open-ended interview. The literature review was conducted by reviewing articles to find out the paradox of Zeno's motion. Case studies were conducted by interviewing ten 2023 students as research subjects, taken randomly from five available classes in the mathematics education study program. The literature review provided a foundational understanding of the paradox, and the case studies offered empirical insights into its cognitive implications within a specific educational context. The data analysis used was thematic. This study reveals that there are 2 categories of student knowledge about Zeno's paradox of motion, including 1) Unknown of Zeno Motion Paradoxes, and 2) Known of Zeno Motion Paradoxes. This underscores the importance of incorporating historical mathematical paradoxes into teacher training to enrich students' understanding of mathematical evolution and critical thinking.
Batik Ratu Banten in an Ethnomathematics Lens: Historical Value and Mathematical Value Vidya Ayuningtyas; Yuke Andriani; Sulistiawati; Destri Astrianingsih; Anggi Rahmani
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.v11i1.23326

Abstract

Mathematics is a basic science that is very necessary in daily activities, and contributes to the advancement of science and technology. In addition to the functional aspect, mathematics also has an aesthetic side that can be combined with cultural elements in a work of batik art, namely Batik Ratu Banten. This approach involving mathematical and cultural concepts is known as ethnomathematics, which can be used as a source in contextual mathematics learning that is interesting for students by connecting abstract mathematical concepts with real cultural artifacts. However, learning in schools in Banten has not fully integrated cultural elements into mathematics learning. Therefore, this study aims to examine Batik Ratu Banten from historical and mathematical values. The research method is qualitative with an ethnographic approach. Research data were obtained from interviews, observations, and documentation, with the subject data source being the Batik Ratu Banten UMKM actors. The data received is analyzed to dissect and clarify the philosophy and describe batik motifs using a geometric approach, using data reduction techniques, data presentation, and concluding so that research conclusions are obtained. The results of the study concluded that Batik Ratu Banten not only contains historical elements of Banten, but also mathematical values. Behind the beautiful carvings of the artwork of Batik Ratu Banten, there are mathematical values in the form of the concept of number patterns, the concept of circles in the material of flat shapes, the concept of lines and angles, and the concept of reflection, translation, and rotation in the material of transformation geometry. This finding shows that Batik Ratu Banten can function as a source of learning mathematics in understanding the material to be more contextual and meaningful.
Interactive Mathematics Activity Books: A Strategy to Boost Students’ Interest and Arithmetic Abilities Sisi Pitriyana; Iis Juniati Lathiifah
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.v11i1.23383

Abstract

This research is motivated by the fact that mathematics is still a subject that students consider difficult. The low interest of students in learning leads the low arithmetic ability. This can be caused by school mathematics learning that focuses a lot on practice questions, but is not varied enough. Mathematics learning should use learning media and varied questions. Based on interviews, students' understanding of one material is not enough, they must do an evaluation. Although many students are very effective in learning, there are still many students who have not completed their studies. Although many students are very effective in learning, there are still many students who have not completed their studies. Therefore, other teaching materials are needed to add references in providing exercises. For this reason, this study aims to increase students' interest in learning and also their arithmetic ability. This research method is research and development. The research and development method was chosen with 2 main stages, namely preliminary, which includes preparation and design, then formative evaluation, which includes self-evaluation, expert reviews, one-to-one, small group, and field test. This research was conducted at SD Negeri 19 Pangkalpinang. Participants in this activity were 2nd-grade students, consisting of 32 students. This activity was carried out on November 28, 2024. The activities carried out in this study were the implementation of the use of mathematics activity books developed with the help of Canva, so that with this implementation, students' numeracy skills increased. The results of this activity were an increase in student engagement that was very good, and students were more interested in learning using math activity books. So, it can be concluded that mathematics activity books can improve students' numeracy skills in Mathematics lessons.
The Development of Differentiated Content Mathematics Learning Media Assisted by Websites with The RME Approach to Improve Mathematical Connection Ability Azin Taufik; Nunu Nurhayati; Alif Dzikir Lestari
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.v11i2.23481

Abstract

Learning mathematics is often perceived as difficult, partly because instructional approaches often lack real-life relevance and do not adequately address the diverse needs and abilities of students, creating a gap in effective learning practices. This study aims to develop website-assisted mathematics learning media using the Realistic Mathematics Education (RME) approach for the topic of Three Variable Linear Equation System (SPLTV), intended to improve students’ mathematical connection skills. The media was created using Google Sites with a content differentiation strategy, adjusting material presentation based on students’ ability levels for more effective and meaningful learning. This Research and Development (R&D) study employed the Plomp model, consisting of three stages: introduction, development, and assessment. The research subjects were 24 tenth-grade students in the Industrial Electronics Engineering program at SMK Auto Matsuda. Data were collected through interviews, questionnaires, and pretest–posttest assessments, using instruments such as interview sheets, expert validation forms, practicality questionnaires, and mathematical connection tests. Validation results showed the media was highly valid, receiving scores of 91.1% from material experts and 85% from media experts. The test instrument was also proven valid and reliable (reliability = 0.89). Practicality scores indicated very good responses from teachers (90.2%) and students (94.58%). The media's effectiveness was demonstrated by a pretest score increase from 33.85 to 84.94 on the posttest, with an N-Gain of 0.78 (high category). These findings indicate that the developed media is not only feasible for classroom implementation but also holds strong potential for broader adoption through offline or mobile applications.
The Effect of Think Pair Share Cooperative Learning Model on Students’ Mathematical Communication Ability Kevin Marito Sihombing; Mangaratua M. Simanjorang
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.v11i2.24323

Abstract

This study aims to determine the effect of the Project Based Learning (PjBL) model with the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach on students’ learning interest and mathematics learning outcomes in Grade VII at SMP Negeri 1 Pancur Batu. This research employed a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The sampling technique used was cluster sampling, with two classes selected as samples: Class VII-2 as the experimental class, which received treatment using the PjBL model with the STEAM approach, and Class VII-1 as the control class, which was taught using a conventional learning model. The instruments used were a learning interest questionnaire and a mathematics learning outcomes test. The data analysis using an independent sample t-test showed a significant difference between students’ learning interest and learning outcomes in the experimental and control classes. The t-test significance value for learning interest was 0.013 < 0.05, and for learning outcomes was 0.001 < 0.05. Thus, it can be concluded that the Project Based Learning model with the STEAM approach has a significant effect on improving learning interest and mathematics learning outcomes of Grade VII students.
The Effect of the Project-Based Learning Model with a STEAM Approach on Students' Learning Interest and Mathematics Learning Outcomes in Grade VII Grace Aprilin Latersia Br Trg; Mangaratua Marianus Simanjorang
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.v11i2.24335

Abstract

This study aims to determine the effect of the Project-Based Learning (PjBL) model with the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach on students’ learning interest and mathematics learning outcomes in Grade VII at SMP Negeri 1 Pancur Batu. This research employed a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The sampling technique used was cluster sampling, with two classes selected as samples: Class VII-2 as the experimental class, which received treatment using the PjBL model with the STEAM approach, and Class VII-1 as the control class, which was taught using a conventional learning model. The instruments used were a learning interest questionnaire and a mathematics learning outcomes test. The data analysis using an independent sample t-test showed a significant difference between students’ learning interest and learning outcomes in the experimental and control classes. The t-test significance value for learning interest was 0.013 < 0.05, and for learning outcomes was 0.001 < 0.05. Thus, it can be concluded that the Project-BasedProject-Based Learning model with the STEAM approach has a significant effect on improving learning interest and mathematics learning outcomes of Grade VII students.
Students’ Mathematical Critical Thinking Skills And Difficulties in Solving Geometry Problems: An Analysis Rahmawati; Lalu Wahyu Rizaldi
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.v11i2.24423

Abstract

Critical thinking is widely recognized as a key competence in mathematics education; however, many students still struggle to apply it when solving problems. This suggests that the role of critical thinking in mathematics learning needs to be examined more closely. This study describes the overall level of students’ mathematical critical thinking skills and investigates the challenges they experience in utilizing these skills during the process of solving geometry problems. A mixed-methods research design was employed involving 76 junior high school students aged 13–14 years. The quantitative phase utilized a paper-and-pencil test to provide an overview of students’ mathematical critical thinking levels, while the qualitative phase explored the specific difficulties students encountered in applying these skills during problem solving. The findings indicate that students’ mathematical critical thinking skills were at a moderate level, with an overall mean score of 65.62. Of the 76 students involved in the study, 13 students (17.1%) were classified in the low category, 50 students (65.8%) were in the medium category, and 13 students (17.1%) were categorized at the high level. The main difficulties identified were related to reasoning coherence, unit representation, and conclusion formulation. The results of this study are expected to provide valuable insights for mathematics teachers in designing more effective instructional strategies to foster students’ critical thinking in geometry learning.
Improving Senior High School Students’ Numeracy Literacy Using Deep Learning and Interactive Digital Media Hanna Mukaromah; Lilik Indah Sari; Netriwati; Lailatul Istiqomah; Asika Melita Sari
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.v11i2.24501

Abstract

This study investigated the effectiveness of integrating Deep Learning pedagogical approaches with interactive digital media to improve high school students' numeracy literacy, particularly in exponential and radical domains. This research is based on the persistent underperformance of Indonesian students in international numeracy assessments, emphasizing the urgent need to adopt learning innovations that foster deep conceptual understanding, analytical reasoning, and active student engagement. Using a quantitative methodology with a quasi-group pre-test-post-test design, this study involved 35 grade ten students from SMA Negeri 12 Bandar Lampung. Data are obtained through standardized pre- and post-test instruments, supported by analytical rubrics, that assess conceptual comprehension, application fluency, problem-solving efficiency, and strategic reasoning. Statistical analyses, including normality tests, homogeneity tests, and paired t-tests, were conducted using SPSS 26.0. The findings show a statistically significant improvement in students' numeracy literacy following the implementation of integrated Deep Learning and interactive media interventions. The mean score increased from 61.40 (pre-test) to 74.06 (post-test), with a significance level of 0.000 (<0.05), indicating a significant pedagogical effect. The results show that this integrated approach increases conceptual depth, fosters reflective and analytical thinking, and promotes ongoing student engagement. Interactive media further support learning by providing dynamic, multimodal representations that facilitate understanding of abstract mathematical constructions. The study concludes that combining Deep Learning with interactive media is an effective and transformative strategy to strengthen numeracy literacy in contemporary mathematics education. Future research should include a broader sample, a wider range of mathematical topics, and additional affective or behavioural variables, such as motivation and engagement.
An Analysis of Students’ Creative Thinking Errors in Solving Polyhedra Problems Erma Jumariah; Husni Sabil; Ranisa Junita
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.v11i2.24683

Abstract

Creative thinking skills are important in mathematics learning, especially in geometry, which requires students to generate ideas, choose alternative strategies, and construct flexible representations of spatial figures. However, students' creative abilities in polyhedra are still relatively low. This study aims to describe junior high school students' creative thinking errors in solving problems on flat-sided spatial figures based on indicators of fluency, flexibility, and originality. This study employed a qualitative descriptive approach. Initially, 35 ninth-grade students completed a creative thinking test on polyhedra problems, and three ninth-grade students who exhibited the highest number of errors were selected through purposive sampling for in-depth analysis. The research instrument was a creative thinking skill essay test with open-ended questions about polyhedra. The results showed that students' creative thinking abilities were in the low category, with fluency scores of 38%, flexibility scores of 32.5%, and originality scores of 21.7%. Qualitatively, students tended to produce similar container shapes, explored few variations in shape, and showed few truly new ideas. Students made mistakes in providing ideas, incorrectly converted information into solid elements, and wrote answers that could not be realized as three dimensional solids. Overall, the study concludes that students’ creative thinking skills in solving polyhedra problems still require enhancement through learning strategies that promote idea exploration and foster a deeper understanding of polyhedral concepts.

Page 19 of 32 | Total Record : 316

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