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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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Development of iSpring Suite 11 Assisted RME Learning Media to Enhance Students’ Mathematical Critical Thinking Skills Refi Dwi Mariska; Vepi Apiati; Depi Ardian Nugraha
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.v11i2.24691

Abstract

Students’ mathematical critical thinking skills remains low due to teacher-centered instruction, limited use of interactive digital media, and insufficient contextual learning experiences. Previous studies indicate that the Realistic Mathematics Education (RME) approach can support students’ reasoning, but its integration with interactive digital platforms such as iSpring Suite 11 has not been widely explored. This study addresses that gap by developing an RME-based interactive learning media assisted by iSpring Suite 11 for the topic of linear equations in two variables. The research used a Research and Development design with the ADDIE model. Data were collected through expert validation sheets, student response questionnaires, and a mathematical critical thinking skills test. Participants included media experts, material experts, instructional design experts, and 33 ninth-grade students at SMP Negeri 8 Tasikmalaya. Data analysis covered feasibility evaluation, practicality assessment, and effectiveness testing using the N-gain formula. The results show that the media was rated highly feasible by all experts, received very positive responses from students, and effectively improved mathematical critical thinking skills with an average N-gain score of 0.73, categorized as high. These findings demonstrate that iSpring Suite 11–assisted RME media provides meaningful learning experiences by combining contextual problem-solving with interactive digital features. The developed media can serve as an alternative digital tool to support mathematics instruction and strengthen students’ mathematical critical thinking skills.
The effect of the simple soroban application on students’ mathematics learning outcomes Rima Agustina; Nina Ikhwati Wahidah; Irma Ayuwanti; Tim Bordasch
Jurnal Pendidikan Matematika (JPM) Vol 12 No 1 (2026): 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.v12i1.24822

Abstract

Mathematics learning in junior high schools is predominantly dominated by conventional, teacher-centered instruction, which often limits students’ active participation and inhibits meaningful conceptual understanding. As a result, many students experience persistent difficulties in mastering basic arithmetic concepts. To address the issue, the study introduces the Simple Soroban application as a digital abacus-based learning medium that provides visual, interactive, and concrete representations of integer operations. Therefore, the study aims to examine the effect of using the Simple Soroban application on seventh-grade students’ mathematics learning outcomes, particularly in the integer operations study, which employed a quantitative approach using a posttest-only control group design. The population consisted of all seventh-grade students of SMP Negeri 2 Purbolinggo. Samples were selected through stratified random sampling, resulting in an experimental group taught using the Simple Soroban application and a control group taught using conventional teaching methods. Data were collected using a multiple-choice test that had been tested for validity, reliability, difficulty level, and discrimination index. The data were analyzed using normality tests, homogeneity tests, and an independent sample t-test with SPSS 26 and Microsoft Excel 2010. The findings revealed a statistically significant difference in mathematics learning outcomes between the two groups, indicated by a calculated t-value of −2.742 exceeding the critical t-value of 2.002 at a significance level of 0.05. These results suggest that digital abacus-based learning media can serve as an effective instructional alternative to improve students’ understanding of integer operations. However, this study was limited to one school and one mathematical topic, which may restrict the generalizability of the findings.
Development of Math Journey Game Media Based on Triple Code Model for Dyscalculia Students Siti Aisyah; Kamid; Khairul Anwar
Jurnal Pendidikan Matematika (JPM) Vol 12 No 1 (2026): 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.v12i1.24891

Abstract

In mathematics learning, students often required concrete, interactive, and engaging learning media to help them understand basic arithmetic more easily. Students with dyscalculia required special attention because they experienced difficulties in understanding numbers and basic arithmetic operations. This study aimed to develop an educational game called Math Journey based on the Triple Code Model as an alternative learning medium that supported students with dyscalculia in learning basic arithmetic. The game was designed using verbal activities, visual representations, and magnitude understanding in accordance with the principles of the Triple Code Model through the use of concrete tools in play-based activities. This study employed a Research and Development method using the ADDIE model. The development process involved material experts, learning media experts, and teachers as practitioners to evaluate the feasibility and practicality of the product. The subjects of this study were four elementary school students with dyscalculia. Data were collected through material validation sheets, media validation sheets, teacher practicality assessment sheets, and learning outcome tests. The results showed that the game achieved a material feasibility score of 90.91% and a media feasibility score of 95.68%, both categorized as very feasible. The practicality assessment by teachers reached 100%, indicating a very feasible category. Furthermore, the effectiveness test using the N-gain score yielded a value of 0.78, which indicated that the game media was effective for students with dyscalculia. Overall, the Math Journey game based on the Triple Code Model was proven to be feasible, practical, and effective in supporting basic arithmetic learning and provided an enjoyable learning experience for students with dyscalculia.
The Effect of Collaborative Learning on Students’ Mathematical Communication and Problem-Solving Skills in Polyhedra Emilia; Fadrik Adi Fahrudin; Baiq Rofina Arvy
Jurnal Pendidikan Matematika (JPM) Vol 12 No 1 (2026): 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.v12i1.24909

Abstract

This study aims to determine the effect of the Collaborative Learning model on students’ mathematical communication skills and mathematical problem-solving skills in the topic of polyhedra (three-dimensional shapes with flat surfaces). This research employed a quantitative approach with a quasi-experimental method using a nonequivalent control group pretest–posttest design. The population of the study consisted of all eighth-grade students of MTs Manba’ul Ulum Dasan Ketujur, West Lombok. The sample comprised two classes selected through cluster random sampling, namely one experimental class and one control class, each consisting of 30 students. The research instrument was an essay test used to measure students’ mathematical communication skills and mathematical problem-solving skills. The data were analyzed using descriptive and inferential statistics, including the normality test, homogeneity test, independent samples t-test, and MANOVA test with the assistance of SPSS software. The results of the study indicate that students’ mathematical communication skills and mathematical problem-solving skills in the experimental class improved more significantly than those in the control class. The results of the independent samples t-test revealed a significant difference between the experimental and control classes. Furthermore, the MANOVA test results showed that the Collaborative Learning model simultaneously had a significant effect on improving students’ mathematical communication skills and mathematical problem-solving skills in the topic of polyhedra. The novelty of this study lies in examining the effectiveness of the Collaborative Learning model in improving two mathematical abilities simultaneously, namely mathematical communication skills and mathematical problem-solving skills on the topic of polyhedra (three-dimensional shapes with flat surfaces) using a multivariate analysis approach (MANOVA).
The Effect of Gobak Sodor Based Outdoor Learning on Seventh Grade Students Collaborative Character In Algebra Ajeng Prasasti Pasaribu; Sofnidar; Dewi Iriani
Jurnal Pendidikan Matematika (JPM) Vol 12 No 1 (2026): 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.v12i1.24984

Abstract

The development of collaborative character is one of the important demands in 21st-century education. However, mathematics learning in schools still tends to be teacher-centered and emphasizes cognitive aspects, resulting in limited opportunities for students to develop collaborative skills. Initial observations at SMP Negeri 7 Muaro Jambi indicate that students’ collaborative character in mathematics learning is relatively low, and outdoor learning based on traditional games has not been optimally implemented. In addition, studies that integrate traditional game-based outdoor learning into mathematics learning with a primary focus on students’ collaborative character remain limited. This study aims to analyze the influence of outdoor learning based on the traditional Gobak Sodor game on students’ collaborative character in mathematics learning. This study employed a quasi-experimental method with a nonequivalent control group design. The research subjects consisted of grade VII students divided into an experimental class and a control class. Data were collected using validated collaborative character questionnaires and observation sheets. Data analysis was conducted using descriptive statistics and inferential analysis with the Mann–Whitney U test. The results showed that the average posttest score of students’ collaborative character in the experimental class reached 13.84 67.41, which was higher than the control class with an average score of 20.74 57.28. The hypothesis testing results indicated a significant difference between the two groups with an Asymp. Sig. (2-tailed) value of 0.005 < 0.05. These findings indicate that outdoor learning based on the traditional Gobak Sodor game has a positive effect on improving students’ collaborative character in mathematics learning. This learning approach can serve as an innovative alternative for mathematics teachers and contributes theoretically to mathematics education oriented toward character development.
An analysis of generation z prospective mathematics teachers’ understanding of prime numbers in ancient greece Khairun Nisa; Harisman Yulyanti
Jurnal Pendidikan Matematika (JPM) Vol 12 No 1 (2026): 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.v12i1.25038

Abstract

Generation Z prospective mathematics teachers do not have a deep understanding of the history of prime numbers in Ancient Greece. This is an obstacle to their understanding of the application of prime number concepts in learning. This research aims to present the biographies and works of mathematicians of the Ancient Greek era as well as the appreciation of generation Z students of prospective mathematics teachers towards the contribution of mathematicians of the Ancient Greek era in the development of mathematics. The methods used in this qualitative research are literature study and case study. The research subjects consisted of five students of generation Z prospective mathematics teacher who were purposively selected. The data analysis used was thematic analysis. The results showed that most of the subjects had a limited understanding of Ancient Greek mathematicians, but showed interest in learning more about Ancient Greek mathematicians. This study reveals two categories of understanding among the participants: those who unknown about the Ancient Greek mathematicians who contributed to prime numbers and known about the Ancient Greek mathematicians who contributed to prime numbers. Specifically, three participants did not recognize any Ancient Greek mathematicians related to prime numbers, while two participants were able to identify Euclid and Eratosthenes and explain their contributions.
Application of the auditory kinesthetic visualization (VAK) model towards the ability to mathematical conceptual understanding Putri Amalia Harahap; Rivdya Eliza; Fitria Mardika; Abderrahim El Amrani; Elsi Fitria
Jurnal Pendidikan Matematika (JPM) Vol 12 No 1 (2026): 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.v12i1.25062

Abstract

This research is motivated by the low level of comprehension of mathematical concepts among seventh-grade students at SMPN 1 2×11 Enam Lingkung. One cause is that the learning model used has not improved students' conceptual understanding. The effort was to apply the Visual-Auditory-Kinesthetic (VAK) learning model. The objectives of this study are: To determine the significant difference in the average mathematical concept comprehension abilities of students between before and after the implementation of the VAK model, To determine the increase in mathematical concept comprehension abilities of students taught with the VAK model compared to students taught using the expository model, To analyze significant differences in mathematical concept comprehension abilities between classes using the VAK model and classes using the expository model. The study showed that the paired-sample t-test for the experimental class yielded a Sig. value of 0.000 < 0.05, so there was a significant increase in mathematical concept understanding between before and after the implementation of the VAK model, The average N-gain score of the experimental class (VAK model) was 0.7145 (High category), higher than the control class (expository model) of 0.5556 (Medium category), which indicates that the VAK model is more effective in improving mathematical concept understanding, The results of the independent t-test t-count > t-table (2.031 > 1.670), which means there is a significant difference in the ability to understand mathematical concepts between students taught with the VAK model compared to the expository model. Thus, the application of the VAK learning model has a positive and significant influence on students' ability to understand mathematical concepts at SMPN 1 2×11 Enam Lingkung.
Development of MUSI board media (multi-functional) with index card match learning model of LCM GCD material Yuniar Ika Putri Pranyata; Eka Sasmita Sari; Trija Fayeldi; Darius Seow
Jurnal Pendidikan Matematika (JPM) Vol 12 No 1 (2026): 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.v12i1.25207

Abstract

Learning about Least Common Multiple (LCM) and Greatest Common Divisor (GCD) in junior high school still faces challenges because students often struggle to understand the concepts of multiples and factors through conventional instruction. Previous studies have developed MUSI Board media, but its integration with a structured active learning model, such as Index Card Match, remains limited, particularly at the junior high school level. This study aimed to develop MUSI Board learning media integrated with the Index Card Match model for LCM and GCD material that is valid, practical, and effective. This research used the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation. The subjects were 9 students in a limited trial and 20 students in a large-scale trial at SMPN 17 Malang. Data were collected through expert validation sheets, student response questionnaires, and learning outcome tests. The results showed that the MUSI Board obtained validity scores of 96.4% from media experts, 93.75% from material experts, and 90.63% from practitioners, all categorized as very valid. The practicality scores were 97.57% in the limited trial and 92.18% in the large-scale trial, both categorized as very practical. The effectiveness score reached 93.5%, indicating that the media was very effective in supporting student learning outcomes. These findings imply that the MUSI Board integrated with Index Card Match can be used as an alternative active learning medium for number material in junior high school.
Children’s semiotic and multimodal meaning-making in numerical story problems Sukmawati Firdaus Sagran; Sukmiyati Firdaus Sagran; Lisa Gildner
Jurnal Pendidikan Matematika (JPM) Vol 12 No 1 (2026): 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.v12i1.25275

Abstract

This study addresses a gap in early childhood mathematics research: while previous studies have largely emphasized number-symbol representation and correct answers, limited attention has been paid to children’s semiotic, multimodal, and meaning-making processes when solving numerical story problems. This study employs a descriptive qualitative approach. Data were collected through observation of children while working on numerical story problems, interviews with teachers regarding how children learn, and documentation of scribbles, drawings, and mathematical symbols produced by children. This study was conducted with 25 kindergarten children aged 5–6 years (Group B) at RA Anggrek. Data were collected through classroom observations, contextual interviews with children and teachers, and documentation of children’s drawings, scribbles, gestures, verbal counting, and mathematical symbols. The findings show that children predominantly used drawings as primary semiotic representations, accompanied by gestures, verbal counting, scribbles, and emerging use of number symbols. These modes did not appear separately; rather, they interacted dynamically as thinking tools in the children’s meaning-making process. The child's meaning-making process toward the signs they created shows that these representations function as thinking tools. From Vygotsky's perspective, the Zone of Proximal Development (ZPD) emerges when children transition from concrete to abstract thinking, whereas according to Piaget, children are in the preoperational stage, which still relies on concrete objects. This study highlights that children’s mathematical understanding develops through multimodal semiotic activity, not merely through formal symbols or final answers. Pedagogically, the findings suggest that early childhood numeracy instruction should provide space for drawing, moving, marking, and talking as legitimate parts of mathematical thinking.
Beliefs and instructional practices of pre-service mathematics teachers: a systematic literature review Alfina Lutfi Rahmawati; Alfiatur Rosida; Anggi Adelia Putri; Anita Zahroh; Annisa Putri Rahmawati; Dwi Nur Cahyo; Syazlin Nadia Mat Radzi
Jurnal Pendidikan Matematika (JPM) Vol 12 No 1 (2026): 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.v12i1.25317

Abstract

Pre-service mathematics teachers’ beliefs play a crucial role in shaping instructional practices; however, inconsistencies between beliefs and classroom implementation remain a persistent issue. This study aims to systematically review the literature on pre-service mathematics teachers’ beliefs and examine how these beliefs influence instructional practices. Specifically, it addresses two research questions: “What beliefs are held by pre-service mathematics teachers?” and “How do these beliefs influence their instructional practices?” A systematic literature review approach was employed to ensure a rigorous and transparent synthesis of existing research. Articles were retrieved from the Scopus database, focusing on peer-reviewed journal publications from 2015 to 2026. Using the keyword “beliefs” and applying predefined inclusion and exclusion criteria, 20 articles were selected for qualitative analysis. Data were extracted using a structured framework covering beliefs, instructional practices, and their relationship. The findings reveal three dominant belief categories: traditional, constructivist, and mixed. Instructional practices were categorized as teacher-centered and student-centered. Notably, the results indicate a recurring misalignment between beliefs and practices: pre-service teachers espouse constructivist beliefs yet continue to implement traditional approaches. This study concludes that beliefs alone are insufficient to drive pedagogical change.

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