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FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Published by Universitas Muhammadiyah Jakarta
ISSN : 24607797     EISSN : 26148234     DOI : -
Core Subject : Education,
Education Mathematics
Jurnal Fibonacci Program Studi Pendidikan Matematika Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta adalah jurnal nasional berbasis penelitian ilmiah, secara rutin diterbitkan oleh Program Studi Pendidikan Matematika Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta.
Arjuna Subject : -
Articles 208 Documents
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Kemampuan Numerasi Siswa Kelas VIII Materi Teorema Pythagoras melalui Pendekatan RME Konteks Origami Haniefa Indira Janita; Novita Sari
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 11 No. 2 (2025): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.11.2.201-214

Abstract

Motivated by the low numeracy skills of students, this study aims to describe the numeracy skills of eighth-grade students in the Pythagorean Theorem material through the Realistic Mathematics Education (RME) approach with an origami context. A total of 30 eighth-grade students from a public junior high school in Prabumulih, South Sumatra, were the subjects of this study. The research method used was descriptive with data collection through tests and interviews. The stages in this study included preparation, implementation, and data analysis. The data were analysed qualitatively based on numeracy ability indicators: (1) using various numbers and symbols related to basic mathematics to solve problems in various contexts of daily life; (2) analysing information presented in various forms (graphs, tables, diagrams, etc.); and (3) using the interpretation of the analysis results to predict and make decisions. The research findings show that the numeracy skills of Grade VIII students are in the moderate category, with an average of 79.17. The most frequently appearing numeracy skill indicator is the first indicator, while the third indicator has the lowest frequency of appearance.
Etnomatematika Urban: Kajian Kontekstual Matematika pada Sistem Transjakarta JELITA AULIA RABBANI; DEVI SEPTIANI AHMAD; ASYIFATU ZAHRA; MAIFALINDA FATRA
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 11 No. 2 (2025): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.11.2.167-178

Abstract

The study of urban Ethnomathematics within the context of modern culture, focusing on the TransJakarta transportation system, requires in-depth attention. This research aims to analyze the mathematical concepts internalized in TransJakarta’s design, operation, and user experience to advance contextual learning (CTL and RME). The study utilizes a qualitative approach involving direct observation of physical artifacts (CSW Station, buses) and operations, in-depth interviews with users, and documentation, with strategic locations such as Lebak Bulus and CSW Stations. The results show that infrastructure design represents geometrical concepts (circles, prisms), while the route network can be modeled using Directed Graph Theory () with CSW serving as the central node of highest connectivity (degree 6). Furthermore, queuing patterns and passenger waiting time estimation indicate the intuitive use of concepts of proportion and probability by the public. Pedagogically, these findings affirm that mathematics is a living cultural construct, not merely an abstract concept, and is highly relevant for use as a real-world learning context to enhance student engagement and critical understanding. The novelty of this research lies in the comprehensive integration of ethnomathematics with a modern Bus Rapid Transit system. Keyword: Ethnomathematics, TransJakarta, Graph Theory, Geometry, and Urban Culture
Pengaruh Metode Socrates terhadap Kemampuan Penalaran dalam Membuktikan Teorema Limit pada Perkuliahan Analisis Real I Molli Wahyuni; Astuti; Yuslenita Muda; I Made Arnawa
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 11 No. 2 (2025): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.11.2.151-156

Abstract

Reasoning ability is an essential foundation for someone in proving a theorem, especially in proving abstract limit theorems in Real Analysis I. Sometimes, students only record the theorem narrative without paying attention to the flow of reasoning up to the final argument. Therefore, a learning model that can explore and train the reasoning process is needed. This study aims to analyze the effect of the Socratic Method on students' reasoning ability in proving limit theorems in the Real Analysis I course. This study used a One-Group Pretest-Posttest Design. The research subjects were 14 fifth-semester students of the Mathematics Education Study Program, Pahlawan Tuanku Tambusai University. The instrument used was a reasoning ability test in proof consisting of 3 essay questions, with questions on limit theorems (sequence limit and function limit) that had been validated. The treatment given was learning using the Socratic Method for 4 meetings. The data obtained were analyzed using the paired sample t-test with a significance level α = 0.05. The results showed that the average pretest score (42.14) and posttest score (77.86) had a significant mean difference. From the paired t-test, the t-value (12.45) > t-table (2.160) with p-value 0.000 < 0.05. The Socratic Method influences students' reasoning ability in proving limit theorems. The method effectively trains students in forming logical arguments, connecting concepts, and understanding the essence of formal proof.
Exploration of the Concept of Ethnomathematics in the Macapat Songs: Guru Gatra, Guru Wilangan and Guru Lagu Endah Asmarawati; Maghfiroh Yanuarti
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 12 No. 1 (2026): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.12.1.35-50

Abstract

Mathematics learning is often perceived as abstract and disconnected from students' cultural experiences, limiting meaningful conceptual understanding. Ethnomathematics offers an alternative perspective by integrating local cultural knowledge into mathematics education, thereby bridging formal mathematical concepts with everyday cultural practices. This study aims to identify and analyze the mathematical structures embedded in Tembang Macapat through its three canonical components: Guru Gatra, Guru Wilangan, and Guru Lagu. A descriptive qualitative approach was employed, using eleven types of Tembang Macapat: Maskumambang, Mijil, Sinom, Kinanthi, Asmaradana, Gambuh, Dhandhanggula, Durma, Pangkur, Megatruh, and Pocung. Data were collected through document analysis, participant observation, and semi-structured interviews with Javanese cultural experts and Macapat practitioners. The data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing, while data credibility was ensured through source and method triangulation. The findings reveal that the structural elements of Tembang Macapat systematically embody mathematical concepts, including discrete structures, finite sequences, numerical regularity, controlled variation, numerical symmetry, and periodic rhythmic patterns. These findings demonstrate that the canonical rules of Macapat represent an integrated ethnomathematical system rather than merely literary conventions. The study contributes to ethnomathematics by providing a comprehensive mathematical interpretation of Guru Gatra, Guru Wilangan, and Guru Lagu, and by highlighting the potential of Tembang Macapat as a culturally responsive resource for teaching mathematical concepts while promoting students' conceptual understanding, motivation to learn, and appreciation of Javanese cultural heritage.
PCA-Based Dimensionality Reduction and Logistic Regression Modeling of Students’ GPA Na’imah Hijriati; Rikha Syahda; Aprida Siska Lestia; Mochammad Idris; Muhammad Ali Rizqan; Abdul Rasyid Nasyar
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 12 No. 1 (2026): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.12.1.99-112

Abstract

This study investigated the effects of socioeconomic, motivational, and psychological factors on students’ academic performance using dimensionality reduction and predictive modeling. Principal Component Analysis was applied to reduce 29 observed variables into latent components based on eigenvalues and explained variance criteria. Logistic regression was then used to model the probability of achieving a high Grade Point Average (GPA). The results showed that psychological components were the most significant predictors, with four out of five psychological components being statistically significant, while only one socioeconomic component was significant. The model demonstrated good fit with a Nagelkerke  of  and classification accuracy of . These findings indicated that psychological support played a dominant role in predicting academic performance, suggesting that interventions focusing on mental and emotional factors could improve students’ academic outcomes.
Android-based Learning Media Innovation Using Kodular to Improve Mathematical Literacy Skills Marlina; Syafika Ulfah
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 12 No. 1 (2026): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.12.1.83-98

Abstract

Mathematical literacy is essential for interpreting and applying mathematical ideas in everyday contexts; however, Indonesian students continue to encounter difficulties in these processes. This study aimed to develop Android-based learning media using Kodular for systems of three-variable linear equations and to evaluate its validity, practicality, and effectiveness. The contribution of this study lies not in the use of Kodular per se, but in the pedagogical alignment of contextual problems, conceptual and video explanations, interactive practice, and assessment tasks with four mathematical literacy indicators: understanding, representation, analysis, and communication. The study adopted a research and development (R&D) design based on the ADDIE model. The participants were 21 Grade 10 students. Data were collected through interviews, expert-validation instruments, response questionnaires, and mathematical literacy tests. The material and media experts assigned validity scores of 69% and 98%, respectively. Practicality scores were 91% from the students and 100% from the teacher. The mean of the individual N-Gain scores was 0.62 (moderate), and the effect size was 2.36 (strong). These results provide preliminary evidence that the developed media was valid, practical, and effective within the study context. The study contributes a literacy-oriented pedagogical design delivered through Kodular rather than an innovation based solely on the development platform.
A Comparative Analysis of Pyramid Topics in Singaporean and Indonesian Mathematics Textbooks from a Mathematical Literacy Perspective Fatimah Azzahroh; Ely Susanti; Cecil Hiltrimartin
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 12 No. 1 (2026): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.12.1.65-82

Abstract

This study aims to compare three mathematics textbooks, namely the Kurikulum Tingkat Satuan Pendidikan (KTSP), Kurikulum Merdeka, and the Singapore textbook (New Discovering Mathematics 2B), on the topic of pyramids from a mathematical literacy perspective. This research employs a descriptive-comparative method, using content analysis, to examine the presentation of materials and problem characteristics in relation to Bloom’s taxonomy and their alignment with the PISA 2018 framework. The findings reveal that the KTSP textbook primarily emphasizes basic concepts and lacks real-world context and a variety of problem types. The Kurikulum Merdeka textbook is beginning to incorporate everyday contexts, although it has not yet fully supported higher-order thinking skills. In contrast, the Singapore textbook demonstrates a more comprehensive approach through effective visualizations, a wider range of cognitive-level problems, and contextual problem-solving tasks aligned with PISA characteristics. These results indicate that textbooks integrating visual representations, meaningful contexts, and diverse problem levels are more effective in fostering students’ mathematical literacy. Therefore, improving textbook design in line with international literacy frameworks is essential for enhancing meaningful mathematics learning.
A Profile of Reflective Literacy Among Seventh-Grade Middle School Students in Solving Mathematical Problems Gustina Nandari Nandari; Yulia Pratiwi; Niki Pujarwati; Agung Putra Wijaya; Nurhanurawati
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 12 No. 1 (2026): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.12.1.51-64

Abstract

This study aims to describe the reflective literacy profile of seventh-grade junior high school students in solving mathematical problems on the topic of data presentation by analyzing three main indicators: reacting (understanding problem information), comparing (connecting information with mathematical concepts and selecting strategies), and contemplating (monitoring problem-solving steps and evaluating final answers). A quantitative descriptive design was employed, involving 32 students and a 10-item essay instrument tested for validity and reliability. Results show an average reflective literacy score of 31.00, classified as moderate, with 15.63% of students in the high category, 59.38% in the moderate category, and 25.00% in the low category. Indicator analysis revealed the highest achievement in reaction (64.58%), followed by comparing (62.08%) and contemplating (60.00%), indicating that evaluation and monitoring skills still require improvement. These findings suggest the need for mathematics instruction emphasizing reflective activities, such as metacognitive questioning, reflection journals, group discussions, self-assessment, and answer review, to enable students to better understand, manage strategies, monitor processes, and evaluate solutions effectively.

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