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Thesa Kandaga
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Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Published by Universitas Pasundan
ISSN : -     EISSN : 25482297     DOI : 10.23969/symmetry
Core Subject : Education,
Education Mathematics
This journals is an international journal, publishing original refereed articles on all aspects of mathematics education. Papers should address the central issues in terms which are of relevance across educational systems and informed by wider thinking in the field. The journal has three sections, covering research papers, book reviews, and current reports. The Research Papers section contains reports of studies involving empirical investigation and theoretical argumentation from which conclusions and implications can be drawn for future research and practice. Such reports are expected to show how the study builds on critical review of relevant literature and to provide an account of the methods and procedures used. Reports on thoughtful replications or variations of key earlier studies are welcome, as are critical reviews of some well-defined aspect of mathematics education. The journal welcomes high-quality research in any methodological tradition and is open to innovative and unusual approaches. All submissions are peer-reviewed.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 183 Documents
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MEDIA JAM SUDUT PINTAR: PENGEMBANGAN, VALIDASI, DAN UJI COBA UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SD: Media Pembelajaran Jam Sudut Pintar maryani, Nurul; Mohammad Edy Nurtamam; Ahmad Sudi Pratikno; Ana Naimatul Jannah
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 10 No. 2 (2025): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v10i2.35771

Abstract

This research aims to develop Smart Corner Clock learning media to improve students' problem-solving skills in grade V elementary school angle measurement material. The background of this research began from the results of observations and interviews at SDN Ketetang 1 which showed that mathematics learning was still dominated by lecture methods without concrete media, so that students had difficulty understanding the concept of angles. The method used is Research and Development (R&D) with a 4D model (Define, Design, Develop, and Disseminate), but only up to the Develop stage. The subject of the study is a student of class V-B SDN Ketetang 1. Data was obtained through interviews, student needs questionnaires, observations, and validation and response questionnaires. The validation results showed that the Smart Corner Clock media was classified as very valid, with a percentage of validation of material experts of 88.63%, learning design experts of 95.58%, and learning media experts of 90.21%. The results of the limited trial showed 88.33% student activity, 95.83% teacher activity, and 87.5% student response, while large group trials showed that teacher and student activity was in the range of 79.16%–89.58%. The results of the evaluation test showed an increase of 16.46% after using the Smart Angle Clock media. Based on these results, it can be concluded that the Smart Corner Clock media is valid, interesting, and effective in mathematics learning to help students understand angular concepts concretely and improve problem-solving skills.
The MPLEMENTASI PEMBELAJARAN RAMAH ANAK CULTURALLY RESPONSIVE TEACHING (CRT) TERHADAP KEMAMPUAN PEMAHAMAN MATEMATIS DI SDN TELUK PUCUNG VI KOTA BEKASI Hikal Fachrizal; Yohamintin; Sunata
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 10 No. 2 (2025): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v10i2.36099

Abstract

This study was motivated by the low level of students’ mathematical understanding at SDN Teluk Pucung VI, Bekasi City. The objectives of this research are (1) to determine the difference in the average mathematical understanding abilities of students taught using the Culturally Responsive Teaching (CRT), and (2) to measure the extent of the influence of the CRT on the mathematical understanding abilities of fifth-grade elementary school students. The research method used was a quasi-experimental design with a nonequivalent control group design. The sample consisted of 50 students divided into two groups: 25 students in the experimental group and 25 students in the control group. The results of the study show that (1) there is a significant difference in the average mathematical understanding ability of students taught using the Culturally Responsive Teaching (CRT), and (2) the CRT has a moderate effect, with an effect size value of 0.581. It can be concluded that the use of the Culturally Responsive Teaching (CRT) is highly effective and has a positive impact on students’ mathematical understanding abilities.
TRANSFORMASI KURIKULUM MATEMATIKA DI NEW SOUTH WALES (NSW) EDUCATION STANDARDS AUTHORITY (NESA): ANALISIS FILOSOFIS, STRUKTURAL, DAN PEDAGOGIS BERDASARKAN DOKUMEN NESA K–12 Saputra, Jusep; Mulyono; Waluya, Budi
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 10 No. 2 (2025): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v10i2.36894

Abstract

This study aims to analyze the transformation of the mathematics curriculum in New South Wales (NSW), Australia, developed by the New South Wales Education Standards Authority (NESA). A qualitative descriptive approach using document analysis was applied to examine the NESA K–12 mathematics syllabuses (2021–2024). The analysis covered four main dimensions: philosophical, structural, pedagogical, and evaluative. Findings reveal that the NESA mathematics curriculum reflects a humanistic-progressive philosophy, positioning mathematics as a means of logical and reflective reasoning through the Working Mathematically framework. The curriculum adopts a spiral and flexible structure, ensuring vertical continuity from Kindergarten to Stage 6 through differentiated pathways (Standard, Advanced, Life Skills, Extension 1–2, and Numeracy). Pedagogical implementation emphasizes inquiry-based, contextual, and technology-integrated learning, while the assessment system applies performance bands and evidence-based evaluation to ensure fairness and inclusivity. This model provides valuable insights for strengthening Indonesia’s Kurikulum Merdeka, fostering a reflective, inclusive, and competence-oriented mathematics education.

Page 19 of 19 | Total Record : 183

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