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ANARGYA: Jurnal Ilmiah Pendidikan Matematika
Published by Universitas Muria Kudus
ISSN : 26154196     EISSN : 26154072     DOI : -
Core Subject : Education,
Education Mathematics
“Anargya: Jurnal Ilmiah Pedidikan Matematika” is a journal aims to be a peer-reviewed platform and an authoritative source of information. We publish original research papers, review articles and case studies focused on mathematics education as well as related topics. All papers are peer-reviewed by at least two referees. “Anargya: Jurnal Ilmiah Pedidikan Matematika” is managed to be issued twice in every volume. The scope of “Anargya: Jurnal Ilmiah Pedidikan Matematika”.
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Articles 10 Documents
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Search results for , issue "Vol 8, No 1 (2025)" : 10 Documents clear
Validitas dan Reliabilitas Instrumen Self Efficacy dalam Pembelajaran Matematika Nurhasanah, Heni; Rahayu, Wardani; Hidajat, Flavia Aurelia
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 8, No 1 (2025)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v8i1.14214

Abstract

Tujuan dari penelitian ini adalah untuk menganalisis validitas dan reliabilitas instrumen self efficacy dengan menggunakan Rasch Model. Responden pada penelitian ini merupakan siswa SMA berjumlah berjumlah 347 orang. Hasil analisis instrumen self-efficacy menggunakan model Rasch ditinjau berdasarkan aspek-aspek unidimensionalitas, analisis butir item (termasuk tingkat kesulitan dan kesesuaian butir item), serta analisis keseluruhan instrumen. Temuan dari penelitian ini menunjukkan bahwa nilai Cronbach Alpha mencapai 0,90, yang tergolong dalam kategori sangat baik. Selain itu, nilai person reliability tercatat sebesar 0,88, yang termasuk dalam kategori baik, dan nilai item reliability sebesar 0,98, yang berada pada kategori istimewa. Dengan hasil tersebut dapat dikatakan instrumen self-efficacy dapat digunakan dalam pembelajaran matematika.
Peningkatan Hasil Belajar Matematika Kelas XI SMA Menggunakan Gimkit pada Materi Fungsi Nilai Mutlak Fitrisyah, Muhammad Aidil; Windarti, Rasdiana; Kurniadi, Elika
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 8, No 1 (2025)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v8i1.13861

Abstract

Hasil belajar menunjukkan perkembangan siswa dalam hal pengetahuan (ingat, pahami, terapkan, dan seterusnya), sikap (menerima, berpartisipasi, dan lain-lain), serta keterampilan (persepsi, gerakan, dan kreativitas) setelah mengikuti pembelajaran. kenyataan di lapangan menunjukkan bahwa masih banyak siswa yang mengalami kesulitan dalam mempelajari matematika yang membuat hasil belajar mereka rendah. khususnya pada materi-materi yang dianggap abstrak. tujuan penelitian ini untuk meningkatkan hasil belajar peserta didik kelas XI.9 materi fungsi nilai mutlak menggunakan Gimkit. Jenis penelitian ini adalah penelitian tindakan kelas (PTK). Penelitian ini dilaksanakan di SMA Negeri 8 Palembang Tahun Pelajaran 2023/2024. Subjek dalam penelitian ini adalah peserta didik kelas XI.9 sebanyak 34 orang. Dalam penelitian tindakan kelas ini akan dilaksanakan melalui beberapa siklus yaitu siklus I dan siklus II. Berdasarkan hasil penelitian didapat terjadinya peningkatan hasil belajar matematika siswa dengan media pembelajaran menggunakan Gimkit. Hal ini ditunjukkan dengan perolehan nilai hasil belajar matematika pada siklus I yang terdiri dari nilai rata-rata siswa sebesar 78.08 dan persentase ketuntusan sebesar 70.59%. Dan peningkatan nilai hasil belajar matematika siswa diperoleh pada siklus II yaitu nilai rata-rata siswa sebesar 87.06 dan persentase ketuntusan sebesar 100%.
Penerapan Model Pembelajaran Problem-Based Learning untuk Meningkatkan Hasil Belajar Siswa Kelas VII pada Materi Bilangan Widianti, Nyoman; Sari Purnamayanti, Ni Gusti Ayu Kadek; Kharisma Dewi, Ni Putu Dian; Bakkara, Bonica Nisra; Susilawati, Made
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 8, No 1 (2025)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v8i1.14267

Abstract

This study aims to enhance the learning outcomes and engagement of grade VII students at SMP Negeri 5 Negara by implementing the Problem-Based Learning (PBL) model. PBL was chosen to address challenges in mathematics education, such as low student motivation and participation, by providing contextual and relevant learning experiences. The research employed a Classroom Action Research (CAR) approach, conducted over three cycles during the odd semester of the 2024/2025 academic year. The study involved 38 students as subjects, with data collected through tests and observations and analyzed using descriptive statistical methods with SPSS. The results showed a significant improvement in the students' average scores, increasing from 51.42 in Cycle I to 65.87 in Cycle II, and reaching 81.11 in the Post-test. Additionally, a decrease in standard deviation from 19.93 to 8.1 indicated more consistent learning outcomes. The proportion of students meeting the passing criteria also increased significantly across cycles, with nearly all students achieving success in the Post-test. These findings demonstrate that the PBL model is effective in improving students’ understanding of mathematical concepts while creating a more active, enjoyable, and effective learning environment to address challenges in mathematics education.
Eksplorasi Etnomatematika pada Kue Baruasa S, Shahriani; Nur, Fitriani
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 8, No 1 (2025)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v8i1.14118

Abstract

This study aims to explore the application of ethnomathematics concepts to the traditional Bugis-Makassar cake, Baruasa, especially in the context of geometry and the cultural values contained therein. Using an ethnographic approach, this study involves direct observation, interviews, and documentation to understand the cultural philosophy and local mathematical practices applied in the making and serving of the cake. The results show that the round shape and dense texture of Baruasa cake symbolize the values of togetherness, unity, and resilience. In addition, the process of making this cake contains geometric elements such as circles and squares, which are relevant for culture-based mathematics learning. This study contributes to preserving cultural heritage through a scientific approach and provides inspiration in integrating local culture into mathematics teaching.
Systematic Literatur Review : Integrasi Literasi Matematika Pada Kurikulum Australia Widiyastuti, Erni; Junaedi, Iwan; Mulyono, Mulyono
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 8, No 1 (2025)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v8i1.14188

Abstract

Mathematical literacy, as defined by the OECD, encompasses the ability to formulate, use, and interpret mathematics in various real-life contexts.This study aims to analyze how mathematical literacy is integrated into the Australian curriculum, given the importance of this competency in 21st-century education. Utilizing a Systematic Literature Review (SLR) approach, this study identifies, analyzes, and synthesizes relevant articles from the Scopus database .Analysis of these articles revealed that mathematical literacy is integrated through four main approaches. First, the development of new curriculum elements, such as linking numeracy with interdisciplinary concepts, enhances the relevance of learning. Second, the use of data from standardized tests, such as NAPLAN, supports data-driven interventions, although this approach is often mechanistic. Third, context- and culture-based learning, including the use of interdisciplinary activities and early childhood games, increases student engagement. Fourth, teacher training is pivotal to the successful implementation of integration strategies.This study provides conceptual and practical insights for developing inclusive, evidence-based, and diversity-responsive curricula. However, its reliance on literature necessitates further studies to evaluate the direct implementation of these strategies in Australian schools. The findings are expected to support flexible and effective educational policies to improve students’ mathematical literacy.
Ekplorasi Etnomatematika pada Konsep Geometri Dalam Motif Kain Tenun Sengkang Haz, A. Safwan; Nur, Fitriani; Baharuddin, Baharuddin
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 8, No 1 (2025)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v8i1.14123

Abstract

Penilitian ini bertujuan untuk mengeksplorasi konsep etnomatematika yang terdapat pada motif kain tradisional Wajo, Sulawesi Selatan, Kain Tenun Sengkang, dengan fokus pada penerapan konsep geometri dan nilai-nilai budaya yan terkandung didalamnya, pendekatan ini bertujuan untuk mengintegrasikan unsur budaya ke dalam pembelajaran matematika, khususnya untuk membantu memahami konsep-konsep geometri secara lebih mendalam. Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan etnografi. Data dikumpulkan melalui wawancara, dokumentasi dan observasi serta dianalisis menggunakan teknis analisis data yaitu, triangulasi sumber. Hasil penelitian menunjukkan bahwa motif Kain Tenun Sengkang mengandung konsep geometri seperti garis: tegak lurus dan sejajar, kesebangunan, serta bangun datar: persegi, dan persegi panjang. Selain itu, Kain Tenun Sengkang juga mencerminkan filosofi kehidupan, kepercayaan, dan identitas budaya masyarakat Sengkang, yang tercermin melalui filosofi anyaman tenun garis-garis yang menyatu dan membentuk sebuah bidang bangun datar. Penelitian ini diharapkan dapat berkontribusi pada pembelajaran matematika kontekstual dengan mengintegrasikan budaya lokal, sehingga dapat membantu meningkatkan pemahaman siswa terhadap konsep matematika, terutama konsep geometri
Systematic Literature Review (SLR): HOTS pada Kurikulum Matematika di Malaysia Fathurrohman, Fani Laffanillah; Junaedi, Iwan; Mulyono, Mulyono
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 8, No 1 (2025)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v8i1.14274

Abstract

Higher Order Thinking Skills (HOTS) are among the skills developed within the mathematics curriculum. This study aims to describe the role of HOTS in the Mathematics Curriculum in Malaysia. The research method employed a Systematic Literature Review (SLR) using data sources from journals published between 2019 and 2024, obtained from Google Scholar and Scopus. The results show that: (1) the Standard Curriculum for Secondary Schools (KSSM) in Mathematics has been redesigned and refined to equip students with theknowledge, skills, and values necessary to meet the demands of the 21st century and to develop individuals with mathematical thinking abilities, including Higher Order Thinking Skills (HOTS); and (2) HOTS are explicitly stated within the curriculum to enable teachers to integrate them into the teaching and learning process, thus stimulating structured and focused student thinking. These skills encompass the application of knowledge, abilities, and values for reasoning, reflecting, problem-solving, decision-making, innovating, and creating
Systematic Literature Review: Model Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis Matematika Barus, Janna Sri Bina Br; Meiliasari, Meiliasari
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 8, No 1 (2025)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v8i1.14117

Abstract

This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model, the tools or media that can support the PBL model, and the challenges faced when implementing the PBL model to enhance students' mathematical critical thinking skills. The method used is a Systematic Literature Review (SLR), reviewing thirteen primary research articles focused on junior high and senior high schools. After reading, identifying, and analyzing these thirteen articles, it was found that PBL can generally improve students' mathematical critical thinking skills. However, no effect was observed on students with low Self-Regulated Learning (SRL) or those with a Concrete Sequential (CS) thinking style. Several tools that can support PBL in improving students' mathematical critical thinking skills include Student Worksheets (LKS), Question Cards, the Ispring application, and the Classwiz Emulator. Two issues were identified in implementing the PBL model to improve students' mathematical critical thinking skills: first, students' interest in solving problems, and second, the significant amount of time required to apply the PBL model effectively.
Persepsi Guru terhadap Penerapan Deep Learning pada Pembelajaran Matematika di Sekolah Dasar Riyadi, Rahmad; Nugroho, Purna Bayu
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 8, No 1 (2025)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v8i1.15198

Abstract

Tujuan dari penelitian ini adalah untuk mengkaji persepsi guru terhadap penggunaan pembelajaran mendalam dalam pembelajaran matematika di sekolah dasar. Pembelajaran mendalam menekankan pada pemahaman konseptual siswa, kemampuan berpikir kritis, dan kreativitas dalam memecahkan masalah. Penelitian ini menggunakan pendekatan kualitatif dengan pengumpulan data melalui wawancara semi-terstruktur terhadap guru-guru kelas yang aktif mengajar. Teknik pemilihan sampel yang digunakan yakni purposive sampling, dengan kriteria guru yang telah memiliki pengalaman menerapkan pendekatan pembelajaran inovatif dalam mata pelajaran matematika. Data dianalisis memakai teknik analisis tematik untuk mengidentifikasi pola-pola penting dalam persepsi dan pengalaman guru. Hasil penelitian menunjukkan bahwa banyak guru memiliki pandangan positif terhadap penerapan pembelajaran mendalam, karena dinilai mampu meningkatkan kualitas pemahaman matematika siswa. Namun, terdapat sejumlah tantangan dalam implementasinya, seperti kesulitan pengelolaan kelas, penyesuaian strategi dengan kurikulum, dan keterbatasan pelatihan serta sumber daya. Berdasarkan temuan tersebut, penelitian ini merekomendasikan pengembangan program pelatihan guru yang lebih komprehensif dan aplikatif, serta peningkatan kolaborasi antar guru untuk mendukung pertukaran praktik baik. Kesimpulannya, pembelajaran mendalam memiliki potensi signifikan dalam meningkatkan kualitas pembelajaran matematika di sekolah dasar, tetapi keberhasilannya sangat bergantung pada dukungan sistemik yang memadai
Psikometrika Instrumen Konsep Diri dalam Pembelajaran Matematika Khoirunnisa, Mustika; Rahayu, Wardani; Hidajat, Flavia Aurelia
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 8, No 1 (2025)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v8i1.14213

Abstract

The purpose of this study was to develop a non-test instrument that can be used to measure students' self-concept in mathematics learning. The instrument created was a self-concept questionnaire with 12 statements with three dimensions of self-concept, namely knowledge, expectations, and assessments. This instrument is in the form of a rating scale with 4 choices, namely strongly disagree, disagree, agree, and strongly agree. The respondents in this study were 306 high school students. Data processing in this study used the Rasch Model which was operated through the Winstep application. The reliability of the self-concept development instrument is in the good category with a Cronbach Alpha (KR-20) Person Raw Score value of 0.71, meaning that the development instrument in this study can be used to express students' self-concept in mathematics learning. Include from 12 items of student self-concept statements in mathematics learning valid because they meet at least one validity criterion.

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