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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 8 Documents
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Search results for , issue "Vol. 9 No. 1 (2026)" : 8 Documents clear
Analisis Kemampuan Berpikir Kritis Siswa dalam Menyelesaikan Soal Fungsi Ditinjau dari Kecemasan Matematis Aristiyani, Hanisa Zerlina; Nalurita , Ika Victoria
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

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Abstract

Critical thinking skills are essential when learning mathematics. These skills help students think in a clear and logical manner. Previous research has shown that critical thinking skills can be influenced by various factors, such as anxiety about mathematics. This study aims to demonstrate how well students can think critically when solving mathematical problems involving functions, while also accounting for the students’ levels of anxiety. This study employs a qualitative descriptive method. The study involved 11th-grade students from MA Manbaul Ulum Mojopuro, comprising one student with low anxiety, one with moderate anxiety, and one with high anxiety. Data will be analyzed using three stages: data reduction, data presentation, and drawing conclusions. This study uses three methods to collect data, including a questionnaire on math anxiety, a test to measure critical thinking skills, and interviews. The results of the study indicate that students with low anxiety are able to understand the problems, plan their solutions, solve the problems correctly, and draw conclusions. Students with moderate anxiety are able to understand the problems, plan their solutions, and draw conclusions. Meanwhile, students with high anxiety are only able to understand the problems and plan their solutions
Identifikasi Jenis Dan Faktor Kesalahan Siswa Kelas II SDN karangwage 02 Dalam Menyelesaikan soal Pengurangan Matematika Ramandani, Reskinda; Zuliana, Eka; Santoso, Denni Agung
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

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This study aims to analyze the forms of errors made by second-grade students of SDN Karangwage 02 in solving problems involving subtraction of whole numbers. In addition, this study also identifies the factors causing these errors. Error analysis was carried out using Newman's procedure and Kastolan's categories to clarify students' obstacles in solving complex mathematical problems. This study used a qualitative descriptive method with a purposive sampling technique, involving 13 second-grade students as subjects, with data collection techniques in the form of tests, participatory observation, in-depth interviews with students and teachers, and documentation; data analysis included reduction, presentation, and drawing conclusions with technical triangulation for validity. The conclusion of the study was that students most often made errors at the process skills stage and procedural/technical errors, especially borrowing techniques, with internal-external factors as the main causes; recommendations include strengthening the concept of place value via concrete media and a supportive approach to reduce errors.
Mathematic Anxiety : Persepsi dan Remaja Wulandari, Dewi Roso; Dinata, Karsoni Berta
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

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Understanding adolescents' perspectives on mathematics anxiety is anticipated to be the most effective method of overcoming obstacles to learning in mathematics classes. This study investigated adolescents' perceptions of mathematics anxiety. Descriptive qualitative research methods were employed with high school students in the tenth-grade students at MA Al Mubarok Baturaja, Lampung Utara as participants. The research instrument was interviews, and data were collected through semi-structured face-to-face interviews. Thematic data analysis was the method of data analysis adopted in this investigation. The results showed that mathematics anxiety in adolescents is a physical and mental phenomenon that triggers self-protection mechanisms such as drowsiness. Despite being stressed by abstract material and rigid assessments, they are still able to maintain general self-confidence. Educators need to create an emotionally safe classroom atmosphere through a gamification approach and supportive feedback. In addition, providing coping strategies and a growth mindset is crucial for building resilience so that emotional obstacles do not hinder students' cognitive potential
Korelasi Literasi AI terhadap Kemampuan Matematis Mahasiswa di Era Artificial Intelligence Sari, Dea Permita; Utami, Tiara Cika; Afifah, Nadia Zahra; Netriwati; Ayunisuri, Indah Resti
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

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This study aims to examine the level of Artificial Intelligence literacy among university students, analyze their mathematical problem-solving skills, and identify the relationship and contribution of Artificial Intelligence literacy to those skills. The research employed a quantitative approach with a correlational design to investigate the relationship between the variables studied. The participants consisted of 50 students from the Mathematics Education Study Program at Raden Intan State Islamic University of Lampung. Data were collected through an AI literacy questionnaire and a mathematical problem-solving test. The data were analyzed using normality and linearity tests, Pearson correlation analysis, and simple linear regression with SPSS. The results indicated that the data were normally distributed and met the assumption of linearity. Based on the correlation analysis, there was a significant and very strong relationship between AI literacy and mathematical problem-solving skills. This finding was reflected in the correlation coefficient of 0.858 with a significance value of 0.000. In addition, the regression analysis showed that Artificial Intelligence literacy contributed 73.7% to students’ mathematical problem-solving skills. These findings suggest that Artificial Intelligence literacy plays an important role in supporting students’ mathematical thinking abilities in the digital era
Efektivitas Model Pembelajaran Berbasis Pemecahan Masalah Terhadap Kemampuan Numerasi Siswa Ditinjau Dari Adversity Quotient Yana, Baiq Destri; Fahrudin, Fadrik Adi; Mulhamah
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

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Abstract

This study aimed to examine the effectiveness of a problem-solving learning model in improving students’ numeracy skills in terms of adversity quotient. The study employed a quantitative approach using a quasi-experimental design with a nonequivalent pretest-posttest control group. The population consisted of all eighth-grade students of MTs Hidayatul Athfal Rebile in the 2025/2026 academic year, totaling 64 students. The sample comprised two classes: Class VIII A as the experimental group and Class VIII B as the control group, with 22 students in each group. The instruments used were a numeracy skills test, an adversity quotient questionnaire, and an observation sheet of learning implementation. Data were analyzed using the Shapiro-Wilk normality test, Levene’s test of homogeneity, an independent samples t-test, and Two-Way ANOVA with SPSS 25. The findings showed that the mean numeracy score of the experimental group was higher than that of the control group, namely 80.80 and 60.35, respectively. The t-test indicated a significant difference between the two groups 0,000<0.05. The Two-Way ANOVA revealed that the class factor significantly affected students’ numeracy skills (F=21.249; sig.=0.000), whereas adversity quotient had no significant effect (F=3.082; sig.=0.057). The interaction between the learning model and adversity quotient was also not significant (F=0.140; sig.=0.869). Thus, problem-solving learning can be used as one of the effective strategies to improve students' numeracy skills
PBL Berbantuan ChatGPT untuk Berpikir Kritis dan Resiliensi Matematis Siswa Sopingi, Muhammad; Mujib, Abdul; Panjaitan, Dedy Juliandri; Zahari, Cut Latifah
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

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This study examines the effectiveness of Problem Based Learning assisted by ChatGPT in improving students' mathematical critical thinking and mathematical resilience. The study employed a quantitative quasi-experimental design using a nonequivalent pretest-posttest control group involving three intact seventh-grade classes at UPTD SMP Negeri 1 Buntu Pane in the 2025/2026 academic year. The sample consisted of 65 students selected through saturated sampling. Data were collected using a four-item essay test of mathematical critical thinking and a 20-item mathematical resilience questionnaire. Data analysis included descriptive statistics, normalized gain, assumption tests, one-way ANOVA, post hoc comparison, and two-way analysis at a 5% significance level. The results indicate significant differences among the three learning models in mathematical critical thinking and resilience. PBL assisted by ChatGPT produced the highest normalized gain for critical thinking (0.584) and resilience (0.746). Post hoc analysis showed that PBL assisted by ChatGPT and ordinary PBL did not differ significantly in critical thinking, but PBL assisted by ChatGPT was significantly superior in mathematical resilience. These findings suggest that the pedagogical strength of PBL lies in promoting critical reasoning, whereas ChatGPT contributes additional value by providing adaptive scaffolding that supports students' confidence, persistence, and willingness to re-engage with mathematical challenges.
The Influence of RPBL on Visual Thinking and Mathematical Problem Solving Skills on Plane Structure Material Oktafenti, Santi; Zahari , Cut Latifah
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

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This study used Realistic Problem-Based Learning (RPBL) on plane geometry material, namely plane figures, to improve students' visual thinking and mathematical problem solving. Geometry Project-Based Learning encourages visual and mathematical problem solving. This quasi-experimental quantitative study used a non-equivalent control group. All ninth-grade students of SMP Harapan 3 Medan participated in the survey. Class IX D (28 students) was the experimental class, and class IX E (29 students) was the control class. Pemilihan subjek dilakukan secara purposive sampling. The instrument used was a written test of visual thinking and mathematical problem-solving abilities. Visual reasoning and numerical problem solving were examined before and after the intervention. N-Gain and statistical testing measured student improvement. Visual reasoning increased from 58.21 to 82.36 in the experimental class. Mathematics problem solving scores increased from 56.47 to 81.12. A significance value of 0.000 <0.05 indicates a significant difference between the experimental and control classes in hypothesis testing. N-Gain found that experimental students improved slightly more than control students. This indicates that RPBL improves students' numeracy and visual abilities. This indicates that RPBL improves students' visual thinking and mathematical problem-solving skills. This research demonstrates that RPBL can be an innovative, contextual, and alternative arithmetic learning strategy.
INTEGRASI DISCOVERY LEARNING DALAM LKPD BERBASIS ETNOMATEMATIKA: UPAYA MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI MOTIVASI BELAJAR Az'zahra, Nafisa; Toyib, Muhamad
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

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Abstract

In the context of junior high school mathematics learning, which is often perceived as unengaging by students, this study examines the effectiveness of student worksheets (LKPD) based on a discovery learning approach and ethnomathematics on students' mathematical problem-solving abilities, taking into account learning motivation and the interaction between the worksheets and that motivation. The research approach adopted was a quasi-experimental design with cluster random sampling, involving 55 ninth-grade junior high school students as research subjects, focusing on the topic of geometric transformations. Data were collected through tests and questionnaires. The test consisted of three essay items designed to measure mathematical problem-solving ability based on Polya's indicators. The findings reveal a significant effect of the Discovery Learning LKPD integrated with ethnomathematics, with a mean score of 84.39, compared to the Discovery Learning LKPD without ethnomathematics, which yielded a mean score of 75.44. Students with high learning motivation demonstrated stronger problem-solving abilities and were more effective at solving problems. Students with moderate learning motivation exhibited a mid-level ability, whereas those with low learning motivation tended to show lower performance. Therefore, the use of differentiated learning worksheets based on discovery learning integrated with ethnomathematics, alongside students' learning motivation, plays a supportive role in developing students' mathematical problem-solving abilities

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