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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”.
Arjuna Subject : -
Articles 229 Documents
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Systematic Literature Riview (SLR): Implementasi Model Problem Based Learning (PBL) terhadap Kemampuan Koneksi Matematis Siswa Fadilah, Choirunisa Fitri; Nindiasari, Hepsi; Novaliyosi, Novaliyosi; Mutaqqin, Anwar
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 8 No. 2 (2025)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v8i2.15247

Abstract

The objective of this study is to identify, present, and analyze several primary studies concerning the implementation of the Problem-Based Learning (PBL) model in relation to students’ mathematical connection abilities. To support this investigation, the appropriate method employed is the Systematic Literature Review (SLR), which involves several stages: formulating research questions, collecting primary studies, applying inclusion criteria, and ultimately selecting 20 relevant articles. The selected primary studies were then evaluated and analyzed based on several categories, including educational level, instructional approaches employed, research methods, and the effectiveness of PBL in enhancing students’ mathematical connection skills. The evaluation and analysis reveal that the majority of the studies adopted a quantitative research method, particularly quasi-experimental designs, which demonstrate a positive impact of PBL on students’ mathematical connection abilities, especially at the junior high school level. However, most implementations of the PBL model were general in nature and did not incorporate varied instructional approaches. Therefore, there is a need for the integration of other pedagogical approaches that are closely aligned with PBL, such as the metacognitive approach, to optimize its effectiveness
Efektivitas Bahan Ajar Siansun Berbasis Pendekatan CPA untuk Meningkatkan Kelancaran Prosedural Matematis Siswa SD Fase B Adevina, Andina; Mufliva, Rosiana; Nuryani, Pupun
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 8 No. 2 (2025)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v8i2.15573

Abstract

Penelitian ini dilatarbelakangi oleh permasalahan rendahnya kelancaran prosedural matematis pada materi operasi perkalian bersusun bilangan cacah sampai 100 siswa fase B sekolah dasar. Hal tersebut dikarenakan kegiatan pembelajaran belum memfasilitasi penggunaan bahan ajar dan metode yang digunakan masih berpusat pada guru yaitu metode ceramah, sehingga diperlukan penggunaan bahan ajar berbasis pendekatan matematika yaitu bahan ajar Siansun berbasis pendekatan CPA. Tujuan penelitian ini untuk mengetahui efektivitas bahan ajar Siansun berbasis pendekatan CPA terhadap peningkatan kelancaran prosedural matematis siswa SD fase B. Metode penelitian menggunakan pendekatan kuantitatif dengan desain pre-experimental design yaitu one group pre-test-post-test design. Sampel penelitian adalah siswa kelas IV yang berjumlah 21 orang. Instrumen yang digunakan yaitu tes. Hasil penelitian menunjukkan terdapat peningkatan kelancaran prosedural matematis siswa yang signifikan antara sebelum dan sesudah diberikan treatment. Hal ini dibuktikan melalui uji perbedaan rerata menggunakan uji Wilcoxon. Selan itu berdasarkan hasil uji N-Gain keefektifan bahan ajar “Siansun” berbasis pendekatan CPA berada pada kriteria tinggi. Oleh karena itu, dapat disimpulkan bahwa bahan ajar Siansun berbasis pendekatan CPA efektif untuk meningkatkan kelancaran prosedural matematis siswa SD fase B pada materi operasi hitung perkalian bersusun bilangan cacah sampai 100.
Pengaruh Penerapan Model Pembelajaran CORE Terhadap Kemampuan Komunikasi Matematis Siswa SMPN 3 Stabat Rahmasari, Utami; Sari, Dewi Purnama; Hasibuan, Ainul Marhamah
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 8 No. 2 (2025)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v8i2.15878

Abstract

Penelitian ini dilakukan untuk menguji dampak penerapan model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) terhadap kemampuan komunikasi matematis siswa di SMPN 3 Stabat dalam topik analisis data dan ukuran tendensi sentral. Penelitian ini melibatkan 64 siswa dari kelas VIII-1 dan VIII-2, yang dipilih melalui cluster random sampling, dengan menggunakan Nonequivalent Control Group Design. Data dikumpulkan melalui skor pretest dan posttest kemampuan komunikasi matematis siswa, kemudian dianalisis menggunakan tes prasyarat dan uji hipotesis dengan bantuan SPSS. Temuan penelitian menegaskan bahwa siswa di kelas eksperimen memperoleh skor posttest rata-rata yang lebih unggul dibandingkan dengan mereka di kelas kontrol, dan hasil Independent Sample T-Test menunjukkan Sig. < 0,05. Berdasarkan hasil ini, dapat disimpulkan bahwa penerapan model pembelajaran CORE (Connecting, Organizing, Reflecting, dan Extending) memiliki pengaruh positif yang signifikan terhadap kemampuan komunikasi matematis siswa di SMPN 3 Stabat.
Analisis Hambatan Literasi dan Numerasi Siswa dalam Menyelesaikan Masalah Matematika pada Materi Persamaan Linier Fatdilah, Muhammad Davi; Sari, Dewi Purnama
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 8 No. 2 (2025)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v8i2.15906

Abstract

This research aims to (1) Find out what the literacy and numeracy barriers are for students in solving mathematical problems in linear equations material, (2) Find out what students' literacy and numeracy barriers are in solving mathematical problems in linear equations material. The subjects in this research were 31 students in Class VII-A of SMP Negeri 1 Wampu for the 2025/2026 academic year. Data collection in this research was through written tests and interviews. The data analysis technique used the method according to Milles & Huberman. The results of the study showed that students experienced obstacles in several aspects: (1) Mathematical Literacy. Students had difficulty interpreting word problems into mathematical models. They tended to memorize procedures without understanding the meaning behind them. (2) Procedural Numeracy. Some students experienced difficulties and frequently made errors in basic calculations such as multiplication, subtraction, and division. (3) Conceptual Understanding. Students faced difficulties in understanding basic concepts and solution procedures, such as elimination and substitution. Although some students were able to solve problems correctly, they still had difficulty explaining the thought processes and reasoning behind their answers. The main obstacles were in variable modeling, arithmetic accuracy, and algebraic procedures.
PBL Berbantuan ChatGPT untuk Berpikir Kritis dan Resiliensi Matematis Siswa Muhammad Sopingi; Abdul Mujib; Dedy Juliandri Panjaitan; Cut Latifah Zahari
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

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Abstract

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 Santi Oktafenti; Cut Latifah Zahari
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

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Abstract

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 Nafisa Az'zahra; Muhamad Toyib
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
AI Hallucination dalam Pembelajaran Aljabar : Systematic Literature Review untuk Berpikir Kritis dan Literasi Numerasi Filda Indriya Laili; Wahyudi; Dwi Avita Nurhidayah
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v9i1.17086

Abstract

The use of Artificial Intelligence (AI) without careful evaluation can lead to cognitive dependency and diminish students’ critical thinking skills. One emerging phenomenon is AI hallucination. This study highlights the dual role of AI hallucinations as both a cognitive risk and a pedagogical opportunity to enhance students’ critical thinking skills and numeracy literacy. The method employed is a Systematic Literature Review (SLR) using the PRISMA framework. Data were analyzed using thematic analysis techniques on articles from the Google Scholar, ERIC, and DOAJ databases published between 2021 and 2026. The search process yielded 842 articles, which were then selected based on inclusion and exclusion criteria, resulting in 21 relevant articles. Research findings indicate that AI hallucinations can be used as a reflective learning tool, encouraging students to identify errors, evaluate solution steps, and reconstruct their mathematical understanding. This process contributes to improved critical thinking skills, strengthens conceptual understanding of algebra, and enhances students’ numeracy literacy. Therefore, AI is not merely a tool but also a pedagogical instrument that supports analytical and evaluative learning. This research implies the need for a transformation in mathematics teaching practices, where educators no longer position AI as a provider of instant answers but rather make it the subject of critical evaluation through instructional designs that require students to actively verify their work
Kemampuan Pemecahan Masalah Matematis: Systematic Literarur Review Tentang Indikator, Tujuan Pembelajaran Dan Kesalahan Siswa Hizmi Wardani; Izwita Dewi; KMA Fauzi
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

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Abstract

Mathematical problem-solving ability is a very important, but in fact, this ability is still relatively low. This study aims to analyze the indicators of mathematical problem-solving ability, identify learning objectives developed to improve problem-solving ability, and examine the types of student errors in solving mathematical problems. The methodology used is a Systematic Literature Review (SLR) using the PRISMA guide.. Data collection techniques were carried out through searching and documenting scientific articles using the Publish or Perish application together with the Google Scholar database from 2016 to 2025. Data were analyzed using content analysis techniques and bibliometric analysis through inclusion and exclusion criteria to map research trends, ability indicators, learning objectives and student errors in mathematical problem solving. Of the 147 articles identified, 28 articles met the inclusion criteria for analysis. The results of the study show that the most dominant Polya indicator is used, namely 71.4%, the learning objectives emphasize conceptual mastery and the development of high-level thinking skills, while the most frequent student errors occur in the re-examination phase (58-75%) which indicates low student metacognition. This review provides an overview of research trends in mathematical problem-solving abilities over the past 10 years and provides practical recommendations for the development of holistic and integrative mathematics learning

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