Journal of Authentic Research on Mathematics Eduacation (JARME)
Journal of Authentic Research on Mathematics Education (JARME) ISSN: 2655-7762 (online) diterbitkan oleh Program Studi Magister Pendidikan Matematika, Universitas Siliwangi.
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<![CDATA[DESIGNING HYPOTHETICAL LEARNING TRAJECTORIES FOR SET THEORY USING SCHOOL SNACK CONTEXTS IN MIDDLE SCHOOL ]]>
<![CDATA[Muhtadi, Dedi]]>;
<![CDATA[Sukirwan, Sukirwan]]>;
<![CDATA[Yulianto, Eko]]>;
<![CDATA[Fauzi, Rival Muhamad]]>
<![CDATA[ Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 1 (2025) ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan Matematika, Universitas Siliwangi ]]>
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DOI: 10.37058/jarme.v7i1.13665
<![CDATA[This study aims to design and implement Hypothetical Learning Trajectory (HLT) on set material with the context of school snacks for Junior High School students. The main focus of this study is to support students' understanding of basic set concepts, such as subsets, intersections, and unions, through a contextual approach that is relevant to students' daily lives. The research method used is educational design research, which includes the planning, implementation, and analysis phases of learning outcomes. The subjects of the study were grade VII students at a junior high school in Tasikmalaya City. The research instruments included: observation sheets, concept understanding tests, and interviews to explore students' thinking processes during learning. The results showed that the use of the school snack context was relevant to the topic of sets and was able to increase students' interest and motivation in learning set material. Students' conceptual understanding also increased significantly, especially in identifying set elements, as well as understanding intersections and unions between sets through visual representations and group activities. The discussion of these results emphasizes that HLT with everyday contexts, such as school snacks, provides opportunities to link abstract material to students' real experiences, thus facilitating meaningful learning. The implementation of this research provides practical implications for teachers in designing context-based learning that can be used for other materials, as well as a reference for developing a curriculum that is more relevant to life. ]]>
<![CDATA[Exploring the Effectiveness of Problem-Based Learning on Mathematical Problem-Solving: A Gender Perspective ]]>
<![CDATA[Norhaslina, Norhaslina]]>;
<![CDATA[Oktafia, Mesi]]>;
<![CDATA[Noperta, Noperta]]>
<![CDATA[ Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 1 (2025) ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan Matematika, Universitas Siliwangi ]]>
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DOI: 10.37058/jarme.v7i1.13346
<![CDATA[One of the essential skills to be developed in mathematics learning is problem-solving ability. The purpose of this study is to analyze the effect of the problem-based learning (PBL) model on students' mathematical problem-solving skills, considering gender aspects (female and male). This experimental study employs a Control Group Posttest Design. Problem-solving ability is used as the dependent variable, the learning model as the independent variable, and gender as the moderating variable. Data collection techniques involve tests consisting of 5 essay questions designed according to Polya's problem-solving indicators. Data analysis is conducted using normality tests, homogeneity tests, and two-way ANOVA tests. The results indicate that the Problem-Based Learning (PBL) model is effective in improving students' mathematical problem-solving skills regardless of gender.]]>
<![CDATA[DEVELOPMENT OF NUMERIC LITERACY QUESTIONS IN SPLTV SUB DOMAIN FOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Andini, Pungky Ayu]]>;
<![CDATA[Nindiasari, Hepsi]]>
<![CDATA[ Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 1 (2025) ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan Matematika, Universitas Siliwangi ]]>
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DOI: 10.37058/jarme.v7i1.14154
<![CDATA[This research aims to produce a numeracy literacy instrument in the three-variable linear equation system sub-domain for high school students that is valid, reliable, has distinguishing power and has a difficulty index. The research method used is the Research and Development (RD) method with modifications to the Wilson Oriondo and Antonio models. The research results obtained a numeracy literacy question instrument that was valid and reliable in the high category. They had differentiating power for 1 question that was insufficient information, 1 question that was in good condition, and three questions that were in perfect description. Apart from that, the questions also have a difficulty index, with two questions being easy, two being medium, and 1 question being difficult. So, the resulting instrument is suitable for measuring students' numeracy literacy.]]>
<![CDATA[STUDENT ERROR IN CIRCUMFERENTIAL AND CIRCULAR AREA MATERIALS: ANALYSIS BASED ON THE NOLTING CLASSIFICATION ]]>
<![CDATA[Luqman, Naufal]]>;
<![CDATA[Fadilah, Julva Rizky]]>;
<![CDATA[Zahra, Indry]]>
<![CDATA[ Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 1 (2025) ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan Matematika, Universitas Siliwangi ]]>
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DOI: 10.37058/jarme.v7i1.13438
<![CDATA[This study aims to analyze students' errors in solving problems around the perimeter and area of the circle based on the error category according to Nolting. These errors include conceptual, procedural, and calculation errors. The method used in this study is qualitative descriptive. The subjects of the study were 30 grade VIII students from a junior high school in Tasikmalaya. Research instruments included a written test designed to identify the type of error according to Nolting as well as a semi-structured interview to dig deeper into the causes of the error. The results showed that 28.5% of students experienced conceptual errors, 53.5% of students experienced procedural errors and 14.2% of students experienced calculation errors. Most students experience conceptual errors because they make mistakes in using the circumference and circle area formulas. Students also tend to make mistakes in distinguishing diameters and radius, as well as calculation errors on decimal numbers in multiplication and division operations. The discussion underlined that procedural errors are mostly caused by students' lack of conceptual understanding of the circle formula, while calculation errors often arise due to a lack of precision. The implementation of this research can be used by mathematics teachers to design more effective teaching strategies in overcoming students' systematic errors, such as emphasizing the understanding of basic concepts before introducing more complex problems, as well as increasing exercises that involve the application of formulas in a variety of ways.]]>
<![CDATA["CASE STUDY: THE MOST POPULAR METHOD FOR SOLVING SYSTEMS OF LINEAR EQUATIONS" ]]>
<![CDATA[Kurniawan, Indra]]>;
<![CDATA[Marfuah, Iim]]>
<![CDATA[ Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 1 (2025) ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan Matematika, Universitas Siliwangi ]]>
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DOI: 10.37058/jarme.v7i1.13606
<![CDATA[The system of linear equations is a material that is studied from the junior high school level to the lecture level so that this material is very important material in learning mathematics. The purpose of this research is to find out what methods are easy and widely used by students in solving the system of linear equations. This research is a qualitative research with case study type. The participants of this study were 10 students of Indraprasta PGRI university. Data were collected by task-based interviews which aimed to dig deeper into the easiest and fastest method to solve the system of linear equations. The data analysis technique used in this study uses Bogdan Biklen technique with stages: data reduction, coding, determining themes, concluding. The results showed that there are 5 methods that can be used in solving the system of linear equations, namely: Cramer Method, Ajoin Matrix Method, Gaus Method, and Gaus Jordan Method. Of the four methods, according to the results of student tests, the best value is obtained with the Cramer Method, this is reinforced by the results of interviews conducted by students who said that the Cramer method is the easiest and fastest method to solve the system of linear equations. While the Gaus method is the most difficult method to solve the system of linear equations.Keywords: System of linear equations, Method, Case Study]]>
<![CDATA[THE INFLUENCE OF NUMBER POCKET MEDIA ON THINKING CRITICAL MATHEMATICS OF STUDENTS OF GRADE I ELEMENTARY SCHOOL ]]>
<![CDATA[Aulia Putri, Naya]]>;
<![CDATA[Fariha, Balqis]]>;
<![CDATA[Khalisha, Yasmine]]>;
<![CDATA[Hasibuan, Mazdalifah]]>;
<![CDATA[Sari Sitepu, Melyani]]>
<![CDATA[ Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 1 (2025) ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan Matematika, Universitas Siliwangi ]]>
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DOI: 10.37058/jarme.v7i1.14149
<![CDATA[This study aimed to determine the effect of the “number pouch” media on the mathematical critical thinking skills of first-grade students at SD Muhammadiyah 12 Medan. The research population comprised all first-grade students, with one class designated as the experimental group and another as the control group. This quantitative research employed a Pre-Test Post-Test Control Group Design. The sample consisted of 40 students, divided into two classes: 22 students in the experimental group and 18 in the control group. Data analysis was conducted using SPSS 23. The findings indicated that the “number bag” media significantly enhanced students' critical thinking abilities in mathematics, particularly in performing vertical addition operations. The research instrument was a test, and data analysis techniques included validity tests, reliability tests, normality tests, homogeneity tests, N-gain tests, and hypothesis testing. Results from the independent t-test analysis showed a significant value (sig. 2-tailed) of 0.000, which is less than 0.05, leading to the acceptance of the alternative hypothesis (Ha) and rejection of the null hypothesis (H0). This outcome suggests that the “bag of numbers” media positively affects the critical thinking skills of first-grade students at SD Muhammadiyah 12 Medan. Students who received instruction using the “bag of numbers” media achieved higher average scores compared to those who did not use the media, indicating that the independent variable (solution) employed in the study influenced the dependent variable (problem).]]>
<![CDATA[THE EFFECT OF USING NAPIER STEM MEDIA ON STUDENTS' UNDERSTANDING OF MATHEMATICAL CONCEPTS ]]>
<![CDATA[Andrina, Nabila]]>;
<![CDATA[Nazli, Lira]]>;
<![CDATA[Pratiwi, Manda Ayu]]>;
<![CDATA[Sitepu, Melyani Sari]]>;
<![CDATA[Putri, Dwi Saidah]]>
<![CDATA[ Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 1 (2025) ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan Matematika, Universitas Siliwangi ]]>
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DOI: 10.37058/jarme.v7i1.14138
<![CDATA[The purpose of this study was to determine the effect of napier rod media on the conceptual understanding of class III SD Negeri 020252 Binjai. This type of research is quantitative. The subjects of the study were all students of class IIIA and IIIB SD Negeri 020252 Binjai. The sampling technique in this study used purposive sampling. The sample in this study amounted to 44 students by taking 2 classes, namely the experimental class and the control class, the experimental class numbered 22 and the control class numbered 22 students. The research instrument used a test. Data analysis techniques include validity test, reliability test, normality test, homogeneity test, n-gain test and hypothesis test. The results showed that napier rod media had an effect on students' conceptual understanding abilities because the results of the t-test analysis (independent t-test) obtained from the results of the significant value (sig.2-tailed) 0.000 0.05, then Ha was accepted and H0 was rejected, meaning that there was an effect of napier rod media on the conceptual understanding of class III students of SD Negeri 020252 Binjai. Students who received treatment using Napier rod media had a higher average when compared to those without using Napier rod media. This means that the variable x (solution) used in the study affects the variable y (problem).]]>
<![CDATA[THE ANALYSIS OF POOR COMMUNICATION IMPACT ON STUDENTS’ INTEREST IN LEARNING EXPONENT TOPIC ]]>
<![CDATA[Almardhiyyah, Al Ainaa]]>;
<![CDATA[Sulistyowati, Fitria]]>;
<![CDATA[Kuncoro, Krida Singgih]]>;
<![CDATA[Nugraheni, Zahra]]>;
<![CDATA[Hapsari, Nadya Amalia Putri]]>
<![CDATA[ Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 1 (2025) ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan Matematika, Universitas Siliwangi ]]>
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DOI: 10.37058/jarme.v7i1.14363
<![CDATA[Classroom learning requires effective communication between teachers and students to create a conducive environment and enhance learning. This study analyzes the impact of teacher communication on students' interest in learning exponents using a descriptive approach. Data were collected through observation, interviews, and documentation involving 10th-grade students and a mathematics teacher at a vocational school in Yogyakarta, selected via purposive sampling. The findings show that effective communication increases students' motivation, active participation, and understanding of exponents. Interactive methods, such as discussions and QA sessions, foster student engagement and improve their grasp of the material. These results highlight the critical role of teacher-student communication in creating an enjoyable and effective learning experience, ultimately supporting better academic outcomes.]]>
<![CDATA[SYSTEMATIC LITERATURE REVIEW: STUDENTS' SELF EFFICACY BASED ON MATHEMATICAL REFLECTIVE THINKING ABILITY ]]>
<![CDATA[Izzatunnisa, Rega]]>;
<![CDATA[Novaliyosi, Novaliyosi]]>;
<![CDATA[Fatah, Abdul]]>
<![CDATA[ Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 1 (2025) ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan Matematika, Universitas Siliwangi ]]>
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DOI: 10.37058/jarme.v7i1.13644
<![CDATA[This study is a literature review that aims to describe the differences in self-efficacy based on mathematical reflective thinking ability and identify factors that affect self-efficacy in improving mathematical reflective thinking ability, The research method used is systematic literature review by involving a detailed analysis of various selected articles using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The literature search process through the Publish or Perish application uses academic databases such as SINTA, Google Scholar, Garuda. The results of the search for related articles out of 50 articles were selected 20 articles based on special criteria in the literature review in this study. The results of the literature review showed that high self-efficacy encouraged individuals to actively face and solve complex mathematical challenges. They were more confident in making analogies from two similarities, which increased their desire to develop reflective thinking strategies. In contrast, students with low self-efficacy tend to accept answers without considering other options and are more passive in the reflection process. Factors such as a supportive learning environment, the presence of inspiring role models, positive feedback, intrinsic motivation, and the ability to engage in continuous self-reflection all play a role in strengthening self-efficacy in the context of mathematical reflective thinking skills.]]>
<![CDATA[SYSTEMATIC LITERATURE REVIEW: PROBLEM BASED LEARNING MODEL FOR MATHEMATICAL CONCEPT COMPREHENSION ABILITY ]]>
<![CDATA[Hulwani, Almas Zati]]>;
<![CDATA[Nindiasari, Hepsi]]>
<![CDATA[ Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 1 (2025) ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan Matematika, Universitas Siliwangi ]]>
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DOI: 10.37058/jarme.v7i1.13489
<![CDATA[This study aims to analyze the misconceptions experienced by grade XI-4 students at SMAN 1 Pasuruan in understanding matrix concepts, including operations such as multiplication, determinants, minors, cofactors, and matrix equations. The study employed a qualitative descriptive method, collecting data through tests and analyzing students’ responses. The findings revealed two primary types of misconceptions: notation and generalization. Notation misconceptions involved errors in using symbols, such as replacing vertical brackets with regular brackets for minors and cofactors or misapplying the positive and negative sign patterns in cofactor elements. Generalization misconceptions occurred when students misunderstood the rules of matrix multiplication, such as assuming the resulting order of multiplication follows the first matrix or incorrectly applying procedural steps to determine adjoints and inverses. The study recommends teaching approaches that emphasize conceptual understanding and the application of problem-based strategies. Varied practice questions and in-depth explanations linking procedural steps to foundational concepts are expected to improve students’ comprehension. These findings contribute to the development of effective mathematics teaching strategies to minimize misconceptions in matrix topics in the future.]]>
