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de Fermat : Jurnal Pendidikan Matematika
Published by Universitas Balikpapan
ISSN : 26216078     EISSN : 26217309     DOI : -
Core Subject : Education,
Education Mathematics Other
Jurnal de Fermat adalah jurnal yang diterbitkan oleh Program Studi Pendidikan Matematika Universitas Balikpapan. Terbit dalam dua kali setahun, yaitu pada bulan Juni dan Desember.
Arjuna Subject : -
Articles 132 Documents
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MENINGKATKAN CREATIVE SELF-EFFICACY SISWA: PENGARUH MODEL CREATIVE COLLABORATIVE MATHEMATICAL REASONING PADA PEMBELAJARAN MATEMATIKA Rizkia, Fajrul Hidayatullah; Rohati, Rohati; Kumalasari, Ade
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2481

Abstract

21st-century mathematics education demands students’ self-confidence in developing creative ideas; however, instructional practices remain teacher-centered, resulting in low student Creative Self-Efficacy (CSE). As a solution, a learning model that integrates creativity and collaboration through Creative Collaborative Mathematical Reasoning (CCMR) is required. This study aims to determine the effect of the CCMR model on the CSE of eighth-grade students at MTsN 1 Tanjung Jabung Barat. The research method employed was a quasi-experiment with a Non-Equivalent Control Group Design. The research population consisted of six classes, from which samples were selected using a purposive sampling technique based on an ANOVA equivalence test, resulting in class VIII A as the experimental group and class VIII B as the control group. The research instrument was a CSE questionnaire that had been tested for validity and reliability. Data analysis involved normality, homogeneity, and independent sample t-tests. The results showed a significant difference between the experimental and control classes, with a significance value of  and a  of  The average CSE of the experimental class was higher than that of the control class. Consequently, the CCMR learning model has a positive effect on increasing students’ Creative Self-Efficacy in mathematics21st-century mathematics education demands students’ self-confidence in developing creative ideas; however, instructional practices remain teacher-centered, resulting in low student Creative Self-Efficacy (CSE). As a solution, a learning model that integrates creativity and collaboration through Creative Collaborative Mathematical Reasoning (CCMR) is required. This study aims to determine the effect of the CCMR model on the CSE of eighth-grade students at MTsN 1 Tanjung Jabung Barat. The research method employed was a quasi-experiment with a Non-Equivalent Control Group Design. The research population consisted of six classes, from which samples were selected using a purposive sampling technique based on an ANOVA equivalence test, resulting in class VIII A as the experimental group and class VIII B as the control group. The research instrument was a CSE questionnaire that had been tested for validity and reliability. Data analysis involved normality, homogeneity, and independent sample t-tests. The results showed a significant difference between the experimental and control classes, with a significance value of  and a  of  The average CSE of the experimental class was higher than that of the control class. Consequently, the CCMR learning model has a positive effect on increasing students’ Creative Self-Efficacy in mathematics.
Kajian Literatur Sistematis : Penggunaan Tes Diagnostik Four-Tier dalam Mengidentifikasi Miskonsepsi Matematika Siswa SMP Gita, Dewi; Pujiastuti, Heni
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2484

Abstract

The purpose of this study is to examine how the four-tier diagnostic test can recognize mathematical misconceptions in junior high school students. Data were obtained from GARUDA and Google Scholar, taking into inclusion criteria such as SINTA journals, full-text publications, Analyzing the implementation of four-tier diagnostic test, and studies to detect mathematical misconceptions at junior high school in the 2020–2026 period. Based on the PRISMA method, 10 articles were eligible for analysis. The results is the characteristics of four-tier diagnostic test include multiple-choice questions with four levels: question-answer, level of confidence, reason for answer, and confidence for the reason. The mathematical topics applied in this instrument include social arithmetic, linear equations with one variable, algebra, integers, root forms, triangles, geometric shapes, comparisons, quadratic functions, and the Pythagorean Theorem. The types of misconceptions identified include theoretical, classificational, and correlational misconceptions, as well as misconceptions based on response patterns such as pure misconceptions, false positives, and false negatives. Furthermore, misconceptions were categorized into high, medium, and low levels, as well as operational skill-based misconceptions in specific mathematics materials. Thus, the four-tier diagnostic test is effective to identifying misconceptions and can serve as a reference in designing more effective learning processes
YSTEMATIC LITERATURE REVIEW: INTEGRASI PRINSIP DEEP LEARNING DALAM MODEL PEMBELAJARAN KOOPERATIF UNTUK MEREDUKSI KECEMASAN MATEMATIS SISWA SMP Putri, Adelia; Pujiastuti, Heni; Mutaqin, Anwar
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2485

Abstract

Mathematical anxiety remains a major obstacle for junior high school students in learning mathematics. The present study applied a Systematic Literature Review (SLR) framework guided by the PRISMA approach to investigate the integration of cooperative learning and deep learning as a means of addressing mathematical anxiety. Searches were carried out across the Garuda and Google Scholar databases covering publications from 2020–2026, producing an initial pool of 129 articles, subsequently narrowed down to 6 studies that satisfied the inclusion criteria. The data were analyzed qualitatively using a narrative analysis technique by categorizing findings based on learning characteristics, the effects on mathematical anxiety, as well as the strengths and limitations of each approach. The results demonstrate that combining these two approaches fosters deeper learning by facilitating social interaction and consolidating conceptual understanding, which in turn contributes to alleviating students' mathematical anxiety. However, the practical implementation of this integration continues to encounter obstacles, most notably concerning instructional time allocation and the preparedness of both teachers and students. In light of these findings, the integration of cooperative learning and deep learning emerges as a viable and effective strategy for enhancing the quality of mathematics instruction while simultaneously mitigating students' mathematical anxiety.
FAKTOR DAN DAMPAK KECEMASAN MATEMATIS MAHASISWA PENDIDIKAN MATEMATIKA DAN CALON GURU PADA PRAKTIK MENGAJAR: SYSTEMATIC LITERATURE REVIEW (2016-2026) Latifah, Murniati Nur; Pujiastuti, Heni; Mustafa, Ade Nandang
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2487

Abstract

This systematic literature review aims to identify and synthesize literature on the causes, impacts, and solutions to mathematics anxiety in mathematics education students or prospective mathematics teachers during teaching practice. The literature search was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol through the Google Scholar and Garuda databases with a publication year range of 2016 - 2026. A total of 85 articles were found in the identification stage. Through the PRISMA screening stages, 4 articles that met the inclusion criteria were obtained to be analyzed in-depth using qualitative narrative synthesis.. The findings indicate that the causes of anxiety are dominated by lack of material preparation, low self-confidence, and students' fear of being unable to answer questions or interact with students. The impact is reflected in the cognitive aspects (loss of focus or blank) and somatic aspects (heart palpitations), which lead to passive teaching styles, hesitation, and minimal interaction among students. The conclusion of this study emphasizes the urgency of evaluating the learning program for prospective teacher students so that it not only emphasizes mastery of material and pedagogy, but also includes psychological development, emotional regulation, and the creation of a constructive learning environment to build self-confidence as prospective educators.
EKSPLORASI ETNOMATEMATIKA PADA OLEH-OLEH MAKANAN KHAS KOTA MADIUN Dewi, Lenny Puspita; Pradana, Yan Aditya; Iswari, Dian Ardifah; Shobri, Muhammad Qolbi; Ishartono, Naufal; Pratiwi, Citra Kusuma
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2488

Abstract

Negative perceptions of mathematics persist, largely due to its abstract nature and the limited use of concrete examples in instruction. Integrating cultural elements into learning can provide an alternative approach to support a more contextualized understanding of mathematical concepts. Ethnomathematics serves as a bridge between culture and mathematics within the learning process. This study aims to explore ethnomathematical concepts embedded in traditional food products of Madiun City, namely brem, bluder, and lempeng. A qualitative approach with an ethnographic method was employed. Data were collected through observation, direct measurement of the research objects, and documentation. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The results of the study indicate that various mathematical concepts are present in the production and packaging processes of traditional foods. In brem, concepts of the rectangular prism, measurement, and volume were identified. In bluder, concepts of the truncated square pyramid, base area, height, and volume were identified. Meanwhile, in lempeng, the concepts of the rectangular plane figure, the rectangular prism, area, volume, and the size ratio between raw and cooked lempeng of 1:2 were found. These mathematical concepts appear implicitly in the cultural activities of the community, particularly in the production and packaging processes of traditional foods.
Hubungan antara Kecerdasan Logis Matematis dengan Kemampuan Computational Thinking Siswa SMP Dewi, Kadek Cintya Purnama; Pujawan, I Gusti Ngurah; Hartawan, I Gusti Nyoman Yudi; Widnyana, Gede Supanca
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2489

Abstract

The development of the 21st century requires students to possess higher-order thinking skills, one of which is computational thinking, which plays a crucial role in systematic problem-solving. However, students’ computational thinking skills have not yet reached their optimal potential, highlighting the need to investigate factors that influence them. Logical-mathematical intelligence is considered one of these factors. This study aims to identify and characterize the correlation between logical-mathematical intelligence and computational thinking skills among junior high school students. The sample consisted of 29 ninth-grade students from SMP Satu Atap Negeri 3 Banjar, located in Buleleng, Bali. The research instruments included validated multiple-choice tests to measure logical-mathematical intelligence and essay tests to assess computational thinking skills. Data were analyzed using normality tests, linearity tests, and the Pearson Product-Moment correlation test. The prerequisite tests indicated that the data were normally distributed and exhibited a linear relationship. The results of hypothesis testing revealed a significant positive correlation between logical-mathematical intelligence and computational thinking skills, with a correlation coefficient of 0.781, which is categorized as strong. This finding indicates that students’ computational thinking skills are directly proportional to their level of logical-mathematical intelligence.
PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS SCRATCH PADA MATERI OPERASI HITUNG BILANGAN BULAT KELAS VII SMP Dewi, Kemala Puspita; Abbas, Abd. Basir; Widyasari, Tri; Fendiyanto, Petrus
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2492

Abstract

This development research is based on students’ limited understanding of integer arithmetic operations, particularly negative numbers, as well as the lack of interactive learning media in the learning process. This study aims to examine the process of developing Scratch-based learning media for integer arithmetic operations and to determine the validity and practicality of the developed media. This study employs the Research and Development (R&D) method using the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The instruments used include validation sheets for subject matter experts and media experts, as well as a practicality questionnaire for students. Data collection techniques were conducted through interviews, observations, and questionnaires. The results of the study indicate that the learning media was developed through stages of needs analysis, curriculum analysis, and technology analysis; media and instrument design; product creation in the form of Scratch-based interactive media containing content, practice problems, and educational games; validation; revision; and finally, pilot testing with students. The learning media was deemed highly valid by subject matter experts (87.33%) and by media experts (97.04%), and highly practical based on student responses (91.49%). Thus, the Scratch-based learning media developed was deemed suitable and highly practical for use in teaching mathematics on integer arithmetic for 7th-grade junior high school students.
STUDI PERBEDAAN MODEL PROJECT BASED LEARNING BERBASIS PROYEK MATH ON THE STREET DAN PEMBELAJARAN LANGSUNG PADA HASIL BELAJAR MATEMATIKA SISWA MATERI PERBANDINGAN Walean, Virgina Vreisy; Regar, Vivian Eleonara; Pulukadang, Rosiah Juliati
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2493

Abstract

This study aims to compare students’ learning outcomes on ratio material through two different models, namely the Project Based Learning model and Direct Instruction. The research was conducted at SMP Negeri 1 Modoinding using a quasi-experimental design with a Pretest Posttest control group model. The PjBL class as the experimental group followed project-based learning involving field observation activities, while the Direct Instruction class as the control group received learning through teacher explanations and practice exercises. The research instrument was a learning outcomes test administered before and after the treatment. The data were analyzed through normality testing, homogeneity testing, and a t-test to determine whether there was a significant difference between the two classes. The results showed that the mean Posttest score of the experimental class (83.72) was significantly higher than the control class (76.08), with t-value = 3.958 > t-table = 2.011 (α = 0.05). Students who were involved in field projects appeared to better understand the concept of ratios because they processed the data they collected themselves, so that the learning process felt closer to real-life situations. These findings indicate that the implementation of PjBL based on the Math On The Street project has a positive effect on students’ learning outcomes, especially on ratio material, and can be an alternative form of learning that is more meaningful compared to the Direct Instruction model
ANALISIS KESALAHAN MULTIDIMENSIONAL SISWA DALAM PEMECAHAN MASALAH ALJABAR: TINJAUAN DARI PERSPEKTIF REPRESENTASI SEMIOTIK Dahiana, Wa Ode; Tamalene, Hanisa; Anastasyia, Neneng
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2494

Abstract

This study aims to uncover the multidimensional error patterns of students in solving algebra problems from the perspective of semiotic representation at various ability levels. This study used a qualitative approach involving 30 seventh-grade junior high school students. The research subjects were selected by purposive sampling, then six students were determined representing the high, medium, and low ability categories. Data were obtained through written tests and interviews, then analyzed based on Nolting's error classification, which includes misread direction error, careless error, concept error, application error, test procedure error, and transformation error. The results showed that students at all ability levels experienced difficulties in converting between representations (transformation error), especially from verbal to symbolic (algebraic expression) and symbolic to geometric expression. High-ability students were able to reason symbolically but failed to connect it to the visual context (graphical expression), while medium-ability students tended to use trial and error strategies that resulted in application errors. Students in the low-ability group showed concept errors and fundamental representation errors (transformation errors). In general, transformation errors were the most dominant type of error, followed by concept errors and application errors. These findings indicate that algebra learning needs to be designed by integrating various semiotic representations so that students' conceptual understanding can develop more deeply.
Literature Review Efektivitas Model Pembelajaran Berbasis Proyek (PjBL) untuk Meningkatkan Pemahaman Konsep Matematis Siswa SMA Amalia, Dini; Hendrayana, Aan
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2495

Abstract

The low level of mathematical conceptual understanding among senior high school students remains an important issue in mathematics learning that affects students learning outcomes. This study aims to examine and evaluate the effectiveness of project based learning in improving the mathematical conceptual understanding of senior high school students. The study employed a systematic literature review method through the stages of identification, selection, eligibility assessment, and article analysis based on predetermined inclusion criteria. The articles were collected from Google Scholar and Science and Technology Index databases within the publication period of 2020 to 2025. Based on the selection process, 4 empirical articles met the criteria and were further analyzed. The findings showed that project based learning consistently improved students mathematical conceptual understanding as indicated by the improvement in learning outcomes and learning gain scores within moderate to high categories. In addition, active student participation and the use of appropriate instructional media also supported the effectiveness of learning in helping students understand mathematical concepts more deeply. Therefore, project based learning is effective to be implemented in improving the mathematical conceptual understanding of senior high school students.

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