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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 158 Documents
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FAKTOR DAN DAMPAK KECEMASAN MATEMATIS MAHASISWA PENDIDIKAN MATEMATIKA DAN CALON GURU PADA PRAKTIK MENGAJAR: SYSTEMATIC LITERATURE REVIEW (2016-2026) Murniati Nur Latifah; Heni Pujiastuti; Ade Nandang Mustafa
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 Lenny Puspita Dewi; Yan Aditya Pradana; Dian Ardifah Iswari; Muhammad Qolbi Shobri; Naufal Ishartono; Citra Kusuma Pratiwi
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 Kadek Cintya Purnama Dewi; I Gusti Ngurah Pujawan; I Gusti Nyoman Yudi Hartawan; Gede Supanca Widnyana
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 Kemala Puspita Dewi; Abd. Basir Abbas; Tri Widyasari; Petrus Fendiyanto
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 Virgina Vreisy Walean; Vivian Eleonara Regar; Rosiah Juliati Pulukadang
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 Wa Ode Dahiana; Hanisa Tamalene; Neneng Anastasyia
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 Dini Amalia; Aan Hendrayana
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.
EVALUASI KETERKAITAN KURIKULUM SEKOLAH MENENGAH KEJURUAN DENGAN KEBUTUHAN DUNIA KERJA DI SEKTOR INDUSTRI Firman Firman; Argitha Jessica Putri
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.v9i1.2496

Abstract

Vocational High Schools (SMK) serve as a vital foundation in generating a prepared workforce equipped with specialized skills that align with industry requirements. SMKs should produce graduates who can utilize their skills in professional environments; thus, it is crucial to align the SMK curriculum with industry requirements to establish a connection between the education sector and the labor market. Nonetheless, in reality, the correspondence between the SMK curriculum and the actual demands of the industrial sector continues to be a complicated matter. A key reason for this gap is the insufficient participation of the industry in creating and designing the curriculum. An inflexible and top-down curriculum frequently fails to adapt to the fast-changing dynamics and shifting demands of industry, especially during the Fourth Industrial Revolution. The SMK curriculum needs to equip graduates to meet the demands of the job market, especially in the industrial field. Nonetheless, numerous graduates are considered unready for employment because of a disconnect between the curriculum material and the requirements of the industry. The objective of this research is to assess how well the vocational school curriculum corresponds with labour market demands and to determine the factors leading to this discrepancy. The approach employed involved a review of literature from different sources and policy reports. The method used for analysis was content analysis, with the data examined through multiple stages: (1) gathering literature, (2) selecting sources based on relevance and reliability, (3) data condensing, (4) categorising themes, and (5) forming conclusions. The study's findings reveal that industry participation in curriculum development is limited, the curriculum inadequately adapts to technological advancements, and the incorporation of soft skills is lacking. Enhanced cooperation between vocational institutions and the industrial sector is necessary to guarantee graduates are better equipped and more applicable.
EFEKTIVITAS DEEP LEARNING BERBANTU MEDIA FRACTION BOARD TERHADAP HASIL BELAJAR PECAHAN SISWA KELAS IV SDN KATELAN 1 Alinda Zaitun; Elok Fariha Sari
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.v9i1.2497

Abstract

This study aims to determine (1) the mastery of student learning outcomes using Deep Learning assisted by the Fraction Board, (2) the differences in student learning outcomes between Deep Learning assisted by the Fraction Board and conventional learning, and (3) the effectiveness of Deep Learning assisted by the Fraction Board on student learning outcomes. This study is a quantitative study using a quasi-experimental design, specifically a nonequivalent control group design. The research sample consisted of two classes selected using purposive sampling. The instrument used was a test, and the data obtained were analyzed using prerequisite tests, namely normality and homogeneity tests. The results of the prerequisite tests indicated that the sample was normally distributed and homogeneous. Data analysis utilized descriptive statistics, the one-sample t-test, the independent samples t-test, and the N-Gain test. The results of the study showed a significant difference between the two classes with a Sig. value of 0.001 < 0.05. The average N-Gain score of the experimental class was 58.3%, which falls into the fairly effective category. Meanwhile, the control class only reached 38.3%, which falls into the ineffective category. This study shows that Deep Learning assisted by the Fraction Board medium has been proven to improve student learning outcomes.
Pengembangan Media Pembelajaran Komik Berbasis Science, Technology, Engineering, and Mathematics (STEM) pada Materi Bangun Ruang Sisi Datar Kelas IX Muhammad Khalvin Fernanda; Ikmawati Ikmawati; Asyril Asyril; Ariantje Dimpudus
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.v9i1.2498

Abstract

This study aims to examine the process of developing Science, Technology, Engineering, and Mathematics (STEM)-based comic learning materials, as well as the validity, practicality, and feasibility of these materials for teaching flat-sided three-dimensional shapes to ninth-grade junior high school students. The study employs a Research and Development (R&D) approach using the ADDIE model, which comprises the Analysis, Design, Development, Implementation, and Evaluation stages. The Analysis stage includes an analysis of needs, curriculum and content, as well as technological developments. The Design stage involves the development of instructional materials, product design, and the creation of research instruments, including expert validation sheets for content, media, and language, as well as a student practicality questionnaire. The Development stage included product creation and expert validation. The Implementation stage was conducted with 31 ninth-grade students. The Evaluation stage involved product revisions by subject matter and language experts. The research results indicated that students struggled to understand the material, highlighting the need for comics as an engaging visual medium. The school implemented the Merdeka Curriculum with this material as the research focus. The validation results were 92% for content, 100% for media, 95.11% for language, and 90.4% for practicality. The 93.38% feasibility percentage indicates that the media is highly valid and suitable for use in mathematics instruction on the topic of flat-sided three-dimensional shapes for 9th-grade junior high school students, following the stages of storyboarding, expert validation of the instructional materials, product revision, and phased, structured pilot testing with students

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