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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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PERAN CONCRETE-PICTORIAL-ABSTRACT (CPA) APPROACH DAN STUCTURED PROBLEM SOLVING DALAM PEMBELAJARAN MATEMATIKA DI SD/MI Eti Nuryana; Ida Fiteriani; Muhammad Muchsin Afriyadi
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.v9i1.2547

Abstract

This research is motivated by the low mathematical literacy and problem-solving abilities of elementary school students, which are still influenced by conventional learning and students' difficulties in understanding abstract mathematical concepts. This study aims to analyze the role of the Concrete-Pictorial-Abstract (CPA) Approach and Structured Problem Solving (SPS) in mathematics learning in elementary school students through the Systematic Literature Review (SLR) method. The research was conducted by referring to the PRISMA 2020 guidelines through the stages of identification, screening, eligibility, and inclusion. Data sources were obtained from the Scopus, ERIC, and ScienceDirect databases in the period 2020–2025. Of the 799 articles found, 12 articles met the inclusion criteria and were analyzed descriptively qualitatively. The results showed that CPA effectively improved students' conceptual understanding, numeracy, mathematical reasoning, and learning motivation through concrete, pictorial, and abstract stages. Meanwhile, SPS effectively improved problem-solving skills, logical, critical, and systematic thinking through Polya-based problem-solving steps. The integration of CPA and SPS is considered capable of creating more meaningful, systematic mathematics learning that aligns with the cognitive developmental characteristics of elementary school students.
PERSEPSI SISWA TERHADAP PENERAPAN PROBLEM BASED LEARNING BERBASIS ETNOMATEMATIKA PADA MATERI SPLDV Dwi Susanti; Husni Sabil; Bella Arisha
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.v9i1.2548

Abstract

Problem Based Learning is a learning model that focuses on contextual problem solving to help students understand concepts in a more meaningful way. In its implementation, PBL can be combined with ethnomathematics by linking learning materials to cultural contexts, so that the problems presented become closer to students’ experiences. This study aims to examine students’ perceptions and identify the factors that influence them in the SPLDV material. This study uses a qualitative approach with 30 eighth-grade students of SMP Negeri 22 Sarolangun as the subjects. Data were collected through questionnaires, interviews, and observations. The results of the study show that students’ perceptions of learning are in the high, medium, and low categories based on the questionnaire results. This shows that students’ perceptions vary among individuals. Learning that is linked to cultural contexts can help students’ understanding and increase their interest and engagement, but it has not been felt evenly by all students. These perceptions are influenced by internal factors, such as attention, motivation, experience and prior knowledge, attitudes, and self-confidence, as well as external factors which include the characteristics of learning and the social, cultural, and physical environment. Thus, students’ perceptions are formed through the interaction of various factors in learning experiences
EKSPLORASI STRATEGI KOGNITIF SISWA SMA DALAM BERPIKIR GEOMETRI PADA FUNGSI INVERS Laurin Wijayanti Khoiriyah; Fiki Alghadari; Bella Arisha
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.v9i1.2550

Abstract

Mathematics learning is expected to develop students' geometric thinking skills and cognitive strategies, but in fact, these skills are still relatively low, especially in the material of functions. This study aims to analyze students' cognitive strategies in solving inverse function problems in terms of the Van Hiele geometric thinking level. This study uses a qualitative approach with a descriptive research type. The subjects of the study consisted of eleventh grade students selected based on Van Hiele's thinking levels from level 0 to level 3. Data were collected through tests, interviews, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions. The results of the study show that students' cognitive strategies differ at each Van Hiele thinking level. Students at the low level tend to use simple procedures and are not yet able to explain concepts in depth, while students at the high level are able to use systematic strategies, analyze conceptual relationships, and provide logical reasons for solving inverse function problems. Differences in geometric thinking abilities also affect students' cognitive strategies in solving problems. Therefore, learning is needed that can train students to think gradually so that geometric thinking abilities develop more optimally
PENGARUH MODEL REALISTIC MATHEMATICS EDUCATION BERBANTUAN MEDIA PANZAT TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SEKOLAH DASAR Ervida Eka Aurelya; Eka Zuliana; Fatikhatun Najikhah
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.v9i1.2552

Abstract

This research is motivated by the low mathematical problem-solving ability of students caused by the lack of learning activities and teacher-centered learning. This study aims to determine the effect of the Realistic Mathematics Education (RME) learning model assisted by PANZAT media on the mathematical problem-solving ability of elementary school students and examine the role of learning activities in supporting these abilities. This study uses a quantitative approach with a pre-experimental design of one group pretest-posttest. The subjects of the study were 42 second-grade students of SD Negeri 5 Ngabul. Data collection techniques used interviews, observations, and tests, while data analysis included normality tests, paired sample t-tests, and simple regression tests. The results showed that there was a significant difference between the pretest and posttest scores with a significance value of 0.000 <0.05. In addition, learning activities had a positive and significant effect on mathematical problem-solving ability with a correlation coefficient of 0.788 and a determination coefficient of 0.622. Thus, RME learning assisted by PANZAT media has a positive effect on students' learning activities and mathematical problem-solving abilities
Struktur Kurikulum dan Pengembangan Kompetensi Numerasi: Analisis Komparatif Pendidikan Matematika di Indonesia dan Finlandia Muhammad Ilham Wahyudi; Itun Delima Mira; Megawati Megawati; Muji Rahayu; Nurhasdira Nurhasdira; Nurvita Sugiarti; Rosa Rachmat; Yulina Eva Riany
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.v9i1.2561

Abstract

Numeracy competence is a fundamental skill that determines students' readiness to meet twenty-first century demands. Persistent cross-national gaps in achievement, most recently documented in PISA 2022, suggest that differences in curriculum design play a substantial role in shaping those disparities. This study examined the relationship between mathematics curriculum structure and the development of numeracy competence through a comparative analysis of Indonesia and Finland. A Systematic Literature Review (SLR) guided by the PRISMA 2020 framework was conducted across Google Scholar, Scopus, and SINTA databases using Publish or Perish, producing 15 articles from an initial pool of 130 based on predetermined inclusion criteria and quality appraisal using an instrument adapted from the Critical Appraisal Skills Programme (CASP). Thematic analysis suggests that Finland's coherent, conceptually oriented curriculum appears to be associated with the development of students' reasoning and problem-solving abilities, whereas Indonesia's curriculum, which remains comparatively fragmented and procedurally focused, appears to constrain the development of contextual numeracy. The results indicate that curriculum effectiveness in supporting numeracy is determined not merely by written content, but by the extent to which curriculum structure shapes students' overall learning experiences. The implications of this study are relevant to curriculum policy and mathematics curriculum design in Indonesia.
EFEKTIVITAS MODEL CUPS BERBANTUAN E-LKPD DALAM MENINGKATKAN PENALARAN DAN KOMUNIKASI MATEMATIS SISWA Noviana Dwi Rahmadani; Bambang Sri Anggoro; Novian Riskiana Dewi
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.v9i1.2562

Abstract

Mathematical reasoning and communication skills are essential for building conceptual understanding, yet conventional learning practices often fail to optimize them. This study aims to examine the effectiveness of the Conceptual Understanding Procedures (CUPs) model assisted by E-LKPD (Electronic Student Worksheet) in enhancing both abilities. Using a quantitative approach with a quasi-experimental design, the study was conducted on three eighth-grade classes at SMPN 21 Bandar Lampung selected through cluster random sampling: experimental class 1 (CUPs assisted by E-LKPD), experimental class 2 (CUPs without E-LKPD), and control class (discovery learning). Data were collected through tests of mathematical reasoning and communication, then analyzed using MANOVA at a significance level of 5%. The results showed that the CUPs model assisted by E-LKPD provided the most significant improvement compared to the other two classes. Based on MANOVA, there was a significant simultaneous effect on mathematical reasoning and communication abilities, with Wilks' Lambda = 0.014, F = 2737.056b, p = 0.000 (p < 0.05), and partial eta squared (η²) = 0.986, indicating a large effect. This success is supported by the ease with which the E-LKPD presents interactive questions that structure conceptual understanding procedures, although technical constraints such as network instability and some students' relaxed attitudes were observed. These findings confirm the effectiveness of the CUPs model assisted by E-LKPD as an innovative learning alternative that addresses the challenge of developing higher-order thinking skills in the digital era
PENERAPAN STRATEGI STUDENT CENTERED APPROACH (SCA) DENGAN BANTUAN MEDIA YOUTUBE TERHADAP KEMAMPUAN LITERASI DAN PENALARAN MATEMATIS PESERTA DIDIK SMA Ikko Vinesti Armelia Putri; Bambang Sri Anggoro; Novian Riskiana Dewi
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.v9i1.2566

Abstract

This study aimed to determine the effect of the Student-Centered Approach (SCA) assisted by YouTube media on the mathematical literacy and mathematical reasoning abilities of tenth-grade students at MAN 1 Bandar Lampung. The study employed a quantitative approach using a quasi-experimental method with a post-test-only control group design. The research sample consisted of two experimental classes that received instruction through the Student-Centered Approach (SCA) assisted by YouTube media and one control class that was taught using the Discovery Learning model. Data were collected through tests measuring students' mathematical literacy and mathematical reasoning abilities and were analyzed using Multivariate Analysis of Variance (MANOVA). The results revealed that the average scores of mathematical literacy and mathematical reasoning in the experimental classes were higher than those in the control class. Hypothesis testing indicated that the Student-Centered Approach (SCA) assisted by YouTube media did not have a significant effect on students' mathematical literacy ability (sig. = 0.056 > 0.05). However, it had a significant effect on students' mathematical reasoning ability (sig. = 0.020 < 0.05). Furthermore, the MANOVA results showed that the Student-Centered Approach (SCA) assisted by YouTube media had a simultaneous effect on both mathematical literacy and mathematical reasoning abilities (sig. = 0.035 < 0.05). Based on these findings, it can be concluded that the Student-Centered Approach (SCA) assisted by YouTube media is effective in improving students' mathematical reasoning ability and has a simultaneous influence on both mathematical literacy and mathematical reasoning abilities.
PEMAHAMAN KONSEP DAN HOTS PADA PEMBELAJARAN THINK PAIR SHARE BERBANTUAN LKPD BERBASIS AL-QUR'AN DITINJAU DARI MINAT BELAJAR Ayu Mustika Asih; Bambang Sri Anggoro; Novian Riskiana Dewi
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.v9i1.2586

Abstract

This study aimed to determine the effect of the Think Pair Share (TPS) learning model assisted by Al-Qur'an-based Student Worksheets (LKPD) on students' conceptual understanding and Higher Order Thinking Skills (HOTS) in terms of their learning interest. This study employed a quasi-experimental method using a posttest-only control group design. Data were collected through tests of conceptual understanding ability, HOTS tests, and learning interest questionnaires, and were analyzed using a two-way Multivariate Analysis of Variance (MANOVA). The results showed that the learning model had a significant effect on students' conceptual understanding and HOTS, with a significance value of 0.000. Learning interest also had a significant effect on students' conceptual understanding and HOTS (sig = 0.014), indicating that students with different levels of learning interest demonstrated different levels of achievement. Furthermore, there was an interaction effect between the learning model and learning interest on students' conceptual understanding and HOTS (sig = 0.020). Therefore, the TPS learning model assisted by Al-Qur'an-based LKPD was effective in enhancing students' conceptual understanding and HOTS when viewed from the perspective of their learning interest.

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