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ALGORITMA : Journal of Mathematics Education
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 19077882     EISSN : 26549948     DOI : -
Core Subject : Education,
Mathematics
ALGORITMA Journal of Mathematics Education (AJME) adalah jurnal peer-review pendidikan matematika yang diterbitkan oleh Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Syarif Hidayatullah Jakarta. AJME mempublikasikan naskah-naskah ilmiah bidang pendidikan matematika secara berkala, yaitu 2 kali dalam setahun pada bulan Juni dan Desember. Naskah dapat berupa kajian teori ataupun hasil penelitian terkait dengan pengajaran dan pembelajaran dalam bidang pendidikan matematika.
Arjuna Subject : -
Articles 131 Documents
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MODEL DISCOVERY LEARNING BERBANTUAN MEDIA GEOGEBRA DAN KEMAMPUAN LITERASI SPASIAL SISWA Wardini, Sri Gusti; Kadir, Kadir; Dimyati, Ahmad
ALGORITMA: Journal of Mathematics Education Vol. 6 No. 2 (2024): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v6i2.43415

Abstract

AbstractSpatial literacy skills are essential to help students develop critical thinking skills. This study aims to analyze the effect of the Geogebra-assisted Discovery Learning model on spatial literacy skills. The research was conducted in one of the junior high schools in South Tangerang. The study used a quasi-experiment with a posttest-only control group design with randomization. The research sample was 25 experimental and control class students each. Data were collected using test instruments and analyzed using the Independent Sample t-test. The results revealed that the spatial literacy skills of students taught with the Geogebra-assisted Discovery Learning model were higher than those taught with conventional learning. The spatial literacy ability of experimental class students has the highest score on the visualization indicator and the lowest score on the reasoning indicator, while the control class students have the highest score on the communication indicator and the lowest score on the visualization indicator. The Discovery Learning model assisted by Geogebra affects students' spatial literacy skills. Abstrak Keterampilan literasi spasial memiliki peran yang sangat penting untuk membantu siswa dalam mengembangkan kemampuan berpikir kritis. Penelitian ini bertujuan untuk menganalisis pengaruh model Discovery Learning berbantuan Geogebra terhadap kemampuan literasi spasial. Penelitian dilaksanakan di salah satu SMP Swasta di Tangerang Selatan. Penelitian menggunakan kuasi eksperimen dengan rancangan Posttest only control group desain with randomization. Sampel penelitian sebanyak masing-masing  25 siswa kelas eksperimen dan kontrol. Data dikumpulkan dengan instrumen tes dan dianalisis menggunakan uji Independent Sampel t-Test. Hasil penelitian mengungkapkan kemampuan literasi spasial siswa yang diajarkan dengan model Discovery Learning berbantuan Geogebra lebih tinggi daripada yang diajarkan dengan pembelajaran konvensional. Kemampuan literasi spasial siswa kelas eksperimen memiliki skor tertinggi pada indikator visualisasi dan skor terendah pada indikator penalaran, sedangkan siswa kelas kontrol memiliki skor tertinggi pada indikator komunikasi dan skor terendah pada indikator visualisasi. Model Discovery Learning berbantuan Geogebra berpengaruh terhadap kemampuan literasi spasial siswa.
ANALISIS KORELASI LITERASI DIGITAL DAN LITERASI STATISTIS MAHASISWA CALON GURU MATEMATIKA Herlina, Sari; Widiati, Indah; Rizqiani, Diyah Ayu; Stabita, Anisa
ALGORITMA: Journal of Mathematics Education Vol. 6 No. 2 (2024): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v6i2.43449

Abstract

AbstractDigital literacy is the ability to use, understand, and utilize digital technology effectively. On the other hand, as prospective mathematics teachers, higher education students need good statistical literacy. This study aims to analyze the relationship between digital literacy and statistical literacy of students in higher education. In an increasingly advanced and complex digital era, these two skills are key for students' academic and professional success. This study used the correlational method. The sample was 32 students of prospective mathematics teachers in the mathematics education study program. The instruments used were digital literacy questionnaires and statistical literacy test questions. The data collection technique used a Likert scale. The data analysis carried out is descriptive statistical analysis, inferential statistical analysis using correlation tests, and see how much digital literacy contributes to statistical literacy. The results showed a significant relationship between digital literacy and statistical literacy of prospective mathematics teachers in higher education. The contribution of digital literacy to statistical literacy is 23.04%. Abstrak Literasi digital mengacu pada kemampuan untuk menggunakan, memahami, dan memanfaatkan teknologi digital secara efektif. Di sisi lain, sebagai calon guru matematika, mahasiswa di pendidikan tinggi perlu memiliki literasi statistis yang baik. Penelitian ini bertujuan untuk menganalisis hubungan antara literasi digital dan literasi statistis mahasiswa di Pendidikan Tinggi. Di era digital yang semakin maju dan kompleks, kedua keterampilan ini menjadi keterampilan kunci kesuksesan akademin, dan profesional mahasiswa. Penelitian ini menggunakan metode korelasional. Sampelnya adalah mahasiswa calon guru matematika di program studi pendidikan matematika sebanyak 32 orang mahasiswa. Instrumen yang digunakan adalah angket literasi digital, dan soal tes literasi statistis. Teknik pengumpulan data menggunakan skala likerts. Analisis data yang dilakukan adalah analisis statistik deskriptif, analisis statistika inferensial menggunakan uji-korelasional, dan melihat berapa besar konstribusi literasi digital terhadap literasi statistis. Hasil penelitian menunjukkan terdapat hubungan yang signifikan antara literasi digital terhadap literasi statistis mahasiswa calon guru matematika di Pendidikan Tinggi. Besarnya konstribusi literasi digital terhadap literasi statistis sebesar 23,04%.
MAPPING RESEARCH ON ABSTRACT ALGEBRA LEARNING; A BIBLIOMETRIC STUDY Rindi Antika; Turmudi; Rizky Rosjanuardi; Endang Cahya Mulyaning Asih
ALGORITMA: Journal of Mathematics Education Vol. 8 No. 1 (2026): ALGORITMA: Journal Of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v8i1.50754

Abstract

Abstract Abstract algebra plays a crucial role in undergraduate mathematics education by fostering axiomatic reasoning, structural thinking, and formal proof construction. Comprehensive mappings of the field remain limited. This study aims to identify global research trends in abstract algebra learning through a bibliometric analysis of 75 Scopus-indexed publications published between 1973 and 2025. Using Biblioshiny in R, the analysis examined publication growth, influential sources, authorship patterns, geographical distribution, citation impact, and thematic structures. The results indicate a substantial increase in research activity, particularly after 2010, with strong contributions from mathematics education journals and research communities in the United States and Europe. Thematic analysis reveals that group theory, instructional approaches, and mathematics education are the dominant topics, whereas issues related to epistemological transitions and learning obstacles remain underexplored. These findings provide an overview of the development of abstract algebra learning research and highlight opportunities for future design-based studies aimed at addressing learning obstacles in advanced mathematics education. Abstrak Aljabar abstrak merupakan mata kuliah penting dalam pendidikan matematika karena mengembangkan penalaran aksiomatis, pemikiran struktural, dan kemampuan pembuktian formal. Kajian yang memetakan perkembangan bidang ini secara komprehensif masih terbatas. Penelitian ini bertujuan menganalisis tren penelitian global tentang pembelajaran aljabar abstrak melalui studi bibliometrik terhadap 75 publikasi terindeks Scopus periode 1973–2025. Analisis dilakukan menggunakan Biblioshiny pada perangkat lunak R untuk mengkaji pertumbuhan publikasi, sumber yang berpengaruh, pola kepenulisan, distribusi geografis, dampak sitasi, dan struktur tematik penelitian. Hasil menunjukkan peningkatan publikasi yang signifikan, terutama setelah 2010, dengan kontribusi dominan dari jurnal pendidikan matematika serta peneliti di Amerika Serikat dan Eropa. Analisis tematik mengungkap dominasi topik teori grup, pendekatan pembelajaran, dan pendidikan matematika, sementara isu transisi epistemologis dan learning obstacles masih relatif kurang diteliti. Temuan ini memberikan gambaran perkembangan bidang serta mengidentifikasi peluang penelitian lanjutan untuk mengatasi hambatan belajar pada pembelajaran matematika tingkat lanjut.
AI-MEDIATED LEARNING IN ADVANCED MATHEMATICS: HOW PRE-SERVICE TEACHERS DEVELOP EMERGING PEDAGOGICAL THINKING Kurnia Putri Sepdikasari Dirgantoro; Robert Harry Soesanto; Melda Jaya Saragih
ALGORITMA: Journal of Mathematics Education Vol. 8 No. 1 (2026): ALGORITMA: Journal Of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v8i1.50881

Abstract

Abstract Since the use of artificial intelligence (AI) in education continues to broadly expand, understanding its role in pre-service teacher development has become increasingly important. This study explores how AI used in Advanced Mathematics courses contributes to the development of pedagogical thinking among pre-service mathematics teachers. A qualitative approach was employed involving 51 students. Data were collected through questionnaires and follow-up interviews, then analyzed using thematic analysis. The findings indicate that students use AI to support their understanding of abstract mathematical concepts and solve problems through simplified explanations and structured solution steps. Students’ engagement with AI is characterized by several tensions between efficiency and understanding, assistance and dependency, and ease of use and prompt accuracy. These tensions foster reflection, metacognitive awareness, and more critical use of AI. The findings also reveal the emergence of pedagogical thinking, although it remains limited in addressing learner diversity and the complexity of instructional contexts. Abstrak Seiring dengan semakin meluasnya penggunaan kecerdasan buatan (AI) dalam pendidikan, pemahaman mengenai perannya dalam perkembangan calon guru menjadi semakin penting. Penelitian ini bertujuan mengeksplorasi bagaimana penggunaan AI dalam mata kuliah matematika lanjut berkontribusi terhadap perkembangan pemikiran pedagogis mahasiswa calon guru matematika. Penelitian menggunakan pendekatan kualitatif dengan melibatkan 51 mahasiswa. Data dikumpulkan melalui kuesioner dan wawancara lanjutan, kemudian dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa mahasiswa memanfaatkan AI untuk memahami konsep matematika abstrak dan menyelesaikan masalah melalui penjelasan yang lebih sederhana serta langkah-langkah yang terstruktur. Keterlibatan mahasiswa dalam penggunaan AI diwarnai oleh beberapa ketegangan antara efisiensi dan pemahaman, bantuan dan ketergantungan, serta kemudahan penggunaan dan ketepatan prompt. Ketegangan tersebut mendorong refleksi belajar, kesadaran metakognitif, dan penggunaan AI yang lebih kritis. Temuan juga menunjukkan munculnya pemikiran pedagogis, meskipun masih terbatas dalam mempertimbangkan keragaman peserta didik dan kompleksitas situasi pembelajaran.
A GRADED RESPONSE MODEL APPROACH TO ASSESS MATHEMATICAL CRITICAL THINKING ON FRACTION PROBLEMS IN JUNIOR HIGH SCHOOL Pebi Pitri Anasari; Nur Izzati; Metta Liana
ALGORITMA: Journal of Mathematics Education Vol. 8 No. 1 (2026): ALGORITMA: Journal Of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v8i1.51066

Abstract

Abstract Mathematical critical thinking ability (MCTA) plays a crucial role in problem solving and reasoned decision-making, yet many students still struggle with fraction problems, particularly in providing justification, evaluating strategies, and drawing conclusions. This study aims to examine junior high school students' mathematical critical thinking ability in solving fraction problems using a mixed-methods approach. Unlike previous studies, this research integrates qualitative analysis with the Graded Response Model (GRM) to provide a more comprehensive profile of students' critical thinking ability. The participants were 27 seventh-grade students. Data were collected through a mathematical critical thinking test, questionnaires, and semi-structured interviews, and analyzed using the GRM and thematic analysis with methodological triangulation. The findings indicate that most students demonstrated moderate to high levels of mathematical critical thinking. Students with higher ability demonstrated stronger reasoning, justification, and reflection, whereas students across all ability levels struggled to evaluate solution strategies and draw conclusions. These findings highlight the importance of instructional practices that foster mathematical reasoning, evaluation, and justification.  Abstrak Kemampuan berpikir kritis matematis (MCTA) berperan penting dalam pemecahan masalah dan pengambilan keputusan, tetapi siswa masih mengalami kesulitan pada materi pecahan, terutama dalam memberikan justifikasi, mengevaluasi strategi, dan menarik kesimpulan. Penelitian ini bertujuan mengkaji kemampuan berpikir kritis matematis siswa SMP dalam menyelesaikan masalah pecahan menggunakan pendekatan mixed methods. Berbeda dari penelitian sebelumnya, studi ini mengintegrasikan analisis kualitatif dengan Graded Response Model (GRM) untuk menghasilkan profil kemampuan yang lebih komprehensif. Partisipan terdiri atas 27 siswa kelas VII. Data diperoleh melalui tes, angket, dan wawancara semi-terstruktur, kemudian dianalisis menggunakan GRM dan analisis tematik dengan triangulasi metode. Hasil menunjukkan sebagian besar siswa berada pada kategori kemampuan tinggi dan sedang. Siswa berkemampuan tinggi menunjukkan penalaran, justifikasi, dan refleksi yang lebih baik, sedangkan seluruh siswa masih lemah dalam mengevaluasi strategi dan menarik kesimpulan. Temuan ini menegaskan pentingnya pembelajaran yang mendorong penalaran, evaluasi, dan justifikasi matematis.
EKSPLORASI ETNOMATEMATIKA PADA KUFI MURABBA’ MASJID AL-MULTAZAM CHERRY FIELD BANDUNG Didi Suhaedi; Maulida Isfahany Fajry; Tia Purniati
ALGORITMA: Journal of Mathematics Education Vol. 8 No. 1 (2026): ALGORITMA: Journal Of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v8i1.51166

Abstract

Abstract Proportion and symmetry are important topics in school mathematics, but in fact, they are still difficult for some students to master. One cause is that the learning is not contextual and lacks relevance to students' everyday lives. This study aims to explore ethnomathematics in the Kufi Murabba’ facade of the Al-Multazam Mosque in Cherry Field Bandung, as an alternative source of mathematics learning that is close to the students. The research employed ethnographic methods. Data were collected through observation, interviews, and documentation, and analyzed using triangulation techniques to obtain valid data. The research results show that the Kufi Murabba’ on the facade of Al-Multazam Cherry Field Bandung Mosque contains geometric elements, which are relevant as a learning context for students on the topics of proportion and symmetry. Thus, the Kufi Murabba’ on the facade of Al-Multazam Cherry Field Bandung Mosque can be used as a learning resource for proportion and symmetry. The use of Kufi calligraphy makes learning more contextual, interactive, and meaningful, helping students master the material better and enhancing appreciation of local culture. Abstrak Proporsi dan simetri merupakan materi penting dalam matematika sekolah, tetapi faktanya masih sulit dikuasai oleh sebagian siswa. Salah satu penyebabnya adalah pembelajaran yang belum  kontekstual dan kurang relevan dengan konteks kehidupan sehari-hari siswa. Penelitian ini bertujuan untuk melakukan eksplorasi etnomatematika pada Kufi Murabba’ fasad Masjid Al-Multazam Cherry Field Bandung, sebagai alternatif sumber belajar matematika yang dekat dengan siswa. Penelitian dilakukan menggunakan metode etnografi. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, serta dianalisis menggunakan teknik triangulasi sehingga diperoleh data yang valid. Hasil penelitian menunjukkan bahwa Kufi Murabba’ fasad Masjid Al-Multazam Cherry Field Bandung memiliki unsur-unsur geometris yang relevan sebagai konteks belajar bagi siswa pada materi proporsi dan simetri. Dengan demikian, Kufi Murabba’ pada fasad Masjid Al-Multazam Cherry Field Bandung dapat digunakan sebagai sumber belajar tentang proporsi dan simetri. Penggunaan kaligrafi kufi tersebut membuat pembelajaran lebih kontekstual, interaktif dan bermakna, sehingga membantu siswa menguasai materi dengan lebih baik serta meningkatkan apresiasi terhadap budaya lokal.
SYSTEMATIC LITERATURE REVIEW: ANALISIS SELF-CONFIDENCE DALAM COGNITIVE LOAD PADA PEMBELAJARAN MATEMATIKA Claudia Salsabila; Etika Khaerunnisa; Indiana Marethi
ALGORITMA: Journal of Mathematics Education Vol. 8 No. 1 (2026): ALGORITMA: Journal Of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v8i1.51182

Abstract

Abstract Mathematics learning requires integrating affective and cognitive aspects, especially when students face complex tasks. This study aims to analyze the role of Self-confidence in Cognitive load in mathematics learning through a Systematic Literature Review. The review followed the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analyses guideline. Data were collected from Google Scholar using the Publish or Perish 8 application. From 100 initial articles, 17 relevant articles were selected for analysis. The findings show that studies on Self-confidence mainly focus on problem-solving ability, learning outcomes, engagement, and mathematical performance. Studies on Cognitive load tend to emphasize information processing, material complexity, thinking processes, and instructional strategies. The reviewed articles commonly use Cognitive load Theory, three dimensions of Cognitive load, questionnaires, and mathematical ability tests. Self-confidence has not been widely integrated with Cognitive load, although it may support students’ focus and mental effort in understanding mathematical concepts. This study concludes that the integration of Self-confidence and Cognitive load remains a research gap in mathematics learning. Abstrak Pembelajaran matematika menuntut keterpaduan aspek afektif dan kognitif, terutama ketika peserta didik menghadapi tugas yang kompleks. Penelitian ini bertujuan untuk menganalisis peran Self-confidence dalam Cognitive load pada pembelajaran matematika melalui pendekatan Systematic Literature Review. Kajian ini mengacu pada pedoman Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020. Data diperoleh dari Google Scholar dengan bantuan aplikasi Publish or Perish 8. Dari 100 artikel awal, sebanyak 17 artikel relevan dipilih untuk dianalisis. Hasil kajian menunjukkan bahwa penelitian Self-confidence lebih banyak berfokus pada kemampuan pemecahan masalah, hasil belajar, keterlibatan, dan performa matematis. Penelitian Cognitive load cenderung menekankan proses pengolahan informasi, kompleksitas materi, proses berpikir, dan strategi pembelajaran. Artikel yang dikaji umumnya menggunakan Cognitive load Theory, tiga dimensi Cognitive load, angket, dan tes kemampuan matematis. Self-confidence belum banyak diintegrasikan dengan Cognitive load, meskipun berpotensi mendukung fokus dan usaha mental peserta didik dalam memahami konsep matematika. Penelitian ini menyimpulkan bahwa integrasi Self-confidence dan Cognitive load masih menjadi celah kajian dalam pembelajaran matematika.
UNDERSTANDING STUDENTS’ MATHEMATICAL COMMUNICATION AND SELF-CONFIDENCE: IMPLICATIONS FOR STUDENT-CENTERED MATHEMATICS CLASSROOMS Annisa Desti Fahjri; Siti Fatimah; Tatang Herman
ALGORITMA: Journal of Mathematics Education Vol. 8 No. 1 (2026): ALGORITMA: Journal Of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v8i1.51187

Abstract

Abstract Mathematical communication and self-confidence are essential components of mathematics learning, yet many students still struggle to express mathematical ideas and lack confidence in communicating their opinions. This study aims to analyze students’ mathematical communication skills and self-confidence and explore the pedagogical factors influencing these outcomes. A mixed-methods approach with an exploratory sequential design was employed involving eighth-grade students from a junior high school in Bandung. Data were collected through a self-confidence questionnaire, a mathematical communication test, and semi-structured interviews, and analyzed using quantitative and qualitative methods. The findings indicate that most students demonstrated moderate levels of mathematical communication (82.76%) and self-confidence (65.51%). Interviews revealed that limited classroom participation, fear of making mistakes, and teacher-centered instruction hindered the development of both skills. These findings highlight the importance of implementing more participatory, student-centered pedagogical practices to foster students’ mathematical communication and self-confidence. Abstrak Komunikasi matematis dan kepercayaan diri merupakan komponen penting dalam pembelajaran matematika, tetapi banyak siswa masih kesulitan mengungkapkan ide matematis dan kurang percaya diri saat menyampaikan pendapat. Penelitian ini bertujuan menganalisis kemampuan komunikasi matematis dan kepercayaan diri siswa serta mengeksplorasi faktor-faktor pedagogis yang memengaruhinya. Penelitian menggunakan pendekatan mixed methods dengan desain exploratory sequential yang melibatkan siswa kelas VIII di salah satu SMP di Kota Bandung. Data dikumpulkan melalui angket, tes, dan wawancara semi-terstruktur, kemudian dianalisis secara kuantitatif dan kualitatif. Hasil menunjukkan bahwa sebagian besar siswa berada pada kategori sedang dalam kemampuan komunikasi matematis (82,76%) dan kepercayaan diri (65,51%). Wawancara mengungkap bahwa rendahnya partisipasi, ketakutan melakukan kesalahan, dan pembelajaran yang berpusat pada guru menghambat perkembangan kedua aspek tersebut. Temuan ini menegaskan pentingnya praktik pembelajaran yang lebih partisipatif dan berpusat pada siswa untuk mengembangkan komunikasi matematis dan kepercayaan diri.
SCHOOL TYPE AS A PREDICTOR OF STUDENTS’ STATISTICAL LITERACY: CONTROLLING FOR GENDER AND PARENTAL EDUCATION Elizar Elizar; Benidiktus Tanujaya; Jeinne Mumu; Cut Khairunnisak; Dwi Fadhiliani; Dewi Annisa
ALGORITMA: Journal of Mathematics Education Vol. 8 No. 1 (2026): ALGORITMA: Journal Of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v8i1.51214

Abstract

Abstract In today’s data-driven era, the rapid growth of big data has made encounters with data unavoidable for everyone, including students. Therefore, preparing students with adequate statistical literacy has become increasingly important. This study employed a quantitative non-experimental design using an ex post facto approach. It examined and compared students' statistical literacy across three types of schools in Aceh, Indonesia. More specifically, the study investigated whether school type predicted students' statistical literacy after controlling for gender and parental education. Data were collected through a statistical literacy test and a brief demographic questionnaire covering gender and parental educational background. The data were analyzed using hierarchical multiple regression and Tukey HSD post hoc analysis. The findings showed that gender and parental education did not significantly influence students' statistical literacy, whereas school type did. These results suggest that different school environments may offer distinct learning experiences and opportunities for statistical reasoning and data literacy. Abstrak Di era berbasis data saat ini, pertumbuhan big data yang semakin pesat membuat setiap individu, termasuk siswa, tidak dapat terlepas dari paparan data dalam kehidupan sehari-hari. Oleh karena itu, mempersiapkan siswa dengan kemampuan literasi statistik yang memadai menjadi semakin penting. Penelitian ini menerapkan desain penelitian kuantitatif non-eksperimental dengan pendekatan ex post facto. Penelitian ini bertujuan untuk mengkaji dan membandingkan literasi statistik siswa pada tiga jenis sekolah di Aceh. Secara khusus, penelitian ini meneliti apakah jenis sekolah memprediksi literasi statistik siswa setelah mengontrol gender dan pendidikan orang tua. Data dikumpulkan melalui tes literasi statistik dan kuesioner singkat terkait gender serta latar belakang pendidikan orang tua. Data dianalisis menggunakan hierarchical multiple regression dan uji lanjut Tukey HSD. Hasil penelitian menunjukkan bahwa gender dan pendidikan orang tua tidak berpengaruh signifikan terhadap literasi statistik siswa, sedangkan jenis sekolah menunjukkan pengaruh yang signifikan. Temuan ini mengindikasikan bahwa lingkungan sekolah yang berbeda dapat memberikan pengalaman belajar dan kesempatan yang berbeda pula dalam mengembangkan kemampuan penalaran statistik dan literasi data siswa.
OPTIMALISASI KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS SISWA MTs MELALUI MODEL PEMBELAJARAN ICARE Muhammad Arfan; Abdul Muin; Ramdani Miftah
ALGORITMA: Journal of Mathematics Education Vol. 8 No. 1 (2026): ALGORITMA: Journal Of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v8i1.51386

Abstract

Mathematical reflective thinking is an essential competency that should be developed among students, yet its achievement remains suboptimal. This study aims to examine the effect of the ICARE learning model on students’ reflective thinking in mathematics. A quantitative approach with a quasi-experimental design and a randomized post-test-only control group design was employed. The participants were 54 students from an Islamic junior high school (MTs) in Bogor Regency, with 26 assigned to the experimental group (ICARE learning model) and 28 to the control group (conventional instruction). Data were collected through a mathematical reflective thinking test and analyzed using an independent-samples t-test. The results indicate that students taught using the ICARE learning model demonstrated significantly higher reflective thinking in mathematics than those receiving conventional instruction. Although both groups achieved moderate average scores, the experimental group outperformed the control group on all reflective thinking indicators. Furthermore, an eta squared value of 0.495 indicates a large effect, showing that the ICARE learning model has a strong effect and is effective in enhancing students’ reflective thinking in mathematics. Abstrak Kemampuan berpikir reflektif matematis merupakan kompetensi penting yang perlu dikembangkan, namun masih belum optimal pada banyak siswa. Penelitian ini bertujuan menganalisis pengaruh model pembelajaran ICARE terhadap kemampuan berpikir reflektif matematis siswa. Penelitian menggunakan metode kuantitatif dengan desain quasi-experimental dan randomized post-test only control group design. Partisipan terdiri atas 54 siswa MTs Negeri di Kabupaten Bogor, dengan 26 siswa pada kelas eksperimen (model ICARE) dan 28 siswa pada kelas kontrol (pembelajaran konvensional). Data dikumpulkan melalui tes kemampuan berpikir reflektif matematis dan dianalisis menggunakan uji-t. Hasil penelitian menunjukkan bahwa siswa yang belajar dengan model ICARE memiliki kemampuan berpikir reflektif matematis yang lebih tinggi dibandingkan siswa pada pembelajaran konvensional. Meskipun rata-rata kedua kelompok berada pada kategori sedang, seluruh indikator kemampuan menunjukkan hasil yang lebih baik pada kelas ICARE. Nilai Eta Squared sebesar 0,495 mengindikasikan bahwa model ICARE memberikan pengaruh besar terhadap kemampuan berpikir reflektif matematis siswa.

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