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Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM)
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 25810480     DOI : -
Core Subject : Education, Social,
Education Mathematics Social Sciences
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) is a peer-refereed open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education both theory and practice. This Journal is published periodically twice a year (April and September) by Universitas Negeri Surabaya with E-ISSN:2581-0480.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 185 Documents
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Analysis of Students' Errors in Solving PISA Mathematical Literacy Problems Based on Wonosobo Ethnomathematics Aufaa Ronaa Almaas; Nuriana Rachmani Dewi; Walid; Zaenuri
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 2 (2026): JRPIPM AGUSTUS 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n2.p188-203

Abstract

This study aims to describe students' errors in solving PISA mathematical literacy problems based on Wonosobo ethnomathematics and to identify the types of student errors in the formulate, employ, and interpret indicators. The study used a qualitative descriptive approach with 24 students of class VII B as research subjects. Data collection techniques were carried out through a mathematical literacy test based on the Wonosobo ethnomathematics context, interviews, and documentation of student work results. Data analysis used the Miles, Huberman, and Saldana model which includes data reduction, data presentation, and conclusion drawing. The results showed that students' mathematical literacy abilities were still in the low category with an average score of 52.77. In the formulate indicator, students had errors in systematically constructing mathematical models from contextual problems. In the employ indicator, students were not yet able to use mathematical concepts and procedures appropriately and tended to immediately write the final answer without showing the complete solution steps. Meanwhile, in the interpret indicator, students still had errors in interpreting the solution results according to the context of the problem. The most dominant error occurred in the employ indicator because students were less careful in performing calculations and were not yet accustomed to writing down the solution procedure sequentially. Based on the research results, more contextual and meaningful mathematics learning is needed through an ethnomathematics approach so that students become accustomed to solving problems systematically at the formulate, employ, and interpret stages.
Conceptual Understanding of Mathematics of Vocational High School Students and Their Related Factors in Statistics Padilah Rahmah; Dedek Andrian; Astri Wahyuni; Lilis Marina Angraini
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 2 (2026): JRPIPM AGUSTUS 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n2.p204-214

Abstract

Although mathematical conceptual understanding has been widely investigated, limited attention has been given to examining its relationship with demographic and educational factors among vocational high school students, particularly in statistics learning. This study aimed to describe students' mathematical conceptual understanding and analyze the factors associated with it. A quantitative approach with a descriptive-comparative method was employed involving 105 tenth-grade students of SMK Negeri 4 Pekanbaru. The research instruments consisted of a five-item essay test on mathematical conceptual understanding, a 34-item questionnaire, and a student profile form. Data were analyzed using descriptive statistics, the Independent Samples t-test, and One-Way ANOVA. The findings indicated that students' mathematical conceptual understanding was generally in the low category. In addition, the analysis of demographic and educational factors provided a more comprehensive description of the factors associated with students' mathematical conceptual understanding. The findings are expected to serve as a reference for teachers in designing learning strategies that are better aligned with students' characteristics.
Mathematical Ideas Embedded in Betawi Wedding Symbols: An Ethnomathematics Study in Setu Babakan, Jakarta Alya Humairo; Rini Setianingsih; Mochammad Reval Ardhi Yudi Prayogo
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 2 (2026): JRPIPM AGUSTUS 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n2.p215-231

Abstract

Mathematics is often perceived as a rigid discipline detached from cultural contexts, whereas many traditional practices embody mathematical concepts. Betawi wedding symbols were chosen due to their cultural significance and their potential to reveal mathematical ideas that remain insufficiently explored. This study aims to explore ethnomathematics in Betawi wedding symbols and examine their potential as contexts for mathematics learning in schools. A qualitative approach was employed, and the study was conducted at the Betawi Cultural Village of Setu Babakan. The participants consisted of Betawi cultural figures and cultural practitioners. Data were collected through field notes, semi-structured interviews, and documentation using observation sheets, interview protocols, and documentation records as research instruments. The data were analyzed using NVivo 12 software through matrix coding techniques based on Bishop’s six fundamental mathematical activities. The findings revealed that ethnomathematical exploration and mathematical context analysis of Betawi wedding symbols demonstrate their potential to serve as meaningful contexts for mathematics learning. The identified contexts include solid geometry in Peti Sie, translation in Alpie, ratio and scale in Roti Buaya. These contexts can be used as a means of constructing students’ understanding of mathematical concepts through authentic cultural situations. Unlike previous ethnomathematics studies, this study connects Betawi wedding symbols with specific mathematical concepts and demonstrates their potential as meaningful contexts for school mathematics learning.  Therefore, the findings indicate that local culture can be utilized as a source of mathematical learning contexts that support meaningful learning while also inspiring teachers to integrate cultural elements into the learning process.
Mathematical Literacy Profile of Vocational High School Pharmacy Students in Solving Drug Dosage Calculation Problem Daviturrahman; Agung Lukito; Sri Suryanti
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 2 (2026): JRPIPM AGUSTUS 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n2.p232-245

Abstract

The purpose of this study is to portray the mathematical literacy profile of pharmacy students in vocational high schools based on the solving of drug dosage calculation problem according to the PISA 2022 perspective. The research design used in this study was qualitative case study in which there were two eleventh-grade female students in SMK Kesehatan Mulia Husada with high and equivalent mathematical ability proven by their scores in the Mathematical Ability Test. The data were gathered through a Mathematical Ability Test, Mathematical Literacy Tasks, the work of the students, and clinical interviews through the think-aloud technique. The analysis was conducted based on the three mathematical literacy processes described in the PISA 2022 framework including formulating, employing, and interpreting and evaluating. The results showed that both students have good mathematical literacy competence in drug dosage calculation. First, in the formulating process, both students could find out the relevant clinical information, choose appropriate mathematical models, and explain the usage of Clark’s formula and Body Surface Area. Second, in the employing process, both students could apply proportionally reasoning, do formula substitution, conversion units of measurement, and calculate dosages-volumes as well as self-correct themselves in case of mistakes. Third, in the interpreting and evaluating process, both students explained the interpretation of the numerical answers in terms of dosages’ safety and reasoned the choice of rounding up/rounding down by taking into consideration the percentage deviation and the feasibility of measuring devices. Based on the result, it can be seen that the students with high mathematical ability are able to link mathematical procedures with the context of vocational pharmacy problem. Therefore, the learning of mathematics for pharmacy-oriented vocational program must incorporate dosage calculation problem.
Students’ Critical Thinking in Solving Mathematical Literacy Problems Based on Mathematical Ability Saniaturochmah; Susanah; Lestariningsih
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 2 (2026): JRPIPM AGUSTUS 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n2.p246-267

Abstract

Critical thinking helps students analyze information, reason logically, and develop appropriate solutions. However, difficulties still arise when students are confronted with complex problems, particularly those involving mathematical literacy. This study aimed to describe students’ critical thinking in solving mathematical literacy problems based on mathematical ability. Critical thinking was examined using Facione’s indicators: interpretation, analysis, inference, evaluation, explanation, and self-regulation. A descriptive qualitative approach was used with three students involvnig high, moderate, and low mathematical ability, classified using scores from a five-item essay Mathematical Ability Test. The data were obtained from students’ written solutions to mathematical literacy problem-solving tasks and from tasks-based interviews. Data credibility was established through time triangulation by administering two equivalent problem-solving tasks and conducting tasks-based  interviews in two sessions at different times, then comparing the data from both sessions to examine their consistency. The results showed that the student with. high mathematical ability demonstrated critical thinking indicators, namely. interpretation, analysis, inference, explanation, evaluation, and self-regulation. The student with moderate mathematical ability demonstrated interpretation, analysis, inference, explanation, evaluation, and self-regulation; however, the reasoning, use of evidence, and evaluation of procedures were still expressed in a simple manner. The student with low mathematical ability demonstrated interpretation and analysis in the steps that were understood, while explanation, evaluation, and self-regulation appeared to a limited extent. Inference was not evident because the problem-solving process remained incomplete.

Page 19 of 19 | Total Record : 185

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