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Ratri Isharyadi
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Program Studi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pasir Pengaraian Jalan Tuanku Tambusai, Pasir Pengaraian, Rokan Hulu Riau, Indonesia
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Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika
Published by Universitas Pasir Pengaraian
ISSN : 26554518     EISSN : 26548739     DOI : https://doi.org/10.30606/absis
Core Subject : Education,
Mathematics
Jurnal Absis adalah jurnal penelitian yang dikelola oleh program studi Pendidikan Matematika Universitas Pasir Pengaraian. Absis diambil dari istilah matematika yang merupakan jarak titik terhadap sumbu tegak. Jurnal Absis memuat artikel hasil penelitian atau kajian literatur dalam bidang pendidikan matematika dan matemtika. Jurnal absis terbit dua kali dalam satu tahun yaitu pada bulan April dan Oktober. Jurnal Absis diharapkan dapat menjadi tempat bagi peneliti pendidikan matematika atau matematika utamanya bagi dosen Pendidikan Matematika Universitas Pasir Pengaraian, dosen berbagai universitas, maupun guru untuk mempublikasikan artikel ilmiahnya. Jurnal Absis merupakan terbitan berkala yang dapat diakses secara terbuka oleh pembaca untuk mendukung tumbuh kembangnya ilmu pengetahuan, terutama dalam bidang Pendidikan matematika dan matematika.
Arjuna Subject : Umum - Umum
Articles 17 Documents
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Search results for , issue "Vol. 8 No. 2 (2025): Jurnal Absis" : 17 Documents clear
Evaluation of the performance of TBATS and SARIMA methods in forecasting air temperature in Indonesia Aprilia, Ananda; Wijaya, Madona Yunita; Zulkifli, Dhea Urfina
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i2.3052

Abstract

Indonesia is a tropical archipelago located along the equator, where air temperature patterns exhibit seasonal trends and unstable fluctuations. This instability can impact several sectors, including agriculture—making it difficult for farmers to determine planting and harvesting times—electricity demand, which increases during hotter periods, and public health, as erratic weather may reduce productivity and elevate the risk of diseases such as dehydration, asthma, and respiratory infections. This study aims to evaluate the performance of the Trigonometric, Box-Cox Transformation, ARMA Errors, Trend, and Seasonal (TBATS) model and the Seasonal Autoregressive Integrated Moving Average (SARIMA) model in forecasting air temperature in Indonesia. The dataset used comprises 2-meter air temperature records in Indonesia from January 1940 to August 2024, obtained from ECMWF. The evaluation method applied is cross-validation with a rolling basis. The results show that the RMSE for the TBATS model is 21.3843%, while the SARIMA model has an RMSE of 21.2958%. These results indicate that SARIMA has a slightly better performance than TBATS. However, both methods perform well in forecasting air temperature in Indonesia, as their RMSE percentages are within an acceptable range. This research is expected to contribute to the scientific literature on air temperature forecasting in Indonesia and encourage further studies on hybrid models that integrate TBATS and SARIMA. Additionally, it may support efforts to mitigate the adverse impacts of air temperature changes in the country.
The impact of geogebra integration into problem-based learning on mathematics learning outcomes based on students’ learning interest Putri, Reni Widya; Sutarni, Sri
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i2.3181

Abstract

This study aimed to examine how the integration of GeoGebra in problem-based learning influences mathematics learning outcomes, taking into account students' learning interest. The study was motivated by low student achievement and the limited use of technological innovation in mathematics instruction. A quasi-experimental method with a Post-Test Only Control Group Design was employed, using a quantitative approach. The participants were 9th-grade students at SMP Muhammadiyah 5 Surakarta. Two classes were selected through cluster random sampling to represent the overall 9th-grade population. The sample consisted of class IX-C, which served as the control group and received PBL without GeoGebra, and class IX-D, which served as the experimental group and received PBL integrated with GeoGebra. The research instruments included a learning interest questionnaire and a mathematics learning outcome test. Data were collected through a post-test and a questionnaire using a 4-point Likert scale. A two-way analysis of variance (ANOVA) with a 2×2 factorial design was used for data analysis. The findings indicated that: (1) the integration of GeoGebra into the PBL model had a significant effect on students' mathematics learning outcomes; (2) students’ learning interest significantly influenced their learning outcomes; and (3) there was no significant interaction effect between the learning model and learning interest. These results suggest that applying PBL with GeoGebra is an effective instructional innovation in mathematics teaching, particularly for the topic of Similarity, and that the integration of GeoGebra can enhance students’ mathematics learning outcomes.
Improving students’ mathematical communication skills through the guided inquiry learning model with Desmos Salsabila; Noer, Sri Hastuti; Wijaya, Agung Putra
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i2.3226

Abstract

One of the essential skills students must develop in mathematics learning is mathematical communication. However, field observations indicate that students still exhibit weaknesses in this area. Therefore, it is necessary to implement a learning model supported by digital media that facilitates students in expressing and communicating mathematical ideas more effectively. The guided inquiry learning model, when integrated with interactive media such as Desmos, offers a promising alternative. Desmos is a dynamic graphing application that allows students to explore mathematical concepts visually and interactively, thereby supporting deeper conceptual understanding and communication. This study employed a quasi-experimental design aimed at examining the improvement of students’ mathematical communication skills through the implementation of a guided inquiry learning model with Desmos. The population consisted of all ninth-grade students at SMP Negeri 45 Bandar Lampung in the 2024/2025 academic year, totaling 107 students across four classes. The samples were selected using a cluster random sampling technique and comprised class 9.3 (27 students) as the experimental group and class 9.2 (26 students) as the control group. The research design used was a posttest-only control group design. Quantitative data were collected through a mathematical communication skills test. Based on hypothesis testing using an independent sample t-test at a significance level of α = 0.05, the results showed that t-count > t-table (2.08 > 1.67). Thus, it can be concluded that the application of the guided inquiry learning model with Desmos significantly improves students’ mathematical communication skills.
The effect of the guided discovery learning model on students’ mathematical reasoning ability Amri, Reni Auliana; Gunowibowo, Pentatito; Wijaya, Agung Putra
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i2.3249

Abstract

This quasi-experimental study aimed to investigate the effect of the Guided Discovery Learning (GDL) model on the mathematical reasoning ability of eighth-grade students. The population consisted of 319 students from Grade VIII at SMP Negeri 20 Bandar Lampung during the 2024/2025 academic year, distributed across ten classes (VIII-A to VIII-J). Using a purposive sampling technique, two classes were selected as research samples: class VIII-B (32 students) as the experimental group, which received instruction using the GDL model, and class VIII-A (32 students) as the control group, which received conventional cooperative learning. The study employed a pretest-posttest control group design. The research data were quantitative, obtained through a mathematical reasoning ability test on the topic of Systems of Linear Equations in Two Variables, administered before and after the intervention in both groups. Statistical analysis using an independent samples t-test on the gain scores revealed a statistically significant difference. The findings showed that students in the GDL group experienced greater improvement in mathematical reasoning ability compared to those in the control group. These results suggest that the GDL model has a positive and significant effect on enhancing students’ mathematical reasoning skills.
The effect of the guided inquiry learning model on students’ mathematical representation ability Al Amin; Caswita; Triana, Mella
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i2.3344

Abstract

Mathematical representation ability is an important skill for students to transform complex problems into simpler forms. However, field observations based on the pretest results of mathematical representation ability conducted at SMP Negeri 18 Bandarlampung show that many students have not yet mastered this skill. This is supported by the 2022 PISA results, which indicate that students’ mathematical representation ability is still categorized as low. Therefore, it is necessary to apply a learning model that can help students improve their mathematical representation skills. This study aims to determine the effect of the guided inquiry learning model on students’ mathematical representation ability. The population in this study consisted of all eighth-grade students at SMP Negeri 18 Bandarlampung in the odd semester of the 2024/2025 academic year, totaling 174 students distributed across six classes. Sampling was conducted using the cluster random sampling technique, selecting class VIII B (28 students) as the experimental class and class VIII D (29 students) as the control class. The research design used was the pretest-posttest control group design. The data in this study are quantitative data obtained from the students’ mathematical representation ability test. Based on data analysis using the Mann-Whitney U test, it was found that the improvement in mathematical representation ability of students who participated in guided inquiry learning was higher than that of students who followed conventional learning. Thus, the guided inquiry learning model has an effect on improving students' mathematical representation ability.
A systematic literature review: Self-efficacy toward mathematical reasoning ability Narpila, Suci Dahlya; Tarwiyah; Purba, Oktaviana Nirmala; Purba, Azrina; Lestari, Indah
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i2.3450

Abstract

This study is a systematic literature review aimed at describing various research findings related to students’ mathematical reasoning ability in relation to their self-efficacy levels. The method used is a systematic literature review by applying the keywords self-efficacy and reasoning ability, along with predefined inclusion criteria to select relevant articles. Articles that met the inclusion criteria were then analyzed qualitatively to draw valid and accountable conclusions. The results of the analysis reveal inconsistencies across studies regarding the influence of self-efficacy on students’ mathematical reasoning ability. Differences were also found in how varying levels of self-efficacy affect students’ performance in solving mathematical reasoning tasks. These discrepancies may stem from several factors, including sample limitations, differences in methodological approaches, the theoretical frameworks adopted, and variations in contextual field conditions. Therefore, further research is needed that involves more diverse variables and employs more comprehensive methodological designs to gain a more consistent and holistic understanding of the relationship between self-efficacy and students’ mathematical reasoning ability.
The effect of the guided inquiry model on students’ mathematics learning outcomes based on creativity levels Puteri, Mei Yunika; Sutarni, Sri
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i2.3187

Abstract

Student achievement in mathematics in Indonesia remains relatively low, highlighting the need for learning models that can foster engagement and deeper understanding. This study investigates the effect of the Guided Inquiry learning model on mathematics achievement by considering the role of student creativity. A quasi-experimental design with a posttest-only control group was employed. The population consisted of all Grade VII students of SMP Negeri 2 Kedawung in the 2024/2025 academic year. Using random sampling, class VIIB was assigned as the experimental group and class VIIE as the control group. Data were collected through tests and questionnaires, and analyzed using normality tests, homogeneity tests, and two-way ANOVA with unequal cells. Balance between groups was established using students’ odd-semester final examination scores prior to treatment. The findings revealed that: (1) the Guided Inquiry model was more effective than conventional instruction in improving mathematics achievement, (2) student creativity significantly influenced mathematics achievement, and (3) there was no interaction effect between the Guided Inquiry model and student creativity. These results suggest that the Guided Inquiry model can effectively improve students’ mathematics achievement, while creativity contributes independently to learning outcomes.
Enhancing mathematical competence through augmented reality: An exploratory study using best AR in geometry learning Dewi, Puspita; Harahap, Tua Halomoan; Dachi, Surya Wisada
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i2.3253

Abstract

The integration of digital technology in mathematics education holds immense potential to transform abstract concepts into concrete experiences. This study explores the impact of an Augmented Reality (AR)-based learning application, Best AR, on enhancing the mathematical competence of fifth-grade students in Malaysia. Conducted in a tutoring center using an exploratory qualitative approach, the research investigates how the interactive features of Best AR—including 3D object simulations, mini-games, and quizzes—support conceptual understanding, engagement, and problem-solving skills, particularly in learning three-dimensional geometry. Data were collected through interviews, observations, and documentation, and analyzed thematically. The findings reveal that Best AR improved students' ability to visualize and manipulate geometric objects, fostered collaboration, increased motivation, and enhanced logical reasoning. The application’s mobile accessibility and adaptive feedback promoted self-regulated learning, while its gamified elements made mathematics more engaging and enjoyable. Despite challenges in device access and teacher preparedness, the study underscores the potential of AR to bridge gaps in technology integration and enrich mathematics instruction. Implications for curriculum alignment, teacher training, and scalable adoption of AR media in informal learning contexts are discussed.
Implementing problem-based learning to improve students’ learning outcomes: A classroom action research Haya, Padia; Siregar, Syarifah Nur; Roza, Yenita
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i2.3101

Abstract

This study was motivated by the low mathematics learning outcomes of seventh-grade students at SMP Negeri 1 Ujungbatu in the 2024/2025 academic year. The purpose of this research was to improve the learning process and enhance mathematics achievement through the implementation of the Problem-Based Learning (PBL) model. This classroom action research was carried out in two cycles involving 34 students (17 female and 17 male) with heterogeneous abilities. The study focused on student learning activities and learning outcomes. Data were collected through observation sheets and learning achievement tests, and analyzed both quantitatively and qualitatively in a descriptive manner. The results showed a significant improvement in the learning process and student achievement after the application of the PBL model. The percentage of students who met the Criteria for Achievement of Learning Objectives increased gradually from 32.4% at the baseline to 50% in the first summative test, and further to 61.8% in the second summative test. These findings indicate that the implementation of the PBL model not only enhanced student engagement in the learning process but also contributed positively to improving mathematics learning outcomes among seventh-grade students at SMP Negeri 1 Ujungbatu.
Analysis of students’ mathematical reasoning difficulties in solving systems of linear equations in two variables Lestari, Novita Dwi; Nurhanurawati; Rumite, Wayan
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i2.3211

Abstract

The purpose of this study was to describe students’ mathematical reasoning difficulties in solving problems involving systems of linear equations in two variables. This research employed a mixed-methods design with an explanatory sequential approach. The participants were 31 eighth-grade students in Class VIII-C at SMP Negeri 14 Bandar Lampung. Data were collected through tests and interviews. The test, consisting of four essay-type questions, was administered to all 31 students, while interviews were conducted with two selected students. The instruments used included a written test and an interview guide. Data analysis was carried out in two stages: descriptive statistical analysis was used for the quantitative data, and the Miles and Huberman model (data reduction, data display, and conclusion drawing) was applied for the qualitative data. The results showed that the average percentage of students’ mathematical reasoning difficulties was 54.91%. The stages with the highest levels of difficulty were performing mathematical manipulations (58.33%) and drawing conclusions (76.34%). The analysis revealed that students struggled with algebraic operations and basic calculations when solving systems of linear equations in two variables. Furthermore, the interviews indicated that some students failed to provide final answers either because they had difficulty interpreting the results within the problem context or simply forgot to write them down.

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