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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 203 Documents
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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.
Development of problem-based learning digital teaching materials using heyzine flipbooks for the matrix topic Karindi, Dito Risky; Rufi'i; Rachmadtullah, Reza
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.v8i2.3219

Abstract

The problem addressed in this study is the persistence of teacher-centered learning and the limited innovation in developing digital teaching materials, which has resulted in students’ low comprehension of mathematical concepts. This study aimed to develop digital teaching materials in the form of Heyzine Flipbooks using the Problem-Based Learning (PBL) model on the topic of matrices to improve students’ conceptual understanding, while also meeting the criteria of feasibility and practicality. The research employed the ADDIE development model. Expert validators consisted of media experts, material experts, and design experts, while user trials involved mathematics teachers and Grade XI students at SMAN 8 Surabaya. Data were collected through expert validation sheets, as well as teacher and student response questionnaires. The results showed that media experts gave an average validation score of 3.98, material experts 3.98, and design experts 3.50, all categorized as very feasible. In addition, practicality scores were 3.96 from teacher responses and 3.86 from student responses, both categorized as very practical. These findings indicate that the developed teaching materials are feasible and practical to enhance students’ conceptual understanding of mathematics.
Classroom discourse analysis in didactical design of linear equations in one variable: The development of students' critical thinking skills Tina Yunarti; Jihan Tama Farasiska; Niki Pujarwati; Santy Setiawati
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.v8i2.3275

Abstract

This study aims to analyze classroom discourse within the didactical design of linear equations in one variable, focusing on the development of students’ critical thinking skills. The research employed a qualitative approach with an evaluative design. The main participants consisted of one mathematics teacher and 12 seventh-grade students (class VII-1) from a public junior high school in Bandar Lampung during the first semester of the 2024/2025 academic year. The students were grouped according to their mathematical abilities into high, medium, low, and mixed categories. Based on secondary data, the majority of the class consisted of students with low academic ability. Data were collected through observation, interviews, and documentation, while validity was ensured using triangulation techniques. Data analysis was conducted in three stages: data condensation, data display, and conclusion drawing and verification. The findings indicate that (1) the most dominant form of classroom discourse produced by students was questions and answers, highlighting the importance of designing learning activities that facilitate complex questioning and answering to support the development of students’ critical thinking skills; (2) the most frequently observed indicator of critical thinking in classroom discourse was evaluation; and (3) students with medium-level mathematical ability were the most dominant in generating classroom discourse, which was influenced by factors of comfort.
Students’ errors in solving plane geometry problems: A Newman’s error analysis approach Marbun, Naftali; Siburian, Renata; Nasution, Nabila; Fatiha, Syeila; Girsang, Reva Lenita; Sitorus, Artorito; Fauzi, Muhammad Amin
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.v8i2.3304

Abstract

This study aims to analyze students’ errors in solving plane geometry problems using Newman’s Error Analysis (NEA), with a focus on identifying specific error patterns that hinder learning. Geometry is a fundamental component of mathematics, yet many students struggle to master concepts involving plane figures and the distance from a point to a line. This research employed a descriptive qualitative design with nine second-semester mathematics education students at Universitas Negeri Medan in the 2024/2025 academic year as subjects. Based on test results, three students with the lowest scores were selected for in-depth analysis. The research instruments consisted of essay- and context-based geometry problems, validated by expert lecturers and piloted for clarity. Data were collected from students’ written responses and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings revealed five categories of errors: reading, comprehension, transformation, process skills, and encoding. Among these, comprehension errors and process skills errors were the most dominant, reflecting students’ difficulties in interpreting information and applying accurate solution procedures. This study contributes to the literature by providing detailed insights into students’ error patterns in plane geometry and highlighting the value of NEA as a diagnostic tool to inform targeted instructional strategies and improve mathematics learning outcomes.
The effectiveness of the amazing geometry AR application for solid geometry learning Widiyanti, Arum; Ratnasari
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.v8i2.3325

Abstract

Learning mathematics, particularly in the area of solid geometry, is often perceived as difficult by elementary school students, which highlights the need for appropriate learning media to support their understanding. This study aims to examine the effectiveness of learning media based on the Amazing Geometry Augmented Reality application in introducing solid geometry concepts to students. The research employed a pre-experimental design using a one-group pre-test and post-test. The population and sample consisted of all fifth-grade students at SDN Margodadi, totaling 11 students, selected through saturated sampling. Data were collected using essay tests that had undergone content and empirical validation, as well as reliability testing. Data analysis involved descriptive statistics, a normality test, and a paired sample t-test using IBM SPSS 26. The results showed that the average post-test score was higher than the pre-test score. The paired sample t-test indicated a t-count value of 15.486, which was greater than the t-table value of 1.812, with a significance level (2-tailed) of less than 0.05. These findings demonstrate that the use of the Amazing Geometry Augmented Reality application has a significant positive impact on students’ understanding of solid geometry. Overall, this study suggests that integrating augmented reality into mathematics instruction can enhance the learning process, particularly in the introduction of spatial concepts, and offers valuable implications for the broader use of technology in elementary mathematics education.
Strategies for strengthening the numerical literacy of prospective mathematics teachers: An evaluation study Effendi, Moh. Mahfud; Cahyono, Hendarto; Ummah, Siti Khoiruli; Yohanie, Dian Devita
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.v8i2.3004

Abstract

The urgency of this research is based on the phenomenon of the Minimum Competency Assessment (AKM), which has so far only involved students and teachers in schools. To date, there has been no national assessment specifically designed for prospective mathematics teachers, even though numeracy literacy is an essential competency for teacher candidates. Therefore, this study aims to describe the strategies for strengthening numeracy literacy among prospective mathematics teachers and to evaluate their implementation outcomes. This study employed a descriptive method with a mixed-methods approach. Quantitative analysis was conducted using literacy and numeracy test results to measure differences between first-year and third-year students, while qualitative analysis was based on interviews with lecturers to explore the strategies previously implemented to strengthen numeracy literacy. The results revealed that lecturers implemented several strategies, including independent project assignments, reading tasks followed by presentations, and exercises to complete incomplete information on lecture topics. Statistical tests indicated a significant difference between the literacy and numeracy skills of first-year and third-year students. The interview findings suggested that this difference was influenced by the higher mastery of basic mathematical concepts and a better understanding of mathematical reasoning among third-year students. This study contributes to the field of mathematics education by offering alternative strategies to enhance numeracy literacy among prospective mathematics teachers as a foundation for developing literacy- and numeracy-based university courses.

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