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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 204 Documents
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Effectiveness of the STEM Approach in Improving Students’ Mathematical Conceptual Understanding Ability Mulyani, Sri; Noer, Sri Hastuti
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.v8i2.3271

Abstract

This quasi-experimental study aims to examine the effectiveness of the STEM approach in enhancing students’ understanding of mathematical concepts. The research was motivated by the low learning outcomes and limited student engagement in mathematics learning, which are presumed to result from the use of less effective instructional approaches. The STEM approach was chosen because it enables students to understand mathematical concepts contextually while fostering critical thinking, problem-solving, creativity, and collaboration skills. The sample consisted of 30 students from class VIII-1 and 31 students from class VIII-2, selected through purposive sampling. This study employed a pretest–posttest control group design, with quantitative data obtained from mathematical concept understanding tests. Data were analyzed using nonparametric statistical tests, including the Mann–Whitney U test and proportion test. The results of the Mann–Whitney U test at a 0.05 significance level showed that zcalculated = 2.63 > ztable = 1.96, indicating that H₀ was rejected and H₁ accepted. The findings revealed a significant difference in the improvement of conceptual understanding between students who received STEM-based instruction and those who experienced conventional learning. Moreover, more than 60% of students taught using the STEM approach achieved a good level of conceptual understanding. Therefore, it can be concluded that the STEM approach is effective in improving students’ understanding of mathematical concepts.
Validity and reliability of creative thinking skills assessment instruments in mathematics subjects for elementary school Tumangger, Mia Hafizah; Cahyaningrum, Ryzka; Maghfiroh, Anik; Sahrul
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.v8i2.3316

Abstract

Creative thinking is an essential skill that needs to be developed from an early age. The absence of valid and reliable instruments poses major challenges in identifying and enhancing students’ creative thinking skills in elementary school mathematics learning. This study aimed to evaluate the validity and reliability of a creative thinking assessment instrument for elementary school mathematics subjects. A quantitative approach was employed with five expert validators and 150 research participants selected through total sampling. The research instruments included expert validation sheets and a creative thinking assessment instrument for elementary mathematics. Data were analyzed using several methods: Aiken’s V for content validity, Rasch model analysis for dimensionality, Confirmatory Factor Analysis (CFA) for construct validity, Ebel’s formula for inter-rater reliability, and Cronbach’s Alpha for internal consistency reliability. The results showed that the creative thinking assessment instrument was valid and reliable, indicating that it can be used as an accurate measurement tool to identify students’ creative thinking skills. The findings of this study serve as a valuable reference for educators in evaluating creative thinking and provide a foundation for developing more innovative learning strategies in mathematics education.
Development of a problem-based learning module on data presentation to enhance students’ mathematical representation ability Putri, Huznul Hidayatul; Yuanita, Putri; Solfitri, Titi
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 3 (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.v8i3.3355

Abstract

This study aimed to develop and validate a mathematics teaching module on data presentation content based on the Problem-Based Learning (PBL) model to facilitate the mathematical representation ability of Phase D (Grade VII) students. The study employed a Research and Development (R&D) approach using the ADDIE model, which includes the analysis, design, development, implementation, and evaluation stages. Research instruments consisted of expert validation sheets and student response questionnaires. The validation results indicate that the developed module achieved an average expert score of 91.11%, categorized as very valid. Practicality testing showed average student response scores of 91.17% in the small-group trial and 86.93% in the large-group trial, indicating that the module is highly practical. These findings suggest that the developed PBL-based teaching module is feasible for classroom implementation and effective in supporting students’ mathematical representation ability in data presentation learning. This study contributes to the development of contextual instructional materials based on PBL and provides a foundation for future research examining the effectiveness of the module through experimental designs.
The Improving students’ mathematics learning outcomes through problem-based learning Priananda, Rara; Kartini; Maimunah; Banat, Zahratul
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 3 (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.v8i3.3358

Abstract

The low level of students’ mathematics learning outcomes served as the primary motivation for this study. This research aimed to improve the mathematics learning outcomes of ninth-grade students at Babussalam Junior High School, Pekanbaru, through the implementation of the Problem-Based Learning (PBL) model. The study employed a Classroom Action Research design consisting of two cycles, each comprising the stages of planning, action, observation, and reflection. The participants were 24 students from class IX.3 during the even semester of the 2024/2025 academic year. Data were collected using mathematics achievement tests administered at the end of each cycle. Data analysis focused on comparing students’ learning outcomes across the pre-cycle, Cycle I, and Cycle II. The results indicate a significant improvement in students’ mathematics learning outcomes following the implementation of the PBL model. The percentage of students achieving the expected level of learning mastery increased from 25% in the pre-cycle to 45.83% in Cycle I, and further rose to 91.66% in Cycle II. These findings demonstrate that the Problem-Based Learning model is effective in improving students’ mathematics learning outcomes. Therefore, the application of PBL can be considered a viable instructional approach for enhancing mathematics achievement at the junior secondary level.
The effect of guided inquiry learning model on students’ mathematical critical thinking abilities Simatupang, Ervina Farahnaz; Nurhanurawati; Wijaya, Agung Putra
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 3 (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.v8i3.3359

Abstract

Mathematics is an abstract discipline that requires higher-order thinking skills, particularly mathematical critical thinking, to be meaningfully understood. However, students’ mathematical critical thinking skills in Indonesia remain relatively low. This study aimed to examine the effect of the Guided Inquiry learning model on students’ mathematical critical thinking skills. The population of this study consisted of all eighth-grade students at a junior high school in Lampung Province, totaling 192 students distributed across six classes (VIII-A to VIII-F). The sample was selected using a cluster random sampling technique, resulting in 25 students from class VIII-D as the experimental group and 27 students from class VIII-B as the control group. This study employed a pretest–posttest control group design. Quantitative data were collected through essay-type pretests and posttests. Based on the results of the hypothesis testing using the Mann–Whitney U test at a significance level of α = 0.05, the median N-gain of students’ mathematical critical thinking skills in the Guided Inquiry group was higher than that of students who experienced conventional learning. These findings indicate that the application of the Guided Inquiry learning model has a positive effect on improving students’ mathematical critical thinking skills.
Developing a pmri-based learning design for social arithmetic through online buying and selling contexts Oktalina, Dian; Widiawati; Lismareni, Neni
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 3 (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.v8i3.3365

Abstract

Social arithmetic is closely related to students’ daily economic activities; however, many students experience difficulties in understanding its concepts due to the abstract presentation of learning materials. This study aimed to develop a Hypothetical Learning Trajectory (HLT) based on the Indonesian Realistic Mathematics Education (PMRI) approach by utilizing online buying and selling as a learning context. The study employed a design research methodology of the developmental research type within a qualitative framework. The research was conducted through three phases: preparing for the experiment, design experiment, and retrospective analysis. Participants were seventh-grade students at SMP Muhammadiyah Pagaralam during the 2024/2025 academic year. Data were collected through classroom observations, interviews, document analysis, and pre- and post-tests. The results indicate that the developed HLT effectively supports students in constructing a meaningful understanding of social arithmetic concepts, such as discounts, taxes, and final costs, through contextual and experiential learning activities. The PMRI-based learning design also encourages active student participation and supports the development of critical thinking skills. These findings suggest that the proposed learning trajectory can serve as a practical reference for designing context-based social arithmetic instruction.
Development of a realistic mathematics education (rme)-based learning module on social arithmetic to enhance students’ mathematical literacy Malinda, Ari; Suanto, Elfis; Maimunah
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 3 (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.v8i3.3366

Abstract

This study addresses the low level of students’ mathematical literacy, which is partly attributed to the limited availability of teaching materials that explicitly support the development of mathematical literacy skills. The study aimed to develop a learning module based on Realistic Mathematics Education (RME) on the topic of social arithmetic that is valid, practical, and effective in improving students’ mathematical literacy skills. The study employed a research and development approach using the 4-D model, consisting of the define, design, develop, and disseminate stages. The participants were seventh-grade students of SMP Negeri 2 Binjai. The results indicate that the developed module achieved a validity level of 93.48% (very valid) based on expert review and one-to-one evaluation, a practicality level of 86.01% (very practical) in the small-group trial and 86.96% (very practical) in the field test, and demonstrated effectiveness as reflected in the significant difference in posttest mean scores between the experimental and control classes. Furthermore, the improvement in students’ mathematical literacy skills, measured using the N-gain index, showed a high category in the experimental class (0.7012) and a medium category in the control class (0.4029). These findings indicate that the RME-based learning module is suitable for use as instructional material to enhance students’ mathematical literacy skills, as it fulfills the criteria of validity, practicality, and effectiveness.
Development of a mathematical cognitive assessment instrument oriented to literacy, numeracy, and local culture Hariyanto; Sutama; Hidayati, Yulia Maftuhah
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 3 (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.v8i3.3368

Abstract

The paradigm of mathematics assessment has shifted from memorization- and procedure-oriented approaches toward an emphasis on reasoning, problem solving, and mathematical representation. This study aimed to develop a valid and reliable numeracy literacy-oriented cognitive assessment instrument for the statistics topic, specifically measures of central tendency. The study employed a Research and Development (R&D) method using the ADDIE model and was conducted at MTs N 2 Brebes during the 2024/2025 academic year, involving 96 students. Data were collected through interviews, questionnaires, and tests and analyzed using descriptive quantitative analysis. The results show that the developed instrument has very high validity, with material expert validation scoring 0.86 and item expert validation scoring 0.87, while content validity reached 0.57, indicating a moderate category. The reliability coefficients were 0.44 for multiple-choice items (moderate) and 0.57 for descriptive items (high). The items demonstrated good psychometric characteristics, with moderate to high difficulty levels and adequate discrimination power. In terms of practicality, the instrument was rated very practical by five teachers (average score 88.67) and 66 students (average score 83.6), indicating that it is easy to use and well understood. Overall, the findings indicate that the developed assessment instrument is valid, reliable, and practical for wider implementation and contributes to the development of mathematics assessment aligned with contemporary learning paradigms that emphasize numeracy literacy at the secondary school level.
Forecasting new student enrollment numbers using simple linear regression Seroan, Miracle; Sulistyaningsih, Murni; Pitoy, Cori
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 3 (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.v8i3.3376

Abstract

This study aims to forecast the number of new students at Manado State University using historical enrollment data from the past five years (2020–2024). A simple linear regression model was developed based on this data and subsequently used to predict new student admissions for the next five academic years, from 2025/2026 to 2029/2030. The results indicate that the simple linear regression method is sufficiently effective for predicting new student enrollment, despite certain limitations inherent in linear modeling. Model performance was evaluated using Mean Absolute Percentage Error (MAPE) and Mean Squared Error (MSE). At the university level, the forecasting results yielded a MAPE value of 5.7% and an MSE of 31,018.64, indicating high predictive accuracy. At the faculty level, MAPE and MSE values varied, with the Faculty of Languages and Arts (3.92% and 574), Faculty of Engineering (5.55% and 4,512.4), Faculty of Economics and Business (7.23% and 11,104.3), Faculty of Mathematics, Natural Sciences, and Earth Sciences (7.32% and 1,421.1), Faculty of Social and Legal Sciences (8.52% and 9,619.2), Faculty of Sports Science and Public Health (18.84% and 29,529.2), and Faculty of Education and Psychology (23.08% and 74,977.2). These findings suggest that simple linear regression can serve as a practical and data-driven tool to support strategic planning and decision-making in new student admissions at Manado State University.
Exploring student’s mathematical reasoning in solving probability problems based on Polya's theory Noviyla, Dania; Kamid; Syaiful; Huda, Nizlel
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 3 (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.v8i3.3388

Abstract

Mathematical reasoning is a fundamental competency in mathematics learning, particularly in solving probability word problems that require systematic and logical thinking. One widely used framework to support problem solving is Polya’s problem-solving theory, which consists of four stages: understanding the problem, devising a plan, carrying out the plan, and reviewing the solution. This study aims to analyze students’ mathematical reasoning abilities in solving probability word problems based on Polya’s steps. Polya’s theory is employed as an analytical framework to examine how students reason through probability tasks. The study adopted a qualitative descriptive approach involving tenth-grade students at a vocational high school in Jambi City. Data were collected through probability word problem tests, interviews, and classroom observations. The findings indicate that students’ mathematical reasoning abilities vary across the stages of Polya’s problem-solving process. At the understanding stage, most students were able to identify relevant information, although some experienced difficulties with probability terminology. During the planning stage, only a small number of students could formulate systematic solution strategies. In the execution stage, many students performed basic calculations correctly, but errors emerged when applying formulas to more complex problems. The reviewing stage was the least practiced, resulting in many undetected errors. These results suggest that while students possess basic problem-solving skills, they require further guidance to develop systematic and reflective reasoning. Therefore, reinforcing each stage of Polya’s problem-solving process is essential for improving students’ mathematical reasoning in solving probability word problems.

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