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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 215 Documents
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How do prospective mathematics teachers approach proof and refutation? A focus on abductive reasoning Badjeber, Rafiq; Nursupiamin; Subekhi, Sandi Tri
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.3882

Abstract

This study aims to explore the abductive reasoning strategies used by prospective mathematics teachers in proving and refuting mathematical statements. This study used a qualitative method with a case study design. Fourteen third-year prospective mathematics teachers were involved in this study and were then grouped according to the characteristics of the type of abductive reasoning they used. Data collection techniques included tests given to all prospective mathematics teachers and interviews conducted with five prospective mathematics teachers selected based on their type of abductive reasoning. The data obtained was analyzed through stages that included data condensation, data display, and conclusion drawing. Technique triangulation was used to check the validity of the research findings. In general, it was found that the types of abductive reasoning strategies used by prospective mathematics teachers in proving included fact optimization and mistaken fact. Meanwhile, in refuting mathematical statements, there are three types of abductive reasoning used by students, consisting of fact optimization, mistaken fact, and factual error. The results of this study provide insight into how abductive reasoning contributes to formulating mathematical conjectures and can help educators design relevant learning strategies to support the improvement of students' proof and refutation abilities
Development of an ethnomathematics-based e-module on the dori mpulor traditional house to enhance students' mathematical problem-solving ability Ellissi, Wike; Liliana, Sepriani
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.3904

Abstract

This study was motivated by the low performance of Indonesian students in mathematics, as reflected in the 2022 PISA results, which indicated that Indonesia’s average mathematics achievement remained below the OECD average. This condition shows the need for learning materials that can support students’ conceptual understanding and mathematical problem-solving ability through contextual and meaningful learning. This study aims to develop an ethnomathematics-based e-module on the Dori Mpulor traditional house to enhance students’ mathematical problem-solving ability. The research employed the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The research subjects were 85 junior high school students from three schools in Landak, Sanggau, and Sekadau Regencies. Data were collected through observation, questionnaires, interviews, and mathematical problem-solving tests. The quality of the e-module was assessed based on validity, practicality, and effectiveness. The results showed that the e-module obtained an average validity score of 92.55%, categorized as very valid, and an average practicality score of 90.90%, categorized as very practical. The effectiveness test produced an N-Gain score of 0.76, categorized as high. These findings indicate that the ethnomathematics-based e-module on the Dori Mpulor traditional house is valid, practical, and effective in enhancing students’ mathematical problem-solving ability. The e-module also provides contextual learning experiences by connecting formal mathematical concepts with local cultural values.
Development of ESD-integrated mathematics teaching materials in the maritime context of the Riau islands Elvi, Mariyanti; Azmi, Roma Doni; Umara, Yudi
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.4108

Abstract

This study aims to develop mathematics teaching materials integrated with Education for Sustainable Development (ESD) in the maritime context of the Riau Islands. The study was motivated by the importance of mathematics learning that not only develops conceptual understanding, but also fosters students’ sustainability awareness, particularly in maritime regions facing environmental issues such as energy conservation and marine ecosystem degradation. This research employed a Research and Development (R&D) design based on Plomp’s model, which consists of three phases: preliminary research, prototyping, and assessment. The research subjects were 32 eighth-grade students at SMP Negeri 1 Bintan, selected through purposive sampling. The instruments used included validation sheets and practicality questionnaires. The results showed that the developed teaching materials, consisting of lesson plans and student worksheets, met the criteria for high validity, with validity percentages ranging from 88% to 95%. The practicality test also showed a highly practical category, with percentages ranging from 80% to 90% based on teacher and student responses. The integration of ESD principles and the maritime context made mathematics learning more contextual, meaningful, and relevant to students’ environment. These teaching materials also have the potential to support students’ critical and systematic thinking while fostering awareness and responsible attitudes toward environmental sustainability. Therefore, the ESD-integrated mathematics teaching materials are feasible and practical to be used as an innovative learning alternative to support sustainable education.
Mathematics anxiety in schools: An analysis of causes and possible strategies based on evidence from teachers and students Primadiana, Anneke; Martadiputra, Bambang Avip Priatna; Herman, Tatang
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.4171

Abstract

Mathematics anxiety is a psychological condition that affects students’ learning processes and is characterized by feelings of anxiety, tension, or fear when dealing with mathematics. This study aims to analyze the causes of students’ mathematics anxiety and identify possible strategies to address it based on evidence from students and teachers. This research employed a qualitative approach with a case study design, supported by descriptive data from a mathematics anxiety questionnaire. The participants were 39 students from Class XI F at SMAN 17 Bandung, with six students selected for interviews based on their anxiety levels. Data were collected through the Mathematics Anxiety Rating Scale (MARS) questionnaire, semi-structured interviews with students and teachers, and classroom observations. The questionnaire data were analyzed descriptively, while interview and observation data were analyzed thematically. The results showed that 66.67% of students experienced moderate anxiety, 25.64% experienced low anxiety, and 7.69% experienced high anxiety. The dominant indicator was cognitive disturbance at 59%, followed by negative attitudes toward mathematics at 58% and somatic symptoms at 54%. The factors causing mathematics anxiety included internal factors, such as insufficient mastery of prerequisite material, learning style, and fear of making mistakes, as well as external factors, such as fast-paced learning, curriculum pressure, peer competition, and parental expectations. The possible strategies to reduce mathematics anxiety include cognitive support through self-regulated learning and heterogeneous group learning, emotional support through positive affirmation and collaborative learning, and pedagogical adaptations through multimodal learning, remedial instruction, and constructivist approaches. These findings highlight the importance of integrating psychological and pedagogical support to reduce mathematics anxiety in school mathematics learning.
An exploration of students beliefs and self-confidence in constructing mathematical proofs Hermanto; Kusnandi; Al Jupri; Darhim
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.4230

Abstract

The ability to construct mathematical proofs is one of the essential competencies in mathematics learning at the university level. Understanding the process of constructing mathematical proofs cannot be achieved solely through cognitive aspects, but also requires attention to students’ affective aspects. This study aims to examine affective aspects in the form of students’ beliefs and self-confidence in constructing mathematical proofs. The study employed a qualitative approach with a case study design. The research subjects were 42 second-semester students at a public university in Indonesia who had completed a Number Theory course. Data were collected through a written test consisting of mathematical proof problems and semi-structured interviews. For in-depth analysis, three students were purposively selected to represent variations in the mathematical proof construction process. Data analysis was conducted using a descriptive qualitative method by examining students’ beliefs and self-confidence during the process of constructing mathematical proofs. The results show that students’ beliefs can be classified into three categories based on each proof construction process they performed. In addition, students’ self-confidence is also grouped into three categories, ranging from confidence associated with reaching answers quickly despite being incorrect, to confidence demonstrated through the ability to explain and defend the proof construction process in a coherent and convincing manner. These findings emphasize the important role of affective aspects, in addition to cognitive aspects, in understanding students’ behavior in constructing mathematical proofs.

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