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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 222 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.
Development of student worksheets based on a metaphorical thinking approach with tutor feedback to improve students' mathematical connection ability Naimnule, Maria; Kehi, Yohanes Jefrianus
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.v9i1.4072

Abstract

This study aims to develop student worksheets based on a metaphorical thinking approach with tutor feedback to improve students’ mathematical connection ability in the topic of systems of linear equations in two variables. This research employed a development design based on the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The instruments used in this study included validation sheets, student and teacher response questionnaires, and mathematical connection ability tests. The validity assessment showed that the developed student worksheets obtained an average validity score of 93.06%, categorized as highly valid. The practicality test, based on student and teacher responses, obtained an average score of 84.5%, categorized as highly practical. The effectiveness of the worksheets was determined based on predefined criteria, namely the average achievement of students’ mathematical connection ability, classical mastery, and the difference between pretest and posttest scores. The results showed that the average posttest score reached 68.83, with classical mastery of 83.33%. In addition, students’ average score increased from 21.08 in the pretest to 68.83 in the posttest, and the paired sample t-test showed a significant difference with a sig. value of 0.000 < 0.05. These findings indicate that student worksheets based on a metaphorical thinking approach with tutor feedback are valid, practical, and effective for improving students’ mathematical connection ability.
Students' numeracy literacy skills and mathematical habits of mind: A diagnostic analysis Silalahi, Taruli; Dewi, Izwita; Ahyaningsih, Faiz
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.v9i1.4083

Abstract

This study aims to conduct a diagnostic analysis of students by mapping their numeracy literacy (NL) and Mathematical Habits of Mind (MHOM) profiles, as well as examining the relationship between the two in solving non-routine problems. A mixed methods approach with a cross-sectional diagnostic design was employed, involving 120 elementary school students from three schools. Data were collected through a numeracy literacy diagnostic test, an MHOM questionnaire, structured observations, and in-depth interviews. The results indicate that students’ numeracy literacy ability falls into the moderately low category, with an average mastery percentage of 46.13%. The main weakness was found in the interpreting process, with a mastery percentage of 34.45%, while students showed relatively better performance in the applying process. The MHOM profile was in the moderate category, with relatively high scores in perseverance and working accurately, but low scores in seeking patterns and flexible thinking. The correlation analysis revealed a significant positive relationship between overall numeracy literacy and Mathematical Habits of Mind (r = 0.582, p < .001). Qualitative findings further showed that students with weak flexible thinking tended to repeat ineffective procedures when facing unfamiliar or non-routine problems. These findings indicate that students’ numeracy literacy difficulties are not only related to content mastery but also to dispositional barriers, particularly limited flexible thinking. This study contributes by providing a diagnostic mapping that links numeracy literacy difficulties with students’ Mathematical Habits of Mind. The findings suggest that instructional interventions should strengthen flexible thinking and pattern seeking to support students’ functional numeracy literacy.
Moodle-integrated flipped classroom design to enhance students' mathematical conceptual understanding Wahyuni, Fitry; Dewi, Izwita; Ahyaningsih, Faiz
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.v9i1.4089

Abstract

Mathematical conceptual understanding is an essential ability that enables students to interpret, connect, represent, and apply mathematical ideas. However, students still experience difficulties in developing this ability, partly due to procedural and teacher-centered learning practices. This study aimed to design and develop a Moodle-integrated Flipped Classroom and evaluate its validity, practicality, and effectiveness in enhancing students’ mathematical conceptual understanding on geometric transformation material. This study employed a Research and Development approach using the Plomp model, consisting of preliminary research, prototyping, and assessment phases. The participants were 32 eighth-grade students at one state junior high school in Medan, North Sumatra. Data were collected through expert validation sheets, teacher and student practicality questionnaires, Moodle log activity data, and pre-test and post-test instruments. The results showed that the Moodle-integrated Flipped Classroom was very valid with a score of 90.6%, very practical with a score of 86.3%, and effective based on the predetermined effectiveness criterion, as indicated by a moderate N-Gain score of 0.51. Learning analytics data showed high student engagement, including a 90.6% video completion rate, an 89.6% quiz completion rate, and 288 forum interactions with a 1.8:1 reply-to-post ratio. The highest improvements occurred in connecting mathematical concepts and applying concepts in new situations. These findings indicate that a systematically designed Moodle-integrated Flipped Classroom can support students’ mathematical conceptual understanding through structured independent learning, interactive activities, and collaborative discussion.
Development of a problem-based learning teaching module to facilitate students' mathematical communication ability Silsiamar, Ipu Anandari; Yuanita, Putri; Heleni, Susda
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.v9i1.4125

Abstract

Mathematical communication ability is one of the important abilities in mathematics learning because it enables students to express mathematical ideas, represent contextual problems into mathematical models, use appropriate mathematical symbols, and write conclusions from problem-solving. However, students’ mathematical communication ability remains relatively low, especially in solving contextual problems related to statistics. This study aimed to develop a Problem-Based Learning teaching module on measures of central tendency and data dispersion that is valid and practical for facilitating students’ mathematical communication ability. This research used a Research and Development approach with the 4D model, consisting of define, design, develop, and disseminate stages. The teaching module and its supplementary student worksheets were validated by three experts and evaluated through one-on-one evaluation, small group trial, and large group trial at SMP Negeri 3 Mandau. The validation results showed that the teaching module obtained an average score of 3.65 and was categorized as very valid, while the student worksheets obtained an average score of 3.61 and were also categorized as very valid. The practicality results showed that the student worksheets obtained an average score of 3.52 in the small group trial and 3.53 in the large group trial, both categorized as very practical. These findings indicate that the developed teaching module meets the criteria of validity and practicality and can be used as a learning resource to facilitate students’ mathematical communication ability.
Integration of wordwall in mathematics learning: An efforts to improve students mathematical communication Hijrah Nasution; Izwita Dewi; Hamidah Nasution
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.v9i1.4100

Abstract

Mathematical communication ability is an essential competency in mathematics learning because it enables students to express mathematical ideas, use representations, and explain solution procedures systematically. However, many students still experience difficulties in communicating mathematical ideas due to teacher-centered learning and limited interactive activities. This study aimed to examine the effectiveness of Wordwall-integrated mathematics learning on students’ mathematical communication ability. This study employed a quantitative quasi-experimental method with a pretest-posttest control group design. The population consisted of seventh-grade students at Yasiriyah Private Junior High School Medan, with a sample of 50 students divided into an experimental class and a control class, each consisting of 25 students. The research instrument was an essay test based on indicators of mathematical communication ability. Data were analyzed using descriptive statistics, N-Gain analysis, normality and homogeneity tests, and an independent sample t-test. The results showed that the experimental class achieved a higher improvement than the control class, with a mean N-Gain score of 0.74 in the high category, while the control class obtained 0.39 in the moderate category. The independent sample t-test showed a significance value of 0.000 < 0.05, indicating a significant difference between the two classes. Improvements were found in all indicators, with the highest improvement in explaining solution procedures systematically. These findings indicate that Wordwall-integrated mathematics learning is effective in improving students’ mathematical communication ability and can support more interactive and student-centered learning.

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