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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 239 Documents
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Development of pythagorean theorem worksheets based on realistic mathematics education to facilitate students' mathematical reasoning ability Maya Aulia Putri; Elfis Suanto; Susda Heleni
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.v9i1.4129

Abstract

This study was motivated by students’ low mathematical reasoning ability, particularly in the geometry topic of the Pythagorean theorem. The 2022 PISA results also indicate that Indonesian students’ mathematical performance remains relatively low, partly due to learning practices that emphasize memorization and provide limited non-routine problems that support reasoning. Therefore, this study aimed to develop Pythagorean theorem worksheets based on Realistic Mathematics Education (RME) to facilitate students’ mathematical reasoning ability. This research employed a Research and Development (R&D) design using the 4-D development model, consisting of define, design, develop, and disseminate stages. The product was developed for eighth-grade students and was validated by three expert validators. Product trials were conducted through one-to-one evaluation involving three students, a small group trial involving six students, and a field trial involving 34 students at SMPN 8 Pekanbaru. The instruments used were validation sheets and student practicality questionnaires. The results showed that the developed worksheets obtained an average validation score of 4.40, categorized as very valid. The practicality test obtained an average score of 3.48 in the small group trial and 3.48 in the field trial, both categorized as very practical. These findings indicate that the RME-based Pythagorean theorem worksheets are valid and practical for use as teaching materials to facilitate students’ mathematical reasoning ability.
Development of contextual-based mathematics teaching materials to facilitate students' mathematical problem-solving ability on systems of linear inequalities in two variables Ulfania Julisa; Maimunah; Kartini
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.v9i1.4132

Abstract

This study was motivated by students’ low mathematical problem-solving ability, particularly in solving contextual problems related to systems of linear inequalities in two variables. Students often experience difficulties in understanding problems, constructing mathematical models, drawing graphs, and determining the solution region because learning materials tend to emphasize procedural exercises rather than systematic problem-solving stages. This study aims to develop contextual-based mathematics teaching materials on systems of linear inequalities in two variables to facilitate Phase E students’ mathematical problem-solving ability. This research employed a Research and Development (R&D) design using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The developed product was validated by three mathematics education experts and tested through one-to-one evaluation, a small group trial involving six students, and a field test involving 35 students. The instruments used were validation sheets and student response questionnaires. The validation results showed an average score of 95.27%, categorized as very valid. The practicality test obtained an average score of 89.16% in the small group trial and 92.96% in the field test, both categorized as very practical. These findings indicate that the contextual-based mathematics teaching materials are valid and practical for use in learning systems of linear inequalities in two variables and can serve as an alternative teaching material to facilitate students’ mathematical problem-solving ability.
The effect of the guided discovery learning model on students' mathematical reflective thinking skills Salsabila, Adinda Putri; Sutiarso, Sugeng; Setiawati, Santy
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 2 (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.v9i2.4181

Abstract

Students’ mathematical reflective thinking skills remain limited, particularly in understanding problems, connecting mathematical concepts, evaluating solution processes, and drawing conclusions when solving linear equations in one variable. This quasi-experimental study investigated the effect of guided discovery learning on students’ mathematical reflective thinking skills. The population comprised 183 eighth-grade students at SMP Negeri 2 Sumberejo. Through cluster random sampling, class VIII.2, comprising 30 students, was selected as the experimental group, while class VIII.3, comprising 31 students, was selected as the control group. A pretest-posttest control group design was employed, and data were collected using a test of mathematical reflective thinking skills. Improvement was measured using N-Gain scores and compared through an independent-samples t-test. The experimental group obtained a higher mean N-Gain score (0.62) than the control group (0.54). The hypothesis test also showedthat the calculated t-value (2.65) exceeded the critical value (1.67) at the 5% significance level. These findings indicate that guided discovery learning produced a significantly greater improvement in students’ mathematical reflective thinking skills than conventional learning, particularly in connecting concepts and evaluating solutions.
Comparative Performance of SARIMA, Decision Tree, and Hybrid Models for Climate-Informed Rice Production Forecasting Dewi Artha Prescelya; Mahmudi; Nur Inayah
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 2 (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.v9i2.4240

Abstract

Rice production is essential to national food security, yet climate-related fluctuations create uncertainty in agricultural planning. This study compared Seasonal Autoregressive Integrated Moving Average (SARIMA), Decision Tree, and hybrid SARIMA--Decision Tree models for forecasting monthly rice production in Bojonegoro, Lamongan, and Ngawi Regencies. The dataset comprised 84 monthly observations for each regency from January 2018 to December 2024, including rice production, rainfall, temperature, and sunshine duration. The procedure included Augmented Dickey--Fuller testing, seasonal decomposition, SARIMA parameter optimization, Decision Tree tuning, and residual correction, in which climate variables and temporal features were used to model SARIMA errors. The dominant predictors were sunshine duration in Bojonegoro and temperature in Lamongan and Ngawi. The hybrid model produced the lowest mean absolute percentage error in all three regencies: 32.23% in Ngawi, 36.76% in Bojonegoro, and 46.18% in Lamongan. Although the hybrid approach consistently improved upon the standalone models, the remaining errors indicate limited absolute forecasting accuracy, particularly in Lamongan. The findings support the residual-based integration of seasonal and non-linear models while highlighting the need for richer, location-specific climate and agricultural data.
Development of scratch-based mathematics learning media on algebra Surtiah Surtiah; Turmudi; Eyus Sudihartinih
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 2 (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.v9i2.4677

Abstract

This study aimed to develop Scratch-based mathematics learning media entitledSpongeBob Squad in Algebra Wonderland and describe initial users’ responses to the media. The product was developed using the Multimedia Development Life Cycle (MDLC), which consists of six stages: concept, design, material collecting, assembly, testing, and distribution. The initial trial involved 18 third semester pre-service mathematics teachers selected through convenience sampling at a university in Bandung. Data were collected using an open-ended questionnaire and semi-structured interviews and were analyzed through thematic coding and percentages of positive responses. The results showed that the algebra learning game was successfully developed through all MDLC stages. The participants gave an average positive response of 99%, categorized as very good. The appearance indicator received 94% positive responses, while programming, material, language, interest, and usefulness each received 100%. These findings indicate that the prototype received very favorable initial evaluations and was considered engaging, easy to operate, conceptually relevant, and useful for mathematics learning. However, trials involving junior high school students and classroom-based effectiveness studies are still required before broader implementation.
Exploring the Effectiveness of Scratch Assisted Problem-Based Learning on Students’ Conceptual Understanding : A Quasi-Experimental Study Devi Syafitri Padang; Eyus Sudihartinih
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 2 (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.v9i2.4768

Abstract

This study aims to analyze the effect of using Scratch-based Problem-Based Learning on junior high school students’ understanding of mathematical concepts in the topic of Systems of Linear Equations with Two Variables. This study employs a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The research sample consisted of 62 eighth-grade junior high school students, comprising 32 students in the experimental group and 30 students in the control group. The experimental group received instruction using the Scratch-based PBL approach, while the control group received conventional instruction. Data were collected through pre- and post-instruction tests of mathematical conceptual understanding and were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s test of homogeneity, the paired samples t-test, the independent samples t-test, Normalized Gain (N-Gain) analysis, and Cohen’s d effect size. The results of the study indicate that the use of Scratch-based Problem-Based Learning media led to a significantly higher improvement in mathematical conceptual understanding compared to conventional instruction. The experimental group achieved an average N-Gain of 0.589, which was higher than that of the control group, which achieved an average N-Gain of 0.352, with a statistically significant difference (p < 0.001). Furthermore, the analysis results showed an effect size (Cohen’s d) of 1.076, which falls into the “large” category, indicating that the implementation of Scratch-based Problem-Based Learning has a strong practical impact on improving students’ mathematical conceptual understanding. The novelty of this study lies in the integration of Scratch as a visual programming environment into every stage of Problem-Based Learning to facilitate the visualization, exploration, and reflection of mathematical concepts, thereby strengthening students’ knowledge construction process.
Development of creative problem solving-based student worksheets on the Pythagorean theorem to facilitate mathematical creative thinking skills Mutiara Zahira; Putri Yuanita; Elfis Suanto
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 2 (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.v9i2.4371

Abstract

The low level of students' mathematical creative thinking skills indicates that there are problems in learning, one of which is caused by the unsuitability of the learning tools used. This study aims to develop a valid and practical Creative Problem Solving (CPS)-based Student Worksheet on the Pythagorean Theorem content to facilitate the mathematical creative thinking skills of phase D students. This research is a developmental research using a 4-D model, encompassing the stages of define, design, develop, and disseminate. The research subjects were eighth-grade students of SMPN 4 Siak Hulu. Data collection techniques used included observation, literature review, and assessment sheets. The research instruments used were a validation sheet and a practicality sheet. The results showed that the developed student worksheet met the validity criteria with a percentage of 84.89%. While the results of the practicality sheet in the small group trial were 85.76%, categorized as very practical. The practicality results from the field test were 86.58%, categorized as very practical. Therefore, the CPS-based student worksheet fulfilled the validity and practicality criteria for mathematics instruction.
Analysis of mathematical creative thinking ability in relation to self confidence Tasya Pebrianti; Benny Hendriana
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 2 (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.v9i2.4471

Abstract

Mathematical creative thinking is an important higher-order thinking skill, yet students often remain limited in generating varied and original mathematical solutions. This study analyzed tenth-grade students' mathematical creative thinking ability in relation to self-confidence on the topic of quadratic functions. A qualitative phenomenological approach was employed with seven students from SMAN 13 Jakarta, selected purposively to represent high, moderate, and low self-confidence categories. Data were collected through a four-item non-routine written test, a 14-item self-confidence questionnaire, and semi-structured inter- views. The data were analyzed through reduction, display, and conclusion drawing, with validity supported by technique and source triangulation. The findings showed that mathematical creative thinking profiles varied within every self-confidence category. S1 and S7 fulfilled the four indicators of fluency, flexibility, originality, and elaboration most consistently, whereas several students with high or moderate self-confidence remained limited in flexibility and originality. S7, despite having low self-confidence, demonstrated strong conceptual mastery, independent use of GeoGebra, and careful verification through multiple strategies. These findings indicate that self-confidence can support idea exploration but does not determine mathematical creative thinking ability linearly; conceptual mastery, persistence, and intrinsic motivation also play important roles.
The effect of the guided inquiry learning model on the improvement of students’ mathematical problem-solving ability Benazir Shafa Imani; Pentatito Gunowibowo; Santy Setiawati
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 2 (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.v9i2.4473

Abstract

Students’ mathematical problem-solving ability remains relatively low, as reflected in their difficulties in understanding problems, connecting relevant concepts, and evaluating and drawing conclusions from their solutions. This study investigated the effect of the guided inquiry learning model on the improvement of students’ mathematical problem-solving ability. A quasi-experimental method with a pretest-posttest control group design was employed. The population comprised 252 eighth-grade students at SMP Negeri 9 Bandar Lampung. Through purposive sampling, 26 students from class VIII-E were selected as the experimental group, while 28 students from class VIII-C were selected as the control group. Data were collected using a mathematical problem-solving ability test and analyzed using the Mann-Whitney U test. The results showed that students who participated in guided inquiry learning achieved greater improvement in mathematical problem-solving ability than those who participated in conventional learning. These findings demonstrate that the guided inquiry learning model has a significant effect on improving students’ mathematical problem-solving ability.
The effect of the discovery learning model on students' mathematical communication skills Fitri Tiara Sani; Pentatito Gunowibowo; Nurain Suryadinata
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 2 (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.v9i2.4478

Abstract

The demands of 21st-century learning identify mathematical communication skills as an essential competency that needs to be developed through active and meaningful learning models. This study aimed to determine the effect of implementing discovery learning on students’ mathematical communication skills. This study employed a quasi-experimental method with a quantitative approach and a pretest--posttest control group design. The population consisted of all eighth-grade students in the regular program at SMP Negeri 10 Bandar Lampung during the 2025/2026 academic year and was distributed across six classes. The research sample was selected using purposive sampling and consisted of class VIII-6, with 30 students, as the experimental class and class VIII-10, with 30 students, as the control class. Data were collected using a mathematical communication skills test. The results showed that discovery learning had a significant effect on students’ mathematical communication skills. The Mann--Whitney U test yielded Zcount = −3.21 < Zcritical = −1.64 at the 0.05 significance level; therefore, H0 was rejected. In addition, the mean N-Gain score of students in the discovery learning class (0.69) was higher than that of students in the conventional learning class (0.53), indicating that students taught through discovery learning demonstrated greater improvement in mathematical communication skills.

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