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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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The effect of guided discovery learning on students' analytical thinking skills in relations and functions Yanuar Sofyan Erlangga; Agung Putra Wijaya; 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.v9i2.4513

Abstract

Analytical thinking skills are essential for students to dissect complex mathematical structures, yet teacher-centered learning often fails to foster these higher-order cognitive processes. This study examined the effect of the Guided Discovery Learning (GDL) model on eighth-grade students’ analytical thinking skills in Relations and Functions. Using a quasi-experimental non-equivalent control-group design, two intact eighth-grade classes at SMP Negeri 19 Bandar Lampung were selected through cluster random sampling: class VIII.E (n1 = 32) as the experimental group receiving GDL instruction and class VIII.F (n2 = 32) as the control group receiving direct instruction. Data were collected using a pretest and posttest consisting of four validated essay prompts aligned with Anderson and Krathwohl’s revised Bloom’s taxonomy indicators. Data were analyzed using descriptive statistics and an independent-samples t-test on N-gain scores. The results revealed that students instructed with GDL achieved a significantly higher mean posttest score (M = 68.44, SD = 8.12) and a higher mean N-gain (MN-gain = 0.37, SD = 0.12, medium category) than students in the control group (M = 61.25, SD = 7.45; MN-gain = 0.26, SD = 0.11, low category). The independent-samples t-test confirmed a significant difference in N-gain between the two groups (t(62) = 3.824, p < 0.001, two-tailed). Furthermore, the intervention yielded a large effect size (Cohen's d = 0.96). Analysis of specific indicators showed that the greatest improvement occurred in the differentiating indicator, followed by organizing and attributing. These findings suggest that GDL effectively enhances students’ analytical thinking skills by providing structured scaffolding during mathematical exploration.
Development of mathematics learning media based on smart apps creator integrated with GeoGebra Nichy Maramis; Murni Sulistyaningsih; Derel Filandy Kaunang
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.v9i2.4564

Abstract

This study aimed to develop Smart Apps Creator (SAC)-based mathematics learning media assisted by GeoGebra for teaching lines and angles to Grade VII students at SMP Negeri 4 Tondano and to assess its validity, practicality, and effectiveness. The study employed a research and development (R&D) approach using the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). Product validity was evaluated by five media experts and four subject matter experts, resulting in scores of 96.7% for the media and 95% for the content, both of which were categorized as highly valid. A limited trial involved nine students representing high, medium, and low ability levels, while the implementation stage involved 26 students from Class VII A. The research instruments included expert validation rubrics, a 14-item student response questionnaire, interview guidelines, and a 10-item learning outcome test. The practicality score obtained from the student response questionnaire was 91.87%, indicating that the media was highly practical. Effectiveness was determined by the percentage of students who achieved the minimum mastery criterion (KKTP ≥ 75) on the learning outcome test. A total of 88.5% of the students met this criterion, indicating that the media was highly effective. Therefore, the SAC-based mathematics learning media assisted by GeoGebra was considered valid, practical, and effective for use in junior high school mathematics instruction.
The effectiveness of STAD with a deep learning approach assisted by zep quiz in improving students' mathematical problem-solving ability Diajeng Mawar Pradini; Arum Dwi Rahmawati; Anwas Mashuri
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.v9i2.4586

Abstract

Students’ mathematical problem-solving ability remains relatively low, particularly when dealing with contextual and non-routine mathematical problems. This condition highlights the need for learning environments that encourage collaborative problem solving, meaningful learning, and active student engagement. Therefore, this study aimed to examine the effectiveness of the Student Teams Achievement Division (STAD) learning model with a deep learning approach assisted by Zep Quiz on students’ mathematical problem-solving ability. This study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The research was conducted at Junior High School 1 Paron involving eighth-grade students from an experimental class and a control class selected through cluster random sampling. Data were collected using essay-based pretest and posttest instruments developed based on Polya’s problem-solving indicators. The data were analyzed using normality and homogeneity tests, an independent-samples t-test, and N-Gain analysis. The independent-samples t-test yielded t(58) = 1.589 and p = 0.117, indicating no statistically significant difference between the experimental and control classes. Descriptively, the experimental class showed greater improvement than the control class, as indicated by the higher N-Gain score (0.48 compared with 0.32), although both were categorized as moderate improvement. The effectiveness ratio was 1.52, indicating a descriptive advantage of the experimental class over the control class. This study addresses a gap in previous research by operationally integrating STAD, a deep learning approach emphasizing mindful, meaningful, and joyful learning, and Zep Quiz as an interactive gamification-based medium within a collaborative mathematical problem-solving sequence. This integration connects peer collaboration, meaningful engagement, and interactive digital practice in supporting students’ engagement with contextual and non-routine mathematical problems. Although the difference between the experimental and control classes was not statistically significant, the descriptive findings indicate a positive tendency associated with the implementation of STAD with a deep learning approach assisted by Zep Quiz.
The influence of parents' socioeconomic status on children's mathematics learning outcomes Rinda Sofian Zendrato; Benny Sofyan Samosir; Yulia Anita Siregar; Kholid Umar; Ainun Mardiyah Lubis
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.v9i2.4611

Abstract

Low mathematics learning outcomes among children in remote rural areas remain an educational concern. This study aimed to analyze the relationship between parental socioeconomic status (SSE) and the mathematics learning outcomes of children aged 13–15 years in Aek Gambir Village, Lumut District, Central Tapanuli Regency. Parental SSE was measured using a questionnaire covering three dimensions: education level, type of employment, and family income level. Mathematics learning outcomes were measured using an essay test that had undergone expert review for content validity and was accompanied by a test blueprint and scoring rubric. This study employed a quantitative ex post facto design. The sample comprised all 30 children aged 13–15 years residing in Aek Gambir Village and was selected through total sampling, with informed consent obtained from their parents or guardians. Questionnaire validity was examined using Pearson product-moment correlations, and reliability was assessed using Cronbach's alpha (α = 0.858). The Pearson correlation analysis yielded r = 0.887 (p < .001), while simple linear regression produced the equation Ŷ = 3.631 + 0.187X with R² = 0.786. Thus, parental SSE accounted for 78.6% of the variance in children's mathematics learning outcomes. Because this study was correlational, the findings represent a predictive association and should not be interpreted as evidence of causality
Mathematical reflective thinking ability in problem solving: A learning style perspective Fanisa Dina Amalia Dewi Umbara; Suhendra
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.v9i2.4632

Abstract

Mathematical reflective thinking ability is an important higher-order thinking skill that supports students in solving mathematical problems meaningfully. However, students' reflective thinking ability in mathematics is still relatively low and has not been fully developed in mathematics learning. One factor that may influence this ability is students' learning styles. Therefore, this study aimed to describe students' mathematical reflective thinking ability in solving circle problems viewed from the perspective of learning styles. This study employed a qualitative case study approach. The subjects were three eleventh-grade students at a private senior high school in Bandung Regency, representing the visual, auditory, and kinesthetic learning styles. The instruments used were a mathematical reflective thinking ability test, a learning style questionnaire, and interview guidelines. Data was analyzed through triangulation techniques. The results showed that students with an auditory learning style fulfilled four indicators of mathematical reflective thinking ability, kinesthetic students fulfilled three indicators, and visual students fulfilled two indicators. All students were able to identify mathematical concepts and distinguish relevant from irrelevant data in problem-solving. However, all learning style groups failed to fulfill the indicator of generalizing accompanied by reasoning or explanation. These findings provide insights into students' mathematical reflective thinking across different learning styles and may inform the design of instructional strategies that better support the development of reflective thinking in mathematics learning.
Prospective teachers' perseverance in collaborative mathematical problem solving supported by technology: A case study Dini Kinati Fardah; Yaya Sukjaya Kusumah; Turmudi Turmudi; Kusnandi Kusnandi
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.v9i2.4635

Abstract

Perseverance in problem solving related to the decisions individuals make when encountering situations in which solutions are not immediately evident. This is a case study that aiming to describe the perseverance of four prospective teachers in solving two open-ended problems, each in geometry and statistics, with the option to use technology. Collaborative problem-solving sessions were video-recorded and analyzed using the frameworks of perseverance as a collective enterprise and the phases of perseverance in a problem-solving process. An open-ended questionnaire was administered after the task to explore participants’ reasons for their problem-solving behaviors. The findings indicate that the group demonstrated all indicators of collective perseverance in the statistics problem, including expressing uncertainty, questioning the efficiency of strategies, clarifying task expectations, and seeking technological support. In contrast, they did not seek technological support when working on the geometry problem. From the perspective of perseverance phases, the group did not enter an additional-attempt phase in the geometry task, whereas two additional-attempt phases occurred in the statistics task. Technology played an important role in supporting perseverance during extended exploration and in refining the resulting solutions. Questionnaire responses also show that calculators and GeoGebra were perceived as helpful, while AI-based tools were not used because participants felt capable of managing the tasks independently.
Analysis of mathematical critical thinking skills in terms of self-efficacy Alya Shafiyah Rahma; 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.v9i2.4718

Abstract

Mathematical critical thinking is an important skill in mathematics learning because it relates to students’ ability to understand information, analyze problems, determine solution strategies, and evaluate results. This skill is also related to students’ beliefs when dealing with mathematical problems. This study aimed to analyze students’ mathematical critical thinking skills in terms of self-efficacy to gain an in-depth understanding. The study employed a qualitative phenomenological approach. The participants comprised 58 students from two Grade 10 classes at a public senior high school in North Jakarta. The researchers selected 11 students through purposive sampling based on the test and questionnaire results. Data were collected through a mathematical critical thinking skills test, a self-efficacy questionnaire, and interviews. The data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that students’ mathematical critical thinking skills exhibited diverse characteristics across different self-efficacy categories. Students with very good skills and high self-efficacy were able to interpret information, construct mathematical models, determine strategies, and evaluate results accurately. Students with lower skills demonstrated limitations in constructing models, determining strategies, performing calculations, and drawing conclusions. Self-efficacy was reflected in students’ beliefs, experiences, persistence, and responses when facing difficulties. However, the level of self-efficacy was not always directly proportional to mathematical critical thinking skills.
The use of mathematics comics in a problem-based learning model on students’ mathematical communication skills Rahma Meirani; Nurhanurawati; 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.v9i2.4752

Abstract

This study aimed to determine the effect of integrating mathematics comics into the Problem-Based Learning (PBL) model on students' mathematical communication ability. The population consisted of all eighth-grade students at SMP Negeri 4 Bandar Lampung during the second semester of the 2025/2026 academic year, distributed across ten classes (VIII-A to VIII-J). The sample was selected using cluster random sampling, resulting in Class VIII-F as the experimental class with 28 students and Class VIII-I as the control class with 28 students. This study employed a pretest–posttest control group design. The experimental class was taught using the PBL model integrated with mathematics comics, while the control class was taught using the PBL model without mathematics comics. The quantitative data consisted of N-Gain scores obtained from pretests and posttests measuring students' mathematical communication ability. The Mann–Whitney U test yielded Z = −4.15, indicating that the improvement in the experimental class was significantly greater than that in the control class. These findings demonstrate that integrating mathematics comics into the PBL model significantly improves students' mathematical communication ability.
The effect of indonesian realistic mathematics education on students' mathematics learning outcomes Cindy Hanida; Sati; Arief Hidayat Afendi
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.v9i2.4771

Abstract

This study examined the effect of Indonesian Realistic Mathematics Education on sixth-grade students’ mathematics learning outcomes. A quantitative pre-experimental method with a one-group pretest--posttest design was employed. The participants were 30 sixth-grade students at State Elementary School 1 Kasugengan Kidul, selected through total sampling. Data were collected using pretest and posttest essay tests, observation sheets assessing affective and psychomotor learning activities, and documentation. The data were analyzed using the Shapiro--Wilk normality test, a paired-samples t-test, and normalized gain. The mean learning-outcome score increased from 34.00 on the pretest to 84.67 on the posttest. The paired-samples test indicated a statistically significant difference between the scores, t(29) = −42.497, p < .001. The mean normalized gain was 0.779, or 77.86%, which was categorized as high and effective. Affective-domain achievement increased from 26.67% before the intervention to 93.33% afterward, while psychomotor-domain achievement increased from 26.67% to 96.67%. These findings indicate that the approach was associated with substantial improvements in students’ mathematics learning outcomes and learning activities. However, because the study used a single-group design without a control group, the findings should be interpreted within the context of the participating class.

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