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Equals : Jurnal Ilmiah Pendidikan Matematika
Published by Universitas Muslim Maros
ISSN : 26222329     EISSN : 26222442     DOI : -
Core Subject : Science, Education,
Computer Science & IT Education Mathematics
Jurnal Equals: Jurnal ilmiah Pendidikan Matematika, memuat artikel berupa hasil pemikiran, studi pustaka atau penelitian yang berkaitan dengan perkembangan bidang ilmu pendidikan matematika dan belum pernah diterbitkan dalam jurnal lain.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 138 Documents
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Analisis Berpikir Kritis dan Kreatif Mahasiswa Baru Ditinjau dari Kecerdasan Dasar dan Beban Kognitif-Afektif Muhammad Rizaldi; Oktaviana Ainun Ratnawati; Emy Artuti
EQUALS: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026): Transformasi Pembelajaran Matematika melalui Pendekatan Inovatif dan Teknologi
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/equals.v9i1.3246

Abstract

Critical and creative thinking are essential competencies for first-year mathematics education students. However, many students still struggle to solve non-routine mathematical problems. This study aimed to analyze students’ critical and creative thinking based on general intelligence and cognitive-affective load. A qualitative phenomenological design was used with 4 students selected purposively from 44 participants representing four groups which are high intelligence–high load, high intelligence–low load, low intelligence–high load, and low intelligence–low load. Data were collected through tests, questionnaires, and interviews. Results showed that students with high general intelligence performed better in both critical and creative thinking than those with low general intelligence. In critical thinking, they identified relevant information, analyzed systematically, evaluated solutions, and made proper decisions. In creative thinking, they demonstrated right and innovative problem solution, while students with low cognitive-affective load also showed stronger novelty. In contrast, students with low general intelligence experienced difficulties in both domains. They struggled to analyze problems critically and generate creative solutions. The study concludes that general intelligence is the main basis of critical and creative thinking, while cognitive-affective load affects how optimally that potential is expressed.
Pengaruh Model Pembelajaran MURDER (Mood, Understand, Recall, Digest, Expand, Review) terhadap Hasil Belajar Matematika Siswa Dedy Setyawan; Ernawati; Husnul Khatima
EQUALS: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026): Transformasi Pembelajaran Matematika melalui Pendekatan Inovatif dan Teknologi
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/equals.v9i1.3256

Abstract

This study employed a quasi-experimental research design to examine the effect of the MURDER learning model on the mathematics learning outcomes of Grade X students at SMA DDI Maros. The population of this study consisted of all Grade X students at SMA DDI Maros. The sample was selected using a random class sampling technique, resulting in two classes: an experimental class and a control class. The research instruments consisted of a validated multiple-choice mathematics achievement test and an observation sheet used to measure the implementation of the learning model. The data were analyzed using descriptive and inferential statistical techniques. The results indicated that the average mathematics learning outcomes of students in the experimental class were higher than those of students in the control class. The average posttest score of the experimental class was 84.03, with a standard deviation of 3.54, while the average posttest score of the control class was 69.40, with a standard deviation of 1.96. Based on the results of the t-test, the calculated t-value was greater than the critical t-table value, and the significance value was lower than the 0.05 significance level. Therefore, the null hypothesis was rejected. Furthermore, the average percentage of learning implementation reached 89.84%, which was categorized as very good. These findings indicate that the MURDER learning model can be implemented consistently and effectively in the mathematics learning process.
Flipped Classroom Berbantuan Video AI Terintegrasi Ukir Jepara: Kemampuan Berpikir Kritis Berdasarkan Adversity Quotient Fitri Puji Lestari; Wakhid Fitri Albar
EQUALS: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026): Transformasi Pembelajaran Matematika melalui Pendekatan Inovatif dan Teknologi
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/equals.v9i1.3284

Abstract

Rendahnya capaian siswa Indonesia pada PISA 2022 menunjukkan bahwa keterampilan berpikir kritis masih belum optimal. Penelitian sebelumnya telah mengkaji Flipped Classroom, Artificial Intelligence (AI), dan Adversity Quotient (AQ) secara terpisah, sementara integrasi ketiganya dalam konteks etnomatematika masih terbatas. Penelitian ini bertujuan untuk menganalisis implementasi Flipped Classroom berbantuan video berbasis AI yang terintegrasi dengan ukiran Jepara serta keterampilan berpikir kritis siswa berdasarkan AQ. Penelitian ini menggunakan pendekatan mixed methods dengan desain explanatory sequential yang melibatkan 30 siswa kelas IX. Tahap kualitatif dilakukan melalui wawancara terhadap tiga siswa yang mewakili kategori AQ climber, camper, dan quitter, yang dipilih menggunakan purposive sampling berdasarkan hasil kuesioner ARP. Data dianalisis menggunakan uji one-sample t-test, uji proporsi, paired sample t-test, dan uji N-Gain. Hasil penelitian menunjukkan bahwa model Flipped Classroom efektif meningkatkan keterampilan berpikir kritis siswa. Rata-rata nilai posttest mencapai 80 dengan ketuntasan klasikal sebesar 90%, dan skor N-Gain sebesar 0,524 yang termasuk kategori sedang. Selain itu, siswa dengan kategori climber memenuhi seluruh indikator berpikir kritis, siswa kategori camper memenuhi beberapa indikator, sedangkan siswa kategori quitter hanya memenuhi indikator klarifikasi. Penelitian ini berkontribusi pada pengembangan strategi pembelajaran yang kontekstual dan inovatif untuk meningkatkan keterampilan berpikir kritis, literasi teknologi, serta pemahaman budaya lokal melalui integrasi etnomatematika dalam pembelajaran.
Kesempatan Belajar dan Literasi Matematika Siswa SMA pada Pembelajaran Trigonometri Nasrullah; Tarisya Septiasa
EQUALS: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026): Transformasi Pembelajaran Matematika melalui Pendekatan Inovatif dan Teknologi
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/equals.v9i1.3378

Abstract

This study explores the opportunity to learn (OTL) and mathematical literacy among Grade XI students at SMA Negeri 2 Makassar, with a focus on trigonometry content. Using a qualitative descriptive approach, four students from class XI.5 were purposively selected based on mathematical literacy test results and teacher recommendations: two high-ability students (ST1 and ST2) and two low-ability students (SR1 and SR2). Data were collected through classroom observation, a PISA-based mathematical literacy test comprising six levelled items (Levels 1–6) on trigonometry, and semi-structured interviews. Trustworthiness was established through source triangulation, time triangulation, and member checking. Findings reveal that: (1) students’ OTL encompasses three dimensions, namely content coverage, instructional quality, and learning time; (2) high-ability students demonstrated competencies up to Level 5, while low-ability students reached only Level 1; and (3) high-ability students engaged more extensively with both formal and self-generated learning opportunities, exhibiting self-regulated learning (SRL) behaviors that were largely absent in low-ability peers. These findings suggest that OTL operates in two interacting layers, namely formal (teacher-mediated) and nonformal (student-initiated), with SRL serving as a critical mediating variable. Further research across broader and more varied samples is warranted.
Efektivitas Integrasi Realistic Mathematics Education dan Quantum Learning pada Pembelajaran Himpunan terhadap Hasil Belajar dan Minat Siswa Nasrullah
EQUALS: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026): Transformasi Pembelajaran Matematika melalui Pendekatan Inovatif dan Teknologi
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/equals.v9i1.3384

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas integrasi pendekatan Pendidikan Matematika Realistik (Realistic Mathematics Education atau RME) dan Quantum Learning dalam pembelajaran matematika pada siswa kelas VII SMP Negeri 2 Larompong. Penelitian ini merupakan penelitian pra-eksperimen dengan desain one-group pretest-posttest yang melibatkan 18 siswa Kelas VII.1. Data dikumpulkan melalui lembar observasi keterlaksanaan pembelajaran, lembar observasi aktivitas siswa, tes hasil belajar (pretest dan posttest), serta angket minat belajar matematika. Hasil penelitian menunjukkan bahwa rata-rata skor posttest sebesar 84,89 telah melampaui Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) sebesar 75. Rata-rata normalized gain hasil belajar sebesar 0,7976 berada pada kategori tinggi. Aktivitas siswa mencapai 93% yang menunjukkan keterlibatan aktif dalam proses pembelajaran. Selain itu, rata-rata normalized gain minat belajar matematika sebesar 0,6313 berada pada kategori sedang. Hasil analisis statistik inferensial menunjukkan bahwa seluruh kriteria efektivitas terpenuhi secara signifikan (p < 0,05). Dengan demikian, integrasi Pendidikan Matematika Realistik dan Quantum Learning efektif diterapkan dalam pembelajaran matematika pada materi himpunan bagi siswa kelas VII SMP Negeri 2 Larompong.
Pengembangan Modul Matematika Dasar Berbasis Case Study pada Mahasiswa Pendidikan IPA: Analisis Validitas Khadijah; Sutamrin; Baharuddin
EQUALS: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026): Transformasi Pembelajaran Matematika melalui Pendekatan Inovatif dan Teknologi
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/equals.v9i1.3399

Abstract

This study aimed to develop a case study-based basic mathematics module for science education students and to analyze its validity in supporting mathematical reasoning skills. The study employed a Research and Development (R&D) method adapted from the Borg and Gall model, which consisted of needs analysis, product design, module development, expert validation, and limited trial stages. The developed module integrated contextual science-related cases into basic mathematics learning to encourage students’ analytical and reasoning abilities. The validation process involved three experts, namely a media expert, a material/concept expert, and a learning practitioner. There are three validators, consisting of two mathematics lecturers (media experts and material/concept experts) and one science education lecturer (material/concept expert and learning practitioner). Data were collected using validation sheets and student response questionnaires. Content validity was analyzed using Aiken’s V index. The results showed that the module achieved a very high validity level, with Aiken’s V scores ranging from 0.87 to 0.92 across all assessed aspects. Revisions suggested by validators included improvements in visual presentation, contextual illustrations, and the addition of visual representations in several case activities to strengthen students’ conceptual understanding. The findings indicate that the developed module is valid for use in basic mathematics learning
Penggunaan Media Interaktif Physics Education Technology (PhET) dan Kemampuan Berpikir Kritis Peserta Didik pada Pembelajaran Matematika Malida Ana Latias; Yuyu Yuhana; Firdaus
EQUALS: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026): Transformasi Pembelajaran Matematika melalui Pendekatan Inovatif dan Teknologi
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/equals.v9i1.3400

Abstract

Kemampuan berpikir kritis peserta didik sekolah dasar dalam pembelajaran matematika masih tergolong rendah, terutama pada materi yang bersifat abstrak seperti pecahan senilai. Kondisi ini dipengaruhi oleh pembelajaran yang masih berpusat pada guru serta terbatasnya penggunaan media pembelajaran interaktif. Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media interaktif Physics Education Technology (PhET) terhadap kemampuan berpikir kritis peserta didik pada pembelajaran matematika materi pecahan senilai. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi experiment tipe nonequivalent control group design. Sampel penelitian berjumlah 55 peserta didik kelas V yang terdiri atas kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui pretest dan posttest, kemudian dianalisis menggunakan uji normalitas, uji homogenitas, independent sample t-test, dan N-Gain. Hasil penelitian menunjukkan bahwa rata-rata N-Gain kelas eksperimen sebesar 0,497 dan kelas kontrol sebesar 0,452 yang keduanya termasuk dalam kategori sedang. Namun, hasil uji hipotesis menunjukkan bahwa tidak terdapat perbedaan peningkatan kemampuan berpikir kritis yang signifikan antara kelas eksperimen dan kelas kontrol. Temuan ini menunjukkan bahwa penggunaan media interaktif PhET belum memberikan pengaruh yang signifikan terhadap kemampuan berpikir kritis peserta didik. Meskipun demikian, media PhET berpotensi mendukung pembelajaran matematika yang lebih interaktif, membantu visualisasi konsep-konsep abstrak, serta meningkatkan keterlibatan peserta didik selama proses pembelajaran.
Karakteristik Koherensi Eksternal Pengenalan Pecahan pada Buku Matematika Kelas IV Sekolah Dasar Fathma Nailal Husna; Didi Suryadi; Nadia Ulfa
EQUALS: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026): Transformasi Pembelajaran Matematika melalui Pendekatan Inovatif dan Teknologi
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/equals.v9i1.3406

Abstract

This study aims to analyze the coherence of the presentation of fraction material in the fourth-grade mathematics textbook under the Merdeka Curriculum, published by the Ministry of Education, Culture, Research, and Technology in 2022, by examining the relationships among tasks. Using a qualitative approach with content analysis, this study is grounded in an interpretive paradigm to explore phenomena in didactic design. The theoretical framework employed is the praxeology of the Anthropological Theory of the Didactic (ATD), focusing on the “type of task” component and integrated with the prospective analysis stage of Didactical Design Research (DDR). The results indicate that, although the sequence of material is structurally logical, gaps in conceptual coherence exist during transitions between tasks. The findings reveal a predominance of an empirical-visual approach in the early stages, which is not immediately followed by explicit mathematical generalizations. In addition, conceptual leaps and abrupt procedural transitions were identified, particularly in the topics of equivalent fractions, decimals, and percentages, which may trigger the emergence of didactic obstacles. This study concludes that textbook coherence needs to be strengthened through the provision of more explicit mathematical bridges to facilitate the transition from concrete understanding to formal reasoning. The findings also highlight the importance of the teacher’s role as a mediator in bridging these conceptual gaps and supporting the construction of students’ holistic understanding.

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