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Melinda Rismawati
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Prodi Pendidikan Matematika STKIP Persada Khatulistiwa Sintang Jl. Pertamina KM 4, Sengkuang, Kecamatan Sintang, Kapuas Kanan Hulu, Kabupaten Sintang, Kalimantan Barat
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J-PiMat : Jurnal Pendidikan Matematika
Published by STKIP Persada Khatulistiwa Sintang
ISSN : -     EISSN : 26847981     DOI : -
Core Subject : Education,
Education Mathematics
Journal of Mathematics Education (J-PiMat) (e-ISSN: 2684-7981) is a scientific journal that publishes scientific articles from research, literature studies, ideas, theoretical applications, critical analysis studies, and class action studies in the science of Mathematics Education. J-PiMat publishes twice a year, May and November, published by the Mathematics Education Program, Teacher Training and Education Faculty, STKIP Persada Khatulistiwa Sintang, Indonesia.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 227 Documents
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Pengaruh RME Dan Soal Open-Ended Pada Hasil Belajar Matematika Berdasarkan Kreativitas Siswa Siti Amalia Sugiarti; Sri Sutarni
J-PiMat : Jurnal Pendidikan Matematika Vol 8, No 1 (2026): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v8i1.6413

Abstract

This study focuses on analyzing the influence of the RME (Realistic Mathematics Education) approach combined with open-ended questions and student creativity on mathematics learning achievement, as well as testing the interaction between the approach and student creativity in influencing mathematics learning achievement. The study employs a quantitative approach and quasi-experimental research method. The study was conducted at SMP Negeri 2 Teras, Boyolali, with 2 7th-grade classes as samples, totaling 63 students, selected randomly. Data were collected using test methods, a creativity indicator questionnaire, and documentation. Validity tests, t-tests, two-way ANOVA with unequal cells, and descriptive analysis of the collected data were then conducted. The study findings reveal a significant difference in the RME approach based on open-ended questions and creativity levels on learning outcomes after treatment on students. However, no interaction was found between the learning approach and creativity, meaning the effectiveness of the RME approach with open-ended questions does not depend on students' creativity levels. The RME approach with open-ended questions serves as an effective and inclusive learning method to enhance mathematics learning achievement across various student creativity levels.Keyword: Realistic Mathematics Education, Open-ended Question, learning achievement
Penggunaan Napier’s Bones untuk Keterampilan Perkalian Pembagian pada Siswa Low Average IQ Siska Saskia Maharani; Sinta Verawati Dewi; Eko Yulianto
J-PiMat : Jurnal Pendidikan Matematika Vol 8, No 1 (2026): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v8i1.6363

Abstract

Research on mathematics education that specifically focuses on students with low-average IQs remains limited, even though these students require attention and appropriate learning strategies. This study aims to determine the effectiveness of using Napier’s bones in improving multiplication and division skills among students with low-average IQs. The research method employed a single-subject research (SSR) design with an A-B-A design, consisting of baseline-1, intervention, and baseline-2 phases. The research subject was a 10th-grade student with a low-average IQ who struggled with multiplication and division operations. The results of the study showed that the use of napier’s bones had a positive effect on improving the multiplication and division operation skills of the participant. This was evidenced by an increase in answer accuracy across each phase, from 20% correct answers in the baseline-1 phase to 99% in the baseline-2 phase. There was also a decrease in task completion time in each phase, accompanied by a trend toward improvement in the data and a low overlap of 0% between the baseline and intervention phases. These findings indicate that the use of napier’s bones as an intervention can significantly improve the participant’s multiplication and divition skills.Keyword: Napier’s Bones, Low average IQ, Perkalian dan Pembagian
Pengembangan LKPD Case-Based Learning Terintegrasi Pendidikan Karakter pada Materi SPLDV Rika Handayani; Maria Naimnule
J-PiMat : Jurnal Pendidikan Matematika Vol 8, No 1 (2026): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v8i1.6268

Abstract

This study aims to develop a Case-Based Learning-based LKPD integrated with character education on SPLDV material. This study uses the ADDIE development model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects were 31 ninth-grade students of SMPN Mubeli who were selected by purposive sampling. Product validity was assessed by material experts, media experts, and character education experts. The practicality of the LKPD was measured through teacher and student response questionnaires, while effectiveness was analyzed based on the results of the post-test and student character questionnaires. The results showed that the developed LKPD had a very high level of validity with an average score of 90%. The practicality level of the LKPD was in the very practical category with an average of 91.3%. Furthermore, the Student Worksheet (LKPD) proved effective in improving student learning outcomes, with an average post-test score of 81.71 and classical completion reaching 100%. The character questionnaire results also showed improvements in critical reasoning, honesty, and responsibility, all within the good category. Thus, the Case-Based Learning-based LKPD, integrated with character education based on the local context of NTT, is declared valid, practical, and effective for use in SPLDV learning.Keyword: Student Worksheet, Case Based Learning, Character Education, SPLDV
Pengembangan Video Pembelajaran pada Materi Perbandingan Trigonometri untuk Meningkatkan Pemahaman Konsep Yoselfa Mariana; Oswaldus Dadi; Abdul Rachman Taufik
J-PiMat : Jurnal Pendidikan Matematika Vol 8, No 1 (2026): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v8i1.6415

Abstract

The primary issue underlying this research is the low level of students' conceptual understanding of trigonometric ratios. This study focuses on developing instructional video media that are valid, practical, and effective as supporting instruments to optimize students' conceptual understanding of trigonometric ratios. The development followed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model and was tested on 23 tenth-grade students at SMA Negeri 4 Merauke. The research instruments consisted of expert validation sheets to measure the validity of the instructional videos, student response questionnaires to measure practicality, and test questions to measure effectiveness. Effectiveness was evaluated using a one-group pretest-posttest research design. The results indicated that the developed instructional videos are valid, with an Aiken’s Index ranging from 0.77 to 0.82, covering aspects of display, content, utility, material, presentation, and language. The media also met the practicality criteria, with student response percentages across all aspects ranging from 79.29% to 81.43%. Regarding effectiveness, an N-Gain score of 0.802 was obtained, falling into the "high" category. These findings demonstrate that the developed instructional videos are feasible for use as an alternative medium to enhance students' conceptual understanding of trigonometric ratios.an perbandingan trigonometri.Keyword: Conceptual understanding, Learning video development, Trigonometric ratios 
PENGARUH KECEMASAN MATEMATIK DAN SELF-ESTEEM TEHADAP PROKRASTINASI SERTA DAMPAKNYA PADA PRESTASI BELAJAR Muhammad Faisal Triyadi; Vepi Apiati; Eko Yulianto
J-PiMat : Jurnal Pendidikan Matematika Vol 8, No 1 (2026): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v8i1.6478

Abstract

Indonesian students’ mathematics achievement remains low according to the 2022 PISA data, which is believed to be associated with academic procrastination, math anxiety, and self-esteem. This study aims to examine the direct and indirect relationships between math anxiety and self-esteem with academic procrastination and their association with mathematics achievement. The method used was quantitative with a path analysis design. A sample of 309 students from SMAN 1 Manonjaya was selected using simple random sampling. The instruments included the Mathematics Anxiety Scale, the Rosenberg Self-esteem Scale, the Procrastination Assessment Scale for Students, and the final semester summative scores in mathematics. The results showed that simultaneously, mathematics anxiety, self-esteem, and academic procrastination had a significant relationship with mathematics achievement (R²=0.546). However, a counterintuitive relationship was found: mathematical anxiety was negatively associated with procrastination (? = ?0.076), while higher self-esteem was associated with increased procrastination and decreased mathematics achievement (? = ?0.569). Procrastination significantly mediates the relationship between self-esteem and mathematics achievement, but not for math anxiety. These findings suggest that psychological relationships with mathematics achievement are not always linear. Implicitly, interventions should be directed toward directly reducing math anxiety, as well as strengthening self-regulation in students with high self-esteem.Keyword: math anxiety, self-esteem, academic procrastination, academic achievement, path analysis.
Studi Literatur Efektivitas Realistic Mathematics Education (RME) Terhadap Pembelajaran Matematika Sekolah Dasar siska melinda; Nurhanurawati Nurhanurawati; Chika Rahayu
J-PiMat : Jurnal Pendidikan Matematika Vol 8, No 1 (2026): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v8i1.6500

Abstract

This Systematic Literature Review aims to investigate the extent to which the Realistic Mathematics Education (RME) approach contributes to improving the quality of mathematics learning at the elementary school level, while also filling the research gap in the absence of a comprehensive thematic synthesis of the effectiveness patterns of RME based on mathematics topics, grade levels, and dimensions of learning outcomes. The PRISMA 2020 protocol was used as the methodological framework. From three electronic databases, Google Scholar (89), ERIC (32), and Scopus (26), 147 articles were obtained (2014–2024). After applying inclusion and exclusion criteria, 25 articles were selected; methodological quality was assessed using MMAT (20 high quality, 5 moderate). The thematic synthesis revealed: (1) RME improves understanding of mathematical concepts (22/25 studies; d = 0.60–0.89); (2) RME improves problem-solving skills (19/25 studies; average 28%); and (3) RME has a positive effect on learning motivation (7/25 studies). RME has been shown to be effective across seven mathematics topics and across grades I–VI. Supporting factors for implementation include the selection of relevant, realistic contexts, teacher competence, the use of models and teaching aids, and the integration of digital technology. This review concludes that RME is an evidence-based approach worthy of recommendation, with limitations including varying study quality, potential publication bias, and the predominance of quasi-experimental designs.Keyword: RME, Learning Outcomes, Conceptual Understanding, Problem Solving
Deep learning Berbasis Pesan Moral Meminimalisir Math Anxiety Mahasiswa pada Matakuliah Geometri Bistari Bistari; Rustam Rustam; Rani Rani; Dea Walhadiyah; Sari Mulyani
J-PiMat : Jurnal Pendidikan Matematika Vol 8, No 1 (2026): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v8i1.6265

Abstract

Geometry learning does not only require cognitive ability but is also influenced by students’ Math Anxiety. The integration of deep learning based on moral messages as a learning strategy that combines cognitive, affective, and character aspects is still rarely explored and has the potential to become a novelty in minimizing mathematics anxiety. This study involved 32 students of the Mathematics Education Study Program, FKIP Untan, using the Design and Development Research (DDR) method simplified into the stages of needs analysis, design, development, and limited trials. The study aimed to develop and test a deep learning model based on moral messages to minimize students’ Math Anxiety through Paired Sample T-test and SEM-PLS analysis. The results showed that deep learning based on moral messages was effective in minimizing students’ Math Anxiety through strengthening emotional regulation and creating a safe learning environment. After the treatment, students’ anxiety was no longer general in nature, but became milder, situational, and more focused on cognitive aspects, enabling students to better control their emotions and understand geometry concepts. Furthermore, this approach contributed 61.6% to changes in students’ conditions by reducing social anxiety, increasing academic courage, and fostering more positive learning engagement. These findings are important because they indicate that mathematics learning based on deep learning and moral messages can improve conceptual understanding while also enhancing students’ psychological conditions, making learning more humanistic, safe, and supportive of students’ academic confidence in mathematics.Keywords: Deep learning; Math Anxiety; Moral Messages.

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