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Journal of Education and Learning Mathematics Research (JELMaR)
Published by Universitas Wisnuwardhana Malang
ISSN : 27158535     EISSN : 27159787     DOI : 10.37303
Core Subject : Education,
Education Mathematics
The Journal of Education and Learning Mathematics Research (JELMaR) is open access journal research in education and mathematics learning. This Journal is published twice a year (May and November) by the Department of Mathematics Education, Faculty of Teacher Training and Education at Wisnuwardhana University of Malang. The Journal of Education and Learning Mathematics Research (JELMaR), mainly focuses on major issues in the development of mathematics education. Focus and scope; 1) Assessment and evaluation, 2) Curriculum Development of Mathematics Education, 3) Teaching and Learning Mathematics, 4) Models of Teaching, 4) Instructional media, 5) Teacher Professional Development, 6) High Order Thinking Skills, 7) E-learning, 8) Mathematical Thinking, and 9) Etnomathematics. We accept articles in English and Indonesian.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 125 Documents
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Analysis of Students’ Numeracy Skills in Solving Problems on Fractional Materials at SD Muhammadiyah 1 Menganti Mulyasari, Enis; Nugraheni, Liknin; Prayitno, Lydia Lia
Journal of Education and Learning Mathematics Research (JELMaR) Vol 6 No 1 (2025): Mei 2025
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v6i1.3826

Abstract

Numeracy ability is the benchmark of education in Indonesia. This study used a qualitative descriptive method to describe students’ numeracy abilities based on their initial mathematical abilities, categorized as high, medium, and low. The subjects were three students who represented each level of initial mathematics ability, namely high, medium, and low of 5th grade A from SD Muhammadiyah 1 Menganti, Data were collected through tests, interviews, and documentation and were analyzed through three stages: data reduction, data presentation, and conclusion drawing. The results show that students with high initial mathematical ability met all three numeracy indicators, those with medium initial ability met two indicators, and those with low initial ability met only one numeracy indicators.
Implications of Problem Based Learning Model on Students' Critical Thinking Ability in Arithmetic Sequence Izzaroh, Iftitakhul; Prajitno, Sunyoto Hadi; Hadi, Susilo; Prayitno, Lydia Lia
Journal of Education and Learning Mathematics Research (JELMaR) Vol 6 No 1 (2025): Mei 2025
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v6i1.3827

Abstract

Effective education requires an approach that encourages ability to analyze critically, particularly when learning mathematics which is often considered challenging by students. Problem Based Learning model is considered capable of developing students' critical thinking abilities through real problem solving and collaboration. The purpose of this study is to find out how the Problem Based Learning approach affected the critical thinking abilities of Grade X students at SMAN 1 Driyorejo in the subject of arithmetic sequences throughout the 2024–2025 school year. The research employs an appropriate experimental design, namely the pretest-posttest control group design, and takes a quantitative approach.. The sample includes two classes: class X-6 as the experimental group implementing the Problem Based Leaning model, and class X-7 as the control group applying conventional teaching methods. Critical thinking assessments were used to gather data both before and after the intervention. To ascertain whether there was a significant difference between the two groups, the data were examined using a t-test. The findings indicated that the average pretest scores for the control and experimental classes were 31,91 and 58,71, respectively, while the average posttest scores were 46,48 and 90,05. Before testing the hypothesis, students' critical thinking test scores must be checked for normality and homogeneity to ensure the data is normally distributed and has the same variance. The data analysis's findings demonstrate the worth of t_count>t_table, result is |-19,826>-1,995 | for pretest questions and the value of t_count>t_table, result is |-48,278>-1,995| for posttest questions. Thus, when compared to conventional teaching approaches, the data analysis results demonstrate that the Problem Based Learning model significantly improves students' critical thinking abilities.Keyword: Problem Based Learning, Critical Thinking Abilities, Arithmetic Sequence
Digital Teaching Materials Based Numeracy for Statistics in the Musi Banyuasin Context: Validity and Practicality Test Bariyah, Leny; Susanti, Ely; Aisyah, Nyimas
Journal of Education and Learning Mathematics Research (JELMaR) Vol 6 No 1 (2025): Mei 2025
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v6i1.3829

Abstract

Numeracy skills can be supported by the use of digital teaching materials. One of them is digital teaching materials designed to support thinking skills to improve concentration and problem solving, with interesting features such as videos, images, and texts by only utilizing links and tools available on students' Android mobile phones. This study aims to produce valid and practical digital teaching materials and describe students' responses after using the game. The subjects of this study were 24 students of grade VII of SMP Negeri 4 Jirak Jaya. This research procedure uses a research design based on the Plomp development model. The Plomp development procedure consists of 4 phases, namely preliminary study, design phase, realization phase, and test, evaluation and revision phases. Data collection techniques used are questionnaires, observations, documentation, and interviews. Questionnaires are used to assess the validity and practicality of teaching materials. Observations are used to measure the effectiveness of learning. The data analysis technique used in this study is descriptive, both quantitative descriptive and qualitative descriptive. Based on the results of data analysis, it was obtained that the developed digital teaching materials fall into the valid category when viewed from the aspects of content, construction, language, and ICT. In addition, numeracy-based digital teaching materials also fall into the practical category when viewed from the aspects of ease of use, attractiveness, challenges, and their application in mathematics learning.
Impact of Discovery Learning Model on Students' Critical Thinking Skills in Mathematics Learning Safitri, Avida Nurisa; Fathonah, Nur; Faizah, Hanim; Prayitno, Lydia Lia
Journal of Education and Learning Mathematics Research (JELMaR) Vol 6 No 1 (2025): Mei 2025
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v6i1.3831

Abstract

Critical thinking abilities and mathematical content are closely related since students must use critical reasoning, analysis, and problem-solving techniques to grasp mathematical ideas. However, field data reveals that many students still experience difficulties in developing adequate mathematical critical thinking abilities. This study aims to investigate the influence of implementing the Discovery Learning model on students’ mathematical critical thinking skills. The research employed a quantitative approach with a quasi-experimental design. The population included all grade X students at SMAN 1 Driyorejo in the academic year 2024/2025. Through purposive sampling, two classes were selected as research samples: class X-1 as the control group taught using conventional learning methods such as lectures and repetitive practice, and class X-5 as the experimental group that received instruction through the Discovery Learning model. Data were collected through a posttest administered after the learning intervention. The instrument consisted of five story-based questions centered on arithmetic sequences, designed to assess students’ critical thinking in mathematics. The data analysis process began with the normality test using the Chi-Square method, followed by a homogeneity test using the F-test to validate statistical assumptions. Upon meeting these requirements, the t-test was conducted to examine the research hypothesis and compare the posttest results of both groups. The findings revealed that the Discovery Learning model had a significant positive impact on students’ mathematical critical thinking skills. Therefore, it is recommended that this model be utilized more broadly across various subject matters and educational levels to foster deeper engagement and critical thinking among students.
Enhancing Students’ Mathematical Conceptual Understanding through Team Games Tournament with a Culturally Responsive Teaching Approach Amanah, Nabilla Nur; Alifiani, Alifiani; Novariana, Meilisa
Journal of Education and Learning Mathematics Research (JELMaR) Vol 6 No 1 (2025): Mei 2025
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v6i1.3832

Abstract

Abstract: This study uses the Teams Games Tournament (TGT) learning model and the Culturally Responsive Teaching (CRT) approach to enhance students’ understanding of mathematical concepts. Classroom action research is a study design conducted at SMP Negeri 20 Malang with 32 eighth-grade students as the subject group. The study consists of cycles of four stages: planning, action implementation, observation, and reflection. The instruments used are concept understanding tests, observation forms, and interview protocols. The average student score rose from 55.13 in the pre-cycle (28% completeness) to 75.38 in cycle I (63% completeness), indicating improved learning outcomes. However, cycle II must be carried out because it does not satisfy the Indicators of Success standards. In cycle II, they rose to 81.72 (84% completion). In addition to encouraging determined development, the TGT with CRT strategy encouraged students’ active participation in the learning process. It offered educational opportunities more in line with the students’ cultural backgrounds. Students’ comprehension of mathematical topics is thereby improved by using the CRT-based TGT learning approach. Keywords: Teams Games Tournament, Culturally Responsive Teaching, mathematical conceptual understanding
Analyzing Students' Understanding of the Concepts of Congruence and Resemblance through the Design of Folklore HLTs Maftuhah, Maftuhah; Putra, Eric Dwi; Hidayatin, Nur
Journal of Education and Learning Mathematics Research (JELMaR) Vol 6 No 2 (2025): November 2025
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v6i2.3834

Abstract

This study aims to analyze students' understanding of the concept of congruence and congruence through the design of Hypothetical Learning Trajectory (HLT) based on folklore. The research subjects were students of grade VIII at Ahlul Irfan Junior High School. Data were collected through observation, interviews, comprehension tests, and documentation during the learning process. Data analysis was conducted using data reduction, data presentation, and conclusion drawing techniques. The results showed that students with high ability were able to meet all indicators of understanding, such as restating concepts, categorizing objects, giving examples and non- examples, using various mathematical representations, choosing the right procedures, and applying concepts in problem solving. In contrast, students with low ability were only able to fulfill two indicators, namely restating concepts and categorizing objects based on certain characteristics, while they were not able to use representations, procedures, and logical reasoning in problem solving. This study reinforces the importance of using local cultural contexts in mathematics learning to address misconceptions and increase student engagement. Teachers are recommended to use folklore-based HLT as a contextual and interesting learning media, with special attention to assisting low ability students.
Identification of Dyscalculia Characteristics Based on Mathematics Examination Results in Students with Physical Disabilities Firmansyah, Gilang Risqi; Lutfiyah, Lutfiyah; Hidayatin, Nur
Journal of Education and Learning Mathematics Research (JELMaR) Vol 6 No 2 (2025): November 2025
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v6i2.3838

Abstract

Abstract: This study aims to identify and describe the characteristics of dyscalculia in seventh-grade students with physical disabilities at SLB-BCD YPAC Jember. Students with physical disabilities often face dual challenges, namely physical limitations and potential specific learning difficulties such as dyscalculia. Using a descriptive qualitative approach, this study analyzed data from mathematics exam results, in-depth interviews with accompanying teachers, and classroom observations. The subjects were two students with physical disabilities who showed indications of learning difficulties in mathematics. The results showed clear manifestations of dyscalculia characteristics in both subjects. The main findings include: (1) difficulties in comparing and ordering numbers (numerical aspect); (2) weaknesses in visual-spatial perception for recognizing geometric shapes (geometric aspect); (3) procedural errors in basic arithmetic operations such as subtraction involving the concepts of place value and borrowing; and (4) difficulties in applying mathematical concepts to practical word problems. The conclusion of this study confirms that students with physical disabilities can exhibit complex dyscalculia profiles, which require individually tailored assessment strategies and learning interventions.
Development Instrument Evaluation Mathematics HOTS -Based for Prospective Junior High School Teachers Asmarani, Dewi; Zahroh, Umy
Journal of Education and Learning Mathematics Research (JELMaR) Vol 6 No 2 (2025): November 2025
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v6i2.3840

Abstract

Higher-order thinking skills (HOTS) are essential for meeting the challenges of the 21st century. Therefore, these skills must be possessed by every individual engaged in the learning process. Students, as learners, need frequent practice to develop these skills. To facilitate this, prospective teachers should be capable of designing assessment instruments that foster higher-order thinking. However, in practice, teachers often struggle to create such instruments effectively, as it is a complex task. This study was initiated to address that challenge. It employed a research and development (R&D) approach using the 4D model: define, design, develop, and disseminate. The research subjects were 15 prospective mathematics teachers who developed HOTS-based test items, which were then tested on 79 seventh-grade students at Darul Akhwan International Junior High School. The developed items were evaluated for their validity and practicality through construct and empirical validity tests. The practicality was further assessed using reliability tests, item difficulty levels, and discrimination indices. The results showed that the instrument achieved 100% validity based on expert judgment. The reliability test yielded an rcount=0.659r_{count} = 0.659rcount​=0.659, which exceeds the rtable=0.2213r_{table} = 0.2213rtable​=0.2213; thus, the instrument is considered reliable. The discrimination index analysis revealed that 60% of the items were in the “fair” category, while the remaining 40% were categorized as “good.” Meanwhile, the difficulty level analysis showed that 15% of the items were “very difficult,” 65% were “difficult,” and 20% were “easy.” These results indicate that the instrument has an appropriate level of difficulty. In conclusion, the assessment instrument developed in this study is both valid and practical for evaluating students’ higher-order thinking skills.
Ethnomathematical Exploration of The Admission Schedule For The Five Timely Prayers Niswatin, Indah Nur Wahidatun; lutfi, Lutfiyah; Panglipur, Indah Rahayu
Journal of Education and Learning Mathematics Research (JELMaR) Vol 6 No 2 (2025): November 2025
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v6i2.3841

Abstract

An introduction to the practice of the five daily prayers in islam has become an integral part of the lives of muslims worldwide. The adhan, the call to prayer, is recited five times daily, marking the designated, times for worship. However, beyond its spiritual aspect, the adhan schedule also reflects a fascinating mathematical system, influencing and reflecting the relationship between time, geometry,and the daily lives of muslims. An ethnomathematical exploration of the adhan schedule for the five daily prayers from an ethnomathematics in the learning process can enrich teaching materials by connecting these aspects to students’ cultures. The method used in this study is a qualitative approach with an ethnographic approach, where data is collected through observation, interviews, and documentation
Ethnomathematics in Buying And Selling Transactions of Cracker Traders at Puger Market Khoiroh, Jazilatul; Putra, Eric Dwi; Murtinasari, Frida
Journal of Education and Learning Mathematics Research (JELMaR) Vol 6 No 2 (2025): November 2025
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v6i2.3842

Abstract

This study examines the application of ethnomathematics in the buying and selling transactions of cracker traders at Puger Market, Jember Regency. Ethnomathematics is a study that integrates mathematical elements with community culture. The purpose of this study is to identify how mathematical practices, particularly arithmetic operations such as addition, subtraction, multiplication, and division, are applied contextually by traders in their daily economic activities. This study uses ethnography with a descriptive approach, collecting data through observation, interviews, and documentation. The results show that traders are able to calculate prices and change manually quickly and accurately, even without formal mathematics education. This suggests that the practice of counting in trading activities reflects the real application of mathematical concepts in everyday life and can be used as a source of contextual learning in schools.

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