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Mandalika Mathematics and Educations Journal
Published by Universitas Mataram
ISSN : 27158292     EISSN : 27151190     DOI : 10.29303/jm
Core Subject : Education,
Mathematics
Mandalika Mathematics and Education Journal adalah Jurnal Matematika dan Pendidikan Matematika yang dikelola oleh Program Studi S1 Pendidikan Matematika FKIP Universitas Mataram. Fokus dan ruang lingkup dari jurnal ini adalah artikel ilmiah baik berupa hasil penelitian, review artikel maupun kajian pustaka khusus bidang Matematika dan Pendidikan Matematika.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 319 Documents
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Effectiveness of Ethnomathematics-Based Geometry Learning Using Problem-Based Learning Assisted by Mobile Devices on Students’ Mathematical Disposition Fikri, Darojatun; Hartono
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10567

Abstract

Abstract This article analyses the effectiveness of ethnomathematics-based geometry learning using a Problem-Based Learning (PBL) approach supported by mobile devices on junior high school students’ mathematical disposition. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed in this study. The sample consisted of 30 eighth-grade students selected through a cluster random sampling technique from a public junior high school in Yogyakarta, Indonesia. The instrument used was a mathematical disposition questionnaire comprising 16 validated statements. Data were analysed descriptively and inferentially using the Shapiro–Wilk test, one-sample t-test, and one-population proportion test. The results revealed a significant improvement in students’ mathematical disposition after implementing ethnomathematics-based geometry learning through the PBL approach assisted by mobile devices. The average questionnaire score increased from 48 (poor category) to 59 (good category), with 90% of students achieving or exceeding the good category threshold. These findings indicate that integrating ethnomathematics into problem-solving activities facilitated by mobile technology can foster students’ confidence, persistence, interest, and comfort in discussing and learning mathematics. Keywords:Ethnomathematics; Mobile; Mathematical Disposition; Problem-Based Learning
Analisis Kesalahan Kemampuan Representasi Matematis dalam mengerjakan Soal Matematika Materi Statistik Puspita, Nia; Caswita, Caswita; Wijaya, Agung Putra
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10577

Abstract

Mathematical representation ability is the competence to present mathematical ideas in symbolic, visual, or verbal forms. This descriptive qualitative research aims to analyze students' errors in solving statistics problems based on mathematical representation ability, conducted through a literature study. The results indicate that students still have difficulty representing mathematical ideas (symbolic, visual, verbal). Key errors include conceptual errors (selecting formulas), inaccuracy in charts/diagrams, and inability to connect the data context with its representation. The contributing factors are the lack of conceptual understanding and a focus on procedures. This finding is expected to serve as a reference for teachers to strengthen students' mathematical representation ability, particularly in statistics material.
Dinamika Pemahaman Konseptual Siswa dalam Pembelajaran Matematika Berbantuan Photomath Aminullah, Aminullah
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10599

Abstract

Conceptual understanding is at the core of meaningful mathematics learning, as it helps students reason about relationships between ideas and apply mathematical principles logically. However, the learning process in the classroom still focuses heavily on procedural aspects, so that students tend to memorize solution steps without understanding their meaning. This study aims to analyze the dynamics of changes in students' conceptual understanding when using photomath in mathematics learning. The approach used is qualitative with an exploratory case study design, involving six 10th grade students at SMA Negeri 2 Dompu who have applied digital technology in learning. Data were obtained through observation, in-depth interviews, field notes, and documentation, then analyzed through data reduction, data presentation, conclusion drawing, and verification. The results showed that the development of students' conceptual understanding occurred through three main phases, namely algorithmic interpretation, conceptual reflection, and mathematical meaning integration. Photomath functions as a cognitive mediator that helps students transition from procedural thinking to a more reflective and deeper conceptual understanding. The effectiveness of this process is greatly influenced by the role of teachers in directing the use of technology to focus on meaning construction. This study confirms that technology-assisted mathematics learning can enrich conceptual understanding if it is designed to be reflective and oriented towards strengthening reasoning
Pengembangan LKPD berbasis Culturally Responsive Teaching (CRT) pada Materi Penjumlahan dan Pengurangan Pecahan Kelas V SD/MI Daris, Muhammad; Fajriah, Noor; Noorbaiti, Rahmita
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10619

Abstract

Matematika merupakan salah satu ilmu dasar yang memiliki keterkaitan kuat dengan kehidupan sehari-hari. Namun, kurangnya bahan ajar kontekstual di sekolah membuat siswa kesulitan memahami konsep matematika secara efektif. Lembar kerja peserta didik (LKPD) yang ada juga sering kali tidak mengaitkan materi dengan latar belakang budaya siswa. Selanjutnya untuk mengatasi permasalahan tersebut, penelitian ini mengembangkan LKPD berbasis Culturally Responsive Teaching (CRT) dengan mengangkat konteks budaya berupa kue tradisional Banjar Putri Selat, Lapis India, Sarimuka, dan Amparan Tatak. Penelitian ini bertujuan menghasilkan LKPD yang valid, praktis, dan efektif pada materi penjumlahan dan pengurangan pecahan untuk siswa kelas V sekolah dasar. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE. Instrumen yang digunakan meliputi lembar validasi untuk mengukur tingkat validitas, angket respons peserta didik untuk mengukur kepraktisan, dan tes hasil belajar untuk mengukur efektivitas. Produk diuji coba pada 25 peserta didik di SDN Kelayan Dalam 2 Banjarmasin. Hasil validasi oleh dua orang ahli menunjukkan skor 3,77 yang termasuk kategori sangat valid. Skor angket respons peserta didik sebesar 3,38 termasuk kategori sangat praktis. Hasil uji efektivitas menunjukkan bahwa 92% peserta didik mencapai Kriteria Ketuntasan Minimal (KKM) yang berarti produk tersebut efektif.
Perancangan dan Pengembangan Lembar Kerja Interaktif Materi Aritmetika Sosial untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Minadja, Adji W. S.; Sugeng Sutiarso; Rangga Firdaus; Kenny Candra Pradana; Karsoni Berta Dinata
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10627

Abstract

Design interactive worksheets based on Canva and Liveworksheets is the aim of this project to assist students in developing their social arithmetic problem-solving abilities. The research methodology employed was research and development (R&D) using the ADDIE model, which comprises the phases of analysis, design, development, implementation, and evaluation. The participants were seventh-grade students and a math teacher from SMP Negeri 5 Kotabumi, Lampung. Tests of problem solving skills, observations, interviews, and questionnaires were employed to gather both qualitative and quantitative data. Subject matter experts' validation assessment, which received a score of 0.84 (very valid), media experts' score of 0.90 (valid), and students' and instructors' practicality index scores of 0.80 (practical) and 0.90 (very practical) all demonstrate the study's findings. The effectiveness of the interactive worksheet developed can be seen based on the testing of the n-gain data hypothesis listed in the significance section (2-tailed), which is 0.0017. There is a difference in the improvement of problem solving skills for students who use interactive worksheets. The novelty of this research lies in the development of interactive worksheets based on the Canva and Liveworksheet digital platforms, which integrate visualization, direct interaction, and automatic feedback to improve students' problem solving skills in social arithmetic. Thus, these findings show that the worksheets are valid, practical, and effective in improving students' problem solving skills.
Desain Soal Cerita Matematika dengan Strategi Instruksional Solve It! Pada Materi Sistem Persamaan Linear Tiga Variabel Octaviani, Wina; Gultom, Johannes; Bayyinah, Nurul
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10635

Abstract

Problem-solving skills are an important aspect that students must acquire both in learning and in everyday life. This is in line with the high standards set by the CCSS that students must have the ability to reason and apply mathematical thinking to world problems and challenges. One way to measure and improve problem-solving skills in mathematics classes is by providing story problems. The purpose of this study is to analyze, design, and develop a product in the form of a mathematical story problem design using the Solve It! learning strategy on the material of three-variable linear equation systems. The research method used is design and development research (DDR). The product was designed and tested on students, then evaluated based on the results of the trials that have been carried out. The development used is testing at a higher level with the diversity and needs of students in inclusive classes. As well as using PISA standard mathematical story problems to train students' problem-solving skills with simple instructions at each step of the solution. The results obtained can equip mathematics teachers with a student worksheet model for teaching three-variable linear equation systems with appropriate strategies to improve the mathematical problem-solving skills of students with learning disabilities.
A Analisis Soal Etnomatematika SASAMBO dalam Pembelajaran Matematika Dasar Heriyanto, Heriyanto; Nurrahmawati, Yulia
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10638

Abstract

This study aims to analyze the integration of local SASAMBO (Sasak, Sumbawa, and Mbojo) cultural elements into ethnomathematics-based Basic Mathematics learning problems. The approach used was descriptive qualitative, with data sources consisting of evaluation questions that integrate mathematical concepts within a cultural context. Data were analyzed through stages of reduction, presentation, and conclusion to uncover the relevance between local cultural values ​​and mathematical concepts such as sets, logic, and meaning. The results show that using the SASAMBO cultural context in mathematics problems can improve conceptual understanding, strengthen character, and foster student learning motivation. This improvement can be seen in the evaluation results which show progress in mastery of the material and the ability to connect mathematical concepts with real situations that are culturally relevant. Ethnomathematics-based problems make learning more contextual, meaningful, and interactive because they connect cultural experiences with formal mathematical concepts. The application of SASAMBO ethnomathematics can be an effective strategy in developing Basic Mathematics learning that is relevant to local culture and supports the implementation of Independent Learning.
Open-Ended Problems as a Strategy in Mathematics Modules to Enhance Students’ Mathematics Computational Thinking Aziz, Abdul; Sutiarso, Sugeng; Caswita, Caswita
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10655

Abstract

Computational thinking (CT) is a key competency in 21st-century mathematics education. However, Indonesian students still face challenges in decomposition, abstraction, and algorithmic reasoning due to learning resources dominated by single-solution problems. This study developed and evaluated a mathematics module based on open-ended problems to enhance students’ CT skills in quadratic functions. The research adopted an R&D approach using the ADDIE model, including analysis, design, development, implementation, and evaluation. The process involved needs, curriculum, and learner analyses, followed by expert validation, practicality testing, and effectiveness evaluation. Three experts validated the module, while teachers and students assessed its practicality. Effectiveness was tested using a quasi-experimental pretest–posttest control group design involving 61 high school students. Data were analyzed using descriptive statistics, N-Gain, and inferential tests. Results showed the module was valid, practical, and effective in improving CT skills. The experimental group achieved significantly higher N-Gain (p < 0.05) than the control group, with abstraction and pattern recognition showing the greatest improvement.
Pemodelan Matematika Penentuan Komposisi Gizi Menu Makan Bergizi Gratis untuk Siswa Sekolah Dasar dengan Metode Simpleks Susila Bahri; Vino Raditio Wibowo; Nisa, Alvi Khairin; Assyfa Razaqi; Mauriska Khairunnisa; Rini Zulkarman; Ahmad Naufal Hibatullah
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10667

Abstract

To address the issue of nutritional deficiencies among Indonesian children, the government implemented a Free Nutritious Meals (MBG) program that meets 30% of the Recommended Nutrient Intake (RNI) for one meal with five food combinations determined by the Ministry of Health. Research aims to determine the composition of the five food combinations and produce the minimum cost of MBG by constructing a linear programming mathematical model. The budget rules set by the government, along with the required amount of nutrition, were calculated as constraints in the mathematical model. The model, which minimizes the objective function subject to 11 nutritional constraints and one budget constraint, as well as non-negative sign restrictions, was solved using the Simplex Method. The model solution, obtained through several iterations for each combination, was generated using AtoZmath software. The results show that the cost of each combination meets the budget rules, and the minimum cost is in combination 1. Additionally, to ensure the budget costs in combinations 2-5 comply with the budget rules, fruit is excluded from the composition of these combinations.
Kendala dan Miskonsepsi Kognitif Siswa dalam Menyelesaikan Soal Geometri Tingkat Tinggi (HOTS) Hutagalung, Lastri; Ambarwati, Lukita; Sovia, Anny; Aziz, Tian Abdul; Hidajat, Flavia Aurelia
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10670

Abstract

This study aims to identify students’ misconceptions in solving Higher Order Thinking Skills (HOTS) geometry problems on plane figures. A descriptive qualitative approach using Cognitive Error Analysis was applied to the written responses of 10 eleventh-grade students in the Mathematics Cambridge Program. The validated instrument consisted of three HOTS essay items. Data were analyzed through error classification, mapping to HOTS levels (C4, C5, C6), and in-depth diagnosis of responses identified as misconceptions. The findings show that students’ main difficulties lie in the Analyzing stage (C4), which subsequently weakens their ability to evaluate and create strategies (C5–C6). Two dominant patterns emerged: misreading non-routine instructions and errors in fundamental geometric concepts, with several cases indicating independent weaknesses at C6. These results highlight the need to strengthen strategic analysis as the foundation for HOTS development. The study is limited by its small sample size and reliance on written data.

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