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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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Pengembangan LKPD berbasis Model Pembelajaran RME dengan Pendekatan Saintifik untuk Meningkatkan Kemampuan Komunikasi Matematis Lovita, Selvia; Caswita, Caswita; Rosidin, Undang
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.v7i4.10584

Abstract

This research is a type of Research and Development (R&D) that adapts the ADDIE model. This research aims to develop LKPD based on the RME model with a scientific approach that is valid, practical, and effective in improving students' mathematical communication skills. Data collection techniques were carried out through interviews, observations, questionnaires, and mathematical communication ability tests. The data collection instruments were interview guidelines, expert validation questionnaires, and response questionnaires. The research was conducted at the UPT SMPN 1 Pardasuka in the odd semester of the 2025/2026 academic year. The results showed that the developed LKPD met the criteria of being valid, practical, and effective. The effectiveness test results showed that LKPD based on the RME model with a scientific approach could improve mathematical communication skills. The average N-Gain score for the experimental class was 0.717, which is in the high category, while the control class scored 0.633, which is in the moderate category. The t-test results showed a significance value of 0.034 < 0.050, which means that there was a difference between the two classes. Therefore, it can be concluded that LKPD based on the RME model with a scientific approach is effective in improving students' mathematical communication skills.
for Reorientasi Capaian Pembelajaran Matematika Fase E Menuju Kompetensi Keberlanjutan (Education for Sustainable Development) Wahyuna, Intan; Lestari, Nurcholif Diah Sri; Orissa, Rahmadina Dwi; Firmansyah, Devid Rezqi
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.v7i4.10653

Abstract

This study aims to analyze and reorient the Mathematics Learning Outcomes (Capaian Pembelajaran/CP) of Phase E to align with eight key competencies of Education for Sustainable Development (ESD). Using a modified Krippendorff’s content analysis model with three stages, unitizing, coding, and reorienting, supported by a survey of high school students' perceptions in East Java, the study found that current Mathematics CPs remain largely conceptual-procedural and lack explicit sustainability integration. Nevertheless, each domain shows reorientation potential: Number through contexts of energy efficiency and sustainable resource use; Algebra and Functions through mathematical modeling of sustainability issues such as population growth and carbon emissions; Geometry through environmentally responsive spatial design; and Data and Probability through data literacy and ethical reasoning using environmental data. Survey findings indicate students’ strong cognitive and affective readiness for contextual and sustainability-oriented mathematics learning. Overall, the study highlights the need to shift mathematics education from learning about sustainability toward learning as and for sustainability, positioning mathematics as a tool for systemic, reflective, and ethical reasoning in addressing real-world sustainability challenges.
Pengembangan Model Pembelajaran Realistik Matematik Berbasis Etnomatematika Rumah Adat Suku Sasak Berorientasi Pada Koneksi dan Pemahaman Konsep Matematika Peserta Didik SMP Rizaldi, Lalu Wahyu; Marsigit
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.v7i4.10664

Abstract

Penelitian ini bertujuan mengembangkan Model Pembelajaran Matematika Realistik Berbasis Etnomatematika Rumah Adat Suku Sasak yang berorientasi pada kemampuan koneksi dan pemahaman konsep matematika peserta didik SMP. Pengembangan model dievaluasi melalui tiga aspek, yaitu validitas, kepraktisan, dan keefektifan. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Instrumen penelitian terdiri atas lembar validasi, lembar kepraktisan untuk pendidik dan peserta didik, lembar observasi keterlaksanaan pembelajaran, serta tes kemampuan koneksi dan pemahaman konsep matematika. Data dianalisis secara kuantitatif-kualitatif dan kuantitatif-inferensial. Hasil validasi menunjukkan model dan perangkat pembelajaran berada pada kategori valid dengan skor kevalidan rata-rata di atas 80%. Uji kepraktisan menunjukkan skor penilaian pendidik 84,28% dan peserta didik 81,96%, dengan keterlaksanaan pembelajaran di atas 80%. Uji keefektifan melalui one sample t-test memperoleh nilai sig. (1-tailed) < 0,05, menandakan model efektif meningkatkan kemampuan koneksi dan pemahaman konsep matematika peserta didik dengan nilai rata-rata ≥ 71. Dengan demikian, model yang dikembangkan valid, praktis, dan efektif untuk diterapkan dalam pembelajaran matematika SMP berbasis budaya lokal Sasak.
Analisis Analisis Kesalahan Siswa Kelas VIII SMP dalam Menyelesaikan Soal Cerita Persamaan Linear Satu Variabel Berdasarkan Prosedur Polya Rumapea, Angel Stepany; Pardosi, Yesika T.S.; Silitonga, Asni
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.v7i4.10684

Abstract

This study aims to describe the types and contributing factors of errors made by eighth-grade junior high school students in solving word problems on the topic of Systems of Linear Equations in One Variable (SPLSV) using the Polya procedure framework. The study used a descriptive qualitative approach and was conducted at the UPT SMP Negeri 3 Medan with students in grade VIII-D. The research instrument was a four-item SPLSV word problem test. Data were analyzed based on the four stages of Polya problem-solving: understanding the problem, planning a solution, implementing the solution plan, and rechecking. The results showed that students made errors at all stages of the Polya process. The highest percentage of errors occurred at the rechecking stage (85.8%), followed by the completion stage of planning (84.1%), planning a solution (75.8%), and understanding the problem (45.8%). Factors contributing to errors included low reading literacy skills, weak understanding of mathematical concepts, inability to create mathematical models, and a lack of metacognitive awareness to re-evaluate answers. These findings indicate the importance of learning that emphasizes conceptual understanding and the application of systematic problem-solving steps.
Dari Al-Khwarizmi hingga Al-Qur’an: Jejak Matematika dalam Warisan Intelektual Islam Munhar; Faradiba, Surya Sari
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.v7i4.10840

Abstract

The traces of mathematics in the Islamic intellectual heritage highlight Al-Khwarizmi's fundamental contributions and the mathematical implications of the Qur'an. This study analyzes the central role of Islamic civilization in preserving and developing mathematics, driven by both religious and practical motivations. A literature review method is used to synthesize data from various academic sources. The results show that Al-Khwarizmi revolutionized algebra and disseminated the Hindu-Arabic number system, forming the basis of modern algorithms. Furthermore, the Qur'an implicitly and explicitly contains mathematical concepts that inspire an understanding of divine order and its application in Islamic law. The conclusion affirms the symbiotic relationship between faith and reason in advancing mathematics in the Islamic world, providing a balanced perspective on global scientific progress
Optimalisasi working memory siswa melalui desain worked example berbasis cognitive load theory pada materi SPLDV Purnama, Pratama Wahyu; Hidayati, Indah Nikmatul
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.v7i4.11029

Abstract

Systems of Linear Equations with Two Variables (SPLDV) contain numerous symbols and present high complexity in their solution processes, which can create substantial cognitive demands for middle school students. Instructional design that minimizes irrelevant cognitive load while optimizing schema formation is essential to accommodate the limited capacity of working memory. Cognitive Load Theory (CLT) offers effective strategic alternatives for managing cognitive load during learning, particularly in reducing extraneous cognitive load. One recommended approach is the implementation of worked example strategies. This article focuses on developing a worked example design for SPLDV material based on CLT principles. The research comprises three phases: examining the cognitive load of SPLDV content, reviewing fundamental CLT principles, and constructing instructional design using worked example strategies. The research produces a worked example design featuring structured solution steps that eliminate split attention and redundancy effects, successfully reducing extraneous cognitive load and enhancing working memory effectiveness in learning SPLDV. These findings can serve as a foundation for further design development or empirical validation in broader educational contexts.
Concept Image Siswa dalam Materi Barisan dan Deret pada Pembelajaran Berdiferensiasi Oktavihari, Dita; Junaidi, Junaidi; Primajati, Gilang; Supiarmo, M. Gunawan; Kurniawan, Eka; Hendrawan, Alvano Tugas
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.v7i4.11044

Abstract

This study aims to describe students' concept images on sequences and series in differentiated learning and to examine the concept image gap between students, teachers, and mathematicians. This study used a qualitative approach with a didactic design and a hermeneutic phenomenology method. The research subjects included students, teachers, and mathematicians, who were selected purposively. Data were collected through learning observations, questionnaires, and in-depth interviews, and then analyzed using data reduction, data presentation, and conclusion-drawing techniques. The results showed that students' conceptual images of sequences and series were dominated by intuitive, visual, and procedural understandings. Students were able to recognize real-world patterns and contexts, but tended to rely on repeated addition or multiplication rather than using formal definitions and symbolic formulas. In geometric sequences and series, a concept image conflict was found due to students' difficulty in understanding exponential growth patterns. Although differentiated learning provides space for diverse student learning styles, the results show that this approach does not fully guarantee the formation of a complete formal conceptual understanding. Therefore, strengthening conceptual scaffolding is needed so that students' concept images are more aligned with the correct concept definition. Penelitian ini bertujuan untuk mendeskripsikan concept image siswa pada materi barisan dan deret dalam pembelajaran berdiferensiasi serta mengkaji kesenjangan concept image antara siswa, guru, dan matematikawan. Penelitian ini menggunakan pendekatan kualitatif dengan desain didaktis dan metode fenomenologi hermeneutik. Subjek penelitian meliputi siswa, guru, dan matematikawan, yang dipilih secara purposif. Pengumpulan data dilakukan melalui observasi pembelajaran, kuesioner, serta wawancara mendalam, kemudian dianalisis menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa concept image siswa pada materi barisan dan deret didominasi oleh pemahaman intuitif, visual, dan prosedural. Siswa mampu mengenali pola dan konteks nyata, namun cenderung mengandalkan penjumlahan atau perkalian berulang dibandingkan penggunaan definisi formal dan rumus simbolik. Pada barisan dan deret geometri, ditemukan conflict concept image akibat kesulitan siswa dalam memahami pola pertumbuhan eksponensial. Meskipun pembelajaran berdiferensiasi memberikan ruang bagi keberagaman cara belajar siswa, hasil penelitian menunjukkan bahwa pendekatan ini belum sepenuhnya menjamin terbentuknya pemahaman konseptual formal yang utuh. Oleh karena itu, diperlukan penguatan scaffolding konseptual agar concept image siswa lebih selaras dengan concept definition yang benar.
A Profile of Technological Pedagogical and Content Knowledge Components of Prospective Mathematics Teachers in Microteaching Practice Prayitno, Sudi; Subarinah, Sri; Hayati, Laila; Novitasari, Dwi; Ary Sunjaya, Ketut
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11268

Abstract

This study aims to describe the profile of Technological Pedagogical and Content Knowledge (TPACK) components of prospective mathematics teachers in microteaching practice. A descriptive quantitative approach was employed using a survey method. Data were collected through a TPACK questionnaire measured on a five-point Likert scale. The participants consisted of 71 Mathematics Education students enrolled in a microteaching course at the Faculty of Teacher Training and Education, Universitas Mataram. The data were analyzed descriptively to determine the level of TPACK mastery. The results show that the average score across the seven TPACK components reached 81.44%, which falls into the high category, indicating that prospective mathematics teachers generally demonstrate a strong foundation in technology, pedagogy, and content knowledge. Among the components, Technological Pedagogical Knowledge (TPK) obtained the highest mean score, while Content Knowledge (CK) showed a relatively lower score. These findings suggest that although prospective mathematics teachers perform well in individual and paired TPACK components, the holistic integration of technological, pedagogical, and content knowledge in microteaching contexts still requires further strengthening through more authentic and sustained teaching experiences.
Analisis Kemampuan Pembuktian Matematis Masalah Bilangan pada Mahasiswa Calon Guru Matematika Subarinah, Sri; Prayitno, Sudi; Triutami, Tabita Wahyu; Salsabila, Nilza Humaira; Dasusmi, Krisna Jivani
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11446

Abstract

Penelitian ini bertujuan mengeksplorasi kemampuan pembuktian mahasiswa calon guru matematika dalam masalah bilangan ditinjau berdasarkan metode pembuktiannya. Penelitian ini diperlukan karena kemampuan penalaran dalam pembuktian merupakan kompetensi penting yang harus dimiliki mahasiswa calon guru matematika. Jenis penelitian ini adalah gabungan kuantitatif dan kualitatif dengan pendekatan studi kasus, yaitu penelitian yang bermaksud untuk memahami fenomena tentang apa yang dialami oleh subjek penelitian secara holistik dan alamiah. Hasil penelitian memberikan gambaran mengenai penalaran yang digunakan mahasiswa dalam melakukan pembuktian masalah bilangan, kesalahan yang ditemukan adalah sebagai berikut: (1) Pada pembuktian dengan induksi matematika, melakukan manipulasi aljabar yang tidak tepat dan kesalahan penalaran yang melibatkan bilangan asli, (2) Pada pembuktian langsung penalaran yang tidak tepat, (3) Pada pembuktian tidak langsung (dengan kontradiksi), kesalahan konsep pembuktian tidak langsung dan kesalahan penalaran.

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