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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 377 Documents
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APOS Theory and Relational Understanding: A Systematic Literature Review Ramadiana, Anastasya; Riyadi; Diari Indriati; Farida Nurhasanah
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.v8i1.11155

Abstract

Relational understanding is an essential skill that reflects students' mastery of the relationships between mathematical concepts, while APOS Theory provides a framework for analyzing the mental construction of this understanding. This study aims to identify and compare the application of APOS Theory and relational understanding in the context of mathematics learning. This study used the Systematic Literature Review (SLR) method based on the PRISMA framework. The literature search was conducted in the Scopus and Google Scholar databases with publications limited to 2014 to 2024, focused on elementary and secondary school levels. Of the 228 identified studies, 11 empirical articles were selected for analysis. The review results showed significant differences in the focus of the material; APOS Theory is predominantly applied to number topics and is often used as a basis for developing assessment instruments. In contrast, relational understanding is more widely studied in algebra topics. Furthermore, it was found that the problem-solving approach is a major factor influencing the formation of students' relational understanding. These findings offer educators insights into selecting pedagogical approaches that are suitable for the material's characteristics.
Analisis kesalahan siswa dalam menyelesaikan kemampuan pemecahan masalah matematis peserta didik pada materi statistika Safa Melinda, Tasya; Sugeng Sutiarso; Rangga Firdaus
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.v8i1.11269

Abstract

Problem-solving ability is a crucial component that students must master to support the character-building process. This ability refers to students' capacity to understand problems by identifying what is known and what is being asked, developing a plan, and verifying the accuracy of the results. This study aims to determine mathematical problem-solving abilities and the types of errors made by students in statistics materials. The method used is library research with a qualitative approach through the analysis of various scientific journals. The results show that students' problem-solving abilities are still low due to the failure to complete all stages of the process. Specific errors found include: students failing to write down known and asked elements because they are confused about the problem's intent, and weaknesses in constructing mathematical models, such as failing to include interval values into formulas. Additionally, incomplete answers were found, such as the failure to create pie charts or bar charts due to a lack of technical understanding and feeling rushed. Students also tend to ignore the re-checking phase, resulting in inaccurate final outcomes. The main causes are a lack of mastery of basic concepts and low student precision.
Kesalahan Newman Dalam Menyelesaikan Soal Cerita SPLDV Ditinjau Dari Tingkat Kecemasan Matematika Siswa Kelas IX SMPN 6 Mataram Dwiva, Sofie Atma; Subarinah, Sri; Kurniawan, Eka
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.v8i1.11276

Abstract

The perception of mathematics as a difficult subject often leads students to make errors. Errors made by students when solving story problems need to be analyzed to determine the cause. Mathematics anxiety is one of the causes of students making errors. This study aims to describe the errors made by students of SMPN 6 Mataram in answering story problems based on Newman's theory in terms of students' level of mathematics anxiety. The type of research used is qualitative. The research instruments used were anxiety level questionnaires, story problem tests, and interview guidelines. The selection of subject in class IX F used a purposive sample with the criteria: (1) students who had learned the system of linear equations in two variables (SPLDV), (2) students who had completed the mathematics anxiety questionnaire, (3) students from one class representing high, moderate, and low levels of mathematics anxiety. The results show that mathematics anxiety influences the types of errors students make in solving SPLDV word problems. Students with high anxiety made errors in comprehension, transformation, process skills, and conclusion stages; those with moderate anxiety in comprehension, process skills, and conclusion; while students with low anxiety mainly erred at the conclusion stage.
Penggunaan Video Animasi Pembelajaran dengan Pendekatan Kontekstual Terhadap Kemampuan Literasi Numerasi Siswa Mufidah, Lailatul; Awantagusnik, Annafi
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.v8i1.11288

Abstract

Numeracy literacy is an important competency that must be developed in 21st-century learning, particularly in the Independent Curriculum, which emphasizes contextual understanding and the application of knowledge in real life. This study aims to determine the use of animated learning videos with a contextual approach to improving students' numeracy literacy skills. This study used a quantitative method with a quasi-experimental method using a Pretest-Posttest Control Group Design. The research subjects consisted of two classes VII at MTs Miftahul Ulum, namely class VIIA as the control class (14 students) which used conventional learning, and class VIIB as the experimental class (15 students) which used animated learning videos with a contextual approach.Data were collected through pre-tests and post-tests, then analyzed using the Shapiro–Wilk normality test, Levene's homogeneity test, and the Paired Sample T-Test using SPSS version 25. The analysis results showed that all data were normally distributed and homogeneous. There was a significant increase between pre-test and post-test scores in both classes, with a higher increase in the experimental class. Thus, the use of animated learning videos with a contextual approach has a positive and significant effect on students' numeracy literacy skills. Keywords: animated video; contextual approach; numeracy literacy; mathematics learning.
Model project-based learning berpendekatan budaya lokal Mandar: Studi eksperimen terhadap hasil belajar matematika siswa Efendi, Aslan; Aprisal, Aprisal; Herna, Herna
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.v8i1.11327

Abstract

This study aims to determine the effect of the project-based learning model with the Mandar local cultural approach on students' mathematics learning outcomes in class VIII of SMP Negeri 07 Campalagian, Polewali Mandar Regency, West Sulawesi. This study is a study with a One-Group Pretest-Posttest Design. The population in this study were all students of class VIII of SMP Negeri 07 Campalagian. The sampling technique used was the saturated sampling technique which is a sampling technique in which all members of the population can be used as samples. Research data were collected using a learning outcome test consisting of a Pretest and Posttest, as well as an observation sheet consisting of a sheet of learning implementation by the teacher and student activities. The results of data analysis show that students' mathematics learning outcomes after the application of project-based learning with the Mandar local cultural approach are in the high category with skor 80.21 so it can be concluded that there is an increase in the learning outcomes of students taught using the Project Based Learning model with the Mandar Local Cultural approach.
Pembelajaran Matematika Berbasis Konsep dalam Meningkatkan Kompetensi Siswa dan Mahasiswa: Tinjauan Literatur Sistematis Anjarwati, Anjarwati
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

Abstract

The objectives of this study were to: 1) Identify the role of concept-based mathematics learning in improving student competencies; 2) Identify factors that influence concept-based mathematics learning; 3) Identify competencies that are influenced by concept-based understanding. This research reviewed 15 from 507 articles in 2014-2024 from the Google Scholar, Scopus database and Sinta 1 indexed national journals. The result of this study is that concept-based mathematics learning can systematically improve students' mathematical competence. The findings of factors that influence concept-based mathematics learning are mathematical mindset and concept understanding of teachers, teaching strategies, conceptual knowledge, and assessment and feedback. Furthermore, concept-based knowledge in this literature review can improve long-term retention, meaningful understanding, critical thinking, metacognition, problem solving and self-regulated.
Kemampuan Berpikir Analitis Siswa dalam Menyelesaikan Soal Kontekstual Bilangan Berpangkat Dahriyah, Dahriyah; Awantagusnik, Annafi
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.v8i1.11431

Abstract

This study aims to describe the analytical thinking ability of tenth-grade students in solving exponentiation problems. The research employed a qualitative descriptive approach involving 33 tenth-grade students of SMA Raudlatul Ulum Gondanglegi as the initial data source. Based on the test results, students were classified into three categories of analytical thinking ability, namely high, medium, and low. Furthermore, four students were purposively selected as research subjects for in-depth analysis. The research instruments consisted of one contextual problem and semi- structured interviews. Data were analyzed using the Miles and Huberman model. The findings indicate differences in the characteristics of students’ analytical thinking processes across ability categories, particularly at the stages of determining and testing problem-solving strategies.
Penggunaan batang cuisenaire untuk meningkatkan kemampuan operasi penjumlahan siswa tunagrahita Herawati, Herawati; Dwi Susanti; Ika Noviantari; Hermansyah, Hermansyah
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.v8i1.11486

Abstract

Students in Grade VIII at Sekolah Luar Biasa (SLB) Negeri Tarakan had difficulty with integer addition operations. To address these difficulties, concrete media such as Cuisenaire rods can be used. Therefore, this research was designed as Classroom Action Research (CAR) aimed at improving integer operation skills through the use of Cuisenaire rods. The CAR was conducted over two cycles, each consisting of planning, action & observation, and reflection. In this study, five students with intellectual disabilities in Grade VIII of SLB Negeri Tarakan were chosen as subjects. Data collection involved observing both teacher and student activities and administering additional skill tests. The results demonstrated progress: in Cycle I, 40% of students achieved learning completeness. Subsequently, there was a 40% increase in Cycle II, bringing the total to 80%, which exceeded the success indicator set at 60%. Furthermore, student activity, which was categorized as fairly active in Cycle I, increased to very active in Cycle II. Similarly, teacher activity improved from good in Cycle I to very good in Cycle II.
Penerapan Contextual Teaching and Learning Dalam Perspektif Ontologi Dan Epistemologi Filsafat Pendidikan Matematika Irawan, Riky; Fuady, Anies
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.v8i1.11501

Abstract

Mathematics learning is often perceived as an abstract activity detached from students’ real-life contexts, which results in low meaningfulness and conceptual understanding. The Contextual Teaching and Learning approach offers an alternative by connecting mathematical concepts to students’ real experiences; however, studies examining this approach from the perspective of the philosophy of mathematics education remain limited. This research aims to analyze the implementation of Contextual Teaching and Learning from the ontological and epistemological perspectives of the philosophy of mathematics education. This study employs a qualitative method in the form of library research, combined with descriptive and philosophical analysis of CTL from ontological and epistemological viewpoints within the philosophy of mathematics education. The findings indicate that, ontologically, CTL views mathematics as meaningful and contextual knowledge whose existence is understood through students’ learning experiences. Epistemologically, CTL is grounded in constructivism, positioning students as active subjects who construct mathematical knowledge through experience, interaction, and reflection. The synthesis of these two perspectives affirms that CTL is not merely a teaching approach, but rather a philosophically coherent paradigm of mathematics education. The conclusion of this study demonstrates that the implementation of CTL has a strong philosophical foundation and is relevant for fostering meaningful, contextual mathematics learning oriented toward students’ conceptual understanding.
Analisis Deskriptif Kemampuan Literasi Matematis Siswa Kelas VII dalam Menyelesaikan Soal Cerita Yanamo, Anggun Marwah Silfana T; Rafiq Badjeber; Yulia, Yulia
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.v8i1.11532

Abstract

Penelitian ini mengkaji kemampuan literasi matematis siswa kelas VII dalam menyelesaikan soal cerita yang dilatarbelakangi oleh masih rendahnya kemampuan siswa dalam memahami permasalahan kontekstual dan mentransformasikannya ke dalam model matematika. Penelitian ini bertujuan mendeskripsikan kemampuan literasi matematis siswa berdasarkan indicator memahami konteks masalah, melakukan matematisasi, menggunakan konsep dan prosedur matematika, serta  menafsirkan hasil penyelesaian. Penelitian menggunakan pendekatan deskriptif kualitatif yang dilaksanakan di MTs Nida’ul Khairaat Pombewe dengan subjek 30 siswa kelas VII yang dipilih melalui purposive sampling. Pengumpulan data dilakukan melalui tes tertulis berupa tiga soal cerita matematika dan wawancara terhadap tiga siswa yang mewakili kategori kemampuan rendah, sedang, dan tinggi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperoleh melalui triangulasi sumber dan member check. Hasil penelitian menunjukkan bahwa kemampuan literasi matematis siswa terbagi ke dalam tiga kategori, yaitu rendah (46,7%), sedang (30%), dan tinggi (23%). Siswa pada kategori rendah mengalami  kesulitan dalam memahami konteks masalah dan membangun model matematika, siswa kategori sedang mampu mengidentifikasi informasi namun masih lemah dalam penalaran dan interpretasi, sedangkan siswa kategori tinggi menunjukkan strategi penyelesaian yang lebih sistematis dan reflektif. Temuan ini memberikan Gambaran empiris mengenai profil literasi matematis siswa serta mengimplikasikan pentingnya pembelajaran berbasis masalah kontekstual dan pemberian Latihan soal literasi matematis secara berkelanjutan.

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