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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 380 Documents
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Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) Berbantuan Video Pembelajaran terhadap Pemahaman Siswa Kelas 7 SMP Hariyanto, Argulana Candra; Nursit, Isbadar; Kartika Sari, Fadhila; Werdiningsih, Dyah
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.v8i1.11487

Abstract

This study aims to examine the effect of the Contextual Teaching and Learning (CTL) model on students’ mathematics achievement. The study is motivated by the need for instructional approaches that connect mathematical concepts to real-life contexts in order to enhance students’ understanding and engagement. A quantitative approach was employed using a quasi-experimental design with a pretest–posttest control group. The participants consisted of two classes: an experimental group taught using CTL and a control group taught using conventional instruction, with 30 students in each group. The research instrument was a mathematics achievement test scored on a 0–100 scale, administered as both a pretest and a posttest. Data were analyzed using prerequisite tests (normality and homogeneity) followed by an independent-samples t-test at a 0.05 significance level. The results indicate a statistically significant difference in posttest mathematics achievement between students who learned through CTL and those who received conventional instruction. These findings suggest that CTL is more effective in supporting students’ conceptual understanding and their ability to apply mathematical ideas through meaningful, context-based learning activities. Therefore, CTL is recommended as an alternative instructional model to improve students’ mathematics learning outcomes.
Pengembangan Math Domino Cards Untuk Meningkatkan Pemahaman Konsep Bilangan Bulat Siswa Kelas VII SMP/MTs Aisah, Siti; Isnaini, Mukarromatul; Marhamah, Sinar; Rasidi, Ahmad; Supiyati, Sri
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.v8i1.11530

Abstract

This study focused on developing and testing the feasibility of Math Domino Cards as a learning medium for integer material by reviewing its validity, practicality, and effectiveness in improving the conceptual understanding of SMP/MTs. The method used was Research and Development (R&D) with a 4D model that included the stages of define, design, develop, and disseminate. The study involved 34 students from class VII MTs Mu’allimin NWDI Pancor as test subjects. The instruments used included material and media expert assessment sheets, practicality questionnaires for teachers and students, and concept comprehension tests conducted through pre-tests and post-tests. Data analysis was performed using quantitative descriptive statistics, N-Gain calculations, and paired t-tests. The results of the analysis showed that the Math Domino Cards media was in the valid category with a percentage of material expert and media expert assessments of 75% each. The practicality of the media was classified as good based on the responses of 77% of teachers and 71.98% of students. Effectiveness testing showed an increase in understanding of integer concepts with an N-Gain value of 0.3008 in the moderate category, as well as a significant difference between the pretest and post-test results based on the paired t-test. These findings indicate that the application of integer-based domino card games through the 4D model is feasible and has the potential to improve the quality of students' understanding of mathematical concepts.
Pengembangan LKPD Berbasis AR dengan Pendekatan Kontekstual untuk Meningkatkan Pemahaman Konsep Matematika Siswa Yeni, Endri; Sutiarso, Sugeng; Rosidin, Undang
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.v8i1.11531

Abstract

Pembelajaran matematika masih menghadapi permasalahan rendahnya kemampuan pemahaman konsep siswa, khususnya pada materi yang bersifat abstrak, akibat keterbatasan media dan pendekatan pembelajaran yang kurang kontekstual. Kondisi ini menuntut pengembangan media pembelajaran inovatif yang mampu mengaitkan konsep matematika dengan pengalaman nyata siswa serta memanfaatkan kemajuan teknologi. Penelitian ini bertujuan untuk mengembangkan Lembar Kerja Peserta Didik (LKPD) berbasis Augmented Reality (AR) dengan pendekatan kontekstual serta menguji kevalidan, kepraktisan, dan keefektifannya dalam meningkatkan pemahaman konsep matematika siswa. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian terdiri atas siswa kelas X MAN 1 Bandar Lampung. Pengumpulan data dilakukan melalui wawancara, observasi, angket, dan tes pemahaman konsep matematika, sedangkan analisis data meliputi uji validitas, kepraktisan, dan uji efektivitas menggunakan uji t. Hasil penelitian menunjukkan bahwa LKPD berbasis AR dengan pendekatan kontekstual memenuhi kriteria valid dan praktis, serta efektif meningkatkan kemampuan pemahaman konsep matematika siswa, yang ditunjukkan oleh perbedaan signifikan hasil posttest antara kelas eksperimen dan kelas kontrol.
Profil Kreativitas Siswa Reflektif dan Impulsif dalam Menyelesaikan Masalah Open-Ended Fuadi, Setio; Diyah Ismaya, Inggrit; Sulistiyaningsih, Eka; Nugraheni, Puji
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.v8i1.11537

Abstract

This study aims to describe the creativity profile of students with reflective and impulsive cognitive styles in solving open-ended mathematical problems involving fractions. This study is descriptive qualitative in nature. The subjects of this study were fifth-grade students at Surojoyo Public Elementary School who were selected through the Matching Familiar Figure Test (MFFT), consisting of two reflective students and two impulsive students. The subject selection technique was purposive sampling. The data collection techniques used open-ended problem tests and in-depth interviews. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The results showed that reflective students optimally fulfilled the four indicators of creativity, namely fluency, flexibility, originality, and elaboration. Reflective students were able to produce various alternative answers, use diverse strategies, and explain the steps to the solution in detail. In contrast, impulsive students only showed good ability in the fluency indicator, but were still limited in flexibility and originality. Impulsive students tended to use simple and homogeneous solution strategies to obtain answers quickly
The Correlation Between Self-Efficacy and Critical Thinking Skills of Senior High School Students on the Pythagorean Theorem Material Marlena, Leni; Nugraheni, Esti Ambar
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.v8i1.11587

Abstract

The objective of the research is to examine the correlation between self-efficacy and mathematical critical thinking skills among senior high school students within the context of the Pythagorean Theorem. Self-efficacy refers to students’ beliefs in their ability to complete learning tasks, while mathematical critical thinking involves analyzing problems, evaluating strategies, and making logical decisions. Employing a quantitative correlational design, the research involved 140 tenth-grade students from a senior high school in Jakarta selected using purposive sampling. Data were collected using a mathematical critical thinking test and a self-efficacy questionnaire. The normality test indicated that the data were normally distributed; therefore, Pearson’s correlation analysis was applied. The results revealed a positive and statistically significant relationship between self-efficacy and students’ critical thinking ability, with a correlation coefficient of r = 0.771 and a significance value of p < 0.01. These findings indicate that higher levels of self-efficacy are associated with stronger mathematical critical thinking skills. The study highlights the importance of fostering students’ self-efficacy as an affective foundation to enhance critical thinking skills and offer meaningful implications for improving teaching and learning practices in secondary education.
Analisis Pengaruh Minat, Motivasi dan Disiplin terhadap Hasil Belajar Matematika Siswa melalui Keaktifan Belajar Tipawea, Maria Liberiani Natalia; Halim, Fransiska Atrik
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.v8i1.11596

Abstract

Penelitian kuantitatif ini dilaksanakan guna meneliti dampak langsung maupun tidak langsung dari faktor minat, motivasi, serta disiplin terhadap capaian hasil belajar matematika dengan memposisikan keaktifan belajar sebagai variabel mediasi. Melibatkan populasi sebanyak 254 siswa kelas XI di SMA Negeri 2 Kota Kupang, riset ini menarik sampel sejumlah 155 responden melalui metode proportionate stratified random sampling. Pengumpulan data primer dilakukan melalui instrumen tes prestasi serta kuesioner berskala Likert untuk mengukur parameter perilaku belajar. Setelah memenuhi kriteria uji asumsi klasik yang mencakup normalitas, linieritas, multikolinearitas, dan heteroskedastisitas, data diolah menggunakan teknik statistik deskriptif dan analisis jalur (path analysis) berbantuan program SPSS 27. Temuan studi mengonfirmasi bahwa model analisis yang diajukan berstatus fit. Secara mendetail, motivasi dan disiplin terbukti memberikan kontribusi signifikan terhadap derajat keaktifan siswa (R² = 0,486), namun hanya variabel minat belajar yang memberikan pengaruh langsung secara bermakna terhadap hasil belajar matematika (R² = 0,118). Kesimpulan ini menunjukkan bahwa keterlibatan aktif siswa di kelas lebih banyak dipicu oleh keteraturan dan dorongan luar, sedangkan penguasaan materi akademik lebih ditentukan oleh antusiasme internal siswa terhadap subjek tersebut.
Analisis Kemampuan Literasi Matematis Siswa SMA 2 Makassar Pada Soal PISA Level 5 Andi Cahaya Rezky Andini; Trisno, Andi Trisno; Rahman, Abdul; Bernard, Bernard
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.v8i1.11682

Abstract

This study aims to analyse the mathematical literacy skills of students at Makassar State Senior High School 2 in solving Programme for International Student Assessment (PISA) Level 5 questions, as well as to identify the types of errors and thinking strategies that arise during the solving process. This study was motivated by the low mathematical literacy scores of Indonesian students in the PISA study (OECD, 2021), particularly in the context of highly complex questions that require reflective reasoning and non-routine problem-solving skills. This study used a descriptive qualitative approach with a case study design. The research subjects consisted of 32 Grade XI students from Makassar State Senior High School 2 who were selected purposively. The research instruments were a PISA Level 5-based mathematical literacy test and interview guidelines to identify students' thinking processes. Data analysis was conducted through the stages of reduction, presentation, and conclusion drawing based on the Miles and Huberman model, as well as referring to the mathematical literacy framework. Which includes the abilities to formulate, employ, and interpret. The results of the study indicate that most students are still at an intermediate level (Levels 3–4) with a predominance of conceptual and representational errors, particularly in understanding the relationships between variables and converting verbal information into mathematical models. Students with high abilities (such as Banapati Maulana) were able to demonstrate reflective and argumentative thinking processes that reflected Level 5 characteristics, while students with moderate (such as Aura Agni) and low (such as Siti Fatimah) abilities tended to stop at the procedural stage without contextual reflection. These findings confirm that improving students' mathematical literacy requires not only mastery of concepts and procedures, but also practice in reflective, argumentative, and contextual thinking through problem-based and literacy-based learning approaches.
Aplikasi Algoritma Kruskal dalam Menentukan Lintasan Terpendek Kabel Internet di Universitas Andalas Des Welyyanti; Adebli Aulia Zami; Aisyah Khairunnisa Ramadhani; Bunga; Emi Lazola; Fazira Ramadhani; Raisatun Nuha
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.v8i1.11090

Abstract

Penelitian ini bertujuan menentukan lintasan terpendek untuk pemasangan kabel internet yang menghubungkan 30 gedung utama di Universitas Andalas dengan menggunakan algoritma Kruskal dalam kerangka Minimum Spanning Tree (MST). Setiap gedung dimodelkan sebagai simpul, sementara jarak antargedung yang diukur melalui Google Earth dijadikan bobot sisi pada graf. Pembentukan MST dilakukan melalui dua pendekatan, yaitu perhitungan manual dan implementasi program Python menggunakan library networkx. Kedua metode menghasilkan total panjang kabel minimum yang sama, yaitu 4122,77 meter, sehingga menunjukkan konsistensi serta validitas model dan perhitungan. MST yang diperoleh menggambarkan rute pemasangan kabel internet paling efisien yang mampu meminimalkan total panjang kabel dan mendukung perencanaan infrastruktur kampus secara optimal. Penelitian ini membuktikan efektivitas penerapan teori graf dalam optimasi pembangunan infrastruktur di Universitas Andalas.
Pengaruh Perfeksionisme dan Prokrastinasi Akademik terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas X SMAN 1 Kediri Wardatul Uyun; Laila Hayati; Eka Kurniawan
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.v8i1.11439

Abstract

Mathematical problem-solving ability is an essential competence in mathematics learning, contributing to the development of students’ reasoning and higher-order thinking skills, and is influenced by psychological factors such as perfectionism and academic procrastination. This study aimed to analyze the effects of perfectionism and academic procrastination, both partially and simultaneously, on the mathematical problem-solving ability of tenth-grade students at SMAN 1 Kediri in the 2025/2026 academic year. This study employed a quantitative approach with an ex post facto design. The sample consisted of 31 students selected through cluster sampling from four classes. The instruments included a perfectionism questionnaire, an academic procrastination questionnaire, and a mathematical problem-solving test based on Polya’s indicators. Data were analyzed using multiple linear regression preceded by normality, linearity, multicollinearity, and heteroscedasticity tests. The results of the prerequisite tests indicated that the data were normally distributed, the relationships among variabels were linear, and no multicollinearity or heteroscedasticity was detected. The regression analysis showed that perfectionism had a significant effect of 46.7%, while academic procrastination had a significant negative effect of 30.4%. Simultaneously, both variabels had a significant effect on students’ mathematical problem-solving ability of 59.3%..
Pseudo-Evaluative Behavior in Mathematical Problem Solving: An Analysis of Students’ Metacognitive Processes in Matrix Addition Dediromario Wasahua; Surya Sari Faradiba
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.v8i1.11007

Abstract

Metacognitive regulation is widely acknowledged as a key component that supports students in managing their thinking during mathematical problem solving. This study investigates the metacognitive processes demonstrated by a student while completing matrix addition tasks, with a specific focus on the components of planning, monitoring, and evaluating. The research was conducted in a public senior high school in North Halmahera during November and December 2025. One eleventh grade student was purposively selected to provide an in-depth illustration of metacognitive regulation. A qualitative case study design was employed, and data was gathered through written work, direct observation, and semi structured interviews. Analysis was carried out using metacognitive process indicators to capture how the participant organized, controlled, and reviewed each stage of problem solving. The findings show that the participant performed planning effectively by identifying relevant information and determining an approach to the task, and monitoring was evident throughout the solution process. The evaluating phase appeared limited because the participant mainly checked the final answer without engaging in deeper reflection such as analyzing sources of error or comparing alternative procedures. This pattern is characterized in the study as pseudo evaluative behavior, indicating evaluation that is present yet incomplete. The study underscores the need for instructional practices that intentionally strengthen student’s evaluative metacognition during mathematical problem solving.

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