Mandalika Mathematics and Educations Journal
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.
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411 Documents
<![CDATA[Profil Kemampuan Koneksi Matematis Murid Berkemampuan Rendah dalam Menyelesaikan Soal Teorema Pythagoras ]]>
<![CDATA[Mochamad Ibnu Humam Arief]]>;
<![CDATA[Mulyono]]>
<![CDATA[ Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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DOI: 10.29303/jm.v8i2.11869
<![CDATA[Mathematical connection ability is a fundamental competency that Indonesian students have not yet developed optimally, as evidenced by persistently low performance on both national and international assessments. This condition warrants in-depth qualitative investigation, particularly among low-achieving students whose specific connection difficulties remain poorly understood. This qualitative descriptive study was conducted at SMA Negeri 3 Semarang. A total of 72 tenth-grade students completed a preliminary written test measuring three NCTM mathematical connection indicators. Based on the results, ten students fulfilling at most one indicator were selected through purposive sampling as interview subjects. Data from semi-structured interviews were analyzed using the Miles and Huberman model. Results revealed nine subjects fulfilled only Indicator 1, one fulfilled only Indicator 2, and none fulfilled Indicator 3. Interview exploration revealed distinct thinking processes across all three indicators and three qualitative patterns of connection difficulty comprising weak prerequisite mastery, inability to link concepts that were individually understood, and inability to complete problem-solving despite having a sense of the solution path. These findings highlight the importance of diagnostic and instructional approaches tailored to the specific nature of each student's difficulty.]]>
<![CDATA[Proses Berpikir Siswa dari Situasi ke Matematika Formal Melalui Pendekatan RME dalam Penyajian Diagram Lingkaran ]]>
<![CDATA[Mey Liasta Trihastina Br Tarigan]]>;
<![CDATA[Sugiman]]>
<![CDATA[ Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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DOI: 10.29303/jm.v8i2.11895
<![CDATA[This study aims to describe the students’ thinking process in learning data presentation using pie charts through the Realistic Mathematics Education (RME) approach. The method used is Design Research with two seventh-grade junior high school students in Yogyakarta as subjects. Learning is designed in stages from real-life extracurricular contexts to formal mathematical representations using doll props, conversion from fractions to percentages, calculation of angle sizes, and presentation of pie charts. The results show that the RME approach effectively enhances students' conceptual understanding gradually and encourages active involvement in modeling and independently presenting data. Although there were some technical misconceptions, teacher guidance successfully helped students overcome these difficulties. This study reinforces the importance of contextual and representational learning in improving mathematical literacy, especially skills in presenting and interpreting data using pie charts. Keywords: Data presentation 1; mathematical literacy 2; pie chart 3; Realistic Mathematics Education 4; students' thinking process 5.]]>
<![CDATA[Analysis of Civil Engineering Students' Mathematical Thinking Skills in Calculus Based on Personality Type ]]>
<![CDATA[Intan Sari]]>;
<![CDATA[Defry Basrin]]>;
<![CDATA[Fazrina Saumi]]>;
<![CDATA[Mawarni]]>;
<![CDATA[Fairuz]]>;
<![CDATA[Fitra Muliani]]>
<![CDATA[ Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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DOI: 10.29303/jm.v8i2.11902
<![CDATA[Mathematical thinking skills are crucial competencies for civil engineering students in dealing with increasingly complex infrastructure problems, one of the foundations of which is laid by basic calculus. However, students show varying abilities, indicating the influence of internal factors such as personality. This study aims to describe the relationship between students' personality types, as measured by the Myers–Briggs Type Indicator (MBTI) framework, and the mathematical thinking abilities of civil engineering students in calculus learning. This study uses a descriptive qualitative approach involving civil engineering students at Samudra University. Personality types were determined using the MBTI questionnaire, while mathematical thinking skills were measured by analyzing students' written answers to calculus problems compiled based on mathematical thinking indicators. Data were analyzed descriptively and qualitatively to identify patterns in mathematical thinking skills across personality types. The results of the study indicate that students with ESFJ or SFJ tendencies tend to show strength in applying concrete procedures (specializing), while students with ENFJ or NFJ tendencies tend to demonstrate greater flexibility in developing intuitive ideas. This study suggests that students' personalities should be taken into account when designing calculus learning. The application of adaptive and differentiated learning strategies tailored to individual personality characteristics may be considered.]]>
<![CDATA[Analisis Kemampuan Koneksi Matematis Siswa dalam Menyelesaikan Masalah Kontekstual ]]>
<![CDATA[Azfa Nur Aqilah]]>;
<![CDATA[Attin Warmi]]>;
<![CDATA[Hanifah Hanifah]]>
<![CDATA[ Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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DOI: 10.29303/jm.v8i2.11928
<![CDATA[This study aims to analyze students’ mathematical connection skills in solving contextual problems involving flat-sided three-dimensional shapes, based on the limited existing literature regarding students’ thought processes when connecting concepts to complex problems. The research approach adopts a qualitative case study method. The research subjects consisted of 34 ninth-grade students in class IX-H at a junior high school in Jakarta, selected to describe variations in mathematical connection skills. The instrument used was a validated mathematical connection skills test. Data were analyzed in depth through the students’ responses. The results of the study indicate significant variations in connection abilities; the majority of students were able to complete general procedures but faced difficulties with contextual problems requiring the integration of multiple concepts. A disruption in the flow of thinking was observed when students were presented with contextual problem narratives involving complex thinking stages. These findings indicate the importance of strengthening abstraction skills and problem-modeling strategies in the learning process to help students connect various mathematical concepts when solving real-world problems. Penelitian ini berupaya untuk menganalisis kemampuan koneksi matematis siswa dalam menyelesaikan permasalahan kontekstual pada materi bangun ruang sisi datar, yang didasarkan pada masih terbatasnya literatur mengenai proses berpikir siswa saat menghubungkan konsep pada masalah kompleks. Pendekatan penelitian m mengadopsi metode kualitatif jenis studi kasus. Subjek penelitian terdiri dari 34 siswa kelas IX-H di salah satu SMP Jakarta yang dipilih untuk mendeskripsikan variasi kemampuan koneksi matematis. Instrumen yang digunakan berupa tes kemampuan koneksi matematis yang telah dinyatakan valid. Data dianalisis secara mendalam melalui hasil jawaban siswa. Hasil penelitian menunjukkan adanya variasi kemampuan koneksi yang signifikan, mayoritas siswa mampu menyelesaikan prosedur umum namun terkendala pada masalah kontekstual yang membutuhkan integrasi beberapa konsep. Ditemukan adanya keterputusan alur berpikir saat siswa dihadapkan pada narasi soal kontekstual dengan tahapan berpikir kompleks. Temuan ini mengindikasikan pentingnya penguatan kemampuan abstraksi dan strategi pemodelan masalah dalam proses pembelajaran untuk membantu siswa menghubungkan berbagai konsep matematika saat menyelesaikan persoalan dunia nyata.]]>
<![CDATA[Kemampuan Pemecahan Masalah Matematika Siswa SMP dalam Menyelesaikan Soal HOTS Ditinjau dari Tahapan Polya ]]>
<![CDATA[Zahrin Nurun Naim]]>;
<![CDATA[Widya Putri Adianto]]>;
<![CDATA[Azizah Miftakhul Jannah]]>;
<![CDATA[Nur Rahmi Rusli]]>
<![CDATA[ Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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DOI: 10.29303/jm.v8i2.11955
<![CDATA[This study aims to describe the mathematical problem-solving profile of junior high school students when solving Higher Order Thinking Skills (HOTS) problems based on Polya's stages. Employing a qualitative descriptive approach, this research involved 15 seventh-grade students from a high-performing public junior high school in Sleman Regency, Yogyakarta. The research instrument was an algebraic problem-solving test validated through expert judgment. The subjects were categorized into high, moderate, and low mathematical ability groups. Three students from each category were then selected for in-depth analysis using investigator triangulation. The results indicated that the high-category students successfully carried out all of Polya's stages, including implicit reviewing, as evidenced by procedural precision and accurate final answers. The moderate-category students were able to understand the problems but encountered errors during the execution stage and neglected to evaluate their results. Meanwhile, the low-category students experienced cognitive obstacles right from the problem-understanding stage and demonstrated no metacognitive activities. This study concludes that students' failure in solving HOTS problems is primarily caused by weak metacognitive control and an insufficient mastery of algebraic concepts. Consequently, mathematical instruction must habituate reflective strategies at every stage of the problem-solving process.]]>
<![CDATA[Analisis Kesalahan Siswa dalam Menyelesaikan Soal SPLDV Ditinjau dari Kemampuan Pemecahan Masalah Matematis ]]>
<![CDATA[Susi Herawati]]>;
<![CDATA[Sugeng Sutiarso]]>;
<![CDATA[Rangga Firdaus]]>
<![CDATA[ Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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DOI: 10.29303/jm.v8i2.11976
<![CDATA[This study aims to determine the types of errors students make when solving SLETV word problems. The method used is a qualitative literature study. The novelty of this research lies in the use of the Integrative Findings Synthesis Framework to examine images of students' answer sheets in depth. The analytical approach used is Polya's problem-solving stages, which are linked to basic algebraic error models. The results show a chain of errors across Polya's stages. Students who misunderstand the problem at the beginning will automatically make mistakes when creating equation models, make errors when calculating, and tend not to re-check their final answers. These results are useful for teachers in designing more appropriate classroom teaching methods.]]>
<![CDATA[Pengaruh Kemampuan Pemecahan Masalah Matematis Terhadap Hasil Belajar Siswa Sekolah Menengah Kejuruan (SMK) ]]>
<![CDATA[Ananda Safitri]]>;
<![CDATA[Attin Warmi]]>;
<![CDATA[Hanifah Hanifah]]>
<![CDATA[ Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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DOI: 10.29303/jm.v8i2.11978
<![CDATA[This research was conducted due to the low mathematical problem-solving ability on the mathematics learning outcomes of Vocational High School (SMK) students which are not optimal. The purpose of this study is to analyze the influence of mathematical problem-solving ability on student learning outcomes. The approach in this study uses quantitative with a population of all grade XI students of SMKS Bina Karya 2 Karawang, totaling 103 students, and 26 students as a sample determined through a purposive sampling technique. Essay tests to measure mathematical problem-solving ability and Mid-Semester Test (UTS) scores are the instruments used as indicators of learning outcomes. Data were analyzed through normality tests, linearity tests, and simple linear regression analysis. The study shows that mathematical problem-solving ability has a positive and significant influence on student learning outcomes, with a significance value of 0.000 (<0.05) and a regression equation of Y = 5.342 + 0.596X. The amount of contribution given reaches 45%, which indicates that this ability is one of the important factors in improving learning outcomes, although there are still other factors that play a role.]]>
<![CDATA[Development of Augmented Reality Learning Media with Ethnomathematics to Improve Critical Thinking Skills ]]>
<![CDATA[LL. Gede Damar Wulan]]>;
<![CDATA[Sudi Prayitno]]>;
<![CDATA[Dwi Novitasari]]>
<![CDATA[ Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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DOI: 10.29303/jm.v8i2.11984
<![CDATA[This study aims to develop an augmented reality learning media using an ethnomathematical approach on curved-sided geometric shapes that is valid, practical, and effective in improving students' critical thinking skills. This research and development (R&D) study adapted the 4D model. The sample consisted of 27 ninth-grade students from a junior high school in West Lombok. The augmented reality media was developed using Assemblr Edu in the form of interactive 3D worlds featuring Sasak cultural objects. During the development stage, two trials were conducted to obtain data on practicality and effectiveness. Research instruments included expert validation questionnaires (media and content), practicality questionnaires for teachers and students, and pretest and posttest questions on critical thinking skills. Data were analyzed using Aiken's V index for validity, percentages for practicality, and normalized gain (g) for effectiveness. The results showed that the developed augmented reality learning media was (1) valid, with an average Aiken's index score of 0.92; (2) practical, with an average practicality percentage of 92%; and (3) effective in improving students' critical thinking skills, with an average normalized gain (g) of 76%. Thus, the developed augmented reality learning media with an ethnomathematical approach is effective in enhancing students' critical thinking skills]]>
<![CDATA[Analisis Transformasi Geometri dan Simetri pada Pola Lantai Tari Lipa’ Sa’be dalam Perspektif Etnomatematika ]]>
<![CDATA[Indah Ramadani Indah]]>;
<![CDATA[Nurdin Hasan Latif Nurdin]]>;
<![CDATA[Asmira Mira]]>;
<![CDATA[Samsul samsul]]>;
<![CDATA[Zul Ashar Ashar]]>;
<![CDATA[Abdilla Nurul Azisah Mn Dilla]]>
<![CDATA[ Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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<![CDATA[Pembelajaran matematika sering dianggap abstrak dan kurang terkait dengan konteks kehidupan sehari-hari, sehingga diperlukan pendekatan yang lebih kontekstual melalui budaya. Penelitian ini bertujuan untuk menganalisis konsep transformasi geometri dan simetri yang terdapat dalam pola lantai Tari Lipa’ Sa’be Mandar dalam perspektif etnomatematika. Penelitian ini menggunakan pendekatan kualitatif melalui observasi video pertunjukkan tari, wawancara dengan pelatih tari, serta studi literatur yang relevan. Hasil penelitian menunjukkan bahwa pola lantai tari Lipa’ Sa’be mengandung tiga bentuk transformasi geometri, yaitu translasi, refleksi terhadap sumbu vertikal dan rotasi. Translasi menjadi bentuk yang paling dominan, di tandai dengan perpindahan posisi penari secara serempak tanpa mengubah bentuk formasi. Refleksi terlihat pada pola yang saling mencerminkan ke arah samping, sedangkan rotasi muncul pada pola gerakan melingkar yang berpusat pada satu titik. Selain itu, tidak ditemukan adanya transformasi dilatasi karena tidak terjadi perubahan ukuran dalam pola lantai. Pola lantai tari ini juga menunjukkan adanya kecenderungan simetri, baik dalam bentuk keseimbangan kiri dan kanan maupun keteraturan pada pola melingkar. Temuan ini menegaskan bahwa pola lantai dalam tari Lipa’ Sa’be tidak hanya memiliki nilai estetika, tetapi juga merepresentasikan konsep matematis yang terstruktur. Hasil penelitian ini sebagai alternatif sumber pembelajaran matematika berbasis budaya yang lebih kontekstual dan bermakna, khususnya dalam memahami konsep transformasi geometri dan simetri]]>
<![CDATA[IMPLEMENTASI MEDIA AR BERMUATAN KEARIFAN LOKAL LAMPUNG PADA MATERI GEOMETRI: PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA ]]>
<![CDATA[Jeshinta Dwi Cahyani]]>;
<![CDATA[Fitria Lestari]]>;
<![CDATA[Noprisa Noprisa]]>
<![CDATA[ Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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DOI: 10.29303/jm.v8i2.12026
<![CDATA[The development of digital technology encourages the use of innovative learning media such as Augmented Reality (AR) to transform abstract Mathematics concepts into more concrete and contextual. This study aims to measure the improvement of students' mathematical communication skills through the implementation of AR media based on Lampung local wisdom on limas and prism materials. This study uses a quantitative approach with a pre-experimental design of one group pretest–posttest involving 15 grade VIII students of Assafina Junior High School Bandar Lampung. Data were collected through tests, questionnaires, and documentation, with test instruments in the form of five description questions that met the criteria of validity and reliability with a Cronbach's Alpha coefficient of 0.99. Data analysis was carried out using Shapiro–Wilk test, paired sample t−test, and N−Gain. The results showed an increase in students' average scores from 51 to 76.73 with a significance level of less than 0.05 and an N−Gain value of 0.51 which was included in the medium category. In addition, students' responses to the use of media reached 87.85% which was classified as very practical. These findings show that AR media based on local wisdom is effective in supporting the development of students' mathematical communication through visual, symbolic, and verbal representations in spatial geometry learning.]]>
