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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 447 Documents
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Concept Image Siswa dalam Pembelajaran Matematika Dita Oktavihari; M. Gunawan Supiarmo
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12630

Abstract

Concept image is a mental representation that plays an important role in shaping students'conceptual understanding of mathematical concepts. The difference between concept image andconcept definition often causes misconceptions and students' difficulties in understanding andapplying mathematical concepts. This study aims to examine and synthesize research resultsregarding students' concept image in mathematics learning. The study used the SystematicLiterature Review (SLR) method by analyzing ten scientific articles published in national andinternational journals. The review process was carried out through the stages of identification,selection, evaluation, and synthesis of articles based on their suitability to the research focus. Theresults of the study indicate that students' concept images in various mathematical materials, suchas algebra, systems of linear equations in two variables, matrices, exponents, exponentialfunctions, sequences and series, quadrilaterals, and the Pythagorean Theorem, are still not fullyin line with the concept definition. This discrepancy is influenced by learning experiences, learningstrategies, mastery of prerequisite concepts, as well as didactic, epistemological, and ontogenicobstacles. In addition, procedure-oriented learning tends to produce less in-depth conceptualunderstanding than learning that emphasizes concept exploration and the use of variousmathematical representations. Therefore, mathematics learning needs to be designed to facilitatethe formation of concept images aligned with concept definitions through meaningful learningexperiences. This study is expected to serve as a reference for researchers and educators indeveloping learning strategies that support improved student conceptual understanding.
Kepraktisan Worksheet Statistika berbasis Model Problem Based Learning berdasarkan Respon Guru Nilza Humaira Salsabila; Sripatmi Sripatmi; Junaidi Junaidi; Nourma Pramestie Wulandari; Ulfa Lu'luilmaknun; Winda Hafifa
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12646

Abstract

Penelitian ini bertujuan untuk menganalisis kepraktisan worksheet statistika berbasis Problem Based Learning (PBL) berorientasi pada kemampuan numerasi berdasarkan respon guru SMP. Penelitian merupakan bagian dari penelitian pengembangan yang berfokus pada tahap uji kepraktisan produk. Subjek penelitian terdiri atas delapan guru matematika SMP yang memberikan penilaian terhadap worksheet menggunakan angket respon guru. Instrumen penelitian berupa angket dengan 25 butir pernyataan menggunakan skala Likert empat tingkat yang mencakup aspek tampilan, penyajian materi, penerapan Problem Based Learning, pengembangan kemampuan numerasi, dan kemudahan penggunaan. Data dianalisis secara deskriptif menggunakan skor rata-rata dan diklasifikasikan berdasarkan kategori kepraktisan. Hasil penelitian menunjukkan bahwa worksheet memperoleh skor rata-rata sebesar 81,33 dari skor maksimum 100 dengan kategori sangat praktis. Guru menilai bahwa worksheet mudah digunakan, memiliki penyajian yang sistematis, mendukung penerapan pembelajaran berbasis masalah, serta berpotensi membantu mengembangkan kemampuan numerasi peserta didik. Beberapa masukan yang diberikan guru berkaitan dengan penyempurnaan materi, aktivitas penemuan konsep, dan peningkatan kualitas tampilan. Dengan demikian, worksheet yang dikembangkan layak digunakan sebagai bahan ajar pendukung pembelajaran statistika di SMP.
Implementasi Computational Thinking dalam Pembelajaran Sekolah Dasar: Sebuah Systematic Literature Review terhadap Penelitian Tahun 2021–2026 M. Gunawan Supiarmo; Gilang Primajati
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12649

Abstract

Computational Thinking (CT) is a crucial 21st-century competency that should be cultivated starting at the primary school level. This study aims to analyze research trends, implementation, and the impact of CT in primary school education during the 2021–2026 period. A Systematic Literature Review (SLR) methodology was employed. Scholarly articles were sourced from Scopus, ERIC, SpringerLink, ScienceDirect, ProQuest, SINTA, Garuda, and Google Scholar, and subsequently analyzed using a descriptive-qualitative approach. The findings indicate a rise in CT research, accompanied by increasingly diverse implementation methods-such as Scratch, robotics, STEM, Project-Based Learning, educational games, Artificial Intelligence, and unplugged activities. CT implementation has been shown to enhance algorithmic thinking, decomposition, pattern recognition, abstraction, problem-solving, creativity, and student learning motivation. However, implementation still faces challenges regarding teacher competence, curriculum integration, and the development of appropriate assessments. Consequently, there is a need to strengthen teacher capacity, develop an integrated curriculum, and conduct further research to optimize CT implementation at the primary school level.
Analisis Komparatif Algoritma Cipher Hill, Cipher Vigenère, dan Cipher Caesar pada Proses Enkripsi dan Dekripsi Data Teks Yunita Septriana Anwar; Rizki Azis Al Kautsar
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12682

Abstract

Classical cryptography is one of the information security methods that employs message transformation techniques to preserve data confidentiality. Several widely used classical cryptographic algorithms are the Caesar Cipher, Vigenère Cipher, and Hill Cipher, each of which has distinct encryption mechanisms and security levels. This study aims to analyze the characteristics, advantages, and limitations of these three algorithms and to compare their encryption and decryption processes. The results indicate that the Caesar Cipher is the simplest and easiest algorithm to implement; however, it provides a low level of security due to its vulnerability to frequency analysis attacks. The Vigenère Cipher offers a higher level of security through its polyalphabetic substitution mechanism, although it remains susceptible to cryptanalysis when the key pattern and length can be estimated. The Hill Cipher provides an even higher level of security by employing polygraphic substitution based on matrix operations, resulting in better diffusion and a larger key space. Nevertheless, its implementation is relatively more complex and requires the use of a key matrix that is invertible modulo a given integer.
Pengembangan Bahan Ajar Pada Perkuliahan Kalkulus Lanjut Berbasis Pemecahan Masalah Nurul Hikmah; Muhammad Turmuzi; Nani Kurnati; Ratna Yulis Tyaningsih
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12684

Abstract

Advanced Calculus is a core course in the Mathematics Education Study Program that requires students to demonstrate strong problem solving abilities. Nevertheless, these competencies have not been optimally developed because learning activities are still largely dominated by conventional instructional approaches, with textbooks serving as the primary learning resource. This study aimed to develop and validate problem-solving-based teaching materials for the Advanced Calculus course. This study employed a Research and Development (R&D) approach using the 4D model, which consists of four stages: Define, Design, Develop, and Disseminate. The participants were students enrolled in the Mathematics Education Study Program. The participants were students enrolled in the Mathematics Education Study Program at Mataram University. Data were collected using validation sheets, student response questionnaires, and a problem solving skills test. The results indicated that the developed teaching material met the criteria of validity, practicality, and effectiveness. These results indicate that the problem-solving-based Advanced Calculus teaching material is appropriate for use as one of the learning resources in Advanced Calculus courses and has the potential to enhance students' problem solving skills.
Model Problem-Based Learning dengan Strategi REACT: Studi Eksperimen terhadap Literasi Matematis dan Self-esteem Syifa Nurul Hidayati; Eva Mulyani; Siska Ryane Muslim
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12545

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model Pembelajaran Berbasis Masalah (PBL) dengan strategi REACT terhadap literasi matematika dan harga diri siswa SMP. Penelitian ini menggunakan metode Kuasi-Eksperimental dengan Desain Posttest-Only dengan Kelompok Tidak Setara. Populasi terdiri dari seluruh siswa kelas tujuh SMP Negeri 3 Luragung, dengan pengambilan sampel acak berkelompok menghasilkan kelas VII A sebagai kelas eksperimen (PBL dengan strategi REACT) dan kelas VII B sebagai kelas kontrol (PBL). Data dikumpulkan menggunakan tes literasi matematika dan kuesioner harga diri. Analisis data menggunakan MANOVA dan uji t sampel independen. Hasil penelitian menunjukkan: (1) terdapat pengaruh simultan PBL dengan strategi REACT terhadap literasi matematika dan harga diri (Wilks' Lambda sig. = 0,000 < 0,05); (2) Literasi matematika di kelas eksperimen (rata-rata = 24,4) secara signifikan lebih tinggi daripada kelas kontrol (rata-rata = 17,92, signifikansi = 0,000 < 0,05); (3) Harga diri di kelas eksperimen (rata-rata = 36,92) secara signifikan lebih tinggi daripada kelas kontrol (rata-rata = 32,88, signifikansi = 0,023 < 0,05).
Kemampuan Berfikir Kreatif Matematis Siswa SMP Melalui Proyek STEM Pada Model Fenomena Banjir Rafina Eka Putri; Desventri Etmy; Risnanosanti Risnanosanti
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12598

Abstract

This study aims to describe the development of junior high school students' mathematical creative thinking abilities through a STEM project based on a flood phenomenon model. The mathematical creative thinking skills studied include four indicators: fluency, flexibility, originality, and elaboration. The study used a descriptive qualitative approach and was conducted at SMP Negeri 10 Bengkulu City in the even semester of the 2025/2026 academic year with 32 eighth-grade students divided into eight groups. Data were collected through observation, documentation, and semi-structured interviews, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results showed that the STEM project based on flooding phenomena was able to facilitate the development of students' mathematical creative thinking skills. The fluency aspect was seen in students' ability to identify various factors causing flooding in a coherent and clear manner. The flexibility aspect was seen when students tried various alternative solutions and used measurement results as a basis for model improvement. The originality aspect emerged through model design ideas developed based on each group's thinking. Meanwhile, the elaboration aspect is evident in students' ability to explain in detail the design process, simulation, and analysis of measurement results. Thus, the flood-based STEM project learning provides a contextual, meaningful learning experience that supports the development of students' mathematical creativity.

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