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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 513 Documents
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Pemetaan Konsep Matematika dalam Buku Teks Sekolah Dasar untuk Pengembangan Computational Thinking Ahmad Luthfi; Wuri Wuryandani; Fery Muhamad Firdaus
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.v8i3.12288

Abstract

This study aims to analyze the Computational Thinking (CT) content in fifth- and sixth-grade elementary school mathematics textbooks under the Merdeka Curriculum. The study employs a qualitative textbook analysis approach to examine the exploration and practice activities found in the textbooks. The Computational Thinking components analyzed include decomposition, pattern recognition, abstraction, and algorithmic thinking. Data were analyzed through a process of identification, coding, grouping, and calculating the frequency of occurrence of each CT component. The results show that all Computational Thinking components were found in both analyzed textbooks. In the 5th-grade mathematics textbook, the algorithmic thinking component had the highest frequency of occurrence at 39.6%, while in the 6th-grade mathematics textbook, the pattern recognition and abstraction components had the highest percentage at 26.7%. The research findings indicate that the integration of CT in mathematics textbooks exhibits different patterns depending on the characteristics of the material and the grade level. Thus, the Merdeka Curriculum mathematics textbooks include learning activities that support the development of elementary school students’ computational thinking skills through exploratory, contextual, and problem-solving-based activities.
Peningkatan Kemampuan Berpikir Kritis Matematis Siswa melalui Metode Problem Solving dengan Focus Group Discussion (FGD) di SMP Muhammadiyah 3 Bandar Lampung Athian Sulthon; Suryatul Aini Asyhara; Fungky Mariani
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.v8i3.12315

Abstract

Abstract This study aims to determine the improvement of students’ mathematical critical thinking skills through the Problem Solving method integrated with Focus Group Discussion (FGD) at SMP Muhammadiyah 3 Bandar Lampung. The background of this research is the low level of students’ mathematical critical thinking skills, which is reflected in students’ difficulties in analyzing problems, providing logical arguments, and evaluating mathematical solutions. This research used a quantitative approach with a quasi-experimental design employing a pretest-posttest control group design. The subjects of the study consisted of class VIII D as the experimental class and class VIII E as the control class. Data were collected through mathematical critical thinking tests, observation, and documentation. The results showed that students taught using the Problem Solving method with FGD experienced a more significant improvement in mathematical critical thinking skills compared to students who received conventional learning. The integration of Problem Solving and FGD encouraged students to actively discuss, analyze, and evaluate mathematical problems collaboratively. Therefore, the application of the Problem Solving method integrated with FGD can be used as an effective learning alternative to improve students’ mathematical critical thinking skills in mathematics learning.
Analisis Pemahaman Konsep Penjumlahan dan Pengurangan Bentuk Aljabar Pada Siswa Perempuan Berkemampuan Tinggi Jumiati Jumiati; Rita Lefrida; Alfisyahra Alfisyahra; Pathuddin Pathuddin
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.v8i3.12323

Abstract

This research aims to describe students' understanding of the concept of addition and subtraction in algebraic forms in class VII of SMP Negeri 6 Bolano Lambunu. This type of qualitative research is descriptive. The subjects of this research are high-ability female students. Data collection was carried out using written tests and interviews. Checking the quality of research results is carried out using dependability and credibility. The data analysis techniques used are data condensation, data presentation and drawing conclusions. The results of the research show that female students can determine coefficients, variables, constants and terms completely, can simplify addition and subtraction in algebraic forms appropriately, can state true or false statements from operations of addition and subtraction in algebraic forms, can present a concept of mathematical representation in mathematical models with variables a and b, can solve problems by writing necessary and sufficient conditions, can write down the steps in solving algebraic form story problems correctly such as what is known, asked and solved and can solve problems using algebraic reduction operations
Kemampuan Problem Solving Dan Pembuktian Matematis Berdasarkan Prestasi, Tingkat Pendidikan, Dan Gender Zaida Zaida; Mohamad Waluyo
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.v8i3.12335

Abstract

This study aims to describe problem solving skills and mathematical proving based on achievement, level of education, and gender. This type of research is quantitative research. The population in this study were 507 students from grades IV, V, VII, and VIII at SD Negeri 1 Jumapolo and SMP Negeri 1 Jumapolo. The research sample was taken using cluster random sampling, namely class IVA (29 students), VA (37 students), VIIG (32 students), and VIIIF (32 students), with a total sample of 130 students consisting of 65 boys and 65 girls. The results showed that based on education level, there were significant differences in the average scores of problem solving ability and reasoning and proving ability across classes. Based on gender, there were no significant differences between boys and girls in either ability. Based on achievement, there is a positive and strong relationship between problem solving ability and achievement (r=0.699), between reasoning and proving ability and achievement (r=0.672), and between problem solving and reasoning and proving abilities (r=0.608).
Analisis Analisis Kemampuan Pemecahan Masalah dalam Menyelesaikan Soal Rasio Berdasarkan Tahapan Polya Nur Khayatun; Putriaji Hendikawati; Scolastika Mariani
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.v8i3.12372

Abstract

Kemampuan pemecahan masalah merupakan salah satu kompetensi penting dalam pembelajaran matematika; namun, kemampuan siswa dalam menyelesaikan soal-soal rasio masih menunjukkan berbagai kesulitan pada setiap tahap pemecahan masalah. Penelitian ini bertujuan untuk menganalisis secara deskriptif kemampuan pemecahan masalah siswa dalam menyelesaikan soal-soal rasio berdasarkan tahapan Polya. Penelitian ini menggunakan pendekatan kualitatif deskriptif yang dilakukan di SMP Negeri 13 Semarang pada semester genap tahun ajaran 2025/2026. Tiga subjek dipilih menggunakan purposive sampling yang mewakili kategori kemampuan tinggi, sedang, dan rendah. Data dikumpulkan melalui tes, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman dengan teknik triangulasi. Subjek dengan kemampuan tinggi memenuhi semua indikator pada tahap pemahaman, perencanaan, dan implementasi, tetapi belum sepenuhnya memenuhi tahap peninjauan kembali. Subjek dengan kemampuan sedang memenuhi tahap pemahaman dan implementasi tetapi tidak memenuhi tahap perencanaan dan peninjauan kembali. Subjek dengan kemampuan rendah tidak memenuhi indikator apa pun di keempat tahapan Polya. Kesimpulannya, kemampuan pemecahan masalah siswa bervariasi menurut kategori, dengan tahap meninjau kembali (looks-back stage) sebagai tahap terlemah di semua tingkat kemampuan.
Peran Grit dan Resiliensi Matematis Terhadap Kemampuan Berpikir Kritis Matematis Siswa SMA Filzha Aulia Putri; Aditya Prahandhika; Muthiah Fildzah Noverli
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.v8i3.12459

Abstract

Dalam pembelajaran matematika, kemampuan berpikir kritis merupakan kompetensi mendasar yang sudah seharusnya terus diasah dan ditingkatkan. Akan tetapi, faktanya kemampuan tersebut hingga kini masih belum menunjukkan perkembangan yang optimal. Penelitian ini dilakukan untuk mengetahui sejauh mana grit dan resiliensi matematis memengaruhi kemampuan berpikir kritis matematis pada siswa SMA. Penelitian ini menerapkan pendekatan kuantitatif dengan desain ex post facto. Instrumen yang digunakan adalah angket dan tes uraian. Seluruh siswa kelas X SMA Yos Sudarso Karawang dijadikan sebagai populasi penelitian, dengan menggunakan teknik sampling jenuh, maka seluruh anggota populasi juga ditetapkan sebagai sampel penelitian. Hasil analisis menunjukkan bahwa grit tidak memberikan kontribusi yang signifikan terhadap kemampuan berpikir kritis matematis siswa (sig. = 0,190 > 0,05). Sebaliknya, resiliensi matematis terbukti berpengaruh signifikan terhadap kemampuan berpikir kritis matematis siswa (sig. = 0,001 < 0,05). Selain itu, secara simultan grit dan resiliensi matematis berpengaruh signifikan terhadap kemampuan berpikir kritis matematis siswa (sig. = 0,001 < 0,05). Temuan ini mengindikasikan bahwa resiliensi matematis memiliki peran yang lebih besar dalam mendukung kemampuan berpikir kritis matematis dibandingkan grit.
Mathematics Teachers’ Perception in Using Mathematical Problem-Solving as a Teaching Method for Form 1 of Secondary School Ratna Kumala; Rahmawati Rahmawati; Muh. Masri Sari
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.v8i3.12486

Abstract

This study explores teachers' perceptions and practices regarding problem-solving in Form 1 Mathematics classrooms. Problem-solving is widely recognized as a fundamental component of mathematics education, yet its effective implementation remains a significant challenge. Employing a qualitative research approach, this study utilized semi-structured interviews with two mathematics teachers and thematic analysis to examine how teachers perceive, interpret, and apply problem-solving approaches in their instruction. The findings reveal that although teachers hold positive attitudes toward problem-solving and acknowledge its importance in developing Higher-Order Thinking Skills (HOTS), their self-reported classroom practices rarely reflect the systematic use of established frameworks such as Polya's Model. Key barriers identified include insufficient professional training, curriculum time constraints, and students' weak foundational mathematical skills. This perception-practice gap indicates a significant disconnect between teachers' beliefs and their instructional reality. The study concludes that structured professional development programs, curriculum flexibility, and targeted support systems are essential to bridge this gap and enhance the quality of problem-solving instruction in mathematics education
Analisis Kemampuan Numerasi Pada Pembelajaran Problem Based Learning Berbasis Etnomatematika: Analisis Kemampuan Numerasi Pada Pembelajaran Problem Based Learning Berbasis Etnomatematika nina andriani; Marsigit Marsigit
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.v8i3.12500

Abstract

This study was prompted by the fact that students were unable to fully utilize their literacy skills when working on the Pythagorean theorem. The objective of this study is to describe students’ numeracy skills in relation to the minimum proficiency criteria for the Pythagorean theorem. The research method used in this study is the grounded theory design. The subjects of this study were 32 eighth-grade students from Class VIII A at the public junior high school. Data collection utilized a test. The data collection phase was conducted face-to-face. The test questions consisted of problems involving the Pythagorean theorem. These questions were first reviewed by an evaluator, a mathematics teacher at the public junior high school. The data was analyzed through the stages of data reduction, data presentation, and drawing conclusions. The numeracy skills of students at SMP Negeri 3 Kalasan were categorized as high. The results of the study showed that 17 students scored high on the numeracy skills test, 6 students were categorized as moderate, and 9 students were categorized as low.
Analisis Kemampuan Berpikir Komputasional Matematis dalam Menyelesaikan Soal Matematika Aulia Zahro Kholili; Caswita Caswita; Chika Rahayu
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.v8i3.12502

Abstract

This descriptive qualitative research aims to analyze students' mathematical computational thinking skills in solving mathematics problems. Data were collected through a literature study of several relevant scientific journals. The results showed that students' computational thinking skills are generally still low. In the decomposition and abstraction components, most students found it difficult to break down complex problems and sort out essential information. The biggest obstacles were found in the pattern recognition and algorithmic thinking components, where students failed to detect data regularity and were not accustomed to arranging solution steps systematically.
Pengaruh Pembelajaran Mandiri dan Pola Pikir terhadap Prestasi Matematika Siswa Sekolah Dasar Sayyid Abdul Munir; Sintha Sih Dewanti
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.v8i3.12503

Abstract

Persistent challenges in elementary mathematics achievement highlight the need to understand influential non-cognitive factors. While self-regulated learning (SRL) and mindset are recognized as significant predictors of academic success, their combined impact on the performance of young students is not yet fully understood. Therefore, this study investigates the independent and combined effects of self-regulated learning and mindset on the mathematics achievement of fourthgrade elementary school students. Using an ex post facto quantitative design, the study involved 34 students selected via saturated sampling. Data were collected using Likert-scale questionnaires for SRL and mindset, and academic scores for mathematics achievement. The data were analyzed using descriptive statistics and multiple linear regression, following prerequisite tests (normality, linearity, multicollinearity, and homoscedasticity). The findings revealed that self-regulated learning had a significant positive effect, explaining 81.7% of the variance in mathematics achievement (p < 0.001). Mindset also demonstrated a significant positive effect, accounting for 13.0% of the variance (p = 0.013). Combined, both variables significantly influenced mathematics achievement (p < 0.001), explaining 94.3% of the variance (Adjusted R² = 0.943), with the remaining 5.7% attributable to other factors. These results underscore that fostering students' ability to self-regulate their learning and cultivate a growth mindset are crucial components for effective mathematics instruction in primary education.

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