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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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Analisis Pemecahan Masalah Siswa dalam Menyelesaikan Soal Cerita Barisan dan Deret Aritmatika Berdasarkan Tipe Kepribadian Menurut David Keirsey Miftahul Mifta; Dasa Ismaimuza; Sutji Rochaminah; Mustamin Idris
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.v8i3.12997

Abstract

This study aims to obtain a description of the problem-solving process of students at SMA Negeri 1 Ogodeide in solving word problems on arithmetic sequences and series. Problem-solving needs to be analyzed so that teachers can understand students' problem-solving abilities. This research uses a qualitative descriptive method. Data were obtained from written tasks and student interviews. The results show that the problem-solving analysis of students with rational (MS) and artisan (SM) personality types fulfilled all problem-solving indicators, namely understanding the problem, devising a plan, carrying out the plan, and looking back. The problem-solving analysis of the student with a guardian personality type (AH) only fulfilled two indicators, namely understanding the problem and devising a plan. The problem-solving analysis of the student with an idealist personality type (SS) only fulfilled three indicators, namely understanding the problem, devising a plan, and carrying out the plan.
Eksplorasi Etnomatematika pada Kostum Karnaval Pesona Gondanglegi sebagai Konteks Pembelajaran Pola Bilangan dan Refleksi Syaiful Ghozi; Anggita Oktaviana Putri
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.v8i3.12998

Abstract

Mathematics is closely related to various aspects of human life, including culture. One approach that integrates mathematics with culture is ethnomathematics, which enables mathematics learning to become more contextual and meaningful. However, previous ethnomathematics studies have primarily focused on cultural objects such as batik, traditional houses, traditional games, and handicrafts, while studies examining carnival costumes remain limited. This study aims to explore the ethnomathematical concepts embedded in the costumes of the Pesona Gondanglegi Carnival, namely the Raja Garuda Costume, Mahkota Diablo Costume, and Javanese Costume, and to describe their potential as contextual resources for mathematics learning. This study employed a qualitative approach with an ethnographic design. Data were collected through observations, semi-structured interviews with the owner of MIZU PROJECT, and documentation. Data were analysed using the interactive model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing. The trustworthiness of the findings was ensured through technique triangulation and source triangulation. The findings revealed that the three carnival costumes embody various ethnomathematical concepts, including reflection, arithmetic sequences, and geometric sequences, as represented in the arrangement of ornaments, shapes, and decorative patterns. These concepts can be mathematically modelled and integrated into mathematics learning, particularly in the topics of geometric transformations and number sequences. Therefore, the costumes of the Pesona Gondanglegi Carnival have the potential to serve as contextual learning resources that integrate local cultural values with mathematical concepts, thereby supporting meaningful mathematics learning while contributing to the preservation of local culture. Keywords: ethnomathematics, Pesona Gondanglegi Carnival, carnival costumes, number sequences, reflection.
Implementation Implementation of Authentic Assessment to Enhance the Learning Process and Outcomes of Madrasah Aliyah Students: A Literature Review Siti Rukayah; Sunismi Sunismi
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.v8i3.12999

Abstract

Peningkatan kualitas pendidikan di Madrasah Aliyah (MA) membutuhkan sistem evaluasi yang tidak hanya berfokus pada kemampuan kognitif, tetapi juga memotret perkembangan karakter dan keterampilan siswa secara utuh. Artikel ini mengkaji implementasi asesmen autentik sebagai strategi untuk meningkatkan proses dan hasil belajar siswa MA, sebuah langkah yang sangat sejalan dengan visi Kurikulum Merdeka. Dengan menggunakan metode Systematic Literature Review (SLR), penelitian ini menyintesis berbagai literatur terdahulu guna memetakan potensi asesmen ini di lingkungan madrasah. Hasil kajian menunjukkan bahwa asesmen autentik sangat relevan dengan karakteristik siswa MA karena mampu menilai kompetensi sikap, pengetahuan, dan keterampilan secara terpadu melalui tugas-tugas yang terdekat dengan kehidupan nyata. Penerapan pendekatan ini terbukti memberikan dampak positif, terutama dalam mendorong keterampilan berpikir tingkat tinggi (HOTS), mengasah kemampuan pemecahan masalah, serta memperkuat karakter religius siswa. Meskipun begitu, implementasinya di lapangan masih terbentur sejumlah tantangan, seperti terbatasnya pemahaman teknis guru, tingginya beban administrasi, dan belum meratanya fasilitas pendukung. Untuk itu, diperlukan strategi optimalisasi yang mencakup pelatihan berkelanjutan bagi pendidik, kolaborasi aktif antarguru dalam menyusun instrumen penilaian, pemanfaatan teknologi digital, serta dukungan penuh dari kebijakan madrasah. Kesimpulannya, asesmen autentik bukan sekadar instrumen untuk mengukur nilai kelulusan, melainkan sebuah pendekatan komprehensif yang mampu menciptakan pengalaman belajar bermakna sekaligus mencetak lulusan yang holistik dan kompeten.
Bahasa Inggris Katwan Nurwahyuni; Kana Hidayati; Darojatun Fikri; Aditya Pratama Puja Kesuma
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.v8i3.13020

Abstract

Contextual and meaningful mathematics learning is essential for supporting students’ conceptual understanding and mathematical literacy. However, a comprehensive evaluation of the implementation of ethnomathematics-based Realistic Mathematics Education (RME) is still needed to examine the alignment between instructional planning, classroom implementation, and learning outcomes. This study evaluates the implementation of the ethnomathematics-based Realistic Mathematics Education (RME) approach using the CIPP evaluation model, which encompasses context, input, process, and product. This study employs an evaluative approach, with data drawn from documentation, observations, and interviews conducted in two eighth-grade classes at a public junior high school in Yogyakarta. The data were analysed descriptively according to the alignment of each evaluation component. The results showed that the context evaluation achieved a 100% alignment rate, input 90%, process 94.12%, and product 100%, all falling into the “very good” category. The evaluation results also showed an increase in students’ conceptual understanding and mathematical literacy from the pretest to the posttest, as well as average learning outcomes in line with the KKTP. Thus, the implementation of ethnomathematicsbased RME can be deemed very effective in supporting active, contextual, and meaningful mathematics learning.
Uji Validitas dan Reliabilitas Instrumen Ketergantungan Kecerdasan Buatan untuk Mahasiswa Calon Guru Matematika Sabrina Aprilia; Elisa Mutiara Fatmadewi; Indah Maulidya; Ahmad Taufik Hidayat; Nafa Nur Rakhima; Nuriana Rachmani Dewi
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.v8i3.13021

Abstract

The use of Artificial Intelligence (AI) in academic activities has increased significantly, creating the need for a valid and reliable instrument to measure students' dependence on Artificial Intelligence. This study aimed to examine the validity and reliability of an Artificial Intelligence dependence instrument administered to 89 prospective mathematics teachers. The study employed a quantitative descriptive approach. The research instrument was a questionnaire consisting of 20 items covering five aspects: usage, feelings, usefulness, ease of access, and dependence on Artificial Intelligence. The instrument was adapted from an existing questionnaire and modified to suit the context of prospective mathematics teachers. Item validity was analyzed using the Pearson Product–Moment correlation, while reliability was evaluated using Cronbach's Alpha. The results indicated that all questionnaire items were valid. The reliability analysis yielded a Cronbach's Alpha coefficient of 0.78, which falls into the high reliability category, indicating that the instrument has good internal consistency. Therefore, the Artificial Intelligence dependence instrument was found to be valid and reliable, making it suitable for measuring the level of dependence on Artificial Intelligence among prospective mathematics teachers.
Analisis Kemampuan Berpikir Kritis Matematis Peserta Didik Ditinjau dari Perspektif Adversity Quotient rizky rizky; Anggraini; Gandung Sugita; I Nyoman Murdiana
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.v8i3.13051

Abstract

Background: Critical thinking ability is an essential competency in mathematics education. Students' critical thinking ability varies depending on how they respond to challenges, which is closely related to their Adversity Quotient (AQ). Aims: This study aims to obtain a descriptive analysis of students' mathematical critical thinking ability at SMA Negeri 1 Sigi reviewed from the perspective of Adversity Quotient (AQ). Methods: This research is qualitative with a descriptive approach. The subjects were three students from Class XI MIPA 1 at SMA Negeri 1 Sigi, representing one climber, one camper, and one quitter category, selected through purposive sampling based on the Adversity Response Profile (ARP) questionnaire distributed to 21 students. Data were collected through the ARP questionnaire, a 2-item mathematical critical thinking ability test on circle equations, and interviews. Data analysis followed the Miles and Huberman model (data reduction, data display, and conclusion drawing), and validity was examined through member check. Results: The climber student (SAP) fulfilled all six FRISCO critical thinking indicators (Focus, Reason, Inference, Situation, Clarity, and Overview) on both tests. The camper student (M) fulfilled 5 indicators (Focus, Reason, Situation, Clarity, and Overview) on Test 1, and 5 indicators (Focus, Reason, Inference, Situation, and Clarity) on Test 2. The quitter student (A) fulfilled only the Focus indicator on Test 1 and fulfilled no indicators on Test 2. Conclusion: Students' mathematical critical thinking ability differs according to their AQ category. Climber students demonstrate the most complete critical thinking, camper students show partial critical thinking with some gaps, and quitter students show minimal critical thinking ability.
Pembelajaran Berbantuan Artificial Intelligence dalam Model Inkuiri Terbimbing: Pengaruhnya Terhadap Kemampuan Computational Thinking Tara Segaria; Sugiman Sugiman
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.v8i3.13094

Abstract

Penelitian ini bertujuan untuk menguji pengaruh pembelajaran berbantuan artificial intelligence dalam model inkuiri terbimbing terhadap kemampuan computational thinking siswa. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain pretest-posttest non-equivalent multiple group design. Populasi penelitian adalah seluruh siswa kelas VIII semester genap di SMP Negeri 4 Yogyakarta tahun ajaran 2025/2026. Sampel dipilih menggunakan teknik purposive sampling, yaitu kelas VIII B sebanyak 32 siswa sebagai kelas eksperimen 1 yang mengikuti pembelajaran berbantuan artificial intelligence dalam model inkuiri terbimbing dan kelas VIII A sebanyak 32 siswa sebagai kelas eksperimen 2 yang mengikuti pembelajaran dengan model inkuiri terbimbing. Instrumen penelitian berupa tes kemampuan computational thinking. Data dianalisis secara deskriptif dan inferensial menggunakan uji independent sample t-test pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa siswa yang mengikuti pembelajaran berbantuan artificial intelligence dalam model inkuiri terbimbing memiliki kemampuan computational thinking yang lebih tinggi dibandingkan siswa yang mengikuti pembelajaran dengan model inkuiri terbimbing, yang ditunjukkan oleh hasil uji independent sample t-test dengan nilai sebesar 0,01976 < 0,05. Oleh karena itu, pembelajaran berbantuan artificial intelligence dalam model inkuiri terbimbing dapat digunakan sebagai salah satu alternatif pembelajaran matematika untuk mengembangkan kemampuan computational thinking siswa. Kata Kunci: Model Inkuiri Terbimbing 1; Artificial Intelligence 2; Berpikir Komputasi 3
Penerapan Augmented Reality Card pada Pembelajaran Berbasis Masalah untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa Sutan Siregar; Muhammad Badzlan Darari
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.v8i3.13113

Abstract

This study aimed to improve students' mathematical problem-solving ability through the implementation of Augmented Reality Card media in problem-based learning. The study employed Classroom Action Research using the Kemmis and McTaggart model, which was conducted in two cycles. The participants were 30 ninth-grade students of class IX-10 at SMP Negeri 35 Medan in the second semester of the 2025/2026 academic year. Data were collected through mathematical problem-solving tests, observation, and documentation. Students' problem-solving ability was analyzed based on Polya's four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. The results showed that the average problem-solving score increased from 29.30 in the pre-cycle to 51.46 in Cycle I and 85.96 in Cycle II. Classical mastery increased from 3.33% to 86.67% in Cycle II. The N-Gain from Cycle I to Cycle II was 0.710, categorized as high, while the effect size was 0.608, indicating a large effect. Therefore, the implementation of Augmented Reality Card media in problem-based learning can improve students' mathematical problem-solving ability.
Systematic Literature Review: Penerapan Pendekatan Realistic Mathematics Education terhadap Kemampuan Kognitif dan Afektif Siswa Mubdiya Diniyati Shobah; Dhoriva Urwatul Wutsqa
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.v8i3.13121

Abstract

Abstract Realistic Mathematics Education (RME) is a widely adopted approach for enhancing the quality of mathematics learning. This study aims to analyze the research focus, methodological characteristics, and research trends related to the implementation of RME at the junior and senior high school levels. A Systematic Literature Review (SLR) was conducted on 23 articles published between 2022 and 2026 that met the inclusion and exclusion criteria. The findings indicate that RME research has predominantly focused on cognitive aspects, particularly mathematical problem-solving and mathematical connection abilities, compared to affective aspects such as self-efficacy, learning motivation, and mathematical disposition. In terms of educational level, the studies were dominated by the junior high school level. Meanwhile, in terms of methodology, experimental research with short-term interventions was the most commonly employed approach. Furthermore, RME research shows a growing tendency toward more diverse investigations, encompassing both cognitive and affective aspects. These findings suggest that RME has the potential to support various student competencies in mathematics learning and opens opportunities for further research on affective aspects and long-term research designs.
Hubungan Kemampuan Berpikir Kritis Dengan Self-Regulated Learning Siswa Kelas VIII Pada Salah Satu MTs Di Kota Mataram: Studi Mixed Methods Explanatory Sequential Kinanta Arseti Marga Pendika; Hapipi Hapipi; Ulfa Lu’luilmaknun
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.v8i3.13126

Abstract

Critical thinking skills and self-regulated learning are two important competencies that support students’ success in mathematics learning. This study aimed to determine the level of critical thinking skills, the level of self-regulated learning, and the relationship between critical thinking skills and self-regulated learning among eight grade students at public Islamic junior high school in Mataram City on the topic of statistics. The study employed a mixed methods approach with an explanatory sequential design. Quantitative data were obtained through a critical thinking test and the Academic Self-regulated learning Questionnaire (ASLQ), while qualitative data were obtained through interviews to strengthen the quantitative findings. The sample consisted of 73 students selected using simple random sampling. Quantitative data were analyzed using descriptive statistics and the Spearman rank correlation test, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The results showed that the largest proportion of students fell into the high critical thinking ability category, accounting for 41.10%, followed by the low category at 36.99% and the moderate category at 21.92%. The Spearman correlation coefficient was 0.047 with a significance value of 0.690 , indicating no significant relationship between students’ critical thinking skills and self-regulated learning. The qualitative findings showed that students with high levels of self-regulated learning did not necessarily have high critical thinking skills because they still experienced difficulties in reasoning processes and understanding mathematical concepts. Thus, there was no significant relationship between students’ critical thinking skills and self-regulated learning

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