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MATHEMA: JURNAL PENDIDIKAN MATEMATIKA
Published by Universitas Teknokrat Indonesia
ISSN : -     EISSN : 26865823     DOI : https://doi.org/10.33365/jm.v2i1
Core Subject : Education,
Education Mathematics
Mathema: Jurnal Pendidikan Matematika (E-ISSN: 2686-5823) is a single peer-reviewed journal published in Indonesia by the Faculty of Arts and Education, Universitas Teknokrat Indonesia. This journal aims to facilitate and promote the dissemination of scholarly information on research and development in the field of Mathematics and Mathematics Education. The articles published in this journal can be the result of research, conceptual thinking, ideas, innovations, best practices, and book reviews.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 25 Documents
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Search results for , issue "Vol 7, No 1 (2025): MATHEMA" : 25 Documents clear
Learning Design of Quadratic Equation Using ICT to Understand the Concept and Reduce Math Anxiety Nasution, Syaiful Hamzah; Jupri, Al
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i1.4669

Abstract

Quadratic equations are essential material that students need to master. Based on several studies, many students have not mastered the material because they have not mastered the prerequisite skills and find solutions. This study aims to describe the learning design of quadratic equations using ICT, namely the Algebra Tile app, to understand the concept and reduce students' math anxiety regarding Cone of Experience Theory, Information Processing Theory, and Genesis Instrumentation Theory. The material is limited to quadratic equations with rational roots. The design of learning quadratic equations using ICT refers to three stages of development, namely: (1) analysis stage, (2) design stage, and (3) development stage. The results showed that the learning design was valid, practical, and effective. Using algebraic tile applets helped students factor in quadratic equations and lowered their anxiety during learning. Furthermore, the efforts made by the teacher by dividing students into several groups during learning, providing learning videos, ice breaking, and a short pause after conveying the concept can reduce students' anxiety.
Exploration of Ethnomathematics in Batik Pandanwangi as a Source of Contextual Learning Sugiarni, Rani; Sari, Widya; Adetia, Elsa; Azmy, Dara Septia
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i1.4865

Abstract

Ethnomathematics can serve as a bridge between school mathematics learning and everyday culture. Mathematical concepts found in cultural artifacts can be used as learning resources, allowing students to gain two or more types of knowledge simultaneously, at least in terms of culture and mathematics. Cianjur Regency is famous for Pandanwangi rice, known for its distinct fragrance. The uniqueness of Pandanwangi rice is expressed in batik. This study aims to explore the ethnomathematics present in Pandanwangi Batik, which can be utilized as a learning resource for teaching mathematical concepts. A qualitative research approach with an ethnographic method was employed to explore the mathematical concepts embedded in Pandanwangi Batik. Data were collected through observation, in-depth interviews with traditional confectionery makers, and documentation of the production process. The study used a human instrument, where the researcher directly acted as the data collector by interacting with the research environment. Data collection techniques included observing the activities of batik-making, conducting interviews to understand cultural and mathematical aspects, and documenting patterns and processes involved. The research findings indicate that Pandanwangi Batik contains various ethnomathematical concepts, including proportions (e.g., proportionality, equivalent ratios, inverse ratios), number patterns, geometry, geometric transformations (translation, reflection, rotation), and social arithmetic. These mathematical concepts are derived from the production process, crafting techniques, patterns, and sales outcomes of the batik.
Differentiated Learning Using ESS-MATH-Based PBL Model on Problem-Solving Ability Reviewed from Learning Style Ardiyanto, Bagas; Firmansah, Fery; Tasari, Tasari
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i1.4791

Abstract

The development of the era of globalization is accelerating, which must be supported by the ability of expert students. This study aims to find out how content-differentiated learning through the ESS-MATH-based Problem-Based Learning model affects the ability of class X students of SMK N 1 Klaten to solve problems from a learning style. This study uses a descriptive approach with qualitative research methods. The instruments used were David Kolb's learning style questionnaire, the ESS-MATH application and problem-solving ability questions. The results obtained are that the application of content-differentiated learning using the ESS-MATH-based PBL model is able to improve students' skills in problem-solving according to their learning style. The ESS-MATH application is a new alternative in the implementation of content-differentiated learning because it can meet the learning needs of students and ease of use.
Interaction of Mathematics Learning in Inclusive School Rahmadini, Widya; Fatimah, Siti
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i1.4440

Abstract

Interaction becomes a very important thing in mathematics learning activities because it can help students gain good conceptual understanding, including in inclusive schools that involve regular students and students with special needs in the same scope. This study aims to describe the interaction in mathematics learning in grade VII at one of the inclusive middle schools in Bandar Lampung, Lampung Province. The subjects in this study were 23 regular students, 2 slow learners, and 1 autistic student. This study used a qualitative approach with a case study method on teacher-student interaction in mathematics learning. The research instruments used were observation sheets, Flanders Interaction Analysis Category System (FIACS) matrix, and unstructured interviews. Furthermore, data analysis was carried out through three stages, namely data reduction, data presentation, and conclusion drawing. The results showed that the dominance of teacher talk proportion was in the aspect of encouraging with an average of 34.31% and the aspect of closed response in student talk to the teacher amounted to 70.65% which appeared during the core learning activities in understanding mathematical concepts and problems, while discussions conducted by students with special needs dominated the aspect of discussion during learning activities involving peer tutors, which was 21.88%. This means that mathematics learning in this study forms student activities in following procedural instructions from the teacher, students and teachers communicating mathematics, and jointly constructing mathematical truths. The interaction that occurs in mathematics learning forms a multi-directional pattern involving reciprocal interactions between teachers, regular students, and students with special needs.
Students' Mathematical Problem-Solving Ability Based on Pedagogic Analysis of Mathematics Learning Patunah, Siti; Herman, Tatang
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i1.4818

Abstract

Students' mathematical problem-solving skills are an important ability to have. One of the factors that can affect mathematical problem-solving ability is the teacher's pedagogic in learning mathematics. This study aims to analyze the pedagogical aspects of mathematics learning. The research method used is a qualitative approach with a descriptive method. The research subjects consisted of 35 grade VIII students in one of the schools in the city of Bandung. Data collection was carried out through observation of the mathematics learning process, test items of mathematical problem-solving skills, and the implementation of interviews with teachers and students. Data analysis was carried out by calculating the percentage of answers to the item test for mathematical problem-solving ability and analyzing the pedagogic learning of mathematics. The results showed that the average mathematical problem-solving ability as a whole reached 64.5%, indicating a medium category. The lowest indicator of mathematical problem-solving ability is the recheck indicator. Based on the analysis of pedagogic aspects in mathematics learning on mathematical problem-solving abilities related to teachers' ability to use learning methods and technology. This means that learning methods and technology are important in improving students' mathematical problem-solving skills.
Development of Interactive Mathematics E-Modules Based on Local Issues with a Personalized Approach to Facilitate Junior High School Students' Computational Thinking Skills Ratau, Asria; Bugis, Halima; Wagola, Wa Nurmin; Hukom, Julham
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i1.4670

Abstract

Computational thinking is a method or problem-solving technique that uses concepts from computer science, some characteristics of computational thinking are abstraction, problem decomposition, algorithmic thinking, and generalization. One of the efforts that can generally be done to facilitate students' computational thinking is to facilitate teaching materials (e-modules). Several previous studies have conducted various developments of mathematics e-modules, but there are several weaknesses including the materials and instruments are less related to the context or local issues in the student's environment, the materials and instruments are not oriented to the computational thinking aspect, the e-modules developed pay less attention to the interactivity aspect, so that students do not get optimal feedback from teachers and make it difficult for teachers to control students' abilities, and the e-modules developed do not facilitate students' diverse initial abilities, so a personalized approach is needed in developing e-modules. Therefore, this study aims to produce interactive mathematics e-modules based on local issues or local issues with a personalized approach to facilitate junior high school students' computational thinking abilities. This research is a research & development (R&D) using the Borg and Gall development model. The results of our study indicate that interactive mathematics e-modules based on local issues or local issues with a personalized approach are declared feasible, practical, and effective in facilitating junior high school students' computational thinking. These findings can provide significant contributions in the field of education, especially in teaching mathematics that is more contextual and adaptive to students' needs.
Ethnomathematics in Traditional Farming Systems in Pegalongan Village, Patikraja Nurbaiti, Idhata; Kusno, Kusno
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i1.4882

Abstract

Pegalongan village is located in the south of Purwokerto city and the majority of the population work as farmers. Rice farming in this area is an important part of local culture and tradition, as well as a major source of livelihood for the local community. The purpose of this study is to find the mathematical elements hidden in the operation of rice farming and the philosophical value contained in it. To understand how rice farming communities use mathematics in their cultural context, this study used a descriptive qualitative ethnographic approach. The research involved farmers and farm labourers. The focus of the research includes the planting land, and the process of planting rice, the cultivation of the farmers in the form of mimiti and mbawoni. Data was collected through direct observation of farmers, documentation, and in-depth interviews. Data were analysed thematically to find key themes related to ethnomathematics in rice cultivation. These themes included the use of mathematics in agricultural activities, the use of traditional tools and units of measurement, and agricultural processes rooted in local culture. The study also emphasised that ethnomathematics should be part of the education curriculum to improve students' understanding. The results showed that mathematical concepts such as arithmetic, and measurement can be applied in land cultivation. The results show that local knowledge is critical to agricultural practices, and how ethnomathematics can be incorporated into the education curriculum to improve students' understanding of mathematics in a cultural context.
Meta Analysis: Reciprocal Teaching Learning Model to Improve Mathematics Learning Outcomes Ulfiyati, Ulya; Scolastika, Mariani; Mariani, Isnaini Rosyida; Pujiastuti, Emi; Mulyono, Mulyono
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i1.4800

Abstract

The success of an education is associated with the high and low learning outcomes that have been achieved. The results of mathematics learning are very important, because they measure whether the learning that has been carried out so far has been successful or not. One learning model to improve mathematics learning outcomes is the reciprocal teaching learning model. The aim of this research is to analyze articles on the topic of mathematics learning outcomes in the reciprocal teaching model. The method used in this research is the meta analysis method. The research obtained results that there were three articles with effect sizes in the medium category and three articles with effect sizes in the strong category. The average effect size value of the six articles analyzed was 1.27 in the strong category. So it shows that the reciprocal teaching learning model has a strong influence in improving students' mathematics learning outcomes. Apart from that, the results of hypothesis testing were carried out using the t test, namely t test = 10.89 > 1,968 = t table.  This shows that the average mathematics learning outcomes of students using the reciprocal teaching learning model are better than the average mathematics learning outcomes of students using the conventional learning model.
The Development of Children's Early Numeracy Skills in The Piaget’s Preoperational Stage Nugraha, Adi Cahya; Nuriadin, Ishaq
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i1.4484

Abstract

Early numeracy skills are crucial for young children's cognitive and mathematical development, particularly during the preoperational stage (ages 2-7), when they begin to develop symbolic thinking and foundational mathematical concepts. This study investigates the progression of early numeracy skills in two preschool-aged children (Child H and Child K), focusing on their ability to engage with numeracy concepts such as counting, cardinality, numeral identification, and number combination. Using a qualitative case study approach, the research observes the children's numeracy behaviors through assessments and direct observation during play-based learning activities. Findings reveal notable differences in the children’s numeracy development: Child H demonstrates stronger skills in one-to-one counting, subitizing, number ordering, and problem-solving, while Child K shows emerging abilities but struggles with tasks such as number comparison and number combination. These differences highlight the variability in the development of numeracy skills, with confident children progressing more rapidly in their understanding of numbers and relationships. The study emphasizes the importance of concrete, hands-on learning experiences in developing mathematical thinking, mainly through physical manipulatives and interactive, game-based activities. The results underscore the need for tailored learning experiences to support children in the preoperational stage, which has implications for early childhood educators in fostering a strong mathematical foundation.
The Role of Interactive e-Modules Based on Realistic Mathematics Education to Improve Mathematical Representation Ability Annisa, Dewi; Khairunnisak, Cut; Fadhiliani, Dwi; Zubaidah, Tuti
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i1.4844

Abstract

Excellent mathematical representation ability is needed by students to develop and deepen understanding and relationships between mathematical concepts. Therefore, the teacher has the responsibility to create learning that encourages mathematical representation ability. The existence of interactive e-modules with a realistic mathematic education approach makes it easy for students to learn interactively and adapt to different students' mathematical abilities. This study aims to determine the improvement of mathematical representation ability from the use of interactive e-modules with realistic mathematics education approach. This research is a quantitative research conducted on seventh grade students of SMPN 18 Banda Aceh which is divided into experimental and control classes. The data analysis technique used was analysis of variance (ANOVA) followed by t-test. The results showed that students' mathematical representation ability in the experimental class was better than the control class. The interaction between the use of E-modules and students' initial mathematical ability on mathematical representation ability showed that the use of E-modules and early mathematical ability together had a significant effect on improving mathematical representation ability. Students who have high early math ability have a great influence if given treatment in the form of using RME-based e-modules. Students with low early mathematical ability did not experience significant improvement. Interactive e-modules with the RME approach can be used to improve mathematical representation skills by considering students' early mathematical abilities.

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