cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Nicky Dwi Puspaningtyas
Contact Email
mathema@teknokrat.ac.id
Phone
+6282176500871
Journal Mail Official
mathema@teknokrat.ac.id
Editorial Address
-
Location
Kota bandar lampung,
Lampung
INDONESIA
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 142 Documents
 11   12   13   14   15 
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.
Improving Mathematical Problem-Solving Ability Through Problem-Based Learning (PBL) Model Using Augmented Reality Media Okta, Ira Maya; Fathani, Abdul Halim; Sari, Fadhila Kartika
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.v7i1.4677

Abstract

The research aims to improve students’ Mathematical Problem-Solving Ability (KPMM) by applying the Problem-Based Learning (PBL) model assisted by Augmented Reality media. This research was a collaborative or participatory classroom action research and involved researchers, mathematics educators, colleagues, and students in grade IX of SMP Islam Muallimin Kediri in the even semester of the 2023/2024 academic year. The research instruments consisted of learning devices and data collection instruments. The learning devices employed the Lesson Implementation Plan (RPP), Student Worksheets (LKPD), and AR-Build Space Media. Meanwhile, data collection instruments were observation sheets, interviews, and KPMM tests. Data analysis was conducted descriptively comparatively. The results indicated that implementing the Problem-Based Learning (PBL) model assisted by Augmented Reality media significantly increased students’ KPMM, with the average class value increasing from 56.75 in cycle I to 73.87 in cycle II. In short, the implementation of the PBL model assisted by augmented reality media could increase the KPMM of SMP Islam Muallimin Kediri’s students in grade IX. 
Design of the Mathsolve Learning Media with a Problem-Solving Approach by Schoenfeld on Sequences and Series Material Hartanti, Intan Pramuditya; Purnomo, Eko Andy; Aziz, Abdul
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.v7i1.4883

Abstract

Sequences and series are mathematical topics closely related to everyday life. however, many students face difficulties in comprehensively understanding them. Based on the needs analysis, it was found that students require technology based learning media that can support their learning process more effectively. This study aims to develop the design of a website based learning media called mathsolve, which is structured using schoenfeld problem solving steps. The research method employed is Research and Development (RnD) with the 4D model (Define, Design, Develop, Disseminate), limited to the design stage to focus on developing a well constructed and conceptually tested learning media design before proceeding to further development. The design process involved in depth needs analysis, intensive discussions among the research team, and iterative revisions to ensure the quality of the design. The result of this study is the design of the mathsolve learning media, which includes features such as interactive videos, practice problems, and story problems guided by Schoenfeld problem solving framework. The mathsolve website design can be accessed at www.mathsolve.blog. This design is expected to provide an innovative solution to facilitate students independent learning of sequences and series material and serve as a reference for further research focused on the development and implementation of technology-based learning media on a broader scale.
Mathematics Learning Problem Based Learning Model in Improving Students' Mathematical Representation Ability: A Meta-Analysis Rahmy, Aghnesia; Sutiarso, Sugeng
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.v7i1.4808

Abstract

This research aims to examine the effect size of studies that discuss the application of the Problem Based Learning model as an effort to improve students' mathematical representation skills. The statistical procedures used in this study were based on the meta-analysis procedures namely: (a) calculating the effect size of each primary study; (b) conducting heterogeneity tests and selecting estimation models; (c) check for publication bias; (d) calculate the p-value to test the research hypothesis. The primary studies used were 10 studies obtained from the Google Scholar search engine with publication years between 2018 and 2024. The results of statistical calculations showed that the overall effect size of the studies used was 0.600, which is included in the moderate effect size category with a standard deviation of 0.171. This finding means that the application of the Problem Based Learning model in mathematics learning has a  moderate influence on students' mathematical representation skills.

Page 13 of 15 | Total Record : 142

 11   12   13   14   15 

Filter by Year

2019 2025


Reset
Filter By Issues
All Issue Vol 7, No 1 (2025): MATHEMA Vol 6, No 2 (2024): MATHEMA Vol 6, No 1 (2024): MATHEMA Vol 5, No 2 (2023): MATHEMA Vol 5, No 1 (2023): MATHEMA Vol 4, No 2 (2022): MATHEMA Vol 4, No 1 (2022): MATHEMA Vol 3, No 2 (2021): MATHEMA Vol 3, No 1 (2021): MATHEMA Vol 2, No 2 (2020): MATHEMA Vol 2, No 1 (2020): MATHEMA Vol 1, No 1 (2019): MATHEMA More Issue