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Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika
Published by Universitas Ibrahimy
ISSN : 27156095     EISSN : 27156109     DOI : https://doi.org/10.35316/alifmatika
Core Subject : Religion, Science, Education,
Religion Education Mathematics Physics Other
Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika (Alifmatika: Journal of Mathematics Education and Learning) published by Faculty of Tarbiyah in Ibrahimy University. Registered numbers e-ISSN: 2715-6109 and p-ISSN: 2715-6095. published biannually in June and December. The Focus of this journal contains writings that are taken from the results of the research, and the results of deep (conceptual) thinking in the field of mathematics education and mathematics learning. The Scope of this journal includes: (1) Educational studies, (2) Ethnomathematics, (3) Mathematics Abilities, (4) Mathematical thinking, (5) Developmental Research, (6) Assessment and Evaluation, (7) Pedagogical content knowledge, (8) Theory and practice studies, (9) Mathematical integration studies, and (10) Realistic Mathematics Education (RME).
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 109 Documents
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A learning trajectory for developing computational thinking in prospective mathematics teachers through Python programming in Google Colab Irawan, Edi; Huda, Moh. Khoridatul; Purwasih, Ratni
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 1 (2025): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i1.34-52

Abstract

Computational thinking (CT) is a fundamental skill that needs to be developed by prospective mathematics teachers to improve problem-solving and logical reasoning. Integrating programming into mathematics learning is an effective approach to training this skill. This study aimed to design a hypothetical learning trajectory (HLT) for developing CT using Python programming on Google Colab. This study used a didactical design research (DDR) framework consisting of three stages: prospective analysis, metapedadidactic analysis, and retrospective analysis. The research participants were prospective mathematics teacher students enrolled in a computer programming course. Data were collected through observation, code artefacts, and reflective interviews. The results showed that HLT, designed in stages, improved the four main components of CT: decomposition, abstraction, pattern recognition, and algorithmic thinking. The students experienced improvements in breaking down problems, devising more efficient solutions, recognising patterns in code structures, and systematically designing algorithms. In addition, Google Colab supports learning by providing a collaborative and accessible programming environment. However, minor syntax errors and lack of attention to indentation were found. This study recommends using structured debugging strategies and project-based learning in optimizing CT development. The findings indicate that the integration of programming into the education of prospective mathematics teachers can equip them with essential CT skills to support technology-based mathematics teaching.
Beyond circular trigonometry: Parabolic functions from geometric identities Al-ossmi, Laith H. M.
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 1 (2025): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i1.1-33

Abstract

This paper presents an innovative extension of trigonometric functions to parabolic geometry, introducing the parabolic sine (sinp u) and parabolic cosine (cosp u) functions. Geometrically, sinp u and cosp u are defined via the relationship between a point on a parabola and its focus: sinp u represents the vertical displacement ratio, while cosp u corresponds to the horizontal displacement ratio, normalized by the focal distance. These functions generalize circular trigonometry to a parabolic framework, preserving key structural identities while exhibiting unique behaviors, such as fixed asymptotic values under angle variation. The objective of this study is to establish a rigorous foundation for parabolic trigonometry, derive its core identities, and demonstrate its applicability. Using a geometric-analytic approach, we redefine trigonometric concepts via parabola-centric constructions, adapt Euler’s formula to parabolic segments, and derive exponential representations of sinp u and cosp u. This method leverages differential geometry and algebraic invariance to ensure consistency with classical trigonometry while extending its scope. Key results include: (1) Proofs of sinp u, and cosp u; (2) Exponential forms: sinp u, and cosp u; (3) As the parabolic imaginary unit. Unlike circular trigonometry adaptations, our approach provides intrinsic geometric consistency with parabolic functions, enabling exact solutions for parabolic arc lengths and focal properties. This contrasts with numerical or linearized methods that sacrifice accuracy for simplicity. Theoretically, unifies parabolic geometry with analytic trigonometry, opening pathways for conic-section-generalized trigonometry, enhancing modeling in optics (parabolic mirrors), structural engineering (cable-supported arches), and ballistics (trajectory optimization), offering a novel pedagogical tool to bridge classical and modern geometry.
The effectiveness of applying mathemagic as an alternative method of Joyful learning for junior high school students Qoyyimah, Annisaul; Maswar, Maswar
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 1 (2025): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i1.53-67

Abstract

This study aims to analyze the effectiveness of the mathemagic method as one of the alternatives to joyful learning methods for junior high school students. The objects of this study were students of State Junior High School 1 Situbondo, consisting of 30 students in the experimental class and 30 students in the control class. Data were collected through test instruments and questionnaires, then analyzed using descriptive and inferential statistics in the form of paired sample t-tests, and N-Gain tests. The results of the study showed that the application of the mathemagic method as an alternative joyful learning is effective in improving student learning outcomes on HOTS questions, with an average increase in scores from pre-test (68.80) to post-test (87.83) of 19.03 points in the experimental class compared to pre-test (63.23) to post-test (73.20) of 9.97 points in the control class, sig.t (p-value) 0.000 < 0.05. The N-Gain analysis was 61.71% (moderate category) in the experimental class, while the control class was 27.24% (low category). In addition, 85% of students gave a positive response to this method, especially in terms of motivation and interest in learning because it was considered interesting and enjoyable.
Exploring the influence of Sternberg's thinking styles on students' mathematical creative problem-solving Noviani, Julia; Ahmad, Nurul Qomariyah; Dewi, Indah Puspita; Ulfa, Mahfudzah
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 1 (2025): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i1.68-107

Abstract

Creative thinking is an essential skill for students in the 21st century, especially in mathematics, requiring problem-solving and analytical abilities. This study aims to analyze the creative thinking abilities of high school students in solving mathematical problems, analyzed through Sternberg’s legislative, executive, and judicial thinking styles. A mixed method approach was employed, combining quantitative analysis of thinking style questionnaires and mathematics ability tests with qualitative examination of students’ creative thinking task responses and interview data. Nine students were purposively selected from the 37 participants for in-depth analysis based on their dominant thinking styles and mathematical ability levels. These students were analyzed further through their written responses and semi-structured interviews to gain deeper insights into their mathematical creative thinking processes. Students completed a mathematical creative thinking task, evaluated on four indicators: fluency, flexibility, originality, and elaboration. Findings revealed that all students were categorized at MCT Level 2 (Quite Creative), demonstrating only partial fluency and elaboration. No subject fulfilled flexibility or originality criteria, indicating limited strategic and novel thinking across styles. Interestingly, students with low mathematical ability also reached MCT Level 2, suggesting that creative thinking can be independent of academic performance. Legislative students lacked strategic variation despite their preference for autonomy, executive students relied strictly on procedural methods, and judicial students remained evaluative but unoriginal. Future research should involve a larger and more diverse sample to explore broader dimensions of students’ cognitive processes in mathematical learning. These findings imply that differentiated instruction based on thinking styles may be key to cultivating creativity in mathematics classrooms. The study underscores the need for instructional approaches emphasizing divergent thinking and creative exploration to align with diverse cognitive styles and enhance students' mathematical creativity.
Analyzing numeracy skills of upper primary graders in real-world problem contexts Akmal, Nurul; Idris, Khairiani; Fauziana, Fauziana; Harun, Jamilah
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 1 (2025): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i1.108-123

Abstract

Numeracy skill is a critical skill for elementary school students, enabling them to apply mathematical concepts in everyday contexts and make informed decisions. This study investigates the numeracy skills of 55 fifth-grade students from Lhokseumawe City, Aceh Province. The students’ numeracy skills were measured across three key indicators: counting, numerical relations, and arithmetic operations. A descriptive quantitative approach was used to assess students' abilities. The results indicated that while students performed well in basic counting and arithmetic tasks, they struggled with tasks involving numerical relations and distinguishing quantities. The highest performance was observed in "counting an object verbally" (73%), while the lowest average score was in "distinguishing the quantity of an object" (41%). The study emphasizes the importance of integrating real-life scenarios into math instruction to improve numeracy skills. It also highlights the need for teacher training, scaffolded learning strategies, and the incorporation of higher-order thinking skills (HOTS) in the curriculum. The findings offer valuable insights for educators and policymakers aiming to enhance numeracy skills in elementary education, with implications for both academic performance and practical application.
Bibliometric study on research trends in artificial intelligence and mathematics education Daulay, Leni Agustina; Nasution, Awal Kurnia Putra; Asnawi, Asnawi; Zahari, Cut Latifah; Wardani, Hizmi
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 1 (2025): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i1.124-147

Abstract

This research analyzes the emerging AI and Mathematics Education nexus from the years 2015 to 2024, aiming to ascertain primary research patterns, significant contributors, and thematic progressions in the specialized bibliometric discourse. By conducting a bibliometric analysis of 840 articles indexed in Scopus, this research uncovers accelerated growth, especially post-2020, in scholarly interest concerning AI applications in mathematics education. The findings emphasize a notable decline in using teaching methods grounded in pedagogy to more sophisticated techniques focused on leveraging machine learning and tutoring systems to maximize educational achievement for students. The United States and China are pointed out as the main players in the mapped research framework. Unlike other studies that vaguely address AI and education, this review stands out in providing a comprehensive assessment of how AI tools are integrated within the teaching of mathematics and tracking the evolution of research in this context. The design seeks to aid educators, policymakers, and even researchers focusing on the intersection of technological advancements and educational reform in mathematics teaching.
Unlocking mathematical potential: The impact of PAKEM learning and local wisdom on high school students' problem-solving abilities Supratman, Supratman; Hali, Fitriyani; Bonyah, Ebenezer
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 1 (2025): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i1.190-214

Abstract

Mathematical problem-solving ability refers to the capacity to solve problems through sound decision-making, which is essential for effective learning. Students must be able to think positively, logically, and methodically to address mathematical problems. Based on local cultural knowledge, this study aims to examine how high school students taught using the PAKEM model (Active, Creative, Effective, and Fun Learning) differ in their mathematical problem-solving abilities compared to those taught through direct instruction. The population of this study comprised all Grade X students at SMA Negeri 1 Tanggetada, Tanggetada District, Kolaka Regency. The sample was selected using purposive sampling, consisting of 30 students each from classes X1 (experimental group) and X3 (control group) of the same school. This quasi-experimental study employed quantitative research methods. Data were collected using test instruments, and the analysis techniques applied included Ngain analysis, independent t-test, homogeneity test, and normality test. The research results show that the H₀ was rejected and H₁ was accepted, with a tcount of 5.239 and a significance value (2-tailed) of 0.000, which is less than the alpha level of 0.05. It indicates that the experimental class taught with the PAKEM model performed better in mathematical problem-solving than the control class taught through direct instruction. Qualitative analysis showed that three students' strong potential in solving mathematical problems through the application of the PAKEM learning model. The pretest and posttest scores show significant improvement: the experimental group increased from 57.90 to 85.13, while the control group improved from 56.57 to 78.13. These results indicate that the PAKEM model, grounded in regional local wisdom, has greater instructional effectiveness than direct instruction in improving students’ mathematical problem-solving abilities.
Mapping research trends in ethnomathematics within mathematics education: A bibliometric study Fauzan, Muh. Ikhwan; Rosnawati, Raden; Salsabila, Azkiya; Sutrimo, Moh. Slamet; Ulwiyah, Sa'adatul; Iqbal, Muhammad
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 1 (2025): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i1.215-232

Abstract

Ethnomathematics integrates cultural values and local knowledge into mathematics education, fostering contextual and inclusive learning. However, a comprehensive mapping of its scholarly development is still lacking, prompting the need for a bibliometric analysis to explore its contributions and future directions. This study analyses the development of ethnomathematics studies in education using a bibliometric approach based on data from Scopus during the period 2009–2024. This study aims to identify publication trends, authors, publishers, and influential journals, including patterns of relationships between keywords, collaboration between authors, and geographical distribution of publications. The identification results are used to see an overview of the contribution and implications of ethnomathematics in mathematics education. A total of 254 selected articles were analysed using the PRISMA model, R software with the biblioshiny package, and the VOSviewer application. The analysis results show growth with Indonesia as the most significant contributor. The dominant keyword is Ethnomathematics, which focuses on cultural integration in mathematics teaching. This study emphasises the importance of the ethnomathematics approach in improving students' understanding and learning outcomes, enriching cultural insights, and strengthening international collaboration in educational research. The results also show that ethnomathematics has received growing attention in mathematics education research, as reflected in the increasing number of publications and thematic focus in recent years. Recommendations for further research include a deeper exploration of the values of ethnomathematics and its effectiveness in learning.
Mathematical modelling problem solving with respect to students’ mathematical resilience in GeoGebra-assisted mea learning Lutfiyana, Lina; Pujiastuti, Emi; Kharisudin, Iqbal
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 2 (2025): Alifmatika - December
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i2.233-259

Abstract

Problem-solving is a crucial 21st-century skill that plays a vital role in mathematics education. One practical approach to developing this skill is through mathematical modelling, particularly by employing GeoGebra-assisted MEA learning. This study aims to: (1) evaluate the quality of GeoGebra-assisted MEA learning; (2) examine the influence of mathematical resilience on Mathematical Modelling Problem-Solving Ability (MMPSA); and (3) describe students’ MMPSA based on their levels of mathematical resilience. A mixed-methods approach was employed using a Sequential Explanatory design, with instruments including questionnaires, tests, observations, and interviews. The sample consisted of Class VII A as the experimental group and Class VII B as the control group, each comprising 30 students. Eight students were selected as qualitative subjects based on their mathematical resilience levels. The results indicate that GeoGebra-assisted MEA learning demonstrates high instructional quality and significantly enhances students’ MMPSA. Quantitative findings show that mathematical resilience has a significant effect, accounting for 30% of the variance in students’ problem-solving performance. These results are further supported by qualitative data obtained through observations and interviews. Students with high resilience tended to be confident, persistent, and effective in solving problems. Those with moderate resilience showed adequate capability but lacked precision, while students with low resilience were easily discouraged and exhibited low self-confidence. In conclusion, integrating quantitative and qualitative findings underscores the importance of fostering mathematical resilience to enhance students’ problem-solving abilities, particularly in the context of GeoGebra-assisted MEA in mathematical modelling.
A meta-analytic review of the impact of ethnomathematics-based instruction on students’ conceptual understanding in mathematics Prasetyawan, Enggar; Masitoh, Lisda Fitriana
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 2 (2025): Alifmatika - December
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i2.260-274

Abstract

Ethnomathematics-based learning has been implemented in various regions as an approach to mathematics education. This meta-analysis investigates the overall effectiveness of ethnomathematics-based instruction in enhancing students' conceptual understanding of mathematics, while also examining the extent to which study characteristics influence its impact. The literature search was carried out for studies published between 2018 and 2023 using the Google Scholar database, facilitated by Harzing’s Publish or Perish software. As a result of the screening process, eight studies that fulfilled the predefined inclusion criteria were selected for data extraction. Data analysis was performed using the OpenMEE software, employing a random-effects model for effect size estimation. The findings indicated a substantial overall effect size of 1.330, suggesting that ethnomathematics-based learning exerts a significant positive influence on students' conceptual understanding of mathematics. Analysis of study characteristics revealed that studies conducted at the elementary school level, employing cluster random sampling and involving fewer than 30 participants, demonstrated greater effectiveness of ethnomathematics-based learning. These findings may serve as considerations for mathematics education practitioners in implementing ethnomathematics-based learning in the future. In particular, the results highlight the urgency for teachers and curriculum developers to integrate local cultural contexts into mathematics instruction as a strategy to foster deeper conceptual understanding, increase student engagement, and support equitable learning outcomes.

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