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Yohanis Ndapa Deda
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Range : Jurnal Pendidikan Matematika
Published by Universitas Timor
ISSN : 26852373     EISSN : 26852373     DOI : https://doi.org/10.32938/jpm
Core Subject : Education,
Education Mathematics
Range: Jurnal Pendidikan Matematika publishes original research or theoretical papers about teaching and learning in mathematics education study program on current science issues, namely: (1) Mathematics educator in elementary, secondary and high school level, (2) Mathematics observers and researchers, (3) Educational decisions maker on regional and national level. We recommend classroom action research, qualitative, descriptive, or quantitative. We may process manuscript of didactic development research (DDR) or research and development (R & D). Our publication could be research on teaching method, experiment of teaching aid or media, and even effectiveness of lesson study. We accepted any manuscript derived from research of mathematics education. We will not process manuscript from research approach of school management.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 144 Documents
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Analysis of Students' Analytical Thinking Ability in Solving Number Content Numeration Problems Holidi, Robial; Fuady, Anies
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the analytical thinking skills of class VIII A students of MTs N 1 Sarolangun in the 2024/2025 academic year in the second semester. Analytical thinking skills include identification, understanding, analysis, and problem-solving in an orderly and logical manner. The method used is descriptive qualitative. The instruments used in this study were tests and interviews. Data collection techniques in the form of analytical thinking ability tests for 27 students and interviews for six students. Data analysis was carried out through data reduction, presentation, and conclusion. The study results showed that students with analytical thinking skills were still in three categories, namely low, medium, and high analytical thinking skills. However, slightly more are in the medium category that meets the differentiating and organizing indicators. Therefore, learning improvements are needed to improve analytical thinking skills.
The Goal Programming Method: Minimizing Expenses and Maximizing Assets for Optimizing the Financial Statements of Bank Syariah Indonesia Pradjaningsih, Agustina; Sukma Lailatul Fadillah; Riski, Abduh
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9102

Abstract

Every company, including banks, prepares financial reports as a source of information regarding a company's performance and financial position. Economic reports have five essential elements: assets, liabilities, equity, income, and expenses. Each bank has several goals; to achieve the goal, a method is needed that can solve problems with several objectives.  This study aims to apply the Goal Programming (GP) method to solve several financial goals simultaneously and analyze solutions to optimize financial reports at Bank Syariah Indonesia (BSI). Goal Programming is a multi-objective optimization technique that allows decision-makers to balance conflicting goals by prioritizing deviations from predetermined targets. This study uses GP to model BSI's financial constraints and objectives: maximizing assets, minimizing liabilities, maximizing equity, maximizing income, and minimizing expenses. The solution for the GP model is calculated using Lingo software. So far, BSI has never used the Goal Programming Method to optimize financial statements, offering a new analytical framework for the bank's decision-making process.he study results show that Bank BSI's financial reports for 2019 to 2022 have been optimal by implementing the GP method and the assistance of Lingo software. This is indicated by all deviations being successfully minimized and achieving the target. The minimized expenses are IDR 68.012.380 million, and the maximized assets are IDR 1.018.471.648 million.
Analysis of Elementary School Teacher Education Students' Errors in Solving Mathematical Problems Based on Newman's Theory Muhassanah, Nur'aini; Nurcahyono, Novi Andri
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9358

Abstract

This study aims to describe students' errors in solving math problem solving based on Newman's theory. This research method is qualitative with a case study approach. The subjects of this study were 18 students of the Elementary School Teacher Education Study Program in the odd semester of the 2023/2024 academic year who took Mathematics courses. Data related to student errors according to Newman's theory were obtained from tests and interviews to identify the types of errors made by students, which included errors in reading, understanding, transformation, process skills, and writing the final answer. Subjects were taken using purposive sampling technique and data validation using method triangulation. Data analysis techniques used data reduction, data presentation, and conclusion drawing. The results of this study showed that the most student errors made were process errors as much as 32.97% with fairly high criteria followed by errors in writing the final answer as much as 29.67%, transformation errors as much as 27.47% which were included in the criteria quite high and the last error understanding the problem as much as 9.89% with very low criteria. Based on the results of the study, it is suggested that students should practice more independently working on problems, especially story problems. In addition, before working on the problem, students should first write down the complete information in the problem.
Teachers’ Perspectives and Practices in Implementing Mathematical Literacy-Oriented Learning Udil, Patrisius Afrisno; Nurlaelah, Elah; Jupri, Al
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9361

Abstract

Teachers’ understanding and implementation of mathematical literacy-oriented learning are crucial for enhancing students' mathematical literacy. A growing body of research have been conducted to improve students’ mathematical literacy, particularly focused on studying and understanding students’ obstacle and how to facilitate the issues. On the other hand, there have been limited studies concerned on understanding teachers’ role in promoting students’ mathematical literacy. This study aims to analyze teachers’ perspectives and practices in designing and implementing learning treatments for enhancing students’ mathematical literacy. A qualitative method with a case study is carried out in this research. Subjects in this research consist of 6 mathematics teachers (2 junior high school teachers and 4 senior high school teachers) at Kupang, East Nusa Tenggara Province, Indonesia. Data collection techniques in this study were conducted using interviews, observation, and documentation. The data were analyzed qualitatively based on the data obtained from the research instruments by reducing data, presenting data, and concluding/ verification. The result of the study indicates that teachers believe their knowledge of mathematical literacy is good and claim to be able to design and implement mathematical literacy-oriented learning well. However, document analysis, observations, and interviews with respondents indicated that teachers’ knowledge and skills to design and implement mathematical literacy-oriented learning still need to be improved. A specific characteristic of teachers’ lack of knowledge and skills in designing and implementing mathematical literacy-oriented learning is discussed in this study.
When Students Encounter PISA Questions: From the Perspective of 4C Skills Simanjuntak, Sinta Dameria; Saragih, Sahat
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9385

Abstract

PISA is a prestigious platform for assessing students' learning achievements globally, including 4C skills: creative thinking, critical thinking, communication, and collaboration. However, the 2022 PISA results once again showed disappointing achievements for Indonesia. Indonesian students struggle with solving complex problems (critical thinking), have difficulty conveying ideas effectively (communication), are less prepared for creative challenges (creative thinking), and lack effective collaborative learning approaches. This research aimed to analyze the 4C skills of students at SMP Negeri 31 Medan. The study involved 29 students from class IX-3. Data were collected using two selected essay questions from the 2022 PISA mathematics test, specifically designed to assess 4C skills through indicators like interpreting, formulating, and reasoning. Collaboration was assessed through semi-structured interviews with the class teacher to gain insights into students' interaction and teamwork skills, complementing the written test results. Qualitative descriptive analysis was used to interpret students' written responses, while collaboration data were analyzed based on teacher observations. Assessment criteria followed established indicators for critical thinking (Employ and Evaluate), creativity (formulate), communication (interpret), and collaboration (effective teamwork). The results indicate that 69.56% of students correctly answered interpretation questions (communication, level 3), 39.13% and 43.47% answered employability questions correctly (critical thinking, levels 2 and 1a), and 30.43% correctly answered formulation questions (creativity, level 2). However, teacher observations revealed that students still struggle with effective collaboration, reflecting a broader challenge in fostering teamwork and peer learning. Overall, although communication skills are relatively strong, significant improvements are needed in critical thinking, creativity, and collaboration.
Ethnomathematics in Oko Mama Woven Craft of the Amanuban Community: A Geometric Study Taneo, Prida N. L.; Turmudi; Nurlaelah, Elah; Fatimah, Siti
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9404

Abstract

Mathematics is often perceived as a challenging subject by students, necessitating innovative instructional approaches that enhance conceptual understanding and contextual relevance. The ethnomathematics approach presents a valuable strategy by linking mathematical ideas to cultural practices, thus fostering more meaningful learning. This study focuses on exploring mathematical concepts embedded in the oko mama plaiting craft tradition of the Amanuban community in South Central Timor. Through a qualitative design with an ethnographic method, the research involved direct engagement with three local artisans selected purposively based on their expertise. Data collection was conducted through semi-structured interviews, field observations, and documentation, followed by triangulation to ensure data validity. The analysis uncovered a variety of geometric concepts found in the artisans’ practices. These include two-dimensional shapes such as squares, rectangles, parallelograms, rhombuses, triangles, trapezoids, and both regular and irregular hexagons and three-dimensional forms such as cubes, rectangular prisms, triangular prisms, and hexagonal prisms. Mathematical ideas involving perimeter, area, and volume also emerged through the measurement and structuring techniques used in plaiting. The study demonstrates that local cultural practices serve not only as expressions of heritage but also as rich sources of mathematical thinking. Findings highlight the potential of the oko mama craft to serve as a contextual learning resource for geometry education. This research contributes to the existing body of knowledge by offering a more comprehensive ethnomathematical analysis compared to earlier studies that focused narrowly on basic geometric forms and calculations.
Tracing the Mathematical Literacy of Prospective Teachers: Teaching Readiness in the Modern Era Dirgantoro, Kurnia Putri Sepdikasari; Jupri, Al; Soesanto, Robert Harry
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9436

Abstract

Mathematical literacy is increasingly recognized as a crucial competency for individuals in navigating real-world problems. However, there remains a gap in understanding how well prospective teachers—future facilitators of learning—possess and apply this competency. This study aims to explore the mathematical literacy levels of prospective teachers and examine their readiness to teach in the context of 21st-century education. A qualitative descriptive approach was employed, involving 241 prospective teachers in many fields as participants. Data were collected using a mathematical literacy test based on four core domains—Numbers and Their Operations, Algebra, Geometry and Measurement, and Data Analysis and Probability—along with an open-ended questionnaire to gain deeper insights into participants' perspectives. The results revealed that the overall mathematical literacy level was relatively low, with an average score of 44.69 out of 100. The highest achievement was found in the domain of Numbers and Their Operations, followed by Data Analysis and Probability, then Algebra, with Geometry and Measurement as the lowest-performing domain. Despite acknowledging the importance of mathematical literacy, many students still face difficulties applying their knowledge to real-life contexts. These findings underscore the urgency to reevaluate teacher education curricula, particularly in systematically integrating mathematical literacy development across relevant courses. Strengthening these aspects may enhance teaching readiness and support prospective teachers in fostering literacy-based learning in future classrooms.
A Systematic Literature Review of: Computational Thinking in Mathematics Classrooms Pramesti, Santika Lya Diah Pramesti; Mariani, Scolastika; Hendikawati, Putriaji; Wardono; Waluya, St Budi; Pujiastuti, Emi; Dewi, Heni Lilia
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9440

Abstract

In today’s rapidly evolving digital era, the ability to think computationally is no longer confined to computer science it has become essential across disciplines, including mathematics. This study integrates computational thinking (CT) into mathematics learning by analyze its development, benefits, and implementation challenges. Computational thinking which includes abstraction, algorithms, decomposition, and pattern recognition, is considered a crucial component in improving students' mathematical learning. These insights are intended to inform educators, policymakers, and researchers seeking to align mathematics instruction with contemporary technological and pedagogical advancements. Utilizing a systemic literature review as a qualitative method, by 37 peer-reviewed articles published between 2019 and 2024 in the Scopus database were examined. Through qualitative thematic analysis, key insights were identified across cognitive and affective dimensions. The review suggests that CT may support students’ development in problem-solving, logical reasoning, and conceptual abstraction, while also contributing to affective aspects such as motivation, self-confidence, and self-regulated learning. However, several barriers hinder its effective implementation, including insufficient teacher training, limited infrastructure, and curricular constraints. The study highlights the necessity for targeted teacher training initiatives and institutional support to facilitate CT integration.
Development of Interaction Dynamics Oriented Learning Video to Support Mathematics Learning in Higher Education Trisna Jayantika, I Gusti Agung Ngurah; Ni Kadek Rini Purwati; Ni Ketut Erawati
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9442

Abstract

This research aims to develop an interaction dynamics-based mathematics learning video integrated with the Edpuzzle platform to support learning in higher education. The development model used is ADDIE which includes five stages: analyse, design, develop, implement, and evaluate. The product developed is an interactive video that allows the integration of questions in the video flow, and supports synchronous and asynchronous interaction between lecturers and students. The validity of the product was tested using the LORI instrument by two material experts and two media experts, while the practicality was tested through a UEQ questionnaire filled out by students. The validation results showed that the learning video was considered very feasible to use, both in terms of material content and media design. The practicality test shows that the product is very practical to use in lectures, with indicators of attractiveness, efficiency, clarity, and novelty in the excellent category. Thus, this learning video is not only effective in terms of content, but also supports the dynamics of interaction and the development of pedagogical skills of prospective mathematics teachers.
Profile of Students' Mathematical Problem-Solving Ability in View of Adversity Quotient Suci Charolina; Suhendra
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9445

Abstract

The Adversity Quotient (AQ) refers to individuals' ability to recognize challenges, apply their intelligence to these challenges, and turn them into problems to be solved. The low ability of students to solve mathematical problems is a major issue that needs to be analyzed more deeply from an AQ perspective. This study aims to analyze and describe students' mathematical problem-solving ability based on AQ, with the categories of climber, camper, and quitter. This qualitative research uses a case study method conducted on IX students at an SMP in Bandung, West Java. The subjects were three people who represented each AQ category. Data were collected through questionnaires, tests, and interviews. After that, the collected data were analyzed using the Miles and Huberman model, which involves the stage of data reduction, data presentation, and conclusion drawing/verification. The results of this study show that there are differences in mathematical problem-solving ability based on three categories of adversity quotient. Students in the climber category showed excellent ability to solve problems by fulfilling four problem-solving indicators: identifying problems, developing strategies, implementing strategies, and re-examining the results of the solution. Meanwhile, camper category students showed sufficient problem-solving ability by fulfilling three indicators: identifying problems, developing strategies, and implementing strategies. On the other hand, students in the quitter category showed low problem-solving ability and could only fulfill one indicator, namely identifying problems.

Page 13 of 15 | Total Record : 144

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