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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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Spatial Literacy through the Development of a VARK Model Based on Langkat Malay Culture Assisted by GeoGebra Saputri, Lilis; Mardiati; Parinduri, Wina Mariana Parinduri; Franklin, Togue Nana Dipanda
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.v7i1.9457

Abstract

This study aims to develop a GeoGebra-based learning model integrated with Langkat Malay local culture to enhance students' spatial literacy in geometry learning. Spatial literacy refers to students’ ability to visualize, reason geometrically, and communicate spatial ideas, which are essential for understanding mathematical concepts more deeply. The research employed a Research and Development (R&D) approach, which involved several stages including needs analysis, model design, implementation, and evaluation. The study was conducted with high school students in Langkat, North Sumatra, as research subjects. The results revealed that the integration of GeoGebra technology and local cultural elements effectively improved students’ spatial literacy. GeoGebra allowed students to explore spatial concepts visually and interactively, while the inclusion of Langkat Malay culture provided meaningful context that increased student engagement and motivation. In addition, the development of supporting materials, such as e-LKPD and GeoGebra-based practice questions, helped create a more structured and comprehensive learning environment. The study recommends teacher training on the model, further development of culturally integrated learning tools, and broader implementation in various school contexts. Future research is suggested to assess the long-term effects and explore deeper cultural integration, including local art and architecture, to strengthen students’ connection between mathematics and their cultural identity.
Addressing Fraction Learning Challenges: Developing Contextual Student Worksheets to Strengthen Numeracy Literacy in Junior High School Komarudin, Komarudin; Wandira, Dea Ayu; Putri, Agustiany Dumeva; Hutkemri, Hutkemri; Suherman, Suherman; Mohd Shahali, Edy Hafizan Bin; Puspita, Laila
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.v7i1.9479

Abstract

Numeracy literacy is a critical competency in mathematics education, but students often have difficulty understanding the concept of fractions contextually. This study aims to develop Student Worksheets based on Contextual Teaching and Learning (CTL) to improve numeracy literacy in fractions at the junior high school level, emphasizing the integration of real-life contexts and curriculum relevance. This study uses the Design Research method with the Tessmer formative evaluation approach, involving 28 seventh grade students of MTs YPNH Tanah Abang, Palembang. The stages include needs analysis, prototype design, expert validation (materials and media), and gradual trials (one-to-one, small group, and field test). Data were collected through questionnaires, interviews, and learning outcome tests, analyzed qualitatively-quantitatively to assess the validity, practicality, and effectiveness of the student worksheets. The results of the study stated that the student worksheets were declared valid based on expert assessments and very practical according to student responses. The effectiveness of the student worksheets was proven by the average class value which was included in the "Very Good" category and the high percentage of learning completion. Analysis of students' answers showed an increase in students' ability to apply fraction concepts in authentic contexts, such as visual data analysis and predictions based on quantitative information. This study contributes to the selection of CTL-based student worksheets in improving students' numeracy literacy through real problems and empirically valid structured frameworks, in accordance with the principles of the Independent Curriculum.
Drug Distribution Cost Optimization with Vogel, Russel, and Northwest Corner Approaches Ningtyas , Miranthy Pramita; Alifah, Amalia Nur; Fadhilah, Helisyah Nur
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.v7i1.9501

Abstract

The increase in annual turnover in a drug distribution company reflects positive growth but is often accompanied by a significant increase in operating costs that can reduce profit margins if not managed efficiently. This study aims to optimize distribution costs using a transportation method approach by comparing three initial solution methods, namely Vogel's Approximation Method (VAM), Russell Approximation Method (RAM), and Northwest Corner Method (NWC). The study was conducted at a drug distribution company with three central warehouses serving four distribution branches, based on distribution data for December 2024, which was arranged in the form of a transportation table. From the calculation results, the VAM method produced the lowest total distribution cost of IDR23,426,407. Evaluation of this solution was carried out using the Steppingstone method and the Modified Distribution Method (MODI) to determine whether the solution was optimal. The evaluation results show that all opportunity cost values ​​are positive, which means that no additional iterations or re-allocations are required so that the solution from the VAM method can be stated as an optimal solution. The novelty of this study lies in the integration of three initial solution methods with two optimal solution methods in one drug distribution case study, which has not been widely discussed in an integrated manner in previous studies. These findings provide strategic contributions to more precise and efficient logistics decision-making and support the sustainable operational growth of pharmaceutical distribution companies.
Effect of Example-Based Learning Model on Micro Level Cognitive Load and Knowledge Transfer Nilawati, Nilawati; Cecep Anwar Hadi Firdos Santosa; Fakhrudin; Adang Effendi
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.v7i1.9517

Abstract

Students often face difficulties in solving math problems due to high cognitive load. This load can interfere with optimal information processing, particularly at the micro-level, such as in problem-solving steps. Although many studies have examined cognitive load, most focus on macro-level, with limited exploration of micro-level cognitive processing. To address this, an effective learning approach is needed to optimize students’ working memory capacity and promote knowledge transfer. This study aims to investigate the effect of an example-based learning model on cognitive load and knowledge transfer in mathematics learning. A quasi-experimental method was conducted involving 78 eighth-grade students from a school in Serang City, divided into two groups: an experimental group applying the example-based learning model and a control group using a problem-solving model. Data were collected using a mental effort rating scale and essay questions to measure cognitive load at each problem-solving step, along with retention and near-transfer tests. Analysis using Two-Way ANOVA showed that the example-based learning model significantly reduced cognitive load throughout the problem-solving stages. It also produced better outcomes in retention and near-transfer tests, indicating more effective knowledge transfer. These findings suggest that example-based learning can be a valuable instructional strategy to improve mathematical problem-solving, particularly for students with limited background knowledge. The novelty of this study rests on the simultaneous examination of retention and transfer, focusing on students' micro-level cognitive processing during example-based learning. Structured examples were shown to reduce cognitive burden while fostering transferable problem-solving strategies.
Moderating Effects of Educational Level and Mathematical Competence on the Effectiveness of Cognitive Conflict Strategy: A Meta-Analysis Onesimus Laia, Harun; Martadiputra, Bambang Avip Priatna; Candraningsih, Yosy; Marjud, Fujiama
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.v7i1.9531

Abstract

This study aims to analyze the effectiveness of the cognitive conflict strategy in mathematics learning and to examine whether educational level and mathematical competence act as moderators in this strategy. A meta-analysis approach was conducted on 41 effect sizes. Data were analyzed using a random-effects model, with effect sizes calculated using Hedges' g. The data analysis was performed using the Comprehensive Meta-Analysis (CMA) software to ensure the accuracy of effect size calculations, heterogeneity tests, and moderator analyses. The results show that the cognitive conflict strategy has a significant effect (g = 1.047; p < 0.05). Additionally, mathematical competence was found to be a significant moderator (p < 0.05), with the highest effect sizes observed in conceptual understanding (g = 1.712) and critical thinking (g = 1.355). However, the educational level did not serve as a significant moderator (p = 0.092), indicating that the cognitive conflict strategy is beneficial across various educational levels. This study concludes that the cognitive conflict strategy is effective in enhancing mathematics learning, especially in conceptual understanding and critical thinking. Its novelty lies in identifying mathematical competence, not educational level, as a significant moderator. This implies that implementation should be adjusted based on the targeted competence. Future research may explore other potential moderators, including learner traits, instructional design, and technology use, to refine its application.
Student’s self-efficacy in the implementation of virtual reality media in mathematics learning Wafiqoh, Risnina; Apriani, Fitri; Zaliman, Iski; Suwandi, Djatmiko
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.v7i1.9565

Abstract

The implementation of Merdeka curriculum aims to provide the flexibility for both teachers and students in conducting the learning process. Preliminary research at one of the public secondary high schools in Pangkalpinang showed that students had a strong interest in learning, when the information, communication and technology are involved; however, teachers are likely to use the technology-based media in the classroom. This study was conducted to examine the effectiveness of Virtual Reality based learning media on students’ self-efficacy. This study used a quantitative approach with a quasi-experimental design. A total of 60 students participated in this study, consisting of 30 students in the experimental group and 30 students in the control group. This study was conducted in one of junior high schools in Pangkalpinang. The research results were analysed using n-gain, Kolmogorov-Smirnov normality test, Levene’s homogeneity test, and Mann-Whitney U test. The Kolmogorov-Smirnov test showed the significance value of the control group is 0.008 and the significance value of the control group is 0.002. The results indicate that the data were not normally distributed. Therefore, the Mann-Whitney U test was used, resulting a significance value of 0.000. The value obtained is less than 0.05 (< 0.05), so that the alternative hypothesis was accepted. The study proves that VR based learning media can effectively enhance students’ self-efficacy
Zone of Concept Image Differences in the Concept of Angles Formed by A Transversal at Undergraduate Level Herizal, Herizal; Priatna, Nanang; Prabawanto, Sufyani; 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.v7i1.9591

Abstract

This study explored the differences in undergraduate students' concept images related to angles formed by a transversal intersecting any two lines compared with concept definition. Using diagnostic tests and interviews, the qualitative study with phenomenological design examined various student representations and common error patterns.  Students' answers were analyzed qualitatively to identify patterns, misconceptions, and variations in their concept images, followed by semi-structured interviews to explore their justifications. Participants were 35 second-semester students from the mathematics education study program at a state university in Aceh, Indonesia, who had completed the plane geometry course. The findings revealed significant variations in students' concept images, which were: (1) pairs of alternate interior/exterior angles, corresponding angles, and same-side interior/exterior angles were formed when two parallel lines were intersected by a transversal; (2) the measure of corresponding angles must be equal; (3) the measure of alternate interior angles must be equal; (4) the measure of alternate exterior angles must be equal; (5) the measure of same-side interior angles must be equal; and (6) misunderstanding and incorrectly identifying alternate exterior angles. These results highlight the importance of adapting teaching approaches to address differences in concept images and to better support students in mastering geometric concepts.  The novelty lies in its use of the Zone of Concept Image Differences to analyze the gap between students' concept images and formal definitions, offering insights into how to bridge these gaps in teaching.
The Impact of Anxiety and Self-Motivation Based on Mathematical Literacy Widyaningrum, Azzahra; Faradillah, Ayu
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.v7i1.9604

Abstract

Mathematical literacy skills play an important role in students' learning success as it helps them understand and apply mathematical concepts in everyday life, while anxiety experienced during the learning process can hinder this ability, and strong self-motivation is needed to drive and sustain actions focused on achieving specific goals. Although extensive research on the impact of math anxiety and motivation has been conducted, few studies have explored the simultaneous interaction of these variables in influencing students' mathematical literacy. This study aims to examine how math anxiety and self-motivation interact and influence students' mathematical literacy skills. Using a qualitative phenomenological approach, data were from 66 tenth grade students at a public high school in Jakarta. The instruments used included a validated mathematics literacy test, anxiety and motivation questionnaires, and interview guidelines. The validity and reliability of the questionnaire was assessed using Winsteps 3.73 software, and three representative students were selected based on the Wright Map results for testing and in-depth interviews.The research findings revealed that students with low anxiety and high self-motivation demonstrated the highest mathematical literacy performance, while students with high anxiety and low self-motivation demonstrated limited problem-solving ability and self-confidence. Moderate levels of both factors resulted in average performance, with little doubt but fundamental logical development. This research implies that educational strategies should address the emotional and self-motivational aspects of learning.
Exploring the Thinking Experiences of Preservice Mathematics Teachers in Learning Geometric Transformation Proofs Maifa, Talisadika Serrisanti; Suryadi, Didi; Fatimah, Siti; 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.v7i1.9662

Abstract

This study aimed to explore the thinking experiences of preservice mathematics teachers in learning geometric transformation proofs, focusing on four categories of thinking: personalization, contextualization, depersonalization, and decontextualization. Employing a qualitative approach with a phenomenological design, the study involved 24 preservice mathematics teachers in a mathematics education program who had completed a course on Geometric Transformations. Data were collected through written test tasks and in-depth interviews and analyzed thematically. The data analysis followed a four-stage phenomenological procedure: bracketing, to suspend researcher assumptions; intuiting, to immerse in participants’ experiences; thematizing, to identify recurring patterns; and describing, to construct a comprehensive understanding of the phenomenon. The findings identified seven key themes that reflect the thinking experiences of preservice mathematics teachers. Through an in-depth analysis of these themes, it was revealed that the participants’ reasoning predominantly remained at the stages of personalization and contextualization. Depersonalized and decontextualized thinking was not identified, suggesting that the transition toward formal and abstract mathematical reasoning had not yet occurred. The findings suggest possible cognitive obstacles experienced by preservice teachers in transitioning toward formal reasoning, based on interview responses. However, the exploration of these challenges was limited to data gathered through interviews. Future studies are recommended to conduct deeper investigations through classroom observations and analysis of instructional materials to better understand how these thinking difficulties emerge.
Enhancing Students' Critical Thinking in Algebra through STEAM-Based Flood Simulation and Mitigation Projects Alfirda, Egidia; Agnita Siska Pramasdyahsari; Rina Dwi Setyawati; Dahal, Niroj
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.v7i1.9671

Abstract

Flooding is a recurring environmental issue in various regions of Indonesia, posing significant threats to both the natural environment and community welfare. At the same time, Indonesian students continue to show low performance in international assessments such as TIMSS and PISA, particularly in critical thinking and problem-solving competencies. These dual challenges highlight the urgent need for innovative educational approaches that not only address academic deficiencies but also connect students to real-world problems. In response to this, the study explores the integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) within a Project-Based Learning (PjBL) framework—specifically applied to algebra content related to flood mitigation. The research employed an experimental design with a quantitative approach, involving control and experimental student groups to examine the impact of the STEAM-based intervention on critical thinking skills. Results indicated that students in the experimental group significantly outperformed those in the control group in post-test scores. These findings suggest that STEAM mitigation project-based learning is effective in enhancing students' critical thinking abilities. It not only prepares learners to tackle complex, real-world issues but also underscores the importance of contextual and innovative pedagogy in 21st-century education. The implication is clear: adopting contextualized, interdisciplinary learning models can be a strategic solution to enhance educational quality and improve student readiness in addressing global and local challenges.

Page 14 of 15 | Total Record : 144

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