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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 162 Documents
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Digital Game-Based Learning in Primary Mathematics: A Systematic Review and Meta-Analysis of Research Trends and Learning Outcomes Dwi Yulianto; Muhamad Mukri Situmeang; Astari; Rahmat Nurcahyo
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Range Januari 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i2.10225

Abstract

This study presents a systematic literature review and meta-analysis of 37 empirical articles examining the implementation of Digital Game-Based Learning (DGBL) in primary school mathematics education from 2018 to 2025. Utilizing the PRISMA framework and thematic coding techniques, the study analyzes publication trends, geographical distribution, mathematical content coverage, research methodologies, as well as the types and modes of games employed. The findings indicate a significant increase in publications after 2020, with 42% originating from Asia, particularly China, Indonesia, and Malaysia. Numeracy topics, such as numbers and arithmetic operations, dominate 86% of the studies, while topics like statistics and probability remain underrepresented. Quantitative approaches, especially experimental designs, account for 68% of the methodologies used. Mini-games and individual gameplay modes are the most commonly adopted, whereas collaborative and narrative-based modes remain limited. The meta-analysis reveals that DGBL has a significant positive impact on conceptual understanding, learning motivation, and problem-solving skills. These findings highlight the importance of developing more inclusive, contextualized, and adaptive DGBL designs to strengthen foundational mathematical literacy in the digital era.
Student’s Mathematical Problem Solving Skills and Self-Efficacy on Word Problems through Technology-Based Learning Nandang Arif Saefuloh; Mohamad Gilar Jatisunda; Mardiyah Syofiana; Yanti Mulyanti
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Range Januari 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i2.10322

Abstract

Students’ ability to solve mathematical word problems is closely linked to their mathematical problem-solving skills and self-efficacy. This study examines the influence of two technology-based learning approaches—synchronous learning (via Zoom and Google Meet) and asynchronous learning (via WhatsApp)—on students' problem-solving performance and self-efficacy levels. The research involved 27 seventh-grade students in Bandung and employed a mixed-method design with an explanatory sequential approach. The findings revealed a strong relationship between the type of technology-mediated learning and students’ self-efficacy in mathematical problem solving. Students who engaged in synchronous learning demonstrated better performance in interpreting problems, developing strategies, and justifying solutions compared to those who used asynchronous methods. Learners with moderate to high self- efficacy consistently outperformed those with low self-efficacy, particularly in identifying relevant information, making conjectures, and generalizing patterns. In contrast, students with low self-efficacy showed difficulties in solving word problems and exhibited limited use of key processes in problem solving. These results emphasize the importance of aligning instructional approaches with students' self-efficacy levels and providing structured support for students involved in asynchronous learning to strengthen their mathematical problem-solving abilities.
Estimation of Path Coefficient Parameter Based on The Best RMSEA Value in Structural Equation Modeling Weighted Least Square Justin Eduardo Simarmata; Ferdinandus Mone; Debora Chrisinta; Miko Purnomo; Alejandro Jr. V. Matute
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Range Januari 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i2.10324

Abstract

Structural Equation Modeling (SEM) is a statistical approach widely used to analyze causal relationships between latent and observed variables. A key issue in SEM lies in selecting an appropriate parameter estimation method, as it strongly affects the accuracy and interpretation of results. Among the most common estimation techniques are Maximum Likelihood (ML) and Weighted Least Squares (WLS). This study aims to compare the performance of ML and WLS in estimating path coefficients within SEM analysis. Using simulated data generated with the simulateData() function from a predefined structural model, three scenarios are examined with sample sizes of 500 and 1000. Data transformation procedures are applied to ensure consistency before model testing. Each SEM model is then estimated using both ML and WLS, and the results are evaluated through Root Mean Square Error of Approximation (RMSEA) values obtained from 100 replications. Findings indicate that WLS generally outperforms ML in terms of model fit and stability. In the first scenario with a sample size of 500, WLS achieves a lower average RMSEA (0.0141) compared to ML (0.0172). With a sample size of 1000 in the second scenario, both methods produce similar RMSEA values (0.009 for WLS and 0.0096 for ML), though WLS demonstrates lower variability. In the third scenario, also with a sample size of 1000, WLS records an average RMSEA of 0.0074 versus 0.0092 for ML. Overall, the results suggest that WLS is more effective and reliable than ML in providing accurate parameter estimates across different data conditions and sample sizes.
Development of an Augmented Reality-Enhanced Interactive E-Module on the Polyhedron Topic to Maximize Learning Styles Candra Ditasona; Bintang Pratama; Santri Chintya Purba
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10135

Abstract

When studying polyhedron, learning sources that are predominantly verbalistic can lead to difficulties in understanding the concept. Learners have diverse learning preferences for absorbing and processing information, known as learning styles. Therefore, learning media is required to accommodate features oriented towards the learning needs of the students encompass text, audio, video, animations, images, and augmented reality. This research aims to develop a valid and suitable e-module on polyhedron for maximizes students’ learning styles. This research is included in the limited research type that only focus-es on the development and validation stages without involving testing. The model supporting this level of this research is proposed by Richey and Klein, wherein the research phase is limited to evaluation. Throughout the research and development phases, the e-module is validated by content and media ex-perts. During the evaluation stage, every element produced in the e-module for flat-sided of three-dimensional shapes is found to be valid and highly suitable for accommodating students learning style. The result allows the identification of how each feature in the e-module supports visual, auditory, and kinesthetic learning styles.
Model Contextual Teaching and Learning: Does it Influence Mathematical Problem-Solving Ability and Self-Concept? Depriwana Rahmi; Suci Yuniati; Annisah Kurniati; Mohamad Firdaus Ahmad
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10323

Abstract

The Contextual Teaching and Learning (CTL) model is considered one of the approaches capable of integrating and simultaneously improving mathematical problem-solving abilities (KPMM). KPMM itself has a positive and significant relationship with self-concept. This research is an experiment with a factorial design. The purpose of experimental research is to determine whether or not there is an effect from the variables selected in the study. The study population includes all eighth-grade students at SMPN 40 Pekanbaru. The sample was selected using the cluster random sampling technique, resulting in class VIII A being chosen as the experimental class and class VIII B as the control class. Data collection was done thru tests, questionnaires, and observation. Data analysis was performed using a two-way ANOVA test. The research results indicate no difference in mathematical problem-solving ability (KPMM) between students who followed CTL model learning and direct instruction. However, there was a significant difference in KPMM between students with high, medium, and low self-concepts. Additionally, no interaction was found between the CTL learning model and self-concept on students' KPMM. One factor suspected of causing the lack of significant influence of the CTL model on KPMM is students' time management in solving KPMM problems, a lack of practice in solving problem-solving questions, and students' low accuracy in creating mathematical models.
Local Instruction Theory Linear Inequality of One Variable Based on RME to Cultivate Students’ Mathematical Communication Iryana Muhammad; Al Jupri; Kusnandi; Siti Fatimah
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10325

Abstract

Mathematical communication is a fundamental competency that allows students to interpret, represent, and convey mathematical ideas effectively. This study aims to examine the achievement of students' mathematical communication skills through the application of Local Instructional Theory (LIT) to one-variable linear inequality material within the framework of Realistic Mathematics Education (RME). The research uses a design research approach carried out through two teaching experiments, namely TE-1 with 31 students and TE-2 with 26 students at one of the junior high schools in Lhokseumawe. The results showed a significant increase from TE-1 to TE-2 in three indicators of mathematical communication ability, namely: (1) describing graphs into mathematical sentences (58% → 77%); (2) describe or explain mathematical ideas in writing (45% → 96%); and (3) expressing the situation into mathematical language or symbols and developing a solution strategy (39% → 77%). This increase is influenced by the revision of the learning design, which is carried out cyclically and reflectively, so that students better understand the context of the problem, can reflect on the thinking process, and convey solutions mathematically. These findings provide the implication that LIT-based learning design with an RME approach can be a practical reference for teachers and curriculum developers in designing learning activities that systematically and contextually encourage students' mathematical communication skills. This research also affirms the potential of design research in developing local instructional theories that bridge theoretical insights with classroom learning practices.
Unveiling Students’ Cognitive Obstacles in Constructing Quadratic Function Representations: An APOS Theory-Based Analysis Hesty Marwani Siregar; Nurjanah; Darhim; Turmudi
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10390

Abstract

Quadratic functions are a fundamental topic in the high school curriculum; however, many students struggle to construct and connect various forms of mathematical representation. These difficulties are not merely procedural but manifest as cognitive obstacles, namely, when prior knowledge that is usually sufficient becomes irrelevant in a new context. This study employs the APOS theory (Action, Process, Object, Schema) to systematically map students’ cognitive obstacles. The research used a descriptive qualitative approach involving 35 tenth-grade students at a public high school in Pekanbaru. This study employed two research instruments: a mathematical representation test, encompassing visual, symbolic, and verbal indicators, and semi-structured interviews. Data were analysed using Miles and Huberman’s model through reduction, display, and conclusion drawing. The findings indicate that students’ cognitive obstacles emerged in almost all stages of APOS, with a predominance at the early stages, resulting in most students not reaching the Object or Schema stages. Visual representations were generally stronger than symbolic and verbal ones, but remained procedural rather than conceptual. Students also struggled to recognise their misconceptions, resulting in repeated errors. These findings underscore the need for instructional strategies that facilitate transitions across APOS stages, reinforced by reflective practices and the integration of multiple representations. The study recommends the development of quadratic function instruction that emphasises meaningful connections among symbolic, visual, and verbal representations, as well as further research on the effectiveness of APOS-based strategies in other mathematical topics.
Design and Development of a Realistic Mathematics Education (RME)-Based E-Module on Triangle Concepts Agus Maqruf; Tatang Herman; Elah Nurlaelah; Muhamad Zulfikar Mansyur; Dwi Maulida Sari
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10407

Abstract

In training students to be able to solve problems logically and systematically, there is a need for learning media. Digital learning media that covers a wide range of subject matter nowadays is e-modules. Several studies have stated that the e-modules needed in mathematics learning are e-modules that are closely related to students' daily lives so that they are easy and practical to learn or in mathematics education it is known as Realistic Mathematics Education (RME). The research method used is the Richey and Klein Design and Development model with three stages, namely design, production and evaluation. The research was conducted at one of the junior high schools in Bandung City. The research instrument is intended for experts as validators and students as users The results indicate that through the stages of design, production, and evaluation, the RME-based e-module on triangle material was successfully designed and developed as a highly feasible learning resource for junior high school students in Indonesia. Expert validation showed an overall score of 90.3 percent categorized as very feasible, while student responses reached 86.9 percent also categorized as very feasible, confirming both its effectiveness and usability while providing valuable input for future refinement and wider development of the e-module.
Integrating Dynamic Geometry Software into the 6E Instructional Model to Enhance Students’ Mathematical Communication Skills and Learning Autonomy Dian Mustikaningsih; Yumiati Yumiati; Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10412

Abstract

The integration of technology into mathematics instruction is increasingly acknowledged as a means to foster 21st-century competencies, particularly mathematical communication and independent learning. This study investigates the effects of the 6E instructional model combined with Dynamic Geometry Software (DGS) on these two aspects. A quasi-experimental design was conducted with tenth-grade students from a vocational school in Sukoharjo, Central Java. The sample included 35 students in the experimental group and 34 students in the control group, selected randomly. Mathematical communication was measured using essay-based pre- and post-tests, while learning autonomy was assessed through questionnaires administered before and after the intervention. Normality and homogeneity tests using Kolmogorov–Smirnov and Levene’s confirmed the assumptions for parametric analysis. Data were analyzed using the Independent Sample T-test. Results indicated that significance values for both mathematical communication and learning autonomy were below 0.05, showing statistically significant differences between groups. The experimental group achieved an average post-test score of 82.40, higher than the control group’s 74.24, indicating improved mathematical communication under the 6E model with DGS integration. Similarly, the experimental group’s average final questionnaire score of 105.11 exceeded the control group’s 90.38, reflecting greater learning autonomy. These findings demonstrate that embedding GeoGebra within the 6E instructional model substantially enhances students’ ability to articulate mathematical ideas and promotes independent learning. The study provides empirical support for technology-enhanced learning designs in mathematics education, highlighting their potential to strengthen key competencies and contribute to more effective instructional practices.
The Effect of GEMAS-Based Learning on Junior High School Students’ Mathematical Problem-Solving Skills Based on Krulik and Rudnick’s Indicators Ana Setiani; Hamidah Suryani Lukman; Ida Rahmawati; Novi Andri Nurcahyono
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10664

Abstract

The PISA 2022 results indicate that Indonesian students’ mathematical performance remains below the OECD average, which calls for instructional innovations that support mathematical problem-solving at the junior high school level. This study examined the use of the Mathematics Educational Game (GEMAS) in supporting students’ mathematical problem-solving skills on linear equations in one variable (LEOV), systems of linear equations in two variables (SLETV), and combined linear equation problems. GEMAS was designed as a game-based learning medium that integrates mathematical tasks with problem-solving stages based on Krulik and Rudnick’s framework, namely read and think, explore and plan, select a strategy, locate and answer, and reflect and extend. This study employed a quantitative approach with a one-group pretest-posttest quasi-experimental design involving 60 students of SMPN 12 Sukabumi in the second semester of the 2024/2025 academic year. The instruments consisted of a mathematical problem-solving test and semi-structured interviews. Data were analyzed using paired-sample t-tests and normalized gain scores. The results showed statistically significant differences between students’ pretest and posttest scores across the three topics: LEOV, SLETV, and combined problems, with moderate normalized gain scores ranging from 0.3901 to 0.5465. These findings suggest that the use of GEMAS was associated with moderate improvement in students’ mathematical problem-solving skills. The study contributes to the development of mathematics educational games by aligning game-based activities with explicit problem-solving indicators, making GEMAS a potential learning medium to support the implementation of the Merdeka Curriculum.

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