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Department of Mathematics, Universitas Negeri Gorontalo Jl. Prof. Dr. Ing. B. J. Habibie, Moutong, Tilongkabila, Kabupaten Bone Bolango, Gorontalo 96119, Indonesia
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Jambura Journal of Mathematics Education
Published by Universitas Negeri Gorontalo
ISSN : -     EISSN : 27217477     DOI : https://doi.org/10.34312/jmathedu.v1i1
Core Subject : Education,
Mathematics
Jambura Journal of Mathematics Education (JMathEdu) is a peer-reviewed journal published by the Department of Mathematics, Universitas Negeri Gorontalo. This journal is available online and highly respects the publication ethic and avoids any type of plagiarism. JMathEdu is a national journal intended as a communication forum for mathematicians and other scientists from many practitioners who use mathematics in the research. JMathEdu disseminates new research results in all areas of mathematics education. The scope of the articles published in this journal deal with a broad range of mathematics education topics, including: Mathematics Learning Model Media and multimedia of Mathematics Learning Didactical Design of Mathematics Learning Mathematical Tools Mathematics Learning Theory Mathematics Education Curriculum Assessment and Evaluation of Mathematics Teaching and Learning Professional Development of Teachers of Mathematics
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 6 Documents
 1 
Search results for , issue "Vol 6, No 1: Maret 2025" : 6 Documents clear
Pengaruh Model Pembelajaran NHT Berbantuan Media Pembelajaran Interaktif Terhadap Kemampuan Pemecahan Masalah Matematika Siswa Akuba, Wahyuni; Machmud, Tedy; Takaendengan, Bertu Rianto
Jambura Journal of Mathematics Education Vol 6, No 1: Maret 2025
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v6i1.33414

Abstract

This study investigates the impact of the cooperative learning model Numbered Heads Together (NHT) combined with interactive learning media on the mathematical problem-solving ability of eighth-grade students. The research aims to address the prevalent low levels of problem-solving competence among students by implementing an innovative student-centered learning approach. Using a quasi-experimental design with a post-test only control group, this study involved two classes selected through random sampling at SMP Negeri 1 Kwandang, with 30 students in each group. The experimental group received the NHT learning model supported by interactive media, while the control group was taught using a direct instruction method with the same media. Data were collected through validated problem-solving tests, analyzed using independent sample t-tests, normality and homogeneity tests, and effect size calculations. The results demonstrated a significant difference between the two groups, with the experimental group achieving higher problem-solving scores (mean score of 32.6 versus 27.9) and a high effect size (Cohen's d = 0.9032). These findings suggest that integrating NHT with interactive learning media effectively enhances students' mathematical problem-solving skills by fostering active engagement, collaboration, and conceptual understanding. The study highlights the importance of adopting interactive, student-centered learning models to improve mathematics education outcomes.
Kemampuan Pemecahan Masalah Matematis pada Penyelesaian Soal Jumping Task Berdasarkan Adversity Quotient Peserta Didik Prasetyo, Yudha Eka; Rahardi, Rustanto; Rahmadani, Desi
Jambura Journal of Mathematics Education Vol 6, No 1: Maret 2025
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v6i1.30230

Abstract

Mathematical problem-solving ability is essential in learning activities at school and real life. Until now, students' abilities in solving mathematical problems vary, especially in solving non-routine problems, such as jumping task problems. These differences can be influenced by several factors, one of which is the adversity quotient. This study determined the mathematical problem-solving ability according to Polya's stages to solve jumping task problems based on students' adversity quotient. This study was conducted by involving 22 students in one of the junior high schools (SMP) in Malang Regency as research subjects. In this study, the researcher acted as the main instrument assisted by the Adversity Response Profile (ARP) questionnaire, problem-solving question sheets, and semi-structured interview guidelines. This study began with the provision of a questionnaire. Continued by working on test questions and selecting three students to conduct interviews. This study found that climber students tend to be more able to solve problems according to Polya's stages tactically and effectively, and have better verbal skills. Students have also been able to understand the issues contained in the jumping task questions. However, all students tend to skip the stage of re-examining the process and answers.
Analisis Kemampuan Merancang Perangkat Pembelajaran Matematika dan Kinerja Peer Teaching Mahasiswa Prodi PGMI Nadjamuddin, Asriyati; Pomalato, Sarson W. Dj; Hulukati, Evi
Jambura Journal of Mathematics Education Vol 6, No 1: Maret 2025
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v6i1.22789

Abstract

PGMI students, as prospective elementary school teachers, are equipped with specific competencies to ensure they can perform their duties effectively. One of the fundamental competencies required is pedagogical competence, which includes the ability to manage learning processes such as designing and implementing instruction, evaluating learning outcomes, and supporting student development to maximize their potential. Microteaching is a method used to train the teaching skills of prospective teachers in a classroom setting. This study aims to examine the ability of PGMI students to design instructional tools and their performance in peer teaching, as well as to analyze the influence of their instructional design ability on peer teaching performance at FITK IAIN Sultan Amai Gorontalo. The data were analyzed using the Spearman-Rho correlation test and robust regression with M-estimation using Tukey’s bisquare weighting. The results indicate that most students demonstrated good ability in both designing instructional tools and performing peer teaching. The correlation analysis revealed a strong and significant positive relationship between the ability to design instructional tools and peer teaching performance. Furthermore, the robust regression analysis confirmed that the ability to design instructional tools significantly influenced peer teaching performance. The model produced an R-squared value of 78.55%, indicating that this variable explains 78.55% of the variance in peer teaching performance, which is considered a fairly strong contribution.
Pengaruh E-Lkpd Berbasis Live Worksheet Tehadap Hasil Belajar Siswa Materi Sptldv Sman 1 Momunu Musa, Febrianingsi A.; Usman, Kartin; Katili, Nancy
Jambura Journal of Mathematics Education Vol 6, No 1: Maret 2025
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v6i1.25936

Abstract

This study aims to investigate the influence of electronic worksheets based on live worksheets on student learning outcomes in the material of systems of linear inequalities with two variables. This research is an experimental study with research subjects classified into two groups: X-Gusdur class as the experimental group and X-ir. Soekarno, as the control group with the population, is SMA Negeri 1 Momunu, using a pre-test and post-test control group research design. Data collection techniques were test instruments based on indicators after the learning process. Pre-tests and post-tests were used to measure student learning outcomes. Data processing used descriptive analysis, showing that the average student learning outcomes in the experimental class were higher than in the control class. The results of the inferential analysis showed that both data were normally distributed and homogeneous; thus, the covariance analysis (ANACOVA) was continued, and results were obtained where Ho was rejected and H₁ was confirmed.From the descriptive analysis, it can be seen that the average learning outcome score in the experimental group was 79.96, which was significantly higher than the average score in the control group, which only reached 69.19. Likewise, the results of hypothesis testing using the ANACOVA test also showed more favorable results for the experimental group with 𝛼 = 0.05 obtained by FcountFtable (12.024.04). Therefore, the research findings in heate that student learning outcomes are higher after being taught using ce on live worksheets than printed worksheets.
Identifikasi Kesalahan Siswa MTs Dalam Menyelesaikan Soal Teorema Pythagoras Berdasarkan Tahapan Kastolan Gani, Moh. Rivaldi N.; Zakaria, Perry; Kobandaha, Putri Ekawaty
Jambura Journal of Mathematics Education Vol 6, No 1: Maret 2025
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v6i1.29565

Abstract

The number of students who make mistakes when answering questions related to the Pythagorean Theorem is the impetus for this study, with the aim of identifying errors made by students, as well as calculating the percentage of students who make mistakes related to the Pythagorean theorem based on the Kastolan stage, where students who are the subjects of this study are class VIII students of MTs. Nurul Bahri Kabila Bone. Using quantitative descriptive research methods, data derived from the answers of 17 students were collected and analyzed using descriptive statistical analysis. Six validated description questions were used as research instruments containing questions related to the Pythagorean theorem. The results obtained the percentage of students who made Kastolan stage errors, namely: (1) conceptual errors of 52.9%, with an average of 9 students making this type of error; (2) procedural errors of 82.4%, with an average of 14 students making this type of error; and (3) technical errors of 33.3% with an average of 6 students making this type of error. The errors that obtained the largest percentage of the findings were procedural errors, with the errors encountered including students' unwillingness to solve the problem completely, not recording the known and asked information, and not concluding the answer.
Ethnomathematics of Ilabulo: Exploring Mathematical Concepts in Gorontalo’s Traditional Food Damayanti, Taulia; Irfah, Auli
Jambura Journal of Mathematics Education Vol 6, No 1: Maret 2025
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v6i1.34009

Abstract

Mathematics is often perceived as abstract and disconnected from students’ daily lives, yet ethnomathematics highlights that mathematical ideas are embedded in cultural practices. This study explores the ethnomathematical concepts found in the preparation of Ilabulo, a traditional food of Gorontalo, Indonesia, through a qualitative ethnographic approach involving observation, documentation, and informal interviews with two local participants. The findings reveal two main concepts: ratio and proportion in mixing ingredients and geometry in wrapping and shaping, both of which were mapped to relevant school mathematics topics and further developed into contextual word problems. In addition, the study suggests that the process of preparing Ilabulo can be adapted into a video-based learning resource to support the problem-orientation stage in Problem Based Learning (PBL). These results demonstrate that everyday cultural practices can serve as meaningful contexts for mathematics learning, making abstract concepts more engaging and relevant while also strengthening students’ cultural identity.

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