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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 2 Documents
 1 
Search results for , issue "vol 7, no 2: september 2026" : 2 Documents clear
Kemampuan Berpikir Kritis Matematis Siswa Pada Materi Teorema Pythagoras Ditinjau Dari Gaya Belajar Abdul Hakim Uloli; Syamsu Qamar Badu; Franky Alfrits Oroh
Jambura Journal of Mathematics Education Vol 7, No 2: September 2026
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v7i2.28603

Abstract

Mathematical critical thinking skills are essential abilities in mathematics learning, helping students identify, analyze, and solve problems effectively. This study aims to describe students' mathematical critical thinking skills on the topic of the Pythagorean Theorem in terms of visual, auditory, and kinesthetic learning styles. The research employed a qualitative descriptive method, with the subjects consisting of six eighth-grade students from SMP Negeri 1 Kabila selected through purposive sampling. Data were collected through questionnaires, tests, and interviews. The results showed that students with a visual learning style demonstrated the most optimal critical thinking skills, mastering all indicators, namely problem understanding, analysis, evaluation, and conclusion drawing. Auditory learners exhibited varying abilities, while kinesthetic learners experienced difficulties in the analysis aspect of complex problems.
Analisis Gaya Belajar Matematika Siswa SMA Menggunakan Algoritma K-Means Clustering Adzra Amani Faatiha; Femmy Diwidian; Gelar Dwirahayu
Jambura Journal of Mathematics Education Vol 7, No 2: September 2026
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v7i2.39546

Abstract

The study aims to analyze students’ mathematics learning styles based on the clusters formed using the K-Means Clustering algorithm and to identify differences in mathematics learning outcomes in each cluster. This study employed a quantitative method with an exploratory approach. The data used were primary data obtained through learning style questionnaires and mathematics learning outcome tests administered to 129 tenth grade students. The number of cluster was determined as three clusters based on the theory of visual (cluster 3), auditory (cluster 2), and kinesthetic (cluster 1) learning styles. The analysis of mathematics learning outcomes revealed that the highest average score was found in cluster 3 (visual), while the lowest average score was found in cluster 2 (auditory). The findings indicate that the K-Means Clustering Algorithm can be used to identify students’ dominant learning styles, allowing students to recognize, understand, and develop awareness of their learning preferences, which may support more effective learning processes.

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