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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 83 Documents
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Meningkatkan Hasil Belajar Matematika Siswa Melalui Model Kooperatif Tipe NHT Berbantuan Media Berbasis Augmented Reality Pada Materi Kubus dan Balok Indagita Cahyani Sero Sero; Nursiya Bito; Bertu Rianto Takaendengan
Jambura Journal of Mathematics Education Vol 7, No 1: Maret 2026
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v7i1.37047

Abstract

This study aims to improve students' mathematics learning outcomes in the topic of flat-sided solid shapes, specifically cubes and cuboids, through the application of the Numbered Heads Together (NHT) cooperative learning model combined with Augmented Reality (AR)-based learning media. The study used Action Research (CAR) based on the Kemmis and Mc. Taggart model, implemented in two cycles. Observations showed significant improvements in various aspects of learning. Teacher and student activities, initially in the Fair (CB) category, improved to Good (B) and Very Good (SB) categories. In the affective and psychomotor domains, the attitude and skills assessment results showed improvements from Fair (CB) to Good (B) and Very Good (SB). Meanwhile, cognitive learning outcomes obtained through written tests increased from 69.23% to 84.62%, indicating that most students had met the learning objectives. Thus, all assessment aspects had achieved success indicators in cycle II through the implementation of the Numbered Heads Together (NHT) cooperative learning model assisted by Augmented Reality-based learning media.
Analisis Profil Literasi Matematis Siswa SMA Pada Materi Barisan Dan Deret Berbasis Level PISA Zahratul Amri; Al Jupri
Jambura Journal of Mathematics Education Vol 7, No 1: Maret 2026
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v7i1.37415

Abstract

Mathematical literacy is an essential competence that students must acquire to solve problems situated in real-life contexts. However, numerous studies indicate that students’ mathematical literacy levels remain relatively low. This study aims to describe senior high school students’ mathematical literacy abilities in the topic of sequences and series and to identify their difficulties based on the distribution of test scores and the mathematical literacy processes involved. This research employed a descriptive design. The participants were tenth-grade senior high school students selected through purposive sampling. Data were collected using a mathematical literacy test developed based on the PISA framework and were analysed through item score distribution analysis and qualitative analysis of students’ responses. The results indicate that the majority of students are at low to moderate levels of mathematical literacy. The analysis of score distribution per item reveals that students’ difficulties increase along with the complexity of the required mathematical literacy processes. The most prominent difficulty was found in the formulating process, which subsequently affected students’ performance in the employing and interpreting processes. In addition, limited prior mathematical knowledge also hindered students’ performance in the employing process. These findings provide a clear profile of students’ mathematical literacy and their difficulties, and may serve as a basis for teachers in designing instructional strategies that better support the development of mathematical literacy skills.
Meningkatkan Motivasi dan Hasil Belajar Matematika Siswa melalui Model Pembelajaran Kooperatif Tipe Teams Games Tournament Miftahul Janna; Majid Majid; Bertu Rianto Takaendengan
Jambura Journal of Mathematics Education Vol 7, No 1: Maret 2026
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v7i1.33955

Abstract

This study is a classroom action research aimed at improving students’ motivation and mathematics learning outcomes through the implementation of the cooperative learning model, Teams Games Tournament (TGT), on the topic of quadratic equations. The research subjects were 16 ninth-grade students of MTs Al-Mabrur Bone Raya. The study was conducted in two cycles, each consisting of the stages of planning, action implementation, observation, and reflection. Data collection techniques included observation, questionnaires, and achievement tests. The data were analyzed using both quantitative and qualitative descriptive methods. The results indicate that the application of the TGT model enhanced students’ motivation and mathematics learning outcomes. In Cycle I, 75% of students demonstrated high or very high learning motivation, with cognitive learning outcomes at 62.5%, affective at 76%, and psychomotor at 66%. Following improvements in Cycle II, learning motivation increased to 93.75%, cognitive achievement reached 81.25%, and affective and psychomotor scores both rose to 88%. Students also showed greater participation in discussions, increased willingness to ask questions, and improved accuracy in problem-solving. Therefore, the TGT cooperative learning model is effective in enhancing students’ motivation and learning outcomes in mathematics, while also fostering the development of positive skills and attitudes throughout the learning process.

Page 9 of 9 | Total Record : 83

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