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Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika

pjme
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Published by Universitas Pasundan

ISSN : 20892055 EISSN : 27227219 DOI : 10.5035

Core Subject : Education,

Education Mathematics

Pasundan Journal of Mathematics Education (PJME) merupakan jurnal pendidikan matematika yang dikelola oleh Program Studi Magister Pendidikan Matematika Universitas Pasundan dan Asosiasi Guru Matematika Indonesia (AGMI). Jurnal ini menerbitkan penelitian asli atau makalah teoretis tentang pengajaran dan pembelajaran dalam program studi pendidikan matematika tentang masalah sains saat ini, yaitu: Pendidik matematika di tingkat sekolah dasar, menengah dan tinggi; Pengamat dan peneliti matematika; Pembuat keputusan pendidikan di tingkat regional dan nasional. Jurnal ini pun merekomendasikan penelitian tindakan kelas, kualitatif, deskriptif, atau kuantitatif. Penelitian asli disini meliputi penelitian murni (penelitian tindakan kelas) maupun penelitian eksperimen. Sedangkan makalah teoretis meliputi: ulasan buku, laporan singkat (short report), artikel review (review articles), studi kasus (case studies), metodologi (methodology). Jurnal ini adalah jurnal nasional, yang menerbitkan artikel dari penelitian asli dan makalah teoretis tentang semua aspek pendidikan matematika yang nilainya baru. Sehingga jurnal ini diharapkan dapat berpartisipasi aktif dalam pembangunan nasional khususnya dalam bidang pendidikan, dapat memberikan informasi tentang perkembangan pendidikan matematika.

Arjuna Subject : Umum - Umum

Articles 209 Documents

17 18 19 20 21

The use of desmos-assisted creative problem-solving learning in improving critical thinking skills Septian, Cepi; Firmansyah, Eka; Rakhmat, Rizki Safari; Kariadinata, Rahayu
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 15 No. 1 (2025): Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/pjme.v15i1.24055

The low students' mathematical critical thinking ability in one of the high schools in Bandung City is a problem that requires teachers to develop and implement innovative learning approaches. Various previous studies have shown that creative learning and encouraging active involvement of students can improve critical thinking skills. This study uses a mixed method with an embedded design type, especially an embedded experimental design model, and adopts a pretest-posttest control group design. The purpose of this study is to examine the effectiveness of the Desmos-assisted Creative Problem Solving (CPS) learning model in improving students' mathematical critical thinking skills. The population of this study is high school students in the city of Bandung, with a purposive sampling technique to select two classes as a sample. The instruments used included mathematical critical thinking ability tests, observation sheets, and interview guidelines. The results of the data analysis showed that the improvement in mathematical critical thinking skills of students who obtained Desmos-assisted CPS learning was higher compared to students in the control class. Therefore, the Desmos-assisted CPS learning model is effectively used in an effort to improve students' mathematical critical thinking skills, especially in social studies classes students, and can be used as an alternative approach to learning mathematics in schools. This research is expected to contribute to the development of mathematics education, especially in the integration of technology with innovative learning models to encourage students' critical thinking skills.

Mobile learning innovation to improve vocational high school students’ mathematical communication skills and dispositions Rohmah, Luluk; Yaniawati, Poppy; Saputra, Irwan; Sharif, Sabariah
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 15 No. 1 (2025): Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/pjme.v15i1.24123

Students require engaging and relevant instructional materials to enhance their mathematical communication skills and mathematical dispositions. This study aims to develop mobile learning-based instructional materials on matrix topics integrate mathematical communication and disposition for vocational high school students. The research employed a Research and Development (R&D) method with a mixed-method approach, following the 4D development model: define, design, develop, and disseminate. The trials were involved 8 subject matter experts and 8 media experts, as well as 15 grade XII AP students for small-group trials and 30 grade XI AP students for large-group trials at SMK Bina Sarana Industri Subang. Data were collected through interviews, questionnaires, and tests. The results indicate that the mobile learning materials on matrix topics are of acceptable quality and received positive responses in terms of students' mathematical dispositions. However, no significant correlation was found between students’ mathematical communication skills and their mathematical dispositions. These findings suggest the need for further development in integrating mathematical communication and disposition into instructional materials.

Enhancing mathematics learning outcomes through wordwall-based culturally responsive teaching Salsabila, Dinda Nur; Ratnaningsih, Nani; Gyenin, Mary
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 15 No. 1 (2025): Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/pjme.v15i1.24200

This study aims to enhance students’ mathematics learning outcomes on exponent material through the use of Wordwall media integrated with the Culturally Responsive Teaching (CRT) approach at SMA Negeri 3 Tasikmalaya. The research employed a Classroom Action Research (CAR) method, conducted in two cycles with a total of 36 student participants. Data collection techniques included observation and formative assessments, using observation sheets and test instruments to evaluate both the learning process and outcomes. The findings revealed significant improvements in students’ learning outcomes following the implementation of Wordwall-based CRT learning. In the pre-cycle, the average student score was 55, with only 22.22% meeting the Learning Objective Completion Criteria (KKTP). After the first cycle, the average score increased to 77, with 70% of students meeting the KKTP. By the second cycle, the average score rose to 87, with 90% of students achieving the learning criteria. These results suggest that integrating digital interactive media with culturally responsive pedagogy can effectively improve students’ conceptual understanding and overall learning performance. Furthermore, the CRT approach contributed to increased student engagement, motivation, and active participation, creating a more inclusive and contextual learning environment that supports the diverse needs of learners in mastering the concept of exponents.

Performance Assessment Task dalam pembelajaran Matematika : Analisis student performance Supriati, Nani Supriati; Putri Mubarika, Melinda
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 15 No. 2 (2025): Pasundan Journal of Mathematics Education: Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study investigates the impact of performance assessment tasks on mathematics learning outcomes, with particular attention to potential differences based on student gender. Employing a quasi-experimental design with non-equivalent control groups, 80 vocational pharmacy students in Bandung were divided evenly into experimental and control groups. The study aimed to evaluate whether performance assessment tasks improve mathematical knowledge, problem-solving strategies, communication skills, and attitudes toward mathematics, and whether effectiveness differs by gender. Data were collected through tests and questionnaires, then analyzed using descriptive and inferential statistics. Results showed that while the experimental group's scores improved compared to the control group, the difference was not statistically significant for either male or female students. The most notable finding was a strong association between attitudes toward mathematics and learning outcomes, particularly among female students (r=0.878, p<0.001). These results suggest that performance assessment tasks show promise as a learning strategy, though their effectiveness requires further validation. The findings highlight the critical importance of fostering positive student attitudes in mathematics instruction to enhance performance. Study limitations include the small sample size and short intervention period. The study underscores the need to design learning approaches that balance cognitive and affective aspects, particularly in vocational education contexts.

Peer Tutoring in PBL with Ethnomathematics Approach to Improve Students' Comprehension Ability: A Gender Perspective Yuningsih, Nining; Hidayat, Dayat
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 15 No. 2 (2025): Pasundan Journal of Mathematics Education: Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Mathematical understanding is essential for supporting students in solving problems, thinking logically, and developing self-confidence. However, many students at Madrasah Aliyah continue to experience difficulties in understanding mathematical concepts. These difficulties arise not only from low learning interest, the dominance of rote memorization, and the abstract nature of mathematics, but also from the lack of contextual relevance that connects mathematical ideas to students’ cultural experiences. To address these issues, a peer tutoring strategy within ethnomathematics-based problem-based learning (PBL) was implemented. This approach allows students to collaborate with peers while engaging with culturally relevant contexts, making learning more meaningful. This study aims to examine the implementation of the strategy and evaluate its effect on students’ mathematical understanding in terms of gender. A mixed-methods approach with an embedded design was employed, in which quantitative data served as the primary component for analyzing treatment effects, while qualitative data from observations and interviews were used to support and explain gender-related differences in the quantitative findings. The research involved 32 students at a Madrasah Aliyah in Bandung. Data were collected through questionnaires, tests, observations, interviews, and documentation; quantitative data were analyzed using two-way ANOVA and correlation tests, and qualitative data through triangulation. The two-way ANOVA results showed a significant main effect of the peer tutoring strategy in ethnomathematics-based PBL on mathematical understanding, as well as a significant interaction between learning strategy and gender, with female students outperforming male students. Improvements in self-confidence and cultural awareness were qualitatively observed rather than measured formally. These findings indicate that ethnomathematics-based PBL with peer tutoring offers a contextual and collaborative approach that effectively enhances students’ mathematical understanding.

The Effect of Soft Skills-Based Group Investigation Model on Mathematical Problem Solving Ability and Self- Confidence of Secondary School Student Rustandi, Ino
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 15 No. 2 (2025): Pasundan Journal of Mathematics Education: Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Research indicates that the mathematical problem solving proficiency and self-confidence of Indonesian students, as evidenced by international assessments like PISA and TIMSS, remain areas demanding significant improvement. This situation underscores the critical necessity for an instructional paradigm that concurrently addresses both cognitive and affective development. This investigation aims to analyze the impact of implementing the Group Investigation learning model, integrated with deliberate soft skills reinforcement, on the mathematical problem-solving abilities and self-confidence of secondary high school students. Employing a quantitative methodology, the study involved two purposively selected eighth-grade classes from a public secondary high school in Bandung. Data were gathered using a descriptive test to evaluate problem-solving competency and a Likert scale questionnaire to measure self-confidence levels. Analytical findings revealed a statistically significant enhancement in both measured domains within the experimental group compared to the control group. Participants demonstrated superior conceptual comprehension, a more varied repertoire of solution strategies, and an enhanced capacity for logical justification of their reasoning. The implications of this research highlight the essential role of integrating social and emotional skill development into contemporary mathematics pedagogy. It is, therefore, recommended that educators adopt collaborative instructional strategies that foster an environment conducive to expressing opinions courageously, engaging in metacognitive reflection on thought processes, and employing adaptable problem-solving approaches. Such an environment facilitates the balanced and synergistic development of students' cognitive and affective domains.

Peningkatan Kemampuan Numerasi Dan Ketangguhan Belajar Melalui Pendekatan Pembelajaran Diferensiasi Ditinjau Dari Gaya Belajar Peserta Didik: Peningkatan Kemampuan Numerasi Dan Ketangguhan Belajar Melalui Pendekatan Pembelajaran Diferensiasi Ditinjau Dari Gaya Belajar Peserta Didik Robiah Adawiah, Eka Elia; Firmansyah, Eka
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 15 No. 2 (2025): Pasundan Journal of Mathematics Education: Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/pjme.v15i2.33605

This study aims to improve student’s numeracy skills and learning resilience through the implementation of differentiated instruction and to analyze the influence of learning styles on learning outcomes. A mixed-method approach with a pretest–posttest design was employed involving Grade XI students of SMKN 1 Binong Subang, assigned to an experimental class and a control class. The experimental class received differentiated instruction based on visual and kinesthetic learning styles, while the control class received conventional instruction. Research instruments included a numeracy test on arithmetic sequences and series as well as a learning resilience questionnaire. Data were analyzed using descriptive statistics, two-way ANOVA, and Pearson correlation. The findings indicate that differentiated instruction significantly improved student’s numeracy skills and learning resilience, whereas learning styles did not exert a meaningful effect either independently or in interaction with the instructional method. These results affirm that differentiated instruction effectively accommodates student diversity while supporting both cognitive and non-cognitive outcomes. Teachers are advised to implement differentiated instruction consistently by emphasizing student’s readiness and learning needs rather than relying solely on learning styles. Further research is suggested to examine the effectiveness of this instructional approach across different subjects or educational levels to strengthen the generalizability of the findings.

Mathematical Problem-Solving Ability of Junior High School Students in Terms of Self-Directed Learning Rami, Divia Raina; Achiaa, Amma
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 15 No. 2 (2025): Pasundan Journal of Mathematics Education: Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Self-directed learning (SDL) is a crucial factor that can significantly improve students’ math problem-solving abilities (MPSA), particularly in 21st-century education, which emphasizes independence and critical thinking. This study aims to compare the math problem-solving abilities of junior high school students based on their self-directed learning categories. The research used a mixed-methods approach with a sequential explanatory design. It began with a quantitative phase, analyzing 82 eighth-grade students from one of the public junior high schools in West Bandung Regency through a problem-solving test and an SDL questionnaire. This was followed by a qualitative phase involving semi-structured interviews with three selected participants. The statistical results from the Welch test and Games-Howell post hoc analysis showed significant differences in math problem-solving abilities among students with high, moderate, and low SDL categories. The qualitative findings supported these results, indicating that students with high SDL were better at understanding problems, developing strategies, and reflecting independently on solutions. In contrast, students with low SDL displayed limitations in these areas. This study highlights the importance of adopting learning approaches that foster SDL in math education to enhance students’ problem-solving skills comprehensively. It also provides a theoretical contribution toward developing more adaptive, student-centered math learning strategies tailored to individual needs in 21st-century education.

Implementing Kahoot-assisted Team-Assisted Individualization (TAI) Cooperative Learning on Mathematics Problem-Solving Skills and Self-Confidence in Junior High School Students Pebrianti, Vina
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 15 No. 2 (2025): Pasundan Journal of Mathematics Education: Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aims to determine the effect of the Team Assisted Individualization (TAI) cooperative learning model assisted by Kahoot on students' mathematical problem-solving abilities and self-confidence. The method used is a mixed method, with an embedded model design. The research subjects were 8th-grade students at SMP Pasundan 3 Bandung. The instruments used were problem-solving ability tests and a Likert-scale self-confidence questionnaire. The results indicated that students who learned through the Kahoot-assisted TAI model experienced significantly greater improvements in mathematical problem-solving skills and self-confidence than those who received conventional instruction. These results indicate that integrating cooperative learning with a gamified digital platform can effectively enhance students' cognitive and affective learning outcomes.

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Editorial Address Jl. Sumatera No.41, Babakan Ciamis, Kec. Sumur Bandung, Kota Bandung, Jawa Barat 40117

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Contact Name
Nenden Mutiara Sari

Contact Email
nenden.mutiara@unpas.ac.id

Phone
+6285222366633

Journal Mail Official
pjme@unpas.ac.id

Editorial Address
Jl. Sumatera No.41, Babakan Ciamis, Kec. Sumur Bandung, Kota Bandung, Jawa Barat 40117

Location
Kota bandung,

Jawa barat

INDONESIA