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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 217 Documents

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Exploring Students’ Conceptual Understanding of Statistics Towards The Problem Based Learning (PBL) Model in Grade XI Priska Antonia Naikofi; Meiva Marthaulina Lestari Siahaan; Dominifridus Bone
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 16 No. 1 (2026): 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.v16i1.40739

This study aims to explore Grade XI students’ concept understanding of statistics at SMA Negeri 1 Insana through the implementation of the Problem Based Learning (PBL) model. A qualitative case study approach was employed through classroom observation, concept-understanding tests, LKS analysis, and student interviews. The findings showed that PBL encouraged active engagement in understanding the concepts of mean, median, and mode through real-world problem exploration. Students’ conceptual understanding improved based on test results: 1 student achieved very good, 26 good, and 3 fair. The average conceptual understanding score was 78.31 (good category). Teacher activity reached 70% (fairly good), while student activity reached 68% (fair). These findings indicate that PBL supports students in independently and contextually constructing their conceptual understanding. In conclusion, the PBLmodel effectively enhances students’ conceptual understanding of statistics, as shown by the dominance of students in the good category. The implications of this study indicate that PBL can be applied as an alternative instructional approach to improve conceptual understanding and learning engagement in statistics. Teachers are encouraged to strengthen the reflection and feedback stages to further support students’ mastery of concepts.

Project-based learning in analytical geometry: Problem-solving and representational reasoning Usep Kosasih
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 16 No. 1 (2026): 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

Developing meaningful problem-solving approaches remains a central challenge in undergraduate Analytical Geometry courses. This study explores students’ learning experiences and approaches to problem-solving following the implementation of Project-Based Learning (PjBL) in an Analytical Geometry course. A mixed-methods design with a convergent parallel approach was adopted to provide a comprehensive understanding of the learning process. Research data were obtained from a questionnaire focusing on students’ experiences during project-based activities and learning outcome scores. The participants consisted of 22 students from a Mathematics Education program during one semester of instruction. The research results showed high student responses toward the lecturer’s presentation, the usefulness of instructional tasks/media, and lecture satisfaction. In contrast, lower scores were observed for the lecturer’s interpersonal approach/friendliness and the interestingness of the material course content. Students reported using efficient strategies supported by visualisation tools, such as GeoGebra, to better understand problem structures. The integration of findings suggests that PjBL provides a learning environment that supports reflective engagement with problem-solving processes in analytical geometry.

Penilaian Digital Adaptif terhadap Gaya Belajar: Meningkatkan Pembelajaran Matematika yang Dipersonalisasi melalui Preferensi Sensorik Satya Santika; Depi Ardian Nugraha; Muhamad Zulfikar Mansyur
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 16 No. 1 (2026): 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 develop and validate an adaptive digital assessment system for identifying students’ learning styles based on sensory preferences to enhance personalized mathematics instruction at the secondary school level. Using a Research and Development approach with the ADDIE model, the digital instrument was designed, tested, and refined in three public junior high schools with varying levels of technological infrastructure. The digital assessment demonstrated high validity and reliability, efficiently mapping students’ sensory-based learning profiles in real-time. The system provides automated instructional recommendations that are easily adopted by teachers. Field implementation involved 128 students and 6 mathematics teachers, showing that 81.2% of students completed the assessment independently and 92% found it helpful in understanding their learning preferences. The distribution revealed dominant visual (42.2%) and kinesthetic (24.2%) styles, with a significant proportion of multi-sensory learners (11.7%). The system outperformed conventional and comparable digital tools in terms of sensitivity, efficiency, and effectiveness in supporting personalized learning. Implementation challenges related to infrastructure and digital literacy were observed. This study provides strong empirical evidence for the practical contribution of adaptive digital assessment in advancing data-driven, student-centered mathematics education.

Swimming as a context for learning number patterns: a study of mathematical connections and anxiety Kiki Nia Sania Effendi; Leli Nurlaeli; Rafiq Zulkarnaen; Aprianti Nur Alyah
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 16 No. 1 (2026): 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.v16i1.41382

This study aims to analyze the effectiveness of learning number patterns in the context of swimming and the relationship between mathematical connection skills and the level of mathematical anxiety of junior high school students in learning number patterns in the context of swimming. This study used a one-group pretest-posttest design with a sample size of 40 eighth-grade students in class VIII B at a junior high school in Telukjambe Timur subdistrict. Data were collected through a mathematical connection ability test and a mathematical anxiety questionnaire. Quantitative data analysis used the effect size formula and Pearson's correlation test to examine the relationship between variables. The results showed that learning number patterns with a swimming context was effective in improving mathematical connection skills and reducing anxiety levels, and there was a significant relationship. This indicates a very strong and positive relationship, where the effectiveness of learning with a swimming context in building mathematical connections is directly proportional to the affective condition of students. Strengthening mathematical connections through a swimming context can be a way to manage students' mathematical anxiety.

Penerapan Media Interaktif Berbasis Heyzine dalam Pengajaran Geometri Bidang di Sekolah Dasar Sandy Ihsan Amarulloh Ihsan; Puji Lestari
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 16 No. 1 (2026): 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

Geometry learning, particularly plane geometry topics at the elementary school level, still faces various challenges, especially related to students’ understanding of abstract concepts and low learning motivation. Conventional instructional media that rely mainly on textbooks and verbal explanations are often insufficient to accommodate the learning characteristics of elementary school students who require concrete visualization and direct interaction. This study aims to examine students’ responses to the use of Heyzine flipbook-based interactive media in plane geometry learning at the elementary school level. This study employed a descriptive survey design involving a single class of second-grade elementary school students to evaluate students’ responses toward the implementation of Heyzine-based interactive media in plane geometry learning.The research instrument was a student response questionnaire covering aspects of presentation, content, and language. Data were analyzed using descriptive percentage techniques. The results showed that the Heyzine-based interactive media obtained a feasibility percentage of 93.33%, which was categorized as very feasible. Overall, these findings indicate that Heyzine flipbook-based interactive media can effectively support plane geometry learning and enhance students’ interest and conceptual understanding, future studies are recommended to investigate the effectiveness of Heyzine-based media on students’ learning outcomes through experimental research designs involving larger samples and different educational levels.

Strengthening prospective mathematics teachers’ geometry understanding through ethnomathematics integrated with generative artificial intelligence Iyam Mariyati; Muhammad Sahdam Darmawan; Nurhayani Romeo
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 16 No. 1 (2026): 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)

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This study aims to strengthen prospective mathematics teachers’ geometry understanding through ethnomathematics-based learning grounded in Papuan traditional houses integrated with Generative Artificial Intelligence (GenAI). A mixed-methods case study design with embedded quantitative data was employed involving 32 prospective teachers. Data were collected through geometry comprehension tests, ethnomathematical analysis rubrics, questionnaires, interviews, and observations, and analysed using descriptive statistics and thematic coding. The results show a significant increase in students’ mean scores from 58 to 80, alongside improved ability to connect geometric concepts with cultural structures. GenAI facilitated visualization, conceptual validation, and reflective thinking. This study contributes to the integration of ethnomathematics and generative technology as a culturally responsive and pedagogically meaningful approach in geometry education.

The effect of blooket-assisted RADEC learning model on students' metacognitive ability Hella Jusra; Niki Khoirotunnisah
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 16 No. 1 (2026): 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

The purpose of this research was to investigate the influence of the RADEC learning model by implementing games in learning, specifically Blooket, on students' metacognitive capacities. This study utilized a quasi-experimental design featuring a non-equivalent control group, involving 62 tenth-grade students from high schools in Jakarta during the 2025/2026 academic year. A posttest instrument intended to evaluate students' metacognitive skills was utilized as the principal assessment tool. The data were analyzed using descriptive statistics and an independent samples t-test. The findings showed that the experimental class achieved a higher mean score compared to the control class. The hypothesis testing results also indicated a statistically significant difference between the two groups. The results demonstrate that the application of the Blooket-supported RADEC learning paradigm positively influenced students' metacognitive skills. The efficacy of the RADEC learning paradigm is linked to its organized learning phases, which promote student engagement in planning, monitoring, and assessing their cognitive processes during mathematics activities. Moreover, the incorporation of Blooket as a technology-driven educational platform fosters a more participatory and stimulating learning atmosphere through gamification and prompt feedback. Consequently, the Blooket-supported RADEC learning paradigm can function as an innovative and successful option to enhance students' metacognitive skills in mathematics education.

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Editorial Team

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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

Abstract

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Abstract

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