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Editor in Chief: Novi Andri Nurcahyono, M.Pd. (Scopus ID: 57211052188, Universitas Muhammadiyah Sukabumi, Sukabumi, Indonesia) Editor: Komarudin, M.Pd. (Scopus ID: 57208301453, Universitas Islam Negeri Raden Intan Lampung, Bandar Lampung, Indonesia) Fauzi Mulyatna, M.Pd. (Scopus ID: 57208625743, Universitas Indraprasta PGRI, Jakarta, Indonesia) Aritsya Imswatama, M.Pd. (ID Sinta: 6037801, Universitas Muhammadiyah Sukabumi, Sukabumi, Indonesia) Ganjar Susilo, M.Pd. (Sinta ID: 6000718, Universitas Balikpapan, Balikpapan, Indonesia) Hamidah Suryani Lukman, S.Si., M.Pd. (Scopus ID: 57211269789, Universitas Muhammadiyah Sukabumi, Sukabumi, Indonesia.
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Jurnal PEKA (Pendidikan Matematika)
Published by Universitas Muhammadiyah Sukabumi
ISSN : 25986422     EISSN : 25986422     DOI : https://doi.org/10.37150/jp.v4i1
Core Subject : Education, Social,
Education Mathematics Social Sciences
Jurnal PEKA (Pendidikan Matematika) (E-ISSN: 2598-6422) menerbitkan artikel kajian ilmiah atau hasil penelitian dalam bidang Pendidikan Matematika. Adapun lingkup jurnal ini adalah : 1. Desain didaktis pembelajaran matematika 2. Media pembelajaran matematika 3. Kurikulum pendidikan matematika 4. Teori belajar matematika 5. Penelitian tindakan kelas
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 181 Documents
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Implementasi Teori Concret-Pictorial-Abstract (CPA) pada Pembelajaran Luas Permukaan Bangun Ruang untuk Pembelajaran Bermakna Furqoni, Azka Nadiya El; Noviartati, Kurnia; Zahri, Mohammad
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/wvhve703

Abstract

Inappropriate teaching methods are one of the reasons students face difficulties in learning geometry. This study was designed to describe the implementation of the CPA theory and student learning outcomes  within the framework of meaningful learning on the topic of surface area of three-dimensional shapes among eighth-grade students at SMP Al Maahira IIBS Malang. The research approach applied was a mixed  methods approach, with a convergent design selected. Data collection was conducted through observations and test results. The research instruments used in this study were observation sheets and test sheets. The results showed that the implementation of the CPA theory in teaching the surface area of three-dimensional shapes for meaningful learning was carried out very well, with an average observation score of 96.15%. Meanwhile, the test results showed that 10 out of 21 students (47.62%) achieved a score meeting the “Excellent” criterion, 9 students (42.86%) met the “Good” criterion within a certain score range, while 2 students (9.52%) obtained a score meeting the “Fair” criterion. Thus, the percentage of students’ learning outcomes in the “Good” and “Very Good” categories was 90.48%. Based on the results of this study, the implementation of the CPA theory—structured through three interrelated stages—demonstrates that students were able to master geometric concepts in a structured manner, beginning with the observation of concrete objects, the creation of visual representations, and culminating in the application of mathematical symbols. Meaningful learning occurs when students discover the differences between real-world objects and the nets of cubes and rectangular prisms; this indicates a process of conceptual understanding through direct experience. This is supported by test results showing that 90.48% of students achieved the “Good” and “Very Good” categories.
Model Pembelajaran Kooperatif dalam Pembelajaran Matematika Ditinjau dari Perspektif Filsafat Pendidikan (Aksiologi) Sugiarti, Lana; Rukiyati
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/snyrgg92

Abstract

By examining mathematics education through the lens of educational philosophy, this article will analyze several learning models, focusing on cooperative learning methods. From an axiological perspective, this study raises the question of how cooperative learning models are understood. The rationale for their development, importance, and strategies for implementing cooperative learning models are all discussed in this axiological research. This article uses a qualitative literature review as its data source; this review specifically addresses cooperative learning approaches as they relate to mathematics education. In this study, we conclude that one of the goals of implementing cooperative learning models in schools is to help students and teachers work together to achieve learning goals. Among the many suggested approaches to mathematics teaching, cooperative learning models stand out. Because students are closely observed and actively engaged in learning activities in cooperative learning models, teachers and students can have more meaningful interactions. Encouraging students to work together in mathematics class is a surefire way to improve their abilities, understanding, and final grades. Students' qualities and needs should be considered when selecting cooperative learning strategies.
Efektivitas Pembelajaran Matematika SMA Berbantuan Media YouTube dan Quiziz Pada Materi Program Linear Setyo, Arie Anang; Yuliani, Nova; Situmorang, Helena; Ferneyanan, Rianti; Saefudin, Mohammad
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/gckvra19

Abstract

ABSTRACT: This study investigates the effectiveness of integrating YouTube learning videos with Quizizz-based evaluation in supporting senior high school students’ interest and achievement in Linear Programming. The research applied a quantitative method using a One-Shot Case Study design. In this approach, students first accessed instructional material through YouTube videos and then completed an online assessment through the Quizizz platform. The participants were selected purposively from students who had previously studied the topic of Linear Programming to ensure that the instructional materials were relevant to their prior understanding. The data consisted of students’ scores obtained from the Quizizz evaluation, which were analyzed using descriptive statistical techniques to describe the level of students’ learning performance. The results reveal that the use of YouTube-based instruction did not significantly improve students’ learning interest or academic outcomes. This condition can be observed from the evaluation scores, which remained relatively low after the learning intervention. The findings suggest that the use of YouTube videos as the primary instructional resource alone is not sufficient to maximize learning effectiveness. Therefore, additional instructional support, such as teacher guidance or the incorporation of more interactive learning strategies, is recommended to improve students’ learning performance.
Peningkatan Kemampuan Memahami, Mengaplikasi, dan Merefleksi melalui LKPD pada Materi Barisan dan Deret DS, Hadi Kasmaja; Khotimah, Husnul; Talib, Ahmad
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/p4bah022

Abstract

This classroom action research aimed to investigate the improvement of students’ abilities to understand, apply, and reflect through student worksheets (LKPD) on sequences and series at MA Shohibul Ilmi Bulukumba. The study was conducted in two cycles, each consisting of planning, action implementation, observation, and reflection stages, and was contextualized with local culture to enhance the meaningfulness of learning. The participants were 14 tenth-grade students. The research data consisted of process data and outcome data. Process data were obtained through observations of students’ learning activities and assessments of LKPD performance in the aspects of understanding, applying, and reflecting, which served as the basis for reflection and improvement in each cycle. Outcome data were collected through tests measuring students’ abilities to understand, apply, and reflect at the end of each cycle to determine their learning improvement. The results of Cycle I showed achievement levels of 60.71% for understanding, 61.61% for applying, and 58.93% for reflecting, while test mastery reached only 50%. After improvements were implemented in Cycle II, students' achievement increased by 22.62% to 83.33% in understanding, by 22.91% to 84.52% in applying, and by 32.32% to 81.25% in reflecting, with the test mastery level reaching 92.9%. These findings indicate that deep learning-based LKPD effectively improved students’ conceptual understanding, application skills, and reflective abilities in learning sequences and series.
Konsep Bilangan dan Operasi Hitung dalam Al-Qur’an serta Relevansinya bagi Pembelajaran Matematika Latifah, Firyal Aulia Nurul; A, T. Tutut Widiastuti
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/ey48k521

Abstract

Penelitian ini mengkaji konsep bilangan dan operasi hitung dalam Al-Qur’an serta relevansinya untuk pembelajaran matematika. Dengan metode studi pustaka dan analisis isi terhadap sumber Al-Qur’an, tafsir, dan literatur pendidikan, hasil penelitian menunjukkan bahwa Al-Qur’an memuat beragam bilangan dan operasi dasar dalam konteks kehidupan nyata. Integrasi temuan ini ke dalam pembelajaran berpotensi memperkuat pemahaman numerik siswa sekaligus membangun karakter dan nilai religius, sehingga menciptakan pengalaman belajar matematika yang lebih bermakna dan kontekstual.
Tren Riset Global Realistic Mathematics Education (RME) Dalam Pembelajaran Matematika: Analisis Bibliometrik Menggunakan VOS Viewers Nurhidayati, Siti; Purwoko, Riawan Yudi; Nugraheni, Puji; Suyitno
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/84a31v48

Abstract

This study aims to analyze global research trends in Realistic Mathematics Education (RME) in mathematics learning during the 2021-2025 period and to map dominant themes and scholarly collaboration patterns. A quantitative bibliometric approach was employed using international publications retrieved from Dimensions AI and analyzed with VOSviewer to visualize co-authorship, co-citation, and keyword co-occurrence networks. The results indicate a declining trend in RME-related publications over the past five years, although the topic remains pedagogically relevant. AIP Conference Proceedings emerged as the most productive publisher, while the Journal of Physics: Conference Series recorded the highest number of citations. Author analysis identified Armiati as the most productive researcher, and keyword mapping revealed the dominance of themes related to instructional design, realistic contexts, and effectiveness, with recent research trends focusing on systematic studies and the implementation of RME at the elementary school level. Overall, the findings provide a comprehensive overview of global research trends in Realistic Mathematics Education (RME) and offer valuable insights for guiding future research and supporting innovation in mathematics education.  
Profil Kemampuan Literasi Statistis Mahasiswa Teknik Sipil Universitas Katolik Indonesia Santu Paulus Ruteng Ditinjau Dari Gender Murni, Viviana; Jehadus, Emilianus; Sugiarti, Lana
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/dq2eqv66

Abstract

Statistical literacy is an important competency that Civil Engineering students must possess in processing and interpreting statistical data to support decision-making in the engineering field. However, previous research has shown differences in statistical literacy based on gender. Therefore, this study aims to describe the profile of statistical literacy skills of Civil Engineering students in terms of gender differences. This study uses a descriptive qualitative approach with research subjects consisting of 15 male and 15 female Civil Engineering students. Data were collected using a statistical literacy test that includes 4 indicators, namely (1) aspects of reasoning towards statistical data and results, (2) reasoning towards basic statistical concepts and statistical terms, (3) reasoning towards descriptive data collection and processing, and (4) data interpretation. Data were analyzed through stages such as data reduction, data presentation, and conclusions. The results of the analysis show that the achievements of female and male students for each indicator vary. In 3 indicators, female students are at the relational level. They are at the unistructural level in the fourth indicator. Meanwhile, male students are at the unistructural level in the first indicator, multistructural level in the second and third indicators, and prestructural level in the fourth indicator. The implication is that efforts are needed to improve statistical literacy skills, especially for male Civil Engineering students, so they can optimally prepare themselves to face the challenges of statistics in the engineering field.
Pengaruh Jigsaw Terhadap Pemahaman Konsep Bangun Datar Melalui Media Batara Kelas III MI NU  Suryawiyyah Husna, Avida Nailil; Santoso; Zuliana, Eka
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/v8373x30

Abstract

  ABSTRACT : This study aims to determine the effect of the Jigsaw cooperative learning model assisted by Batik Nusantara media on the understanding of plane geometry concepts among third-grade students at MI NU Suryawiyyah. The study was motivated by the low level of students’ conceptual understanding, where only 29.7% of students achieved learning mastery. This condition indicates the need for a more engaging learning model that can improve students’ activeness during the learning process. The Jigsaw model was chosen because it can train students’ cooperation, communication, and responsibility in group learning activities. In addition, Batik Nusantara media was used to help students understand plane geometry concepts through examples closely related to local culture. This study employed a quantitative approach with a pre-experimental design (pretest-posttest). Data analysis included the Shapiro-Wilk normality test and simple regression analysis. The results showed that the pretest value was 0.092 > 0.05 and the posttest value was 0.397 > 0.05, indicating that the data were normally distributed. The regression test showed an R Square value of 0.574, meaning that the Jigsaw model assisted by Batik Nusantara media contributed 57.4% to students’ conceptual understanding. ABSTRAK: Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe Jigsaw berbantuan media Batik Nusantara terhadap pemahaman konsep bangun datar siswa kelas III MI NU Suryawiyyah. Penelitian dilatarbelakangi rendahnya pemahaman konsep siswa, dimana hanya 29,7% yang mencapai ketuntasan belajar. Kondisi tersebut menunjukkan perlunya model pembelajaran yang lebih menarik dan mampu meningkatkan keaktifan siswa dalam proses belajar. Model Jigsaw dipilih karena dapat melatih kerja sama, komunikasi, dan tanggung jawab siswa dalam kelompok belajar. Selain itu, media Batik Nusantara digunakan untuk membantu siswa memahami konsep bangun datar melalui contoh yang dekat dengan budaya lokal. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-experimental (pretest-posttest). Analisis data meliputi uji normalitas Shapiro-Wilk dan regresi sederhana. Hasil menunjukkan nilai pretest 0,092 > 0,05 dan posttest 0,397 > 0,05, sehingga data berdistribusi normal. Uji regresi menunjukkan nilai R Square sebesar 0,574, yang berarti model Jigsaw berbantuan media Batik Nusantara memberikan pengaruh sebesar 57,4% terhadap pemahaman konsep siswa.  
Pengembangan Media Edukatif Berbasis Video Tiktok Pada Materi Statistika (Mean, Median, Modus) Untuk Siswa MTs Safrina, Khusnul; Azhari, Budi; Putri, Nabilla Radhliya
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/3fk0n602

Abstract

This study aims to develop TikTok video–based educational media for teaching statistics to junior high school (MTs) students and to describe the development process. The study employs the 4D development model, which consists of the Define, Design, Develop, and Disseminate stages. The subjects of the study include 20 students from class VIII MTsN Banda Aceh and one mathematics teacher at MTsN 4 Banda Aceh. The results show that the development process of the TikTok video-based educational media product follows the 4D stages. Furthermore, the findings indicate that the validity level of the product, in terms of content, falls into the valid category with an average Aiken’s (V) score of 0.744, while in terms of media aspects it is categorized as very valid with a score of 0.904. The practicality level of the product was categorized as practical, with a teacher response percentage of 75%. Meanwhile, students’ responses reached 81%, which was categorized as practical. 
Pengaruh Model Problem Based Learning Berbantuan Cabri Geometry 3D Terhadap Peningkatan Kemampuan Pemecahan Masalah Matematis Siswa SD Meiyunisa, Rika; Rohimah, Siti Maryam; Sunata
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/gzkn4853

Abstract

This research was conducted to address the mathematical Low mathematical problem-solving attainment among Grade IV learners at SDN 066 Halimun provided the starting point for this investigation. The inquiry compared outcomes from two instructional settings: Problem-Based Learning integrated with Cabri Geometry 3D and conventional classroom teaching. It also examined the extent of improvement achieved by each class. The study adopted a quantitative quasi-experimental framework using a nonequivalent control group design. Fifty learners were chosen through purposive sampling, with 25 placed in the experimental class and 25 in the comparison class. Evidence was obtained from an eight-question constructed-response test and observations of classroom activity. IBM SPSS Statistics 29.0 was used to conduct normality and variance-homogeneity checks, an Independent Samples t-test, and normalized-gain analysis. The final-score comparison yielded a significance level below 0.001, confirming a meaningful difference between the classes. Normalized gain reached 0.62 for the experimental class and 0.34 for the comparison class; both fell within the moderate range, but the experimental increase was markedly larger. Within the limits of this study, combining problem-oriented learning with dynamic three-dimensional geometry supported mathematical problem solving more strongly than conventional instruction.

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