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Andhika Ayu Wulandari
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ABSIS : Mathematics Education Journal
Published by Universitas Veteran Bangun Nusantara
ISSN : 26860104     EISSN : 26860090     DOI : http://dx.doi.org/10.32585/absis.v1i2.433
Core Subject : Education,
Mathematics
ABSIS adalah jurnal pendidikan matematika berskala nasional yang diterbitkan oleh Program Studi Pendidikan Matematika Universitas Veteran Bangun Nusantara Sukoharjo. ABSIS terbit 2 kali dalam setahun yaitu pada bulan Mei dan November. ABSIS mewadahi hasil riset maupun kajian ilmiah di bidang pendidikan matematika dari para peneliti, akademisi, praktisi, pelajar dan pemerhati pendidikan matematika yang belum pernah dipublikasikan ke jurnal atau konferensi lainnya. Focus dan scope dari ABSIS (Mathematics Education Journal meliputi Realistic) Mathematics, Ethnomathematics, Lesson Study, Design/Development Research in Mathematics Education.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 81 Documents
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Analisis Kemampuan Keruangan Ditinjau Dari Motivasi Belajar Pada Pokok Bahasan Bangun Ruang Sisi Datar Anggreani, Seruni; Dori Lukman Hakim
Absis: Mathematics Education Journal Vol 7 No 1 (2025): Mei 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i1.6045

Abstract

This study aims to describe students' spatial geometry abilities in terms of their learning motivation and to detail the achievement of each indicator of students' spatial abilities. The research method used is descriptive qualitative. Data collection techniques in this study include written tests, simple interviews, and observations. The research was conducted with 35 students, from which 6 students were selected based on certain characteristics: high, medium, and low. The spatial ability test results of these 6 students were then analyzed in relation to their learning motivation. The results of the study indicate that high learning motivation can significantly influence students' geometry skills, particularly their spatial abilities. This means there is a correlation between spatial ability and students' learning motivation, where students with high motivation tend to have a stronger drive and need for learning.
Analisis Kesulitan Pemahaman Konsep Siswa Dalam Menyelesaikan Soal Bangun Datar Heha Syah Putri, Musfi’ah; Krisdianto Hadiprasetyo; Isna Farahsanti
Absis: Mathematics Education Journal Vol 7 No 1 (2025): Mei 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i1.6155

Abstract

Difficulty understanding concepts is the inability of students to understand something that has been known and remembered in a person's idea or idea based on their experience of an abstract object or event and using their own language. So that difficulties in understanding concepts can cause students to have difficulty understanding the next material or difficulty in solving problems. This study aims to describe the difficulties in understanding concepts experienced by students in solving flat building problems in grade VII A SMP Negeri 3 Jumantono for the 2023/2024 school year. This type of research is qualitative. The subjects in this study are students of grade VII A SMP Negeri 3 Jumantono for the 2023/2024 school year. The data collection technique uses tests and interviews. Testing the wetness of the data using the triangulation technique. Data analysis includes reduction, data presentation and conclusion drawn. The result of this study is that students of grade VII A SMP Negeri Jumantono experienced difficulties (1) restating a concept by 76.19%; (2) classifying objects according to certain properties (according to the concept) by 14.28%; (3) providing examples and non-examples of the concept by 85.71%; (4) presenting the concept in various forms of mathematical representation by 66.66%; (5) developing necessary or sufficient conditions for a concept by 100%; (6) applying concepts or problem-solving algorithms by 100%.
Pemanfaatan Software GeoGebra dalam Materi Geometri Analitik untuk Siswa Kelas XI: Survey terhadap Respon Siswa Desty Septianawati; Zulkarnain; Ressy Rustanuarsi
Absis: Mathematics Education Journal Vol 7 No 1 (2025): Mei 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i1.6319

Abstract

Analytic geometry is a branch of mathematics that requires a deep understanding of concepts, yet it often poses significant challenges for high school students. This study aims to describe students' responses to the use of GeoGebra software in learning mathematics, specifically in the context of analytic geometry. Employing a descriptive method with a quantitative approach, the research was conducted with a population of 150 eleventh-grade students from SMA Negeri 10 Pontianak. A sample of 75 students was selected using random sampling techniques. Data were collected through questionnaires and analyzed using descriptive statistics. The findings revealed that students responded very positively to the use of GeoGebra software in the learning process of analytic geometry. All participants reported that the software enhanced their understanding of analytic geometry concepts, particularly in terms of visualization. Furthermore, nearly all students expressed their intention to continue using GeoGebra and recommended it to others, citing its user-friendly interface and its ability to make learning more engaging and interactive. This study highlights the potential of GeoGebra as an effective tool for improving the teaching and learning of analytic geometry.
Penerapan Model Pembelajaran Problem Based Learning Dalam Upaya Peningkatan Pemahaman Konsep Matematis Siswa Kelas VIII Mutaqin, Azik; Dewi Susilowati; Andhika Ayu Wulandari
Absis: Mathematics Education Journal Vol 7 No 1 (2025): Mei 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i1.6397

Abstract

This study aims to improve students' understanding of mathematical concepts related to solid shapes with flat surfaces in class VIII A at MTs Al Jauhar Semin Gunungkidul, Semester II of the 2024/2025 academic year, through the Problem Based Learning (PBL) model. The results show an improvement in students' understanding of mathematical concepts, with the initial weighted score of 11 (24.75%) increasing to 20 (45.00%) in Cycle I, 27 (60.75%) in Cycle II, and 35 (78.75%) in Cycle III. The average score also increased from 56.16 in the initial condition to 71.15 in Cycle I, 74.23 in Cycle II, and 84.61 in Cycle III. The number of students who met the Minimum Mastery Criteria (KKM) also rose, from 3 students (11.53%) in the initial condition to 12 students (46.15%) in Cycle I, 16 students (61.53%) in Cycle II, and 25 students (96.15%) in Cycle III. Overall, this study demonstrates that the implementation of the Problem Based Learning model successfully enhanced students' understanding of mathematical concepts related to solid shapes with flat surfaces. Based on these results, it can be concluded that this model is effective in improving students' understanding in mathematics learning.
Development of Student Worksheets (E-LKPD) to Strengthen Numeracy Literacy on Relations and Functions Material Cahyani, Icha; Fitrianti, Yuli; Nizar, Harisman
Absis: Mathematics Education Journal Vol 7 No 1 (2025): Mei 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i1.6461

Abstract

This study aimed to develop an Electronic Student Worksheet (E-LKPD) that is valid, practical, and has the potential to strengthen numeracy literacy on the topic of relations and functions. The type of research used was Design Research with a development study type that was divided into two stages, namely the preliminary stage and the prototyping stage with formative evaluation that included self evaluation, expert review, one-to-one, small group, and field test. The material used in the E-LKPD was relations and functions. Data collection techniques consisted of questionnaires, interviews, tests, and documentation. The questionnaires consisted of validity and practicality  questionnaires. Validity data was obtained from the validity questionnaire which was analyzed quantitatively, while validator comments and suggestions were analyzed qualitatively. Practicality data was obtained through interviews and practicality questionnaire which were analyzed qualitatively and quantitatively at the one-to-one, small group, and field test stages. Meanwhile, potential effect data was obtained from student evaluation tests at the field test stage. The subjects of this study were eighth-grade students at SMP Negeri 7 Palembang. The result of the study showed that the developed E-LKPD was very valid, with an average validity percentage of 88.37%. The E-LKPD was also classified as practical with an average practicality percentage of 73.56%. Furthermore, the potential effect of the E-LKPD in strengthening students’ numeracy literacy on the topic of relation and function was classified as moderate, with an average value of 70.63. This indicate that the developed E-LKPD had a potential effect to strengthen numeracy literacy on the topic of Relation and Functions.
Penerapan Model PBL Berbantuan Media Augmented Reality Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Sulhaliza, Ammylia Prihatini; Ermawati, Diana; Setiawaty, Rani
Absis: Mathematics Education Journal Vol 7 No 1 (2025): Mei 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i1.6528

Abstract

This article explains the results of research on the use of Problem-Based Learning (PBL) model supported by Augmented Reality media to improve students' ability to solve mathematical problems. This research was motivated by the low interest of elementary school students at SD N 2 Panjunan in mathematics, which impacted their low ability to solve mathematical problems. Additionally, the use of technology in learning was still very minimal, and the learning models used lacked variety, resulting in suboptimal learning outcomes. This research employed a quantitative experimental method with a pretest-posttest design on one group, consisting of 25 fifth-grade students at SD 2 Panjunan. Data were obtained through essay-type test questions analyzed using the N-Gain Score test. The results showed an improvement in problem-solving ability of 30.9%, with an average score before learning (pretest) of 54.80 and after learning (posttest) of 85.68. The N-Gain value of 68.06% falls into the moderate improvement category. From these results, it can be concluded that the use of the PBL model assisted by Augmented Reality media can improve the ability of fifth-grade students at SD 2 Panjunan to solve mathematical problems.
Developing the Religious Attitudes of MTs Students Through Islamic Value Based Mathematics Learning in Statistics Abdillah; Irvandi, Wandra; Utin Desy Susiaty
Absis: Mathematics Education Journal Vol 7 No 2 (2025): November 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i2.7273

Abstract

This study aims to: 1) ascertain the extent to which developing religious attitudes in MTs students is influenced by learning mathematics with Islamic values on statistical material supported by e-modules, and 2) ascertain the features of the religious attitudes of MTs students following their involvement in learning mathematics with Islamic values on statistical material supported by e-modules. This study used an experimental methodology. These findings are based on tests that researchers administered to students in classes IX A and IX B at MTs Negeri 1 Pontianak in the form of essay questions. Each class had 30 students. SPSS's independent sample t test yielded a Sig. (2-tailed) value of 0.019, where <0.05. Based on these findings, it can be said that 1) students who received instruction using e-modules on statistics that included Islamic content had higher learning outcomes for their religious views than students who received standard instruction. 2) Out of 30 students who worked on the posttest questions on religious attitudes in statistics in the experimental class, the religious attitudes of MTs students with the help of e-modules and Islamic-containing mathematics learning fall into the same category as 83.3% of students who finished classically.
Developing Mathematical Language Literacy Skills Through the Use of Indonesian in Learning Real Analysis Courses Dewi Leni Mastuti; Buchari; Utin Desy Susiaty
Absis: Mathematics Education Journal Vol 7 No 2 (2025): November 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i2.7277

Abstract

The study's objectives are to: 1) ascertain the extent to which the teaching module aids in learning through the use of Indonesian in the Real Analysis course, and 2) ascertain the features of mathematical language literacy skills following participation in learning through the use of Indonesian in the Real Analysis course. This study used an experimental approach using Posttest-Only Control Design and True Experimental Designs research. Researchers administered an essay test consisting of up to four items to students in the real analysis lecture class in semester VI. The two-tailed significance level is 0.000, where <0.05. This indicates that there is a significant difference, at a probability of 0.05, between the outcomes of the mathematics language literacy skills learned using the Indonesian language actual analysis course teaching module. The mean difference column, which reads 15.31, indicates how much the average or mean of the two groups differed. It is possible to draw the conclusion that students who get instruction using the Indonesian language actual analysis course teaching module have superior mathematical language literacy skills compared to those who receive instruction using standard learning methods.
Students’ Errors in Exponential and Logarithmic Functions: An Error Analysis Using AVAEM Categories Ramadhanti, Febi Tasya
Absis: Mathematics Education Journal Vol 7 No 2 (2025): November 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i2.7357

Abstract

This study aims to analyze students' errors in exponential and logarithmic functions using the AVAEM error category framework: ARITH, VAR, AE, EQS, and MATH. A qualitative method with a case study approach was employed. Thirty-four tenth-grade students from a high school in Samarinda City were involved as research subjects. Data were collected through written tests and interviews with representatives from each error category. The identified AVAEM errors included: 1) ARITH—errors in understanding the rules of operations and properties of exponents and logarithms; 2) VAR—errors in understanding the meaning and role of variables; 3) AE—errors in seeing the structure of algebraic expressions; 4) EQS—misinterpreting the “=” sign as procedural instead of equality; and 5) MATH—errors in vertical and horizontal mathematization. These errors largely stem from difficulties in applying exponent and logarithm properties, memorizing formulas without conceptual understanding, and correctly modeling equations. Consequently, this study offers a valuable starting point for investigating students' learning obstacles, providing a basis for creating a didactical design to help teachers guide students in overcoming them.
Differentiated Learning in the Independent Curriculum to Enhance Mathematical Connection and Resilience of State Junior High School Students in East Kalimantan Province Abdul Razak; Rumainur
Absis: Mathematics Education Journal Vol 7 No 2 (2025): November 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i2.7630

Abstract

This quasi-experimental study aims to analyze the effectiveness of differentiated learning within the Merdeka Curriculum in enhancing the mathematical connection and resilience of junior high school students in East Kalimantan Province. The research employed a pretest-posttest control group design, involving purposively selected eighth-grade students from several public schools. Data was collected through a mathematical connection test, a resilience questionnaire, and learning process observations. The results indicate that differentiated learning significantly improved students' mathematical connection and resilience compared to conventional instruction. The experimental group's average mathematical connection score increased from a low to a high category, with notable improvements in their ability to relate mathematical concepts to daily life and other mathematical ideas. Furthermore, students demonstrated significantly enhanced mathematical resilience, particularly in perseverance, problem-solving persistence, and adaptability to challenges. Key success factors included needs-based lesson planning, active student engagement, and motivating reflective practices.In conclusion, Differentiated instruction is effective in significantly increasing the mathematical resilience of eighth-grade students in East Kalimantan, with a significant value of 0.000 < 0.05. Differentiated instruction is effective in significantly increasing the mathematical connection of eighth-grade students in East Kalimantan, with a significance value of 0.000 < 0.05.Differentiated instruction is effective in simultaneously and significantly increasing both the mathematical resilience and mathematical connection of eighth-grade students in East Kalimantan, with a significance value of 0.000 < 0.05. It is recommended that teachers adopt differentiated strategies more widely to support inclusive, meaningful learning and develop student competencies in the era of independent learning.

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