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Andhika Ayu Wulandari
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Pendidikan Matematika Universitas Veteran Bangun Nusantara Sukoharjo Jl. Letjend S. Humardani No. 1 Sukoharjo, Jawa Tengah, Indonesia
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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 86 Documents
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Exploration of Ethnomathematics in Roro Ngigel Dance: Representation of Motion and Pattern in Mathematics Vemas Dwi Agustino; Isna Farahsanti; Eka Prasetyaningsih
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.v7i2.7798

Abstract

The purpose of this research is to express the representation of movements and patterns in Roro Ngigel dance in mathematics. The method used in this research is a qualitative method with an ethnographic approach. The instrument in this research is the researcher himself and cannot be represented. The data analysis technique was carried out by determining the geometry domain which was then described. The results obtained in this study are that there is ethnomathematics in the Roro Ngigel dance in the form of angles, lines, translations, and reflections. This research has implications in learning mathematics for learning through the development of mathematical skills, contextual learning, and cultural development or preservation. This can be done with learning strategies such as PjBL, PBL, or Inkuri Learning. The conclusion was obtained ethnomathematics in motion and pattern.
Implementation of Project-Based Learning (PjBL) Assisted by Geogebra Application to Improve Students’ Spatial Abilities Mulyaningrum Lestari; Wahyuning Widyastuti; Eka Nurul Amalia
Absis: Mathematics Education Journal Vol 8 No 1 (2026): Mei 2026
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v8i1.7477

Abstract

The purpose of this study was to determine whether the implementation of the Geogebra-assisted Project Based Learning (PjBL) model has an impact on improving students' spatial abilities or not. Quantitative method with experiments was used in this study. The sample used was class B and C students of Mathematics Education IAIN Kudus class of 2022/2023 who were selected through cluster random sampling techniques. To determine the level of effectiveness, pretest and posttest instruments were given to students. Before the instrument was given, content, construct, and item tests were carried out. Based on the content validation test given by two experts, a V-Aiken score of 0.93 was obtained, which was categorized as very valid. Furthermore, item tests were carried out, which included item validity tests, discrimination power, level of difficulty, and reliability. Based on the analysis of the item test, it was stated that all questions could be used. The effectiveness test was carried out using N-Gain, and an average score of 3.896 was obtained, categorized as moderate. From these calculations, it is concluded that PjBL learning models assisted by the Geogebra application have a positive impact on improving students' spatial abilities.
Implementing ‘De KeLuVa’ Media Based on the Tri-N Approach to Improve Cognitive Learning Outcomes of Fourth Grade Elementary Students Anisa Khayati Nur Kafah; Ita Handayani; Widyah Noviana; Weni Gurita Aedi
Absis: Mathematics Education Journal Vol 8 No 1 (2026): Mei 2026
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v8i1.8097

Abstract

Education plays an important role in developing students’ character, intellectual abilities, and problem-solving skills, particularly in mathematics education. However, mathematics learning in elementary schools is often dominated by teacher-centered instruction, resulting in low student engagement and cognitive learning outcomes. Therefore, this study aimed to analyze the implementation of De KeLuVa media based on the Tri-N approach (Niteni, Nirokke, and Nambahi) to improve fourth-grade students’ cognitive learning outcomes in mathematics, especially on the topic of perimeter and area of plane figures. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart cyclical model consisting of planning, acting, observing, and reflecting stages. The subjects of the study were 28 fourth-grade students of Mekarwangi Elementary School selected purposively based on their low mathematics learning achievement. Data were collected through cognitive achievement tests, classroom observations, and documentation. The research instruments were validated through expert judgment and content validity review. The results showed a significant improvement in students’ cognitive learning outcomes after the implementation of De KeLuVa media. The average score increased from 38.40 in the pre-cycle stage to 63.57 in Cycle I and reached 81.43 in Cycle II. In addition, students became more active, collaborative, and confident during mathematics learning activities. The findings indicate that the integration of De KeLuVa media and the Tri-N approach provides meaningful and deep learning experiences by encouraging students to observe, imitate, and modify mathematical problem-solving strategies. In conclusion, the implementation of De KeLuVa media based on the Tri-N approach effectively improved students’ cognitive learning outcomes in mathematics. This study implies that innovative and student-centered mathematics learning media can support deep learning processes and enhance elementary students’ conceptual understanding.
The Development of Student Worksheets (LKPD) Based on Higher Order Thinking Skill (HOTS) with Nuance of Numeracy Literacy in Mathematics Subjects for Elementary School Class V Students Paula Anastasha; Muammar; Siti Ruqoiyyah
Absis: Mathematics Education Journal Vol 8 No 1 (2026): Mei 2026
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v8i1.8123

Abstract

    This study is motivated by the low level of students’ numeracy literacy skills and the suboptimal use of instructional materials that facilitate higher-order thinking skills in elementary mathematics learning. Teacher-centered learning practices tend to limit students’ active participation and hinder their ability to solve contextual problems. This study aims to develop a Student Worksheet (LKPD) based on Higher Order Thinking Skills (HOTS) with a numeracy literacy orientation on plane geometry material that meets the criteria of validity and practicality. This research employed a Research and Development (R&D) approach using the 4-D model, which includes the stages of define, design, develop, and disseminate. The subjects of this study were fifth-grade students of SDN 3 Golong. Data were collected through expert validation sheets for content and media, as well as questionnaires on students’ and teachers’ responses. The results indicate that the developed LKPD has good feasibility, with a material expert validation score of 73% (feasible) and a media expert validation score of 91% (very feasible). Furthermore, the practicality level is categorized as practical, as indicated by small group trials (77%), large group trials (81%), and teacher responses (75%). Therefore, the HOTS-based LKPD with numeracy literacy nuance is considered valid and practical to be used as instructional material in elementary mathematics learning and contributes to improving contextual and meaningful learning quality.
Exploring Mathematics Teachers’ Perceptions of ChatGPT for Personalized Learning and Technology Dependence Nurmia; Suri Aksuri; Sanrawati; Anisa; Nurhalisa; Nabila Apriani Maulidiah Putri; Aprisal
Absis: Mathematics Education Journal Vol 8 No 1 (2026): Mei 2026
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v8i1.8148

Abstract

The development of artificial intelligence, particularly ChatGPT, has begun to influence mathematics learning in classrooms. This technology is not only used as a learning support tool but also affects how teachers teach and how students understand mathematical concepts.  This study aims to analyze the effectiveness of ChatGPT in mathematics learning, its benefits and challenges, and the potential for technology dependence based on mathematics teachers’ perspectives. This study employed a Systematic Literature Review (SLR) approach. The data analysis technique used the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method through the stages of identification, screening, eligibility, and article inclusion. Articles were collected from ScienceDirect, Google Scholar, Semantic Scholar, Publish or Perish, and ResearchGate. Based on the selection process, 27 articles were analyzed thematically according to the research focus. The findings indicate that mathematics teachers perceive ChatGPT as effective in supporting more flexible, interactive, and adaptive learning based on students’ needs. ChatGPT also supports personalized learning through adjusted explanations and learning pace. However, its use also presents challenges related to information accuracy, teachers’ readiness, and supervision of AI use. In addition, the ease of obtaining instant answers may increase technology dependence and reduce students’ engagement in mathematical thinking during the learning process.
Problem-Solving Ability In Arithmetic Sequences And Series Using Problem-Based Learning Mariana Marta Towe
Absis: Mathematics Education Journal Vol 8 No 1 (2026): Mei 2026
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v8i1.8178

Abstract

This study aims to describe the learning process on the topic of sequences and series using the Problem-Based Learning (PBL) approach, and to describe students' mathematical problem-solving abilities on the topic of arithmetic sequences and series using the Problem-Based Learning (PBL) approach. The study was conducted at SMA Negeri 1 Adonara Tengah in February 2026. The subjects of this study were 16 students in Grade XI. The data collection techniques used were learning process, written tests, and interviews. Mathematics learning on the topic of sequences and series using the PBL approach was carried out through several stages: (a) orientation, (b) organizing, (c) guiding individual/group investigation, (d) developing and presenting, and (e) analyzing and evaluating. The results of the written test from 16 students, analyzed based on indicators of mathematical problem-solving ability, showed that for Problem 1, all 16 students (100%) were classified as having high problem-solving ability, having met indicators 1–4; for Problem 2, 13 students (81.25%) were classified as having high problem-solving ability, having met indicators 1–4, while 3 students (18.75%) were classified as having moderate problem-solving ability, having only met indicators 1–2. Based on the results obtained, it can be concluded that mathematics learning on the topic of sequences and series using the PBL approach can improve students' problem-solving abilities.

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