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Jurnal Math-UMB.EDU
Published by Universitas Muhammadiyah Bengkulu
ISSN : 27154912     EISSN : 23392754     DOI : 10.36085
Core Subject : Education,
Mathematics
Jurnal MATH_UMB.EDU mempublikasikan artikel ilmiah hasil penelitian dan kajian dalam bidang matematika dan pendidikan matematika baik di SD, SMP, SMA, dan Perguruan Tinggi. Jurnal MATH-UMB.EDU diterbitkan oleh Program Studi Pendidikan Matematika Universitas Muhammadiyah Bengkulu sebanyak tiga kali penerbitan dalam setahun yaitu pada bulan Maret, Juli, dan November
Arjuna Subject : Umum - Umum
Articles 11 Documents
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Search results for , issue "Vol. 13 No. 1 (2025): NOVEMBER" : 11 Documents clear
THE INFLUENCE OF USING DOMINO LEARNING MEDIA ON THE UNDERSTANDING OF MATHEMATICAL CONCEPTS IN ADDITION MATERIAL AMONG SECOND GRADE STUDENTS OF SD INPRES BAKUNG, GOWA REGENCY : Makasar, Indonesia Fatmawati; Patta, Rahmawati; Hotimah; Eka Putri Atjo, Samsuryani
Jurnal Math-UMB.EDU Vol. 13 No. 1 (2025): NOVEMBER
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v13i1.8759

Abstract

This research aims to describe the use of domino learning media in mathematics lessons, assess students' understanding of mathematical concepts in addition, and examine the effect of using domino learning media on the mathematical concept comprehension of second-grade students at SD Inpres Bakung, Gowa Regency. This study is an experimental research with a quantitative approach. The research design employed is a quasi-experimental type with a Pretest-Posttest Control Group Design. The population consists of all second-grade students at SD Inpres Bakung, Gowa Regency. The sample includes 15 students in the experimental group and 15 students in the control group, selected through purposive sampling. Data were collected using observation sheets to monitor the implementation of the learning media and student achievement tests. Data analysis involved descriptive and inferential statistics. The descriptive analysis showed that the implementation of the learning process using domino media from the first to the third meeting was categorized as very good. This indicates that the improvement in students' understanding of mathematical concepts in addition was better in the experimental group compared to the control group. This is supported by the higher average posttest scores of the experimental group compared to the control group.In conclusion: (1) the learning process assisted by domino learning media was very effective, (2) test results revealed an improvement in students’ understanding of mathematical concepts related to addition, and (3) using domino learning media significantly influenced the comprehension of mathematical concepts in addition among second-grade students at SD Inpres Bakung, Gowa Regency. Keywords: Domino Learning Media, Mathematical Concept Comprehension (Addition).
DEVELOPMENT OF A CANVA-BASED MATHEMATICS TEACHING E-MODULE TO FACILITATE JUNIOR HIGH SCHOOL STUDENTS' MATHEMATICAL CREATIVE THINKING ABILITIES ON ALGEBRAIC FORMS: Riau, Indonesia Ranny Mukerdi; Reni Wahyuni; Indah Widiati; Sindi Amelia
Jurnal Math-UMB.EDU Vol. 13 No. 1 (2025): NOVEMBER
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v13i1.8833

Abstract

This study aims to produce a product in the form of a Canva-based teaching e-module to facilitate creative thinking skills in algebraic form material. This study uses a Research and Development (R&D) approach with stages, namely potential and problems, data collection, product design, design validation, design revision, product testing, product revision, and final product. In the data collection process, researchers used several instruments in the form of validation sheets addressed to experts, as well as practicality questionnaires intended for teachers and students. The objects of this study were eighth grade students at the junior high school level. Based on the development results, it was obtained that the learning media in the form of teaching e-modules designed by using the Canva platform showed validation results with an average percentage value of 85.47% with valid criteria. Meanwhile, the practicality value obtained from the teacher's practicality questionnaire was with an average percentage of 87.5% with very practical criteria, and the student's practicality questionnaire with an average percentage value of 88.89% with very practical criteria. Thus, the results of the research and development of Canva-based teaching e-modules for creative thinking skills in algebraic form material for junior high school students can be concluded that from the validation results by experts and responses from teachers and students, the developed learning media is declared suitable for use in the learning process. Keywords : e-learning module, Canva, creative thinking.
THE IMPACT OF ARTIFICIAL INTELLIGENCE ON STUDENTS’ INTEREST AND ACHIEVEMENT IN LEARNING MATHEMATICS: Bengkulu, Indonesia Sarwoedi; Syamsir; Muhammad Sholihin; Deri Wanto; Idi Warsah
Jurnal Math-UMB.EDU Vol. 13 No. 1 (2025): NOVEMBER
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v13i1.9050

Abstract

This study investigates the impact of Artificial Intelligence (AI) on students’ interest and achievement in learning mathematics compared to the use of printed textbooks. A quasi-experimental design was employed with two groups of senior high school students: the experimental group utilized AI-based applications, while the control group relied on printed textbooks as the main learning resource. Research instruments included a learning interest questionnaire, achievement tests, and classroom observations. The results indicate that students learning with AI demonstrated higher levels of interest due to interactivity and personalized content. Furthermore, there was a significant difference in learning outcomes between the AI group and the textbook group. The findings suggest that integrating AI into mathematics instruction can serve as an innovative strategy to foster student motivation and improve academic performance, while printed textbooks remain valuable as supplementary learning resources. Keywords: Artificial Intelligence, learning interest, learning outcomes, mathematics
EXPLORING PROBLEM-SOLVING SKILLS PROFILES OF PRE-SERVICE MATHEMATICS TEACHERS THROUGH POLYA’S FOUR STAGES: Riau, Indonesia Wahyuni, Reni; Wahyuni, Astri; Angraini, Lilis Marina; Sthephani, Aulia
Jurnal Math-UMB.EDU Vol. 13 No. 1 (2025): NOVEMBER
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v13i1.9075

Abstract

Mathematical problem-solving skills are an essential competence for pre-service mathematics teachers, as they are expected to cultivate these skills in their future students. This study aims to describe the problem-solving profiles of pre-service mathematics teachers using Polya’s four stages as an analytical lens. A qualitative case study approach was employed to examine the cognitive processes demonstrated by pre-service teachers while solving mathematical problems. The findings reveal diverse problem-solving profiles, including conceptual understanding shaped by prior experience, logical reasoning used to interpret problem conditions, and the ability to represent problems through mathematical models. These profiles underscore the need for dedicated coursework that enhances mathematical problem-solving skills within mathematics education programs. The study provides insights into the variation of problem-solving profiles and offers implications for curriculum development in the mathematics education department. Keywords: Mathematical problem-solving skills, pre-service mathematics teachers, Polya’s profile, qualitative research
DEVELOPMENT OF A MATHEMATICS TEACHING MODULE BASED ON SASAK ETHNOMATHEMATICS WITH A CRT APPROACH TO IMPROVE ELEMENTARY SCHOOL STUDENTS' MASTERY OF GEOMETRY CONCEPTS: Nusa Tenggara Barat, Indonesia Hasanah, Huswatun; Waluyo, Edy; Supiyati, Sri
Jurnal Math-UMB.EDU Vol. 13 No. 1 (2025): NOVEMBER
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v13i1.9080

Abstract

This study aims to develop a mathematics teaching module based on Sasak ethnomathematics using the CRT approach to improve elementary school students' mastery of geometric concepts. This study used the Plomp development model, with stages including preliminary research, prototype creation, and assessment. The subjects were sixth-grade elementary school students. The instruments used included interviews, student response questionnaires, observations, test sheets, expert validation, and practicality and effectiveness instruments. The results showed that the developed teaching module met the criteria of validity, practicality, and effectiveness. The module's validity was obtained from expert assessments on material and language, with the module categorized as very adequate. The module's practicality was demonstrated through positive responses from teachers and students, who stated that the module was easy to understand, engaging, and helpful in the learning process. The module's effectiveness was evident in the increase in elementary school students' mastery of geometric concepts after using the module, as demonstrated by the results of the N-gain test, which categorized as moderate or effective. Therefore, the Sasak ethnomathematics-based mathematics teaching module using the CRT approach is effective in improving elementary school students' mastery of geometric concepts. Keywords: Teaching Module, Sasak Ethnomathematics, CRT, Mastery of Geometry Concepts
IMPROVING UNDERSTANDING OF THE CONCEPT OF ADDITION AND SUBTRACTION THROUGH THE APPLICATION OF PANJURANG MEDIA IN GRADE II STUDENTS: Makasar, Indonesia Hasanah, Nurul; Rahmawati Patta; Andi Dewi Riang Tati
Jurnal Math-UMB.EDU Vol. 13 No. 1 (2025): NOVEMBER
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v13i1.9098

Abstract

This research is motivated by the low understanding of mathematics concepts of grade II students in addition and subtraction of integers, as well as the lack of student involvement in the learning process. This research aims to improve the understanding of mathematical concepts through the application of Panjurang (Addition and Subtraction Board) media. The type of research used is Class Action Research (CAR) which is carried out in two cycles, each consisting of the planning, action implementation, observation, and reflection stages. The subjects of the study were 20 students of grade II UPT SPF SD Inpres Ikip Campus. Measurement of concept comprehension refers to the classic Bloom Taxonomy of Comprehension (C2) level, which includes translation, interpretation, and extrapolation abilities because all three aspects are relevant to assessing students' understanding of symbols, meanings, and patterns in computational operations. In Cycle I, the results of observations showed that the learning process from both the teacher and student side and the learning outcomes were still in the category of adequate. After improvements were made in Cycle II, there was a significant improvement in all aspects, namely the learning process from the teacher's side, the learning process from the student side, and learning outcomes, increasing to the good category. This increase is characterized by more active student involvement, more optimal use of Panjurang media, and increased student learning completeness. Thus, it can be concluded that the use of Panjurang media is effective in improving the understanding of mathematics concepts of grade II students in addition and subtraction materials. Keywords: Media Barriers, Conceptual Understanding, Classroom Action Research, Bloom's Taxonomy, Mathematic In Primary School
DEVELOPMENT OF E-LKPD BASED ON PROBLEM BASED LEARNING (PBL) ON SEQUENCES AND SERIES FOR GRADE X: Padang, Indonesia Resi Arti Nanda; Radhya Yusri; Anna Cesaria
Jurnal Math-UMB.EDU Vol. 13 No. 1 (2025): NOVEMBER
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v13i1.9112

Abstract

This study was conducted in response to the fact that the teaching materials used in mathematics instruction at SMA Negeri 1 Sitiung have not yet fully addressed students’ learning needs. The objective of this research is to develop a valid E-LKPD (Electronic Student Worksheet) based on Problem-Based Learning (PBL) for the topic of sequences and series in grade X. This study employs a Research and Development (R&D) approach, utilizing the Plomp development model. The validation results of the PBL-based E-LKPD obtained a score of 89.8%, categorized as very valid. These findings indicate that the PBL-based E-LKPD for the sequences and series material in grade X at SMA Negeri 1 Sitiung is valid and suitable for use by both teachers and students during the learning process. Keywords: E-LKPD, Problem Based Learning, Sequences and Series
APPLICATION OF THE PROBLEM POSING MODEL TO IMPROVE THE ABILITY OF FIFTH GRADE STUDENTS TO SOLVE MATHEMATICAL STORY PROBLEMS AT THE UPT SPF SD INPRES KARUNRUNG, MAKASSAR CITY: Makasar, Indonesia Azizah, Nurul; Patta, Rahmawati; Riang Tati, Andi Dewi
Jurnal Math-UMB.EDU Vol. 13 No. 1 (2025): NOVEMBER
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v13i1.9143

Abstract

This study originated from the lack of involvement of fifth-grade students in learning and their low ability to solve mathematical story problems, which did not meet the Learning Objective Criteria (KKTP). To address this issue, this study aims to examine the improvement of mathematics learning through the application of the Problem Posing model. Using the Classroom Action Research (CAR) method with a qualitative approach, this study was conducted in two cycles. Each cycle included planning, implementation, observation, and reflection. The research subjects were teachers and 25 fifth-grade students at UPT SPF SD Inpres Karunrung (7 male students and 18 female students). In Cycle I, observations showed that the learning process (both from the teacher and student perspectives) and learning outcomes were at a satisfactory level. After improvements were implemented, Cycle II showed a significant improvement, with all aspects of the learning process from the teacher's side, the learning process from the students' side, and learning outcomes improving to a good level. The conclusion of this study is that the Problem Posing model is a successful approach in improving the ability of fifth-grade students at UPT SPF SD Inpres Karunrung in Makassar City to solve math story problems. Keywords: Problem Posing Model, Ability to solve story problems
INTEGRATING CLASSPOINT INTO PRESENTATION MEDIA FOR ENHANCING INTERACTIVE LINEAR ALGEBRA INSTRUCTION : Jakarta Timur, Makasar, Indonesia Sovia, Anny; Tasni, Nurfaida; Murdiyanto, Tri; Haeruman, Leny Dhianti; Partasiwi, Nurashri; El-Hakim, Lukman
Jurnal Math-UMB.EDU Vol. 13 No. 1 (2025): NOVEMBER
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v13i1.9327

Abstract

The limited participation and motivation of students in conventional, lecturer-centered learning environments highlight the necessity for technological innovations that actively promote student engagement. This study aims to design and develop an interactive learning medium utilizing ClassPoint for the Linear Algebra course. The research adopted the ADDIE development model, encompassing the analysis, design, and development phases, and was limited to the validation stage. Two experts served as validators: one in content and the other in instructional media. Validation data were analyzed through quantitative descriptive techniques by calculating the mean percentage score and categorizing feasibility across four assessment aspects—content, presentation, language, and visual design. The validation results revealed that the ClassPoint-based learning media achieved a “highly valid” classification, with an average score exceeding 83%. These findings indicate that the developed media are suitable for classroom implementation and have strong potential to enhance students’ motivation and engagement through interactive features. Future research is recommended to evaluate the effectiveness of the media during the implementation stage, particularly concerning learning outcomes and the development of 21st-century skills.. Keywords: ClassPoint, interactive learning media, media validation, Linear Algebra, ADDIE model.
THE EFFECTIVENESS OF PROBLEM-BASED LEARNING ON THE DEVELOPMENT OF SPATIAL SKILLS AMONG JUNIOR HIGH SCHOOL STUDENTS: A SYSTEMATIC LITERATURE REVIEW: Jawa Timur, Indonesia Idzni Arenta Dinia Putty; Fatqurhohman; Nurul Imamah Ah
Jurnal Math-UMB.EDU Vol. 13 No. 1 (2025): NOVEMBER
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v13i1.9339

Abstract

Many reports show that Junior High School students still face difficulties in spatial abilities, especially in geometry. Students often struggle with visualizing objects, interpreting 3D representations, and performing mental rotations. Learning that is still teacher-centered also limits students’ opportunities to explore and develop spatial reasoning. This study aims to analyze the effectiveness of the Problem Based Learning (PBL) model in developing students’ spatial abilities through a systematic literature review (SLR) approach. The review was conducted using the PRISMA guidelines to ensure a transparent and comprehensive selection process. The study examined eight selected articles identified by Google Scholar, Garuda, and Academia. The analysis reveals that PBL effectively enhances middle school students’ spatial abilities in mathematics, particularly in visualization, mental rotation, and spatial reasoning. The model also strengthens critical, creative, and reflective thinking as essential 21st-century competencies. Furthermore, technology-assisted PBL such as SketchUp and differentiated facilitation based on cognitive styles further optimize learning outcomes. However, challenges remain in teacher readiness and access to digital media. The findings confirm that PBL is not only an effective instructional method but also a transformative pedagogical approach to cultivate spatial intelligence and problem-solving skills in mathematics education. Keywords: Problem Based Learning, Spatial Ability, Mathematics Education, 21st-Century Skills, Systematic Literature Review

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