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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 14 Documents
 1   2 
Search results for , issue "vol. 13 no. 2 (2026): march" : 14 Documents clear
DEEP LEARNING IN IMPROVING STUDENTS' MATHEMATICAL CRITICAL THINKING: A SYSTEMATIC LITERATURE REVIEW: Bali, Indonesia I Kadek Agus Prabawan Saputra; I Putu Pasek Suryawan; I Gusti Ngurah Pujawan
Jurnal Math-UMB.EDU Vol. 13 No. 2 (2026): MARCH
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i2.9994

Abstract

Mathematical critical thinking skills are one of the essential competencies that students must have in 21st-century mathematics learning. However, learning practices in schools still tend to be oriented towards procedural mastery and formula memorization, so they are not optimal in developing students' higher-order thinking skills. One approach that is considered relevant to overcome this problem is deep learning, which emphasizes meaningful understanding, interrelationships between concepts, reflection, and the application of knowledge in real contexts. This study aims to analyze the implementation of deep learning in improving students' mathematical critical thinking skills. The research method used is a systematic literature review with a descriptive qualitative approach to relevant national articles. This study reviews 20 research articles obtained from the Google Scholar database with a publication range from 2025 to 2026. The results of the study show that deep learning is able to encourage students to analyze mathematical problems in depth, evaluate solution strategies, and construct logical mathematical arguments. Thus, deep learning has the potential to be an effective approach in improving the quality of mathematics learning.  Keywords: Deep Learning, Mathematics Learning, Mathematical Critical Thinking
EKSPLORING JAMBI CULTURAL ELEMENTS IN DEVELOPING MATHEMATICS QUESTIONS THAT MEASURE THE COGNITIVE PSYCHOLOGY OF JUNIOR HIGH SCHOOL STUDENTS: Jambi, Indonesia Caesarani, Nabila Nasywa; Kamid; Yelli Ramalisa
Jurnal Math-UMB.EDU Vol. 13 No. 2 (2026): MARCH
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i2.10092

Abstract

This study was motivated by the importance of integrating local culture into mathematics learning and developing assessment instruments that can measure students’ cognitive psychology, particularly critical thinking skills. The objective of this study was to develop mathematics problems based on Jambi cultural elements and to analyze junior high school students’ critical thinking skills as part of cognitive psychology. This study employed a Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The subjects of this study were ninth-grade students of Junior High School 4 Jambi City. Data were collected through interviews, tests, and questionnaires. The developed instrument consisted of ten mathematics problems based on Jambi cultural contexts and six indicators of critical thinking, namely interpretation, analysis, inference, evaluation, explanation, and self-regulation. The results showed that the developed instrument met the validity and reliability criteria. The validation results indicated that the material aspect obtained a score of 86.4% and the design aspect obtained 89.8%, both categorized as very valid. The reliability test using Cronbach’s Alpha showed a value of 0.743, indicating that the instrument had sufficient reliability. The field test results showed that students’ critical thinking skills reached an average score of 70.1%, which is categorized as high. These findings indicate that mathematics problems based on Jambi cultural elements are feasible and effective to be used as an instrument to measure students’ critical thinking skills in mathematics learning. Keywords: Cognitve Psychology; Critical Thinking; Jambi Culture; ADDIE; SPLDV
ETHNOMATHEMATICS-BASED COGNITIVE ASSESSMENT MODEL FOR DYSCALCULIA STUDENTS: Jambi, Indonesia Rahayu, Gebby Kusuma; Kamid; Yelli Ramalisa
Jurnal Math-UMB.EDU Vol. 13 No. 2 (2026): MARCH
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i2.10093

Abstract

This research is motivated by the learning difficulties experienced by students with dyscalculia in mathematics, particularly in understanding numerical concepts and performing basic arithmetic operations. This study aims to develop an ethnomathematics-based cognitive assessment model using the traditional congklak game and question cards to assess students' cognitive abilities in learning mathematics. This study uses the Research and Development (R&D) method with the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research participants were six seventh-grade students with dyscalculia identified through a screening test. The developed model was tested with content validity and reliability tests. Content validity was validated by two experts, namely a subject matter expert and a media design expert, to evaluate the content and feasibility of the assessment model design. The results showed that the model achieved a validity score of 96.88% from the media expert and 93.75% from the subject matter expert, indicating that the product is valid. Furthermore, the reliability test using Inter-Rater Reliability (ICC) produced a value of 0.892, indicating very high reliability. These findings suggest that an ethnomathematics-based cognitive assessment model can be used as an alternative tool to assess the cognitive abilities of students with dyscalculia in adding and subtracting integers through culturally relevant learning activities. Keywords: Assessment cognitive; Ethnomathematics; Dyscalculia; Congklak
MATHEMATICS LEARNING USING THE TAPPS MODEL BASED ON MIND MAPPING: ITS IMPACT ON STUDENTS' MATHEMATICAL PROBLEM-SOLVING SKILLS : Sumatera Utara, Indonesia Rizki Aprilia, Nabila; Ulfa Hasanah, Rusi
Jurnal Math-UMB.EDU Vol. 13 No. 2 (2026): MARCH
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i2.10263

Abstract

Students’ mathematical problem-solving skills in Indonesia are still not optimal, so it is necessary to implement a learning model that can train structured thinking and increase student engagement. This study aims to determine the effect and magnitude of the effect of the Mind Mapping-based Thinking Aloud Pair Problem Solving (TAPPS) cooperative learning model on the mathematical problem-solving skills of seventh-grade MTs students in a city in Medan  regarding algebra material. This is a quantitative study using a quasi-experimental method with a pretest–posttest control group design. The research sample consisted of two classes: an experimental class with 28 students and a control class with 28 students. The instrument used was a mathematical problem-solving ability test. Data analysis employed the t-test. Results from the independent samples t-test indicated p < 0.001 < 0.05, thus rejecting H₀. This improvement was indicated by an N-Gain value of 0.36, classified as moderate, and a coefficient of determination R² = 0.372, meaning that students’ mathematical problem-solving skills were influenced by the implementation of this learning model. Thus, the Mind Mapping-based TAPPS model can serve as an alternative approach to mathematics instruction to enhance students’ mathematical problem-solving skills. Keywords: Learning Model; TAPPS; Mind Mapping; Mathematical Problem-Solving Ability

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