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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 290 Documents
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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
DEVELOPING MATHEMATICS LEARNING MEDIA USING THE STEAM APPROACH : EFFORTS TO IMPROVE THE QUALITY OF DEEP LEARNING: Jawa Tengah, Indonesia Aziz, Abdul; Iswahyudi Joko Suprayitno
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.v13i1.9340

Abstract

Development of mathematics learning media using the STEAM approach as a strategic effort in the process of adapting 21st century learning. The purpose of this study is to determine the process of developing mathematics learning media in an effort to improve the quality of deep learning. The research method used is the 4D development method consisting of Define, Design, Develop, and Disseminate. The subjects of this study were prospective mathematics teachers who were taking a mathematics animation multimedia course. In the define stage, prospective teachers analyzed materials that were considered difficult by students from teaching field practice or from previous learning experiences. Data containing materials that were difficult for students to learn were then analyzed to develop relevant media to reduce students' difficulties in understanding certain materials. Information collection related to student difficulties was obtained through the process of observation, direct interviews, and documentation of student learning outcomes to determine the causes of difficulties and from the difficult material identified for product design that could help students overcome their difficulties. The design was then followed up with the development of mathematical animation multimedia. In accessing mathematics learning so that it could be accessed by many parties, prospective teachers developed it in web form using Coding entered in Visual Studio Code which leads to HTML. The website containing mathematical animation multimedia was taught to teachers from Cambodia. Based on the animated multimedia created, Cambodian teachers gave positive appreciation and stated that the animated media created was appropriate. Keywords : Media, STEAM, Deep Learning
DEVELOPMENT OF ESSAY INSTRUMENT TO MEASURE MATHEMATICAL CONCEPTUAL UNDERSTANDING ON SIMILARITY AND CONGRUENCE: Banten, Indonesia Wahyu Utomo, Muhammad Faruq; Novaliyosi; Aan Hendrayana; Abdul Fatah
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.v13i2.8530

Abstract

This study aims to develop a valid and reliable essay test instrument to assess mathematical conceptual understanding in ninth-grade junior high school students, focusing on similarity and congruence. Employing a modified 4D model (Define, Design, Develop, Disseminate), the research involved designing a test blueprint based on seven conceptual understanding indicators, expert validation using the Content Validity Ratio (CVR), and field testing to evaluate construct validity, reliability, item difficulty, and discrimination indices. The results indicated that all test items were valid, achieved a high reliability coefficient (α = 0.83), and exhibited varied difficulty and discrimination levels meeting established criteria. Consequently, this instrument is capable of comprehensively measuring students' conceptual understanding and serves as an effective assessment tool in mathematics education. Keywords: Essay Instrument, Mathematical Conceptual Understanding, Similarity and Congruence.
DEVELOPMENT OF PROBLEM-BASED LEARNING INSTRUCTIONAL VIDEOS ON UNIFORM AND UNIFORMLY ACCELERATED LINEAR MOTION FOR JUNIOR HIGH SCHOOL STUDENTS: Pontianak, Indonesia Nur Oktivianti Dewi; Eny Enawaty; Ari Widiyantoro; Dede Suratman; Haratua Tiur Maria S
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.v13i2.9854

Abstract

Physics learning at the junior secondary school level on the topics of Uniform Linear Motion and Uniformly Accelerated Linear Motion often shows low conceptual understanding due to limited use of contextual and visual instructional media. This study aims to develop and examine the effectiveness of Problem-Based Learning (PBL) instructional videos in improving students’ conceptual understanding. The research employed a Research and Development approach using the ADDIE model and adopted a pre-experimental design with a one-group pretest–posttest involving 36 students as trial subjects. The instruments included expert validation sheets, conceptual understanding tests, and student response questionnaires. Data were analyzed using descriptive statistics, normality tests, paired-sample t-tests, and N-Gain analysis. The results showed that the instructional video product was categorized as highly feasible based on expert validation and student responses (89.7%). The students’ mean scores increased from 57.97 to 69.44, with a reduction in variance and standard deviation, indicating a more even distribution of conceptual understanding. The normality test confirmed that the data were normally distributed, and the paired-sample t-test revealed a significant difference between pretest and posttest scores (p < 0.001). The N-Gain value of 0.27 was in the low–moderate category, indicating initial effectiveness. Therefore, the developed PBL instructional videos indicate initial effectiveness in enhancing students’ conceptual understanding and can be considered a feasible instructional innovation for junior secondary school physics learning. Keyword: learning video, Problem-Based Learning, conceptual understanding, junior high school physics, instructional innovation
VALIDITY AND PRACTICALITY OF ENGINEERING DESIGN THINKING-BASED STUDENT WORKSHEETS: Bengkulu, Indonesia Sukma Lestari; Masri; Risnanosanti
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.v13i2.10134

Abstract

This study aims to determine the validity and practicality of Engineering Design Thinking (EDT)-based Student Worksheets (LKPD). The research employed a development research method using three of the four stages in the 4D (Four-D) development model, namely define, design, and develop. The research subjects consisted of one teacher and 29 students in the implementation class. The instruments used included expert validation sheets and practicality questionnaires. The results showed that the validity score of the LKPD reached 88.61%, which falls into the "very valid" category. The practicality score based on the teacher's assessment averaged 87.5%, while the students assessment averaged 85.3%, indicating a high level of practicality. Therefore, it can be concluded that the developed Engineering Design Thinking-based LKPD meets the criteria of being valid and practical for use in the learning process. Keywords: Student Worksheets (LKPD), Engineering Design Thinking (EDT), Validity, Practicality.
MATHEMATICAL PROBLEM-SOLVING SKILLS AND STUDENTS' LEARNING INDEPENDENCE THROUGH PMRI BASED ON ENGINEERING DESIGN THINKING: Bengkulu, Indonesia Leni Pitriyani; Risnanosanti; Ristontowi; Rahmat Jumri; Adi Asmara
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.v13i2.10135

Abstract

This study aims to observe the differences in students' mathematical problem-solving abilities and learning independence in learning with the Indonesian Realistic Mathematics Education (PMRI) approach based on Engineering Design Thinking (EDT), the Indonesian Realistic Mathematics Education (PMRI) approach, and conventional learning. This study is a quasi-experimental study with a pretest–posttest control group design. The study population was all seventh-grade students of SMP Negeri 7 Bengkulu City in the 2025/2026 academic year. Data analysis was carried out using one-way ANOVA. The results showed that there were significant differences in students' mathematical problem-solving abilities taught with the PMRI approach based on EDT, PMRI, and conventional learning (F = 3.629; p = 0.031 < 0.05). The average posttest of students' mathematical problem-solving abilities in the PMRI class based on Engineering Design Thinking was 28.75, the PMRI class was 26.84, and the conventional learning class was 24.42. In addition, there was a significant difference in student learning independence between the three learning groups (F = 3.734; p = 0.029 < 0.05). The average student learning independence in the EDT-based PMRI class was 73.94, higher than the PMRI class (68.95) and the conventional learning class (68.13). Based on these results, EDT-based PMRI learning is more effective in improving students' mathematical problem-solving abilities and learning independence. Keywords: PMRI, Engineering Design Thinking (EDT), Mathematical Problem Solving Ability, Learning Independence.

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