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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 308 Documents
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WORDWALL-ASSISTED GAME-BASED LEARNING TO IMPROVE STUDENTS’ MATHEMATICS LEARNING OUTCOMES: A PRETEST-POSTTEST STUDY IN THE MERDEKA CURRICULUM: Lampung, Indonesia Suryatul Aini Asyhara; Fitria Lestari; Noprisa; Dwi Desmayanasari; Catur Adi Pangestu
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.10508

Abstract

This study investigated the improvement of students' mathematics learning outcomes after the implementation of Wordwall-assisted Game-Based Learning (GBL) in a Merdeka Curriculum classroom. The study used a quantitative quasi-experimental method with a one-group pretest-posttest design involving 36 eighth-grade students from a private junior high school in the Sukarame area, Indonesia. The participants were selected purposively because the class showed low initial mathematics achievement and represented the learning context targeted by the intervention. Data were collected using a mathematics learning outcomes test consisting of four essay items aligned with the competency indicators of the Merdeka Curriculum. The instrument was validated prior to the main study and showed acceptable item validity (p < 0.05) and very high internal consistency (Cronbach's alpha = 0.878). Data analysis involved descriptive statistics, the Shapiro-Wilk normality test, a paired-samples t-test, learning mastery analysis, and normalized gain (N-Gain). The results showed that the mean score increased from 34.7 in the pretest to 83.3 in the posttest, with an N-Gain of 0.74, categorized as high. Learning mastery also increased from 0% to 94.4%. The paired-samples t-test indicated a statistically significant difference between pretest and posttest scores (p < 0.001). These findings suggest that Wordwall-assisted GBL was associated with a significant improvement in students' mathematics learning outcomes. However, because this study did not include a control group, the findings should be interpreted as evidence of within-group improvement rather than as definitive comparative causal evidence. Keywords: Game-Based Learning; mathematics learning outcomes; Merdeka Curriculum; pretest-posttest; Wordwall
THE EFFECTIVENESS OF GUIDED INQUIRY LEARNING AND PROBLEM-BASED LEARNING MODELS ON MATHEMATICAL COMMUNICATION ABILITY: Jakarta, Indonesia Dhea Ayu Pratiwi; Leni Marlena
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.10516

Abstract

The development of students' mathematical communication ability has become one of the key objectives of mathematics education in the 21st century. Nevertheless, many senior high school students continue to experience difficulties in expressing mathematical ideas effectively. In response to this issue, this research aimed to compare the effectiveness of the Problem-Based Learning (PBL) and Guided Inquiry Learning (GIL) models in improving students' mathematical communication ability. A quantitative method employing a quasi-experimental non-equivalent control group design was implemented at SMA Negeri 50 Jakarta on the topic of Three-Variable Linear Equation Systems (SPLTV). Students' mathematical communication ability was measured using a validated test instrument, and the collected data were analyzed through an independent samples t-test. The findings revealed that students taught using the PBL model achieved greater learning gains, obtaining a moderate normalized gain (N-Gain) score of 0.486. Meanwhile, the GIL group obtained an N-Gain score of 0.289, which fell into the low category. Statistical analysis produced a significance value of 0.000, indicating that the PBL model was significantly more effective than GIL in enhancing students' mathematical communication ability. Keywords: Guided Inquiry Learning, Mathematical Communication Ability, Problem-Based Learning.
IMPLEMENTATION AND RESEARCH TRENDS OF PROBLEM-BASED LEARNING IN MATHEMATICS EDUCATION AT SCHOOL: A SYSTEMATIC LITERATURE REVIEW: West Java, Indonesia Aisyah Muthia Ghefira; Al Jupri; Jarnawi Afgani Dahlan; Lukman
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.10542

Abstract

Problem-Based Learning (PBL) is widely used in mathematics education to encourage active student participation and the development of higher-order thinking skills. Therefore, this study aims to examine the implementation and research trends of Problem-Based Learning (PBL) in school mathematics learning through a Systematic Literature Review (SLR). The review followed the PRISMA framework and searched articles in the Scopus database published during 2020-2025. From 200 identified records, eight articles met the inclusion criteria and were included in the final analysis. The findings reveal that PBL is generally implemented through problem orientation, group organization, investigation, presentation, and reflection or evaluation, although variations exist in learning context and instructional integration. In addition, PBL research is still dominated by senior high school contexts, quasi-experimental methods, and higher-order cognitive outcomes, particularly problem-solving and critical thinking skills. These findings indicate that while PBL has been implemented consistently in mathematics education, opportunities remain for broader research across educational levels, learning outcomes, and instructional integrations. Keywords: Mathematics Education, PRISMA, Problem-Based Learning, Systematic Literature Review
ANALYSIS OF STUDENTS' MATHEMATICAL COMMUNICATION SKILLS REVIEWED FROM MATHEMATICS LEARNING INTERESTS IN TWO-VARIABLE LINEAR INEQUALITY SYSTEM MATERIAL: Jakarta, Indonesia Saskia Dwi Safitri; Wahidin
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.10560

Abstract

This study aims to describe and analyze students' mathematical communication skills reviewed from learning interests in the material of the Two-Variable Linear Inequality System (SPtLDV). This study uses a qualitative descriptive approach. The research subjects were students in class X of SMAN 94 Jakarta who were selected using the purposive sampling technique, namely one student each with a high, medium, and low learning interest category. The instruments used included a learning interest questionnaire, a mathematical communication ability test, and a semi-structured interview. The results showed that students with high learning interest tended to have the same mathematical communication skills as students with moderate learning interests. Both are only able to meet two, namely the first and second indicators. In the third indicator, errors often occur so that students with high interest in learning and students with moderate interest in learning have quite good mathematical communication skills. Meanwhile, students who have low interest in learning tend to barely meet all indicators. Students cannot work until completion and even blank answers showing improper mathematical communication skills. Therefore, efforts are needed to increase learning interest to support students' mathematical communication skills. Keywords: Mathematical Communication, Learning Interest, Two-Variable Linear Inequality System
IMPLEMENTATION OF THE TEAMS GAMES TOURNAMENT (TGT) LEARNING MODEL BASED ON THE ETHNOMATHEMATICS APPROACH OF LUBUK LINGGAU CITY TOURISM TOWARD JUNIOR HIGH SCHOOL STUDENTS’ MATHEMATICAL CONNECTION ABILITY: South Sumatera, Indonesia Aldi Saputra; Khathibul Umam Zaid Nugroho; Ranti; Ratna Anjani; Suci Artila
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.10707

Abstract

This study was conducted to investigate the effect of the Teams Games Tournament (TGT) learning model, integrated with an ethnomathematical approach based on tourist attractions in Lubuk Linggau, on the mathematical connections made by junior high school students. This study used a quantitative approach with a pre-experimental method and a single-group pretest-posttest design. A total of 20 eighth-grade students participated in this study. Data collection was carried out through pretest and posttest measurements of mathematical connections, supported by observation forms and interview guidelines. The ethnomathematical approach was implemented by using the Watervang tourist attraction as a contextual learning resource for teaching plane geometry. The collected data were analyzed using descriptive statistics techniques and N-Gain analysis to determine the improvement of students' skills after the learning intervention. The results showed that the implementation of the ethnomathematical-based TGT learning model made a positive contribution to improving students' mathematical connections. Through learning activities that integrate geometric concepts found in real objects at the Watervang tourist location, students are able to connect mathematical ideas more effectively and recognize their relevance to everyday situations. These results suggest that integrating ethnomathematics into the TGT learning model can be a meaningful and effective alternative for building mathematical relationships among students in the early years of secondary education. Keywords: Teams Games Tournament, Ethnomathematics, Mathematical Connection Ability, Plane Geometry, Watervang Tourism
THE EFFECT OF THE DIRECT INSTRUCTION LEARNING MODEL ASSISTED BY INTERACTIVE LEARNING VIDEOS ON CONCEPT UNDERSTANDING AND INDEPENDENCE IN LEARNING MATHEMATICS : North Sumatra, Indonesia Siti Nurhaliza Lubis; Machrani Adi Putri Siregar
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.10908

Abstract

Conceptual understanding and learning independence are two important aspects of mathematics education that still need to be improved. This study aims to examine the effect of the Direct Instruction learning model assisted by interactive learning videos on students' understanding of concepts and mathematical learning independence. The research uses a quantitative approach with a quasi-experimental method and a Pretest-Posttest Control Group Design. The research sample consists of an experimental class with 36 students and a control class with 36 students from the XI grade at SMA Negeri 1 Binjai. Data were collected through concept understanding tests and learning independence questionnaires that met valid and reliable criteria. Data analysis was conducted using Multivariate Analysis of Covariance (MANCOVA) with the help of IBM SPSS Statistics. The results indicate that the learning model significantly affects on mathematical concept understanding (F = 111.114; p < 0.001) and mathematical learning independence (F = 71.052; p < 0.001). Additionally, the learning model also has a significant simultaneous effect on both variables (Pillai's Trace = 0.628; F = 56.544; p < 0.001). Keywords: Direct instruction, interactive learning videos, concept understanding, learning independence.
THE EFFECT OF THE TEAM ASSISTED INDIVIDUALIZATION LEARNING MODEL ASSISTED BY WORDWALL ON STUDENTS' MATHEMATICAL PROBLEM-SOLVING ABILITY: North Sumatra, Indonesia Nursania Simbolon; Asrul
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.10993

Abstract

The mathematical problem-solving skills of students in Indonesia remain comparatively weak, a pattern evident both in the 2022 PISA outcomes and among eighth-grade learners at SMP Swasta Cerdas Murni, where the majority failed to reach the Minimum Completeness Criteria (KKM) on problem-solving tasks, especially those involving statistics. This research seeks to determine how the Wordwall-supported Team Assisted Individualization (TAI) learning model influences students' ability to solve mathematical problems in the topic of statistics. A quantitative method was applied using a Pretest-Posttest Control Group Design, involving 48 eighth-grade students who were assigned to experimental and control groups through cluster random sampling. Data were gathered using essay-based tests grounded in Polya's problem-solving indicators, and analyzed through the Independent Sample T-Test alongside Cohen's d. Findings showed a statistically significant effect (p < 0.001) with a very large effect size (Cohen's d = 6.028), demonstrating that the experimental group's improvement in problem-solving ability far outpaced that of the control group. Overall, the results indicate that the Wordwall-assisted TAI model offers a promising alternative for mathematics instruction, one that encourages students to engage actively and collaboratively while studying statistics. Keywords: Team Assisted Individualization, Wordwall, mathematical problem-solving ability, statistics, digital gamification
THE EFFECT OF THE TEAMS GAMES TOURNAMENT (TGT) COOPERATIVE LEARNING MODEL USING THE SNAKE AND LADDER GAME AS A MEDIUM ON THE CRITICAL THINKING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS IN ALGEBRA: North Sumatra, Indonesia Erlianda Cibro; Rosliana Harahap
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.10994

Abstract

Critical thinking skills are one of the most important abilities that should be taught in math classes, however, these skills remain relatively low among some junior high school students. This study wants to find out how using the Teams Games Tournament method with a Snakes and Ladders game affects students' ability to think critically about algebra, as well as to determine the magnitude of that effect. The new idea in this study is combining the TGT model with the Snakes and Ladders game to help students develop their critical thinking skills in algebra, and the results are backed by an analysis of how effective the method is. The study used a quantitative method and followed a quasi-experimental approach with a nonequivalent control group setup. The study sample consisted of 60 seventh-grade students at Pahlawan Nasional Junior High School, comprising 30 students in the experimental class and 30 students in the control class. Data were collected using a critical thinking skills test and then analyzed through normality tests, homogeneity tests, an independent samples t-test, and Cohen’s d effect size. The t-test results showed a significance value of 0.000, which is less than 0.05, meaning there is a significant difference between the experimental group and the control group. Furthermore, the effect size analysis showed a very large effect. This result shows that using the TGT cooperative learning model with snakes and ladders as a teaching tool is good at helping students think more critically about algebra. Keywords: Teams Games Tournament (TGT), Snakes and Ladders, Critical Thinking Skills.

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