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Indonesia Fulgensius Efrem Men; Kanisius Mandur; Yohannes Marriono Jamun; Silverster T. R. Bagio
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.11678

This study aims to analyze the mathematical resilience of preservice teachers in posing mathematical problems based on their mathematical literacy ability. This research employed a descriptive qualitative approach, involving students of a mathematics education study program as the research subjects. The research instruments included a mathematical literacy test, a mathematical problem-posing task, a mathematical resilience questionnaire, and semi-structured interviews. The data were analyzed through data reduction, data presentation, categorization of findings, and conclusion drawing. The results indicate that preservice teachers with high mathematical literacy tend to demonstrate strong mathematical resilience, as reflected in their perseverance, self-confidence, strategic flexibility, and willingness to revise the problems they pose. In contrast, preservice teachers with low mathematical literacy tend to produce routine, less contextual problems and have trouble maintaining their strategies when facing obstacles. These findings affirm that mathematical resilience and mathematical literacy are two mutually supportive aspects in producing creative, contextual, and meaningful mathematical problem posing. The implications of this study point to the need to strengthen problem-posing-based learning in mathematics teacher education. Penelitian ini bertujuan untuk menganalisis resiliensi matematis calon guru dalam pengajuan soal matematika berdasarkan kemampuan literasi matematika. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek mahasiswa program studi pendidikan matematika. Instrumen penelitian meliputi tes literasi matematika, tugas pengajuan soal (problem posing), angket resiliensi matematis, dan wawancara semi-terstruktur. Data dianalisis melalui reduksi data, penyajian data, kategorisasi temuan, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa calon guru dengan literasi matematika tinggi cenderung memiliki resiliensi matematis yang kuat, ditandai dengan ketekunan, kepercayaan diri, fleksibilitas strategi, dan kemauan merevisi soal. Sebaliknya, calon guru dengan literasi matematika rendah cenderung menghasilkan soal rutin, kurang kontekstual, dan mengalami kesulitan mempertahankan strategi ketika menghadapi hambatan. Temuan ini menegaskan bahwa resiliensi matematis dan literasi matematika merupakan dua aspek yang saling mendukung dalam menghasilkan pengajuan soal matematika yang kreatif, kontekstual, dan bermakna. Implikasi penelitian ini mengarah pada perlunya penguatan pembelajaran berbasis problem posing dalam pendidikan calon guru matematika.

ANALYSIS OF THE DEEP LEARNING APPROACH TO MATHEMATICAL PROBLEM-SOLVING SKILLS AMONG EIGHTH-GRADE STUDENTS Dewi Riska; Dadang Rahman Munandar; Iyan Rosita Dewi Nur
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.11751

Mathematical problem-solving is a fundamental competency that should be fostered through mathematics instruction, as it enables students to interpret, analyze, and solve various problems systematically. Despite its importance, many students still encounter difficulties in selecting appropriate solution strategies and evaluating the accuracy of their solutions. This study aimed to examine the mathematical problem-solving skills of eighth-grade students following the implementation of the deep learning approach based on Polya's problem-solving framework. A descriptive qualitative design was employed, and the study was conducted at a junior high school in Karawang Regency, Indonesia, during the second semester of the 2025/2026 academic year. The participants consisted of 41 eighth-grade students. Data were collected through classroom observations, teacher interviews, documentation, and a mathematical problem-solving test. The findings revealed that the deep learning approach created an engaging learning environment that promoted students' active participation through discussion, collaboration, question-and-answer activities, and group presentations. The analysis further indicated that most students were able to understand the given problems, develop appropriate solution strategies, and implement the planned procedures correctly. However, some students continued to experience difficulties during the looking back stage because they rarely reflected on or verified both the solution process and the final results. Overall, the findings suggest that the deep learning approach provides meaningful, contextual, and reflective learning experiences that contribute to the development of students' mathematical problem-solving skills. Therefore, this approach has the potential to serve as an effective instructional alternative for strengthening mathematical problem-solving skills in mathematics education. Kemampuan pemecahan masalah matematis merupakan kompetensi penting yang perlu dikembangkan dalam pembelajaran matematika karena membekali siswa dengan kemampuan memahami, menganalisis, dan menyelesaikan berbagai permasalahan secara sistematis. Meskipun demikian, masih banyak siswa yang mengalami kesulitan dalam menentukan strategi penyelesaian yang tepat serta melakukan refleksi dan verifikasi terhadap hasil yang diperoleh. Penelitian ini bertujuan mendeskripsikan kemampuan pemecahan masalah matematis siswa kelas VIII melalui penerapan pendekatan pembelajaran mendalam yang mengacu pada tahapan pemecahan masalah menurut Polya. Penelitian ini menggunakan metode deskriptif kualitatif dan dilaksanakan di salah satu sekolah menengah pertama di Kabupaten Karawang pada semester genap tahun ajaran 2025/2026 dengan melibatkan 41 siswa kelas VIII sebagai subjek penelitian. Data dikumpulkan melalui observasi, wawancara dengan guru, dokumentasi, serta tes kemampuan pemecahan masalah matematis. Hasil penelitian menunjukkan bahwa penerapan pendekatan pembelajaran mendalam mampu menciptakan proses pembelajaran yang lebih interaktif sehingga mendorong siswa untuk berpartisipasi aktif melalui kegiatan diskusi, kolaborasi, tanya jawab, dan presentasi hasil kerja. Analisis kemampuan pemecahan masalah matematis memperlihatkan bahwa sebagian besar siswa telah mampu memahami permasalahan, menyusun strategi penyelesaian, serta melaksanakan langkah-langkah penyelesaian secara tepat. Namun, sebagian siswa masih mengalami kesulitan pada tahap pengecekan kembali (looking back) karena belum terbiasa melakukan refleksi dan memverifikasi proses maupun hasil penyelesaian yang telah diperoleh. Temuan penelitian ini menunjukkan bahwa pendekatan pembelajaran mendalam mampu memberikan pengalaman belajar yang bermakna, kontekstual, dan reflektif sehingga mendukung perkembangan kemampuan pemecahan masalah matematis siswa. Dengan demikian, pendekatan pembelajaran mendalam berpotensi menjadi salah satu alternatif pembelajaran yang efektif untuk meningkatkan kemampuan pemecahan masalah matematis dalam pembelajaran matematika.

Green Optima: Game Program Linier Berbasis Ekoteologi Untuk Meningkatkan Kemampuan Pemahaman Konsep Siswa Siti Ulfah; Heni Pujiastuti
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.11822

Madrasah implements the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC), which integrates religious and ecological values into learning to foster environmental responsibility. To support this initiative, an ecotheology-based interactive learning medium, Green Optima, was developed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model and evaluated for validity, practicality, and effectiveness. The study involved three experts (content, language, and media) for the validity assessment and 32 eleventh-grade Madrasah Aliyah students for the practicality and effectiveness testing. Data were collected using expert validation sheets, practicality and student response questionnaires, and a conceptual understanding test on linear programming. The results showed that Green Optima achieved an average validity score of 90.44% (very valid) and a practicality score of 83.75%. Its effectiveness was demonstrated by an improvement in students' conceptual understanding, with mean test scores increasing from 38.00 on the pretest to 77.81 on the posttest, yielding an N-gain of 0.66 (moderate category). Student responses reached 83.78%, particularly regarding the attractiveness of the learning medium and its integration of ecotheological values. These findings indicate that Green Optima is a valid, practical, and effective learning medium for improving students' conceptual understanding of linear programming while fostering ecological awareness. Furthermore, the findings suggest that Green Optima provides an innovative instructional approach by integrating gamification, mathematical concepts, and ecotheological values to promote contextual learning and advance education for sustainability in madrasas. Madrasah menerapkan Kurikulum Berbasis Cinta (KBC) yang mengintegrasikan nilai-nilai religius dan ekologis dalam pembelajaran sebagai wujud tanggung jawab terhadap lingkungan. Untuk mendukung tujuan tersebut, dikembangkan media pembelajaran interaktif berbasis ekoteologi bernama Green Optima menggunakan model ADDIE (Analysis, Design, Development, Implementation, and Evaluation) yang selanjutnya dievaluasi berdasarkan aspek validitas, kepraktisan, dan efektivitas. Penelitian ini melibatkan tiga orang ahli, yaitu ahli materi, ahli bahasa, dan ahli media, untuk menguji validitas, serta 32 siswa kelas XI Madrasah Aliyah untuk menguji kepraktisan dan efektivitas media. Data dikumpulkan melalui lembar validasi ahli, angket kepraktisan dan respons siswa, serta tes pemahaman konsep pada materi program linier. Hasil penelitian menunjukkan bahwa Green Optima memperoleh skor validitas rata-rata sebesar 90,44% dengan kategori sangat valid dan skor kepraktisan sebesar 83,75%. Efektivitas media ditunjukkan oleh peningkatan rata-rata nilai siswa dari 38,00 pada pretest menjadi 77,81 pada posttest dengan nilai N-Gain sebesar 0,66 yang termasuk kategori sedang. Respons siswa mencapai 83,78%, terutama pada aspek kemenarikan media dan integrasi nilai-nilai ekoteologi. Temuan ini menunjukkan bahwa Green Optima merupakan media pembelajaran yang valid, praktis, dan efektif untuk meningkatkan pemahaman konsep matematis siswa pada materi program linear sekaligus menumbuhkan kesadaran ekologis. Selain itu, penelitian ini mengimplikasikan bahwa Green Optima dapat menjadi alternatif pembelajaran inovatif yang mengintegrasikan gamifikasi, konsep matematika, dan nilai-nilai ekoteologi untuk mendukung pembelajaran kontekstual serta memperkuat implementasi pendidikan berkelanjutan di madrasah.

FACTORS INFLUENCING JUNIOR HIGH SCHOOL STUDENTS' NUMERACY SKILLS IN SOLVING ELECTRICITY COST PROBLEMS Syaiful Hamzah Nasution; Al Jupri; Abdul Halim Abdullah; Bambang Avip Priatna Martadiputra; Elvandri Yogi Pratama
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.11831

To support the SDGs, teachers can integrate numeracy problems based on real-life contexts, such as electricity costs. This study aims to describe junior high school students' numeracy skills in solving such problems and to identify the influencing factors. The participants were 152 eighth-grade students selected through purposive sampling, all of whom had mastered the prerequisite material. Data collection was conducted through students' written responses and interviews with selected students. The findings revealed that students' numeracy skills remain low, with a mean score of 32.57, falling into the requiring special intervention category. The contributing factors include unfamiliarity with numeracy problems, difficulties in comprehending contexts, tables, and stimuli, a lack of knowledge of appropriate mathematical tools, weak foundational numeracy skills, errors in data interpretation while reading, infrequent provision of numeracy problems by teachers, and students' anxiety when engaging with numeracy tasks. This study concludes that students' difficulties stem from limited contextual understanding and an inability to apply mathematical concepts appropriately. The implications underscore the need for teachers to provide more frequent exposure to contextual numeracy problems, incorporate explicit instruction on table reading and stimulus interpretation, and implement anxiety-reduction strategies within mathematics classrooms. Untuk mendukung SDGs, guru dapat mengintegrasikan soal-soal numerasi berdasarkan konteks kehidupan nyata, seperti biaya listrik. Penelitian ini bertujuan mendeskripsikan kemampuan numerasi siswa sekolah menengah pertama dalam menyelesaikan soal-soal tersebut serta mengidentifikasi faktor-faktor yang memengaruhinya. Partisipan penelitian adalah 152 siswa kelas VIII yang dipilih melalui teknik purposive sampling, yang seluruhnya telah menguasai materi prasyarat. Pengumpulan data dilakukan melalui jawaban tertulis siswa dan wawancara dengan siswa terpilih. Temuan penelitian mengungkapkan bahwa kemampuan numerasi siswa masih rendah, dengan rerata skor 32,57 yang termasuk dalam kategori intervensi khusus. Faktor-faktor yang berkontribusi meliputi ketidakakrabans dengan soal numerasi, kesulitan dalam memahami konteks, tabel, dan stimulus, kurangnya pengetahuan tentang alat matematika yang tepat, lemahnya keterampilan numerasi dasar, kesalahan dalam menafsirkan data saat membaca, jarangnya pemberian soal numerasi oleh guru, serta kecemasan siswa ketika mengerjakan tugas numerasi. Penelitian ini menyimpulkan bahwa kesulitan siswa bersumber dari pemahaman konteks yang terbatas dan ketidakmampuan dalam menerapkan konsep matematika secara tepat. Implikasi dari temuan ini menekankan perlunya guru memberikan paparan yang lebih sering terhadap soal-soal numerasi kontekstual, mengintegrasikan pengajaran eksplisit tentang membaca tabel dan menafsirkan stimulus, serta menerapkan strategi pengurangan kecemasan di dalam kelas matematika.

EFFECTIVENESS OF DEEP LEARNING BASED ON PROBLEM-BASED LEARNING ON STUDENTS' CRITICAL THINKING IN BRAIN ROT CONTEXT Talenta Valentina Christi; Ramlah Ramlah; Indra Budiman
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.11841

Mathematical critical thinking skills are essential competencies in mathematics education, yet their development among students remains suboptimal. This condition is compounded by the brain rot phenomenon arising from excessive digital content consumption and the dominance of conventional teaching practices that offer limited opportunities for deep cognitive engagement. This study aimed to analyze differences in the improvement of mathematical critical thinking skills between students taught through Deep Learning-oriented instruction using the Problem Based Learning (PBL) model and those taught through Teacher-Centered Learning (TCL) using the Direct Instruction model, while also describing students' critical thinking profiles based on gadget-use intensity categories. A quasi-experimental method with a Nonequivalent Pretest–Posttest Control Group Design was employed. Participants comprised 92 tenth-grade students from SMA Negeri 2 Cileungsi, with 45 students in the experimental class and 47 in the control class, selected through purposive sampling. Data were collected via essay tests measuring mathematical critical thinking skills and questionnaires assessing gadget-use intensity. Analysis was conducted using the Shapiro–Wilk normality test, Levene's homogeneity test, and an independent samples t-test. Results indicated a significant difference in the improvement of mathematical critical thinking skills between groups (t = −7.715; p = 0.000 < 0.05), favoring the PBL class. Additionally, students with high gadget-use intensity recorded lower mean pretest scores (47.73) compared to moderate (56.08) and low (64.52) intensity groups, suggesting that the brain rot phenomenon negatively impacts students' mathematical critical thinking skills.

DEVELOPMENT OF MONOPOLY BOARD GAMIFICATION MEDIA BASED ON PROJECT-BASED LEARNING TO IMPROVE MATHEMATICAL CONCEPT UNDERSTANDING Angel Ardila Suci Q A; Ni Nyoman Parwati; I Gde Wawan Sudatha
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.11876

This study aims to develop a gamification board monopoly media based on Project Based Learning (PjBL) to improve mathematical concept understanding of elementary school students on solid geometry material. This research and development used the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The study was conducted at SDN Jatian 01 Jember with 25 fifth-grade students as subjects. The research instruments included material and media validation questionnaires using the Learning Object Review Instrument (LORI), a User Experience Questionnaire (UEQ) for teachers and students, and concept understanding tests (pretest–posttest). Results showed that the Polymath Space board monopoly media achieved a material validity score of 4.7 (95%, very valid) and media validity of 4.7 (93%, very valid). The UEQ practicality assessment from three teachers showed excellent ratings in attractiveness (2.06), efficiency (1.92), stimulation (2.00), and novelty (2.00). Students also rated the media positively, with excellent scores in clarity (2.07), appropriateness (2.02), stimulation (1.86), and novelty (2.04). The mean pretest score was 62.30 and posttest was 82.20. The Shapiro-Wilk normality test showed both data sets were normally distributed (sig. 0.620 and 0.697 > 0.05). The Levene homogeneity test indicated homogeneous variances (sig. 0.082 > 0.05). The paired sample t-test showed a significant improvement (sig. 0.000 < 0.05). The Cohen’s d effect size was 1.65 (large effect). Learning mastery based on KKM (score ≥ 75) reached 92%, categorized as very effective. This media is valid, practical, and effective in improving mathematical concept understanding. Learning (PjBL) untuk meningkatkan pemahaman konsep matematika siswa sekolah dasar pada materi bangun ruang sisi datar. Penelitian pengembangan ini menggunakan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Penelitian dilaksanakan di SDN Jatian 01 Jember dengan subjek 25 siswa kelas V. Instrumen penelitian meliputi angket validasi materi dan media menggunakan Learning Object Review Instrument (LORI), User Experience Questionnaire (UEQ) untuk guru dan siswa, serta tes pemahaman konsep (pretest–posttest). Hasil penelitian menunjukkan media board monopoly Polymath Space memperoleh skor validitas materi 4,7 (95%, sangat valid) dan validitas media 4,7 (93%, sangat valid). Penilaian kepraktisan UEQ dari tiga guru menunjukkan kategori excellent pada daya tarik (2,06), efisiensi (1,92), stimulasi (2,00), dan kebaruan (2,00). Siswa juga menilai positif dengan kategori excellent pada kejelasan (2,07), ketepatan (2,02), stimulasi (1,86), dan kebaruan (2,04). Rata-rata pretest sebesar 62,30 dan posttest sebesar 82,20. Uji normalitas Shapiro-Wilk menunjukkan kedua data berdistribusi normal (sig. 0,620 dan 0,697 > 0,05). Uji homogenitas Levene menunjukkan varians homogen (sig. 0,082 > 0,05). Uji paired sample t-test menunjukkan peningkatan signifikan (sig. 0,000 < 0,05). Nilai effect size Cohen’s d sebesar 1,65 (efek besar). Ketuntasan belajar berdasarkan KKM (≥75) mencapai 92% dengan kategori sangat efektif. Media ini terbukti valid, praktis, dan efektif dalam meningkatkan pemahaman konsep matematika.

MATHEMATICAL REASONING CHARACTERISTICS ACROSS ABILITY LEVELS IN METACOGNITIVE-BASED DEEP LEARNING Rivka Larose Lubis; Ramlah Ramlah; Indra Budiman
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.11880

Mathematical reasoning ability is an essential competency in mathematics learning; however, many students still experience difficulties in constructing arguments, applying concepts, and drawing logical conclusions. Metacognitive-based deep learning is expected to support reasoning development by encouraging students to plan, monitor, and evaluate their thinking processes. This study aimed to describe the characteristics and levels of junior high school students’ mathematical reasoning ability in a metacognitive-based deep learning environment. A descriptive quantitative approach was employed involving 31 seventh-grade students of SMP Yos Sudarso Karawang. Data were collected through a mathematical reasoning test consisting of two essay items based on four indicators: making conjectures, applying mathematical concepts, carrying out logical procedures, and drawing conclusions. The instrument met the criteria of validity, reliability, discrimination index, and difficulty index. The results showed that 6.45% of students were categorized as high, 70.97% as medium, and 22.58% as low. High-level students fulfilled all reasoning indicators, medium-level students showed weaknesses in procedures and conclusions, and low-level students experienced difficulties in concepts, procedures, and conclusions. These findings provide a deeper understanding of students’ mathematical reasoning characteristics across ability levels and may inform more reflective mathematics instruction. Kemampuan penalaran matematis merupakan kompetensi penting dalam pembelajaran matematika, namun masih banyak peserta didik yang mengalami kesulitan dalam menyusun argumen, menerapkan konsep, dan menarik kesimpulan secara logis. Deep learning berbasis metakognitif diharapkan dapat mendukung pengembangan penalaran melalui kegiatan merencanakan, memantau, dan mengevaluasi proses berpikir. Penelitian ini bertujuan untuk mendeskripsikan karakteristik dan level kemampuan penalaran matematis peserta didik SMP dalam pembelajaran deep learning berbasis metakognitif. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan melibatkan 31 peserta didik kelas VII SMP Yos Sudarso Karawang. Data dikumpulkan melalui tes kemampuan penalaran matematis yang terdiri atas dua soal uraian berdasarkan empat indikator. Instrumen telah memenuhi kriteria validitas, reliabilitas, daya pembeda, dan indeks kesukaran. Hasil penelitian menunjukkan bahwa 6,45% peserta didik berada pada level tinggi, 70,97% pada level sedang, dan 22,58% pada level rendah. Peserta didik pada level tinggi memenuhi seluruh indikator penalaran, peserta didik pada level sedang masih menunjukkan kelemahan pada prosedur dan kesimpulan, sedangkan peserta didik pada level rendah mengalami kesulitan dalam konsep, prosedur, dan kesimpulan. Temuan ini memberikan pemahaman yang lebih mendalam mengenai karakteristik penalaran matematis pada setiap level kemampuan dan dapat menjadi pertimbangan dalam pembelajaran matematika yang lebih reflektif.

EXPLORING THE RELATIONSHIP BETWEEN PREREQUISITE CONCEPTUAL UNDERSTANDING AND MATHEMATICAL CREATIVE THINKING IN STRAIGHT-LINE EQUATIONS Nahdiatul Latifa; Aditya Prihandhika; David Pratama
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.11881

This study was motivated by the still-low ability of students to understand prerequisite concepts and explore various problem-solving strategies in the topic of straight-line equations. The study aims to examine the relationship between the ability to understand prerequisite concepts and the mathematical creative thinking skills of junior high school students in the topic of straight-line equations. The study employed a quantitative approach with a correlational design involving 34 eighth-grade students at a private junior high school in Cirebon Regency. The sample was selected using purposive sampling. Data were collected through tests assessing conceptual understanding and mathematical creative thinking skills. Data analysis was conducted using the Spearman’s rank correlation test and K-Means Clustering. The analysis results indicate a significant positive correlation of moderate strength between conceptual understanding and mathematical creative thinking, with a correlation coefficient of 0.499. Analysis of student responses revealed that the characteristics of mathematical creative thinking do not differ significantly across different levels of conceptual understanding. These findings indicate that high conceptual understanding does not fully guarantee the optimal development of all indicators of mathematical creative thinking. The research results imply that mathematics instruction should not only emphasize conceptual mastery but also provide students with opportunities to explore various problem-solving strategies and develop new ideas in problem-solving. Kemampuan siswa dalam memahami konsep prasyarat dan mengeksplorasi berbagai strategi penyelesaian pada materi persamaan garis lurus perlu ditingkatkan. Penelitian ini bertujuan untuk menganalisis hubungan antara kemampuan pemahaman konsep prasyarat dan kemampuan berpikir kreatif matematis siswa SMP. Penelitian menggunakan pendekatan kuantitatif dengan jenis korelasional terhadap 34 siswa kelas VIII di SMP NU Lemahabang. Data diperoleh melalui tes uraian kemampuan pemahaman konsep dan kemampuan berpikir kreatif matematis. Analisis hubungan antarvariabel dilakukan menggunakan uji Rank Spearman, lalu metode K-Means Clustering digunakan untuk mengelompokkan siswa berdasarkan tingkat kemampuan pemahaman konsep sehingga hubungan pada setiap kelompok dapat dianalisis. Hasil penelitian menunjukkan terdapat hubungan positif yang signifikan dengan kekuatan sedang antara kemampuan pemahaman konsep dan kemampuan berpikir kreatif matematis pada seluruh sampel. Setelah dilakukan pengelompokan menggunakan K-Means Clustering berdasarkan tingkat kemampuan pemahaman konsep, hubungan pada setiap klaster tidak menunjukkan signifikansi statistik. Analisis jawaban siswa menunjukkan bahwa karakteristik kemampuan berpikir kreatif matematis pada setiap klaster tidak sepenuhnya berbeda. Temuan ini mengindikasikan bahwa kemampuan pemahaman konsep yang tinggi belum sepenuhnya menjamin berkembangnya kemampuan berpikir kreatif matematis secara optimal. Oleh karena itu, pembelajaran matematika perlu memberikan kesempatan kepada siswa untuk mengeksplorasi berbagai strategi penyelesaian masalah.

THE RELATIONSHIP BETWEEN MATHEMATICAL DISPOSITION AND SELF-REGULATED LEARNING TO MATHEMATICAL PROBLEM-SOLVING ABILITY Nida Firdaus; Rika Sukmawati; Warsito Warsito
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.11992

Problem-solving skills are one of the important competencies that students need to have, but they are still influenced by various factors such as mathematical disposition and self-regulated learning. This study aims to determine the relationship between mathematical disposition and self-regulated learning to mathematical problem-solving ability. The research uses a quantitative approach with a correlational method. The research sample amounted to 71 grade VII students who were determined using the Slovin Formula and selected using the Proportionate Stratified Random Sampling technique. Data collection was carried out through a mathematical disposition questionnaire, a self-regulated learning questionnaire and a mathematical problem-solving ability test. Data analysis uses Pearson correlation, multiple correlation, and multiple linear regression analysis. The results showed that mathematical disposition had a positive relationship with a low relationship rate with mathematical problem-solving ability with a correlation value of 0.361. Self-regulated learning has a positive relationship with a low relationship level with mathematical problem-solving ability with a correlation value of 0.311. Together, mathematical disposition and self-regulated learning had a positive relationship with a low relationship rate on mathematical problem-solving ability with a correlation value of 0.371 and a contribution of 13.7%. The results of this study show that mathematical problem-solving ability is influenced by various factors other than mathematical disposition and self-regulated learning. Kemampuan pemecahan masalah merupakan salah satu kompetensi penting yang perlu dimiliki siswa, namun masih dipengaruhi oleh berbagai faktor seperti disposisi matematis dan kemandirian belajar. Penelitian ini bertujuan untuk mengetahui hubungan disposisi matematis dan kemandirian belajar terhadap kemampuan pemecahan masalah matematis. Penelitian menggunakan pendekatan kuantitatif dengan metode korelasional. Sampel penelitian berjumlah 71 siswa kelas VII yang ditentukan menggunakan Rumus Slovin dan dipilih memalui teknik Proporsionate Stratified Random Sampling. Pengambilan data dilakukan melalui angket disposisi matematis, angket kemandirian belajar dan tes kemampuan pemecahan masalah matematis. Analisis data menggunakan korelasi Pearson, korelasi berganda, dan analisis regresi linier berganda. Hasil penelitian menunjukkan dispossi matematis memiliki hubungan positif dengan tingkat hubungan rendah terhadap kemampuan pemecahan masalah matematis dengan nilai korelasi sebesar 0,361. Kemandirian belajar memiliki hubungan dengan positif dengan tingkat hubungan rendah terhadap kemampuan pemechan masalah matematis dengan nilai korelasi sebesar 0,311. Secara bersama-sama, disposisi matematis dan kemandirian belajar memiliki hubungan positif dengan tingkat hubungan rendah terhadap kemampuan pemecahan masalah matematis dengan nilai korelasi sebesar 0,371 dan kontribusi sebesar 13.7%. hasil penelitian ini menunjukkan kemampuan pemecahan masalah matematis dipengaruhi berbagai faktor selain disposisi matematis dan kemandirian belajar.

EFFECTS OF CONTEXTUAL TEACHING AND LEARNING WITH POP-UP BOOKS ON ELEMENTARY STUDENTS' MATHEMATICAL CONCEPT UNDERSTANDING Gita Aprilia; Hisny Fajrussalam; Teten Ginanjar Rahayu
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.12413

This study is motivated by the low ability of students to understand mathematical concepts. One of the internal factors contributing to students' low mathematical conceptual understanding is their negative perception of mathematics as a subject. Mathematics is often perceived as difficult, uninteresting, and monotonous, leading students to believe that the learning materials are challenging to comprehend. Such perceptions may reduce students' motivation and engagement in the learning process, which ultimately results in lower levels of mathematical conceptual understanding and overall academic achievement. Efforts which can be conducted to overcome this problem are to hold interactive learning and the use of innovative learning models and media. The learning models which were used were the Contextual Teaching and Learning model assisted by pop-up book media. The aims of this study is to determine the effect of the Contextual Teaching and Laerning model assisted by pop-up book media on students' mathematical concept understanding abilities; besides, to determine the differences in the improvement of mathematical concept understanding abilities between students who implement the Contextual Teaching and Laerning model and Problem Based Learning. This study used a quasi-experimental method with a Non-equivalent Control Group Design. The findings of the study indicate that the Contextual Teaching and Learning (CTL) model has a significant positive effect on students' mathematical conceptual understanding, as evidenced by the improvement in elementary school students' learning outcomes. Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemahaman konsep matematis siswa. Salah satu faktor internal yang mempengaruhi rendahnya kemampuan pemahaman konsep matematis siswa adalah pikiran negatif siswa terhadap pelajaran matematika itu sendiri. Pelajaran matematika masih dianggap mata pelajaran yang sulit dan menakutkan karena tidak menarik, membosankan dan sulit dipahami oleh peserta didik yang menyebabkan rendahnya hasil belajar siswa. Salah satu upaya yang dapat dilakukan untuk mengatasi permasalahan tersebut adalah mengelar pembelajaran yang interaktif dan penggunaan model serta media pembelajaran yang inovatif. Salah satu model pembelajaran yang dapat digunakan adalah model Contextual Teaching and Learning berbantuan media pop-up book. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Contextual Teaching and Laerning berbantuan media pop-up book terhadap kemampuan pemahaman konsep matematis siswa serta mengetahui perbedaan peningkatan kemampuan pemahaman konsep matematis antara siswa yang belajar menggunakan model Contextual Teaching and Laerning dan Problem Based Learning. Penelitian ini menggunakan metode kuasi eksperimen dengan desain Non-equivalent Control Group Design. Hasil penelitian menunjukkan bahwa model pembelajaran Contextual Teaching and Learning memiliki pengaruh yang signifikan terhadap kemampuan pemahaman konsep matematis siswa dilihat dari peningkatan hasil belajar siswa sekolah dasar.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Ira Vahlia

Contact Email
emteka@ummetro.ac.id

Phone
+6285768428721

Journal Mail Official
emteka@ummetro.ac.id

Editorial Address
Jalan Ki Hajar Dewantara Iringmulyo Metro Timur Lampung

Location
Kota metro,

Lampung

INDONESIA

Abstract

Abstract

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Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Ira Vahlia

Contact Email emteka@ummetro.ac.id

Phone +6285768428721

Journal Mail Official emteka@ummetro.ac.id

Editorial Address Jalan Ki Hajar Dewantara Iringmulyo Metro Timur Lampung

Location Kota metro, Lampung INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Ira Vahlia

Contact Email
emteka@ummetro.ac.id

Phone
+6285768428721

Journal Mail Official
emteka@ummetro.ac.id

Editorial Address
Jalan Ki Hajar Dewantara Iringmulyo Metro Timur Lampung

Location
Kota metro,

Lampung

INDONESIA