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Griya Journal of Mathematics Education and Application
Published by Universitas Mataram
ISSN : 27761258     EISSN : 2776124X     DOI : https://doi.org/10.29303/griya.v1i2
Core Subject : Education,
Education Mathematics
Griya Journal of Mathematics Education and Application adalah Jurnal Matematika dan Pendidikan Matematika yang dikelola oleh Program Studi S1 Pendidikan Matematika Universitas Mataram. Fokus dan ruang lingkup dari jurnal ini adalah artikel ilmiah baik berupa hasil penelitian, review artikel maupun kajian pustaka khusus bidang Matematika dan Pendidikan Matematika.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 453 Documents
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Fraction Sense Mahasiswa dalam Perspektif Visualisasi dan Estimasi Wulandari, Nourma Pramestie; Lu'luilmaknun, Ulfa; Triutami, Tabita Wahyu; Novitasari, Dwi
Griya Journal of Mathematics Education and Application Vol. 5 No. 2 (2025): Juni 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i2.662

Abstract

Fraction sense is a critical aspect of number sense, particularly for prospective mathematics teachers. This study aims to describe students’ fraction sense from two main perspectives: visualization and estimation strategies. The study employed a qualitative descriptive method involving 80 fourth-year mathematics education students. Data were collected through a fraction sense test and semi-structured interviews. The findings indicate that students’ overall fraction sense was moderate, with an average score of 37.2. Students demonstrated higher performance in estimation strategies (68%) compared to visual representation tasks (32%). Many students struggled to interpret visual fraction models, especially when presented in unfamiliar forms such as non-standard diagrams or number lines. The results suggest that students' thinking remains procedural and lacks conceptual flexibility. Therefore, it is recommended that visual representation be more explicitly integrated into teaching practices as a tool to support estimation and foster meaningful fraction sense.
Desain Realistic Mathematics Education Integrasi Tradisi Peresean Masyarakat Lombok pada Materi Kombinasi Supiarmo, M. Gunawan; Primajati, Gilang; Ruslin, Ruslin
Griya Journal of Mathematics Education and Application Vol. 5 No. 2 (2025): Juni 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i2.663

Abstract

Mathematics learning is often considered abstract and less relevant to real life, making it difficult for students to understand the concept. Realistic Mathematics Education (RME) offers an approach that helps students build understanding through real situations. The Peresean tradition with its competition structure and cultural values ​​has the potential to be a concrete and meaningful combination learning context. This study aims to design a realistic mathematics learning design that integrates the Peresean tradition into a combination of materials at the Senior High School level. The main problem behind this study is the low understanding of students towards the combination concept due to the delivery of material that is too abstract and has minimal relevance to real life. The RME approach offers a solution through the use of the real context of the Peresean Tradition which was chosen because it has a competition structure that has the potential to be mathematically modeled in the combination context, such as selecting opponents or compiling match schemes. This study uses a qualitative approach with the type of design research in the development studies category. The research process is limited to the preliminary design stage, which includes context analysis, literature studies, and the development of learning designs. The research results are in the form of a theoretical and contextual culture-based learning design, which is validated reflectively based on RME principles and suitability to the curriculum.
Pengaruh Kecerdasan Linguistik dan Logis Matematis terhadap Hasil Belajar Matematika Siswa Nurhidayati, Laela; Sridana, Nyoman; Novitasari, Dwi; Sripatmi, Sripatmi
Griya Journal of Mathematics Education and Application Vol. 5 No. 2 (2025): Juni 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i2.667

Abstract

This study aims to determine the effect of linguistic intelligence and mathematical logic on the learning outcomes of mathematics students in grade VIII SMPN 2 Kediri academic year 2024/2025. This study is a quantitative study with the type of ex-post facto research, a population of 118 people with a sample of 92 students selected by simple random sampling technique. Data analysis techniques using descriptive analysis and simple linear regression analysis. Based on the data analysis obtained (1) 35 students (38%) have very high linguistic and mathematical logical intelligence, (2) 38 students (41%) have high mathematical learning outcomes, (3) students with very high linguistic and mathematical logical intelligence values 35 people, 2 of whom have very high mathematical learning outcomes, 22 people of high category and 11 people of medium to very low category. Based on the results of a simple linear regression analysis obtained regression equation that is Y=31.528+0.332 X, means there is an influence of linguistic intelligence and mathematical logic on the learning outcomes of mathematics students grade VIII SMPN 2 Kediri academic year 2024/2025 with a contribution of influence given by 19.3%.
Representasi Matematis Siswa Kelas VIII pada Materi Segiempat Ditinjau dari Gaya Belajar Honey Mumford Tipe Aktivis Utama, Alfian Eka; Oktavihari, Dita
Griya Journal of Mathematics Education and Application Vol. 5 No. 2 (2025): Juni 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i2.668

Abstract

Mathematical representation ability is one of the essential and fundamental components that students need to express their mathematical ideas during the learning process. However, field observations show that students' ability to represent mathematical ideas is still relatively low, including those related to the topic of quadrilaterals. This condition is influenced by the diversity in students’ learning processes, one of which is caused by differences in learning styles. To investigate this issue, a study is needed to obtain a comprehensive description of students' forms of mathematical representation in solving quadrilateral problems, viewed from the perspective of their learning styles. The learning style used in this study is Honey and Mumford's learning style model. This study employed a qualitative approach with a phenomenological design. The subjects of the study were three eighth-grade students from MTsN in Mataram City. The data collection techniques used in this study were questionnaires, tests, and interviews. The results showed that students with an activist learning style tend to experience difficulties in modeling their ideas geometrically when solving problems related to quadrilaterals. They were less able to model and interpret problems in detail. However, when faced with problems that involved representing their ideas to find solutions to real-life situations, in general, students with an activist learning style were able to find appropriate solutions.
Analisis Kesulitan Siswa Kelas V pada Operasi Hitung Penjumlahan dan Pengurangan Bilangan Ratusan di Madrasah Ibtidaiyah Muhammad Nasir; Wahyu Henky, Irawan; Abdussakir, Abdussakir
Griya Journal of Mathematics Education and Application Vol. 5 No. 2 (2025): Juni 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i2.671

Abstract

Learning mathematics at the basic education level is not easy, many challenges and obstacles arise to ensure that students really understand the addition and subtraction material well during learning activities. The objectives of this study are: 1) Identify the forms of student learning difficulties in understanding the concepts and procedures of addition and subtraction of Hundreds, 2) Describe the learning methods used by teachers in learning mathematics. 3) Analyzing the factors that cause low student motivation in learning mathematics. This research used a descriptive qualitative approach. The subjects of this study were 22 students of class V-B MI Roudlotul Uqul as observation subjects during learning activities, and 2 students as test subjects. The results showed that the form of difficulty experienced by students in performing arithmetic operations was the occurrence of misconceptions on the concept of place value, not understanding the concept of saving and borrowing. The factors that cause students' learning difficulties are internal factors, which include students' physical, psychological, and intellectual conditions, and external factors, which include teachers' teaching methods, learning environment, and social factors.
Analisis Langkah - Langkah Polya dalam Menyelesaikan Soal Fungsi Kuadrat Ditinjau dari Perbedaan Gender Efendi, Chaerunnisa Sumiatun Efendi; Husniatissibhi, Nisa; Hakim, Nur Afifi Al; Fadillah, Rezki; Novitasari, Dwi
Griya Journal of Mathematics Education and Application Vol. 5 No. 2 (2025): Juni 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i2.702

Abstract

This study aims to analyze students’ problem-solving abilities in answering quadratic equation problems based on Polya’s problem-solving steps, viewed from gender differences. The research employed a descriptive qualitative approach involving 24 tenth-grade students from three high schools: SMAN 7 Mataram, SMAN 1 Labuapi, and SMAN 2 Mataram. The research instrument used was a Student Worksheet (LKPD) consisting of two sections: a guided problem with explicit Polya step prompts and an open-ended problem without guidance. The findings reveal that female students tended to complete the problems systematically and reflectively, with most of them falling into the “Very Good” category. In contrast, male students showed more variability in their responses, often demonstrating strength in operational stages but weakness in the reflection stage. The fourth step of Polya’s strategy—reviewing the result—was the most frequently overlooked by both gender groups. This study emphasizes the importance of explicitly and consistently applying Polya’s strategy in mathematics instruction to help develop logical, structured, and independent thinking patterns.
Integrasi GeoGebra Dalam Pembelajaran Matematika Terhadap Pemahaman Konsep Matematis Siswa Cahyani, Nurriza Indah; Kurniawan, Eka; Arjudin; Kurniati, Nani
Griya Journal of Mathematics Education and Application Vol. 5 No. 2 (2025): Juni 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i2.709

Abstract

This study was motivated by the low level of students' understanding of mathematical concepts, which is partly due to the limited use of innovative learning media. The purpose of this research is to determine the effect of GeoGebra integration on students' conceptual understanding of three-dimensional geometry in grade XI at SMAN 1 Pringgasela in the 2024/2025 academic year. This research employed a mixed-methods approach with a concurrent embedded design, emphasizing the quantitative aspect. The sample consisted of two classes: the experimental class, which used the Problem-Based Learning model assisted by GeoGebra, and the control class, which used conventional learning. The posttest results showed that the average score of the experimental class was 82.71, while the control class scored 53.94. The t-test showed a significance value (2-tailed) of 0.000, which is ≤ 0.05, indicating a significant difference between the two groups. Furthermore, the effect size value of 2.32 falls into the large category, indicating that GeoGebra integration had a significant impact on improving students’ conceptual understanding. Thus, the use of GeoGebra has proven effective in enhancing the quality of mathematics learning, particularly in three-dimensional geometry topics.
Learning Obstacle Berdasarkan Teori Kastolan dalam Menyelesaikan Soal Keterampilan Berpikir Tingkat Tinggi Materi Perbandingan Asfiyantin, Saral Tri; Prayitno, Sudi; Hayati, Laila; Sripatmi
Griya Journal of Mathematics Education and Application Vol. 5 No. 3 (2025): September 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i3.710

Abstract

Penelitian ini bertujuan mendeskripsikan learning obstacle siswa kelas VII SMP Negeri 6 Mataram tahun ajaran 2024/2025 dalam menyelesaikan soal keterampilan berpikir tingkat tinggi (KBT) materi perbandingan. Jenis penelitian yang digunakan yaitu deskriptif kualitatif, dengan subjek 6 siswa kelas VII-A, masing-masing 2 siswa dari kategori KBT tinggi, sedang, dan rendah. Data diperoleh dari hasil tes KBT materi perbandingan dan wawancara, lalu dianalisis menggunakan model Miles dan Huberman yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan learning obstacle siswa dengan KBT kategori tinggi yakni dalam tahap konseptual 2%, prosedural 4%, dan teknik 4%; siswa dengan KBT kategori sedang dalam tahap konseptual 40%, prosedural 43%, dan teknik 5%; dan siswa dengan KBT kategori rendah dalam tahap konseptual 64%, prosedural 66%, dan teknik 5%. Learning obstacle siswa dengan KBT kategori tinggi berupa tidak mencantumkan informasi sebagai dasar pengambilan keputusan, tidak menuliskan langkah penyelesaian secara lengkap, dan kurang tepat dalam melakukan pembagian bilangan pecahan. Siswa dengan KBT kategori sedang cenderung kurang tepat dalam menentukan bukti sebagai dasar keputusan, membuat model atau strategi penyelesaian masalah, dan menghitung jarak. Adapun siswa dengan KBT kategori rendah tidak dapat menentukan hubungan antara tiap informasi, merancang model atau strategi penyelesaian masalah, serta melakukan pembagian bilangan desimal.
Transformasi Pembelajaran Matematika Berbasis Problem Based Learning (PBL) untuk Menurunkan Mathematics Anxiety Siswa Tyaningsih, Ratna Yulis; Junaidi, Junaidi; Lu'luilmaknun, Ulfa
Griya Journal of Mathematics Education and Application Vol. 5 No. 2 (2025): Juni 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i2.713

Abstract

Mathematics anxiety is a psychological barrier that can hinder students’ academic achievement, particularly in mathematics learning. This anxiety disrupts concentration, reduces self-confidence, and often leads to low learning outcomes. This study aimed to examine the effectiveness of the Problem Based Learning (PBL) approach in reducing mathematics anxiety among seventh-grade students on the topic of Social Arithmetic. A quasi-experimental method with a pre-intervention and post-intervention control group design was employed. The research subjects consisted of seventh-grade students at SMPN 20 Mataram, selected through purposive random sampling. The instrument used was a modified Mathematics Anxiety Rating Scale (MARS) adapted for junior high school context. Data were analyzed using normality and homogeneity tests, independent sample t-test, and N-Gain score calculation. The results indicated that students who received PBL-based instruction experienced a significantly greater reduction in mathematics anxiety than those who received conventional instruction, as shown by the t-test result (p = 0.000 < 0.05). Furthermore, the experimental group achieved an N-Gain score of 0.65, categorized as moderate, suggesting that the PBL approach substantially enhanced the reduction of mathematics anxiety. These findings affirm that PBL not only improves students’ understanding of Social Arithmetic but also has a positive impact on their affective learning domain. The implication of this study emphasizes the importance of transforming mathematics instruction toward more contextual, collaborative, and student-centered approaches to create more comfortable and meaningful learning experiences.
ChatGPT sebagai Asisten Pemrograman: Studi Deskriptif pada Mahasiswa Pendidikan Matematika dalam Pembelajaran MATLAB Salsabila, Nilza Humaira; Wulandari, Nourma Pramestie; Tyaningsih, Ratna Yulis
Griya Journal of Mathematics Education and Application Vol. 5 No. 2 (2025): Juni 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i2.722

Abstract

Penelitian ini bertujuan untuk mengetahui pengalaman mahasiswa pendidikan matematika dalam menggunakan ChatGPT sebagai alat bantu dalam menyusun program MATLAB pada pembelajaran Komputer Matematika. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan melibatkan empat mahasiswa yang bekerja dalam dua kelompok kecil. Data dikumpulkan melalui lembar aktivitas yang berisi tugas membuat tiga program MATLAB dengan bantuan ChatGPT dan pertanyaan refleksi tentang pemahaman, tantangan, dan kepercayaan diri mereka. Hasil penelitian menunjukkan bahwa ChatGPT membantu mahasiswa memahami struktur program, mempercepat proses penulisan kode, dan meningkatkan rasa percaya diri dalam belajar pemrograman. Mahasiswa juga menyadari bahwa tidak semua jawaban dari ChatGPT langsung sesuai, sehingga perlu tetap berpikir kritis dan memeriksa kembali setiap kode. Secara umum, ChatGPT dinilai bermanfaat dalam proses belajar pemrograman, terutama jika digunakan bersama pemahaman konsep yang baik. Penelitian selanjutnya disarankan untuk melibatkan lebih banyak peserta dan menerapkan ChatGPT pada topik matematika lain.

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