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Tabita Wahyu Triutami
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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 560 Documents
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Analisis Kecemasan Matematika dan Akurasi Pemahaman Konsep Guru Sekolah Dasar dalam Perspektif Faktor Demografis Yohana Dwi Kristiani Sinaga; Kandida Maro Rayo
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1069

Abstract

Mathematics anxiety is experienced not only by students but also by elementary school teachers and may affect instructional quality, particularly conceptual understanding accuracy. This study aimed to (1) identify teachers’ levels of mathematics anxiety, (2) examine factors associated with mathematics anxiety, and (3) analyze its effect on conceptual understanding accuracy. A quantitative correlational-regression design was employed involving 85 elementary school teachers from Teacher Working Group (KKG) Cluster 1, Sintang District. Data were collected through a mathematics anxiety questionnaire and a conceptual understanding test and analyzed using descriptive statistics, t-tests, Pearson correlation, and multiple linear regression. The results showed that teachers’ mathematics anxiety was at a moderate level. Significant differences were found based on gender and grade level taught, whereas no significant relationship was found with teaching experience. Self-confidence was negatively associated with mathematics anxiety. Furthermore, mathematics anxiety had a significant negative effect on conceptual understanding accuracy after controlling for other variables. The regression model explained 35% of the variance in conceptual understanding accuracy (R² = 0.35), with mathematics anxiety emerging as a significant negative predictor (β = −0.38, p < 0.001). These findings highlight the importance of addressing teachers’ affective factors in professional development.
Perbandingan Return dan Volatilitas Saham Bank Konvensional dan Syariah di Indonesia dengan Model GARCH(1,1) Romaito Br Silalahi; Nico Berlinson Fernando; Diah Ayu Saptyaningtyas; Nikmatul Ajizah Ambao
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1078

Abstract

This study compares the return and volatility of conventional bank stocks (equal-weighted portfolio: BBCA, BBNI, BBRI, BBTN, BMRI, ARTO) and Islamic bank stock (BRIS) listed on the Indonesia Stock Exchange over the period 2022–2026 using the GARCH(1,1) model. BRIS outperforms in terms of return (+0.0226%/day; cumulative +21.58%) but exhibits higher volatility (2.5102% vs. 1.5527%) and greater shock sensitivity (α = 0.1840 vs. 0.0682). Conventional banks show stronger volatility persistence (α + β = 0.9779; half-life 7.32 days) compared to BRIS (α + β = 0.9029; half-life 2.10 days). Both segments exhibit fundamentally different risk-return profiles, while their moderate correlation (ρ = 0.4488) suggests meaningful portfolio diversification opportunities.
Model Matematika Terhadap Dinamika Kriminalitas di Provinsi Sumatera Utara Rifka Annaria Sibuea; Tri Andri Hutapea
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1079

Abstract

Crime is a social problem that can affect social stability, the economy, and public safety. Factors such as education, social interaction, and economic conditions play an important role in the spread of crime. This study aims to analyze a mathematical model of crime dynamics in North Sumatra Province, which is divided into five sub-populations, namely SC1C2PR (Susceptible, Criminal Suspect, Criminal Defendant, Prison, Recovered), taking into account the influence of education programs. The analysis conducted involves determining the equilibrium point, calculating the basic reproduction number (R0), and analyzing stability using the linearization method and the Routh-Hurwitz criterion. Based on the analysis results, the basic reproduction number R0 > 1 was obtained, so that the model had two equilibrium points, namely an unstable crime-free equilibrium point and a locally asymptotically stable equilibrium point with crime. This condition represents that one criminal can give rise to more than one new criminal individual, so that criminal activity will persist and spread in society until it reaches a stable state of crime. The simulation results show that effective and equitable education programs can reduce crime rates, but they are not sufficient to achieve a crime-free environment without restricting social interaction. Therefore, other programs are needed to reduce crime rates in North Sumatera.
Konfirmasi Skala Pengukuran Mathematical Well-Being Calon Guru Sekolah Dasar: Studi Psikometrik Vivi Rachmatul Hidayati; Baiq Yuni Wahyuningsih
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1080

Abstract

This study aimed to develop and validate the reliability and validity of a mathematical well-being scale for prospective elementary school teachers. A quantitative psychometric design was employed, using Confirmatory Factor Analysis (CFA) to test the hypothesized factor structure. The study involved 204 prospective elementary school teachers in Indonesia, who completed a questionnaire assessing seven dimensions of mathematical well-being: accomplishment, cognition, engagement, meaning, perseverance, positive emotions, and relationships. Results indicated that all dimensions had significant factor loadings and good convergent validity, with Average Variance Extracted (AVE) values above 0.50 for most dimensions. Reliability tests showed high coefficients of omega (ω) and alpha (α), and Heterotrait-Monotrait Ratio (HTMT) analysis indicated good discrimination among dimensions. The CFA model also demonstrated acceptable goodness-of-fit, with CFI = 0.93, TLI = 0.95, SRMR = 0.03, and RMSEA = 0.04. These findings confirm that the scale is valid and reliable, offering a useful tool to assess mathematical well-being among prospective elementary school teachers and informing the design of training programs to enhance the quality of mathematics teaching.
Pengaruh Model Pembelajaran Kooperatif Tipe Team Assisted Individualization Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Nurjanna Amini; Zulfah; Astuti; Molli Wahyuni; Zulhendri
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1082

Abstract

The mathematical problem-solving ability of grade VIII students at SMPN Bangkinang is still low. This is evident from the average daily test scores, which remain below the Minimum Completeness Criteria of 70. This study aims to analyze the effect of using the Team Assisted Individualization (TAI) learning model on the mathematical problem-solving ability of grade VIII students at SMPN 1 Bangkinang. This research employed a quasi-experimental design with a pretest-posttest control group design. The sample consisted of two classes: an experimental class that implemented the TAI learning model and a control class that used conventional learning. The research instruments included a mathematical problem-solving test and observation sheets. The results of this study indicate that there is a difference in mathematical problem-solving ability between students who used the cooperative learning model type Team Assisted Individualization (TAI) and students who used conventional learning. This was proven by the Mann-Whitney U test on posttest data, in which the experimental class had an average score of 33.63, while the control class only scored 15.38. The significance value of 0.020 < 0.05 indicates that the difference is statistically significant. The effect of the cooperative learning model type TAI on problem-solving ability is categorized as very high. This is evidenced by the effect size calculation result of 1.3020, which, according to the effect size interpretation criteria, falls into the very high category. Thus, the implementation of the TAI model has a strong effect on improving students’ ability to understand problems, design solution strategies, and evaluate answers systematically.
Pengaruh Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) Terhadap Kemampuan Pemecahan Masalah Matematis Siswa di SMP Negeri 2 Kuok Elmi Sapitri; Zulfah Zulfah; Astuti Astuti; Zulhendri Zulhendri; Adityawarman Hidayat
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1083

Abstract

This study aims to investigate the effect of the cooperative learning models Teams Games Tournament (TGT) on the mathematical problem-solving abilities of seventh-grade student at SMP Negeri 2 Kuok. The background of this research stems from students low ability to solve mathematical problems that require logical and systematic thinking. This study employed a quasi-experimental method with a nonequivalent control group design. The research subjects consistend of two classes: the experimental class, which was tought using the TGT model, and the control class, which was taught using conventional methods. The results showed a significant difference in mathematical problem-solving abilities between students taught using the TGT model and those taught using conventional methods. Additionally, there was a significant improvement in students, problem-solving skills after implementing the TGT model. Therefore, the TGT learning model is effective in enchancing students’ mathematical problem-solving abilities.
Pengembangan E-Modul Geometri Berbasis Etnomatematika Melalui Eksplorasi Kain Tenun di SMPN 6 Mataram Destiana Safitri; Amrullah Amrullah; M. Gunawan Supiarmo
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1090

Abstract

The low level of students’ understanding of geometric concepts and the lack of contextual teaching materialsmake mathematics learning tend to be abstract and less engaging. In addition, mathematics learning inschools is still rarely connected to local culture that is closely related to students’ daily lives. Learning thatintegrates local culture can create a more meaningful learning experience for students. Ethnomathematicsbasede-modules can visualize geometric concepts through cultural exploration as a learning medium. Thisstudy aimed to describe the development and determine the validity of an ethnomathematics-based geometrye-module integrating Sasak culture through woven fabric exploration for seventh-grade students at SMPN 6Mataram. The research employed a Research and Development (R&D) approach using Thiagarajan’s 4Dmodel, consisting of the define, design, develop, and disseminate stages. Data from material and media expertevaluations were analyzed using Aiken’s V formula. The results indicated that the developed e-module washighly valid, with a media validity score of 0.86, a material validity score of 0.82, and an overall averagevalidity score of 0.84. Therefore, the interactive website-based e-module is theoretically highly valid for useas a supplementary teaching material in mathematics learning.
Analisis Kemampuan Pemecahan Masalah Siswa Ditinjau dari Self-Efficacy Pada Materi Transformasi Geometri M Riki Zikrullah; Arjudin Arjudin; Dwi Novitasari
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1101

Abstract

Penelitian kualitatif deskriptif ini bertujuan mendeskripsikan kemampuan pemecahan masalah matematika materi transformasi geometri berdasarkan tahapan Polya, ditinjau dari tingkat self-efficacy siswa. Subjek penelitian adalah siswa kelas XI SMA Negeri 4 Mataram yang dipilih melalui purposive sampling. Pengumpulan data menggunakan angket, tes, dan wawancara. Hasil penelitian menunjukkan: (1) Siswa dengan self-efficacy tinggi mampu memenuhi keempat tahap Polya (memahami masalah, menyusun rencana, melaksanakan, dan memeriksa kembali) secara utuh dan akurat; (2) Siswa dengan self-efficacy sedang mampu memahami masalah dan merencanakan penyelesaian dengan baik, namun ragu saat pelaksanaan dan tidak memeriksa ulang tanpa instruksi; (3) Siswa dengan self-efficacy rendah kesulitan memahami materi, sehingga terhambat pada tahap perencanaan dan pelaksanaan, serta tidak melakukan pengecekan ulang. Dapat disimpulkan bahwa tingkat self-efficacy berbanding lurus dengan kemampuan siswa dalam memecahkan masalah matematika.
Penerapan Pendekatan Deep Learning Berbasis Gimkit Terhadap Kemampuan Berpikir Kritis Diah Ayu Rahmawati; Hevy Risqi Maharani
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1106

Abstract

Students' critical thinking skills in mathematics learning are still relatively low, particularly in algebraic operations. This study aimed to analyze the effectiveness of a gimkit web-based deep learning approach in improving students' critical thinking skills. This research employed a quantitative method using a one-group pretest–posttest design involving 27 seventh-grade students of SMP Islam Sultan Agung 4 Semarang. Data were collected through tests, observations, and response questionnaires. The data analysis techniques included normality testing, individual and classical learning mastery analysis, and N-Gain calculation. The results showed a significant improvement in students' scores after the implementation of the treatment. Learning mastery was achieved both individually and classically, and the improvement in critical thinking skills was categorized as high. Furthermore, both teachers and students gave positive responses to the learning process. Therefore, the Gimkit web-based deep learning approach was effective in improving students' critical thinking skills.
Pengaruh Self Confidence terhadap Hasil Belajar Matematika Siswa Kelas 8A SMP Ta’mirul Islam Surakarta Istna Hani Salami; Fuad Lucky Atmaja
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1109

Abstract

This study aims to analyze the effect of self-confidence on mathematics learning outcomes of grade 8A students at SMP Ta’mirul Islam Surakarta. A quantitative approach was employed with a sample of 30 students selected through simple random sampling. Self-confidence was measured using a Likert scale questionnaire (16 items) based on five Lauster dimensions, while mathematics learning outcomes were obtained from mid-semester examination (UTS) scores. Instrument validity was assessed using Spearman correlation, and reliability was tested using Cronbach’s Alpha coefficient. Results showed that all 16 items were valid (r_count > 0.361) with a Cronbach’s Alpha of 0.854, indicating very high reliability. Spearman correlation analysis yielded ρ = 0.136 with a significance value of p = 0.474 (> 0.05), and simple linear regression analysis produced a regression equation of Y = 57.4787 + 0.1498X with R Square = 0.022 and significance value of F = 0.434 (> 0.05). These results indicate that although there is a positive effect of self-confidence on mathematics learning outcomes, the effect is very weak and statistically not significant. Only 2.2% of the variance in mathematics learning outcomes is explained by self-confidence, while the remaining 97.8% is influenced by other factors, including cognitive ability, teaching methods, learning motivation, learning environment, and the context of Islamic adab-based education that characterizes the research school.

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