cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fitria Lestari
Contact Email
hipotenusajurnal@gmail.com
Phone
+6289655554860
Journal Mail Official
hipotenusajurnal@gmail.com
Editorial Address
Jl. Z.A Pagar Alam No 14, Labuhan Ratu, Bandar Lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
Hipotenusa: Journal of Research Mathematics Education (HJRME)
Published by Universitas Muhammadiyah Lampung
ISSN : 26210630     EISSN : 2723486X     DOI : 1036269
Core Subject : Education,
Education Mathematics Other
Hipotenusa Journal of Research Mathematics Education (HJRME) is a peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education. This journal is founded under Department of Mathematics Education FKIP Universitas Muhammadiyah Lampung. Starting from 2020, HJRME would be published two times in a year (February & August). All submitted manuscripts will be initially reviewed by editors and are then evaluated by a minimum of two National Reviewers through the double-blind review process. This is to ensure the quality of the published manuscripts in the journal.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 107 Documents
 7   8   9   10   11 
Implementation of AI-based CTL learning model on students' mathematics learning outcomes Yopi Ayomi Afandi; Noerhasmalina Noerhasmalina; Ana Istiani; Lisdwiana Kurniati; Korhan Cengiz
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 1 (2026): HIPOTENUSA JOURNAL OF RESEARCH MATHEMATICS EDUCATION (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i1.3778

Abstract

This study was based on the low learning outcomes of students at SMP Negeri 4 Gadingrejo, where only 32 out of 126 students achieved the Learning Objective Achievement Criteria (KKTP). The research method used was quantitative with an experimental design, involving two groups: the experimental class (AI-based CTL) and the control class (Project Based Learning). The instrument used was a learning outcome test consisting of 5 essay questions that had been tested for validity and reliability. Data were analyzed to measure the differences in learning outcomes between the two groups. The results showed a significant difference between the average learning outcomes of students in the experimental class and those in the control class. The average learning outcomes of students who used the AI-based CTL model were higher than those who used the PjBL model. Based on the t-test, the calculated t value was 5.13, which was greater than the t-table value of 2.00, thus the research hypothesis was accepted. The conclusion of this study is that the application of the AI-based CTL learning model is effective in improving students’ learning outcomes on SPLDV material, and it is therefore recommended to consider using this model in mathematics learning.
IMPLEMENTATION OF THE LESSON STUDY CYCLE IN PROJECT-BASED LEARNING TO ENHANCE DIGITAL LITERACY Kemas Imron Rosadi; Meirisa Sahanata; Hedia Rizki; Fitri Kumala Dewi; Michrun Nisa Ramli
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 1 (2026): HIPOTENUSA JOURNAL OF RESEARCH MATHEMATICS EDUCATION (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i1.4529

Abstract

This study aims to describe the implementation of the Lesson Study for Learning Community (LSLC) cycle within Project-Based Learning (PjBL) and to analyze its impact on student engagement and digital literacy. The low level of students ability to utilize technology for academic purposes and for developing the competencies of prospective educators constitutes the primary background of this research.A descriptive qualitative method with a descriptive-analytic approach was employed. The research subjects were third-semester students of the Tadris Mathematics Study Program at State Islamic University Sulthan Thaha Saifuddin Jambi. Data were collected through questionnaires and digital observation sheets administered via Google Forms, and product assessment rubrics in the form of English-based mathematics E-Student Worksheets (ESW). Data analysis was conducted through the stages of data reduction, data display, and inductive conclusion drawing.The results indicate that the implementation of the PlanDoSee cycle within PjBL contributed positively to the learning process. The integration of digital technology, such as the use of the Canva platform in proposal preparation and project development, was proven effective in enhancing students digital literacy, particularly in searching for, evaluating, and critically creating digital learning content. Furthermore, collaboration within a learning community fostered reflective skills, critical thinking abilities, and teamwork in producing high-quality and relevant instructional products
EXPLORATION OF ETHNOMATHEMATICS ON THE WOODEN KELINTANG MUSICAL INSTRUMENT Rajwa Mayyaza; Rima Meslita; Tia Agnesa
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 1 (2026): HIPOTENUSA JOURNAL OF RESEARCH MATHEMATICS EDUCATION (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i1.3833

Abstract

This study aims to explore the ethnomathematics found in traditional Jambi musical instruments, especially wooden kelintang musical instruments. This type of research is a descriptive qualitative research using an ethnographic approach (socio-cultural) with data sources obtained from observation, interview, and documentation methods. Data analysis in this study uses the Spradley model analysis in Lexy J. Maleong including domain analysis, taxonomy analysis, component analysis, theme analysis. To check the validity of the data, the author uses the triangulation technique. This research was conducted at the Mindulahin Studio in Jambi City. The results of the study can be concluded that: 1) The mathematical concepts found in wooden kelintang musical instruments include: Flat shapes in the form of rectangles, circles, and trapezoids. Space shapes in the form of blocks, cylinders, angles in the form of 90 °, relations and functions, and arithmetic. 2) Ethnomathematic activities in wooden kelintang include activities of calculating, measuring, determining locations, making designs, playing, and explaining. All these activities can be seen from how to make wooden kelintang, the shape of the wooden kelintang, and when playing the wooden kelintang.
ANALYSIS OF INSTRUMENTS FOR ASSESSING THE MATHEMATICAL CRITICAL THINKING ABILITY ON THE PYTHAGOREAN THEOREM MATERIAL Afdella Zuniawati; Desta Nadia Putri; Anis; Shindi Purwaningtias; Sri Astuti Anggra Niwi Ningsih; Agung Putra Wijaya; Desrina Hardianti
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 1 (2026): HIPOTENUSA JOURNAL OF RESEARCH MATHEMATICS EDUCATION (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i1.4276

Abstract

Critical thinking skills are important to develop in students. This study was conducted to evaluate the quality of a test instrument in measuring the critical thinking skills of junior high school students on the Pythagorean Theorem material. The analysis was carried out through testing the validity, reliability, discriminating power, and difficulty level of the questions with the support of Microsoft Excel. The method used was descriptive quantitative with Grade VIII students selected through purposive sampling as research participants. The results of the study showed that the test instrument was 100% valid, had a reliability of 0.668 (moderate category), the discriminating power indicated questions 1 and 3 were in the fair category while question 2 was in the good category, and all questions had an easy level of difficulty.
LITERATURE REVIEW: STEAM-BASED E-LKPD FOR ENHANCING STUDENTS CRITICAL THINKING SKILLS Yuli Perastiati; Sutrisni Andayani; Dwi Rahmawati
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 1 (2026): HIPOTENUSA JOURNAL OF RESEARCH MATHEMATICS EDUCATION (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i1.4469

Abstract

Students low critical thinking ability remains a major challenge in school learning and is often driven by the dominance of conventional, teacher-centered instruction, which provides limited opportunities for learners to practice analyzing problems, constructing logical reasoning, drawing conclusions, and reviewing their answers. This situation highlights the need for innovative digital learning materials that promote active, contextual learning aligned with 21st-century skills. This study aims to analyze the impact of STEAM-based E-LKPD on improving students critical thinking skills. The study employed a literature review method by analyzing 10 articles retrieved from the Scopus and Google Scholar databases. The synthesis indicates that STEM/STEAM-based E-LKPD is consistently considered feasible and effective in enhancing critical thinking, as reflected in moderate-to-high gains and/or clear performance differences between experimental and control groups. The strongest effects occur when E-LKPD is integrated with problem- or project-based activities and supported by media such as animated videos or interactive applications (e.g., Canva) that facilitate concept visualization, document learning processes, and strengthen students reasoning in designing solutions and evaluating findings
IMPLEMENTATION OF PROJECT BASED LEARNING MODEL A SMK NEGERI 1 ABUNG SELATAN TO IMPROVE COLLABORATE SKILL Anggita Dara Nacita; Ratih Handayani
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 1 (2026): HIPOTENUSA JOURNAL OF RESEARCH MATHEMATICS EDUCATION (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i1.4328

Abstract

The objective of this study is to examine the effect of implementing the Project Based Learning (PjBL) model on the collaboration skills of Grade X students at SMK Negeri 1 Abung Selatan. The method employed was a quasi-experimental design with a pretestposttest structure involving both an experimental class and a control class. Collaboration skill data were collected through questionnaires and authentic assessments. The analysis process included normality tests, homogeneity tests, t-tests, and N-Gain calculations. The findings revealed that although the N-Gain scores from the questionnaires in the experimental class showed greater achievement compared to the control class, the authentic assessment results were actually higher in the control class. The t-test indicated no significant difference between the two groups, suggesting that the application of PjBL did not lead to a meaningful improvement in collaboration skills. This condition was influenced by limited project time, suboptimal role distribution, and students adaptation process to the new learning method. More structured project planning is recommended for future research
High school students' learning motivation in mathematics learning in the independent curriculum Ovilia Nur Wida; Darsono Darsono; Dian Devita Yohanie
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.5087

Abstract

Learning motivation is a crucial factor in mathematics learning in high school, particularly in the implementation of the Independent Curriculum. However, it still shows variation and tends to decline during the transition period. This study aims to describe students' learning motivation and analyze the intrinsic and extrinsic factors that influence it in mathematics learning under the Independent Curriculum. The study used a descriptive qualitative approach and was conducted at SMA Negeri 6 Kediri City. The research subjects consisted of six tenth-grade students selected through purposive sampling based on differences in academic ability levels. Data were collected through observation, semi-structured interviews, and documentation. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results showed that students' learning motivation was categorized as high, medium, and low, influenced by intrinsic and extrinsic motivational factors. The main findings indicate that the most dominant factors influencing learning motivation were interesting learning activities and active student involvement, while the lack of learning variation was the main cause of low motivation in some students.
Implementation of the rme model using the ctl approach on mathematics learning outcomes Tiara Ayu Linggar Sari; Bambang Agus Sulistyono; Samijo Samijo
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.4587

Abstract

Mathematics instruction in high school continues to face the challenge of low student achievement, particularly regarding the abstract concept of tangents to circles. This situation indicates that the learning process has not fully connected mathematical concepts to students’ real-life contexts, resulting in suboptimal conceptual understanding. This study aims to determine the effectiveness of applying the Realistic Mathematics Education (RME) model with the Contextual Teaching and Learning (CTL) approach in improving students’ mathematics learning outcomes. This study uses a quantitative approach with a one-group pretest–posttest experimental design. The research subjects were 33 students in class XI-6 at SMA Negeri 3 Kediri. Data collection was conducted through pretest and posttest assessments. The data were analyzed using descriptive statistics, a normality test, a paired-sample t-test, and an N-Gain test. The results showed that the average pretest score of 44.55 increased to 80.00 on the posttest. The results of the paired-sample t-test showed a significance level of less than 0.05, indicating a significant difference between learning outcomes before and after the intervention. The N-Gain value of 0.62 falls into the moderate category. These findings suggest that the implementation of the RME model with the CTL approach is effective in improving students’ mathematics learning outcomes and helps students better understand the concept of tangent lines to a circle.
The effectiveness of using photomath in improving mathematics learning outcomes and learning interest among grade students Eric Riskianto Saputra; Dimas Anditha Cahyo Sujiwo; Indah Rahayu Panglipur
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.5299

Abstract

Mathematics is a subject that plays a crucial role in developing logical and analytical thinking skills. However, students’ learning outcomes and interest in mathematics remain relatively low. One approach to address this issue is to utilize educational technology, such as the Photomath app. This study aims to determine the effectiveness of using the Photomath app on students’ learning outcomes and interest in mathematics. The study employed a quantitative approach with a quasi-experimental design of the nonequivalent control group type, involving three groups: an experimental group, a combination group, and a control group. The research instruments consisted of a learning outcomes test and a learning interest questionnaire. Data were analyzed using One-Way ANOVA, Tukey’s Post Hoc test, and MANOVA. The results showed that there was a significant difference in mathematics learning outcomes among the groups based on the One-Way ANOVA test (F(2,87) = 30.157; p < 0.001). The Tukey test results indicated that the experimental group had significantly higher learning outcomes compared to the other groups. Furthermore, the MANOVA results indicate that the use of Photomath simultaneously influences both students’ learning outcomes and their interest in learning. Thus, the Photomath app is effective as a learning medium for improving students’ mathematics learning outcomes and interest in learning. Future research is recommended to include other variables, different educational levels, and a longer treatment duration to obtain more comprehensive findings
Analysis of the application of the deep learning approach in mathematics learning for class x students of state senior high school 6 kediri city Khusnul Arifah; Darsono Darsono; Dian Devita Yohanie
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.4593

Abstract

This study aims to describe the application of the Deep Learning approach in mathematics learning and examine its impact on student engagement and understanding of the Three-Variable Linear Equation System (SPLTV) material. The study used a qualitative approach with a descriptive design and was conducted at SMA Negeri 6 Kediri City. The research subjects consisted of one mathematics teacher and 36 students of grades X-10 who were selected purposively. Data collection was carried out through observation, semi-structured interviews, and documentation, with triangulation techniques to ensure data validity. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results showed that the application of the Deep Learning approach through simulation-based contextual learning provided a positive indication of student engagement and understanding. Students appeared more active in discussions, dared to express their opinions, and were able to relate mathematical concepts to real situations. Contextually designed learning also created a meaningful and enjoyable learning atmosphere. However, its implementation still faces obstacles, such as limited learning time and differences in student characteristics. These findings indicate that the Deep Learning approach has the potential to be an alternative mathematics learning strategy that can support the formation of a more meaningful and contextual learning experience.

Page 10 of 11 | Total Record : 107

 7   8   9   10   11 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 1 (2026): HIPOTENUSA JOURNAL OF RESEARCH MATHEMATICS EDUCATION (HJRME) Vol 8, No 2 (2025): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 8, No 1 (2025): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 7, No 2 (2024): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 7, No 1 (2024): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 6, No 2 (2023): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 6, No 1 (2023): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 5, No 2 (2022): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 5, No 1 (2022): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 4, No 2 (2021): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 4, No 1 (2021): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 3, No 2 (2020): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 3, No 1 (2020): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 3, No 1 (2020) Vol 2, No 2 (2019): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 2, No 1 (2019): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 1, No 2 (2018): Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 1, No 1 (2018): Hipotenusa Journal of Research Mathematics Education (HJRME) More Issue