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FARABI: Jurnal Matematika dan Pendidikan Matematika
Published by Universitas Alwashliyah Medan
ISSN : 26232332     EISSN : 27985474     DOI : https://doi.org/10.47662/farabi.v4i1.78
Core Subject : Science, Education,
Computer Science & IT Decision Sciences, Operations Research & Management Mathematics
FARABI; Jurnal Matematika dan Pendidikan Matematika (JMPM) menyediakan forum untuk menerbitkan artikel penelitian, artikel review, dan berita teknologi baru yang terkait dengan pendidikan matematika dan terapan. Jurnal ini disediakan untuk penulis, guru, mahasiswa, profesor, dan peneliti, yang akan mempublikasikan laporan penelitian atau artikel tinjauan pustaka (hanya untuk kontributor yang diundang) tentang pendidikan matematika dan instruksionalnya untuk penulis dan pembaca di seluruh dunia FARABI; Jurnal Matematika dan Pendidikan Matematika (JMPM) menerima artikel ilmiah dengan lingkup penelitian berikut, tetapi tidak terbatas pada bidang penelitian survei, penelitian dan pengembangan, penelitian eksperimental, penelitian tindakan kelas, Graph Theories and aplikasinya, Operation Research and aplikasinya.
Arjuna Subject : Umum - Umum
Articles 219 Documents
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Identifikasi Sikap dan Respon Emosional Siswa Saat Pembelajaran Matematika Berlangsung di SMP Negeri 7 Muaro Jambi Revi Maria; Naila Salsabila; Hilda Nur Aini
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1438

Abstract

ABSTRAK The objective of this research is to pinpoint and articulate the emotions and attitudes of pupils while they study mathematics at SMP Negeri 7 Muaro Jambi. The study was prompted by the fact that some students continue to display unfavourable attitudes and unpleasant emotional responses toward mathematics education, including anxiety, fear, and a lack of self-confidence. A quantitative descriptive method was used in this investigation. 28 students who were chosen using a purposive sampling method made up the participant pool. Using a questionnaire with indicators of students' attitudes and emotional responses toward mathematics learning, data were gathered. The research results show that the obtained value is 2.462 out of the ideal value of 3.640, which is 67.6%, falling into the good category. This result shows that students' attitudes and emotional reactions during math learning still need to be improved. These results show that students' feelings and emotional reactions to learning mathematics still require improvement. Low self-confidence in completing mathematics tasks and anxiety when dealing with mathematics problems were identified as the main emotional responses. As a consequence, in order to cultivate more good attitudes and emotional responses toward mathematics, it is important to make attempts to establish a learning atmosphere that is more supportive and engaging.  
Analisis Keaktifan dan Motivasi Belajar Pada Pembelajaran Matematika Di SD Negeri 87 Kota Jambi Cinta Trida Anastasya; Dea Rahmadany; Nadyn Ayu Liestiany; T. Jovanes Apnoel Agape; Novferma Novferma; Wardi Syafmen
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1446

Abstract

This study aims to analyze the activeness and motivation of students in learning mathematics with a constructivist approach in class IV B of SD Negeri 87 Jambi City. This study uses a quantitative descriptive method with 14 students as research subjects. The instrument used is a questionnaire on activeness and motivation of learning consisting of 25 statements based on five indicators, namely believing in being able to solve mathematics problems, actively asking and answering questions, not giving up easily when experiencing difficulties, daring to discuss and cooperate, and having enthusiasm and interest in learning mathematics. Data analysis was carried out using percentage techniques. The results showed that the classical percentage of students' activeness and motivation of learning reached 65.43% with a good category. The percentage of each indicator is believing in being able to solve mathematics problems by 66%, actively asking and answering questions by 64%, not giving up easily when experiencing difficulties by 65%, daring to discuss and cooperate by 67%, and having enthusiasm and interest in learning mathematics by 64.96%. The results of the study showed that the highest indicator was the courage to discuss and collaborate at 67%, while the lowest indicator was active in asking and answering questions at 64%. These findings indicate that the constructivist approach can increase student participation in mathematics learning. The results also indicate that the constructivist approach can encourage active student involvement and increase motivation to learn mathematics. Thus, the constructivist approach can be an effective learning alternative in elementary schools.
Self-Efficiacy Siswa dalam Pembelajaran Matematika Riri Ramadhani Fitri; Keysha Aurelia; Alya Devita Putri; Fathir Aziva Azra; Novferma Novferma; Husni Sabil
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1449

Abstract

Self-efficacy is an affective aspect that plays an important role in mathematics learning because it influences students' confidence in their ability to understand material, complete assignments, face learning difficulties, and achieve optimal learning outcomes. A good level of self-efficacy can encourage students to be more active, diligent, and confident during the learning process. However, differences in the level of self-confidence between students remain a factor that influences success in learning mathematics. This study aims to describe students' levels of self-efficacy in mathematics learning. The study used a descriptive quantitative method with 27 students as research subjects. The instrument used was a self-efficacy questionnaire consisting of 25 statements using a Likert scale with answer options: Very Appropriate (SS), Appropriate (S), Undecided (R), Not Appropriate (TS), and Very Not Appropriate (STS). The instrument was compiled based on six indicators, namely confidence in understanding mathematics material, confidence in completing assignments or problems, persistence in facing learning difficulties, confidence in asking questions and discussing, confidence in achieving good learning outcomes, and the ability to find solutions when experiencing difficulties in learning mathematics. Data were collected through questionnaires and analyzed using descriptive analysis based on the category of self-efficacy level. The results showed that 6 students (22.2%) were in the very high category, 16 students (59.3%) in the high category, and 5 students (18.5%) in the moderate category. These findings indicate that students generally have a high level of self-efficacy in learning mathematics. The implication of this research is the need for learning strategies that can maintain and increase student confidence and engagement in the mathematics learning process.
Optimasi Biaya dan Gizi Bahan Pangan Mentah Program MBG Siswa SMP Padang Menggunakan Simpleks-Python Andi Susanto; Alya Rozali Ramadhani; Defi Angriani; Mutia Mutia
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1452

Abstract

The Free Nutritious Meal Program requires menu planning that is able to meet students’ nutritional needs at an efficient cost. This study aims to determine the optimal combination of raw food ingredients for the Free Nutritious Meal menu for female junior high school students aged 13–15 years in Padang City using a linear programming approach with the Simplex method assisted by Python. This research is an applied study with a quantitative approach. Food price data were obtained from local price sources in Padang City and field data from a Nutritional Fulfillment Service Unit, while nutritional composition data were based on the Indonesian Food Composition Table. Nutritional requirements were determined based on 30% of the Recommended Dietary Allowance according to the Indonesian Ministry of Health Regulation Number 28 of 2019, covering eleven nutritional components: energy, protein, fat, carbohydrates, fiber, calcium, iron, folate, vitamin A, vitamin B1, and vitamin C. Five menu combinations were formulated into a costminimization objective function with nutritional constraints, portion limits, and budget constraints. The optimization results show that three of the five menu combinations were feasible, namely K2, K4, and K5, while K1 and K3 were infeasible. The K2 combination was identified as the optimal solution and fulfilled all nutritional constraints. These findings indicate that the Python-assisted Simplex method is effective in determining an efficient, measurable, and nutritionally adequate menu composition for the Free Nutritious Meal Program.
Analisis Problematika Kemampuan Koneksi Matematis Ditinjau dari Self Confidence Siswa SMP Dyah Ayu Fatmawati; Tanti Neliana; Kusno Kusno
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1456

Abstract

This study aims to analyze the problems of the mathematical connection ability of junior high school students from self-confidence. This study uses a qualitative approach with a descriptive type. The research subjects were selected using purposive sampling techniques consisting of students with high, medium, and low self-confidence categories. The instruments used included mathematical connection ability tests, self-confidence questionnaires, and semi-structured interviews. The data collection technique is carried out through triangulation methods, while data analysis uses the stages of data reduction, data presentation, and conclusion drawn. The results showed that students with high self-confidence had good mathematical connection skills, were able to connect between mathematical concepts, relate to real-life contexts, and solve problems systematically, although there were still weaknesses in mathematical communication. Students with self-confidence are showing good mathematical connection skills but are not optimally integrated, characterized by less systematic completion steps and doubts in the thinking process. Meanwhile, students with low self-confidence had difficulty with almost all indicators of mathematical connection, especially in building mathematical models, transforming story problems, and integrating concepts. These findings suggest that self-confidence has an important role in determining the quality of students' mathematical connection abilities. The higher the student's self-confidence, the better the mathematical connection ability they have. Therefore, learning is needed that not only focuses on the cognitive aspect, but also on strengthening the affective aspect of students.
Mengembangkan Berpikir Kreatif Matematis melalui Pembelajaran Brainstorming-Based Learning: Studi Pra-Eksperimen pada Pendidikan Menengah Islam Wahyuni Wahyuni
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1462

Abstract

Mathematics instruction that is predominantly oriented toward procedural problem-solving often provides limited opportunities for students to develop mathematical creative thinking. This condition highlights the need for learning strategies that encourage idea generation, multiple solution pathways, and meaningful mathematical exploration. The present study investigated the effectiveness of brainstorming-based learning in fostering students' mathematical creative thinking on the topic of functions within the context of Islamic secondary education. A quantitative approach was employed using a pre-experimental one-group pretest-posttest design involving 24 eighth-grade students from a Madrasah Tsanawiyah in Langsa, Indonesia. Mathematical creative thinking was assessed through an essay test developed based on four indicators: fluency, flexibility, originality, and elaboration. The collected data were analyzed using descriptive statistics, a paired-sample t-test, and normalized gain (N-Gain) analysis. The findings revealed a substantial improvement in students' average scores, increasing from 38.00 on the pretest to 80.00 on the posttest, with an N-Gain value of 0.68, indicating a moderate level of improvement. Statistical analysis further confirmed a significant difference between pretest and posttest performance (t(23) = 13.24, p < 0.001). These findings suggest that brainstorming-based learning effectively promotes mathematical creative thinking by encouraging collaborative discussion, divergent thinking, and the exploration of multiple problem-solving strategies. Therefore, this instructional approach offers a promising alternative for strengthening students' mathematical creativity in Islamic secondary education.
Analisis Kemampuan Komunikasi Matematis Siswa SMP Berdasarkan Growth Mathematical Mindset Siva Alyademi; Risma Hany Apriani; Sharikha Azka; Abigail Siregar; Fatihara Aliya Syahira; Nur Izzati
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1467

Abstract

Mathematical communication skills are essential competencies that students need to develop in mathematics learning and may be influenced by (pola pikir matematis bertumbuh). This study aims to analyze junior high school students’ mathematical communication skills in terms of (pola pikir matematis bertumbuh). This research employed a descriptive qualitative approach involving three eighth-grade students representing the categories of strong (pola pikir matematis bertumbuh), tendency toward (pola pikir matematis bertumbuh), and tendency toward (pola pikir matematis tetap). Data were collected through questionnaires, mathematical communication skills tests, and interviews. The results showed that all three participants were able to express mathematical ideas and evaluate mathematical statements effectively. However, differences were found in the accuracy of mathematical terminology usage, conceptual understanding, and visual representation. The participant with a strong (pola pikir matematis bertumbuh) demonstrated better performance in reasoning, argumentation, and the use of mathematical models, while the other participants still experienced conceptual misconceptions and inaccuracies in visual representations. The findings indicate that (pola pikir matematis bertumbuh) plays a role in supporting the quality of students’ mathematical communication skills..
Analysis of Mathematical Misconceptions and Creative Thinking Skills among Seventh Grade Junior High Students Dini Khirani; Zulfa Alya Nabilah Asha; Nazura Pretty Wafirah; Wita Tri Andini; Novferma Novferma; Husni Sabil
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1447

Abstract

This study aims to analyze the misconceptions experienced by seventh-grade students at SMP N 7 Muaro Jambi in learning mathematics, particularly on fractions, and to assess their mathematical creative thinking skills. The study employed a descriptive mixed-method approach using an essay test consisting of ten questions based on the Merdeka Curriculum. The participants were 30 seventh-grade students. The variables measured included four indicators of mathematical creative thinking skills: fluency, flexibility, originality, and elaboration. The data were analyzed descriptively to identify students’ levels of creative thinking skills and the types of misconceptions they experienced. The results showed that the average score of students’ mathematical creative thinking skills was 26.33, with the following distribution: 10% very creative, 3.33% creative, 3.33% fairly creative, 3.33% less creative, and 80% not creative. The most common misconceptions were found in addition and subtraction of fractions with different denominators and in converting mixed fractions into improper fractions. These findings indicate that most students still have difficulties understanding fundamental fraction concepts and applying creative problem-solving strategies. Therefore, mathematics instruction should emphasize conceptual understanding, provide varied learning activities, and encourage the continuous development of students’ mathematical creative thinking skills.
Motivasi Belajar Matematis Siswa Melalui Model Pembelajaran Teams Games Tournament (TGT) Nurullita Astriani; Muhammad Bayu Al Dhana
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1490

Abstract

Motivation plays a crucial role in fostering students' enthusiasm for learning, thereby ensuring effective study activities and improved learning outcomes. In mathematics education, varied and innovative strategies are required to boost students' mathematical learning motivation, one such strategy is the Teams Games Tournament (TGT) learning model. This study aimed to analyze students' mathematical learning motivation using the TGT model. It employed a quasi-experimental research design and was conducted at SDN No. 053997 Sei Siur, Pangkalan Susu. The study population consisted of fourth-grade students, with class IV-A serving as the experimental group and class IV-B as the control group. Based on the results of t-test used in the research, that the t-count value > t-table namely 3,108 > 2,0067. The findings indicate that the mathematical learning motivation of students taught using the Teams Games Tournament (TGT) model was superior to that of students taught using conventional methods.

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