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Dedek Andrian
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Gedung A Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Riau, Jl. Kaharuddin Nasution No. 113, Pekanbaru, Kode Pos 28284
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Mathematics Research and Education Journal
Published by Universitas Islam Riau
ISSN : 26204169     EISSN : 26213885     DOI : https://doi.org/10.25299/mrej
Core Subject : Education,
Education Mathematics Other
Mathematics Research and Education Journal is a forum that published original research on the learning and teaching of mathematics and mathematics. Coverage includes such topics as curriculum and pedagogy practices for mathematics learning; the role and nature of knowledge in mathematics learning; the relationship between context and learning in mathematics settings; studies of teaching and learning in mathematics. The aims of this peer-reviewed journal are to enlarge the contribution of research and scholarship to mathematics education policy and practice, and also to inspire new research in this diverse field. The Mathematics Research and Education Journal also encourage the publication of teacher education programs or courses that promoted new knowledge, ideas, methodologies and epistemologies in the field of mathematics education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 9 No. 2 (2025): October" : 5 Documents clear
DESCRIPTION OF THE EXPERTISE OF MATHEMATICS EDUCATION LECTURERS AT RIAU ISLAMIC UNIVERSITY BASED ON PUBLICATION WORKS: SYSTEMATIC LITERATURE REVIEW: Mathematical Errors; Story Problems; Relationships; Polya Stages Istikomah, Endang; Abdurrahman Abdurrahman; Nurvani Yulia Dewi; Sevilla Atita Azzahra
Mathematics Research and Education Journal Vol. 9 No. 2 (2025): October
Publisher : UIR PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/mrej.2025.vol9(2).21655

Abstract

This study aims to analyze the types of errors made by female students in solving mathematical story problems on the topic of relations using Polya’s problem-solving stages. Employing a qualitative descriptive approach, the research involved 30 eighth-grade students from SMP Al-Faruqi. Data were collected through written tests and interviews, then analyzed through data reduction, data presentation, and conclusion drawing. The findings revealed that errors occurred in all stages of Polya’s framework, with 50% of students making errors in understanding the problem (moderate category), 47.7% in planning (moderate), 63.3% in implementing the plan (high), and 26.7% in rechecking (low). The most frequent error was found in the implementation stage, indicating that while students could generally comprehend and plan problem solutions, they often faced difficulties in accurately executing those plans. This suggests that female students still need to strengthen their procedural understanding and problem-solving execution skills to improve overall mathematical performance, particularly in applying strategies effectively and verifying their solutions.
ANALYSIS OF STUDENTS' ERRORS IN SOLVING STORY PROBLEMS ON RELATIONAL MATERIAL BASED ON POLYA STAGES Siti Nurhalimah; Nofriyandi Nofriyandi; Dedek Andrian; Astri Wahyuni
Mathematics Research and Education Journal Vol. 9 No. 2 (2025): October
Publisher : UIR PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/mrej.2025.vol9(2).22719

Abstract

Abstract: This study aims to analyze errors using Polya's stages carried out by female students in solving story problems on the topic of relations. This study is a Qualitative study with a descriptive approach. The subjects of the study were 30 students of class VIII of SMP AL-FARUQI. The data collection technique used written tests and interviews. The data analysis technique was carried out through several stages, namely reducing data, presenting data and drawing conclusions. The results showed that the percentage of errors in understanding the problem was 50% with a moderate category, errors in making plans were 47.7% with a moderate category, errors in implementing plans were 63.3% with a high category, and errors in rechecking were 26.7% with a low category. The most common error made by female students was the error in implementing plans of 63.3%.
CREATIVE THINKING SKILLS OF GRADE XI STUDENTS OF MA NURUL ISLAM LUMAJANG IN SOLVING MATHEMATICS PROBLEMS: ANALYSIS BASED ON THE LEVEL OF ACADEMIC ABILITY Ariani, Anggiarti Dwi
Mathematics Research and Education Journal Vol. 9 No. 2 (2025): October
Publisher : UIR PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/mrej.2025.vol9(2).23048

Abstract

Abstract This study analyzes the mathematical creative thinking abilities of grade XI students at MA Nurul Islam Lumajang, focusing on their academic levels. Creative thinking is crucial for addressing 21st-century challenges, especially given the low national mathematics literacy highlighted by the 2018 PISA results. Despite the implementation of the Problem-Based Learning (PBL) model, its effectiveness in enhancing students' mathematical creativity remains suboptimal. Using observation methods alongside teaching activities and documentation, the research involved both teachers and students. Findings indicate that students with high academic ability excel in creative thinking indicators, particularly in flexibility and precision. Conversely, those with medium and low abilities struggle to generate original and detailed solutions. This underscores the need for personalized learning strategies tailored to individual student capabilities to foster mathematical creativity. Approaches such as open-ended question-based PBL are recommended to enhance students' fluency, flexibility, authenticity, and accuracy in creative problem-solving. The results highlight the necessity of integrating adaptive learning strategies to improve the quality of mathematics education at the madrasah level. By focusing on these strategies, educators can better support students in developing essential creative thinking skills necessary for their future success.
EFFECTIVENESS OF THE DISCOVERY LEARNING MODEL ASSISTED BY PINTAR MEDIA (PAPAN INTERAKTIF BANGUN DATAR) ON THE MATHEMATICAL LITERACY SKILLS OF ELEMENTARY SCHOOL STUDENTS Noor Faizul Muna; Milati Azka; Nazula Tamami Layalia; Aldise Anggi Marta Dwi; Fitriyah Amaliyah
Mathematics Research and Education Journal Vol. 9 No. 2 (2025): October
Publisher : UIR PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/mrej.2025.vol9(2).23532

Abstract

This study aims to determine the effectiveness of the discovery learning model assisted by PINTAR media (Papan Interaktif Bangun Datar) on the mathematical literacy skills of elementary school students in comparing the characteristics of plane shapes. The research used a quantitative approach with a pre-experimental method and a one-group pretest-posttest design. The population consisted of all fifth-grade students of SD 3 Gondosari. The sample included 11 students, consisting of 6 female and five male students, selected using a saturated sampling technique. The research instruments included pretest and posttest questions to measure students' mathematical literacy. Data analysis techniques used tests of normality, Paired Sample Test, and the N-Gain Test to determine the effectiveness of the discovery learning model assisted by PINTAR media (Papan Interaktif Bangun Datar) on mathematical literacy skills in comparing the characteristics of plane shapes. The results showed improved students' mathematical literacy skills after implementing the discovery learning model assisted by PINTAR media. This is evidenced by an increase in the average score from 45.36 to 67.36 after using PINTAR media. T Test showed a significance value of 0.000 (p < 0.05), indicating a significant difference between the pretest and posttest results.
CONTENT VALIDITY OF THE MATHEMATICS LEARNING INDEPENDENCE INSTRUMENT FOR JUNIOR HIGH SCHOOL STUDENTS USING AIKEN’S V Ahmad, Ahmad; Dos Santos, Mariano; Helmiyatun, Helmiyatun; Hidayah, Nurul; Parihin, Parihin
Mathematics Research and Education Journal Vol. 9 No. 2 (2025): October
Publisher : UIR PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/mrej.2025.vol9(2).24035

Abstract

This study examines the content validity of a mathematics learning independence instrument for junior high school students, developed based on five key dimensions: initiative, discipline, responsibility, time management, and problem solving. The instrument includes 20 items rated by four experts using a 1–5 Likert scale. Aiken's V index was used to measure expert agreement on item relevance. Results showed that 6 items had high validity (V ≥ 0.8125), 13 had moderate validity (0.5 ≤ V < 0.75), and 1 item had low validity (V = 0.375). The highest V score was 0.875, and the lowest was 0.375. These findings indicate that most items are acceptable but may require slight revision to better reflect the intended constructs. The study highlights the importance of expert input and the utility of Aiken’s V in validating instrument content. A valid instrument is essential for accurately assessing student learning independence, especially in junior high school mathematics education.

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