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MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Published by Universitas Timor
ISSN : ""     EISSN : 25275933     DOI : https://doi.org/10.32938/jipm.6.2.2021.31-41
Core Subject : Education,
Mathematics
MATH-EDU: Jurnal Ilmu Pendidikan Matematika menerbitkan hasil penelitian yang original, dan atau naskah kajian teoritis dalam bidang matematika dan pendidikan matematika, tentang masalah terkini, yang dilakukan oleh: (1) Pengajar di tingkat Sekolah Dasar dan Menengah, serta Perguruan Tinggi, (2) Pengamat dan peneliti bidang Pendidikan Matematika, (3) Pengambil keputusan pendidikan di tingkat daerah dan nasional (berhubungan dengan Pendidikan Matematika).
Arjuna Subject : Umum - Umum
Articles 148 Documents
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The Relationship Between Mathematics Anxiety and Problem-Solving Skills among Junior High School Students in Indonesia Marpaung, Rissa Isabella Taruli; Simarmata, Justin Eduardo
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 1 (2026): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v11i1.10721

Abstract

Mathematics anxiety is a well-documented affective factor that negatively impacts students’ performance and engagement in mathematics. This study explores the relationship between mathematics anxiety and problem-solving skills among junior high school students in Indonesia. A total of 35 students from Grades 7 and 8 at SMP Sangkara in Medan participated. Mathematics anxiety was measured using a 20-item Likert scale (lower scores indicate higher anxiety), while problem-solving ability was assessed through a five-question open-ended test scored on a 4-point rubric. Descriptive statistics indicated moderate to high mathematics anxiety (M = 33.31, SD = 6.59) and low to moderate problem-solving ability (M = 8.06, SD = 4.33). Pearson correlation analysis revealed a strong, statistically significant positive relationship (r = 0.774, p < 0.001), showing that higher anxiety corresponded to lower problem-solving performance due to the reverse-coded anxiety scale. These findings underscore the importance of addressing affective challenges in mathematics instruction to enhance students’ problem-solving competence.
Ethnomatematics Practices in The Traditional Funeral Rituals of The East Noemuti Community Deda, Yohanis Ndapa; Tafin Nokas, Maria Krispina; Delvion, Eduardus Beo Seo; Mamoh, Oktovianus
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 1 (2026): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v11i1.10833

Abstract

Traditional funeral rituals contain many mathematical concepts that have not been widely explored. Therefore, this study aims to investigate the mathematical activities contained in the traditional death rituals of the East Noemuti community. The study uses a qualitative, ethnographic approach. The research subjects included atoinamaf (uncles/traditional elders), bereaved families, and community leaders in Haekto Village, East Noemuti District, North Central Timor Regency. Data were collected through observation, interviews, and documentation, and then analyzed using Spradley's ethnographic analysis techniques, including domain analysis, taxonomy, component analysis, and cultural themes. The results of the study show that in the traditional death rituals of the Noemuti Timur community, there are various ethnomathematical activities, including: (1) tutu panu, which represents a hemispherical space; (2) making coffins and digging rectangular graves of a certain size; (3) nailing the coffin with three blows, symbolizing the concept of sacred numbers; (4) the use of circular silver coins as a symbol of spiritual provisions; and (5) the practice of calculating time in the tanono procession. The traditional death rituals of the East Noemuti community are spiritually and culturally meaningful, rich with mathematical concepts that can be used as a source of contextual learning.
An Analysis of Students’ Errors Based on Newman’s Error Analysis in Solving Partial Derivative Problems in Calculus Suddin, Sulasri; Handayani, Rika
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 1 (2026): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v11i1.10926

Abstract

Understanding student errors in calculus is crucial for improving the quality of mathematics learning. This study analyzes students’ errors in solving partial derivative problems in a calculus course based on the Newman Error Analysis framework. A quantitative descriptive approach was employed. The participants were 20 students from the Mathematics Education Study Program at Universitas Timor enrolled in a calculus course. Data was collected through written tests and unstructured interviews and then analyzed using error categorization and percentage distribution. The findings reveal that the most frequent errors occur at the comprehension, transformation, and process skills stages. Comprehension errors are indicated by students’ difficulties in interpreting the meaning and structure of mathematical expressions. Transformation errors are characterized by students’ inability to convert problems into appropriate mathematical forms or procedures, particularly in selecting suitable strategies. Process skills errors arise when students make computational mistakes despite correctly understanding the problem. In contrast, errors at the reading and encoding stages are relatively infrequent. These results suggest that students’ main difficulties lie in the intermediate stages of problem-solving, where conceptual understanding and procedural fluency are required simultaneously. Therefore, calculus instruction should emphasize conceptual strengthening and incorporate non-routine, higher-order thinking skills-based problems to enhance students’ problem-solving abilities.
Ethnomathematics Study: Arithmetic Sequence Patterns in the Rhythms of Traditional Musical Instruments of the Likurai Dance in Malaka Regency, East Nusa Tenggara Klau, Kondradus Yohanes; Mamoh, Oktovianus
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 1 (2026): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v11i1.10865

Abstract

This research is motivated by the importance of understanding the relationship between culture and mathematical concepts in community life. Ethnomathematics provides a field of study to reveal the existence of mathematical concepts embedded in the daily activities, traditions, and cultural practices of society. This study aims to identify and analyze arithmetic sequence patterns in the Bibiliku, a traditional musical instrument of the Likurai dance, which is essential to the community's Likurai dance in Malaka Regency, East Nusa Tenggara. This study employed a descriptive qualitative approach within the framework of ethnomathematics, using participatory observation, in-depth interviews with a traditional leader, a dancer, and a trainer, as well as audio-visual documentation. The findings reveal that the rhythmic patterns of Bibiliku in the “tabere” style form arithmetic sequences with a common difference of 2. Odd beats generate the sequence 1, 3, 5, 7, …, while even beats produce 2, 4, 6, 8, …. These results indicate that the rhythmic regularity of traditional music reflects mathematical concepts, particularly arithmetic sequences, although not formally defined by the community.  The findings of this study can serve as contextual learning resources for teaching arithmetic sequences in mathematics education while also contributing to the preservation of cultural heritage.
Enhancing Students' Mathematical Problem-Solving Skills through the Implementation of the Project-Based Learning (PjBL) Approach Alifah Shofia Fuadah; Achmad Firmansyah
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 1 (2026): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v11i1.9629

Abstract

This study aims to improve students' mathematical problem-solving skills through a Project-Based Learning (PjBL) approach. The type of research used is classroom action research, conducted at MAN Kota Blitar. The subjects of this study were 32 students of class X MIPA 1, while the object of the study was the implementation of the Project-Based Learning approach in relation to students' mathematical problem-solving abilities. The instrument used in this research was a test. The results of the study indicate that the implementation of the Project-Based Learning (PjBL) approach in class X MIPA 1 at MAN Kota Blitar successfully enhanced students' problem-solving skills in trigonometry. This was evident from the improvement in students' learning evaluation results, particularly in their mathematical problem-solving abilities. In the first cycle, 14 students (44%) demonstrated good problem-solving skills, while in the second cycle, the number increased to 26 students (81%). Thus, there was a 37% increase in the percentage of students with good mathematical problem-solving skills between the first and second cycles.
Quality Analysis of Evaluation Instruments for Junior High School Students’ Mathematical Conceptual Understanding Abdur Rahman Hakim; Rena Revita; Firza Mufti Aulia; Ade Irma
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 1 (2026): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v11i1.10253

Abstract

This study investigates the quality of evaluation instruments developed to measure junior high school students’ mathematical conceptual understanding, with a focus on the topic of numbers. The research employed a quantitative descriptive method involving thirty-two seventh-grade students from a junior high school in Pekanbaru. Data were obtained through essay-based assessments consisting of three items aligned with specific indicators of mathematical conceptual understanding and cognitive domain levels. The analysis examined validity, reliability, difficulty level, and discrimination power. The findings show that all three items achieved high validity, although the overall reliability coefficient was categorized as low. The difficulty level varied, with one item classified as easy and two as moderate. Discrimination power also differed among items, with one item having poor discrimination, one adequate, and one good. These results highlight the importance of conducting systematic quality testing to ensure that evaluation instruments are valid, reliable, and appropriately calibrated for assessing students’ conceptual understanding in mathematics.
Improving Students' Mathematical Connection Skills Through The Think Talk Write (TTW) Type Cooperative Learning Model At Noemuti Public High School Elisabeth Apmalo; Stanislaus Amsikan; Maria Naimnule
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 1 (2026): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v11i1.10911

Abstract

Abstract This research aims to improve students' mathematical connection skills through the application of a Think Talk Write (TTW) type cooperative learning model on quadratic function materials. This research is a Class Action Research conducted in two cycles, each of which includes holding planning, implementing actions, observation and reflection. The subjects in this study are 23 students of class X/A of Noemuti State High School. The data collection technique used mathematical connection ability tests and observation sheets of learning activities. The results of the study showed that in the first cycle the average score of students was 72.09 with classical completeness of 60.86. After learning improvements were made in the second cycle, the average student score increased to 84.22 with classical completeness reaching 100%. The results of the study show that the Think Talk Write model is able to improve learning activities, concept understanding and students' ability to connect various mathematical concepts. Thus, the Think Talk Write cooperative learning model is effectively used to improve students' mathematical connection skills on quadratic function material.
Analysis of Students’ Mathematical Reasoning Ability in Solving Problems on Quadratic Equations at SMP Negeri Bitefa Hendrika Bete; Aprilia Binsasi; Maria Naimnule
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 1 (2026): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v11i1.10918

Abstract

This study aimed to analyze students’ mathematical reasoning ability in solving problems on the topic of quadratic equations at SMP Negeri Bitefa. The research used a qualitative descriptive approach with 18 eighth-grade students as participants. Data were collected through tests of mathematical reasoning and follow-up interviews with three selected subjects representing high, medium, and low levels of reasoning ability. The results showed that students’ reasoning abilities varied across five indicators: (1) making initial conjectures and predictions based on problem context, (2) performing mathematical manipulations to find patterns and relationships, (3) constructing systematic mathematical arguments and proofs, (4) evaluating mathematical arguments for accuracy, and (5) integrating analysis results to draw logical conclusions. The findings revealed that students generally demonstrated moderate reasoning ability. The strongest performance appeared in the ability to draw conclusions (50.74%), while the weakest was in generating conjectures (44.81%). These results suggest the need for mathematics instruction that emphasizes inquiry-based and problem-solving learning strategies to improve reasoning competence.

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