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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 157 Documents
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Assessment Methods for Computational Thinking Skill in Mathematics Education: A Systematic Literature Review Zahra As Syifa Syifa; Putri Nur Malasari
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 2 (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.v11i2.11010

Abstract

This study aims to identify CT assessment methods in mathematics education and analyze their advantages and limitations through a Systematic Literature Review (SLR) approach. Using the PRISMA guidelines, this study analyzed 13 articles published between 2018 to 2025 from national and international databases. The results show that CT assessment methods in Indonesia include the Bebras Task instrument, CT indicator-based essay tests, a combination of written tests and interviews, and technology-based digital instruments. The Bebras Task is able to measure CT components comprehensively but requires high abstraction skills. Descriptive tests can assess deep thinking processes but require long analysis times and are susceptible to the influence of students' basic mathematical abilities. Combination methods produce richer data but are difficult to standardize with limited generalizability. Digital instruments offer ease of access but depend on the availability of technological infrastructure. Findings indicate that no single assessment method is most effective, so instrument selection must be tailored to measurement objectives, learning context, and resource availability.
Analysis of Differences in Critical Thinking Skills in Relation to Students’ Mathematical Resilience in SPLDV Curriculum Nurul Nurhayati; Musthofiatur Rochmah; Sintha Sih Dewanti; Zupia Annisa
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 2 (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.v11i2.11036

Abstract

Critical thinking skills are an important yet difficult competency to develop in mathematics learning at the junior high school level. This study aims to analyze differences in students’ critical thinking skills in terms of three categories of mathematical resilience: high, moderate, and low. The research design used in this study is quantitative research with a comparative approach. The sample was selected using cluster sampling, consisting of 29 eighth-grade students from Class VIII C at a junior high school in Yogyakarta. Data collection techniques included a questionnaire and a test. The questionnaire comprised 20 Likert-scale statements (1-4) to measure mathematical resilience, while the test consisted of 5 items to assess critical thinking skills, specifically regarding the topic of Systems of Linear Equations with Two Variables. The analysis technique used was parametric analysis employing a One-Way ANOVA test. The results indicated no significant difference in critical thinking ability between categories of mathematical resilience, with an F- value of 2.572 and a significance level of 0.096 (p > 0.05). This finding indicates that the two constructs operate relatively independently; therefore, the development of critical thinking skills requires learning strategies that directly train analytical and evaluative abilities.
An Analysis of Students’ Errors in Solving Systems of Linear Equations in Two Variables (SPLDV) Based on Polya’s Steps Eka Fadhilah Apriliani; Sintha Sih Dewanti
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 2 (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.v11i2.11094

Abstract

This study aims to determine the types of errors students make when solving systems of linear equations with two variables (SPLDV) as viewed through Polya’s steps. Polya’s problem-solving steps consist of understanding the problem, making a plan, carrying out the plan, and checking the solution. This study employs a qualitative descriptive approach with a sample of 25 eighth-grade students at a public junior high school in Depok, Yogyakarta. Data were collected by administering a diagnostic test. The research instrument consisted of a written test comprising two problems covering the topic of two-variable linear systems of equations. The findings indicate that students’ errors were distributed across all of Polya’s steps, with the following percentages: understanding the problem (46%), planning (52%), implementing the plan (66%), and checking the results (82%). The types of errors made by students included errors in writing down known and unknown information, errors in algebraic calculations, incomplete solution steps, and a tendency not to check their answers.
Error Analysis of Junior High School Students in Solving Straight-Line Equation Task Anis Munfarikhatin; Novia Christyananda; Khumaeroh Dwi Nur'aini
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 2 (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.v11i2.11147

Abstract

This study aims to analyze the types of student errors in solving linear equation straight-line equation problems based on Kastolan's stages: conceptual errors, procedural errors, and technical errors. This study used a qualitative descriptive approach with subjects consisting of ninth-grade students grouped based on high, medium, and low scores. The research instruments included essay tests and structured interviews. The results showed that students with high scores tended to make technical errors, such as writing the wrong operation sign, as well as procedural errors in the value substitution step. Students with medium scores made technical errors, procedural errors, and conceptual errors, such as the inability to determine the correct formula. Meanwhile, students with low scores made all types of errors, especially conceptual errors, such as confusion in choosing the appropriate formula. These errors were influenced by inaccuracy, lack of conceptual understanding, and irregularity in problem-solving procedures. This study recommends learning strategies that focus on conceptual reinforcement, systematic practice, and increasing student accuracy to minimize errors. This study recommends learning strategies that focus on conceptual reinforcement, systematic practice, and increasing student accuracy to minimize errors.
Student Error Analysis of Grade X Students Based on Newman's Stages in Solving Linear Programming Problems in the Context of Tempe Production Tirta Sari Sapitri; Fikri Anggara; Annisa Handayani; Nashifah Aqilah; Tara Nurpadillah; Amalia Zamara; Revalina Apriliani Saputri; Somakim; M. Hasbi Ramadhan; Yovika Sukma
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 2 (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.v11i2.11191

Abstract

This study aims to identify the types of errors and the factors causing errors experienced by grade X students in solving linear programming problems based on the context of tempe production, referring to Newman's stages. The approach used in this study is a descriptive qualitative approach involving three subjects selected based on high, moderate, and low levels of mathematical ability among senior high school students in the city of Palembang. The research instruments consisted of a Student Worksheet (LKPD) focused on the context of tempe production, along with a semi-structured interview guide, with data analysis using the Miles and Huberman model. The findings of this study reveal that the most frequently encountered error was comprehension errors at 50%, followed by reading errors at 25% and transformation errors at 25%, while process errors and encoding errors were not identified independently. The conclusion of this study indicates that students still face significant obstacles in understanding linear programming word problems referring to local context, which is caused by low conceptual understanding and the habit of solving problems procedurally.
Numeracy Skills and Mathematical Self-Concept: Case Study of Students in AKM-Type Problems Gunawan; Heri Retnawati
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 2 (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.v11i2.11195

Abstract

This study aims to determine the relationship between numeracy skills and mathematical self-concept. The research was conducted using a correlational method with a quantitative approach. The subjects of this study were students of classes VIII-D and VIII-F at a junior high school in Magelang City. Data collection techniques included a numeracy skills test and a mathematical self-concept questionnaire. The data analysis technique simple linear regression analysis. The results showed a significant and fairly strong positive relationship between numeracy skills and mathematical self-concept, as indicated by a correlation coefficient of 0.589. Furthermore, the regression analysis showed a significance value of 0.000, which is less than , indicating that mathematical self-concept significantly and positively predicts numeracy skills. These findings highlight the importance of strengthening students’ mathematical self-concept as part of efforts to support the development of numeracy skills.
Enhancing Students' Learning Activities and Learning Outcomes in Relations and Functions Through the Numbered Heads Together (NHT) Learning Model Fransiska Rina Nahak; Justin Eduardo Simarmata; Selestina Nahak
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 2 (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.v11i2.11216

Abstract

 This study aimed to improve students’ learning activities and learning outcomes through the implementation of the Numbered Heads Together (NHT) cooperative learning model. The study employed Classroom Action Research (CAR) based on Kurt Lewin’s model, consisting of four stages: planning, acting, observing, and reflecting. The research was conducted during the first semester of the 2025/2026 academic year and involved 25 students of Class VIII-B. Data were collected through classroom observation sheets to assess students’ learning activities and achievement tests to measure learning outcomes. The success indicators were determined based on the achievement of the predetermined criteria for students’ learning activities and learning outcomes. The results showed that students’ learning activities increased from 62.14% in Cycle I to 84.28% in Cycle II, while the mean learning outcome score increased from 72.84 in Cycle I to 82.48 in Cycle II. These improvements across cycles indicate that the implementation of the NHT cooperative learning model improved students’ learning activities and learning outcomes in mathematics. Therefore, the NHT learning model can be used as an alternative instructional approach to promote active and collaborative learning in teaching Relations and Functions.

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