cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Erwina Azizah Hasibuan
Contact Email
wiena.koe@gmail.com
Phone
+6285382670646
Journal Mail Official
edumatika@iainkerinci.ac.id
Editorial Address
Jl. Muradi, Sumur Gedang, Pesisir Bukit, Sungai Penuh, Jambi, Indonesia
Location
Kab. kerinci,
Jambi
INDONESIA
Edumatika
Published by Institut Agama Islam Negeri Kerinci
ISSN : 26208903     EISSN : 26208911     DOI : https://doi.org/10.32939/ejrpm.v1i2.247
Core Subject : Science, Education,
Computer Science & IT Education Mathematics
Focus and Scope Edumatika : Jurnal Riset Pendidikan Matematika e-ISSN: 2620-8911 p-ISSN: 2620-8903 Published by Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Institut Agama Islam Negeri Kerinci The aim of the Edumatika : Jurnal Riset Pendidikan Matematika (EJRPM) is to provide an international or National forum for the sharing,disseminationand discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in mathematics education. The Journal invites original research articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics: Realistic Mathematics Education (RME) Design Research in Mathematics Education PISA Task Learning Trajectory ICT in Mathematics Education High Order Thinking Skills Mathematical Abilities Ethnomathematics
Arjuna Subject : Matematika - Matematika Komputer
Articles 114 Documents
 8   9   10   11   12 
A Case Study of Math Anxiety in High School Students: Assessment, Dynamics, and Intervention Ilham, Muhammad; Habibi, Mhmd; Ropawandi, Doni
Edumatika Vol 8 No 1 (2025): May 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i1.5410

Abstract

Mathematics anxiety is a pervasive issue among adolescents, often impairing academic performance and emotional well-being. This study investigates the psychological profile of an Indonesian high school student experiencing mathematics anxiety following an academic transition from the UK to Indonesia and evaluates the effectiveness of a Cognitive Behavioral Therapy (CBT) intervention in reducing her anxiety. This research used a single-case qualitative design; data were gathered through psychological assessments (IST, DAT A5, SSCT, graphic tests), structured interviews with the participant, parents, and teachers, and behavioral observations. A five-session CBT intervention focusing on cognitive restructuring was conducted over two weeks. The assessment revealed average intellectual ability but significant cognitive distortions, physiological symptoms, and avoidance behaviors related to mathematics. Post-intervention findings demonstrated notable improvements in cognitive beliefs, emotional regulation, class participation, and help-seeking behavior. The participant, her teacher, and her mother all reported reduced anxiety and improved academic coping. The findings support the use of CBT as an effective and culturally adaptable approach for addressing mathematics anxiety in adolescents. The study emphasizes the role of cognitive patterns, emotional processes, and environmental influences in the development and resolution of academic anxiety. These insights are relevant for educators, school psychologists, and mental health professionals working in diverse educational settings. However, due to its single-case design and reliance on self-reported outcomes, the generalizability of the findings is limited and further research with larger and more diverse samples is recommended.
Developing RME-based Mathematics Textbook to Improve Students’ Numeracy Skills and Learning Motivation Siregar, Latifah; Asmin, Asmin; Arnita, Arnita
Edumatika Vol 7 No 2 (2024): November 2024, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v7i2.3828

Abstract

Referring to PISA 2015 and 2018 data, Indonesian students' mathematics skills, especially numeracy skills, are lower than the global average score. One effort that can be made to improve students' numeracy skills and learning motivation is the development of mathematics textbook based on Realistic Mathematics Education (RME) with relevant contexts that students can imagine. So, this study aims to develop RME-based mathematics textbook to improve students' numeracy skills and learning motivation using the context of Nai Marbittang, one of the popular folklores in South Tapanuli, North Sumatra, Indonesia. The researchers used the ADDIE development model to develop textbook while assessing its validity through expert validation sheets, practicality through questionnaires, and effectiveness through motivation questionnaires and numeracy tests. Through this study, the products developed were proven to be valid, practical, and effective in improving students' numeracy skills and learning motivation so it can be used more widely, especially on the Pythagorean theorem topic. Other researchers can also utilize folklores on various mathematics topics to improve students' numeracy and learning motivation.
Unveiling Students' Refractive Thinking Process Who Use a Single Strategy in Decision Making Prayitno, Anton; Widayanti, Febi Dwi
Edumatika Vol 7 No 2 (2024): November 2024, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v7i2.3868

Abstract

The thinking process characterized by reflective thinking towards critical thinking to produce a decision is called the refractive thinking process. However, how the refractive thinking process occurs in the subject needs to be revealed. This study aims to reveal the refractive thinking process in subjects who use a single strategy in decision making. This study is a qualitative approach involving 25 mathematics education students from two universities in Malang, East Java, Indonesia. Each student was given a test on the problem of ordering cities based on the level of dependence on the central government from lowest to highest. The decision to order cities was based on local revenues data that varied between cities and unstable from year to year. In this study, the researcher only analyzed the refractive thinking process of one subject who used a single strategy in decision making. The subject was asked to think aloud. The results showed that students who carried out the refractive thinking process with a single strategy only needed one alternative solution to make a decision, namely by summing up the contributions of each city per year. The subject only identified the comparison of the amount and increase in the contribution of each city as a consideration for making a decision.
Boosting Students' Mathematical Problem-Solving Skills with PBL-Based LiveWorksheets: Focus on Whole Numbers and Fractions Topic Usqo, Urwatil; Hutapea, Nahor Murani; Kartini, Kartini
Edumatika Vol 7 No 2 (2024): November 2024, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v7i2.3933

Abstract

Problem solving skills is one of the important skills that students must master through learning mathematics. One alternative to improve students' mathematical problem-solving skills is using the Problem-based Learning (PBL) learning model combined with technology-based learning media. This research aims to produce PBL-based electronic student worksheets (e-worksheets) on the topic of whole numbers and fractions that are valid, practical and effective to improve students' mathematical problem-solving skills. The development of e-worksheets uses a 4D development model involving seventh-grade students from one of the junior high schools in Rokan Hulu, Riau, Indonesia as field test subjects. The results of data analysis show that the e-worksheet developed using LiveWorksheet application has met the valid criteria based on experts judgement and practical based on the practicality questionnaires. E-worksheets have also been proven effective in improving students' mathematical problem-solving skills with an average N-gain at high criteria.
Utilizing the Context of Batik Parang Teja in Developing Teaching Materials Supported by Desmos Classroom on Translation and Reflection Topic Yulianingrum, Margareta Elvina; Putra, Aloisius Fieri Dharma; Nugraha, Adhi Surya
Edumatika Vol 7 No 2 (2024): November 2024, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v7i2.3986

Abstract

Integrating the culture around students environtment into mathematics learning can make learning more innovative, interesting, contextual and meaningful. This research aims to develop translation and reflection teaching materials assisted by Desmos Classroom by utilizing the Batik Parang Teja context. Teaching materials were developed using the ADDIE development model. The research stages include conducting literature review, designing teaching materials, improving its quality based on expert input, applying teaching materials in classroom, and evaluating the quality of the teaching materials developed. The data of the product quality are collected through validation sheets by experts. Based on experts judgement, the Desmos Classroom-assisted teaching materials developed being suitable for use in mathematics learning, especially translation and reflection topic.
Unveiling Mathematics Concepts on Panggung Krapyak and Rotiban Activities: An Ethnomathematics Study in Yogyakarta Ashabulabib, Adib; Arfinanti, Nurul
Edumatika Vol 7 No 2 (2024): November 2024, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v7i2.4061

Abstract

The utilization of cultural context in mathematics learning can be an alternative of effective learning approach to bridge students to master the abstract dimension of mathematics through the real context in students' lives. However, cultural integration in mathematics learning must begin with the identification of mathematical concepts contained in cultural objects that are relevant to school mathematics. This study aims to identify mathematical concepts contained in the Panggung Krapyak and Rotiban activities at one of the Islamic boarding schools in Yogyakarta, Indonesia. This study is an exploratory study with a qualitative approach. Data were collected through observations of the Panggung Krapyak and Rotiban activities, in-depth interviews with figures, documentation, and literature reviews. The results of the study indicate that Panggung Krapyak displays various mathematical concepts such as reflection, similarity, and congruence in the shape of the building. In addition, the Rotiban activity contains the concept of multiples of numbers in its schedule and cyclic permutation in the cycle pattern of participants sitting. These findings indicate that the existence of mathematical concepts contained in local culture is in line with school mathematics so it can be integrated into mathematics learning to be more contextual and easier for students understanding.
The Students' Skills in Solving Mathematics Open-Ended Problems Based on Cognitive Style Backgrounds Ulya, Putri Syarifatul; Setyaningsih, Nining
Edumatika Vol 7 No 2 (2024): November 2024, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v7i2.4200

Abstract

Differences in students' cognitive styles cause differences in accepting and managing learning and connecting experiences into learning. Differences in students' cognitive styles also cause differences in mathematical problem-solving skills. This research aims to describe students' skills in solving mathematics open-ended problems in terms of differences in cognitive styles, namely Field Independent (FI) and Field Dependent (FD). This research is descriptive qualitative research that involved four eight-grade students at a private junior high school in Sukoharjo, Central Java, Indonesia as subjects who were selected based on differences in cognitive styles. Cognitive style data was collected through a cognitive style questionnaire while students' mathematical problem-solving skills were revealed through tests and interviews. The data was analyzed to identify the fulfillment of indicators of mathematical problem-solving skills according to Polya, which include understanding the problems, preparing plans, implementing plans, and looking back. The results showed that field independent subjects had better mathematical problem solving abilities than field dependent subjects. Field independent subjects fulfill all indicators of mathematical problem-solving skills, while field dependent subjects only fulfill indicators of understanding the problems. This research can be used as a reference in designing learning strategies that suit all students' cognitive styles to improve students' mathematical problem-solving skills.
Developing and Validating MCA-Equivalent Summative Assessment in Combinatorics Using Aiken’s V Method Nabilah, Nurjihan; Sari, Sovy Dia Permata; Sari, Yurizka Melia
Edumatika Vol 8 No 2 (2025): November 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i2.5222

Abstract

This study aims to analyze the content validity of summative assessment items in Combinatorics that are aligned with the Minimum Competency Assessment (MCA) framework. The study was motivated by the need for valid and high-quality assessment tools that support meaningful and sustainable mathematics learning. This study employed a research and development (R&D) design but it focuses primarily on the Develop stage, which aims to obtain a valid summative assessment instrument. The Aiken’s V method was used to measure the content validity of nine multiple-choice items developed according to the MCA numeracy domains, cognitive levels, and contexts. Three mathematics education experts served as validators. The analysis showed that the Aiken’s V indices ranged from 0.64 to 0.73, indicating medium validity. These results suggest that the instrument can be used after minor revisions. The validated instrument provides a reference for educators to design MCA-oriented summative assessments that enhance students’ mathematical literacy and reasoning skills. Future research may apply other validation methods such as Gregory’s analysis to strengthen the evidence of validity.
The Interaction between Mathematical Problem-Solving Skills and Mathematical Communication Skills of Junior High School Students: A Qualitative Approach Syaputra, Hamdani; Armiati, Armiati; Harisman, Yulyanti
Edumatika Vol 8 No 2 (2025): November 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i2.5828

Abstract

Mathematical problem-solving skills (MPSS) and mathematical communication skills (MCS) has a very close relationship. Before solving a problem, students should understand the problem first, processing and presenting their answer, which is a MCS. Different from the previous study, this study reveal the relationship and interaction between students’ MPSS and MCS using a qualitative approach. To do this, a case study method is conducted using valid test and interviews. The test consist of three cases: smartphone storage, riddle about number of chickens and the coop, and area of land to be planted with corn. The participants of this study were eighth-grade 18 students from various junior high scholl and region in West Sumatra. Data analysis used is a descriptive analysis of students' test answers and interview results. The results show that there are five of nine interactions between MPSS and MCS: solver, self-solver, sharer, regular, and receiver. Solver is a student with high MPSS and MCS (2 students), self solver is a student with high MPSS but moderate MCS (6 students), sharer is a student with moderate MPSS but high MCS (4 students), regular is a student with moderate MPSS and MCS (3 students), and receiver is a student with low MPSS and MCS (3 students). The results of this study also show that the relationship between MPSS and MCS is very close. Although there are students who have MPSS and MCS that do not match, this is inseparable from the limitations of the research conducted.
Modifying Uno Cards as Learning Media for Enhancing Numeracy Skills of Elementary Students in Whole Number Topic Octaviani, Sherly Dwi; Mulyawati, Ima
Edumatika Vol 8 No 2 (2025): November 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i2.5849

Abstract

Numeracy is a fundamental competence that supports students’ ability to apply mathematical concepts in everyday situations. However, many elementary school students still face difficulties in understanding whole number concepts, which are essential for developing higher-order numeracy. This study aims to develop and validate a modified Uno card game called Party Math as a learning media to enhance students’ numeracy skills in the topic of whole numbers. The research employed a Research and Development (R&D) approach adapted from the ADDIE model, consisting of the stages of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through expert validation questionnaires, student response questionnaires, and pre-test and post-test results. The data were analyzed using descriptive and quantitative techniques. The results show that the modified Uno card game meets the criteria of validity, practicality, and effectiveness. Expert evaluations from subject matter specialists, media experts, and teachers indicated that the media is highly suitable for classroom use. Student responses also revealed that the game is engaging, easy to play, and helps them understand whole number operations. Therefore, the Party Math card game can be recommended as an effective and enjoyable tool to strengthen numeracy learning in elementary schools.

Page 11 of 12 | Total Record : 114

 8   9   10   11   12 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol 8 No 2 (2025): November 2025, Edumatika : Jurnal Riset Pendidikan Matematika Vol 8 No 1 (2025): May 2025, Edumatika : Jurnal Riset Pendidikan Matematika Vol 7 No 2 (2024): November 2024, Edumatika : Jurnal Riset Pendidikan Matematika Vol 7 No 1 (2024): May 2024, Edumatika : Jurnal Riset Pendidikan Matematika Vol 6 No 2 (2023): November 2023, Edumatika : Jurnal Riset Pendidikan Matematika Vol 6 No 1 (2023): May 2023, Edumatika : Jurnal Riset Pendidikan Matematika Vol 5 No 2 (2022): November 2022, Edumatika : Jurnal Riset Pendidikan Matematika Vol. 5 No. 2 (2022): November 2022, Edumatika : Jurnal Riset Pendidikan Matematika Vol. 5 No. 1 (2022): May 2022, Edumatika : Jurnal Riset Pendidikan Matematika Vol. 4 No. 2 (2021): November 2021, Edumatika : Jurnal Riset Pendidikan Matematika Vol. 4 No. 1 (2021): May 2021, Edumatika : Jurnal Riset Pendidikan Matematika Vol. 3 No. 2 (2020): November 2020, Edumatika : Jurnal Riset Pendidikan Matematika Vol. 3 No. 1 (2020): Mei 2020 Edumatika : Jurnal Riset Pendidikan Matematika Vol 3 No 1 (2020): Mei 2020 Edumatika : Jurnal Riset Pendidikan Matematika Vol. 2 No. 2 (2019): November 2019, Edumatika : Jurnal Riset Pendidikan Matematika Vol. 2 No. 1 (2019): Mei 2019, Edumatika : Jurnal Riset Pendidikan Matematika Vol 2 No 1 (2019): Mei 2019, Edumatika : Jurnal Riset Pendidikan Matematika Vol. 1 No. 2 (2018): November 2018, Edumatika : Jurnal Riset Pendidikan Matematika Vol. 1 No. 1 (2018): Mei 2018, Edumatika : Jurnal Riset Pendidikan Matematika More Issue