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Edumatica: Jurnal Pendidikan Matematika
Published by Universitas Jambi
ISSN : 20882157     EISSN : 25800779     DOI : -
Core Subject : Education,
Mathematics
Edumatica Journal is a journal on mathematics education. The Journal publishes articles of research in mathematics education including teaching and learning, instruction, curriculum development, learning environments, teacher education, educational technology, educational developments, from many kinds of research such as survey, research and development, experimental research, classroom action research, etc.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 298 Documents
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Search results for , issue "Edumatica: Jurnal Pendidikan Matematika" : 298 Documents clear
Enhancing Mathematical Problem-Solving and Teamwork Skills For Junior High Schools Student Through Project-Based Learning Roza, Yenita; Murni, Atma; Gumanti, Gumanti; Adnan, Arisman; Alawiyah, Tuti
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i3.43491

Abstract

Problem-solving skills are not only correlated to academic success but also to increased competitiveness in a professional environment. However, many junior high school students have both weak mathematical problem-solving and teamwork skills. This study aims to describe the improvement of mathematical problem-solving and teamwork skills of students using the Project Based Learning (PjBL) model and scientific learning. This study is a quantitative study with a quasi-experimental method, using Pretest-Posttest Control Group Design. The population in this study consisted of 186 junior high school students in Bengkalis Regency. Data collection techniques were carried out through mathematical problem-solving ability tests and teamwork questionnaires. Data analysis was carried out using normalized gain (N-Gain) and one-way ANOVA. Based on the results of the data analysis, the results obtained were that students in the PjBL group showed a higher increase in problem-solving and teamwork skills with N-gains of 0.48 and 0.42, respectively, compared to the control class which obtained N-gains of 0.21 and 0.09, respectively. Teamwork skills consistently improved across all grades, while improvement in problem-solving skills varied according to students' initial abilities. This study supports existing research by integrating cognitive and affective aspects of problem-solving and financial literacy skills into everyday life.
Transforming Mathematics Teaching Skills’ Pre-Service Teachers Using Digital Project Learning Satriawati, Gusni; Darhim, Darhim; Asih, Endang Cahya Mulyaning; Martadiputra, Bambang Avip Priatna
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i3.46574

Abstract

Technological Pedagogical Knowledge (TPK) is a skill that combines pedagogical and technological competencies to support teachers' professionalism in teaching mathematics in the era of digitalization. The purpose of this study is to determine the enhancement of TPK skills among Pre-Service Mathematics Teachers (PSMTs) who studied using a Digital Project Learning (DPL) approach compared to those who learned using a conventional approach. The research method used was an experiment with a posttest-only control group design. The research was conducted in the mathematics education study program at UIN Syarif Hidayatullah Jakarta during the 2023/2024 academic year, with the research sample comprising students from two classes enrolled in Mathematics Learning Strategy (MLS) courses. Seventy-two students enrolled in a mathematics learning strategies course were divided into an experimental group (n=34) and a control group (n=38). The instrument used in this study is a rubric-based observation sheet to assess students' TPK. The results showed that students in the experimental class had better TPK skills compared to PSMTs in the control class. This can be seen in the skills for designing learning and teaching, and in the diversity of technology use. Therefore, DPL is efficacious in improving the TPK skills of PSMTs.
The Effect of Video Modeling Example, Worked-Example, and Practice Problem on Mathematics Learning Putri, Zakiya Amalia Hartanto; Santosa, Cecep Anwar Hadi Firdos; Novaliyosi, Novaliyosi
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i3.46296

Abstract

Low learning results, learning motivation, and student confidence are frequently encountered when teaching mathematics in junior high school. To address these issues, it is vital to use learning methods that are appropriate for the student's qualities. The purpose of this study is to investigate and compare the impact of different learning strategies, such as video modelling examples, worked-examples, and practice problems, on students' self-efficacy, motivation, and learning outcomes in the cognitive parts of mathematics teaching. This study used a quantitative methodology and a quasi-experimental design. The study involved eighth-grade pupils from a junior high school in Serang City, who were divided into three classes and given different learning techniques. A learning outcomes exam, a self-efficacy questionnaire, and a motivation survey were used to collect data. To identify significant differences between groups, the obtained data were evaluated using a t-test, one-way ANOVA, and a post hoc Tukey HSD test. The study found that the three strategies had a substantial impact on self-efficacy, motivation, and learning results in the cognitive domain. The practice problem method is more effective at boosting self-efficacy, the video modelling example at raising learning motivation, and the worked example at enhancing learning results in cognitive areas. These findings emphasize the necessity of selecting instructional approaches that are consistent with the targeted learning objectives. Future research should look into the effectiveness of these methods across different topic areas, grade levels, or in combination with other pedagogical approaches to acquire a more complete knowledge of their effects.
Pedagogical Affordances of Autograph Technology in the Teaching of Functions: An Activity Theory Perspective Matindike, Fanuel; Ramdhany, Virendra
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i3.41130

Abstract

The proliferation of digital devices within education systems in most African countries during and after the Covid-19 pandemic has created greater opportunities for incorporating digital technologies into mathematics education. This paper reports on initial findings from a broader study that explored the implementation of dynamic mathematical applications in the teaching of functions in marginalized high schools in South Africa. The study utilized a qualitative case study research method, based on Grade 11 learners’ experiences during an instructional intervention programme, to investigate the pedagogical affordances offered by Autograph technology in teaching functions at an underprivileged high school. Adopting an inductive and descriptive approach, data were collected using ethnographic methods, which included observations, textual analysis, and transcripts from both task-based and open-ended interviews. The findings of the study were categorized and discussed under four themes, namely, motivation enhancement, representation competency, classroom interactivity, and constraints. The study established that the affordances of Autograph technology as a teaching tool can only be fully realized when its application is well aligned with the pedagogical context, subject matter, and the students involved. An Autograph-mediated pedagogical model is proposed to offer insights to mathematics educators on how the pedagogic use of dynamic mathematical applications can be optimized.
Investigasi Kemampuan Pembuktian Matematis Mahasiswa Calon Guru Melalui Pendekatan Pembelajaran Kooperatif Kesumawati, Nila; Lusiana, Lusiana; Fuadiah, Nyiayu Fahriza
Edumatica : Jurnal Pendidikan Matematika Vol 16 No 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v16i1.43191

Abstract

The research investigates pre-service teachers’ ability to create mathematical proofs through cooperative learning, as this skill becomes essential in university mathematics education. The research used a mixed-methods survey design to study 24 students who attended the Mathematics Education program at Universitas PGRI Palembang. Data was collected by a questionnaire, a mathematical proof test, and in-depth interviews. Data analysed descriptively. The results showed that most students were in the medium category of mathematical proof ability using a cooperative learning approach, with smaller proportions in the high and low categories. The investigation concluded that students with high mathematical proof ability demonstrated the ability to implement the five Mathematical Proof Indicators (IPMs) in constructing logical and systematic arguments and using mathematical representations appropriately. Students with moderate mathematical proof ability had difficulty with IPMc (third IPM) and IPMd (fourth IPM), while students with low mathematical proof ability had difficulty with almost all IPMs. The analysis of the investigation results indicates that strategies for conducting mathematical proofs require cooperative learning support to facilitate understanding of the concepts required for proofs and collaboration, and recommends its application in mathematics learning in higher education.
The Effectiveness of GeoGebra-Assisted Realistic Mathematics Education in Enhancing Students’ Conceptual Understanding Ramadhan, Farizal; Mahmudi, Ali; Nabilla, Hanif Alyaa
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i3.45514

Abstract

This research studied the application of Realistic Mathematics Education and GeoGebra which could enhance students’ conceptual understanding in mathematics, especially for geometry themes on flat-sided shapes. The study included 26 eighth-grade students of a junior public high school in Yogyakarta, Indonesia. The research, which adopted a pre-experimental design with one-group pretest–posttest arrangement, intended to explore the extent of students’ understanding improvement as GeoGebra was implemented in RME-based learning. Two conceptual understanding tests were applied, before and after intervention, alongside observation sheets aimed at monitoring activities in the class. The analysis showed that the average score increased from 47.76% to 80.29%. The test of the paired sample t-test showed a significant difference between the pre- and post-test means. Meanwhile, the N-gain score obtained 0.63, falls within a moderate category regarding effectiveness, while the learning implementation reached 98.33%, categorized as very good. These indicate that integrating RME with GeoGebra enhances accessibility in mathematics concepts to the learners and involves active participation. Limitations, however, include poor pre-knowledge of the students, irregular attendance, and distractions from using mobile phones, probably affecting their engagement and performance.
Uncovering the Digital Divide: Gender-based Insights into Students’ Technology and Media Literacy in Mathematics Learning Herlina, Sari; Julianti, Dola; Zamsuri, Ahmad
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i3.45822

Abstract

The development of digital technology is increasingly sophisticated. The need for the existence of technology is not only in everyday life but also needed in learning mathematics. This article examines how Technology Literacy and Student Media Literacy in Mathematics Learning. The urgency of this research lies in achieving equality and inclusivity in digital education. This research is survey research. The number of samples is 165 students. Male students who filled out the questionnaire were 45.7% while female students were 54.3%. The age range of those who completed the questionnaire was 17-24 years. The data collecting approach was carried out utilizing a questionnaire using Google Form to reach many research participants. Descriptive analysis was used to analyse the data. The results showed that the average student technology literacy was 61.84% in the fairly good category, while the average student media technology was 54,46% in the pretty good category. The results of the analysis based on gender, it was found that female's technology literacy and media literacy were higher than males. Further research is urgently needed to develop learning strategies that bridge the gender-based digital divide and promote equal access and technological literacy in mathematics learning.
Outdoor Learning-Based Mathematics Learning: Characteristics, Challenges, and Implications for PMRI Math Trail Design Mardia, Ainun; zulkardi, zulkardi; Putri, Ratu Ilma Indra; Kamid, Kamid
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i3.46429

Abstract

The research investigates methods to enhance student learning experiences through authentic and relevant educational activities in modern mathematics classrooms. Outdoor learning serves as an educational approach that enables students to develop better physical and mental involvement in their learning activities. The Indonesian educational system faces multiple systemic barriers that prevent outdoor learning from becoming a standard practice in schools. Research to date focuses on the teaching methods that teachers use during math trail activities, but it does not fully connect these practices to the principles of Indonesian Realistic Mathematics Education (PMRI). The research investigates outdoor mathematics learning characteristics while identifying implementation obstacles and evaluating their effects on PMRI-based math trail development. The research design uses descriptive qualitative methods, which combine data from three sources through observation, interviews, and document analysis for triangulation purposes. The research shows that outdoor mathematics education contains real-world characteristics and participatory and exploratory elements and contextual grounding but fails to follow essential PMRI standards. The research provides practical recommendations that help developers create learning paths that adapt to specific learning environments. The research applies PMRI theory to outdoor learning environments, which creates new possibilities for using contextual learning to teach mathematics through environmental exploration in Indonesian schools.
Analysis of Students’ Mathematical Representation Ability in Working on Conical Section Problems Yuwono, Muhammad Ridlo; Firmansah, Fery; Syaifuddin, M. Wahid
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i3.46690

Abstract

This study aims to analyze students’ representational ability in working on conic section problems. This study is included in case study research using a qualitative approach. The subjects of this study were students of Widya Dharma University. This study used the primary instrument (researcher) and auxiliary instruments (tests and interview guidelines). The validity of this research data was supported by triangulation techniques that compared the results of the conic section test work with those of the interview. The data analysis stage of this study consisted of data condensation, data presentation, and conclusion. The results of this study are presented as a profile of students’ representational ability when working on geometry problems. In ellipse, parabola, and hyperbola problems, writing important information in the problem, not making analogies, and writing incorrect equations. The profile of students’ visual representation ability shows that they are unable to draw sketches of ellipse, parabola, and hyperbola graphs correctly. In ellipse, parabola, and hyperbola questions, the problem is that they do not provide explanatory sentences for each stage of working on the questions.
The Relationship Between Self-Concept and Students’ Mathematical Connection Ability Ulfah, Elia Damayantie; Supratman, Supratman; Patmawati, Hetty
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i3.47015

Abstract

This study is conducted to explore how self-concept correlates with mathematical connection skills among eight-grade students at SMPN 14 Tasikmalaya. The research method used is a survey method with a deskriptive quantitative approach. The population used in this study was all eight-grade students at SMPN 14 Tasikmalaya. This study applied simple random sampling, resulting in a sample of 36 students. Data collection was conducted through the distribution of self-concept questionnaires and mathematical connection ability tests. The research instruments used were self-concept questionnaires and essay questions to measure mathematical connection ability. The data analysis technique used to test the hypothesis was the Pearson product-moment correlation test, preceded by prerequisite analysis tests, namely normality and linearity tests. The results of the data analysis showed that there was a positive and significant correlation between self-concept and students' mathematical connection abilities. Students' self-concept was categorized as moderate, and their mathematical connection abilities was also in the moderate category. These findings indicate that the more positive the self-concept of students, the higher their mathematical connection abilities

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