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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 305 Documents
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Pengembangan Lembar Kerja RME dengan Konteks Maritim untuk Menguatkan Kemampuan Komunikasi Matematis Sari, Rupita Mina; Arifin, Sujinal; Komarudin, Komarudin
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 1 (2025): Edumatica: Jurnal Pendidikan Matematika (April 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.v15i1.41178

Abstract

This study aims to develop an RME-based worksheet for integer learning that meets the standards of validity and practicality. It has a potential effect on students' mathematical communication skills. This development research adopts the ADDIE stages, including analysis, design, development, implementation, and evaluation. The research participants involved 33 grade VII students at SMPN 33 Palembang. Data was collected through validation sheets, practicality sheets were assessed using a Likert scale of 1–5, and mathematical communication ability tests were evaluated based on scoring guidelines. Based on the results of the analysis, the worksheets developed reached a level of validity with an average score of 4.36 (very valid category). Initial practicality tests through one-to-one and small groups showed that the category was very practical, so the product was declared feasible for implementation. The results of the practicality test at the implementation stage also showed an average score of 4.60 (very practical category). The potential effect can be seen from the achievement of an average mathematical communication ability test score of 80.30 after the implementation of the worksheet (very good category). Thus, it can be concluded that the worksheet meets the aspects of validity and practicality and provides the expected potential effect.  
Pengembangan Aplikasi Animasi Berbasis Kartun untuk Meningkatkan Pemahaman Geometri pada Siswa Sekolah Dasar Kurniawan, Verina Deawany; Nurfitriani, Anita Rahayu; Setiyani, setiyani; Santi, Dina Pratiwi Dwi
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 1 (2025): Edumatica: Jurnal Pendidikan Matematika (April 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.v15i1.43073

Abstract

The conventional learning approach, which is less relevant to technological advancements, causes students to find it difficult to engage actively in the learning process, thereby limiting their understanding of the material. Sixth-grade students at a public elementary school in Cirebon City experience difficulties in comprehending spatial geometry concepts, such as the properties of three-dimensional shapes, volume calculation, and surface area. To address this issue, an animated cartoon-based spatial geometry learning application was developed to enhance students’ understanding interactively and enjoyably. The visually appealing element in the form of cartoon animation is expected to facilitate more concrete visualization of geometric concepts as well as increase students’ motivation to learn. This study employed a Research and Development (R&D) model using the ADDIE approach, which includes analysis, design, development, implementation, and evaluation stages. The material validation results obtained a score of 90.00%, while media validation scored 91.12%, both categorized as “highly feasible” for implementation. Testing with small and large groups also demonstrated very high results with percentages of 88.4% for small-scale testing and 90.1% for large-scale testing. This cartoon animation-based application can serve as an innovative alternative to support mathematics learning processes, particularly on spatial geometry topics, at the elementary school level.
Integrasi Budaya Islam Indonesia dalam Pengembangan Soal HOTS untuk Mengoptimalkan Kemampuan Berpikir Kritis Siswa Oktiningrum, Wuli; Wardhani, Dyah Ayu Pramoda; Muslihasari, Adzimatnur; Wibowo, Andi
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 1 (2025): Edumatica: Jurnal Pendidikan Matematika (April 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.v15i1.42758

Abstract

Critical thinking skills are very important. However, many students in Indonesia have low critical thinking skills. This study developed HOTS questions with the context of Indonesian Islamic culture to improve the critical thinking skills of elementary school students. The method used is the development research method, which consists of analysis, design, evaluation, and revision. The stages of developing these questions go through preliminary and prototyping stages with a formative evaluation flow. A total of 50 6th-grade students from SD Negeri 1 Dilem and SD Negeri 1 Mangunrejo Malang Regency became the subjects of this study, as well as three experts involved in the prototyping stage. Data were collected using walk-through, documentation, questionnaires, tests, and interviews. This study produced 5 HOTS questions in the context of Indonesian Islamic culture, with valid, practical, and potential effect categories. Based on the results of the analysis, prototype 3 has the potential to measure the critical thinking skills of elementary school students, as shown through student answers. Students' critical thinking skills are assessed based on four indicators: 1) interpretation, namely 90% of students show understanding by identifying the information given and requested accurately; 2) analysis, with 70% of students successfully establishing relationships between statements, questions, and concepts through mathematical modeling and appropriate explanations; 3) evaluation, where 50% of students applied proper procedures to solve and calculate problems correctly; and 4) conclusion, where 45% of students were able to formulate conclusions correctly based on their solution steps. Another indication of effectiveness is also seen in the seriousness and interest of students when solving problems. Recommendations for further research include developing problems in more diverse contexts, with the context of Indonesian culture.
Pembelajaran Project Based Learning Berbantuan Geoegebra untuk Meningkatkan Kemampuan Berpikir Komputasi dan Resiliensi Matematis Siswa Saragih, Martin Valerian Amadeus; Nurjanah, Nurjanah; Yulianti, Kartika
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 1 (2025): Edumatica: Jurnal Pendidikan Matematika (April 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.v15i1.42801

Abstract

This study attempts to enhance high school learners' computational thinking and mathematical resilience skills. This study employs quantitative approaches with a quasi-experimental research design, and the type of research is Non-Equivalent Group Design. The tools used in this study were computational thinking skills tests and mathematical resilience questionnaires. From the results of the survey conducted, it is known that: 1) the Project Learning model accompanied by GeoGebra significantly improves computational thinking skills, and Project-Based Learning model has moderate improvement; 2) computational thinking skills of high school students who were taught through Project-Based Learning model aided by GeoGebra improved significantly compared to those taught with the Project-Based Learning model; 3) Project-Based Learning model aided by GeoGebra has a positive effect on the mathematical resilience of high school students, but only to a moderate extent.
Exploration of Learning Innovations to Improve Critical Thinking in Student Problem-Solving Through the Design Thinking Irkhamni, Indika; Nugroho, Aryo Andri; Dwijayanthi, Ida
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 1 (2025): Edumatica: Jurnal Pendidikan Matematika (April 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.v15i1.43171

Abstract

This research aims to understand and analyze the problems experienced by teachers and students in learning mathematics, and explore initial solution ideas based on user needs. The focus of the research is the low critical thinking skills of students and the difficulty in visualizing geometry. This research method uses a qualitative approach with the framework of Design Thinking. Five stages of Design Thinking is (1) empathize, (2) define, (3) ideate, (4) prototype, and (5) test, however this research is limited to ideate stage. Participants consisted of 5 teachers and 98 students from MA Al Utsmani Kajen, MA YMI Wonopringo, and MASS Proto. Data were collected through electronic questionnaires, interviews, and observations using standardized instruments. The exploration results show the need for a problem-based learning model integrated with a gamification approach and supported by Android-based interactive learning media. This research contributes to designing innovative user needs-based solutions that can improve students' critical thinking skills and facilitate the visualization of geometry concepts.
A Pengaruh Gender dan Jenis Umpan Balik dalam Pembelajaran Matematika Berbasis Permainan Digital di Sekolah Dasar Yulianto, Dwi; Juniawan, Egi Adha; Junaedi, Yusup
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 1 (2025): Edumatica: Jurnal Pendidikan Matematika (April 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.v15i1.43673

Abstract

This study investigates gender-based differences in learning outcomes and motivation in digital game-based mathematics instruction using the Lectora Inspire platform. The primary focus centers on the effectiveness of two types of instructional feedback, MTF and STF. The study aims to explore how gender and feedback type interact in influencing cognitive learning gains as well as motivational and perceptual dimensions, including interest, competence, autonomy, effort, pressure-free experience, and perceived value of learning activities. Employing a quasi-experimental pretest–posttest design, the study involved 81 third and fourth-grade students from three elementary schools in Jakarta, Indonesia, who were randomly assigned to either the MTF or STF group. Learning outcomes were assessed using standardized mathematics tests aligned with the national curriculum, while motivation was measured through the IMI. Two-way ANOVA and MANOVA analyses revealed that although male students scored higher on post-tests, female students demonstrated greater learning gains after controlling for pre-test scores, particularly under the STF condition. Female students also reported significantly higher motivation in the domains of interest and perceived competence, with no significant differences observed in autonomy. Furthermore, gender differences in perceptions of effort, pressure-free experience, and learning value were not statistically significant, though females showed more positive trends overall. Feedback condition alone did not significantly influence learning outcomes or student perceptions. These findings underscore the importance of incorporating gender-sensitive approaches when designing adaptive and inclusive digital feedback mechanisms in mathematics education.
Geometric Thinking Levels in Learning Quadrilaterals: A Van Hiele-Based Case Study in a Papuan Junior High School Tandililing, Pitriana; Sirampun, Elsi; Kho, Ronaldo; Ruamba, Marthinus Yohanes
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 2 (2025): Edumatica: Jurnal Pendidikan matematika (Agustus 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.v15i2.43719

Abstract

This study investigated the geometric thinking levels of eighth-grade students in a Papuan junior high school, using the van Hiele theoretical framework, with a focus on their understanding of quadrilaterals. The research addressed common misconceptions and limited conceptual understanding among students by exploring how they classified, identified, and described the properties of quadrilaterals. A qualitative descriptive design was employed, involving 25 students selected through purposive sampling. Data were collected using structured interviews, drawing tasks, and classification activities. The primary instrument included three tasks: drawing various quadrilaterals, identifying and defining their properties, and classifying them based on shared attributes. The results showed that 50% of students operated at van Hiele Level 0 (Visualization), 36% were transitioning between Level 0 and Level 1 (Analysis), and only 14% reached Level 1. Students frequently relied on visual appearance rather than formal geometric attributes, leading to persistent misconceptions about hierarchical relationships among shapes. No students demonstrated reasoning beyond Level 1. The findings emphasized the need for instructional approaches that integrate cultural context, use dynamic visual tools, and scaffold learning to support higher-order geometric reasoning. Further research is recommended to develop culturally responsive models and extend the study across different educational contexts.
Constructing the Concept of Geometric Transformation through APOS Theory: A Perspective on Learning Readiness Fauziyah, Nur; Wahyunita, Elsa Nur
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 2 (2025): Edumatica: Jurnal Pendidikan matematika (Agustus 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.v15i2.43166

Abstract

Concept construction is essential for developing mathematical abilities such as conceptual understanding and problem-solving. The APOS theory (Action, Process, Object, Scheme) offers a framework for conceptual development through mental activity sequences. A key factor influencing concept construction is students’ learning readiness, which is strongly tied to their initial abilities. This study investigates the relationship between learning readiness and concept construction, as well as describes students’ concept construction profiles based on APOS theory. Employing a mixed-method approach with an explanatory sequential design, the study involved 34 eleventh-grade students from a public high school in Gresik. Data collection techniques included cognitive diagnostic assessments, written tests, think-aloud protocols, interviews, and classroom observations. Quantitative data were analyzed using regression and correlation analyses, while qualitative data were processed through reduction, display, and conclusion drawing. Findings revealed a very strong, positive correlation (r=0.9046) between learning readiness and concept construction, suggesting that higher readiness aligns with more complex conceptual structures. Additionally, three profiles emerged: students with advanced readiness displayed complete analytical constructions; those developing readiness showed pseudo-complete constructions; and newly developing students exhibited incomplete geometric constructions. Future studies should explore APOS-based instructional models tailored to readiness levels and validate findings across broader mathematical topics and grade levels.
Designing a PMRI-Based Learning Trajectory for Algebraic Forms Using the Iftar Context Walid, Abul; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Susanti, Ely; Mulyono, Budi
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 2 (2025): Edumatica: Jurnal Pendidikan matematika (Agustus 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.v15i2.44218

Abstract

Algebra is an essential part of mathematics and is still challenging for students to understand, including algebraic forms. Difficulties concern mathematization, understanding algebraic expressions, applying arithmetic operations in numerical and algebraic expressions, understanding the concept of variables, and formulating mathematical models. The design of a Hypothetical Learning Trajectory (HLT) with PMRI learning principles that integrate the context of Iftar can assist students in understanding this algebraic form. This study aims to describe the design and implementation of HLT for learning algebraic form using the context of Iftar. The method used was design research with validation studies, consisting of three main phases: preparing for the experiment, experimenting in the classroom (pilot and teaching experiment), and conducting retrospective analysis. The subjects were 18 7th-grade students of MTs Laboratorium UIN Sultan Thaha Saifuddin Jambi. Data were collected through observation, interviews, and documentation. The results showed that learning using the context of Iftar could promote students' understanding of algebraic form, students stated a situation in algebraic form, used algebraic operations in problem solving, and provided real experience solving problems with algebra.
Analysis of Differential Item Functioning on Students’ Mathematical Problem-Solving Ability Assessment Instruments Ridwan, M. Rais; Hadi, Samsul; Zuhairoh, Faihatuz
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 2 (2025): Edumatica: Jurnal Pendidikan matematika (Agustus 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.v15i2.44361

Abstract

The current problem-solving ability assessment tool lacks specified criteria for fair instrument items to measure students’ abilities across genders and grade levels. To ensure score validity, unfair or biased assessment items should be removed from the test instrument. This study analyzed the quality of assessment items for mathematical problem-solving abilities, considering variables of gender and class. This research is an instrument development study with a quantitative descriptive approach. Data collection using an online survey obtained responses from 362 high school students to 10 instrument items. The data analysis technique utilized classical test theory, employing an item functioning analysis approach through the Mantel-Haenszel method. The item validity analysis indicated that not all items were classified as biased among gender groups. Two items were identified as biased according to grade level groups. The reliability estimate was 0.829, indicating a high level of consistency in the results obtained using different samples. The study’s findings validate the bias item analysis approach and provide a reliable assessment tool for evaluating high school students’ mathematics problem-solving abilities. This study also suggests using modern theoretical analysis to identify item features that distinguish students’ ability, guessing levels, and carelessness in test item responses.

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