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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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Integrating Google Earth into Scale Learning: A Learning Trajectory Through Rice Field Size Exploration Sari, Filian Yunita; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Susanti, Ely
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.v15i2.44693

Abstract

Students' difficulties in understanding the concept of scale, both conceptually and applicative, are caused by learning that is still abstract and has minimal connection to the real context, so it is necessary to present learning that is more meaningful and applicable. This study aimed to produce a learning trajectory for the concept of scale through rice field size exploration using Google Earth. The approach employed was design research of validation studies type, which encompassed three stages: design preparation, design experiment, and retrospective analysis. The study was conducted at State Junior High School 1 Belitang involving two classes, eight students from class VII.3 and thirty-one students from class VII.4. Data was collected through student activity sheets, observations, and interviews, then analyzed qualitatively using descriptive methods with triangulation techniques. The results showed that learning trajectory for the concept of scale starting from measuring images, comparing sizes in images and actual sizes, making model representations through double number lines, discussing the concept of scale and applying scale in real calculations. The study implied the importance of contextual digital media in fostering meaningful and concrete understanding of mathematical concepts.
Comparative Effectiveness of PBL, PjBL, and Discovery Learning in Pesantren: Controlling for IQ lutfi, ahmad; Sari, Alfizah Ayu Indria
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.v15i2.45436

Abstract

This study investigates the comparative effectiveness of three instructional models—Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Discovery Learning—on students’ academic achievement while controlling for Intelligence Quotient (IQ) using ANCOVA. Conducted at Pondok Pesantren Modern Nurul Ikhlas, the study employed a quasi-experimental design involving 120 Grade X students randomly assigned to three treatment groups. IQ was measured using Raven’s Progressive Matrices and treated as a covariate. The post-test achievement scores were analyzed using ANCOVA to examine the adjusted effects of each instructional model. Results indicate that the instructional model had a statistically significant effect on student achievement (p < 0.001), with PjBL outperforming both PBL and Discovery Learning. No significant difference was found between PBL and Discovery Learning. The findings suggest that instructional strategies significantly influence learning outcomes independent of students’ cognitive abilities. Furthermore, controlling for IQ increased the internal validity of the study and provided a clearer understanding of pedagogical impact. The study contributes to the development of evidence-based instructional strategies and supports the integration of constructivist models in diverse educational settings, including faith-based institutions. These findings underscore the importance of professional development and instructional innovation in enhancing academic achievement.
Etnomatematika: Eksplorasi Konsep Matematika pada Gerobak Sapi Yogyakarta Arvianto, Ilham Rais; Fadila, Abi; Nurcahyo, Adi; Farizqi, Muhammad Luthfi
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.v15i2.43785

Abstract

Yogyakarta's ox carts, though culturally significant and increasingly rare, have not yet been explored as sources of mathematical concepts. This study addresses the urgency of preserving and utilizing these traditional artefacts as contextual tools for mathematics education. This ethnographic research aims to identify and describe mathematical concepts—geometry, arithmetic, algebra, and statistics—embedded in various parts of the Yogyakarta ox cart. Data were collected through interviews and observations, with the subject being an ox cart craftsman and the object being the mathematical concepts found in the cart’s section. Data analysis followed the Miles and Huberman model. The findings reveal four major mathematical concepts: (1) Geometry, including rectangles, trapezoids, rhombuses, triangles, reflections, translations, rotations, parallel and intersecting lines, angles, and tessellations; (2) Arithmetic, involving arithmetic sequences and division operations; (3) Algebra, in the form of variable terms; and (4) Statistics, represented by the mode topic. These findings contribute to the field of ethnomathematics by introducing a new cultural context and supporting the development of mathematical materials based on local wisdom, making learning more realistic. Integrating local heritage into mathematics instruction can foster a deeper understanding, increased student engagement, and a greater appreciation for cultural diversity, offering meaningful and realistic learning experiences.
Analisis HOTS Geometri Pada Keterampilan Berpikir Kritis dan Numerasi Ditinjau Gaya Belajar dan Gender Diana, Nanang; Agustinasari, Agustinasari; Khatimah, Husnul; Ibnusaputra, M.; Adiansha, Adi Apriadi; Muslim, Muslim
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.v15i2.44262

Abstract

Critical thinking and numeracy skills are important competencies for students facing challenges of the 21st century and era of industrial revolution 5.0. In mathematics learning, especially geometry, using Higher Order Thinking Skills (HOTS) questions is a strategic approach to developing these abilities. This study analyzes students' critical thinking and numeracy skills through HOTS geometry questions, reviewed by learning styles and gender. The research uses a quantitative descriptive method with a purposive sample of 26 VIII-grade students at SMP Negeri 1 Kota Bima. Results indicate that male students with visual learning styles achieved the highest scores in both skills. Visual learning styles were more effective in supporting numeracy skills, whereas auditory and kinesthetic styles supported critical thinking more effectively. ANOVA tests revealed significant differences in numeracy skills on the "making decisions" indicator by learning style (Sig. 0.047) and gender (Sig. 0.0291), and in critical thinking skills on the "inference" indicator by gender (Sig. 0.0265). In conclusion, learning styles and gender influence critical thinking and numeracy, with learning style having the more pronounced effect. Future research is needed to train students in answering HOTS questions to enhance both skills.
Matematika dalam Konsep Lingkaran: Membuat Alat Pembelajaran Digital yang Menghormati Warisan Budaya Aminah, Neneng; Firmasari, Siska; Junaedi, Lidiya; Nurfarikha, Cicih
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.v15i2.44894

Abstract

This research aims to develop mathematics learning media called ETNOSIKA-AR, which combines visual-interactive concepts with the local cultural values of the Kaliwadas Ancient Well Site in circular materials to improve students' understanding of concepts. Media development is carried out based on the ADDIE model, consists of five systematic stages: needs analysis, design, development, implementation, and evaluation. This research was conducted in June and involved high school students in class X in Cirebon. The validation results by three experts show that this media is included in the very valid category, with percentages of 94.7%, 97.9%, and 96.8%, respectively. A practicality test was conducted involving 31 high school students, and the results showed that 77% of students stated that this medium was practical, and 13% said it was very practical. On the other hand, only 10% consider it less valuable. The analysis showed that 77.42% of students were in the high N-Gain category, and 22.58% were in the medium category, with no students in the low category, with an average N-Gain score of 0.7762. These findings show that ETNOSIKA-AR media effectively improve understanding of circular matter. This media also succeeds in presenting interesting and meaningful learning by integrating cultural and technological aspects.
Pengembangan LKPD dengan Model Pembelajaran Novick untuk Meningkatkan Motivasi Belajar Sasongko, Dimas Femy; Putriana Ningrum, Alia; Henky Irawan, Wahyu
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.v15i2.41930

Abstract

Motivating students to understand mathematical concepts is a challenge in mathematics learning. The lack of active student engagement and less varied teaching models lead to low conceptual understanding and interest in learning. Student Worksheets are used as a medium to enhance students' participation and active involvement in learning. The Novick Learning Model is chosen because it emphasizes a constructivist approach to learning. The aim of this study is to develop students’ worksheet based on Novick learning model to increase learning motivation. Research and development model which is used following the 4D (Define, Design, Develop, dan Disseminate) on 29 students of class X Senior High School Almaarif Singosari. The validation results show that Student Worksheet has an average validity of 78.9% (Valid), while its practicality reaches 82.2% (Very Practical). The N-Gain test produces a score of 71.21% (Quite Effective). Thus, the development of Student Worksheet based on the Novick learning model is proven to be valid, practical, and quite effective in increasing students' learning motivation. This research can be further developed by applying the Novick learning model to other subjects. The development of Student Worksheets can be combined with digital media or educational technology to enhance interactivity and engagement for students.
A Qualitative Analysis of Students' Errors in Fraction Word Problems Based on Polya’s Stages of Problem Solving: Evidence from Papua, Indonesia Hadiyanti, Yosefin Rianita; Manurung, Mayor M.H.
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.v15i2.43746

Abstract

This study investigates the types and causes of student errors in solving fraction word problems using Pólya’s four-step problem-solving framework: understanding the problem, devising a plan, carrying out the plan, and reviewing the solution. Employing a descriptive qualitative design, data were collected from three Grade VII students at SMP Negeri 2 Sentani, Papua, Indonesia, through written tests and semi-structured interviews. The findings reveal that students made errors at each stage of problem solving. Misidentification of known and unknown quantities, improper selection of operations, computational mistakes, and the absence of solution verification were frequently observed. These errors were attributed to weak conceptual understanding, limited procedural fluency, representational difficulties, and insufficient metacognitive awareness. Furthermore, cultural and contextual factors including linguistic challenges in interpreting mathematical terminology, classroom norms emphasizing speed over reflection, and limited exposure to diverse problem types contributed to students’ difficulties. The study suggests that mathematics instruction in similar educational settings should incorporate language support, structured scaffolding aligned with Pólya’s framework, and explicit metacognitive training to enhance students' problem-solving abilities.
Kemampuan Metakognitif Mahasiswa dalam Pemecahan Masalah Matematis Berdasarkan Teori Pemrosesan Informasi Mata Kuliah Matematika Diskrit Huda, Nizlel; Syaiful, Syaiful; Gustiningsi, Tria; Novferma, Novferma
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.v15i2.44689

Abstract

This study aims to analyze students' metacognitive abilities in solving mathematical problems based on information processing theory in Discrete Mathematics courses. The study used a qualitative descriptive approach with a purposive sampling technique, involving two Mathematics Education students selected to represent the respondents' answer patterns. Data were collected through problem-solving tests using the think-aloud technique and unstructured interviews, then analyzed qualitatively with source triangulation. The results showed that both subjects were able to achieve the reflective use level on the first problem by going through all three stages of information processing. However, on the second problem, both only reached the strategy use level, with one subject experiencing pseudo in the thinking process. This finding confirms that students' metacognitive abilities vary depending on the complexity of the problem and the stages of information processing they go through. The implications of this study are the importance of developing learning strategies that encourage more consistent metacognitive regulation, as well as the opportunity to utilize technology such as eye-tracking or digital think-aloud tools to reveal students' thinking processes more objectively in future research.
Do Goal-Free Problems with Guided Questions Affect Retention, Transfer, and Cognitive Load? Aprillia, Fika; Retnowati, Endah
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.v15i3.45657

Abstract

This study aimed to examine the effects of problem presentation and guided questions on students’ retention, transfer, and cognitive load. The study used a 2×2 factorial design with two factors: problem presentation (goal-free vs. goal given) and guided questions (with vs. without). The subjects consisted of 150 seventh-grade students from a public junior high school in Sleman Regency, who were randomly assigned to four experimental groups. The instruction was carried out in three phases: introduction, acquisition, and testing. Data were analyzed using two-way ANOVA at a significance level of 0.05. The results showed that problem presentation did not have a significant effect on retention and transfer but had a significant effect on cognitive load. Guided questions did not have a significant effect on any of the dependent variables. A significant interaction was found between problem presentation and guided questions on retention, transfer, and cognitive load in the retention test. Goal-given problems were more effective without guided questions for improving retention and transfer, while guided questions were more effective when combined with goal-free problems. Cognitive load on the retention test was higher for goal given problems with guided questions because goal given problems and guided questions led to means-end analysis and deep information processing.
The Effectiveness of Diagnostic Assessments and GeoGebra-Assisted Learning on Learning Outcomes Reviewed from Learning Styles Salsinha, Cecilia Novianti; Fitriani, Fitriani; Bete, Hendrika; Hall, Eric Steven
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.v15i3.45845

Abstract

This study aims to analyze the effectiveness of providing cognitive and non-cognitive diagnostic (learning style) assessments and recognizing students' learning styles before the learning process occurs. The results of this study show that, typically, the diagnostic assessment process is not implemented before learning activities begin, and that the learning process proceeds without first taking into account the learning style of the students. This study also analyzes the effectiveness of the use of GeoGebra in learning as a solution to facilitating various student learning styles. The research was carried out in 2 schools, namely SMA Negeri 2 Kefamenanu and SMA Katolik Warta Bakti Kefamenanu, utilizing a Pre-Experimental design, with a total of 53 students chosen by a purposive sampling technique. Data were collected using questionnaires and test questions, then analyzed using the Kruskal-Wallis and Wilcoxon Signed Test methods to compare the student groups from each school. The results indicate that the average mathematical diagnostic assessment score was 16.4553. After utilizing GeoGebra during learning and focusing on student learning styles, the students' average mathematical ability score increased to 62. This result is supported by the Kruskal-Wallis Test and Wilcoxon Signed Test, indicating that the average of the mathematical ability score from the diagnostic assessment reaches near-equilibrium after the students are exposed to GeoGebra. The increase in students' ability by 55% on the N-Gain Test shows that learning by utilizing GeoGebra is quite effective in improving students' mathematical skills. These results lead to the conclusion that learning by using GeoGebra during learning after cognitive diagnostic assessments and paying attention to students' learning styles is the best way to improve student learning outcomes.

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