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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 318 Documents
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Designing a STEM-Based Learning Trajectory for Understanding Median Through Coffee pH Measurement Activities Susanti, Novi; Putri, Ratu Ilma Indra; Aisyah, Nyimas; Hartono, Hartono
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.v16i1.53661

Abstract

This study addressed students’ difficulties in understanding the median as a conceptual measure of central tendency rather than a procedural computation. It aimed to design and validate a STEM-based learning trajectory to support students’ understanding of the median through coffee pH measurement activities. The study employed a design research methodology of the validation study type, consisting of a preliminary design, pilot experiment, teaching experiment, and retrospective analysis. The subjects were tenth-grade vocational high school students in Palembang majoring in culinary arts. Data were collected through classroom observations, student worksheets, semi-structured interviews, and video recordings. The results showed that the STEM-based learning trajectory enabled students to progress from concrete data collection to data organization, identification of the middle position, formal median calculation, and contextual interpretation. The instructional design can support students’ conceptual understanding. A STEM-based learning trajectory using the context of coffee pH measurement can serve as an alternative instructional strategy to help students gradually develop a conceptual understanding of the median while simultaneously enhancing statistical literacy through authentic experiences of collecting, processing, and interpreting data.
Pengaruh Persepsi Penilaian Hasil Belajar Terhadap Keyakinan Guru Tentang Pembelajaran Matematika Nur, Andi Saparuddin; Pratama, Rian Ade; Betaubun, Martha
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.v16i1.43403

Abstract

The paradigm in assessing mathematics learning outcomes has turned, especially after the pandemic and the enactment of the Kurikulum Merdeka. Assessment serves to not only determine learning objectives, but also as a process and tool for learning. Nevertheless, attitudes toward the assessment of mathematics learning outcomes can be mediated by several factors, such as the teachers' conceptions of mathematics learning. This study aims to examine the effect of perceptions of assessments on teachers' beliefs about mathematics learning. This study employed a correlational design involving 69 mathematics teachers from 20 provinces in Indonesia. Student characteristics are classified by gender, educational stage, teaching experience, and highest academic qualification. A Google Form was distributed through WhatsApp groups to obtain data. The data were analyzed using simple analysis, contingency correlation, and SEM analysis. Results indicate that teachers generally continue to use AoL format rather than AfL and AaL in assessing mathematics learning outcomes. The association between differentiation factors and mathematics teachers’ beliefs was generally weak to very weak. School level and teaching experience showed a low correlation with mathematics teachers' beliefs. The mediating role of teachers' beliefs about learning assessment accounted for 32% teachers' beliefs about mathematics learning. This study emphasizes the necessity for educational interventions that promote practical classrooms applications to develop teachers’ attitudes of the importance of AfL and AaL. Future researchers may conduct longitudinal studies with a larger number of participants and a more equal distribution of characteristics to minimize bias and obtain most comprehensive results
Korelasi antara Self-Efficacy dan Berpikir Kreatif Matematis terhadap Kemampuan Spasial Peserta Didik Vallencia, Vallencia; Bistari, Bistari; Rustam, Rustam
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.v16i1.44042

Abstract

Finding out how senior high school students' spatial abilities relate to their self-efficacy and mathematical creativity is the primary goal of this study. The purpose of this research was to identify the factors that affect students' spatial ability, with an emphasis on mathematical creativity and self-efficacy. The researchers in this study employed a correlational research design and quantitative approach. Maranatha Christian High School twelfth graders (n=96) were the subjects of the study, from which 37 were selected at random. A spatial ability test, a math creative thinking exam, and a self-efficacy questionnaire were the instruments used. Two methods that are often used for analyzing data are multiple correlation and Pearson product-moment correlation. First, the study found that there is a strong positive correlation between self-efficacy and spatial ability (Pearson Product-moment correlation = 0.809, > 0.325), and second, there is a strong positive correlation between mathematical creativity and spatial ability (Pearson Product-Moment correlation = 0.647, > 0.325). The multiple correlation coefficient for self-efficacy and mathematical creativity in relation to spatial ability is 0.809. This suggests a strong and favorable link. Future research may further explore variable relationships through qualitative analysis and improved, more specific instruments.
Integrating Contextual Learning, STEAM, and Virtual Reality in Geometry: An Investigation of Implementation and Challenges in South Sumatera Sari, Novita; Aisyah, Nyimas; Susanti, Ely
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.v16i1.49071

Abstract

Geometry is a fundamental branch of mathematics that supports the development of logical thinking, spatial reasoning, and problem-solving skills. Yet, many students still struggle to understand geometric concepts because learning remains abstract and lacks meaningful real-world connections. In Indonesia, geometry instruction often emphasizes procedural mastery over deep conceptual understanding, underscoring the need for innovative approaches that make learning more concrete and engaging. Integrating real-world contexts, the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach, and Virtual Reality (VR) technology offers a promising way to bridge the gap between abstract ideas and practical applications. This study investigates the extent of implementation and the challenges in applying contextual, STEAM-based, and VR-supported geometry learning in Indonesia. Participants included 100 junior high school students and 10 mathematics teachers, randomly selected from South Sumatera, a region whose Gambo Muba textile tradition provides a culturally relevant context for geometry learning. Using a mixed-methods design, data were collected through questionnaires, interviews, and classroom observations. Findings show that STEAM-based and VR-supported learning positively influences students’ conceptual understanding, motivation, and engagement, particularly in geometric transformations. However, implementation remains at an early stage, with teachers displaying positive attitudes but limited experience, and with constraints on VR availability and training. The study underscores the need for capacity building and improved infrastructure to optimize this innovative approach.
Junior High School Students’ Mathematical Thinking Ability on Set Theory Material Based on the APOS Theory Rahman, Muhammad Ridho; Nurhalita, Nora; Sindi, Sindi; Hartono, Yusuf; Darmawijoyo, Darmawijoyo
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.v16i1.51317

Abstract

This study aimed to describe the mathematical thinking of seventh-grade students on set material and to interpret the dominant cognitive tendencies reflected in their responses through an APOS-informed perspective. This descriptive qualitative study involved 19 seventh-grade students at Srijaya Negara Junior High School in Palembang. Data were collected through a written test organized around four mathematical thinking indicators, namely specializing, generalizing, conjecturing, and convincing, as well as semi-structured interviews. In this study, APOS theory was used as an interpretive lens rather than as a strict one-to-one measurement framework. The results showed that, within the sampled group, students’ average mathematical thinking score was in the good category (69.80). Indicator-level analysis revealed the highest achievement in specializing (81.9%) and the lowest in convincing (59.0%). Qualitative analysis of selected students from contrasting performance levels showed that the higher-performing student provided more integrated explanations, the middle-performing student relied more on procedural responses with partial justification, and the interviewed student in the less category showed difficulty in responding to the conjecture-and-proof task, although time limitation also affected task completion. These findings suggest that students tended to perform better in representational and procedural tasks than in justification-oriented tasks. The study implies that mathematics learning on set material should provide greater support for reasoning, explanation, and justification.
Affective Mathematical Disposition Profile of First-Year Prospective Mathematics Teachers: A Mixed Methods Study Dirgantoro, Kurnia Putri Sepdikasari; Soesanto, Robert Harry
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.v16i1.43456

Abstract

Mathematics learning involves not only conceptual mastery but also affective dispositions that shape engagement and professional development. This study explores the affective domain of mathematical disposition among first-year prospective mathematics teachers and examines its alignment with indicators of early professional readiness. An explanatory mixed-methods design was employed involving 24 first-year students from a teacher education program in Indonesia. Quantitative data were collected using a validated affective mathematical disposition questionnaire, and differences between high- and low-disposition groups were analysed using the Mann–Whitney U test. Follow-up semi-structured interviews were conducted with six participants to explore professional motivations, conceptions of teaching competence, and professional initiative. The results indicate that usefulness and worthwhileness were the strongest affective aspects, while mathematical self-concept emerged as comparatively weaker. Statistically significant differences were found between high- and low-disposition groups across all affective aspects. Qualitative findings suggest that higher affective disposition aligns with stronger intrinsic motivation, more integrated conceptions of teaching competence, and more deliberate professional initiative. These findings provide preliminary evidence that affective mathematical disposition may play a contributory role in the early development of professional teacher identity
Media Digital Berbasis STEM Berorientasi pada Numerasi dan Self-regulated Learning Materi Sistem Persamaan Linear Dua Variabel Puspita, Geni; Setyaningrum, Wahyu
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.v16i1.48194

Abstract

The numerical ability in Indonesia is still low and has an influence on students' academic achievement, including student's problemsolving ability. The purpose of this research was to produce STEM-based digital learning media which can develop students' numeracy and self-regulated learning in the subject of Two-Variable Linear Equation System (SPLDV) for VIII grade and its validation, practicality and effectiveness. The research adopted Research and Development (R&D) model through ADDIE with five main processes including arrays: analyze, design, develop, implement and evaluate. Subjects The subjects of this research were 22 eighth graders at a MTsN in Sleman Regency in the odd semester of academic year 2024/2025. Data were collected using a questionnaire and numeracy test, then analyzed by paired sample t-test and N-gain formula. Results indicated that learning media which was a form of smartphone application was appropriate, feasible and effective with the average numeracy score increase from 36.91 to 79.27 and for self-regulated learning test was from 44.95 to 74.09. The integration of the STEM approach with the self-regulated learning strategy was proven to improve students' numeracy and self-regulated learning. Future study is required to develop the interactive learning media can improve its content and interface and has effectiveness on a wider sample and school level.
Creative Thinking in Solving Non-Routine Mathematical Problems Through the Creative Problem Solving-Treffinger Model Hasan, Buaddin; Jamil, Anis Farida; Wicaksono, Arief Budi
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.v16i1.50278

Abstract

This study analyzes students’ creative thinking processes in solving non-routine mathematical problems using Treffinger’s Creative Problem Solving (CPS) stages. The subjects included students with high, medium, and low mathematical abilities. Data were collected through worksheet analysis, visual representations, mathematical work, and semi-structured interviews, then analyzed using data condensation, display, and conclusion drawing. Researchers use time triangulation to validate the data. The findings show that creative thinking develops in stages and differs by ability level. High-ability students complete all CPS stages optimally, demonstrating deep understanding, flexible and original strategies, and reflective evaluation, with all creativity indicators (fluency, flexibility, originality, and elaboration) consistently emerging. Medium-ability students show a developing but unstable process; they can understand problems and generate ideas, but remain limited in strategy variation and evaluation. Low-ability students exhibit procedural thinking, marked by misconceptions, incomplete representations, minimal idea exploration, and a lack of evaluation. Overall, the CPS-Treffinger model is effective in fostering creative thinking but requires adaptation to students’ ability levels. Teachers should design non-routine problem-based learning that encourages idea exploration, multiple representations, and reflective thinking to support the development of mathematical creativity.

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