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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 325 Documents
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Development of an Interactive Learning Medium to Improve Students’ Abstraction Ability Maharani, Swasti; Romandoni, Hendrisa Rizqie; Ardiana, Ardiana
Edumatica : Jurnal Pendidikan Matematika Vol 16 No 2 (2026): Edumatica: Jurnal Pendidikan matematika (Agustus 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.v16i2.47687

Abstract

Mathematical abstraction ability is an essential higher-order thinking skill required for understanding abstract concepts in geometry. However, many junior high school students still experience difficulties in transitioning from concrete representations to abstract mathematical reasoning. This study aimed to develop an interactive learning medium to support students’ abstraction ability in learning plane geometry and examine its validity, practicality, and effectiveness. This research employed a Research and Development approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The developed medium integrates interactive visualization, structured learning sequences, instructional videos, and practice activities designed to facilitate abstraction processes. The validation results showed that the medium achieved a validity percentage of 87.00%, categorized as very valid. The practicality test results indicated that the medium was very practical, with percentages of 87.50% in the limited trial and 87.70% in the field trial. Furthermore, effectiveness analysis using a pretest–posttest design revealed a medium normalized gain score (N-gain) of 0.56, indicating a meaningful improvement in students’ abstraction ability. These findings suggest that the interactive learning medium developed in this study is valid, practical, and effective for supporting abstraction ability in junior high school mathematics learning.
Learning Trajectory: Learning Design Based on Rigorous Mathematical Thinking to Enhance Students’ Mathematical Conceptual Siahaan, Meiva Marthaulina Lestari; Salsinha, Cecilia Novianti; Fitriani, Fitriani
Edumatica : Jurnal Pendidikan Matematika Vol 16 No 2 (2026): Edumatica: Jurnal Pendidikan matematika (Agustus 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.v16i2.49776

Abstract

Students' conceptual abilities are essential to problem-solving related to two-variable linear equation systems (two-variable LES). These include the abilities to model, represent and generalize mathematical problems. Therefore, there is a need for a learning design that emphasizes systematic concept development, such as one that applies the Rigorous Mathematical Thinking (RMT) approach. As design research, this study went through three phases: preliminary design, teaching experiment and retrospective analysis. The research was conducted involving 8th- and 9th-grade students in Indonesia, spanning for 10 meetings in total. Data were collected through a pre-course written test, observations, interviews and analyses of student work. This study reconstructs students' learning trajectories in two-variable LES learning using two-variable LES solution methods. Based on the findings of this study, it is concluded that through the RMT approach, students' reasoning, justifying and generalizing abilities contribute to the improvement of their conceptual understanding of two-variable LES.
Designing a Local Wisdom-Based Visual Novel Math Game to Facilitate Students’ Mathematical Problem-Solving Ability Wulantina, Endah; Ikashaum, Fertilia; Salsabila, Nadya; Fitriyani, Dewi
Edumatica : Jurnal Pendidikan Matematika Vol 16 No 2 (2026): Edumatica: Jurnal Pendidikan matematika (Agustus 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.v16i2.50826

Abstract

This study aimed to design and investigate the effectiveness of a visual novel game incorporating local wisdom to improve students’ problem-solving ability. The research adopted a design research approach in the context of development studies, comprising two main phases: the preliminary phase and the formative evaluation phase, which included self-evaluation, expert evaluation, and iterative evaluation (one-to-one, small group, and field test). The participants consisted of 47 students across the formative evaluation stages, including 38 students who participated in the field test from the Mathematics Education study program at UIN Jurai Siwo Lampung. Data were analyzed using the Wilcoxon test and followed by the n-gain test. The results indicate that the visual novel game is feasible in terms of content, media, and language for facilitating students’ problem-solving ability. The Wilcoxon test revealed a significant difference in students’ problem-solving ability before and after the implementation of the visual novel game. Furthermore, this game demonstrated a high potential effect on improving students’ problem-solving ability, as evidenced by the N-gain score of 0.715 (high category). These findings suggest that the visual novel game is a feasible and potentially effective learning medium for facilitating students’ mathematical problem-solving ability.
The Ability to Prove of Real Analysis Problems: Investigation with APOS Conception Afgani, Muhammad Win; Paradesa, Retni; Fitrianti, Yuli
Edumatica : Jurnal Pendidikan Matematika Vol 16 No 2 (2026): Edumatica: Jurnal Pendidikan matematika (Agustus 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.v16i2.52319

Abstract

Proving is an important ability for pre-service mathematics teachers. However, previous studies have rarely examined proving in Real Analysis using the APOS framework, which provides insight into students’ cognitive development in constructing mathematical proofs. Although Real Analysis plays an important role in developing proving abilities, students’ proving abilities from an APOS perspective remain unclear. Therefore, this study aims to analyze pre-service mathematics teachers’ proving abilities in Real Analysis based on the APOS framework. This qualitative study involved 59 university students. Data were collected through a test consisting of four proof problems representing different levels of reasoning in Real Analysis. The data were analyzed using content and thematic analysis guided by APOS indicators: action, process, object, and schema. The results indicate that students constructed proofs without deep reflection and had difficulty identifying appropriate proof methods. Some students used examples to justify general statements, indicating limited understanding of mathematical proof. Most students remained at the action conception, only a few reached the process conception, and none demonstrated the object or schema conception. These findings indicate that students mainly relied on procedural manipulation rather than conceptual understanding. Therefore, instruction should strengthen prerequisite abilities and provide opportunities to construct various Real Analysis proofs to facilitate students’ transition from action to higher APOS levels.
Preservice Mathematics Teachers' Contextual Numeracy: Difficulty and Changes in Problem-Solving Pattern Winarni, Sri; Kamid, Kamid; Asrial, Asrial; Marzal, Jefri
Edumatica : Jurnal Pendidikan Matematika Vol 16 No 2 (2026): Edumatica: Jurnal Pendidikan matematika (Agustus 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.v16i2.56624

Abstract

Numeracy among pre-service mathematics teachers is frequently evaluated through test scores alone, making changes in problem-solving processes difficult to capture. This study examined changes in patterns of numeracy difficulties and problem-solving processes from pre-test to post-test following the implementation of DIFUNDES-PROBLEMING. A mixed-methods approach involving 38 mathematics education students at Universitas Jambi was employed. Data were collected using parallel contextual numeracy instruments on systems of linear equations and statistical reasoning, a holistic scoring rubric on a 0–100 scale, coding and categorization informed by grounded theory procedures, and Wilcoxon signed-ranks tests. Pre-test results indicated incomplete problem-solving processes, with modelling, verification, and reasoning often absent or only partially demonstrated. Post-test results showed a more structured sequence of modelling, calculation, verification, and conclusion drawing, with mean scores increasing from 45.57 to 76.76. Wilcoxon signed-ranks tests indicated a statistically significant improvement. Qualitative analysis of changes across the problem-solving indicators showed the greatest improvements in modelling, calculation, and verification, whereas contextual reasoning remained the primary challenge, particularly on items 1.d, 2.c, and 2.d. These findings indicate that DIFUNDES-PROBLEMING contributed to meaningful improvements in both numeracy achievement and the systematic quality of problem-solving processes.

Page 33 of 33 | Total Record : 325

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