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Uninus Journal of Mathematics Educations and Science (UJMES)
Published by Universitas Islam Nusantara
ISSN : 25280686     EISSN : 27157407     DOI : https://doi.org/10.30999
Core Subject : Education,
Mathematics
Uninus Journal of Mathematics Educations and Science (UJMES) menerima dan menerbitkan artikel hasil penelitian pada bidang Pendidikan Matematika dan Ilmu Pengetahuan Alam (IPA). Terbit dua kali dalam satu tahun pada bulan Januari dan Juli.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 159 Documents
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PENGEMBANGAN ALAT PERAGA GEOMETRI 3D MELALUI ALGEDRA UNTUK MEMFASILITASI KECERDASAN SPASIAL Sabil Ibadurrohman, Muhammad; Muhamad Maulana, Rendy; Maulana Muslim, Farhan
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 10 No. 1 (2025): Januari 2025
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v10i1.3546

Abstract

The development of technology in this world is growing rapidly. Today, development of technology has penetrated and developed considerably, especially in the education sector such as the use of google sites, Geogebra, etc. which can be used as learning media, especially in the field of mathematics. However, this technology-based learning media only places students as passive elements in the learning process. The passive element in question is the lack of spatial reasoning ability of students in understanding learning materials, one of which is Space Geometry material in mathematics subjects. To create teaching and learning that is easy to understand in order to improve spatial abilities, it is necessary to have props that can visualize space buildings so that students can better describe the space buildings being studied. AR-based technology can be a solution to improve students' spatial reasoning because AR is an interactive media and has visualization capabilities. The application of technological aids like AR, if properly utilized, will be a great way to counter students' passivity. Learning mathematics using Augmented Reality technology innovation could simplify learners in understanding the material, especially in geometry material. Based on this, we developed teaching aids on three-dimensional building materials.
DESKRIPSI KEMAMPUAN REPRESENTASI MATEMATIS PESERTA DIDIK KELAS XI DALAM MENYELESAIKAN MASALAH MATRIKS Siti Komariah; Ressy Rustanuarsi; Yumi Sarassanti
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 10 No. 1 (2025): Januari 2025
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v10i1.3585

Abstract

This study aims to describe the mathematical representation abilities of eleventh-grade students in solving matrix problems. A qualitative approach with a case study design was employed. The research participants consisted of six students selected from a total of 29 students in Class XI MIPA 4 at SMAS Mujahidin Pontianak. Participants were chosen through purposive sampling based on three levels of mathematical ability (high, moderate, and low) with two students representing each category. The study analyzed students' representation abilities across three dimensions, namely visual, symbolic, and verbal. Data were collected through written tests and interviews. The data analysis process involved three stages: data condensation, data display, and conclusion drawing. The results revealed that students with high ability demonstrated comprehensive mastery of all three forms of representation. Students with moderate ability showed sufficient proficiency in visual and symbolic representation but had limitations in verbal representation. Meanwhile, students with low ability encountered difficulties in all three aspects. These findings suggest that teachers should design instructional strategies and tasks that promote students' abilities to make conjectures, interpret, justify, and connect mathematical ideas, thereby enhancing students' mathematical representation abilities.
ANALISIS KESULITAN SISWA DALAM KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI PERSAMAAN GARIS LURUS Maulani, Nuril; Sukirwan; Dedi Muhtadi
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 10 No. 1 (2025): Januari 2025
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v10i1.3586

Abstract

This study aims to analyze the types of difficulties encountered by students in solving linear equation problems in relation to their mathematical communication skills. A qualitative approach with a descriptive method was employed. The research subjects consisted of 30 eighth-grade students from a junior high school in Tasikmalaya, selected purposively. Research instruments included a written test to identify students’ difficulties in mathematical communication and a guided interview protocol to explore the underlying causes of these difficulties. Data were analyzed using thematic analysis and triangulation techniques to ensure validity and reliability. The findings revealed three primary categories of student difficulties: (1) difficulty in representing linear equations graphically due to limited understanding of coordinate systems and variable relationships; (2) difficulty in clearly articulating mathematical reasoning, indicating weak verbal communication skills; and (3) difficulty in formulating mathematical models from contextual problems, demonstrating a reliance on procedural strategies without conceptual understanding. The discussion highlights that these communication challenges stem from instruction that overemphasizes procedural outcomes and provides limited opportunities for students to engage in reflective mathematical discourse. The study implies the need for communicative, concept-based learning designs that integrate real-world contexts, emphasize multiple representations, and promote reflective practices. It is recommended that teachers incorporate collaborative learning strategies and interactive visual media to foster students’ mathematical communication skills, particularly in algebraic contexts.
ANALISIS STRATEGI PENYELESAIAN PROGRAM LINIER MELALUI PENDEKATAN MODEL MATEMATIKA Nuraini, Anggun; Octarina, Sisca; Puspita, Fitri Maya; Yuliza, Evi
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 11 No. 1 (2026): Januari 2026
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v11i1.3781

Abstract

Mathematical modeling plays an essential role in mathematics learning, particularly in developing students analytical and problem-solving skills. Linear programming, as one of the core topics in optimization, often presents conceptual difficulties for students when linking abstract mathematical formulations to real-world problems. This study aims to analyze learning strategies for teaching linear programming through the implementation of mathematical modeling to improve students conceptual understanding and reasoning abilities. A descriptive qualitative approach was employed, focusing on literature review and classroom observations related to the used of mathematical models in teaching linear programming. The findings show that incorporating modeling steps-such as problem identification, variable formulation, and interpretation of result-helps students comprehend abstract mathematical ideas more effectively. Moreover, the integration of mathematical modeling encourages active learning and promotes students engagement in solving contextual problems. In conclusion, the use of mathematical modeling as a learning strategy provides a meaningful framework that enhances understanding, crirical thinking, and problem-solving skills in linear programming instruction.
PENGEMBANGAN BUKU KONSEP MATEMATIKA BERBASIS PROBLEM-BASED LEARNING (PBL) PADA POKOK BAHASAN PELUANG Vahmala, Iis; Syafri, Fatrima Santri
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 11 No. 1 (2026): Januari 2026
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v11i1.3948

Abstract

This study aims to develop a mathematics concept book based on Problem Based Learning (PBL) on the subject of probability and to test its validity, practicality, and effectiveness. The research method uses the Plomp development model, which includes the stages of initial investigation, prototype development, and evaluation. The results of expert validation show that the mathematics concept book is highly valid, with a percentage of 86.67% for the material, 93.33% for the media, and 90% for the language. The practicality test on 11 students resulted in a score of 72.72%, which indicates that the concept book is practical. The effectiveness of the module was evident from the improvement in learning outcomes with an average N-Gain score of 0.4174 in the moderate category, and the t-test showed a significant improvement (t = 8.92; p < 0.05). Thus, the PBL-based module was declared valid, practical, and effective in improving the understanding of probability concepts and supporting more contextual learning.
PENGEMBANGAN BUKU KONSEP MATEMATIKA BASIS PROBLEM-BASED LEARNING (PBL) PADA POKOK BAHASAN ALJABAR Nengsi Maswi; Syafri, Fatrima Santri
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 11 No. 1 (2026): Januari 2026
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v11i1.3949

Abstract

This.study.aims.to.produce.a.Problem.Based.Learning. (PBL) .based.mathematics.concept book.on.the.topic.of.algebra.to.improve students’ understanding of algebraic operations. The.method used-is-Research-and-Development- (R&D) -with-the-Plomp-model, -which-consists of three main phases: initial investigation, prototype-development, -and-assessment. The-validation-results-show that the book falls into-the- “very-valid” -category-with scores-of 86.67% from material experts, 93.33% from media experts, and 90% from language experts. Student responses-indicate-a-practicality level of 72.72% (practical). Meanwhile, the learning outcomes show an average score of 71.18, indicating the effectiveness of the book in helping students understand algebraic concepts. Thus, the PBL-based mathematics concept book developed is declared valid, practical, and effective as an alternative teaching material for algebra learning at the junior high school level.
PENGALAMAN GURU SD DALAM MENGGUNAKAN SMART BOARD SEBAGAI STRATEGI PENGELOLAAN FOKUS BELAJAR MATEMATIKA Khoirudin, Asmi; Handayani , Sri; Wasliman, Eva Dianawati
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 11 No. 1 (2026): Januari 2026
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v11i1.4003

Abstract

Maintaining students learning focus in mathematics presents a critical pedagogical challenge in the digital era, particularly as screen time increases and attention spans decline. This study explores elementary school teachers' experiences in utilizing Smart Board as a strategic tool for managing students' learning focus in mathematics instruction. Employing a qualitative phenomenological approach, in-depth interviews and non-participatory observations were conducted with upper-grade teachers (grades IV and V) at SDN 227 Margahayu Utara who had utilized Smart Board for a minimum of one semester. Data were analyzed using the Miles, Huberman, and Saldaña interactive model with triangulation and member checking for validity. Findings reveal that teachers develop six sophisticated pedagogical strategies: visual-interactive engagement, progressive participation, multimodal variability, content selectivity, rule-based interactivity, and technical anticipation. Teachers integrate dynamic visualization and real-time manipulation of mathematical objects to create anticipatory attention, with optimal session duration of 15-40 minutes to prevent attention fatigue. From an administrative perspective, successful implementation critically depends on comprehensive school support systems, including continuous professional development and responsive technical support. This study confirms that Smart Board effectiveness depends on teachers' pedagogical expertise rather than technological capabilities alone, requiring collaborative commitment between teachers and school administrators for systemic change
KESULITAN BELAJAR SISWA DALAM PERSAMAAN KUADRAT: TINJAUAN LITERATUR MELALUI PERSPEKTIF ANALISIS KESALAHAN Nurohman, Angga; Muhtadi, Dedi; Sukirwan
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 10 No. 2 (2025): Juli 2025
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v10i2.3990

Abstract

Quadratic equations are one of the fundamental components of secondary-level mathematics education and serve as a gateway to more advanced topics such as algebra, functions, and calculus. Despite their curricular significance, numerous studies have documented that students consistently experience difficulties in understanding and solving quadratic equations. This study aims to identify and classify the types of students’ learning difficulties related to quadratic equations through a systematic literature review. Using an error analysis framework, this review synthesizes findings from 14 peer-reviewed journal articles published between 2015 and 2024. The inclusion criteria cover studies that specifically examine students’ errors, misconceptions, and learning obstacles at the lower and upper secondary education levels. The review reveals three main categories of student difficulties: (1) conceptual misconceptions, such as a lack of understanding of the standard form or the properties of quadratic roots; (2) procedural errors, including incorrect application of solution methods such as factoring or completing the square; and (3) technical mistakes, such as sign errors and faulty algebraic manipulations. These findings highlight the complexity of learning quadratic equations and the importance of balancing conceptual understanding with procedural fluency in mathematics instruction. The study concludes that the implementation of error-based instructional strategies and diagnostic assessments can promote deeper comprehension and assist educators in identifying specific learning barriers. Implications for curriculum design, instructional practices, and future research directions are also discussed.
PENERAPAN MODEL PEMBELAJARAN PBL UNTUK MENGANALISIS KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DITINJAU DARI MINAT BELAJAR PESERTA DIDIK PADA MATERI DERET ARITMATIKA Cahyani, Rianti; Marwan, Silmi Aulia; Kosasih, Usep
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 10 No. 2 (2025): Juli 2025
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v10i2.4039

Abstract

Abstract There are still problems in learning mathematics, many students consider learning mathematics as a difficult lesson, especially because of the lack of interest in learning mathematics. One of the reasons is the low ability to understand mathematical concepts and students' interest in learning. To overcome this, the researcher applies a problem-based learning model, namely Problem-Based Learning (PBL) in the hope of increasing students' interest and understanding of concepts. The purpose of this study is to measure the ability to understand mathematical concepts and learning interests of participants and analyze the ability to understand mathematical concepts reviewed from their learning interests through arithmetic series material. The study uses a quantitative method with a One-Shot Case Study design, which involves one class (30 people) as the research subject. The research instrument consisted of a description test to measure understanding of mathematical concepts and a questionnaire to measure learning interest. The results of the study showed that students' ability to understand mathematical concepts exceeded the KKTP with an average score of 87.83. 60% of students' learning interest was classified as moderate learning interest, and the results of the ability to understand mathematical concepts with "high" learning interest were 6 students with an average score of 94.16, the ability to understand mathematical concepts with "medium" learning interest as many as 16 students with an average score of 89.72 and the ability to understand mathematical concepts with "low" learning interest as many as 6 students with an average score of 75.80.

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