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AFORE: Jurnal Pendidikan Matematika
Published by Universitas Nias Raya
ISSN : 27151646     EISSN : 28285263     DOI : 10.57094
Core Subject : Education,
Mathematics
Afore: Jurnal Pendidikan Matematika adalah jurnal bidang pendidikan dan ilmu matematika termasuk pengajaran dan pembelajaran, instruksi, pengembangan kurikulum, lingkungan belajar, pendidikan guru, teknologi pendidikan, perkembangan pendidikan, dari berbagai jenis penelitian yang berada di bawah naungan Fakultas Keguruan dan Pendidikan, Program Pendidikan Matematika Universitas Nias Raya. Jurnal ini diterbitkan 2 kali setahun pada bulan April, dan September
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 100 Documents
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ANALISIS KEMAMPUAN PEMAHAMAN MATEMATIS SISWA DENGAN MENGGUNAKAN PENDEKATAN PMRI Anesty G Hutajulu; Eunike Kantu; Navel Mangelep
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4197

Abstract

This study aims to analyze students’ mathematical understanding through the implementation of the Indonesian Realistic Mathematics Education (PMRI) approach. The background of this research focuses on the still low ability of students to comprehend mathematical concepts deeply, particularly in connecting representations, interpreting information, and applying concepts in contextual situations. The PMRI approach was chosen because it emphasizes the use of real contexts and modeling processes, allowing students to construct their own understanding. This study employed a qualitative descriptive method with secondary school students as subjects. Data were collected through mathematical understanding tests, classroom observations, and interviews. The understanding indicators analyzed included the ability to restate concepts, provide examples and non-examples, connect concepts, represent situations in mathematical models, and apply concepts in problem-solving. The results show that PMRI-based learning helps students achieve more meaningful understanding of concepts. Real-world contexts facilitate students’ initiation of the thinking process, while discussion and modeling activities support the development of more mature mathematical representations. However, some students still experienced difficulties at the stages of abstraction and generalization of concepts.
EFEKTIVITAS MODEL REALISTIC MATHEMATICS EDUCATION (RME) DENGAN STRATEGI SCAFFOLDING DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS Kiky Ardhianti; Bambang Agus Sulistyono; Samijo
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4407

Abstract

This study aims to determine the effect of the scaffolding-based Realistic Mathematics Education (RME) learning model on students' mathematical problem-solving abilities. This study used a quantitative approach with a quasi-experimental method through a pretest - posttest control group design. The research sample was determined using purposive sampling, namely class XI DKV 2 as the experimental class with the scaffolding-based RME learning model and class XI DKV 1 as the control class with the conventional learning model. Research data were collected through a mathematical problem-solving ability test in the form of essay questions. Data analysis techniques included descriptive statistics, independent sample t-test, and N-gain analysis. Based on the descriptive statistics results, the average post-test score for the experimental class was 76.03 and the control class had an average of 65.53. The results of the independent sample t-test showed a significant value of 0.000, indicating that sig. (2-tailed) < α=0.05. Thus, the null hypothesis (H₀) was rejected, and the alternative hypothesis (H₁) was accepted, meaning that the scaffolding-based RME learning model was effective in improving students' mathematical problem-solving skills.
PENGARUH PENGGUNAAN E-MODUL ETNOMATEMATIKA BERBASIS LESUNG JOHO KEDIRI TERHADAP PENINGKATAN NUMERASI SISWA SMP Indah Dwi Setyani; Jatmiko; Aprilia Dwi Handayani
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4427

Abstract

Numerasi merupakan kemampuan penting dalam pembelajaran matematika, namun masih rendah akibat pembelajaran yang kurang kontekstual. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan E-Modul Etnomatematika: Konsep Matematika Dalam Alat Musik Lesung Joho Kediri terhadap kemampuan numerasi peserta didik SMP pada materi bangun ruang. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis eksperimen semu melalui desain one group pre-test–post-test. Subjek penelitian terdiri atas 20 peserta didik kelas VIII SMP Plus Rahmat Kediri. Instrumen penelitian berupa tes numerasi yang diberikan sebelum dan sesudah pembelajaran menggunakan e-modul. Teknik pengumpulan data dilakukan melalui tes dan dokumentasi. Analisis data meliputi uji normalitas Shapiro–Wilk, uji homogenitas, dan uji paired sample t-test. Hasil penelitian menunjukkan bahwa data berdistribusi normal dan homogen, serta terdapat perbedaan yang signifikan antara nilai pre-test dan post-test dengan nilai signifikansi kurang dari 0,05. Dengan demikian, E-Modul Etnomatematika: Konsep Matematika Dalam Alat Musik Lesung Joho Kediri efektif dalam meningkatkan kemampuan numerasi peserta didik.
ANALISIS METAKOGNITIF SISWA DALAM MENYELESAIKAN SOAL PEMECAHAN MASALAH PADA MATERI LUAS GABUNGAN BANGUN DATAR Firda Rizky Amelia; Jatmiko; Aprilia Dwi Handayani
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4433

Abstract

This study aims to describe students’ metacognitive skills in solving mathematical problem-solving tasks on composite plane figures. A qualitative descriptive approach was employed. The subjects were three fifth-grade students of SDN Blabak 1 Kota Kediri, selected through purposive sampling and categorized into high, medium, and low mathematical ability levels. Data were collected through written tests, semi-structured interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The instruments were developed based on the metacognitive indicators of Jacobse and Harskamp: orientation, planning, evaluation, and reflection. The results show that students with high mathematical ability demonstrate well-developed metacognitive skills across all indicators, students with medium ability exhibit partial metacognitive regulation, and students with low ability show weak metacognitive control. These findings emphasize the importance of strengthening metacognitive strategies in mathematics learning.
ETNOMATEMATIKA: EKSPLORASI KONSEP MATEMATIKA PADA AKTIVITAS PERTANIAN DI DESA TAMBAKREJO, KECAMATAN GURAH, KABUPATEN KEDIRI Susanto, Arya Bagas
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4436

Abstract

Etnomatematika merupakan ilmu yang mempelajari ilmu matematika yang berkaitan dengan budaya. Salah satu bentuk etnomatematika dapat diketahui pada aktivitas pertanian di Desa Tambakrejo, Kecamatan Gurah, Kabupaten Kediri. Tujuan penelitian ini yaitu mengeksplorasi konsep matematika yang terdapat pada aktivitas pertanian di Desa Tambakrejo. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian etnografi. Pengambilan data dilakukan dengan cara wawancara, observasi dan dokumentasi. Teknik analisis data yang digunakan yaitu triangulasi sumber. Hasil penelitian menunjukkan bahwa pada aktivitas pertanian Di Desa Tambakrejo memuat konsep matematika yaitu pembagian bersisa, pengukuran, geometri, perbandingan, dan aritmatika. Keyword: Etnomatematika, Konsep Matematika, Aktivitas Matematika
PEMBELAJARAN BERBASIS PROYEK TERHADAP KEMAMPUAN PEMAHAMAN KONSEP SISWA PADA MATERI BANGUN DATAR DI SD Averlin Kristiani Lahagu; Hardi Tambunan; Firman Pangaribuan
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4556

Abstract

This study aimed to determine the effect of project-based learning on students’ conceptual understanding of plane geometry at Bintang Laut Private Elementary School, Telukdalam. The study employed a quantitative approach using a quasi-experimental method. The research subjects were fifth-grade students divided into an experimental group and a control group. The experimental group was taught using the project-based learning model, while the control group received conventional instruction. The research instrument was a conceptual understanding test on plane geometry administered before and after the treatment (pretest and posttest). The collected data were analyzed using descriptive and inferential statistics to identify differences in students’ conceptual understanding. The results revealed a significant improvement in students’ conceptual understanding in the experimental group after the implementation of project-based learning compared to the control group. Students taught through project-based learning demonstrated better abilities in understanding the properties of plane figures, applying formulas for area and perimeter, and relating mathematical concepts to real-life situations. These findings indicate that project-based learning is effective in enhancing elementary school students’ conceptual understanding of mathematics. Therefore, project-based learning is recommended as an innovative and contextual instructional strategy in elementary mathematics education.
PENERAPAN MODEL PEMBELAJARAN RME TERHADAP PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH SISWA SMKN 1 SEMEN Siti Retnosari; Bambang Agus Sulistyono; Samijo
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4569

Abstract

Based on the observation results, it was found that students still have difficulty in solving problems, especially in story problems that require contextual reasoning, the methods used by teachers have not been able to fully encourage students to think critically. The purpose of this study is to apply the RME model to improve students' mathematical problem-solving abilities. This study uses a quantitative approach with an experimental method. This study was conducted at SMK Negeri 1 Semen, with a sample taken of class X AKL 1 totaling 32 students in the 2025/2026 academic year. Data were analyzed using the Paired Sample T-Test. The results of the analysis show an increase in students' mathematical problem-solving abilities by applying the RME learning model, especially in story problems on exponential function material. In this case, students are actively involved in group discussions to identify the problems given. Teachers also play an optimal role in each stage of learning the RME model. Thus, the application of the RME model is quite effective and provides positive results for mathematics learning.
ANALISIS KEMAMPUAN LITERASI MATEMATIS MAHASISWA DALAM PEMECAHAN MASALAH EKSPRESI ALJABAR DI UIN SYAHADA PADANGSIDIMPUAN Rama Nida Siregar
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4783

Abstract

Mathematical literacy is an essential competency that students must possess to understand, model, and solve mathematical problems, particularly in algebraic expressions, which remain challenging for many students. This study aims to analyze students’ mathematical literacy skills in solving algebraic expression problems. The research employed a qualitative approach using a descriptive method conducted among students at UIN Syahada Padangsidimpuan. The participants consisted of 20 students selected through purposive sampling and categorized into high, moderate, and low ability levels. Data were collected through essay-based tests and in-depth interviews, while data analysis followed an interactive model involving data reduction, data display, and conclusion drawing. The findings revealed that students’ mathematical literacy skills were distributed into three categories: high (35%), moderate (40%), and low (25%). Students in the high category demonstrated strong abilities in understanding, modeling, and solving problems systematically, whereas those in the moderate and low categories experienced difficulties in mathematization, reasoning, and problem-solving strategies. The findings imply the need for instructional strategies that emphasize conceptual understanding, mathematical reasoning, and systematic problem-solving practices to enhance students’ mathematical literacy skills.
PROFIL KEMAMPUAN PENALARAN MATEMATIS SISWA DALAM MENYELESAIKAN SOAL CERITA PERBANDINGAN DITINJAU DARI GAYA BELAJAR Vatma Gelita Ta’uke; Alfisyahra; Nurhayadi; Anggraini
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4818

Abstract

This study aims to profile the mathematical reasoning ability of grade VIID students of SMPK Bala Selamat Palu in solving comparative story problems reviewed from the learning style. The mathematical reasoning skills in question include proposing conjectures, mathematical manipulation, compiling evidence and giving reasons, and giving conclusions. This study uses a descriptive qualitative approach, with research subjects selected based on the results of the learning style questionnaire and recommendations from the subject teachers and then classified into three categories of learning styles: visual, auditorial, kinesthetic. Data collection was carried out through written tests and interviews. The data analysis in this study is in the form of condensation (data condensation), data display (data presentation), and conclusion drawing/verification (drawing conclusions and verification). The results showed that students with visual learning styles were able to meet all three indicators of mathematical reasoning ability but did not meet the indicators of mathematical manipulation. Then students with auditory learning styles met the four indicators of mathematical reasoning ability. Furthermore, students with kinesthetic learning styles also meet the four indicators of mathematical reasoning ability.
ANALISIS MISKONSEPSI SISWA MENGGUNAKAN INSTRUMEN FOUR-TIER DIAGNOSTIC TEST PADA MATERI EKSPONEN DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA Axcelleosa Gloria Setiawan; Samijo; Bambang Agus Sulistiyono
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4863

Abstract

This study aims to analyze the misconceptions of grade X students at SMKN 3 Kediri on exponential material using the Four-Tier Diagnostic Test instrument, viewed from mathematics anxiety levels (low, moderate, and high). The research employed a descriptive qualitative approach to obtain an in-depth understanding of students’ thinking processes and conceptual understanding. The subjects of this study were 29 students of class X Desain dan Produksi Busana 3 at SMKN 3 Kediri who had previously studied exponential material. Data were collected using a Four-Tier Diagnostic Test to identify students’ conceptual understanding and misconceptions, and a Mathematics Anxiety Scale (SKMS) to determine their level of mathematics anxiety. The combination of these instruments allows for a more comprehensive analysis of cognitive and affective factors influencing students’ learning outcomes. The analysis of misconceptions was conducted based on four-tier response patterns, which classify students into categories of understanding, lack of knowledge, and misconceptions. The types of misconceptions identified include generalization errors, notation errors, specialization errors, and language-related misconceptions. Each type reflects different forms of conceptual misunderstanding in exponential material, such as incorrect application of exponent rules or misinterpretation of mathematical symbols and language. The findings of this study are expected to provide a detailed and comprehensive picture of students’ misconception patterns in relation to their mathematics anxiety levels. Furthermore, the results are intended to serve as a reference for teachers in designing more effective, adaptive, and student-centered instructional strategies, particularly in addressing misconceptions in exponential topics within vocational high school contexts.

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