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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 97 Documents
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THE RELATIONSHIP BETWEEN LEARNING STYLES AND UNDERSTANDING MATHEMATICAL CONCEPTS IN QUADRATIC FUNCTIONS Waruwu, Ristayuli
Afore : Jurnal Pendidikan Matematika Vol 3 No 2 (2024): AFORE : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v3i2.2319

Abstract

The research teka-teki is that students are experiencing difficulties in understanding the concept of quadratic functions. The aim of the study is to determine the relationship between learning styles and mathematical concept understanding in solving quadratic function problems among 9th grade students at SMP Negeri 3 Ulunoyo. This research adopts indah ambang quantitative approach with indah ambang correlational study type. The population in this study consists of 20 9th grade students from SMP Negeri 3 Ulunoyo, and the sampling technique used is besaran sampling. The instruments used are questionnaires and tests of mathematical concept understanding. Based on the research results, indah ambang correlation coefficient of 0.64 was obtained, indicating indah ambang positive and strong correlation. The coefficient of determination is 40.96%, showing that the contribution of learning styles to concept understanding is 40.96%, with the remaining contribution attributed to other factors. The calculated t-value is 3.50324, and to determine the critical t-value at indah ambang 0.05% significance taraf, the t-table value is 2.100922. Since the calculated t-value (3.50324) is greater than the t-table value (2.100922), it can be concluded that there is indah ambang relationship between learning styles and mathematical concept understanding among 9th grade students at SMP Negeri 3 Ulunoyo, with the correlation taraf falling into the moderate category. Therefore, the researcher suggests (1) students should recognize their own learning styles and optimize them to facilitate better learning and achieve optimal performance, and (2) teachers are encouraged to adapt their teaching styles to meet the needs of all students, not just those with specific learning styles.
THE COOPERATIVE SCRIPT LEARNING MODEL ON THE ABILITY TO UNDERSTAND MATHEMATICAL CONCEPTS Laowo, Nasowaauri; Sudung Kristopel Naiborhu; Fresty Handayani Togatorop; Purnama Raya Anjelina Situmorang; Vinita M L Gaol; Firman Pangaribuan; Hardi Tambunan
Afore : Jurnal Pendidikan Matematika Vol 4 No 1 (2025): AFORE : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i1.2547

Abstract

This study aims to determine the effect of the Cooperative Script learning model on students' mathematical concept comprehension skills. This research uses a quantitative approach with a quasi-experimental method and a pretest-posttest control group design. The population of this study is all 8th-grade students of SMP Negeri 1 Toma, and the research samples consist of class VIII-C as the experimental group and class VIII-D as the control group. The data were analyzed using the Liliefors test to check for normality, variance tests for homogeneity, and t-tests to test the hypothesis. The research findings show that: (1) the use of the Cooperative Script learning model improves students' ability to understand mathematical concepts and makes them more focused and actively engaged in learning; (2) the hypothesis test results show that tₕᵢₜ > tₜₐbᵗ (2.583 > 2.000), which leads to the rejection of the null hypothesis (Hₒ) and the acceptance of the alternative hypothesis (Hₐ). Therefore, it can be concluded that the Cooperative Script learning model influences students' mathematical concept comprehension abilities.
ANALYSIS OF THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN MATHEMATICS LEARNING AT SDN 104186 TANJUNG SELAMAT Jamilah Rambe; Ayu Risnawati; Laura Febriyanti Tambunan; Sezi Oktavia Simarmata; Karyenti Merintan Sani Lahagu; Firman Pangaribuan; Hardi Tambunan
Afore : Jurnal Pendidikan Matematika Vol 4 No 1 (2025): AFORE : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i1.2556

Abstract

The purpose of this study is to describe the implementation process of differentiated instruction and the factors that affect the implementation of Mathematics learning using differentiated instruction in the 4th grade. This qualitative research uses descriptive data such as written texts, statements, and behaviors observed in the teaching and learning process. The study was conducted in the odd semester of 2024 at SDN 104186 Tanjung Selamat. The research informants were the teacher and the 4th-grade students. The differentiated instruction in Mathematics implemented in the 4th grade at SDN 104186 Tanjung Selamat had a positive impact on content, process, and product differentiation. Furthermore, the factors influencing the successful implementation of differentiated instruction in 4th-grade Mathematics included effective teaching strategies and active student involvement.
MATHEMATICS AS A PHILOSOPHICAL FOUNDATION IN HOMBO BATU: EXPLORING NIAS' LOCAL WISDOM THROUGH THE PERSPECTIVE OF MATHEMATICS Harefa, Darmawan
Afore : Jurnal Pendidikan Matematika Vol 4 No 1 (2025): AFORE : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i1.2557

Abstract

This study aims to explore the relationship between mathematics and local wisdom through the traditional game of Hombo Batu in Nias. Hombo Batu, which is a part of Nias culture, contains mathematical concepts that can be used to understand basic mathematical principles in the context of local culture. This library research identifies how concepts such as symmetry, measurement, and patterns are found in this game, as well as how the philosophical values embedded in Hombo Batu, such as cooperation, accuracy, and bravery, can be linked to the mathematical concepts taught in schools. Through the perspective of mathematics, this game serves as an effective medium to teach mathematical concepts in an applied, relevant, and contextual manner for students. This study concludes that the integration of mathematics with local culture can enrich the learning experience, enhance students' understanding of mathematics, and strengthen their cultural identity. Therefore, Hombo Batu can be used as a tool to teach mathematics within a broader cultural context.
THE USE OF INQUIRY-BASED LEARNING MODELS TO DEVELOP STUDENTS' CRITICAL THINKING SKILLS IN SOLVING CONTEXTUAL MATHEMATICS PROBLEMS Gombo, Mikaus
Afore : Jurnal Pendidikan Matematika Vol 4 No 1 (2025): AFORE : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i1.2562

Abstract

This study aims to investigate the impact of using the inquiry-based learning model on students' critical thinking skills in solving contextual mathematics problems. The inquiry-based learning model allows students to actively engage in the learning process through exploration, analysis, and problem-solving related to real-life situations. This research uses an experimental design with an experimental group treated with inquiry-based learning and a control group using conventional learning methods. Data were collected through a critical thinking skills test administered before and after the learning process (pre-test and post-test). The analysis results show that the experimental group experienced a significant improvement in critical thinking skills compared to the control group. Inquiry-based learning encourages students to develop critical thinking skills in solving contextual mathematics problems, as well as enhances active student involvement and motivation in the learning process. This study recommends that the inquiry-based learning model be applied more widely in mathematics education to improve students' critical thinking skills.
THE OPEN-ENDED APPROACH WITH EFFECTIVE QUESTIONS STRATEGY: CAN IT ENHANCE STUDENTS’ MATHEMATICAL CREATIVE THINKING SKILLS? Agustianingsih, Ramayanti; Putri Sasalia
Afore : Jurnal Pendidikan Matematika Vol 4 No 1 (2025): AFORE : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i1.2865

Abstract

This study aims to describe the improvement of mathematical creative thinking ability of seventh grade students through the application of an Open-Ended approach integrated with the Effective Questions strategy. The study focuses on four key indicators of creative thinking: fluency, flexibility, originality, and elaboration. A quasi-experimental method was employed in this research, using a pretest-posttest group design. A purposive sampling technique was used to select one experimental class and one control class. Data were obtained through creative thinking ability test and interviews which were then analyzed descriptively and statistically. Statistical analysis was performed through a one sample t-test and N-gain. The findings indicate that integration the Open-Ended approach with effective questions strategy significantly improves students’ creative mathematical thinking, with details that (1) fluency and elaboration indicators increased in the high category (0.91 and 0.81), and (2) flexibility and originality indicators increased in the moderate category (0.61 and 0.38).
CORRELATION OF STUDENTS' WELL-BEING AND PROBLEM-SOLVING SKILLS IN MATHEMATICS Naila Amalia; Siti Hajar Mauluddina; Kei Hanakasi; Wahyunengsih
Afore : Jurnal Pendidikan Matematika Vol 4 No 1 (2025): AFORE : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i1.2866

Abstract

This literature review examines the relationship between student well-being and mathematical problem-solving skills, drawing on both global and Indonesian studies. Using Polya's problem-solving framework, Fredrickson's broaden-and-build theory, and SciSpace-assisted thematic analysis, the study synthesizes its findings. Results show significant correlations, notably between resilience and problem-solving ability (R = 0.819), with emotionally stable students demonstrating better cognitive flexibility and strategic adaptation. Three key mediators were identified: social support (especially in collectivist cultures), self-efficacy, and classroom emotional climate. Indonesian-specific findings reveal that academic pressure intensifies anxiety's negative impact on non-routine problem-solving. This review proposes three actionable recommendations: (1) teacher training in emotion-responsive pedagogy, (2) integration of metacognitive and coping strategies, and (3) school-based well-being interventions. Limitations include the dominance of correlational studies and limited socioeconomic factor consideration. Future research is encouraged to apply longitudinal designs and culturally adapted measurement tools to understand the dynamic between emotional states and problem-solving in education.
VISUALISASI GEOMETRI NETRAL BERBASIS AUGMENTED REALITY Cut Najwa Aulia; Lukman Hakim Laia; Nisa Rahmadani; Fevi Rahmawati Suwanto
Afore : Jurnal Pendidikan Matematika Vol 4 No 1 (2025): AFORE : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i1.2881

Abstract

This study was conducted as a Research and Development (R&D) project with the primary objective of developing an Augmented Reality (AR)-based learning medium to support the teaching of three-dimensional geometry for students in the Mathematics Education Study Program. The development process followed the ADDIE model, which consists of five phases: Analysis, Design, Development, Implementation, and Evaluation. The research subjects were fourth-semester students at Universitas Negeri Medan. The instruments used in this study included expert validation questionnaires for both content and media, user response questionnaires, and learning outcome tests. The resulting product is an AR-based instructional medium designed for neutral geometry material, specifically intended for fourth-semester mathematics students. Validation results indicate that the developed AR media is highly valid in terms of content quality, visual design, and functional performance. Student responses to the media were overwhelmingly positive, as reflected by indicators such as engagement, ease of use, and increased learning motivation. The effectiveness test demonstrated a significant improvement in student learning outcomes following the use of the AR-based media. Therefore, this Augmented Reality learning tool is considered both feasible and effective for implementation in geometry instruction, offering an innovative alternative to enhance students' conceptual understanding in the field of mathematics.
TINJAUAN LITERATUR: STUDI TERHADAP PENGGUNAAN APLIKASI GOOGLE SKETCHUP DALAM MENINGKATKAN MOTIVASI BELAJAR GEOMETRI SISWA Melisa Puspita Sari; Yelsa; Rinada; Putri Sasalia S; Endah Nawang Wulan
Afore : Jurnal Pendidikan Matematika Vol 4 No 1 (2025): AFORE : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i1.2900

Abstract

Penelitian ini bertujuan untuk mengkaji pengaruh aplikasi Google SketchUp terhadap motivasi belajar siswa dalam pembelajaran geometri. Metode yang diterapkan adalah studi pustaka dengan mengkaji artikel-artikel relevan tahun 2020–2025 yang diperoleh melalui Google Scholar dan Publish or Perish. Sebanyak delapan artikel dianalisis untuk mengidentifikasi manfaat penggunaan media SketchUp dalam konteks pembelajaran. Hasil penelitian menunjukkan bahwa SketchUp mampu meningkatkan motivasi belajar, kemampuan spasial, dan pemahaman konsep geometri siswa. Visualisasi objek 3D yang interaktif dan konkret menjadi faktor utama dalam mendukung proses pembelajaran yang lebih menarik dan efektif. Oleh karena itu, media ini dinilai valid, praktis, dan efektif dalam meningkatkan kualitas pembelajaran geometri di sekolah.
ANALISIS PERSPEKTIF GURU MATEMATIKA SMP DI KABUPATEN BOGOR TERHADAP STEM CHALLENGE SEBAGAI ASESMEN DALAM PEMBELAJARAN MATEMATIKA Bustaren, Bill Chairy Rizki; Priatna, Nanang; Putri, Nurmala Setianing; Ulfa, Nadia
Afore : Jurnal Pendidikan Matematika Vol 4 No 1 (2025): AFORE : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i1.2901

Abstract

This study aims to analyze the perspectives of junior high school mathematics teachers in Bogor Regency regarding the implementation of the STEM Challenge as an alternative assessment in mathematics learning. This research uses a qualitative approach with a phenomenological method. Data were collected through open-ended questionnaires, in-depth interviews, and document studies. The results of the study reveal three findings: (1) teachers assess that the STEM Challenge is quite appropriate and has the potential to assess students' abilities, especially related to 21st century skills such as critical thinking, creativity, communication, and collaboration; (2) many teachers realize that conventional assessments (written tests) have limitations as they tend to focus only on cognitive aspects; and the last, (3), although the STEM Challenge is considered a good alternative assessment, teachers also expressed Challenges and obstacles in its implementation, including limitations in infrastructure, lack of learning time, and the need for adaptation for teachers and students. This research recommends the need for policy support, teacher training, and the provision of resources so that the STEM Challenge can be effectively implemented in order to make assessments in mathematics learning more contextual and meaningful.

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