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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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ANALISIS PEMAHAMAN SISWA SMA N1 PERCUT SEI TUAN TERHADAP KONSEP DASAR BARISAN DAN DERET Kairudin; Brilyant Alvindo Sihombing; Aldryanto Lumban Gaol; Martin A Hutauruk; Jhose R Siburian; Firman Satria Tafonao
Afore : Jurnal Pendidikan Matematika Vol 4 No 2 (2025): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i2.3851

Abstract

This study aims to conduct an in-depth analysis of the level and profile of students’ understanding at SMA Negeri 1 Percut Sei Tuan regarding the fundamental concepts of Sequences and Series in mathematics learning. Conceptual understanding is a fundamental aspect of comprehensive mathematical mastery, as it not only involves the ability to apply formulas but also requires logical reasoning and comprehension of the relationships between concepts. Initial indications reveal a significant gap between students’ ability to use formulas mechanically and their deeper conceptual understanding. This research employs a Mixed Methods approach with an Exploratory Sequential design, beginning with the collection of quantitative data through written tests administered to 30 eleventh-grade science students (Class XI MIA), followed by semi-structured interviews with selected students to further explore their conceptual grasp. Quantitative analysis shows that approximately 70% of students were able to answer procedural questions—those solvable through direct formula application. However, only about 30% of students succeeded in solving more complex problems requiring deeper reasoning and conceptual understanding. The qualitative findings reinforce these results, indicating that students tend to memorize formulas without understanding their underlying meaning or origin, and often struggle to distinguish between the concepts of sequences and series. Therefore, a shift in instructional approach is needed, emphasizing exploration, conceptual discussion, and holistic understanding.
A LITERATURE REVIEW: CHOOSING THE RIGHT LEARNING MODEL FOR MATHEMATICS LEARNING Sancia, Dave Marcellino
Afore : Jurnal Pendidikan Matematika Vol 4 No 2 (2025): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i2.3740

Abstract

This research is motivated by the need to find the most appropriate mathematics learning model to improve the effectiveness and quality of the learning process. The purpose of this study is to identify and analyze the advantages and limitations of various mathematics learning models through literature studies. The type of research used is a literature review with data sources in the form of 17 journal articles. Data were collected through documentation techniques and analyzed descriptively-comparatively by reviewing the similarities and differences in the findings of each article. The results show that each learning model has different effectiveness according to the purpose and context of its application. PBL and PjBL models are effective for developing higher-order thinking skills, while Discovery Learning and RME excel in building conceptual understanding, and Cooperative Learning improves student collaboration. This study suggests the application of models in a combinative and adaptive manner.
LOCAL WISDOM AS A MEANS TO FOSTER INDEPENDENCE IN MATHEMATICS LEARNING Harefa, Darmawan
Afore : Jurnal Pendidikan Matematika Vol 4 No 2 (2025): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i2.3852

Abstract

Mathematics learning is often perceived by students as difficult and abstract, leading to dependence on teacher guidance and hindering the development of independent learning. This study examines the role of local wisdom as a means to build independence in mathematics learning, specifically at SMA Negeri 1 Teluk Dalam, South Nias. Through a literature review, it was found that integrating local values and culture into the mathematics learning process not only enhances conceptual understanding contextually but also motivates students to learn independently. Local wisdom, such as geometric patterns in traditional weaving, indigenous life philosophies, and traditional building structures, can serve as relevant and engaging learning media for students. This approach helps students develop critical and creative thinking skills while boosting their confidence in solving mathematical problems. Furthermore, learning based on local wisdom strengthens students’ cultural identity and fosters pride in their local heritage. This study recommends the development of learning modules that integrate local wisdom and teacher training as efforts to optimally support students’ independent learning. The implications of this review suggest that local wisdom can be an effective strategy to improve the quality of mathematics education and the development of students’ independent character within the school environment.
ANALISIS KESULITAN BELAJAR MATEMATIKA PADA MATERI TRIGONOMETRI TINGKAT SMA/SMK Kasmawati; Usman Mulbar
Afore : Jurnal Pendidikan Matematika Vol 4 No 2 (2025): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i2.3886

Abstract

This study aims to analyze the learning difficulties in mathematics specifically in the topic of trigonometry at the senior high school (SMA/SMK) level. The background of the study highlights that abstract concepts such as sine, cosine, tangent functions, identities, and equations often pose challenges for students. These difficulties are largely caused by a lack of basic geometric understanding, limited ability to visualize angles, and a curriculum that is not fully adaptive to students’ learning needs. The absence of these foundational skills makes it challenging for students to relate trigonometric concepts to real-life contexts, thereby reducing the effectiveness of learning. The research method employed is a secondary literature analysis from various reliable sources, including case studies, student surveys, and evaluations of the national curriculum. This approach enables the identification of patterns of learning difficulties qualitatively while also examining factors that influence students’ comprehension levels. The analysis results indicate that the main challenges include understanding abstract concepts (42%), applying formulas (35%), and learning motivation (23%). External factors, such as conventional teaching methods that lack variety and limited learning resources, further exacerbate the problem. Based on these findings, the study recommends innovative learning approaches, such as the use of digital technology, interactive media, and project-based learning relevant to everyday life. These approaches are expected to enhance student understanding, encourage active engagement, and reduce achievement gaps. This research aims to provide practical contributions for educators and policymakers to improve the effectiveness of trigonometry instruction at the senior high school level.
ANALISIS DAMPAK LINGKUNGAN BELAJAR TERHADAP RENDAHNYA PEMAHAMAN KONSEP MATEMATIKA PADA MATERI ALJABAR SISWA SMP Nurhana; Usman Mulbar
Afore : Jurnal Pendidikan Matematika Vol 4 No 2 (2025): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i2.3887

Abstract

This study aims to conduct an in-depth analysis of the impact of the learning environment on students’ low understanding of mathematical concepts, particularly in algebra topics among junior high school students. The learning environment is an essential factor that plays a major role in determining students’ success in comprehending abstract mathematical concepts that require logical thinking skills. This research employs a theoretical review or literature study method by examining various scholarly sources such as journals, books, and previous research findings relevant to the topic. Data collection techniques were carried out through analysis, comparison, and synthesis of information from various references. The results of the study indicate that the condition of the learning environment, both physical and non-physical, has a significant influence on students’ understanding of algebraic material. Factors such as classroom noise, inadequate lighting, limited learning facilities, low motivation, and less conducive social interactions have been proven to reduce students’ concentration and interest in learning mathematics. Therefore, it can be concluded that efforts to improve students’ understanding of mathematical concepts must be accompanied by creating a comfortable, interactive, and creative learning environment that motivates students to think critically and participate actively in the learning process.
PENGEMBANGAN BAHAN AJAR BERBASIS FLIPPED CLASSROM PADA MATERI PIKTOGRAM SISWA FASE B SEKOLAH DASAR Baihaqi, Adam; Putri, Lala Qomara; Hakim, Mohamad Alfi Hikmatul; Wahidien, Muhammad Imadil Fathan; Hasna, Najma Aulia; Yuanitha, Vivi; Fitriani, Andhin Dyas
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.v5i1.4104

Abstract

This research aims to develop teaching materials based on the Flipped Classroom model for pictogram content in Phase B elementary school students. The study employed a design and development approach using the PPE model (Planning, Production, Evaluation). The planning stage involved analyzing learning outcomes and content; the production stage generated digital teaching materials designed using Canva and equipped with worksheets, instructional videos accessible via QR codes, and assessment rubrics; while the evaluation stage involved expert validation on material and design aspects. The validation results indicated that the teaching materials met the criteria of validity across all assessment components, making them suitable for classroom use. The developed materials support active, independent, and student-centered learning aligned with 21st-century learning demands. This study concludes that the Flipped Classroom model is effective for developing pictogram teaching materials and has the potential to enhance students’ conceptual understanding and learning autonomy.
PEMBELAJARAN MATEMATIKA MENGGUNAKAN MEDIA AJAR INOVASI BERBASIS PJBL DAN GAMIFIKASI PADA SISWA SMP Nurhana; Norma Nasir
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.v5i1.4127

Abstract

This study aims to develop an innovative learning media called “Detective Data” as a tool to enhance students’ motivation and understanding in learning statistics, particularly the concepts of mean, median, and mode. The development of this media was driven by findings indicating that many students perceive statistics as abstract and uninteresting. Therefore, the Project-Based Learning approach was combined with gamification elements to create an investigative learning experience through real data collection activities and statistical analysis. The research was conducted with 33 eighth-grade students at SMP Negeri 33 Makassar. A descriptive approach with a limited trial was employed, using observation sheets, student response questionnaires, and product assessment rubrics as instruments. The results showed that the use of “Detective Data” successfully increased students’ learning motivation, engagement in the learning process, and their ability to analyze data. The investigative posters produced by students demonstrated a solid understanding of data presentation and statistical analysis. Thus, this media can be effectively implemented as a project-based learning tool for statistics instruction.
PEMBELAJARAN MATEMATIKA MENGGUNAKAN MEDIA AJAR INTERAKTIF BERBASIS MISTERI BOKS ANGKA ALJABAR PADA SISWA SMP Kasmawati; Norma Nasir
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.v5i1.4129

Abstract

This study aims to explore the effectiveness of the Algebra Number Mystery Box (MBAA) as an interactive, group-based game learning media in enhancing students’ learning motivation and understanding of algebra concepts at the Junior High School level. MBAA is designed as an educational media that combines elements of mystery and challenge in the form of games, thereby encouraging active engagement of students both individually and in groups. The study was conducted through a trial of the learning media with 33 students, collecting data through observations of enthusiasm, learning motivation, social interaction, as well as assessments of algebra concept comprehension before and after using MBAA. The results show that the use of MBAA significantly improves learning motivation, active participation in group activities, and social interaction among students, while creating a more enjoyable and challenging learning experience. Further analysis reveals that the combination of mystery and collaborative elements supports the principles of gamification and constructivist theory, which emphasize active, experience-based learning. In conclusion, MBAA has the potential as an innovative solution to address challenges in mathematics learning, particularly in algebra at the junior high school level. This study recommends further development to enhance accessibility, activity variation, and integration with digital technology to broaden the effectiveness of this learning media in wider educational contexts
ANALISIS FAKTOR PENYEBAB RENDAHNYA PEMAHAMAN ALJABAR SISWA DAN SOLUSI PEMBELAJARAN KOLABORATIF BERBASIS TEKNOLOGI Nurhana; Kasmawati; Asdar
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.v5i1.4145

Abstract

Algebra is a fundamental element in developing abstract thinking abilities and problem-solving skills. However, for many secondary school students, it becomes one of the most challenging areas of mathematics learning. This article seeks to investigate the main factors contributing to students’ low mastery of algebraic concepts while also offering relevant pedagogical approaches. Based on a review of various literature sources, it is identified that difficulties in learning algebra arise from a combination of factors, both internal such as weak prerequisite knowledge and low learning motivation and external such as unvaried teaching strategies and limited use of visual media. To address these issues, this article proposes a Technology-Supported Collaborative Learning model as an alternative solution. The integration of social interaction within group collaboration and technology-based visualization is believed to strengthen conceptual understanding, enhance student engagement, and reduce anxiety in learning mathematics.
PENERAPAN MODEL PROBLEM SOLVING BERBANTUAN GEOGEBRA DALAM PEMBELAJARAN MATEMATIKA PADA MATERI TRANSLASI Hasra Daud Mangamis
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.v5i1.4147

Abstract

This study aims to analyze the effect of applying the Problem Solving learning model assisted by GeoGebra on students’ mathematics learning outcomes, specifically in the topic of translation. The research employed a quasi-experimental approach using a pretest–posttest control group design involving two ninth-grade classes at SMP Negeri 3 Tondano with a total of 27 students. The experimental class received learning through the Problem Solving approach integrated with GeoGebra, while the control class was taught using conventional methods. The research instrument consisted of a five-item essay test designed to measure students’ understanding of translation concepts. Data analysis included normality and homogeneity tests to ensure that both groups met the statistical assumptions required for further analysis, followed by an independent t-test to determine differences in learning outcomes. The results show that the experimental group achieved a higher posttest mean score of 90.77, whereas the control group obtained a mean score of 66.43. The independent t-test produced tcount = 12.26, which was greater than ttable = 1.70 at a 0.05 significance level. These findings indicate that the use of the Problem Solving model assisted by GeoGebra significantly improves students’ mathematics learning outcomes. The integration of GeoGebra helps students visualize translation concepts more effectively, thereby enhancing comprehension and supporting problem-solving skills.

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