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Polinomial : Jurnal Pendidikan Matematika
Published by Papanda Publisher
ISSN : -     EISSN : 28300378     DOI : https://doi.org/10.56916/jp.v1i1
Core Subject : Education,
Education
Polinomial : Jurnal Pendidikan Matematika (ISSN : 2830-0378) is a scientific journal published by Papanda (Paguyuban Panalungtik Sunda). This aims to provide a national forum for researchers and professionals to share their ideas on all topics related to mathematics education, specifically focuses on Method / Model / Strategy / Media and Multimedia for Learning Mathematics, Curriculum in Mathematics Teaching, Assessment and Evaluation, Development of Mathematics Teacher Professionals, Ethnomatematics, and ICT in learning mathematics. Jurnal Polinomial is an open-access journal published twice a year (May and November). We accept articles of the author can be derived various countries, with the scientific field of Mathematics Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 49 Documents
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Search results for , issue "Vol. 4 No. 4 (2025)" : 49 Documents clear
Penerapan Problem Based Learning Bermuatan Budaya Melayu Riau untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa Sartika, Melly; Sakur, Sakur; Armis, Armis; Morinda, Claudio Gita
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i4.2245

Abstract

The low Mathematical Problem Solving Ability of eighth grade students of MTs Baitul Amal Pekanbaru is the background of this research. This research aims to improve the learning process to increase the mathematical problem-solving ability students o through the application of the Problem Based Learning model with the context of Riau Malay culture. This research is a Classroom Action Research. Observation techniques, discussion techniques, and test techniques are data collection techniques used in this research. The increase in students' mathematical problem-solving ability is seen from the results of the analysis of the percentage of students who obtained the maximum score and the qualifications of students' mathematical problem-solving ability. The results of the study indicate that the application of  Problem Based Learning with the context of Riau Malay culture can improve the learning process and increase the mathematical problem-solving ability of eighth grade students of MTs Baitul Amal Pekanbaru on the content of two-variable linear equation systems.
Investigasi Pengaruh Partisipasi dan Hasil Belajar Matematika terhadap Resiliensi Siswa Sekolah Dasar: Studi Kuantitatif Eksplanatori Maulyda, Mohammad Archi; Hidayati, Vivi Rachmatul; Fauzi, Asri
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i4.2306

Abstract

This study aims to analyze the influence of student participation and mathematics achievement on students' mathematical resilience at the elementary school level. The research design employs a quantitative approach with an explanatory design to examine the causal relationships between the independent variables (participation and achievement) and the dependent variable (resilience). The participants in this study were 158 elementary school students from Mataram City, selected using convenience sampling. Data were collected through questionnaires to measure student participation, report card grades for mathematics achievement, and a resilience questionnaire tailored for elementary school students. Data analysis was performed using normality tests, non-parametric regression, and RT-ANCOVA. The results indicate that student participation significantly influences mathematical resilience, while mathematics achievement does not have a significant effect. Gender and geographic factors also affect mathematical resilience, with female students and those from urban areas exhibiting higher resilience compared to male students and those from mountainous or coastal areas. This study highlights the importance of active student involvement in mathematics learning and the need to address gender and geographic disparities in mathematics education. The findings offer insights into educational policies to support the development of students' resilience in mathematics.
Hubungan Jarak Tempuh dengan Indeks Prestasi Kumulatif Mahasiswa Prodi Pendidikan Matematika Angkatan 2021 Gunadi, Gunadi; Tupulu, Nari
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i4.2409

Abstract

The purpose of this study was to determine whether there is a positive and significant relationship between commuting distance and the Grade Point Average (GPA) of students in the Mathematics Education Department, Faculty of Teacher Training, at Saint Augustine Hippo Catholic University. This research employed a quantitative approach, with data collected through questionnaires and documentation. The study was conducted at Saint Augustine Hippo Catholic University with a population of 2021 cohort students in the Mathematics Education Study Program. The research sample consisted of 18 students selected using a purposive sampling technique. Data analysis procedures included normality testing, linearity testing, homogeneity testing, and hypothesis testing using the t-test. The findings revealed a positive and significant relationship between commuting distance and the GPA of 2021 cohort Mathematics Education students. The results indicate that the farther the commuting distance students travel to campus, the lower the GPA they tend to achieve.
Implementasi Model Problem Based Learning (PBL) dengan Pendekatan Teaching at the Right Level (TaRL) untuk Meningkatkan Hasil Belajar Peserta Didik Kelas VIII D SMP Negeri 15 Palu Putri Vasra Handayani; Sukayasa; Lantang, Nortje D.J
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i4.2490

Abstract

This study aims to improve student learning outcomes through the implementation of the Problem-Based Learning (PBL) model combined with the Teaching at the Right Level (TaRL) approach. The research method used is Classroom Action Research (CAR), conducted in two cycles, each consisting of the stages of planning, implementation, observation, and reflection. The subjects of this study were 26 students from class VIII-D at SMP Negeri 15 Palu during the second semester of the 2024/2025 academic year. Data were collected through learning outcome tests and observations, then analyzed using descriptive quantitative techniques. The results showed an improvement in student learning outcomes. This improvement occurred because the PBL model encouraged students to actively participate in the learning process, while the TaRL approach grouped students according to their cognitive abilities, allowing them to solve problems based on their respective skill levels.
Pengaruh Pendekatan Culturally Responsive Teaching (CRT) Terhadap Motivasi Belajar Matematika Siswa Kelas VIII-B SMP Negeri 2 Palu Lamalaka, Safira Seftianingsih; Baharuddin; Rosdiana
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i4.2505

Abstract

This study aims to examine the effect of implementing Culturally Responsive Teaching (CRT) on the mathematics learning motivation of eighth-grade students at SMP Negeri 2 Palu. The problem stems from students’ low motivation, which leads to difficulties in understanding concepts, weak problem-solving skills, and low learning outcomes. This research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, carried out in two cycles with 32 students as the subjects. Data were collected through a Likert-scale motivation questionnaire and classroom observation. The results showed an increase in learning motivation from 61% (moderate category) in the pre-cycle, to 66% (moderate category) in the first cycle, and 76% (high category) in the second cycle. Improvements were evident in several indicators, including the desire to succeed, learning drive, future aspirations, recognition in learning, engaging learning activities, and a supportive classroom environment. Thus, the implementation of CRT was proven to enhance students’ mathematics learning motivation through contextual, meaningful, and culturally relevant instruction, while also highlighting the importance of integrating students’ cultural backgrounds and real-life experiences as strategies to foster motivation and active participation in learning.
Kemampuan Siswa Pada Materi Aljabar Dengan Realistic Mathematics Education (RME) Berdasarkan Tahapan Berpikir Kritis Facione Nurkasanah, Hilda Sinta; Suryanti; Sari, Ayu Silvi Lisvian
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i4.2510

Abstract

In this study, a descriptive qualitative approach was employed, with data collection tools consisting of tests, interviews, and document analysis. The subjects involved were three seventh-grade students from class VII E at SMPN 1 Sanankulon, selected based on test results and recommendations from their mathematics teacher, representing three levels of cognitive ability: high, moderate, and low. After analyzing the collected data, it was found that each student demonstrated potential for critical thinking, with varying levels of achievement influenced by their conceptual understanding and ability to process information. The assessment of critical thinking skills was based on Facione’s four indicators: interpretation, analysis, evaluation, and inference. The findings showed that: (1) Students with high ability were able to solve each problem while clearly addressing all four of Facione’s indicators and applying accurate strategies and calculations. (2) Students with moderate ability did not fully demonstrate all four indicators but showed sufficient computational skills and arrived at correct answers, although they were not thorough in documenting their solution processes. (3) Students with low ability failed to meet all four indicators comprehensively, were less meticulous in presenting their solutions, and made frequent errors in their calculations.
Pengembangan E-LKPD Flipbook Berbasis Realistic Mathematic Education (RME) untuk Memfasilitasi Kemampuan Literasi Matematis Nazillatussyarifah, Fiya; Asyhar, Beni
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i4.2291

Abstract

This study was motivated by the low level of mathematical literacy skills, which is caused by the unequal distribution of learning materials. The purpose of this research is to determine the validity, practicality, and effectiveness of an RME-based flipbook E-Worksheet (E-LKPD) in facilitating mathematical literacy skills. The method used in this study is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data collection techniques include questionnaires, observation sheets, and test items, while data analysis involves qualitative descriptive analysis and quantitative descriptive analysis.The results of this research and development show that: (1) the validity of the learning media obtained percentages of 91.3% and 87.4%, indicating that the media are valid; (2) the practicality of the learning media obtained percentages of 78.6% and 87.5%, indicating that the media are practical; and (3) the effectiveness of the learning media obtained an average percentage of 87.9% with a classical mastery level of 88.8%. Furthermore, the results of the students’ response questionnaires and observation sheets reached 85.3% and 100%, respectively. This means that the learning media are effective to be used in the learning process.
Problematika Teknologi dalam Pendekatan Deep Learning Matematis di Indonesia Mudjib, Ridho; Wastralangkara, Wailah Wajra; Anne Aulia Syalsabilla; Wati Susilawati
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i4.2426

Abstract

Mathematics learning is not sufficient by relying solely on memorization; it also requires deep conceptual understanding and active student engagement. The deep learning approach has emerged as a more meaningful alternative, with educational technology playing a crucial role in supporting its implementation. This study employs a Systematic Literature Review (SLR) method using the PRISMA protocol, which includes several stages: identification, screening, eligibility testing, and final selection. The PICOC framework was applied to ensure appropriate inclusion criteria. From 60 articles initially identified across databases such as Google Scholar, Garuda, DOAJ, and SINTA, 30 articles were found to meet the requirements for analysis. The findings reveal that the most frequently integrated technologies in mathematics learning include GeoGebra, learning management systems such as Google Classroom and Moodle, augmented reality, e-modules, mobile applications, and artificial intelligence–based media. These technologies have been shown to enhance students’ understanding of mathematical concepts, strengthen critical thinking skills, and foster motivation as well as independent learning. Nevertheless, the implementation of technology in mathematics education in Indonesia continues to face significant challenges, including limited infrastructure, low levels of teachers’ digital literacy, unequal access across regions, and insufficient training and policy support. The analysis also highlights that most existing studies remain descriptive and product-oriented, while conceptual research on the integration of deep learning and technology within the local context is still scarce. This study concludes that more comprehensive strategies are required, such as strengthening teacher capacity, developing technology-responsive curricula, and building an inclusive digital ecosystem, in order to make mathematics learning in Indonesia more effective and sustainable
Kemampuan Literasi Matematis Siswa Ditinjau dari Jenis Pemahaman Skemp dalam Konteks Statistika Ningsih, Hesti Rahayu; Suryanti; Pramesti, Cicik
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i4.2496

Abstract

Mathematical literacy is an essential competence in education, encompassing the ability to understand and apply mathematical concepts in everyday life. Within the topic of statistics, this literacy becomes particularly relevant, as it relates directly to data processing and interpretation. However, many students tend to memorize formulas mechanically without fully understanding their meaning and purpose. This study aims to examine students’ mathematical literacy skills in relation to Skemp’s theory of understanding, which distinguishes between instrumental and relational understanding. The research employed a qualitative case study approach, involving three eighth-grade students at SMPN 1 Sanankulon who represented high, medium, and low levels of ability. The research instruments consisted of a mathematical literacy test based on statistical contexts and interview guidelines designed to explore students’ reasoning processes. Data analysis referred to three indicators of mathematical literacy developed by PISA, namely formulating, employing, and interpreting. The findings revealed that students with relational understanding demonstrated higher levels of mathematical literacy compared to those with instrumental understanding. Relational learners were able to connect statistical concepts with real-life contexts, justify the procedures used, and interpret results meaningfully. In contrast, students with instrumental understanding often relied on rote memorization of formulas, leading to difficulties in adapting their knowledge to new or unfamiliar contexts. These results highlight the importance of promoting relational understanding as a foundation for enhancing mathematical literacy. The study suggests that instructional strategies should emphasize contextual problem-solving, conceptual connections, and reflective reasoning, particularly in statistics, to better equip students with the skills needed for data interpretation and informed decision-making in real-world situations
Penerapan Problem Based Learning Berbantuan Geoboard untuk Meningkatkan Pemahaman Konsep Siswa pada Materi Kekongruenan Sadaria; Baharuddin; Rosdiana
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i4.2558

Abstract

This study is a pre-experimental research that aims to investigate: (1) students’ conceptual understanding ability after the implementation of Problem Based Learning assisted by a geoboard, and (2) whether the implementation of Problem Based Learning assisted by a geoboard has an effect on students’ conceptual understanding ability in congruence material. Data were obtained from observations and tests. The data were analyzed using statistics. The results show that the implementation of Problem Based Learning assisted by a geoboard has an effect on students’ conceptual understanding ability in congruence material, with an effect size of 0.667, which falls into the medium category.

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