Polinomial : Jurnal Pendidikan Matematika
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.
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<![CDATA[Pengaruh Reward Stiker Keaktifan sebagai Penguatan Positif terhadap Motivasi Belajar Matematika Siswa Kelas VIII ]]>
<![CDATA[Amalia, Nur]]>;
<![CDATA[Baharuddin]]>;
<![CDATA[Rosdiana]]>
<![CDATA[ Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025) ]]>
Publisher : <![CDATA[Papanda ]]>
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DOI: 10.56916/jp.v4i4.2586
<![CDATA[This study aims to determine the level of learning motivation of grade VIII.K through the provision of rewards in the form of activeness stickers as a form of positive reinforcement. Initial observations show that most students are not interested in learning mathematics, as evidenced by their low participation in answering questions, doing exercises, and discussing. This condition makes it difficult for teachers to encourage students to be more enthusiastic and motivated. This study uses the Classroom Action Research (PTK) method which adapts the Action research model by Kemmis & McTaggart. The subjects in this study were 32 students in class VIII.K. In collecting data, this study used the method of observation of learning activities and a mathematics learning motivation questionnaire using a research instrument in the form of a mathematics learning motivation questionnaire using a Likert scale. The data analysis technique used is descriptive analysis of qualitative and quantitative data. The results showed that the average student learning motivation went from 65 (sufficient category) in the pre-cycle, to 74 (high category) in the first cycle, and to 86 (very high category) in the second cycle. Thus, the provision of rewards in the form of activeness stickers as a form of positive reinforcement has been proven to increase the motivation to learn mathematics of students in class VIII.K SMP Negeri 2 Palu. This improvement shows that simple reward such as activeness stickers are able to be foster a sense of joy, be appreciated, and encourage to be more active in learning.]]>
<![CDATA[Motivasi Belajar Matematika Siswa: Sebuah Tinjauan Teoritis ]]>
<![CDATA[Saman]]>
<![CDATA[ Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025) ]]>
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DOI: 10.56916/jp.v4i4.2142
<![CDATA[Learning motivation is a crucial factor influencing students’ success in understanding and mastering academic subjects, including mathematics. This article aims to examine various motivation theories and their implications for mathematics learning at the school level. Using a Systematic Literature Review (SLR) approach, this study explores major theories such as the Self-Determination Theory, Expectancy-Value Theory, Attribution Theory, and the concept of self-efficacy. The review process follows the guidelines of Snyder (2019) and Boell & Cecez-Kecmanovic (2015) through four stages: topic identification, literature search, article selection based on inclusion–exclusion criteria, and data analysis and synthesis. Literature sources were obtained from Google Scholar, Scopus, DOAJ, and SINTA databases, covering publications from 2010 to 2024. The findings indicate that the proper application of motivational theories can enhance students’ engagement, confidence, and persistence in learning mathematics while strengthening the teacher’s role as an effective learning facilitator.]]>
<![CDATA[Efektivitas Media Pembelajaran Cabri 3D Berbasis TPACK Pada Model Problem Based Learning (PBL) Terhadap Kemampuan Pemahaman Konsep Geometri Siswa ]]>
<![CDATA[Sopiyaturrohmah, Siti]]>;
<![CDATA[Yuliardi, Ricki]]>
<![CDATA[ Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025) ]]>
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DOI: 10.56916/jp.v4i4.2310
<![CDATA[Mathematics is a field of study that requires students to continuously develop a deep understanding of concepts, thereby enhancing their conceptual comprehension skills. This study aims to examine and measure the effectiveness of the TPACK-based Cabri 3D learning media integrated into the Problem-Based Learning (PBL) model in improving students’ understanding of geometric concepts at SMK Negeri 1 Kuningan. The sampling technique employed was purposive sampling, where from the population of the Light Vehicle Engineering (Automotive) Department, class XI TKRO 1 was selected as the experimental group and class XI TKRO 3 as the control group. This research utilized an experimental method with a nonequivalent control group design. Prior to testing the hypothesis regarding differences in conceptual understanding improvement between the experimental and control classes, normality and homogeneity tests were conducted on the N-gain scores of each class. The normality test using the Shapiro-Wilk method indicated that the data were normally distributed, while the homogeneity test showed that the data were not homogeneous. Consequently, as the assumptions for a parametric test were not met, hypothesis testing was carried out using the nonparametric Mann-Whitney U test. The results revealed that the calculated t-value exceeded the critical t-table value, leading to the rejection of H₀, which indicates a significant difference in students’ conceptual understanding between the experimental and control groups. This finding suggests that the TPACK-based Cabri 3D learning media is effective in enhancing students’ conceptual understanding. Moreover, the questionnaire results showed positive student responses, indicating that the use of such learning media also fosters greater student engagement in the learning process.]]>
<![CDATA[Pengaruh Kemandirian Belajar Terhadap Prestasi Belajar Matematika Siswa Pada Materi Fungsi Komposisi Siswa Kelas X SMANS Pelita Ngabang ]]>
<![CDATA[Paraya, Atiana]]>;
<![CDATA[Ellssi, Wike]]>
<![CDATA[ Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025) ]]>
Publisher : <![CDATA[Papanda ]]>
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DOI: 10.56916/jp.v4i4.2549
<![CDATA[This study aims to analyze the effect of learning independence on students’ mathematics achievement in the topic of function composition among tenth-grade students of SMAS Pelita Ngabang. The research background indicates low test results, with 78.5% of students scoring below the minimum mastery criterion (KKM) on function composition. Employing a quantitative explanatory survey method, the independent variable was learning independence and the dependent variable was mathematics achievement. The population comprised all tenth-grade students of SMAS Pelita Ngabang in the 2024/2025 academic year, with a sample of 28 students selected through purposive sampling. Learning independence data were collected using a Likert-scale questionnaire based on five indicators (intrinsic motivation, discipline, initiative, self-confidence, and self-control), while achievement data were obtained through an essay test on function composition. Validity and reliability tests confirmed that all questionnaire items and test questions were valid and reliable.Data analysis included normality, linearity, and simple linear regression tests using SPSS 21. The results showed that the data were normally distributed and the variables had a linear relationship. The regression equation Y = 30.603 + 0.606X with a significance value of 0.001 < 0.05 indicates a positive and significant influence of learning independence on mathematics achievement. These findings highlight that enhancing students’ learning independence significantly contributes to academic performance, suggesting that teachers should implement strategies that foster student autonomy, particularly in mathematics topics requiring deep conceptual understanding.]]>
<![CDATA[Kemampuan Berpikir Kreatif Matematis Ditinjau Dari Sosial Ekonomi Orang Tua Siswa ]]>
<![CDATA[Dealita, Nur]]>;
<![CDATA[Yusmin, Edy]]>;
<![CDATA[Hamdani]]>
<![CDATA[ Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025) ]]>
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DOI: 10.56916/jp.v4i4.2557
<![CDATA[Creative thinking skills in mathematics play an important role in students' learning development. This study aims to understand how students at SMK Negeri 1 Jawai Selatan demonstrate their mathematical creative thinking skills, especially when viewed from the socioeconomic background of their parents. The focus of this research is not only on the results of these abilities, but also on the thinking process that occurs, both in students who come from families with low and high economic conditions. The research was conducted using a descriptive qualitative approach, involving six students from class XI TKJ 3 who were selected based on variations in mathematical creative thinking ability as well as high, medium, and low parental socioeconomic levels. Data were collected through various instruments, both tests and non-tests such as questionnaires and interviews. Data analysis refers to the Miles and Huberman model, which includes the stages of data presentation, data reduction, and conclusion drawing. The results showed that students who come from families with better socioeconomic conditions tend to have higher mathematical creative thinking skills. Students with higher parents' socioeconomic status usually have the ability to identify problems, think about and get ideas from various sources, but they cannot find unique ideas to solve problems.]]>
<![CDATA[Eksplorasi Etnomatematika Tarian Nganjan dalam Upacara Adat Dall’o Pada Masyarakat Suku Dayak Uud Danum di Kecematan Serawai Kabupaten Sintang ]]>
<![CDATA[Tira, Anastasia]]>;
<![CDATA[Liliana, Sepriani]]>
<![CDATA[ Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025) ]]>
Publisher : <![CDATA[Papanda ]]>
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DOI: 10.56916/jp.v4i4.2589
<![CDATA[This study aims to describe the mathematical elements contained in the Nganjan Dance performed during the Dall’o Dayak Uud Danum traditional ceremony in Serawai District, Sintang Regency. The method used is qualitative research with an ethnographic approach, involving observation, semi-structured interviews, and documentation to collect data from three informants. The results of the study indicate that the Nganjan Dance encompasses various fundamental mathematical activities such as calculating, measuring, designing, determining location, playing, and explaining. The identified mathematical elements in this dance include angles, geometric transformations, plane figures, and three-dimensional shapes. Each dance movement carries mathematical meaning that can be analyzed, such as the angular patterns formed in the movements and the use of geometric formations that demonstrate the relationship between dance and mathematics. The conclusion of this study is that the Nganjan Dance is not only a form of cultural expression but also contains mathematical elements that can enhance the public’s, especially students’, understanding of mathematical concepts within the context of local culture.]]>
<![CDATA[Analisis Kemampuan Komunikasi Matematis Siswa SMP dalam Menyelesaikan Soal Aljabar Ditinjau dari Gaya Belajar ]]>
<![CDATA[Maiyada, Annisa]]>;
<![CDATA[Abadi, Agung Prasetyo]]>
<![CDATA[ Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025) ]]>
Publisher : <![CDATA[Papanda ]]>
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DOI: 10.56916/jp.v4i4.2603
<![CDATA[Awareness of the importance of paying attention to learning styles in improving students' mathematical communication skills forms the background to this study. Because each student has a unique learning style, this affects the way they think, understand, and communicate mathematical concepts, especially in algebra. The purpose of this study was to analyze the mathematical communication skills of eighth-grade junior high school students in algebra material as viewed from the VARK learning styles (visual, auditory, read/write, and kinesthetic). The method used was qualitative research with a descriptive approach. This study involved 36 eighth-grade students at a public junior high school in Karawang, which was conducted over two days in the middle of the even semester of the 2024/2025 academic year. The research subjects were selected based on the dominance of one learning style type, with each type represented by one student who had the highest score and good communication skills. The research instruments consisted of three essay questions to measure mathematical communication skills, a learning style questionnaire, and interview guidelines. The results showed that students' mathematical communication skills based on the VARK learning style were generally classified as very good, with an overall average score of 93.7 and success in completing all the indicators tested. Each learning style had its own characteristics. Overall, this study indicated that a learning approach tailored to students' learning styles could improve their mathematical communication skills.]]>
<![CDATA[Studi Fenomenologi: Makna Quarter-Life Crisis bagi Mahasiswa Pendidikan Matematika ]]>
<![CDATA[Hapsari, Aisyah Three]]>;
<![CDATA[Noverli, Muthiah Fildzah]]>
<![CDATA[ Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025) ]]>
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DOI: 10.56916/jp.v4i4.2613
<![CDATA[Quarter-life crisis can have different meanings for each individual. The purpose of this study was to uncover the meaning of quarter-life crisis from the perspective of Mathematics Education students based on their personal experiences. The method used was descriptive qualitative with a phenomenological approach and four 6th semester students of the Mathematics Education Study Program at a university in West Java Province were selected purposively based on the criteria that the participants had truly experienced a quarter-life crisis and were able to explain the experience in depth. Data were collected through in-depth semi-structured interviews, then analyzed using the Miles method which included data reduction, data presentation, and drawing conclusions. The results showed that each participant interpreted the quarter-life crisis differently, some interpreted it as a golden age, a phase of self-growth, confusion about the future, and early adulthood after we passed through adolescence which was all good. Thus, it is concluded that the meaning of quarter-life crisis from the perspective of Mathematics Education students varies depending on what they experience and feel. This study also shows that there is pressure that arises from various sources, both from within the participants, academics, and the surrounding environment, including family expectations and social pressure after graduation which are the causes of the quarter-life crisis in Mathematics Education students.]]>
<![CDATA[Penerapan Media Bermain Berbasis Learning untuk Meningkatkan Antusiasme Siswa dalam Pembelajaran SPLDV ]]>
<![CDATA[Zakaria, Allifi Ilma]]>;
<![CDATA[Hidayah, Shofia]]>;
<![CDATA[Wibowo, Mahmud Aris]]>
<![CDATA[ Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025) ]]>
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DOI: 10.56916/jp.v4i4.2662
<![CDATA[This classroom action research aims to enhance students’ enthusiasm and learning outcomes in mathematics, particularly in the topic of Linear Equations in Two Variables (SPLDV), through the implementation of play-based learning media. The research was conducted collaboratively with the mathematics teacher of Grade IX at MTs Nurul Jadid during the 2025/2026 academic year. The study was carried out in two cycles, each consisting of four stages: planning, action, observation, and reflection.Data were collected through observation sheets and achievement tests. The results revealed a significant improvement in students’ learning motivation and participation. During the pre-cycle, many students were less active and frequently appeared sleepy during lessons. After the implementation of play-based learning media, the classroom atmosphere became more interactive and engaging. Students actively participated in discussions, demonstrated higher focus, and were eager to complete learning activities.The average score increased from 68.75 in the pre-cycle to 74.1 in cycle I and 82.5 in cycle II, with a mastery level reaching 90% of the students. These findings indicate that play-based learning media can effectively increase students’ enthusiasm and improve their understanding of mathematical concepts. It also creates a more enjoyable and meaningful learning experience. Therefore, play-based learning media can serve as an alternative innovative strategy for mathematics teachers to foster active and motivated learning environments.]]>
<![CDATA[Pengaruh Penerapan Model Problem Based Learning (PBL) Terhadap Pemahaman Konsep Matematis Siswa Kelas XI F3 SMA Negeri 4 Sijunjung ]]>
<![CDATA[Jenius, Hendrik]]>;
<![CDATA[Suryani, Mulia]]>;
<![CDATA[Aima, Zulfitri]]>
<![CDATA[ Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025) ]]>
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DOI: 10.56916/jp.v4i4.2701
<![CDATA[This research is motivated by the lack of understanding of students' mathematical concepts and during the learning process, students are not yet active in learning mathematics. This study aims to determine whether there is an effect of the application of the Problem Based Learning (PBL) model on the understanding of mathematical concepts of class XI F3 students of SMA Negeri 4 Sijunjung. This type of research is experimental research. The design used in this study is the Pre-Experiment design with the concept used in this study is one group posttest only design. The study population was class XI F3 students of SMA Negeri 4 Sijunjung in the 2024/2025 academic year consisting of 3 classes. The sampling technique was carried out by Purposive Sampling. The instrument used in this study was a post-test in the form of an essay. The test statistics used for hypothesis testing are the one Sample T-Test.The results of the hypothesis test obtained t_count = 0.892 while t_table = 2.052 because t_count <t_table then accept H_0 with a real level of 0.05 meaning that the hypothesis is rejected. So it can be concluded that there is no influence of the application of the Problem Based Learning (PBL) model on the understanding of mathematical concepts of class XI F3 students of SMA Negeri 4 Sijunjung.]]>
