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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 20 Documents
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Search results for , issue "Vol. 5 No. 1 (2026)" : 20 Documents clear
Kajian Miskonsepsi Kesebangunan dengan Three-Tier Test pada Peserta Didik SMP Mambaus Sholihin 2 Usniatul, Maulida; Irsyadi, M. Khafid; Sari, Ayu Silvi Lisvian
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.2518

Abstract

Inaccurate or flawed understanding of mathematical concepts remains a challenge in the learning process at the junior high school level. One topic particularly prone to misconceptions is similarity, as it involves spatial reasoning and abstract mathematical relations. This study aims to explore the forms and causes of misconceptions in similarity encountered by seventh-grade students at SMP Mambaus Sholihin 2 in the 2024/2025 academic year. Misconceptions are defined as conceptual understandings that deviate from scientific principles, which may hinder the achievement of comprehensive mathematical competence. The study employed a qualitative descriptive approach with the main instruments being a three-tier diagnostic test and interviews. The three-tier test consists of concept-based questions, the reasoning behind the chosen answers, and the students’ confidence levels in those answers, thereby enabling a more comprehensive identification of misconceptions. Among 36 students, several types of misconceptions were identified, including pure misconceptions, false positives, false negatives, as well as categories of partial understanding and non-understanding. The highest proportion was found in the non-understanding category (28.2%), followed by false positive misconceptions (10.4%) and false negative misconceptions (5.2%). These findings indicate that students’ understanding of similarity remains limited, particularly regarding the relationships between sides and angles in plane figures. Contributing factors to these misconceptions include misinterpretation of concepts, limited comprehension of geometric ratios, and a lack of variety in teachers’ instructional approaches. These results are expected to serve as a strategic reference in designing more adaptive and conceptual learning to minimize similar misconceptions in the future.
Pengembangan Media Ajar Augmented Reality Card Simulasi Pengenalan Bangun Ruang Berbasis Assemblr Edu untuk Meningkatkan Minat dan Hasil Belajar Siswa Sabila, Siti Zahra; Azmi, Nadya; Hadriana, Syalaisha Dwi; Aini, Putri Nur; Siregar, Sutan Surya Darpan; Siregar, Nurhasanah
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.2718

Abstract

This study aims to develop Augmented Reality (AR) learning media based on Assemblr Edu for the topic of flat-faced geometric shapes and to determine its feasibility, practicality, and impact on students' interest and learning outcomes. The research method used is Research and Development (R&D) with the 4D development model, which includes Define, Design, Develop, and Disseminate. The subjects of the study were eighth-grade students at SMP Swasta Cerdas Murni during the 2024/2025 academic year. Research instruments consisted of expert validation sheets, learning interest questionnaires, teacher response questionnaires, and learning outcome tests (pretest and posttest). The results of expert validation on the material obtained an average score of 84%, and media expert validation scored 95%, both categorized as "Very Valid," while teachers' responses to the learning media scored 84%, categorized as "Very Practical”. Based on the data analysis results, there was an increase in the average student learning outcomes from 59.11 in the pretest to 83.75 in the posttest, with a significance value of 0.000 < 0.05, indicating a significant improvement in learning outcomes. In addition, students' learning interest also increased from an average score of 43.75 to 62.71, with a significance value of 0.000 < 0.05, indicating a significant increase as well. Therefore, the Assemblr Edu-based Augmented Reality learning media is deemed feasible, practical, and effective in enhancing students' interest and learning outcomes in the material of flat-sided geometric shapes and can serve as an innovative alternative media in mathematics learning at school.
Pengaruh Literasi Digital Terhadap Sikap Kewargaan, Perilaku Ekonomi, dan Komunikasi Matematis Siswa di Era Society 5.0 di SMK Negeri 1 Pematangsiantar Putri, Risma Aprilia; Adsari, Juwita Dwi; Rumahorbo , Alfredo Totadoi; Siahaan, Rotua; Silalahi, Ayel Febriyani; Pangaribuan, Firman
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.2750

Abstract

Digital literacy is a key 21st-century competency that plays a crucial role in shaping ethical, adaptive, and productive digital citizens. This study aims to analyze the influence of digital literacy on civic attitude, economic behavior, and mathematical communication skills of students in the Society 5.0 era. A quantitative approach was employed involving 302 students of SMK Negeri 1 Pematangsiantar, selected through stratified random sampling from a total population of 881 students. The research instrument was developed based on digital literacy theory and previous studies, while data were collected through a closed-ended questionnaire using a five-point Likert scale. Data were analyzed using Structural Equation Modeling Partial Least Squares (SEM-PLS) with SmartPLS software. The findings revealed that digital literacy has a positive and significant effect on civic attitude (path = 0.741), economic behavior (path = 0.539), and mathematical communication skills (path = 0.384). The R² values of each construct indicate that the model has a strong explanatory ability for the endogenous variables, while CA, CR, and AVE values confirm high construct reliability. Discriminant validity was also met according to the Fornell–Larcker and HTMT criteria. These results highlight that digital literacy not only reflects technological proficiency but also contributes to shaping responsible citizenship, wise economic behavior, and mathematical communication skills relevant to the learning needs of the Society 5.0 era.
Penggunaan Model Pembelajaran Numbered Head Together (NHT) untuk Meningkatkan Hasil Belajar Matematika Siswa Fadilah, Nur; Hidayah, Shofia; Santoso, Wahyudi Teguh
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.2797

Abstract

This study is a Classroom Action Research (CAR) aimed at improving the mathematics learning outcomes of Grade XII Language 2 students on the topic of combinatorics through the application of the Numbered Heads Together (NHT) method. The research subjects consisted of 30 students from Grade XII Language 2 at MA Nurul Jadid. Data were collected through written tests and interviews with teachers and students. The implementation of the NHT method was carried out in two cycles, each consisting of the stages of planning, implementation, observation, and reflection. The results showed that the average score in the pre-cycle stage was 56.5. After implementing the NHT method in Cycle 1, the class average increased to 71.2, and in Cycle 2 it further increased to 83.4. These findings demonstrate that the application of the NHT method can improve students’ learning outcomes. Data analysis was conducted using both quantitative and qualitative descriptive methods. Quantitative data were obtained from students' learning test results, while qualitative data were obtained from observation results.
Pengaruh Model Pembelajaran Flipped Classroom dengan Media Interaktif Video Canva untuk Meningkatkan Motivasi dan Kemampuan Numerasi Siswa di SMK Negeri 3 Bengkalis Marwaziah, Nirmala; Andrian, Dedek; Wahyuni, Reni; Widiati, Indah
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.2988

Abstract

Low level of students’ learning motivation and numeracy skills in the topic of the System of Linear Equations in Three Variables (SLETV) remains a challenge in mathematics learning at schools. Many students experience difficulties in understanding SLETV concepts because the instructional delivery tends to be abstract and less engaging; therefore, a learning approach that can enhance students’ readiness and interest prior to face-to-face classroom activities is required. This study aimed to examine the effect of the Flipped Classroom model assisted by Canva videos on students’ learning motivation and numeracy skills. This research employed a quasi-experimental method with a Nonequivalent Control Group Design, involving two classes selected through purposive sampling: an experimental class that received Flipped Classroom instruction and a control class that followed conventional learning. Data were collected through a learning motivation questionnaire and a numeracy skills test administered after the treatment. Data analysis was conducted using descriptive statistics and an independent samples t-test to determine differences in learning outcomes between the two groups. The results showed that the average learning motivation score of students in the experimental class reached 69.86, which was higher than that of the control class at 58.97. Meanwhile, the numeracy skills of the experimental class achieved an average score of 88.66, compared to 63.95 in the control class. The t-test results indicated a significance value of 0.000 for both variables, demonstrating a statistically significant difference between the two classes. These findings indicate that the Flipped Classroom model assisted by Canva videos effectively enhances students’ learning readiness, promotes active engagement during the learning process, and facilitates a better understanding of numerical concepts compared to conventional learning. This model can be considered an alternative instructional strategy to support the improvement of students’ learning motivation and numeracy skills.
Pengaruh Model Pembelajaran Discovery Learning Terhadap Pemahaman Konsep dan Hasil Belajar Siswa pada Materi Teorema Pythagoras Besin, Yanuaria Fore; Ema, Helena Lolyta; Kaluge, Agapitus Hendrikus
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.3003

Abstract

This study aims to determine the effect of the Discovery Learning model on students' conceptual understanding and learning outcomes in the Pythagorean Theorem material. The study used a quantitative approach with a quasi-experimental design of the One Group Pretest–Posttest Design, involving 32 eighth-grade students at SMP Negeri 1 Kupang. The research instruments were conceptual understanding tests and student learning outcome tests. The data were analyzed using the Shapiro–Wilk normality test and the paired sample t-test through SPSS to determine the difference in scores before and after the implementation of learning. The results showed that the pre-test and post-test data were normally distributed, thus fulfilling the assumptions of parametric testing. The average pre-test score of 71.13 increased to 83.19 on the post-test, with a difference of 12.06 points. The paired sample t-test resulted in a t-value of -11.108 with a significance level of p = 0.000 (< 0.05), indicating a significant difference between the pre-test and post-test scores. These findings indicate that the Discovery Learning model has a significant effect on improving students' conceptual understanding and learning outcomes in the Pythagorean Theorem material. Thus, Discovery Learning can be used as an effective and relevant alternative learning model in mathematics education.
Pengembangan Modul Ajar Konten Proporsi Berbasis PBL untuk Memfasilitasi Kemampuan Pemecahan Masalah Matematis Siswa Fase D Indra, Afifah Reghina; Saragih, Sehatta; Sakur, Sakur
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.3006

Abstract

This study aimed to develop a mathematics instructional module based on Problem-Based Learning (PBL) on proportion content to facilitate the mathematical problem-solving skills (MPSS) of Phase D students. The research method employed was Research and Development (R&D) using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The research instruments included an instructional module validation sheet and response questionnaires for teachers and students. The validity of the module was evaluated in terms of face, content, and construct validity, while its practicality was assessed based on ease of use, material presentation, and visual appearance. Data were analyzed using quantitative and qualitative approaches. The results indicated that the developed instructional module met the criteria of very high validity, with an average validation score of 93.09, and was highly practical based on teacher and student responses, achieving a practicality score of 92.74. In conclusion, the PBL-based instructional module on proportion content is feasible for facilitating the mathematical problem-solving skills of Phase D students.
Eksplorasi Etnomatematika Pada Benteng “Van Den Bosch” Ngawi Susanto, Doni; Untari, Erny; Khoiri, Halwa Annisa
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.3044

Abstract

Mathematics is often regarded as a discipline detached from social and cultural contexts, even though the development of mathematical concepts is inherently connected to human experiences in understanding space, form, and everyday needs. Ethnomathematics emerges as a perspective that highlights this interrelationship by positioning mathematical practices as an integral part of culture. This study aims to examine the application of mathematical concepts found in Van den Bosch Fort in Ngawi, a nineteenth-century colonial structure built by the Dutch for defense purposes and for monitoring strategic routes at the confluence of the Bengawan Solo and Madiun rivers. Employing a qualitative approach with an ethnographic method, this research conducted direct observations of the building’s structure, interviews with local informants, and visual documentation to identify mathematical elements embedded within the fort’s architectural features. The data analysis techniques used were data collection, data presentation and drawing conclusions. The findings reveal that various concepts of plane and solid geometry are represented through the shapes of the gateways, doors, windows, guard posts, and supporting pillars, which include squares, rectangles, equilateral triangles, right triangles, semicircles, and cylinders. These results demonstrate that colonial architecture was not solely designed based on strategic or military considerations, but also incorporated systematic mathematical principles. In addition to providing theoretical contributions to ethnomathematics studies, this research holds practical implications for the development of culture-based mathematics learning. By utilizing historical buildings as learning resources, students are expected to gain a more contextual and meaningful understanding of mathematics while cultivating an appreciation for the historical and local values embodied in Van den Bosch Fort.
Hubungan Pengalaman Belajar dan Kemampuan Pemecahan Masalah Matematis Siswa SMPK Sta. Maria Assumpta Fernandez, Arnoldus; Lakapu, Meryani; Suci, Margareta
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.3045

Abstract

This study aims to investigate the relationship between learning experiences and mathematical problem-solving skills of eighth-grade students at SMPK Sta. Maria Assumpta. This quantitative research employed questionnaires (Likert scale) with a specific number of items and mid-semester exam (SUMATIF) as data collection instruments from 25 students. The data normality test used the Kolmogorov-Smirnov test, and the Pearson correlation test was used to analyze the relationship between variables. The research results showed a significant negative relationship (p = 0.009; r = -0.511) between learning experiences and mathematical problem-solving abilities. The Cronbach Alpha reliability value was calculated to measure the internal consistency of the instrument. The implications of these results indicate that high learning experiences do not always correlate with increased problem-solving abilities. This study suggests the need to improve the quality of learning experiences and more effective learning approaches. The limitations of this study include the small sample size and the involvement of only two variables.
Pengaruh Pendekatan Teaching at the Right Level terhadap Kemampuan Problem Solving Siswa pada Materi Persamaan Linear di SMP Negeri 1 Kalasan Nurmalitasari, Defri Aulia; Nugraha, Adhi Surya
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.3063

Abstract

The study aims to determine the implementation of the Teaching at the Right Level (TaRL) approach and whether there is a difference from the TaRL approach to students' problem-solving abilities in the One Variable Linear Equation material at SMP Negeri 1 Kalasan. This study used quantitative methods. The sample’ of this study were students of class VII B as an experimental class that received learning using the lecture method combined with the TaRL approach and VII D as a control class that used learning using the lecture method. The test instruments used were pretests and posttests that were adjusted to the problem-solving ability indicators in the form of essay questions. Data collection techniques using written tests and observations of learning activities. Data analysis techniques using descriptive statistics and t-tests. The results showed that the application of TaRL was divided into three levels of learning groups: two low-level groups, four medium-level groups, and two high-level groups. The results of the pretest and posttest were used to determine whether there was a difference between the average problem-solving ability scores of students who participated in learning using the lecture method with the TaRL approach and the lecture learning method. The results of statistical calculations using the t-test of two independent samples with the results of ???? − ℎ???????????????????? (2.3061) > ???? −???????????????????????? (1.67), then reject ????0 and accept ????1, meaning that there is a significant difference between the average problem solving ability scores of students who take part in learning using the lecture method and the TaRL approach to the lecture method.

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