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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 43 Documents
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Search results for , issue "Vol. 5 No. 1 (2026)" : 43 Documents clear
Pengembangan Modul Ajar Matematika Berbasis Kearifan Lokal Anyaman Rajapolah pada Materi Persamaan Linear Satu Variabel untuk Peserta Didik SMP Nurmaya, Rani; Prabawati, Mega Nur
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.v5i1.3157

Abstract

Abstract mathematics learning often poses challenges for students in understanding concepts, particularly in the topic of Linear Equations in One Variable (LEOV). Integrating local wisdom into instructional materials is considered a relevant approach to addressing this issue. This study aims to develop a mathematics learning module based on the local wisdom of Rajapolah weaving in the context of LEOV, designed to support students’ conceptual understanding and to facilitate their ability to model real-life situations into linear equation forms. The research employed a research and development methodology using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research instruments consisted of expert validation sheets as well as readability assessment questionnaires completed by teachers and students. Expert validation results indicated that the developed module was categorized as highly valid in terms of content feasibility, presentation, language, and cultural integration. Readability testing conducted with teachers and students also showed that the module was easy to understand, although several sentences required minor simplification. Overall, the module was deemed appropriate for use as a contextual learning resource that helps students construct a more meaningful understanding of LEOV while fostering appreciation of local culture. This study recommends the incorporation of local wisdom in the development of learning modules to strengthen the contextualization of mathematics instruction.
Problem Based Learning dan Culturally Responsive Teaching: Membangun Pemahaman Konsep Geometri melalui Anyaman Besek dan Aseupan Santiaji, Nelis Alfany; Prabawati, Mega Nur
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.v5i1.3160

Abstract

The common perception of mathematics as an abstract subject leads to low student interest in learning mathematics. To address this, the synergy of the Problem Based Learning (PBL) model and the Culturally Responsive Teaching (CRT) approach is proposed as a solution. This study aims to describe the implementation process of PBL with a CRT approach and analyze its impact on the understanding of geometric concepts. The cultural context used is the traditional Sundanese woven crafts ‘besek’ and ‘aseupan’. This research uses a descriptive qualitative approach with random sampling, taking 33 students of class IX A at Al Hasan Ciamis Integrated Junior High School. The research instruments employed are cultural-based worksheets (LKPD) on ‘besek’ and ‘aseupan’ and supporting observation instruments. The research techniques include unstructured interviews and direct participant observation, with analysis conducted through the stages of data reduction, data presentation, and conclusion drawing. The results show that the integration of PBL and CRT through the cultural context of ‘besek’ and ‘aseupan’ helps students more easily understand abstract geometric concepts. The learning process becomes more student-centered, enhancing direct engagement and appreciation for local culture
Pengembangan Modul Ajar Berbasis Kearifan Lokal Pada Materi Fungsi Komposisi Rahmawati, Erna; Prabawati, Mega Nur
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.v5i1.3161

Abstract

This study aims to develop an ethnomathematics-based teaching module for the topic of composite functions. The research employed the ADDIE design model, limited to four stages: Analysis, Design, Development, and Implementation. Data were collected through questionnaires completed by four certified teachers who served as expert validators, as well as through student response questionnaires used to assess the practicality of the module. The questionnaire data were analyzed quantitatively and interpreted using predetermined assessment criteria to determine the quality of the product. The validation results indicated that the module achieved an average score of 81.25%, demonstrating a high level of validity. Moreover, the practicality test yielded an average score of 89.3% from students, indicating that the module is highly practical for classroom use. Based on expert evaluations and student responses, the ethnomathematics-based teaching module on composite functions meets the criteria of being both valid and practical.
Pengaruh Media Baamboozle Terhadap Hasil Belajar Siswa Riwulang, Nada; Apsarini , Inez Noor; Lutfi Fatma Hilmasari; Sayyidaturrohmah, Sayyidaturrohmah; Sholihah, Ummu; Setyowati , Eni
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.v5i1.3231

Abstract

This study aims to determine the effect of using learning media through the Baamboozle platform on the mathematics learning outcomes of eighth-grade students at MTsT Al-Atsary. This study is motivated by the low mathematics learning outcomes of students due to the learning methods used by teachers, which are still conventional and student-centered. This study employed a quantitative approach with a quasi-experimental design of the Non-Equivalent Control Group Design type. The research sample consisted of two classes, each comprising 21 students, namely class VIII-A as the experimental group and class VIII-B as the control group, selected using probability sampling techniques. Data were collected using essay tests, and data analysis was conducted using an independent samples t-test. The results showed that the significance value of 0.04 was less than 0.05, indicating that there is a significant effect of the use of Baamboozle media on the mathematics learning outcomes of eighth-grade students at MTsT Al-Atsary, as the use of Baamboozle was found to improve students’ learning outcomes.
Studi Literatur: Tata Kelola Kurikulum di Belanda: Ketegangan antara Otonomi Sekolah, Standardisasi Nasional, dan Ekuitas Pendidikan Widayaningsih, Widayaningsih; Mulyono, Mulyono; Waluya, St. Budi
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.v5i1.3258

Abstract

This study aims to analyze curriculum governance in the Netherlands, which is characterized by strong school autonomy as guaranteed under Article 23 of the Dutch Constitution. The focus of this study is to examine the implications of this constitutional freedom for the coherence of national curriculum policy, as well as the state's efforts to ensure educational quality and equity. The research employed a qualitative approach through document study and policy analysis of educational regulations, official government reports, and relevant scholarly literature. Data analysis was conducted using content analysis techniques through thematic coding to identify policy patterns and systemic implications for curriculum implementation. The findings were validated through source triangulation by comparing data across policy documents and academic literature to ensure credibility. The results indicate that school autonomy provides space for pedagogical innovation and diversity in instructional approaches. However, it simultaneously generates curriculum fragmentation, weak coherence across educational levels, and reinforces social inequality through early academic tracking mechanisms. Curriculum reform through the Curriculum.nu program has encountered structural and legal constraints in its implementation due to the limited authority of the central government. This study concludes that curriculum reform in the Netherlands must be accompanied by strengthened governance mechanisms and evaluation systems in order to achieve sustainable coherence and educational equity.
Perbandingan Kurikulum Matematika Indonesia dan Kanada: Studi Literatur Kurikulum di Quebec Sari, Nurul Husnah Mustika; Mulyono, Mulyono; Waluya, St. Budi
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.v5i1.3259

Abstract

Canada is a country that achieves high PISA scores, both in mathematics and other literacy. This article aims to analyze mathematics in Canada, specifically in the province of Quebec which has the highest PISA mathematics score. The research method used is a literature study with sources of academic documents, research reports, and national and international journal articles. Based on the analysis, it is known that there are several differences in the mathematics curriculum in Quebec (Canada and Indonesia), namely in the objectives of mathematics learning where in Quebec mathematics focuses on solving problems, using mathematical reasoning, and communicating using the language of mathematics. Then, in Quebec financial literacy is part of mathematics and teaching in secondary schools. Meanwhile in Indonesia, financial literacy has not been a focus. Regarding teacher licensing in Indonesia, teachers must master four competencies while in Quebec, there are 13 teacher competency standards. The mathematics problems used in Quebec tend to be open-ended problems that have more than one answer. Meanwhile in Indonesia, the problems used are still predominantly problems that have one correct answer. Another crucial thing is that in Quebec uses socio-constructivism while in Indonesia, academic documents use constructivism and humanism, but in its application is not yet optimal and many still use behaviorism.
Sistem Kurikulum Amerika Serikat dalam Perspektif Pendidikan Abad 21 Heriyana, Tio; Waluya, St Budi; Mulyono, Mulyono
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.v5i1.3262

Abstract

This study aims to analyze the United States curriculum system in the context of 21st-century education through a library research approach. This study examines in depth the basic principles, structure, policy dynamics, and implementation of 21st-century skills in the United States education system. The results show that the United States curriculum system is decentralized, flexible, and oriented toward competency development. The federal government acts as a policy and funding facilitator, while states and school districts have full autonomy in designing and implementing curricula according to the local context. Policy reforms through the No Child Left Behind Act (NCLB), Every Student Succeeds Act (ESSA), and Digital Equity Act mark a paradigm shift from test-based education to competency-based, technology-based, and socially equitable education. The U.S. curriculum emphasizes the integration of 21st-century skills, including critical thinking, creativity, communication, collaboration, as well as project-based learning, digital technology, and personalized learning. The findings also show that the flexibility of this system is both a strength and a challenge, as it causes quality gaps between regions due to differences in local resources. In the Indonesian context, the results of this study provide inspiration for strengthening the Merdeka Curriculum by emphasizing responsible decentralization, competency-based innovation, and equitable national education quality. Conceptually, this study confirms that the 21st-century curriculum must be designed as an adaptive learning ecosystem that combines local freedom, pedagogical innovation, and social responsibility.
Penguatan Kurikulum Indonesia Melalui Integrasi Praktik Computational Thinking pada Kurikulum Nasional Inggris Azizia, Ananda Jullailatul; Waluya, St. Budi; Mulyono, Mulyono
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.v5i1.3263

Abstract

The rapid development of digital technology demands that education systems prepare students with higher-order thinking skills and digital literacy. Computational Thinking (CT) has become one of the key competencies of the 21st century, emphasizing the ability to decompose problems, recognize patterns, apply abstraction, and design algorithms for effective problem-solving. This article aims to analyze the integration of CT practices within the National Curriculum of England and its relevance to strengthening Indonesia’s Merdeka Curriculum. The research method used is a literature study with a comparative analysis of educational policy documents, international research findings, and models of CT implementation in England. The study reveals that England has successfully positioned CT as a core competency through the Computing subject introduced in 2014, supported by a systematic, progressive, and tiered curriculum structure. The implementation of CT in England encompasses three main domains Computer Science, Information Technology, and Digital Literacy and emphasizes project-based and reflective pedagogical approaches. The successful integration of CT is supported by a clear curriculum framework, teacher readiness, and the development of contextual learning resources.The relevance for Indonesia lies in the alignment between CT principles and the direction of the Merdeka Curriculum, which emphasizes Higher Order Thinking Skills (HOTS), creativity, and digital literacy. Adapting the English approach can be achieved through three key strategies: developing tiered CT competency standards, implementing project-based teacher training, and providing contextual learning materials suited to local conditions. The systematic integration of CT has the potential to strengthen the Profil Pelajar Pancasila (Pancasila Student Profile), enhance national digital literacy, and realize an adaptive, innovative, and globally competitive Indonesian education system
Implementasi dan Pengaruh Kerangka Kerja TPACK dalam Pendidikan Matematika: Sebuah Tinjauan Literatur Sistematis Djatnika, Raya; Nurjanah, Nurjanah
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.v5i1.3304

Abstract

The integration of technology in mathematics education is often hindered by users' lack of technological proficiency or the misalignment between technology use and mathematical content. This study aims to evaluate the implementation and effectiveness of the Technological Pedagogical Content Knowledge (TPACK) framework on student learning outcomes. Using a Systematic Literature Review (SLR) method with the PRISMA protocol. Through the identification, screening, and eligibility assessment phases, this study selected 14 articles from the Scopus database published between 2015 and 2025. The results indicate that TPACK implementation is most dominant in subject domains with high levels of abstraction, such as Calculus and Geometry. Dynamic visualization technologies, particularly GeoGebra, and Game-Based Learning strategies are the most frequently used interventions. The findings confirm that TPACK-based learning consistently yields a significant positive impact on academic achievement, conceptual understanding, critical thinking skills, and student engagement. This study concludes that the success of technology integration depends not on the sophistication of the tools, but on the teacher's ability to design student-centered learning with technology serving as a cognitive bridge.
Peningkatan Kemampuan Komunikasi Matematis Siswa SMA Melalui Model Problem-based Learning Berbantuan Quizizz Larisa, Erinna; Fisher, Dahlia; Saputra, Jusep
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.v5i1.3322

Abstract

Mathematical communication skills are one of the important competencies in mathematics learning; however, many students still experience difficulties in expressing ideas and solutions systematically. This study aims to analyze the improvement of high school students’ mathematical communication skills through the implementation of a Quizizz-assisted Problem-Based Learning (PBL) model. The research employed a quasi-experimental method with a quantitative approach and a Non-Equivalent Control Group Design. The sampling technique used was purposive sampling, with the research sample consisting of two Grade 10 classes at a private senior high school in Bandung, each comprising 31 students as the experimental and control groups. The instrument used was an essay test of mathematical communication skills administered before and after the treatment. The results showed that the average N-Gain for the experimental class was 0.68 and for the control class was 0.61, both falling into the moderate category. The t-test indicated a significant difference between the two groups (p < 0.05). These findings suggest that the Quizizz-assisted PBL model is more effective than conventional instruction in improving students’ mathematical communication skills. This model also enhances students’ motivation and participation through Quizizz’s interactive features.

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