cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Sudianto
Contact Email
info.sudianto@gmail.com
Phone
+6285317777552
Journal Mail Official
polinomial.papanda@gmail.com
Editorial Address
https://ejournal.papanda.org/index.php/jp/editorial-team
Location
Kab. majalengka,
Jawa barat
INDONESIA
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
 1   2   3   4   5 
Search results for , issue "Vol. 5 No. 1 (2026)" : 43 Documents clear
Pengaruh Media Pop Up Book dalam Meningkatkan Hasil Belajar Matematika Siswa Sekolah Dasar Sinaga, Hermanson; Damanik, Noni Epitasari; Hutabarat, Morentina; Sihaloho, Elvayani; Haloho, Tri Anggi Karunia; Siahaan, Windi Yovita; Purba, Yoel Octobe
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.v5i1.3606

Abstract

This study aims to examine the effect of the Pop-Up Book media in improving students’ mathematics learning outcomes, particularly on the topic of plane geometry, in Grade II of UPTD SD Negeri 124397 Pematangsiantar. The primary issue underlying this research was the low level of students’ enthusiasm and conceptual understanding, which was attributed to the use of monotonous instructional methods. The lack of student engagement resulted in suboptimal learning outcomes, as students experienced difficulty in visualizing abstract mathematical concepts. The research employed a descriptive quantitative approach to provide a systematic overview of the impact of the instructional media on students’ learning abilities. Data were collected through observations of classroom learning activities and documentation of students’ test results. The data were then analyzed quantitatively by comparing students’ performance between conventional teaching methods and interactive media-based instruction, in order to measure the extent to which the learning media variable contributed to improving students’ understanding of plane geometry concepts. The findings indicate that the use of the Pop-Up Book media has a positive and significant effect on improving students’ learning outcomes. This media effectively transforms abstract plane geometry material into engaging three-dimensional (3D) visual representations, thereby creating a more enjoyable and interactive learning environment for students
Kemampuan Berpikir Kritis Matematis Ditinjau dari Motivasi Belajar Pada Model Game Based Learning Berbantuan Quizlet Adiba, Farah; Kartono, Kartono
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.v5i1.3627

Abstract

Critical thinking skills are one of the 21st century skills that students need to master. However, the results of the Programme for International Student Assessment (PISA) show that the mathematical critical thinking skills of students in Indonesia are still relatively low. One effort to improve these skills is through the selection of appropriate learning models and media. This study aims to: (1) examine the quality of the implementation of the Quizlet-assisted Game-Based Learning model on the mathematical critical thinking skills of Year 7 students and (2) analyse the effect of learning motivation on students' mathematical critical thinking skills. This study used a quantitative experiment with a sample of seventh grade D students as the experimental group and seventh grade E students as the control group. Data were collected through tests, questionnaires, observations, and validation, then analysed quantitatively. The results showed that Quizlet-assisted Game-Based Learning was effective in improving mathematical critical thinking skills. Learning motivation had a 33.2% effect on students' mathematical critical thinking skills.  Therefore, the Quizlet-assisted Game Based Learning model is recommended as an alternative method of mathematics learning to improve students' mathematical critical thinking skills and learning motivation. Further research is recommended to examine the application of this model in different subjects or levels of education and to add other variables in order to obtain more comprehensive results.
Peranan Metakognisi dalam Penggunaan Artificial Intelligence Pada Pembelajaran Matematika Telaumbanua, Yakin Niat
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.v5i1.3659

Abstract

The development of Artificial Intelligence (AI) has introduced both new opportunities and challenges in mathematics learning. Various AI-based systems, such as intelligent tutoring systems, generative chatbots, and problem-solving assistants, are capable of providing adaptive and instant cognitive support. However, the use of AI without reflective capabilities may lead to students’ dependency and superficial learning. This study aims to analyze the role of metacognition in the use of AI in mathematics learning and to formulate a conceptual model explaining the relationship between metacognitive processes and the quality of students’ interaction with AI. This study employed a qualitative approach using a systematic literature review design consisting of five main stages: formulation of research focus and questions, literature search strategy, inclusion and exclusion criteria, article selection process, and data analysis and synthesis. The articles analyzed included 32 Scopus-indexed journal articles published between 2019 and 2024, complemented by eight classical and contemporary metacognition theory books relevant to the research focus. Data analysis was conducted through thematic analysis to identify the roles of metacognitive planning, monitoring, evaluation, and control in students’ interactions with AI. The findings indicate that metacognition functions as a primary mediator of the effectiveness of AI use in mathematics learning. Students with high metacognitive ability tend to use AI strategically, critically, and reflectively, whereas low metacognitive ability is associated with uncritical acceptance of AI outputs and a higher risk of overreliance. This study proposes a conceptual model positioning AI as an object of metacognitive regulation, in which monitoring and control processes at the meta-level mediate the quality of mathematical problem solving. These findings contribute theoretically to the advancement of metacognition research and provide practical implications for designing AI-supported mathematics learning that promotes self-regulation and reflective thinking.

Page 5 of 5 | Total Record : 43

 1   2   3   4   5 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2026) Vol. 4 No. 4 (2025) Vol. 4 No. 3 (2025) Vol. 4 No. 2 (2025) Vol. 4 No. 1 (2025) Vol. 3 No. 2 (2024): November 2024 Vol. 3 No. 1 (2024): May 2024 Vol. 2 No. 2 (2023): November 2023 Vol. 2 No. 1 (2023): May 2023 Vol. 1 No. 2 (2022): November 2022 Vol. 1 No. 1 (2022): May 2022 More Issue