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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 171 Documents
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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.
Pengaruh Reward Stiker Keaktifan sebagai Penguatan Positif terhadap Motivasi Belajar Matematika Siswa Kelas VIII Amalia, Nur; 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.v4i4.2586

Abstract

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.
Motivasi Belajar Matematika Siswa: Sebuah Tinjauan Teoritis Saman
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.v4i4.2142

Abstract

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.
Efektivitas Media Pembelajaran Cabri 3D Berbasis TPACK Pada Model Problem Based Learning (PBL) Terhadap Kemampuan Pemahaman Konsep Geometri Siswa Sopiyaturrohmah, Siti; Yuliardi, Ricki
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.v4i4.2310

Abstract

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.
Pengaruh Kemandirian Belajar Terhadap Prestasi Belajar Matematika Siswa Pada Materi Fungsi Komposisi Siswa Kelas X SMANS Pelita Ngabang Paraya, Atiana; Ellssi, Wike
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.v4i4.2549

Abstract

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.
Kemampuan Berpikir Kreatif Matematis Ditinjau Dari Sosial Ekonomi Orang Tua Siswa Dealita, Nur; Yusmin, Edy; Hamdani
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.v4i4.2557

Abstract

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.
Eksplorasi Etnomatematika Tarian Nganjan dalam Upacara Adat Dall’o Pada Masyarakat Suku Dayak Uud Danum di Kecematan Serawai Kabupaten Sintang Tira, Anastasia; Liliana, Sepriani
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.v4i4.2589

Abstract

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.
Analisis Kemampuan Komunikasi Matematis Siswa SMP dalam Menyelesaikan Soal Aljabar Ditinjau dari Gaya Belajar Maiyada, Annisa; Abadi, Agung Prasetyo
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.v4i4.2603

Abstract

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.

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