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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 225 Documents
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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.
Analisis Konsep Matematika dalam Permainan Tradisional Engklek Sebagai Kajian Etnomatematika pada Siswa Sekolah Dasar Rohmah, Tri Iftitahur; Putri, Vera Zunita; Tabina, Melia Hansa Cordelia; Zuliana, Eka
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.v5i1.3337

Abstract

This study aims to identify and analyze the mathematical concepts contained in the traditional game of engklek as an ethnomathematics study. This study uses a qualitative approach with ethnographic methods conducted in Rahtawu Village, Gebog District, Kudus Regency. Data sources were obtained through interviews with Rahtawu Village elders and documentation of engklek game patterns and activities that are still preserved by the local community. The results show that the engklek game contains concepts of plane geometry through square, rectangular, and semicircular grid patterns, as well as grid arrangements that resemble a cuboid net. In addition, the movements of players in jumping, maintaining balance, and following the grid lines demonstrate the application of the concepts of angles, directions, trajectories, and spatial coordination. These findings indicate that the engklek game has the potential as a source of ethnomathematics studies that can be used to link mathematical concepts with local culture in the context of elementary school learning.
Analisis Kebutuhan dan Perancangan Awal E-Modul Interaktif Berbasis Discovery Learning dengan Orientasi Berpikir Kritis Matematis Wilianti, Febri; Herlina, Elda
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.v5i1.3349

Abstract

This study aims to analyze learning needs and to design an initial prototype of an interactive e-module based on Discovery Learning with an orientation toward the development of students’ mathematical critical thinking skills in mathematics learning. This study employs a Research and Development (R&D) approach using the ADDIE model, with the process limited to the analysis and design stages. The analysis stage was conducted through a literature review, curriculum analysis, and identification of the characteristics of mathematics learning. The results of the analysis indicate that mathematics learning requires digital teaching materials that can facilitate active student engagement, encourage the process of concept discovery, and guide students toward activities that promote mathematical critical thinking. Based on these findings, the design stage focused on developing the structure of the e-module, mapping learning materials, designing learning activities in accordance with the Discovery Learning syntax, and integrating indicators of mathematical critical thinking into each learning activity. The results of this study consist of an initial design of an interactive e-module that is systematically organized and oriented toward the needs of mathematics learning. This design is expected to serve as a foundation for further development of interactive e-modules and to provide an initial contribution to the development of digital teaching materials that support student-centered mathematics learning.
Problematika Pembelajaran Matematika pada Siswa Sekolah Menengah: Studi Kualitatif Putri, Fici Amelia; Herlina, Elda
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.v5i1.3356

Abstract

Mathematics learning should ideally be conducted in an active, innovative, and student-centered manner to develop students’ critical thinking and problem-solving skills. However, in practice, various problems are still found that hinder the achievement of these objectives. This study aims to analyze the problems of mathematics learning among secondary school students from the perspectives of teachers, students, and the learning environment. The research was conducted at SMAN 1 Pariangan. The research subjects consisted of mathematics teachers and eleventh-grade students. The sampling technique used in this study was purposive sampling, in which respondents were selected based on specific criteria relevant to the research objectives, such as teachers who actively teach mathematics and students who regularly participate in mathematics learning activities. Data were collected through interviews, questionnaires, observations, and documentation to obtain a comprehensive understanding of the problems in mathematics learning from multiple perspectives.This study employed a qualitative approach with a descriptive method. Data were collected through classroom observations, interviews, and analysis of instructional documents, with research subjects consisting of mathematics teachers, students, and school stakeholders. The findings indicate that the problems in mathematics learning are primarily caused by teachers’ limited pedagogical competence, as reflected in the dominance of lecture-based instruction, the suboptimal implementation of innovative learning models, and the minimal use of instructional media. From the student perspective, the findings reveal low learning motivation, limited mathematical ability, and high levels of mathematics anxiety, characterized by fear of making mistakes and low self-confidence. Furthermore, an unconducive learning environment and limited educational facilities, such as the availability of textbooks and instructional media, also hinder the effectiveness of mathematics learning. This study recommends the implementation of innovative learning models, the enhancement of teachers’ pedagogical competence, and the improvement of the learning environment as efforts to improve the quality of mathematics learning in secondary schools.
Integrasi Model ASSURE dan Metode Think Pair Square dalam Meningkatkan Hasil Belajar Matematika Utami, Desi Tri; Purbasari, Dita Anggi
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.v5i1.3416

Abstract

This study aims to examine the effectiveness of integrating the ASSURE model with the Think Pair Square (TPSq) cooperative learning method in improving students’ mathematics learning outcomes, particularly on the topics of matrices and determinants. The research employed a Classroom Action Research approach conducted in three cycles, each consisting of the stages of planning, implementation, observation, and reflection. The research subjects were 25 students of the Mechanical Engineering Study Program at Politeknik Pratama Mulia Surakarta. Data were collected through observation, learning achievement tests, documentation, and interviews, and were analyzed using descriptive quantitative and qualitative techniques. The results showed a significant improvement in students’ learning outcomes and engagement across all cycles. The average student score increased from 64.72 in the pre-cycle to 83.48 in cycle III, while the learning mastery rate rose from 44% to 88%. The average activity score also improved from 2.6 (fairly active) to 3.8 (highly active). The integration of the ASSURE model and TPSq method created a more interactive, collaborative, and student-centered learning process, which positively impacted students’ learning activities and mathematics achievement.
Eksplorasi Nilai Filosofis dan Sistem Tukar Koin Kayu sebagai Representasi Etnomatematika di Pasar Sarwono Hidayah, Yunita Nor; Nisya, Risya Uliatun; Cahayani, Riska Ayuk; Zuliana, Eka
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.v5i1.3437

Abstract

This study aims to explore the philosophical values and mathematical concepts found in the wooden coin exchange system in buying and selling activities at Sarwono Market, Wonosoco Village, Undaan District, Kudus Regency. The research problem focuses on the relationship between local culture and the application of mathematical concepts in traditional economic practices. The research subjects consisted of one BUMDes manager and five traditional food vendors at Sarwono Market. The method used was qualitative with an ethnographic approach through observation, interviews, and documentation. The data were analyzed using the Miles & Huberman model, which includes data reduction, data presentation, and conclusion drawing, with triangulation of sources and methods to ensure data validity. The results showed that the wooden coin exchange system not only functions as a transaction tool but also represents the values of honesty, accuracy, balance, and responsibility. Mathematically, these buying and selling activities contain the concepts of basic arithmetic operations, comparative values, and the geometric shape of a circle. This study confirms that ethnomathematics plays an important role as a contextual learning approach as well as a means of preserving cultural values and strengthening the local identity of Indonesian communities.
Hubungan Keterampilan Bertanya Guru dan Motivasi Belajar Matematika Siswa di MTs Negeri 2 Lampung Timur Septiani, Jenny Artha; Rosyidah, Ummi; Iskandar, Iskandar
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.v5i1.3449

Abstract

Learning motivation is one of the key factors in the success of mathematics learning. One factor that influences students’ learning motivation is the teacher’s questioning skills during the instructional process. Based on observations and interviews, a gap was identified between teachers’ questioning skills and students’ levels of learning motivation in the classroom. This study aims to analyze the relationship between teachers’ questioning skills and students’ motivation in learning mathematics. This research employed a quantitative approach. The population consisted of all Grade VII students of MTs Negeri 2 East Lampung, totaling 161 students. The sample was Class VII A, comprising 30 students selected through cluster random sampling. The research instruments used were questionnaires measuring students’ learning motivation and teachers’ questioning skills. Data were analyzed using the Pearson product-moment correlation test. The results of the data analysis showed that the calculated correlation coefficient (r_calculated) was 0.705, while the critical value (r_table) was 0.374. Since r_calculated > r_table (0.705 > 0.374), it indicates a significant correlation. Therefore, it can be concluded that there is a significant relationship between teachers’ questioning skills and students’ motivation in learning mathematics in Grade VII of MTs Negeri 2 East Lampung. This relationship suggests that the better the teacher’s questioning skills, the higher the students’ motivation in learning mathematics, and vice versa.
Implementasi Model Problem Based Learning Berbantuan Media PAGER (Papan Geometri) untuk Meningkatkan Penguasaan Konsep Keliling dan Luas Bangun Datar Siswa Sekolah Dasar Purwanti, Siti; Soebagyo, Joko
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.v5i1.3481

Abstract

This study aims to analyze the effectiveness of implementing the Problem-Based Learning (PBL) model assisted by PAGER media (Geometric Board) in improving elementary school students’ mastery of the concepts of perimeter and area of plane figures. The research was conducted with fifth-grade students of SDN Daan Mogot 1, Tangerang City. A quantitative approach was employed using a quasi-experimental design with a one-group pretest–posttest design. The research subjects consisted of 28 students who also served as the research sample. The research instrument was a multiple-choice test that had been validated and tested for reliability, administered before and after the treatment. Data were analyzed using the Shapiro–Wilk normality test, the Wilcoxon signed-rank test, and normalized gain (N-gain) analysis. The normality test results indicated that the data were not normally distributed; therefore, the Wilcoxon test was applied. The Wilcoxon test results showed a Z value of –4.543 with a significance level of 0.000 (< 0.05), indicating a statistically significant difference between pretest and posttest scores. The N-gain value of 71.43% indicates a moderate improvement in students’ conceptual mastery. Based on these findings, it can be concluded that the implementation of the PBL model assisted by PAGER media (Geometric Board) is effective in improving students’ mastery of the concepts of perimeter and area of plane figures at the elementary school level.
Transformasi Pembelajaran Matematika Berbasis Numerasi Kontekstual Lokal di sekolah Menengah Alor, Nusa Tenggara Timur Likur, Fadhillah Abdul Halik; Rosid, Tamam
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.v5i1.3576

Abstract

This study explores the transformation of mathematics learning through the integration of local contextual numeracy in secondary schools in Alor, East Nusa Tenggara. This qualitative research using a case study approach involved learning observations, in-depth interviews with educators and students, and analysis of curriculum documents. The findings revealed that contextualizing mathematics learning by utilizing local wisdom, traditional trade practices, and local geographic phenomena was able to increase students' cognitive engagement and the relevance of the learning material. This transformation indicates a paradigm shift from procedural learning to meaningful conceptual understanding, with an emphasis on applicable numeracy literacy skills. The implementation of local context-based learning faces challenges related to limited pedagogical resources and resistance to curricular innovation. However, the integration of Alor cultural elements into mathematics learning opens up opportunities to develop culturally and contextually responsive learning models. This study contributes to the discourse on developing inclusive mathematics learning that is relevant to the socio-cultural realities of students in Indonesia's periphery

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