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 223 Documents
 19   20   21   22   23 
Disposisi Produktif dan Kemampuan Dasar Matematika sebagai Landasan Pemecahan Masalah Geometri Siswa SMA Rahman, Muhammad Syarifuddin
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.v5i1.3592

Abstract

This study aims to obtain a comprehensive understanding of senior high school students’ productive disposition and basic mathematical ability in solving geometric problems. The research employed a qualitative approach involving three students selected purposively based on high, medium, and low levels of mathematical ability. Data were collected through a Basic Mathematics Ability Test, a productive disposition questionnaire, and geometry problem-solving tasks. Data analysis was conducted descriptively through coding, data condensation, data display, and conclusion drawing. The results indicate that students’ productive disposition develops progressively in line with their level of mathematical ability. High-ability students demonstrate reflective productive dispositions, adaptive perseverance, intrinsic motivation, and a strong orientation toward the thinking process. Students with medium mathematical ability exhibit situational productive dispositions that depend on external validation, whereas low-ability students display fragile, procedural, and outcome-oriented productive dispositions. These findings emphasize that success in solving geometric problems is determined not only by cognitive ability but also by productive disposition as a complementary affective factor.
Penerapan Model Problem Based Learning pada Materi Kekongruenan dan Kesebangunan untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa SMP Manalu, Agatha Friendsi; Murni, Atma; Saragih, Sehatta
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.v5i1.3605

Abstract

This study aims to improve the mathematical communication skills of students in class IX-6 at SMP Negeri 3 Mandau through the implementation of the Problem Based Learning model on the topics of congruence and similarity. Based on interviews and observations, it was found that students faced difficulties in understanding problems, explaining mathematical ideas, and presenting mathematical models. This classroom action research was conducted in two cycles, with each cycle consisting of planning, implementation, observation, and reflection. The data collected included qualitative and quantitative data, which were analyzed to evaluate the improvement in students' mathematical communication skills. The results of the study indicate that the implementation of the Problem Based Learning model successfully enhanced student engagement and mathematical communication skills. The average KKM score of students increased from 31 in the initial test to 63 in cycle I, and reached 90 in cycle II. This improvement demonstrates that the Problem Based Learning model is effective in enhancing the learning process and improving students mathematical communication skills. Therefore, it can be concluded that the application of the Problem Based Learning model on the topics of congruence and similarity can enhance the quality of mathematics education in class IX-6 at SMP Negeri 3 Mandau.
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.
Systematic Literature Review: Miskonsepsi Pembelajaran Matematika pada Materi Himpunan Dahlan, Haryanti; Saharuddin, Saharuddin
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 2 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i2.3108

Abstract

Penelitian ini bertujuan mengeksplorasi miskonsepsi pembelajaran matematika pada materi himpunan dan faktor penyebab miskonsepssi serta strategi meminimalisir miskonsepsi yang terjadi pada siswa ataupun mahasiswa. Penelitian ini merupakan penelitian systematic literature review. Langkah pencarian data systematic literature review melalui aplikasi publish or perish 8 di google scholar, semantic scholar, dan scopus. Kriteria inklusi dengan menggunakan kata kunci miskonsepsi pembelajaran matematika pada materi himpunan rentang tahun 2020-2025. Berdasarkan hasil penelitian dan pembahasan diperoleh tiga miskonsepsi yaitu miskonsepsi teoritikal, miskonsepsi klasifikasional, dan miskonsepsi korelasional. Miskonsepsi teoritikal diantaranya miskonsepsi menerjemahkan ataupun menuliskan tanda >, <, ≤, dan ≥. Miskonsepsi dalam membedakan selisih dua himpunan seperti P – Q ≠ Q – P. Miskonsepsi dalam membedakan jenis-jenis bilangan. Miskonsepsi klasifikasional yaitu miskonsepsi dalam membedakan dan menentukan irisan dan gabungan baik dalam bentuk himpunan ataupun diagram venn, miskonsepsi akibat belum memahami himpunan bagian, dan belum memahami komplement. Miskonsepsi korelasional yaitu belum bisa memahami soal delam bentuk cerita. Miskonsepsi yang paling sering terjadi adalah miskonsepsi teoritikal dan miskonsepsi klasifikasional. Faktor penyebab miskonsepsi yaitu faktor internal dan faktor eksternal. Adapun strategi meminimalisir miskonsepsi dengan menjelaskan konsep yang abstrak secara konkrit dan memotivasi siswa ataupun mahasiswa agar berlatih mengerjakan soal secara konsisten.
Eksplorasi Etnomatematika Tradisi Makanan Ketupat Lepet di Kota Kudus Zalzidan, Qeila Putri Zahri; Nurcahyo, Roffy; Farokhah, Innalatul; Zuliana , Eka
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 2 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i2.3415

Abstract

Budaya lokal memiliki potensi yang besar sebagai sumber kajian matematika yang kontekstual melalui pendekatan etnomatematika. Salah satu bentuk budaya yang sarat unsur matematis adalah tradisi pembuatan ketupat dan lepet yang berkembang di Kudus. Penelitian ini bertujuan menggali dan mendeskripsikan konsep-konsep matematika yang terkandung dalam tradisi pembuatan ketupat dan lepet serta menilai potensi pemanfaatannya dalam konteks pembelajaran matematika di sekolah dasar. Penelitian ini menerapkan metode kualitatif deskriptif dengan pendekatan etnomatematika. Proses pengumpulan data dilakukan melalui observasi, wawancara mendalam, serta dokumentasi terhadap pembuat ketupat dan lepet, tokoh masyarakat, dan guru sekolah dasar. Tahapan analisis data meliputi reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa tradisi ketupat memuat konsep geometri datar seperti bentuk belah ketupat, simetri, pola anyaman, serta pengukuran luas dan keliling, sementara tradisi lepet mengandung konsep bangun ruang berupa tabung, volume, luas permukaan, dan perbandingan. Temuan ini mengindikasikan bahwa praktik budaya masyarakat Kudus secara alami memuat nilai-nilai matematis yang terinternalisasi. Dengan demikian, tradisi ketupat dan lepet dapat dijadikan objek kajian etnomatematika yang relevan untuk mendukung pengembangan matematika kontekstual yang bermakna.
Kurikulum Matematika di New South Wales dan Implikasinya bagi Indonesia Karimah, Nurul Ikhsan
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 2 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i2.3590

Abstract

Penelitian ini bertujuan melakukan analisis komparatif terhadap kurikulum matematika jenjang SMP di New South Wales (NSW), Australia, dan Indonesia, dengan menelaah persamaan serta perbedaan pada aspek struktur kurikulum, pendekatan pedagogis, dinamika kebijakan pendidikan, dan standar asesmen yang diterapkan pada kedua sistem. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif-komparatif. Metode yang diterapkan adalah studi kepustakaan (library research), yang bertujuan untuk mengkaji, membandingkan, dan mengevaluasi secara kritis dokumen kebijakan kurikulum serta hasil penelitian relevan terkait pendidikan matematika di New South Wales dan Indonesia. Hasil analisis menunjukkan bahwa kurikulum matematika di NSW memiliki keunggulan pada kesinambungan struktur antartingkat, kejelasan capaian pembelajaran (syllabus outcomes), serta pendekatan pedagogis berbasis inkuiri dan pemecahan masalah kontekstual yang berfokus pada pengembangan kemampuan Understanding, Fluency, Problem Solving, dan Reasoning. Pendekatan pembelajaran yang diterapkan di NSW menekankan pada konstruktivisme, pemecahan masalah, dan asesmen autentik yang menilai proses sekaligus hasil belajar. Sementara itu, kurikulum di Indonesia, khususnya Kurikulum Merdeka, memiliki fleksibilitas tinggi dan relevansi kontekstual, namun masih menghadapi kendala implementasi akibat keterbatasan sumber daya, pelatihan guru, dan inkonsistensi kebijakan. Rekomendasi penelitian ini menekankan penguatan kesinambungan kurikulum, optimalisasi asesmen formatif, peningkatan kompetensi guru berbasis eksplorasi dan teknologi, serta konsistensi kebijakan jangka panjang untuk mewujudkan kurikulum matematika yang adaptif, berkelanjutan, dan berdaya saing global.
Analisis Kemampuan Pemahaman Konsep Matematis Siswa pada Materi Relasi dan Fungsi melalui Model Problem Based Learning (PBL) di Sekolah Menengah Pertama Basar, Acamina; Ratuanik, Mesak; Watratan, Yoseph
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.v5i1.3634

Abstract

Conceptual understanding is a fundamental ability in mathematics learning; however, it remains a challenge for eighth-grade students of SMP Negeri 5 Wermaktian on the topic of relations and functions. This study aimed to analyze students’ mathematical conceptual understanding through the implementation of the Problem Based Learning (PBL) model. The study employed a qualitative approach with a descriptive design. The research subjects consisted of 17 eighth-grade students. Data were collected through pre-tests, post-tests, interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results indicated that the implementation of the PBL model improved students’ mathematical conceptual understanding. Students became more actively involved in the learning process, were able to relate mathematical concepts to contextual problems, and constructed conceptual understanding independently through group discussions. Thus, the PBL model contributed positively to enhancing students’ mathematical conceptual understanding on the topic of relations and functions.
Pemahaman Konsep Matematis Siswa Menggunakan Model Pembelajaran Cooperative Integrated Reading and Compositions (CIRC) Ramadhani, Nurul; Isnaniah, Isnaniah; Imamuddin, M; Rusdi, Rusdi
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.v5i1.3638

Abstract

This study was motivated by the problem identified in Grade VIII of SMP Negeri 2 2x11 Kayutanam, namely the low level of students’ mathematical conceptual understanding. This issue was attributed to teacher-centered instructional practices and the limited variation in teaching models implemented in the classroom. One proposed solution to address this problem was the application of a cooperative learning model, namely Cooperative Integrated Reading and Composition (CIRC). The objective of this study was to determine whether students’ mathematical conceptual understanding taught using the CIRC model was better than that of students taught through conventional instruction in Grade VIII of SMP Negeri 2 Kayutanam. This research employed a quantitative approach with a pre-experimental design using the Static Group Comparison Design, in which data were analyzed using inferential statistics to examine differences in mathematical conceptual understanding between the experimental and control groups. The population of this study consisted of all Grade VIII students of SMP Negeri 2 Kayutanam. The sample included Class VIII.1 as the experimental group and Class VIII.3 as the control group. The research instrument used was an essay test designed to measure students’ mathematical conceptual understanding. Based on data analysis using the t-test, it can be concluded that students’ mathematical conceptual understanding taught through the Cooperative Integrated Reading and Composition (CIRC) model was better than that of students taught through conventional learning in Grade VIII of SMP Negeri 2 2x11 Kayutanam.”

Page 22 of 23 | Total Record : 223

 19   20   21   22   23 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 2 (2026) 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