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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 223 Documents
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Kemampuan Pemecahan Masalah Matematis Siswa Kelas X Ditinjau dari Self-Regulated Learning pada Model Creative Problem Solving Berbantuan Aplikasi Cymath Aulia, Nurul Fajriyah Rizqi; Sari, Virgania
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.v5i1.3686

Abstract

Mathematical problem-solving skills are important in mathematics learning, but these skills have not been optimally developed in 10th grade students at SMK Negeri 3 Semarang. One factor that is thought to play a role is Self-Regulated Learning. In addition, the application of appropriate learning models and media is needed, one of which is through the Creative Problem Solving model assisted by the Cymath application. This study aims to: (1) determine the difference in mathematical problem-solving skills between students who participate in Creative Problem Solving learning assisted by the Cymath application and direct learning; (2) to determine the effect of Self-Regulated Learning on students' mathematical problem-solving skills in Creative Problem Solving learning assisted by the Cymath application; and (3) to describe students' mathematical problem-solving skills in terms of Self-Regulated Learning. The research method used is a mixed method with a sequential explanatory design. The research population consisted of 10th grade students at SMK Negeri 3 Semarang in the 2025/2026 academic year, with subjects selected using purposive sampling techniques. Data analysis included testing the validity of research tools and instruments, quantitative data analysis in the form of normality tests, homogeneity tests, two-mean difference tests, and simple linear regression tests, as well as qualitative data analysis covering data validity, data reduction, data presentation, and conclusion drawing. The results showed that there was a difference in mathematical problem-solving abilities between students who participated in Creative Problem Solving learning assisted by the Cymath application and students who participated in direct learning. In addition, Self-Regulated Learning had an effect on students' mathematical problem-solving abilities. Students with high Self-Regulated Learning were able to meet all problem-solving indicators, students with moderate Self-Regulated Learning were not yet able to recheck the results, while students with low Self-Regulated Learning were not yet able to plan, implement, and recheck problem solving.
Peningkatan Kemampuan Penalaran Matematis Siswa melalui Model Learning Cycle 7E Berbantuan Aplikasi Symbolab Fidianti, Serli; Sari, Virgania
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.v5i1.3687

Abstract

Mathematical reasoning skills are one of the important skills that need to be developed in mathematics learning because they play a role in helping students understand concepts, construct arguments, and draw conclusions logically. However, mathematics learning in schools still tends to focus on procedures and routine exercises, so that students' mathematical reasoning skills have not developed optimally. One alternative learning method that can be applied is the 7E Learning Cycle model assisted by the Symbolab application. This study aims to determine the achievement of learning completeness and the improvement of students' mathematical reasoning skills through the 7E Learning Cycle model assisted by the Symbolab application. This is a quantitative study conducted on 11th grade students at SMK Negeri 3 Semarang. Data were collected using a mathematical reasoning skills test and analyzed quantitatively. The results showed that learning with the 7E Learning Cycle model assisted by the Symbolab application achieved classical learning completeness from the predetermined Actual Completion Limit (BTA) of 42,3. In addition, students' mathematical reasoning skills increased from an average score of 39.76 to 70.67, with an N-gain score of 0.5131, which is in the moderate category. Thus, learning with the 7E Learning Cycle model assisted by the Symbolab application shows an increase in students' mathematical reasoning abilities.
Pendekatan Deep Learning dalam Problem Based Learning pada Pengurangan Pecahan Beda Penyebut Jannah, Roikhatul; Nuraini, Latifah; Jauhari, Mohamad Agus; Dakiroh, Nila
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.v5i2.3691

Abstract

Penelitian ini bertujuan untuk menganalisis dan menguji efektivitas penerapan pendekatan Deep Learning dalam Problem-Based Learning (PBL) terhadap peningkatan pemahaman konseptual siswa dalam mengurangkan pecahan dengan penyebut yang berbeda. Dilaksanakan sebagai penelitian tindakan kelas di MI Salafiyah Kajen, Pati, yang melibatkan 20 siswa kelas lima, penelitian ini menggunakan observasi, kuesioner, dan tes untuk menilai hasil belajar siswa dalam dua siklus. Temuan menunjukkan adanya peningkatan yang signifikan dalam pemahaman konseptual siswa, dengan rata-rata skor meningkat dari 63,25 pada siklus I menjadi 82,5 pada siklus II, serta ketuntasan belajar meningkat dari 40% menjadi 100%. Integrasi Deep Learning dalam PBL mendorong keterlibatan aktif siswa, berpikir kritis, serta kemampuan mengaitkan konsep matematika dengan situasi kehidupan nyata. Hasil ini menunjukkan bahwa pendekatan Deep Learning dalam PBL merupakan strategi yang menjanjikan untuk meningkatkan pendidikan matematika, terutama dalam memperkuat pemahaman siswa terhadap konsep pecahan.

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