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Cartesian: Jurnal Pendidikan Matematika
Published by Universitas Hasyim Asy'ari
ISSN : -     EISSN : 28090918     DOI : https://doi.org/10.33752/cartesian
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
Redaksi menerima tulisan yang relevan dengan pengembangan ilmu di bidang pendidikan matematika. Tulisan belum pernah diterbitkan pada media cetak dan atau online lain, serta harus asli (bukan plagiat) hasil pemikiran, penelitian dan pendapat disertai acuan/pustaka. Petunjuk penulisan bagi Penyumbang Naskah Jurnal Cartesian dapat dilihat pada sampul dalam belakang. Tulisan dikirim dalam bentuk softcopy (Microsoft Word) ke alamat email jurnalcartesian@gmail.com. Naskah yang masuk dievaluasi oleh Penyunting Ahli, Mitra Bestari dan atau Peninjau Ahli. Penyunting berhak mengubah tulisan untuk keseragaman format dan istilah tanpa mengubah maksud dan isinya
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 109 Documents
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Proses Seorang Guru dalam Meningkatkan Pembelajaran Statistika: Studi Kasus Materi Penyajian Diagram Batang di Kelas Lima Badrun Kurnia, Achmad; Fajar Nur Kumala Sari, Dewi
Cartesian: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2025): Cartesian Vol. 5 No. 1 November 2025
Publisher : Program Studi Pendidikan Matematika FIP UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/cartesian.v5i1.10800

Abstract

Studi kasus kualitatif terhadap seorang guru matematika ini mengkaji bagaimana guru ini mengidentifikasi kesalahan dari 31 siswanya dalam menyajikan diagram batang. Lebih lanjut, studi ini mengkaji proses refleksi yang dilakukan guru ini untuk mengidentifikasi faktor-faktor penyebab kesalahan siswa. Proses refleksi ini penting untuk memperbaiki desain pembelajaran guru dan mendukung pengembangan literasi statistik siswa. Pengumpulan data dalam penelitian ini dilakukan melalui pemberian tes kepada seluruh siswa dan pelaksanaan wawancara dengan guru. Temuan penelitian mengungkapkan bahwa terdapat enam kategori kesalahan siswa saat menggambar diagram batang, yaitu: salah meletakkan titik 0 di atas sumbu x, penanda skala tidak jelas, interval tidak konsisten, salah estimasi, salah posisi awal skala, dan skala yang hilang. Analisis lebih lanjut mengungkapkan bahwa kesalahan-kesalahan ini dipengaruhi oleh media pembelajaran yang kurang relevan, siswa yang kurang aktif, dan pengalaman siswa yang kurang memadai. Oleh karena itu, berdasarkan refleksi guru, empat jenis perbaikan akan diterapkan untuk pembelajaran di masa mendatang. Perbaikan tersebut adalah aktivitas berjenjang dan terarah, pembelajaran yang interaktif, penggunaan media pembelajaran yang relevan, dan prediksi kesalahan siswa. Penelitian ini menyarankan bahwa analisis kesalahan harus diintegrasikan sebagai komponen kunci dalam meningkatkan desain pembelajaran untuk semua topik matematika sekolah. Proses identifikasi kesalahan dan refleksi pembelajaran ini dapat menjadi praktik yang baik bagi guru matematika lainnya.
Integrasi Pendekatan Deep Learning dan Kearifan Lokal Menuju Era SDGs Berbasis Nilai Karakter Rozhana, Kardiana; Zendha Avalentina, Kardiana; Tri Atmaja, Adi
Cartesian: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2026): Cartesian Vol. 5 No. 2 April 2026
Publisher : Program Studi Pendidikan Matematika FIP UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/cartesian.v5i2.10312

Abstract

This study integrates Deep Learning and local wisdom to support the achievement of SDGs through character-based education in the Elementary School Teacher Education Program at Tribhuwana Tunggadewi University. The research responds to the growing need for innovative learning strategies that enhance mathematical literacy, strengthen character, and foster sustainability awareness. The study aims to develop a learning design for the Basic Mathematics course by combining Deep Learning with the cultural values of Malang City to cultivate students’ critical, creative, and ethical thinking. A qualitative case study approach was employed, involving classroom observations, interviews, and document analysis with 45 Elementary School Teacher Education Program students. Findings indicate that integrating Deep Learning and local wisdom increases student engagement, contextual understanding, cultural appreciation, and problem-solving skills, which were initially low. Character values such as responsibility, collaboration, and respect for diversity became more deeply internalized through the learning process. The study concludes that this approach effectively aligns higher education practice with the SDGs framework, particularly Goal 4 on quality education, through the integration of Deep Learning and cultural identity. This integration provides a sustainable pathway for teacher education in Indonesia.
Efektivitas Media Pembelajaran Interaktif Berbasis Genially dalam Meningkatkan Hasil Belajar Siswa Sekolah Menengah Pertama Dinda; Rahayu, Puji
Cartesian: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2026): Cartesian Vol. 5 No. 2 April 2026
Publisher : Program Studi Pendidikan Matematika FIP UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/cartesian.v5i2.11083

Abstract

This study aims to evaluate the effectiveness of Genially-based interactive learning media in improving junior high school students' mathematics learning outcomes in Social Arithmetic. The background of this study is based on the need for digital learning media that can present abstract concepts more clearly and attractively. This study utilizes a quantitative approach and a One-Group Pretest–Posttest pre-experimental design. The sample used for the study was 31 seventh-grade students. The research instrument was a pretest and posttest given before and after the Genially-based learning intervention. To determine the effectiveness of improving learning outcomes, data were analyzed using the N-Gain test. The results showed an increase in students' total scores in the pretest from 1,128 to 2,261 in the posttest, with an average increase of 47.87 points. The N-Gain value of 0.75 is included in the high category, which means that the use of Genially is effective in improving students' learning outcomes in Social Arithmetic. These results support the idea that technology-based interactive learning methods can significantly improve students' understanding of mathematical concepts. This study shows that Genially is worth incorporating into mathematics learning because it can improve students' motivation, their understanding, and their learning outcomes.
BALAGEO: Website Etnomatematika untuk Materi Pemecahan Masalah Teorema Pythagoras dalam Konteks Budaya Lokal Yasha, Say-in; Sulistyaningsih, Dwi; Dian Mawarsari, Venissa
Cartesian: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2026): Cartesian Vol. 5 No. 2 April 2026
Publisher : Program Studi Pendidikan Matematika FIP UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/cartesian.v5i2.11516

Abstract

Problem-solving ability is one of the essential competencies in mathematics learning. However, many students still experience difficulties in solving mathematical problems because learning activities are often not connected to real-life contexts. Integrating digital learning media with local cultural contexts can be an alternative approach to create more meaningful learning experiences. This study focuses on the development of a website-based mathematics learning media called BALAGEO. BALAGEO learning media integrates ethnomathematical elements from the Rawa Pening boat race into the topic of the Pythagorean theorem. The study employed a Research and Development approach using the ADDIE development model, which includes analysis, design, development, implementation, and evaluation stages. The developed media was tested on eighth-grade students at SMP Negeri 1 Bawen. Media feasibility was evaluated through expert validation involving material and media experts, while its practicality was determined based on responses from teachers and students after the implementation. The findings indicate that the BALAGEO website achieved a very valid category based on expert assessments and was considered highly practical by users. These results suggest that integrating ethnomathematics into website-based learning media can support more contextual and engaging mathematics learning, particularly in the topic of the Pythagorean theorem.
Peningkatan Pemahaman Konsep Matematika Melalui Model Pembelajaran Think Pair Share Berbantuan Mystery Box anisa; Joko Suprayitno, Iswahyudi; Prihaswati, Martyana
Cartesian: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2026): Cartesian Vol. 5 No. 2 April 2026
Publisher : Program Studi Pendidikan Matematika FIP UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/cartesian.v5i2.11525

Abstract

Inadequate understanding of mathematical concepts among students remains a significant problem, largely due to the use of methods that focus on memorization rather than understanding, which leads to student passivity. This study aims to analyze the improvement of students' understanding of mathematical concepts through the application of the Think Pair Share approach facilitated by the Mystery Box on the topic of flat-sided geometric shapes. This study used a quasi-experimental methodology using a Nonequivalent Control Group Design. The study sample included 8th-grade students, with 35 participants in the experimental group and 37 participants in the control group. The research instrument used a conceptual understanding assessment consisting of pretest and posttest questions. The findings indicate substantial differences in conceptual knowledge between the experimental and control classes. The improvement of conceptual understanding skills in classes using the Think Pair Share model equipped with the Mystery Box was superior to that in classes using traditional learning methods. The N-Gain achievement indicates that the success rate of using the model and media is in the moderate range. The application of the Think Pair Share approach combined with the Mystery Box improves students' understanding of mathematical concepts related to flat-sided geometric shapes.
Pengaruh Motivasi Belajar terhadap Pemahaman Konsep Matematis Melalui Self-Regulated Learning dan Kemampuan Numerasi Mutammimah, Siti; Rukmigarsari, Ettie; Sufyan Zauri, Ahmad
Cartesian: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2026): Cartesian Vol. 5 No. 2 April 2026
Publisher : Program Studi Pendidikan Matematika FIP UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/cartesian.v5i2.11530

Abstract

This study was motivated by the condition of VII students who had just entered junior high school and still experienced difficulties in understanding mathematics learning. Based on information from the mathematics teacher, mathematics was often considered a difficult subject, which caused students to have low motivation and enthusiasm in learning and to be less serious in solving mathematical problems. This condition led students to answer questions randomly without going through an appropriate thinking process. This study aimed to determine the effect of learning motivation on students’ mathematical conceptual understanding through self-regulated learning and numeracy skills among seventh-grade students at SMP Qur’an Ar-Roudloh. The study used a quantitative approach with an observational (expost facto) method. The research subjects consisted of 65 seventh-grade students from classes VII-A, VII-D, and VII-E who were selected using a cluster random sampling technique. Data were collected through questionnaires and tests, and subsequently analyzed using path analysis with the assistance of software SPSS 25 and software SmartPLS 4.0.  The results showed that learning motivation had a direct effect on self-regulated learning with a coefficient of 0.781, a direct effect on numeracy skills of 0.441, and a direct effect on mathematical conceptual understanding of 0.375. In addition, self-regulated learning had a direct effect on numeracy skills of 0.447 and on mathematical conceptual understanding of 0.260, while numeracy skills had a direct effect on mathematical conceptual understanding of 0.365. These findings indicated that learning motivation played an important role in improving students’ mathematical conceptual understanding both directly and indirectly through self-regulated learning and numeracy skills.
Profil Kemampuan Literasi Matematis Siswa pada Materi Program Linear Ditinjau dari Gaya Berpikir Gregorc Utami, Lintang Fitra; Hardianti, Desrina; Rahayu, Chika; Asyhara, Suryatul Aini
Cartesian: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2026): Cartesian Vol. 5 No. 2 April 2026
Publisher : Program Studi Pendidikan Matematika FIP UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/cartesian.v5i2.11538

Abstract

This study aims to describe mathematical literacy abilities as viewed through Gregorc’s thinking styles, which are classified into four types: concrete sequential (CS), abstract sequential (AS), concrete random (CR), and abstract random (AR). This study is a qualitative descriptive study. Subjects were selected using purposive sampling from a population of 23 11th-grade MIPA students. The sample consisted of two students representing each thinking style category. Data collection techniques included a mathematical literacy test and the Gregorc thinking style questionnaire. The results of this study indicate that CS and AA students generally able to construct models, apply them, and interpret results, but they still lack precision. AS students tend to be less systematic and less accurate in their problem-solving, while CR students still struggle to understand information and determine solutions. Overall, differences in thinking styles influence students’ precision, thoroughness, and accuracy in solving mathematical problems.
Dari Pikiran ke Ucapan: Peran Memori Kerja, Kecemasan Matematika, dan Komunikasi Matematika dalam Pemecahan Masalah Siskawati, Fury Styo; Suwito, Abi; Susanto
Cartesian: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2026): Cartesian Vol. 5 No. 2 April 2026
Publisher : Program Studi Pendidikan Matematika FIP UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/cartesian.v5i2.10837

Abstract

This study aimed to describe the role of working memory, mathematics anxiety, and mathematical communication skills in mathematical problem solving. This study was based on the view that successful problem solving depended not only on mastery of concepts and procedures, but also on cognitive and affective factors, and students' ability to communicate their mathematical ideas. The used method was a systematic literature review of 20 Scopus-indexed international journal articles discussing the relationship between working memory, mathematics anxiety, mathematical communication, and problem solving. The results of the study indicate that working memory is positively related to mathematical problem solving and mathematical communication skills. Students with high working memory tend to be better able to understand problem texts, retain important information, choose strategies, and re-explain the solution process orally and in writing. Conversely, mathematics anxiety is negatively related to problem solving; high anxiety disrupts working memory function and reduces students' courage to participate in mathematical communication. Overall, mathematical problem solving is simultaneously influenced by working memory, mathematics anxiety, and mathematical communication skills. Therefore, mathematics learning needs to be designed by considering working memory load, anxiety management, and strengthening mathematical communication activities in the classroom. 
Pengaruh PjBL-STEM terhadap Kemampuan Pemecahan Masalah Matematis pada Materi Untung-Rugi melalui Proyek Kompos Hidayah, Aurora; Lestari, Wahyu; Zaif Zairozie, Athar
Cartesian: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2026): Cartesian Vol. 5 No. 2 April 2026
Publisher : Program Studi Pendidikan Matematika FIP UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/cartesian.v5i2.11550

Abstract

This study aims to analyze the effect of implementing the Project-Based Learning integrated with STEM (PjBL-STEM) model on students’ mathematical problem-solving skills in the social arithmetic topic, specifically the profit and loss subtopic, through a project on making natural compost. The study employed a quantitative approach using a quasi-experimental method and a nonequivalent control group design. The study population consisted of all eighth-grade students at SMP Negeri 1 Gading for the 2025/2026 academic year, with Class VIII B serving as the experimental group (26 students) and Class VIII A as the control group (27 students). Research instruments consisted of pretest posttest tests and student response questionnaires. Data were analyzed using normality tests, homogeneity tests, independent sample t-tests, and N-Gain. The results showed a significant difference between the experimental and control classes (Sig. 0.000 < 0.05). The posttest average for the experimental class (89.65) was higher than that of the control class (73.15). The N-Gain value was 0.78 (high category), and the student response rate was 86.4% (very good category). Thus, the PjBL-STEM model is effective in enhancing students’ contextual and meaningful mathematical problem-solving skills

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