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OMEGA: Jurnal Keilmuan Pendidikan Matematika
Published by Universitas Alwashliyah Medan
ISSN : 2964769X     EISSN : 28288645     DOI : https://doi.org/10.47662/jkpm.v1i3.341
Core Subject : Education,
Mathematics
OMEGA: Jurnal Keilmuan Pendidikan Matematika adalah jurnal yang memuat hasil-hasil penelitian dan pembahasan di bidang pendidikan matematika yang meliputi pendidikan dan pengajaran, strategi pembelajaran, kurikulum, media pengajaran, metode pembelajaran, teknik pembelajaran. Jurnal ini diterbitkan oleh Pendidikan Matematika FKIP UNIVA Medan setiap bulan Januari, Mei dan November (3 edisi pertahunya)
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 141 Documents
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Development of Canva-Based Digital Media for Teaching Mathematics: Counting Numbers Up to 10,000 in Grade IV Elementary School Salsabila, Annisa; Wardah, Annisa Siti; Putri, Salsa Amelia; Mahharani, Tita; Nurussama, Alfiana; Rahayu, Teten Ginanjar
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 1 (2026): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v5i1.1159

Abstract

This study aims to: a) Test the validity of Canva-based interactive mathematics learning media on whole number materials in elementary school ; and b) Test the practicality level of the learning media according to student responses. This study is a type of Research and Development (R&D) using the ADDIE Development model consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The Research subjects were fourth-grade elementary school students. The instruments used included validation sheets and practicality questionnaires. The validity test results from material and media experts obtained an average percentage of 87.58%, falling into the "Very Valid" category. The practicality test results through student response questionnaires obtained an average percentage of 95.04%, categorized as "Very Practical". Based on these results, the "Walacah" media is effective as a cognitive mediation tool to improve students' understanding of whole numbers up to 10,000.
Analisis Pemahaman Mahasiswa Prodi Pendidikan Matematika Terkait Kemampuan Matematika Siswa Menengah Pertama dan Menengah Atas Serta Faktor-Faktor yang Mempengaruhinya Wardani, Hizmi; Desniarti, Desniarti; Ramadhani, Ramadhani; Yuniar, Nana
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 1 (2026): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v5i1.1161

Abstract

This study aims to analyze the understanding of Mathematics Education Study Program students towards the mathematical abilities of Junior High School (SMP) and Senior High School (SMA) students, as well as the factors that influence them. This study uses a descriptive quantitative approach with 35 fifth semester students of the Mathematics Education Study Program as research subjects. Data were collected using a questionnaire compiled based on indicators of students' understanding of mathematical abilities, problem-solving and mathematical reasoning abilities, pedagogical reflections of prospective teachers, and internal and external factors that influence students' mathematical abilities. Data were analyzed descriptively using percentages and classified into understanding criteria. The results showed that students' understanding of junior high school students' mathematical abilities was in the good category with a percentage of 82.04%, understanding of high school students' mathematical abilities was 82.71%, understanding of problem-solving and mathematical reasoning abilities was 81.58%, students' pedagogical reflection was 81.18%, and understanding of factors that influence students' mathematical abilities was 81.49%. Overall, the research results indicate that students have a good understanding of their role as prospective mathematics teachers, although some areas still require strengthening, particularly understanding student difficulties with specific material and developing ongoing pedagogical reflection. These findings are expected to inform the evaluation and development of the curriculum for prospective mathematics teachers.
Perbandingan Nilai UTS Dan UAS Pembelajaran Matematik SD -1 Mahasiswa Semester III Program Studi Pendidikan Guru Sekolah Dasar Pao Ali, Johanis
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 1 (2026): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v5i1.1175

Abstract

This study aims to find out the Difference in Mid-Semester Exam Scores (UTS) and Final Semester Exam Scores (UAS) Mathematics Learning for Elementary -1 Students in Semester III of the Elementary School Teacher Education Study Program (PGSD), Teacher Training and Education College of Terang Bangsa (STKIP) for the 2025/2026 Academic Year. The research used was an independent sample t-test to see if there was a difference or comparison between the Mid-Semester Exam (UTS) and the Final Semester Exam (UAS) of the elementary -1 mathematics learning course. A sample of 11 third semester students consisting of 3 males and 8 females data was taken from the Mid-Semester Exam Score (UTS) and Final Semester Exam Score (UAS) of the mathematics learning course for the elementary school -1 Academic Year 2025/2026. The results of the analysis show that the Mid-Semester Exam Score (UTS) is in the poor category, the Final Semester Exam (UAS) score is in the fairly good category. The results of the study showed that there was a significant difference between the Mid-Semester Exam Score (UTS) and the Final Semester Exam (UAS) Grade for Elementary School Mathematics Learning -1 Academic Year 2025/2026. The recommendation in this study is that there is a significant difference between  the mid-semester exam score (UTS) and the Final Semester Exam (UAS) score, so it is highly expected that the relevant parties will improve it even more.
Instilling the Concept of Scale and Comparison in Elementary School Matematics Lessons Putri, Cony Fahriza Davina; Fiqri, Syafirah; Maulidha, Yuvitha Disha; Muhammad, Azamul Fadhly Noor
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 1 (2026): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v5i1.1177

Abstract

Mathematics instruction at the elementary school level requires meaningful conceptual understanding so that students are not only able to memorize formulas but also apply mathematical concepts in their daily lives. One topic that demands deep conceptual comprehension is the concept of ratio. However, various studies indicate that elementary school students still experience difficulties in understanding the concepts of ratio and scale. This study aims to review research findings and relevant literature related to the embedding of ratio concepts in elementary mathematics learning. The method employed is a literature review, examining scientific journals, conference proceedings, and relevant books. The results of the review show that students’ difficulties are influenced by their cognitive developmental characteristics, as they are at the concrete operational stage, by instructional practices that remain abstract, and by the limited application of contextual learning approaches. Furthermore, the teacher’s role as a facilitator and provider of scaffolding, the use of appropriate instructional strategies, and the integration of ratio concepts with real-life contexts play an important role in enhancing students’ conceptual understanding. Meaningful mathematics learning is therefore key to embedding ratio concepts in a comprehensive and sustainable manner among elementary school students.
Transformation of Number System Learning through an Interactive Number Stacking Game for Elementary School Students Kusuma, Rachmalia Vinda; Mizan, Saeful
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 1 (2026): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v5i1.1179

Abstract

This study aims to examine the effectiveness of an Interactive Number Stacking Game in improving elementary school students’ understanding of the number system, particularly place value concepts. The research employed a quantitative descriptive approach using a one-group pretest–posttest design. The subjects consisted of 34 fourth-grade students at SDN Jadi 2 in the 2024/2025 academic year. Data were collected through pretest and posttest instruments, student response questionnaires, and classroom observations. The pretest and posttest scores were analyzed descriptively to identify learning improvement, while questionnaire data were analyzed using percentage-based descriptive statistics. The results showed that the average pretest score was 81.47, which increased to 85.88 in the posttest, indicating a learning improvement of 5.42%. Based on the assessment criteria, student performance improved from the “Good” category to the “Very Good” category. In addition, questionnaire results revealed that students responded positively to the use of the Interactive Number Stacking Game, demonstrating high levels of interest and engagement during the learning process. Observational data further supported these findings, showing increased student participation and active involvement. These findings indicate that the Interactive Number Stacking Game is effective as an alternative learning media to support students’ conceptual understanding of place value in elementary mathematics learning.
Student-Centered Curriculum Innovation in the Digital Age Harahap, Yenni Novita; Sulasmi, Emilda
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 1 (2026): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v5i1.1180

Abstract

The digital era requires education systems to innovate curricula that are adaptive, relevant, and oriented toward learners’ needs in order to optimally develop 21st-century competencies. This study aims to analyze the concept of learner-needs-based curriculum innovation, its forms of implementation in digital learning processes, as well as the challenges and opportunities faced by educational institutions. This research employs a literature review approach by examining national and international journal articles published within the last five years that discuss personalized learning, educational technology integration, and the strengthening of students’ digital competencies. The findings indicate that curriculum innovation in the digital era does not merely emphasize technological integration, but also involves the recontextualization of learning objectives, content, and strategies to align with students’ characteristics, interests, and learning styles. Needs-based curricula have been shown to promote more participatory, collaborative, and meaningful learning through differentiation, project-based learning, and the use of digital platforms. Nevertheless, its implementation is still constrained by teachers’ limited digital literacy, infrastructure readiness, and disparities in technological access. This study concludes that curriculum innovation must be supported by continuous teacher capacity development, sustainable institutional policies, and collaboration among schools, government, and the wider community to build an inclusive digital learning ecosystem that is responsive to learners’ needs.
Analisis Persepsi Siswa Terhadap Penerapan Problem Based Learning Dalam Pembelajaran Matematika SMA Batari, Aifa; Fitrianingsih, Desi; Afrilia, Rika; Wulandari, Enika
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 1 (2026): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v5i1.1184

Abstract

Penelitian ini bertujuan untuk menganalisis persepsi siswa terhadap penerapan Problem Based Learning (PBL) dalam pembelajaran matematika di Sekolah Menengah Atas (SMA). Dalam konteks pendidikan yang terus berkembang, PBL dikenal sebagai pendekatan yang mendorong siswa untuk aktif terlibat dalam proses pembelajaran dengan memecahkan masalah nyata. Penelitian ini menggunakan kuesioner kualitatif bersifat open-ended untuk menggali pendapat dan pengalaman siswa mengenai efektivitas dan manfaat PBL. Data dikumpulkan dari beberapa siswa di kelas yang telah menerapkan PBL. Teknik analisis data menggunakan teknik analisis tematik yang meliputi proses pengkodean, kategorisasi, dan pemaknaan data. Hasil analisis menunjukkan bahwa sebagian besar siswa memiliki persepsi positif terhadap PBL, yang berhubungan langsung dengan peningkatan motivasi, keterlibatan, dan pemahaman konsep matematika. Temuan ini menegaskan pentingnya penerapan metode pembelajaran inovatif seperti PBL untuk meningkatkan kualitas pembelajaran matematika. Penelitian ini diharapkan dapat memberikan rekomendasi yang berguna bagi guru dalam implementasi PBL di kelas.
Exploring the Concept of Ethnomathematics in the Decorative Varieties of Balinese Endek Woven Cloth Rahmadhani, Serly Nur; Wijaya, Cecilia Celina; Srinadi, I Gusti Ayu Made
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 1 (2026): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v5i1.1192

Abstract

This study aims to explore the ethnomathematical concept embedded in the decorative patterns of Balinese Endek woven fabric through an analysis of its motifs, production processes, and the mathematical meanings represented by the artisans. The research employed a qualitative ethnographic approach conducted at Endek Sekar Jepun in Denpasar. Data were collected through participatory observation, in-depth interviews, and visual documentation of motifs and weaving processes using traditional non-machine looms (ATBM). The results show that Endek decorative patterns are composed of basic geometric shapes such as rhombuses, triangles, squares, and organic curves resembling bamboo shoots. These motifs apply mathematical concepts including symmetry, pattern repetition, proportion, and scale, which reflect order, balance, and the symbolic meanings of Balinese culture. The artisans’ weaving practices demonstrate intuitive applications of mathematical principles, serving as concrete examples of ethnomathematical practice. These findings have implications for culturally grounded mathematics education, the development of contextual learning materials, and the preservation of Balinese cultural heritage through systematic documentation of Endek motifs
Systematic Literature Review: Efektivitas Pembelajaran Berpendekatan Konstruktivisme Dalam Meningkatkan Komunikasi Matematis Siswa Dana, I Gusti Kade Krisna; Sudiarta, I Gusti Putu
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 1 (2026): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v5i1.1200

Abstract

This Systematic Literature Review (SLR) examines the effectiveness of constructivist approaches in enhancing students' mathematical communication skills. Following the PRISMA protocol, seven relevant articles published between 2020 and 2025 were analyzed. The findings indicate that constructivist learning significantly improves mathematical communication across various educational levels through models such as contextual learning, problem-based learning, and interactive multimedia. Key characteristics include active student participation, social interaction, and the teacher's role as a facilitator. Supporting factors for this effectiveness include student collaboration and innovative media usage, whereas traditional models and unfavorable external factors serve as primary constraints. It is recommended that educators optimize the implementation of constructivist approaches to foster sustainable improvements in students' mathematical communication abilities.
Analysis of Factors Enhancing Students to Persist Studying in The Mathematics Education Study Program Ramadina, Novia Isnaini; Supriyo, Supriyo
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 1 (2026): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v5i1.1201

Abstract

The sustainability of students' studies in the Mathematics Education Study Program is a crucial concern, especially amidst the various academic and non-academic challenges they face. This study aims to analyze the factors that motivate students to persist in studying in the Mathematics Education Study Program at Universitas PGRI Wiranegara (UNIWARA) Pasuruan, describe students' experiences in maintaining their study commitment, and identify the internal and external factors that most influence students' decisions to complete their studies. This study uses a qualitative descriptive approach with 17 active students selected through proportional random sampling. Data collection was conducted through questionnaires, semi-structured interviews, and documentation using method triangulation techniques. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that students' internal motivation is the most dominant factor that encourages them to persist in college, characterized by an interest in mathematics education, clear career goals, and personal commitment. These factors are strengthened by external support from family, lecturers, and peers, as well as students' resilience in facing academic challenges. The campus environment and administrative and academic systems play a role as supporting factors that help the study process run smoothly. The findings of this study indicate that student study sustainability is the result of an interaction between internal and external factors, with internal motivation as the main foundation in maintaining student commitment to study in the Mathematics Education Study Program.

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