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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 161 Documents
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Case Study of Student Learning Difficulties in Mathematics Learning at MTs Muallimin Univa Medan Simamora, Minta Ito; Wati, Sartika; ‘Aini, Fadhlul; Rodiah, Rodiah
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.v5i1.1245

Abstract

This study aims to describe the types of mathematics learning difficulties experienced by students at MTs Muallimin Univa Medan and the contributing factors. The research method used is descriptive qualitative. The research subjects consisted of 7th- grade students and mathematics teachers. Data collection was conducted through classroom observations, in-depth interviews, and diagnostic test analysis. The results showed that the students' main difficulties included difficulty in understanding abstract concepts, weaknesses in basic arithmetic operations, and low contextual problem-solving abilities. The factors causing these difficulties stem from internal factors (low motivation and math anxiety) and external factors (less varied teaching methods and lack of learning support at home).
Kemampuan Literasi Numerasi Siswa Kelas 3 SD Pada Materi Operasi Hitung Bilangan Cacah Nazaruddin, Ilham; S, Ronald Mahmud; Sari, Ery Novita; Sundariany, Sundariany; Fitriyani, Fitriyani
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.v5i1.1286

Abstract

The purpose of this study was to determine the numeracy literacy skills of 3th grade students in the material of arithmetic operations of whole numbers. This study used a descriptive method with a qualitative approach. This study was conducted on 10 3th grade students of SDN 101739 Sei Mencirim. The data collection technique used was a test instrument in the form of literacy-based story questions given to 10 research subjects to determine students' numeracy literacy skills, interviews conducted with students and also interviews with 3th grade elementary school homeroom teachers as supporting data about students' numeracy literacy skills. Based on the results of the study that has been conducted on 20 students, the following results were obtained: 1) 5 out of 10 students have a low level of numeracy literacy skills because they get a score below 65, 2) 4 out of 10 students have a medium level of numeracy literacy skills because they get a score below 85, and 3) 1 out of 10 students has a high level of numeracy literacy skills because they get a score above 85.
Project-Based Curriculum in Rows and Rows to Improve Critical Thinking of Students Ainul Marhamah Hasibuan; Emilda Sulasmi
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 2 (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.v5i2.1066

Abstract

This study aims to analyze the implementation of a project-based learning (PjBL) curriculum in mathematics learning on sequences and series to improve students' critical thinking skills. The method used was a literature review with a qualitative descriptive approach. The results showed that the implementation of PjBL can improve students' critical thinking, problem-solving, and 21st-century skills. PjBL provides contextual learning experiences through real-life projects, enabling students to actively construct knowledge. Learning about sequences and series related to everyday life has been proven to be more effective than conventional learning.
The Analysis Understanding of Mathematics Concepts as Seen from Students’ Self-Efficacy in Solving SPLDV Intan Syalomi Hutabarat; Nizlel Huda; Roseli Theis
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 2 (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.v5i2.1267

Abstract

This study aims to describe the level of student self-efficacy, analyze students’ ability to understand mathematical concepts in solving SPLDV problems in terms of high, medium, and low self- efficacy, and identify factors that influence differences in the ability to understand mathematical concepts. This study used a qualitative approach with a descriptive research type. The subjects were ninth-grade students at SMP Negeri 22, Jambi City, selected based on their self-efficacy levels. Data collection techniques included a self-efficacy questionnaire, a mathematical concept comprehension test, interviews, and think-aloud tests. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawing. Data validity was achieved through triangulation of techniques and sources.The results of the study showed that students with high self-efficacy were able to fulfill almost all indicators of mathematical concept understanding, namely restating concepts, classifying objects, presenting concepts in various forms of representation, and applying concepts in problem solving. Students with moderate self-efficacy were only able to fulfill some indicators of mathematical concept understanding, while students with low self-efficacy experienced difficulties in almost all indicators of concept understanding. Factors that influence differences in students’ mathematical concept understanding abilities include self-confidence levels, persistence in solving problems, previous learning experiences, and the ability to manage emotions when facing difficulties. This study is expected to be a consideration for teachers in designing mathematics learning that not only focuses on concept mastery, but also on strengthening students’ self-efficacy.
Ethnomathematics in the Local Wisdom of Sasi Lompa in Haruku Village, Central Maluku: A Literature Study Senny Idris; Djaffar Lessy; Patma Sopamena
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 2 (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.v5i2.1272

Abstract

Regency, which functions to preserve the sustainability of the coastal environment and prevent the overexploitation of lompa fish resources (Thryssa baelama). This literature study examines the practice of Sasi Lompa from an ethnomathematical perspective to reveal how mathematical concepts are integrated into cultural activities. The results of the analysis indicate that the Sasi procession reflects the application of arithmetic operations, such as counting the members of the kewang, the symbolic five beats of the tifa drum, the calculation of the closing and opening time cycles of Sasi, and the determination of the restricted area. The harvest- sharing mechanism also contains mathematical elements through proportional distribution, where 30% of the catch is allocated to vulnerable community groups. In addition, the implementation of customary sanctions in the form of symbolic punishments demonstrates the use of simple mathematical calculations within the social control system. From a geometric perspective, Sasi attributes such as woven young coconut leaves and the wooden Sasi marker represent plane geometric shapes (square, rectangle, rhombus, and semicircle) as well as three-dimensional shapes (the cylindrical form of the tifa drum). These findings confirm that ethnomathematics is contextually embedded in the Sasi Lompa tradition, which not only functions as a customary-based conservation instrument but also has the potential to be integrated into school mathematics learning. Therefore, this study contributes to the development of a local culture–based curriculum, strengthens cultural identity, and fosters ecological awareness among the younger generation
Profile of Undergraduate Elementary Education Students’ Initial Mathematical Competencies: Identifying Prospective Teachers’ Readiness in Number Learning and Data Collection Desy Fitriani; Nyoto Nyoto
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 2 (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.v5i2.1273

Abstract

Early mathematical skills are crucial in mathematics education, particularly regarding number concepts, as they form the foundation for understanding more complex concepts. The purpose of this study is to describe the early mathematical skills of elementary education students and to assess their readiness as prospective teachers. The approach used in this study is a quantitative descriptive design, with a sample of 38 elementary education students. The instruments used in this study were arithmetic tests consisting of whole numbers, decimals, and fractions. The data obtained were analyzed using descriptive techniques based on ability categorization. The results of the study indicated that the students’ initial mathematical abilities were not yet optimal; the majority fell into the moderate category (57.89%) and were still at the basic comprehension stage. The initial mathematical ability, which remains suboptimal, is associated with the weak conceptual understanding of students as prospective teachers. Therefore, it is necessary to strengthen students’ understanding of number concepts by emphasizing conceptual understanding, so that as future teachers they are better prepared to deliver mathematics instruction effectively.
Planning the Development of a Deep Learning–Based Instructional Design Utari Syarifuddin; Usman Mulbar
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 2 (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.v5i2.1274

Abstract

This study aims to design the development of a deep learning–based instructional design as an effort to create a learning process that is more meaningful, reflective, and aligned with the demands of 21st-century education. The background of this study is based on the dominance of memorization-focused learning, which requires an approach that can promote deep and contextual understanding of concepts. This study employs a library research method by reviewing relevant literature related to instructional design and the concept of deep learning. In addition, this study also uses a Research and Development (R&D) approach by integrating the Borg and Gall model simplified into seven stages and the ADDIE model (analysis, design, development, implementation, evaluation) as a framework for developing instructional design. Thus, the planning for the development of a deep learning–based instructional design becomes an important alternative in improving the quality of learning and supporting the transformation of education that is more meaningful and learner-centered.
Needs Analysis and Design of Problem-Based Learning E-Book on Solid Geometry Material Syaila Musyafirah; Usman Mulbar
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 2 (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.v5i2.1276

Abstract

Abstrack Mathematics learning, particularly on solid geometry, still faces challenges in students’ conceptual understanding and engagement due to the dominance of conventional teaching approaches. This study aims to analyze the needs and design an e-book based on Problem Based Learning (PBL) as an alternative innovative teaching material. The method used is library research by reviewing relevant literature on mathematics education, PBL, and digital learning media. The e-book design refers to the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation, with this study focusing on the analysis and design stages. The results indicate that the e-book is systematically designed by integrating PBL, starting from problem orientation, investigation, to evaluation, and is supported by multimedia elements such as images, animations, and videos. This integration produces a contextual, interactive design that supports independent learning. Therefore, the contextually designed PBL-based e-book has the potential to serve as an effective learning medium to enhance students’ conceptual understanding and promote more active, interactive, and independent learning processes.
Review of Senior High School Mathematics Books for Grade X (2023 Revised Edition) on Exponents Rosiani Feti Thanelab Nope; Nurhana Nurhana; Emi Anggriani; Muhammad Ammar Naufal
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 2 (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.v5i2.1278

Abstract

This study was conducted to comprehensively examine the presentation of exponents in the Grade 10 Mathematics textbook (Revised Edition 2023) published by the Ministry of Education, Culture, Research, and Technology. This study focuses on analyzing the structure of the concept map, alignment with national learning objectives, depth of material essence, relevance of the context used, and mapping the strengths and weaknesses of the textbook. A qualitative approach was used, employing content analysis through systematic documentation study. Research findings show that exponents are arranged coherently and hierarchically, and integrated with various real-life contexts, such as population growth, virus spread, and compound interest. This textbook encourages the development of higher-order thinking skills (HOTS) through the presentation of questions at the cognitive levels of analyzing (C4), evaluating (C5), and creating (C6) according to Bloom's Taxonomy. However, this study also found several important limitations, including inconsistencies between the material map and chapter content, particularly regarding the existence of logarithms, the density of material content that could potentially reduce the depth of student understanding, and the absence of explicit instructions and difficulty indicators for complex questions. Based on these findings, this study recommends the need to adjust the material map, separate the discussion of logarithms into a separate chapter, and add reflective guidance to exploration activities to support student independent learning in line with the spirit of the Merdeka Curriculum.
Analysis Of The Mathematics Textbook For 10th Grade High School Under The Merdeka Curriculum (Revised Edition) On The Topic Of Trigonometry Lidia Aprilia Tangdilintin; Rifka Adriani Aswar; Aslan Indra Mahananta; Muhammad Ammar Naufal
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 2 (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.v5i2.1279

Abstract

This study aims to conduct a critical review of the Merdeka Curriculum Grade 10 Mathematics Textbook (Revised Edition 2023) on trigonometric ratios. The study focuses on analyzing the structure of the concept map, the suitability of the material with the learning objectives using the ABCD framework (Audience, Behavior, Condition, Degree), the depth of mathematical essence, the identification of problems in the presentation of material, and the evaluation of the strengths and weaknesses of the textbook. This research uses a qualitative descriptive method with documentation study and content analysis techniques on the textbook as the object of research. The results show that the book presents the material systematically, contextually, and supports active learning through varied exploration and visual representation activities. However, several problems were found, including the lack of a strong connection between prerequisite concepts, the absence of a conceptual bridge between exploration and formal symbolization, a high level of abstraction of concepts without adequate reinforcement of representations, the dominance of high-level cognitive exercises without gradual differentiation, and the presentation of special angle material that tends to be procedural. In addition, the formulation of learning objectives did not fully meet the ABCD components, particularly in terms of conditions and degree of achievement. Therefore, improvements are needed in the conceptual structure, strengthening the transition from concrete to symbolic contexts, providing graded exercises, and formulating more specific and measurable learning objectives to optimally support students' conceptual understanding and problem-solving skills.

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