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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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Analysis of Piaget's and Vygotsky's Cognitive Theories and Their Implications for the Sequence of Mathematics Learning Materials Eko Rahmadani; Bulan Rafika Syafri; Ellis Mardiana Panggabean; Tua Halomoan Harahap
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.v5i2.1280

Abstract

This study aims to analyze the cognitivism theories of Jean Piaget and Lev Vygotsky and their implications for sequencing mathematics learning materials through a systematic literature review approach. Piaget’s theory emphasizes individual cognitive development through the stages of sensorimotor, preoperational, concrete operational, and formal operational, while Vygotsky’s theory highlights the role of social interaction, the Zone of Proximal Development (ZPD), and scaffolding in the learning process. The findings indicate that effective mathematics learning requires the integration of both perspectives, in which learning materials must be aligned with students’ cognitive development and presented progressively from concrete experiences to visual representations and ultimately to abstract mathematical symbols. This process is strengthened through social interaction, discussion, and appropriate scaffolding. This study proposes a systematic sequence model for mathematics learning materials, namely: concrete experience ? visual representation (semi-concrete) ? abstract mathematical symbols ? conceptual generalization ? complex problem solving. This model has been shown to support the development of conceptual understanding, reasoning ability, and learner independence. The findings provide both theoretical and practical contributions for teachers and curriculum developers in designing mathematics instruction that is developmentally appropriate, interactive, and meaningful
The Effectiveness of the NHT (Numbered Heads Together) Cooperative Learning Model in Improving Students’ Learning Outcomes on Algebra Material Erich Josia Manalu; Syamsir Sainuddin; Bella Arisha
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.v5i2.1294

Abstract

Numbered Heads Together (NHT) is a type of cooperative learning model that emphasizes group collaboration by assigning numbers to each member, who are then responsible for answering questions in turn. The low learning achievement of students at SMP Negeri 1 Muaro Jambi is attributed to the dominance of lecture-based teaching methods and the lack of active student engagement, which leads to weak understanding of algebraic concepts. The NHT learning model is proposed as a solution by fostering active, collaborative, and student-centered learning environments. This study aims to evaluate the effectiveness of the Numbered Heads Together (NHT) cooperative learning model in improving students’ learning outcomes in algebra. The research employed a quasi-experimental method with a pretest-posttest control group design. The population consisted of all seventh-grade students at SMP Negeri 1 Muaro Jambi, with samples selected purposively from two classes, namely VII D and VII E. The results indicate a significant difference between students taught using the NHT model and those taught using conventional methods, with a significance value of 0.019 < 0.05, indicating that  is accepted. Furthermore, the improvement in learning outcomes based on the N-Gain score in the experimental class was categorized as moderate (0.628), which is higher than that of the control class categorized as low (0.29). These findings demonstrate that the NHT cooperative learning model is effective in improving students’ learning outcomes in algebra.  
Analysis of the Effects of Learning Patterns and Self-Regulated Learning on Numerical Methods Learning Outcomes among Informatics Engineering Students Silvana Samaray
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.v5i2.1304

Abstract

Achieving optimal learning outcomes in Numerical Methods courses among Informatics Engineering students remains hindered by various academic obstacles. This study aims to investigate the extent to which study patterns and levels of Self-Regulated Learning influence the academic achievement in Numerical Methods of Informatics Engineering students. Utilizing a quantitative correlational design, data were gathered from 50 participants serving as the research sample. The research instruments comprised Likert-scale questionnaires to measure study patterns and SRL, supplemented by documentation of students' academic records. Data analysis was conducted using SPSS software through Pearson correlation and multiple linear regression tests. The findings confirm that study patterns maintain a positive and significant correlation with learning outcomes (r = 0,351; p = 0,013). Similarly, Self-Regulated Learning demonstrates a positive and significant correlation with academic achievement (r = 0,598; p = 0,000). Simultaneously, both variables exert a significant impact, contributing 60.1% (coefficient of determination) to learning outcomes. Regression analysis reveals that Self-Regulated Learning possesses a more substantial influence (? = 0,708) compared to the study pattern variable (? = 0,505). This research highlights the critical importance of developing students' Self-Regulated Learning and study patterns to enhance academic performance, particularly within the context of Numerical Methods instruction.
Analysis of mechanical engineering students' errors in solving calculus problems on function derivatives Nina Faoziyah; Didi Kusaeri
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.v5i2.1306

Abstract

Understanding calculus concepts, especially derivatives, is very important for Mechanical Engineering students to apply mathematical principles in an engineering context. This study aims to analyze the types of errors made by students when solving derivative problems and the factors that influence these errors. The approach used is descriptive qualitative with 30 students of the Mechanical Engineering Study Program at Tegal Muhammadiyah University in the 2025/2026 academic year. Data were collected through written tests and interviews, then analyzed using triangulation to ensure validity. The results of the study show that there are three main categories of errors: conceptual, procedural, and technical. Conceptual errors occurred due to a weak understanding of derivative principles. Procedural errors arose when students understood the concept but made mistakes in symbolic manipulation, while technical errors stemmed from mechanical errors, such as copying questions or incorrect arithmetic calculations. Learning strategies that emphasize conceptual understanding and gradual practice can help reduce student errors.
Application of the Missouri Mathematics Project (MMP) Model to improve learning outcomes of the Basic Concepts of Mathematics Course for Students in the second semester of the PGSD Study Program Johanis Pao Ali
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.v5i2.1308

Abstract

This research aims to improve the learning outcomes of students in the second semester of the PGSD Study Program for basic concepts of mathematics using the Missouri Mathematics Project (MMP) learning model. The research method used is Class Action Research (PTK) with the John Elliot model which consists of four stages of planning, implementation of actions, observation and reflection. The subjects of the study are 14 students in the second semester of the 2025/2026 Even semester. Data collection techniques through observation, tests and documentation were then analyzed using mixed methods. The results of the research indicate that there is a gradual increase in completeness starting from pre-cycle, cycle I, cycle II. In the pre-cycle stage, the completeness only reached 33% in the first cycle it increased to 83% and in the second cycle it increased to 100%. The results of this study show that the use of  the Missouri Mathematics Project (MMP) learning model encourages students to be motivated, as well as to increase their understanding of mathematical concepts and learning outcomes.
A Meta-Analysis Study: The Effect of Interactive Learning Media on Students’ Mathematical Problem-Solving Ability Mar’atul Ilma Alfi Zahro; Rana Anjani
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.v5i2.1309

Abstract

Students’ low mathematical problem-solving ability is often attributed to difficulties in comprehending mathematics instruction. This challenge can be addressed through the integration of interactive learning media. This study aims to examine the effect of interactive learning media on students’ mathematical problem- solving ability. A meta-analytic research design was employed. A total of 20 articles were retrieved from the Google Scholar database, selected based on the following criteria: (1) focus on the use of interactive learning media to enhance mathematical problem- solving ability, (2) quasi-experimental research design, (3) availability of statistical data including means and standard deviations, and (4) publication within the last five years (2020– 2025). The research procedure consisted of: establishing inclusion criteria and article selection, coding of selected studies, calculation of individual effect sizes, homogeneity testing, computation of the pooled effect size, null hypothesis testing, and interpretation and conclusion. The meta-analysis yielded a pooled effect size of 0.9802, classified as a large effect according to Cohen’s criteria, indicating that the use of interactive learning media has a substantial positive impact on students’ mathematical problem- solving ability.
Literature Review of Pseudo-Thinking in Contextual Mathematics Learning in Everyday Life Sufi Auliyah Zahrah; Azainil Azainil; Ariantje Dimpudus
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.v5i2.1310

Abstract

Implementasi Kurikulum Merdeka yang fokus pada penguatan literasi dan numerasi sering kali terhambat oleh fenomena berpikir semu, di mana siswa mampu mencapai jawaban benar tanpa pemahaman konsep yang mendasar. Tujuan penelitian ini untuk menganalisis bentuk pola berpikir semu tersebut dalam cakupan matematika kontekstual yang menjadi pilar utama pembelajaran masa kini. Berdasarkan studi literatur kualitatif, ditemukan bahwa tuntutan soal Higher Order Thinking Skills (HOTS) mendorong siswa menggunakan "jalan pintas kognitif" yang rapuh. Masalah ini teridentifikasi secara luas pada materi pecahan, perbandingan, hingga aljabar yang seharusnya dikuasai melalui penalaran logistik. Sebagai solusi adaptif, strategi defragmentasi melalui scaffolding yang mengintegrasikan media visual dan pendekatan etnomatematika terbukti efektif dalam menata ulang struktur kognitif siswa. Kesimpulan dari penelitian ini menunjukkan bahwa di era pendidikan yang mengutamakan kebermaknaan, intervensi pedagogis yang tepat sangat penting untuk mengubah pola berpikir mekanistik menjadi pemahaman matematis yang utuh dan kontekstual.
Literature Review on Factors Affecting Students’ Mathematics Anxiety Dini Ramadhani Hariono; Ariantje Dimpudus; Azainil Azainil
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.v5i2.1311

Abstract

Mathematics anxiety is one of the affective barriers that can reduce students’ learning motivation and academic achievement. This study aims to analyze the factors that influence the emergence of mathematics anxiety in students. The research method used was a literature study with content analysis techniques on fifteen relevant articles. The results showed that mathematics anxiety is influenced by internal factors, such as low self-confidence, as well as external factors, particularly rigid teaching methods used by teachers. In addition, family support and the social environment also affect students’ anxiety levels, although pressure from parenting styles and the abstract nature of mathematics material remain challenges. This study concludes that reducing mathematics anxiety requires strengthening students’ emotional regulation, implementing flexible teaching approaches, and providing continuous emotional support from families.
Analysis of Mathematics Learning Management in Improving Student Achievement at Al Azhar Medan Superior High School Nurhayati Nurhayati; Risna Mira Bella Saragih; Khoiruddin Matondang; Siswadi Siswadi
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.v5i2.1318

Abstract

This study aims to describe the management of mathematics learning in improving student achievement at Al Azhar Superior High School Medan. This study uses a qualitative approach with a descriptive type of research. The research subjects consisted of mathematics teachers, vice principals for curriculum, and students selected through purposive sampling techniques. Data was collected through observation, interviews, and documentation. Data analysis uses the Miles and Huberman model through the stages of data reduction, data presentation, and conclusion drawn. The validity of the data is carried out through triangulation of sources, techniques, and time. The results of the study show that mathematics learning management has been carried out well through systematic planning, implementation, and evaluation of learning. In the planning stage, teachers prepare teaching modules, learning objectives, strategies, media, and evaluation instruments. In the implementation stage, teachers apply varied learning methods, conducive classroom management, and the use of digital media to increase student activity. At the evaluation stage, teachers conduct assessments, provide feedback, and remedial for students. Supporting factors include school facilities, teacher competence, and school support, while barriers include differences in students' abilities and limited learning time. Good learning management contributes to increasing students' motivation, activeness, and mathematics learning achievement.
Technology-Based Learning Media on Students' Mathematics Learning Outcomes: A Systematic Literature Review Putri Zharfa Hazrina; Syaqiyatul Aisya; Awaliyah Tashakhurin
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.v5i2.1319

Abstract

The rapid advancement of information and communication technology has fundamentally transformed educational practices, including mathematics instruction. This study aims to systematically examine the contribution of technology-based learning media to improving students’ mathematics learning outcomes across various educational levels in Indonesia. A Systematic Literature Review (SLR) approach was employed, with articles retrieved from the Google Scholar database using the Publish or Perish application. The search was restricted to publications from 2020 to 2025, and following the application of inclusion and exclusion criteria, 8 relevant articles were selected from an initial pool of 34. The findings consistently demonstrate that technology-based media positively and significantly enhances students’ mathematics learning outcomes. The media types identified include GeoGebra, animated video, interactive multimedia, e-learning platforms, and smartphone-based learning applications. Research activity was concentrated at the junior secondary level, particularly on geometry and algebra topics. A notable surge in publications occurred between 2020 and 2022, largely driven by the shift to distance learning during the COVID-19 pandemic. Beyond cognitive gains, technology-based media was found to improve student motivation, learning independence, and engagement. Most reviewed articles were indexed in SINTA 3 and SINTA 4, indicating substantial potential for elevating the quality and visibility of mathematics education research in Indonesia. This study concludes that the purposeful integration of technology-based media in mathematics learning, accompanied by improvements in teachers’ digital competency and equitable access to technological infrastructure, is essential for sustainable educational progress

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