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MATHEdunesa
Published by Universitas Negeri Surabaya
ISSN : 23019085     EISSN : 26857855     DOI : https://doi.org/10.26740/mathedunesa.v12n1
Core Subject : Education,
Education Mathematics Other
MATHEdunesa is a scientific journal of mathematics education published by the Mathematics Department of Faculty of Mathematics and Natural Sciences of Universitas Negeri Surabaya. MATHEdunesa accepts and publishes research articles and book review in the field of Education, which includes: ✅ Development of learning model ✅ Problem solving, creative thinking, and Mathematics Competencies ✅Realistic mathematics education and contextual learning, ✅Innovation of instructional design ✅Learning media development ✅ Assesment and evaluation in Mathematics education ✅ Desain research in Mathematics Education
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 325 Documents
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Pengembangan Game Edukasi “C-Zero Trek” sebagai Media Latihan Soal Operasi Bilangan Cacah Siswa Slow Learner SMP Nuzula, Fauzia Firdausy; Manoy, Janet Trineke
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p761-779

Abstract

Whole number operations are an important yet challenging subject for slow learners, who tend to lose focus easily and require repeated instruction. This study aims to develop an educational game as a practice tool for whole number operations that meets the criteria of being valid, practical, and effective. The research subjects consisted of 9 slow learner junior high school students, with the object being an educational game developed using the ADDIE model. The research instruments included validation sheets, response questionnaires, observations, and tests. The research results indicate that the C-Zero Trek educational game is classified as “highly valid” based on validation results from media experts (98.33%) and subject matter experts (96.66%). Based on the student response questionnaire, the average score for the statement indicator (SIP) was 82.4%, so the game is considered “practical”. From the implementation results, it was found that 77.78% of students achieved the minimum completion level (completing at least one track or obtaining two diamonds), so the C-Zero Trek educational game also meets the “effective” criteria. Therefore, the C-Zero Trek educational game is suitable for use as an alternative, engaging, and appropriate practice question medium for students who learn slowly.
Computational Thinking Abilities of Vocational School Students in Solving Quadratic Function Problems Using Python Programming Language Putra, Misel Rajasyah Hadi; Siswono, Tatag Yuli Eko; Harini, Novita Vindri
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p780-804

Abstract

The Indonesian Minister of Education and Culture implemented the Merdeka Belajar Kampus Merdeka Curriculum in 2019, emphasizing computational thinking (CT) as a crucial 21st-century skill. Despite its importance in mathematics education, most Indonesian mathematics learning has not been oriented toward developing computational thinking abilities. Vocational school students majoring in Software Engineering possess programming knowledge that could potentially enhance their mathematical problem-solving through computational approaches. However, the extent of their CT abilities when applied to mathematical contexts remains unclear. This study aims to describe and analyze the computational thinking abilities of 10th-grade vocational school students majoring in Software Engineering when solving quadratic function problems using Python programming language. This qualitative research employed a case study approach with three purposively selected students representing different proficiency levels (high, moderate, and low) based on standardized programming and mathematics assessment criteria. Data were collected through written tests, structured observations, and semi-structured interviews. The assessment focused on four CT components: decomposition, pattern recognition, abstraction, and algorithmic thinking. The analysis revealed distinct patterns in CT abilities across proficiency levels. High-proficiency students (S1) demonstrated systematic problem decomposition, optimal pattern utilization, effective information filtering, and efficient algorithm development, achieving an average CT score of 91.25. Moderate-proficiency students (S2) showed adequate CT abilities with some limitations in systematic organization and strategic thinking, scoring 78.75 on average. Low-proficiency students (S3) exhibited significant difficulties across all CT components, particularly in problem decomposition and algorithmic thinking, with an average score of 64.25. The findings indicate that students' mathematical foundations significantly influence their CT development when integrated with programming tools. The computational thinking abilities of 10th-grade Software Engineering students vary considerably when solving quadratic function problems with Python assistance. Students with stronger mathematical foundations demonstrate superior CT performance across all components, while those with weaker foundations require substantial scaffolding. These findings highlight the need for differentiated instructional approaches that consider students' varying CT development levels in mathematics education.
Berpikir Komputasional Siswa SMA dalam Menyelesaikan Soal HOTS Berdasarkan Self-Regulated Learning Febrianti, Anisa Anggraini; Kurniasari, Ika
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p846-872

Abstract

Computational thinking is crucial in the 21st century, but Indonesian students still show low proficiency. One way to improve it is through non-routine questions like HOTS questions. One of the soft skills that may affect computational thinking is self-regulated learning. This study aims to describe the computational thinking of high school students in solving HOTS problems based on self-regulated learning. This research used descriptive research method with qualitative approach at SMA Negeri 1 Krian with varying levels of self-regulated learning. Data were gathered through self-regulated learning questionnaires, math ability test, computational thinking test, and interviews. The results show that students with high and medium self-regulated learning in the general aspect of decomposition identify, determine, and decompose information into simple and complete. Whereas students with low self-regulated learning only partially decompose the information. In the general aspect of pattern recognition, all self-regulated learning levels decompose patterns and find logical ideas that are used to find solutions. In the general aspect of abstraction, students with low self-regulated learning did not present a complete plan for solving the problem. And in the general aspect of algorithm thinking, students with low self-regulated learning did not describe the logical steps and explain the reasons for choosing the steps completely. In the general aspect of generalization, students with high self-regulated learning found the solution correctly. Students with moderate self-regulated learning succeeded in finding a solution, but still not appropriate. Meanwhile, students with low self-regulated learning could not find a solution.
Literasi Matematika Siswa dalam Menyelesaikan Soal PISA Ditinjau dari Resiliensi Matematis Ramadhani, Safira Putri; Kurniasari, Ika
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p805-823

Abstract

Mathematical literacy is a person's ability to formulate, apply, and interpret mathematics in various real-world contexts. This study aims to describe the mathematical literacy of students with high, medium, and low mathematical resilience in solving PISA questions. This research is a descriptive research with a qualitative approach. The research subjects consisted of 1 subject each of high, medium, and low mathematical resilience. Data collection techniques used questionnaires, tests, and interviews. The results showed that in the process of formulating situations mathematically, the three subjects identified mathematical aspects in the problem, used mathematical symbols, made mathematical models of the problem, and mentioned mathematical concepts used. Low mathematical resilience subject mentioned the mathematical aspects in the problem incompletely and made mathematical models that were not appropriate. High and medium mathematical resilience subjects recognized the mathematical structure in the problem and mentioned limitations and assumptions in accordance with mathematical model. In the process of employing mathematical concepts, facts, procedures and reasoning, the three subjects applied strategies to find mathematical solutions to problems. All three subjects mentioned the mathematical symbols, rules and procedures used. Medium and low mathematical resilience subjects performed mathematical procedures that were not yet correct. High mathematical resilience subject reflected on mathematical arguments and explained and justified mathematical results. In the process of interpreting, applying and evaluating mathematical outcomes, high and medium mathematical resilience subjects drew conclusions according to the context of the problem and explained why the results obtained made sense or not based on the context of the problem.
Numerasi Siswa SMA dalam Menyelesaikan Soal AKM Konten Data dan Ketidakpastian Ditinjau dari Gaya Kognitif Reflektif Impulsif Putri, Anggi Adelia; Kurniasari, Ika
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p824-845

Abstract

Numeracy is the ability to access, use, and interpret mathematical concepts, procedures, facts, and tools to solve problems in everyday life contexts. The indicators in this study refer to the numeracy process, which includes identifying, finding, or accessing, acting/using, interpreting, evaluating/analyzing, and communicating. This study aims to describe the numeracy of senior high school students in solving AKM problems in the context of data and uncertainty in term of reflective and impulsive cognitive styles. This research uses a qualitative descriptive method. The subjects of this study are eleventh-grade senior high school students consisting of one reflective and one impulsive student. The instruments of this research are Matching Familiar Figures Test (MFFT), a mathematics ability test, a numeracy test, and interviews. Results of the MFFT and mathematics ability test were used to determine the subjects. The numeracy test results were analyzed based on numeracy indicators. Based on the analysis, this study found that reflective students carried out all numeracy processes, including identifying, locating or accessing information, using appropriate procedures, interpreting results, evaluating or analyzing, and communicating on knowing, applying, and reasoning questions. However, they still have difficulty in communicating information verbally, especially in conveying the reasons for choosing the way to solve the problem. Impulsive students also performed all numeracy processes on the same types of questions but still have difficulty in communicating orally and in writing. Moreover, in reasoning questions, impulsive students applied inappropriate strategies during the using process, leading to incorrect answers.
Critical Thinking Ability of Junior High School Students in Solving Mathematics Problems Viewed from Reflective-Impulsive Cognitive Style Afifah, Nur Wanda; Rahaju, Endah Budi
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p957-971

Abstract

One goal of learning mathematics in Permendikbud No. 58 of 2013 is that students have the critical thinking ability. Apart from critical thinking ability, another goal of learning mathematics is to solve mathematical problems. Critical thinking ability is needed in the problem solving process. In solving problems, students will use various strategies. Problem solving strategies are heavily influenced by cognitive styles. One challenging problem that can give students the opportunity to use all their abilities, including critical thinking ability, is a problem related to geometry in the material of flat sided spaces. This research is a qualitative descriptive study. The subjects of this study were two students of class VIII-H at Junior High School in Surabaya of the same sex, who had learned flat sided space, had equivalent mathematical abilities, had good communication skills, and had reflective and impulsive cognitive style. The method of collecting data in this study is through Matching Familiar Figure Test (MFFT), math ability tests, problem solving tests, and interviews. The results showed that reflective cognitive style students have very good critical thinking ability focus, reason, inference, situation, clarity in the steps of understanding the problems, devise a plan, and carrying out the plan. Meanwhile, in the step of looking back, student with a reflective cognitive style have good overview critical thinking ability. Impulsive cognitive style students have very good critical thinking ability reason, inference, situation, clarity in the steps of devise a plan and solving problems according to plan. Meanwhile, in the step of understanding the problem, student with an impulsive cognitive style has well enough focus critical thinking ability. In step of looking back student with an impulsive cognitive style have good overview critical thinking ability.
Kemampuan Berpikir Kreatif Siswa dalam Mengajukan Masalah Kontekstual Ditinjau dari Kemampuan Matematika Rossalia, Alya; Santoso, Tatag Yuli Eko
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p902-915

Abstract

Creativity is obtained from creative thinking activities that a person does. Creative thinking skills can be developed through mathematics education. To develop the ability to think creatively, a way is needed through activities in learning mathematics. One possible activity is through problem posing. This research employs a qualitative technique with descriptive research type. During the even semester of the 2022–2023 academic year, seventh grade students of SMP Negeri 1 Mojowarno participated in this study. Fluency, adaptability, and originality are the study's markers of creative thinking abilities. A test of arithmetic proficiency was administered first, followed by a test of problem submission, as part of the data gathering method. The study's findings indicate that pupils with strong mathematics ability tend to fulfill more thinking ability indicators than students with low mathematical ability. Math-proficient students have varying capacities for creative thought. Level 4 creative thinking ability is attained by the first student with strong arithmetic skills, who satisfies all three criteria. The second student had level 0 creative thinking ability since he did not match the three markers of creative thinking ability, while having a strong mathematical aptitude. Students with a moderate level of mathematical proficiency, however, had distinct capacities for creative thought. One of the markers of creative thinking ability, a level 1 creative thinking ability, was reached by the first subject with a modest aptitude for mathematics. He had a level 0 creative thinking capacity since the second subject, who had a modest aptitude for mathematics, did not match the three criteria.
Pemecahan Masalah Sistem Persamaan Linear Tiga Variabel Ditinjau dari Kecerdasan Emosional Siswa Savania, Farah Syaifie; Rahaju, Endah Budi
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p916-938

Abstract

Problem-solving is an effort to think about solving problems in stages of understanding the problem, devising a plan, carrying out the plan, and looking back. Emotional factors can influence the process. This study aims to describe the problem-solving of a three-variable linear equation system in terms of students' emotional intelligence, so this type of research is descriptive-qualitative. The instruments of this research are an emotional intelligence questionnaire, a problem-solving test, and interview guide. The research subjects were students with low, medium, and high levels of emotional intelligence, each consisting of one student. Data were collected through problem-solving tests and interviews. The research results showed that at the problem-understanding stage, students with low emotional intelligence explained the information in the questions with doubt, while students with medium and high emotional intelligence could explain the information in the questions with confidence. At the devising planning stage, students with low emotional intelligence need direction to devising a plan and are easily influenced by her emotions, while students with high and moderate emotional intelligence can plan solutions confidently. At the carrying out the plan stage, students with low and moderate emotional intelligence have difficulty applying the method and give up easily, while students with high emotional intelligence can apply the completion steps without being influenced by emotions. At the looking back stage, students with low and medium emotional intelligence did not re-examine to check the accuracy of their answers and were resigned, while students with high emotional intelligence diligently re-examined when their answers were wrong. The results of this research provide input for teachers to emphasize the importance of writing information in solving problems and also help strengthen the emotional intelligence of students who have low emotional intelligence.
Pengembangan Soal Setara AKM Domain Konten Data dan Ketidakpastian dengan Konteks Esport Al Hasany, Muhammad Ilham Fauzi; Palupi, Evangelista Lus Windiyana
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p873-891

Abstract

Mathematical literacy is an ability to formulate, use and interpret mathematics to solve problems in various real world contexts. Mathematical literacy not only helps in solving mathematical problems, but can be useful in everyday life such as helping students become more financially literate, increasing opportunities in the world of work and building a secure mathematical foundation, which can be built through lifelong learning. However, unfortunately students' mathematical literacy achievements in Indonesia are quite low. This is because students are not accustomed to working on AKM equivalent questions and also the AKM tryout provided by the government are so limited and can only be accessed by a few groups. Therefore, this research aims to describe the process of developing AKM equivalent questions so that teachers can create their own AKM questions which are useful for getting students used to working on them and produce AKM equivalent question packages that have good item validity and question reliability. The research method used is ADDIE model development research which has 5 stages, namely Analyze, Design, Develop, Implement and Evaluate. The focus of the question content in this research is the data content and uncertainty of phase D. The question context uses an Esport s context which focuses on the topic of the game Mobile Legends: Bang Bang. The final trial subjects of this research were 23 class VIII students at SMPN 24 Surabaya. The results of this research are part of the AKM equivalent question package which contains 11 questions, an answer key and scoring guidelines.
Pengembangan TARM sebagai Website Pembelajaran Matematika dengan Menggunakan Flipped-classroom Learning Maulana, Ahmad Rizqi; Manoy, Janet Trineke
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p972-986

Abstract

Based on Bappenas's goal to enhance human resource competitiveness, teachers are expected to train students in technology mastery, work ethics, attitudes, innovation, and creativity. To address this challenge, accessible technology and new strategies are needed to allow teachers more time to develop students' competencies. This research aims to develop the TARM website using the flipped-classroom learning concept, evaluated based on validity, practicality, and effectiveness criteria. The development process follows the ADDIE model. Based on the analysis results, the curriculum used is the "Merdeka Curriculum", and students struggle to focus during lecture-based methods but are active during assignments.. All students have gadgets and internet access. On this research, the TARM website was tested to support learning materials on Arc Length, Sector Area, Segment Area, Central Angle, and Inscribed Angle. TARM is developed using the Laravel framework, based on the storyboard and flowchart created. Validation results showed the website was rated highly valid by media experts with a score of 3.27 and valid by subject matter experts with a score of 2.89. The trial process involved 31 students from XI grade of Senior High School, including pre-tests, summarizing learning materials from videos outside the classroom, Q&A sessions, quizzes, exercises, post-tests, and student response surveys. The results show that the TARM website is considered practical, with a mode percentage of "Yes" responses reaching 100% across all indicators and a student survey score of 87%. The website is deemed effective with an average N-Gain score of 0.7 in the medium category. Based on the research results, the TARM website can be used in mathematics learning espescially on highschool student.

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