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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 356 Documents
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Profile of Students' Proportional Reasoning in Solving Mathematics Problems Based on Field Independent-Dependent Cognitive Style Putra, Riandika Davis Kurnia; Susanah, Susanah
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p306-327

Abstract

This study aims to describe the profile of students' proportional reasoning in solving mathematical problems in terms of field independent and field dependent cognitive styles. Proportional reasoning is a logical thinking process in developing strategies that involve understanding covariation and multiplicative relationships in situations of comparing two or more quantities. The subjects of this study were one student with a field independent cognitive style and one student with a field dependent cognitive style who were of the same gender and had the same level of mathematical ability. The instruments used were mathematical problem assignments and interview guidelines. The instruments used have been consulted with the supervising lecturer and validated by partner teachers. The analysis focused on indicators of proportional reasoning: understanding covariation, recognizing proportional situations, applying multiplicative strategies, and using ratios correctly. The results of this study indicated that the independent student demonstrated a strong grasp of covariation, effectively recognized proportional situations, employed unit rate strategies for problem-solving, and accurately understood ratio usage. Conversely, the dependent student also understood covariation but struggled with recognizing proportional situations, could not determine comparison types, used unit rate strategies, and had a less accurate understanding of ratios due to illogical reasoning.
Kemampuan Pemecahan Masalah Matematika Ditinjau dari Tingkat Kecemasan Matematika (Math Anxiety) Rachmah, Adhienda Maulidyah; Kurniasari, Ika
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p193-205

Abstract

Math problem solving ability is the achievement of a person to carry out a series of processes in solving math problems, namely understanding the problem, developing a solution plan, implementing a solution plan, and checking back. This research is descriptive qualitative research that aims to describe the math problem solving ability of junior high school students in terms of the level of math anxiety. The research subjects consisted of one learner per high, medium, and low math anxiety level. The data collection techniques used were questionnaires, tests and interviews. Data were anaplan anded on the stages of problem solving: understand the problem, devising a plan, carrying out the plan and looking back. The results of the study showed differences in students' mathematical problem-solving abilities based on their level of mathematical anxiety. Students with high mathematical anxiety used inappropriate strategies and produced incorrect answers and were not confident in checking. Students with moderate mathematical anxiety used strategy manuals and produced correct answers but were less precise in the application concept and were not confident in checking. Students with low mathematical anxiety used appropriate strategies, applied concepts correctly, performed calculations correctly, and were confident in checking.
Keterampilan Berpikir Kritis dalam Menyelesaikan Masalah PISA Konten Change and Relationship Ditinjau dari Self-Efficacy Prasetiyo, Enggar Eko; Ekawati, Rooselyna
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p328-346

Abstract

This study aims to describe students' critical thinking skills in solving PISA-type mathematical problems related to change and relationships, from the perspective of self-efficacy. This research employed a qualitative descriptive approach with two eighth-grade students from SMP Negeri 3 Surabaya in the 2024/2025 academic year, selected based on high and low self-efficacy levels, while considering similar gender, equivalent mathematical ability, and good communication skills. Data collection techniques included a self-efficacy questionnaire, mathematics ability test, problem-solving test, and task-based interviews. Data were analyzed based on indicators of critical thinking: Focus, Reason, Inference, Situation, Clarity, and Overview. The findings indicate that students with low self-efficacy struggle to identify key information, develop logical strategies, and reflect on their approaches. In contrast, students with high self-efficacy demonstrated more systematic understanding, well-structured problem-solving techniques, and reflective, argumentative reviews. These results suggest that self-efficacy plays a significant role in influencing the quality of students' critical thinking. Therefore, teachers need to design learning strategies that enhance students' self-efficacy, such as by providing appropriate challenges, offering positive feedback, and reinforcing successes, so that mathematics instruction becomes more effective in fostering critical thinking skills.
Kemampuan Berpikir Kreatif Siswa dalam Menyelesaikan Masalah Matematika Open-Ended Berbantuan Mathigon Ditinjau dari Kemampuan Matematika Jarkoni, Mustika Maharani; Siswono, Tatag Yuli Eko
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p234-241

Abstract

Creative thinking skills play an important role in enabling students to generate various ideas and strategies when solving open-ended mathematics problems. This study aims to describe students' creative thinking skills in solving open-ended mathematics problems with the help of Mathigon, based on their mathematical ability levels (high, medium, and low). This study employs a qualitative case study approach involving six students selected based on the categories of mathematical ability, adaptability to digital technology, and fluency in oral communication. Data were collected through a mathematical ability test, Mathigon-based problem-solving tasks, and in-depth interviews. Data analysis was conducted based on creative thinking indicators: fluency, flexibility, and novelty. The results showed that students with high mathematical ability met all indicators. In contrast, students with medium mathematical ability showed varying results (one student met all indicators, another student only showed fluency). Students with low mathematical ability did not show flexibility but showed potential in fluency and novelty. This study indicates that Mathigon, as an interactive medium, supports the development of students' creative thinking skills in solving open-ended mathematics problems at various ability levels.
Numerasi Siswa SMP dalam Menyelesaikan Soal Setara Asesmen Kompetensi Minimum (AKM) Ditinjau dari Self-Efficacy Asih, Nur Sa'adah; Kurniasari, Ika
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p347-363

Abstract

Numeracy plays an important role in developing problem-solving and decision-making skills in various life situations. However, the 2022 national AKM report shows that Indonesian students' numeracy achievement remains relatively low, particularly at the junior high school level. Numeracy can be influenced by psychological aspects, including self-efficacy. This study is descriptive qualitative research that aims to describe junior high school students’ numeracy in solving AKM-like problems based on their level of self-efficacy. The subjects were two eighth-grade students with high mathematical ability: one with high self-efficacy and one with low self-efficacy. The instruments used included a TKA sheet, self-efficacy questionnaire, numeracy test sheet, and interview guidelines. The data from numeracy tests and interviews were analyzed based on three numeracy indicators using the three stages of qualitative data analysis: data reduction, data presentation, and conclusion drawing. The results of the study show that both the high and low self-efficacy subjects met two numeracy indicators: using various types of numbers or mathematical symbols to solve real-life problems and analyzing information presented in different forms (graphs, tables, diagrams, charts, or others). However, unlike the high self-efficacy subject, the low self-efficacy subject did not meet the indicator of interpreting the results of the analysis to predict and make decisions. In solving problems, the student with high self-efficacy tended to be more persistent and did not give up easily, thus successfully finding solutions. In contrast, the low self-efficacy student was more likely to give up when facing difficulties, resulting in failure to solve the problems.
Pengembangan Game Edukasi Snake Maze Berbasis Android sebagai Inovasi Pembelajaran pada Materi Aljabar Hariyanti, Rizka Yolanda Putri; Manoy, Janet Trineke
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p206-222

Abstract

The rapid and significant development of technology has brought about changes in the world of education. One example of technology that is currently developing is the Android-based smartphone. Advanced features such as the Internet of Things (IoT) and Artificial Intelligence (AI) have made smartphones multifunctional tools used by people of all ages, such as students who use them in their daily lives to play games or as a source of information in the learning process. There is an educational innovation that leverages technological advancements: Android-based educational game media for mathematics learning. This study aims to describe the development process of an educational game media titled “Snake Maze” as an educational innovation for algebra content and to describe the development process's outcomes evaluated based on validity, practicality, and effectiveness criteria. This study uses the ADDIE development model, which consists of five stages: Analyze, Design, Develop, Implement, and Evaluate. In the analysis stage, needs analysis, curriculum analysis, and technology analysis were conducted. The design stage includes preparing educational game content, creating storyboards, developing teaching modules, designing pre-tests and post-tests, and research instruments. During the development stage, the educational game was created using Scratch and validated by media experts and subject matter experts. The implementation stage involved Class VII-A of MTs Raden Fatah Driyorejo. Finally, the evaluation stage was conducted to assess the educational game based on validity, practicality, and effectiveness. The results showed that the educational game met the validity criteria set by media experts and was highly valid according to subject matter experts. It also met the practicality criteria based on user response surveys and observation sheets, and achieved effectiveness criteria based on N-Gain scores from pre-test and post-test results. The educational game “Snake Maze” can be utilized as an innovative learning tool for algebra content.
Conceptual Knowledge of Seventh Graders with High-Mathematics Ability in Solving Linear Equation Problems Fitriyah, Adissya Elma; Ekawati, Rooselyna
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p242-252

Abstract

Conceptual knowledge is a crucial foundation for learning more advanced mathematics, especially when students begin to explore algebraic concepts such as linear equations. However, even students with high mathematical ability may encounter challenges in articulating and transferring conceptual understanding to new contexts. This study aims to describe a seventh-grade student's conceptual knowledge of solving linear equation problems. A qualitative descriptive method was used, involving one student selected based on mathematics ability and communication skill. Data were collected through a conceptual knowledge task and a semi-structured interview. The results indicate that the student demonstrated a solid understanding of unit conversion and the structure of the problem, applied procedures accurately, and showed awareness of relationships among concepts. However, the student struggled to express formal mathematical terminology and encountered difficulty transferring concepts when the problem context was slightly altered. These findings emphasize that even high-performing students may benefit from instructional support that increases flexibility and the depth of conceptual knowledge.
Kemampuan Berpikir Kreatif dalam Menyelesaikan Soal Model PISA Konten Space and Shape Ditinjau dari Kemandirian Belajar Kamilah, Aisyah Najma; Ismail, Ismail
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p176-192

Abstract

Creative thinking ability is an essential skill for students to face the challenges of the 21st century. This ability enables students to find various solutions to contextual problems, such as those presented in PISA-type questions. However, Indonesian students’ creative thinking skills are still considered low based on international assessments like PISA. One contributing factor is the varying levels of students' self-regulated learning. This study aimed to describe students' creative thinking abilities in solving PISA-type questions in the Space and Shape content area, viewed from self-regulated learning. A qualitative descriptive approach was used, with three eighth-grade students from SMP Negeri 2 Surabaya (academic year 2024/2025) as subjects, selected based on their high, moderate, and low levels of self-regulated learning. Data collection involved a mathematics proficiency test, a self-regulated learning questionnaire, a PISA-type problem-solving test in the Space and Shape domain, and semi-structured interviews. Creative thinking indicators referred to Guilford and Torrance’s theory: fluency, flexibility, originality, and elaboration. Results showed that the student with high self-regulated learning demonstrated strong creative thinking across all four indicators. The student with moderate self-regulated learning showed relatively high ability in fluency and elaboration, and moderate performance in flexibility and originality. Conversely, the student with low self-regulated learning tended to show weak performance across all indicators. These findings indicate a positive relationship between the level of self-regulated learning and the quality of students’ creative thinking in solving contextual PISA-type problems
Literasi Matematika Siswa SMP dalam Menyelesaikan Soal Kontekstual Ditinjau dari Self-Efficacy Andini, Ditasari Putri; Wijayanti, Pradnyo
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p364-376

Abstract

The low mathematics literacy scores of Indonesian students in the PISA international survey indicate their weak ability to understand and solve mathematics problems. One contributing factor is self-efficacy, which is students' belief in their own ability to solve problems. This study aims to describe the mathematics literacy of junior high school students with high and low self-efficacy in solving contextual problems. This study employed a descriptive qualitative approach involving two student subjects selected based on the results of a self-efficacy questionnaire and a mathematics ability test. The research instruments included contextual problems based on personal, social, and scientific contexts with first-order context and second-order context levels, with PISA competency levels 4–6, and semi-structured interview guidelines. The results showed that students with high self-efficacy formulated problems mathematics, by identifying problem information and representing information in mathematics form. Students applied problem-solving strategies appropriate to the problem context and interpreted and evaluated the results by linking them to the problem, although some information in the scientific context had not been considered. Meanwhile, students with low self-efficacy formulate problems, use incomplete solution strategies, and provide answers based on intuition or guesswork without using calculations. Evaluation of results is also often not linked to the context of the problem. These findings reinforce the important role of self-efficacy as an affective factor influencing students' mathematics literacy in solving contextual problems.
Kemampuan Komunikasi Matematis Siswa SMP dalam Menyelesaikan Masalah Aritmetika Sosial Ditinjau dari Kemampuan Matematika Siswa Rosidah, Fakhtiyah Nur; Rahaju, Endah Budi
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p377-399

Abstract

This study aimed to describe the mathematical communication skills of junior high school students with high, moderate, and low mathematical ability in solving social arithmetic problems. A qualitative approach was employed. The research subjects consisted of three Grade VII students of the same gender representing different levels of mathematical ability. The findings revealed differences in mathematical communication skills across levels of ability at each stage of problem solving. Students with high and moderate mathematical ability were able to identify relevant information, represent known data using mathematical symbols, and relate given information to previously learned concepts to determine appropriate strategies. However, only the high-ability student was able to formulate a clear strategy for solving the problem. The student with low mathematical ability experienced difficulties in identifying relevant information, using mathematical symbols, and determining appropriate strategies. At the implementation stage, students with high and moderate ability were able to apply mathematical symbols in executing problem-solving strategies, although they encountered difficulties in fully implementing their plans. Meanwhile, the low-ability student was unable to apply the planned strategies effectively. At the rechecking stage, students at all ability levels were unable to evaluate their solutions using alternative strategies.

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