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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 377 Documents
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Integration and Applications of Linear Algebra in STEM Programmes: A Case Study of Ghanaian Universities Clement Ayarebilla Ali; Eric Kwasi Avivor
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.p253-273

Abstract

Linear algebra serves as a critical tool in propelling Science, Technology, Engineering, and Mathematics. So, this study aims to explore the level of integration into university curricula, its applications, and challenges. The study adopts the systems theory and linear system theory frameworks to provide a structural and analytical perspective on the integration and application. A cross-sectional research design was employed to gather data from two University undergraduate students pursuing the domain in Ghana. The findings revealed the disparity between theoretical instruction and practical application, as 41.3% affirmed the perception, emphasizing the need for curriculum reforms, increased use of computational tools, and interdisciplinary collaborations. It was therefore recommended that stakeholders strive to improve pedagogical strategies, strengthen industry collaboration, and invest in modern technology tools to enhance the application of linear algebra education.
Students’ Critical Thinking in Solving Mathematics Problems Based on Field-Independent and Field-Dependent Cognitive Styles Roisatun Nisa; Siti Khabibah; Dwi Juniati
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.p400-410

Abstract

The purpose of this study was to describe the critical thinking process of students with Field-Independent (FI) and Field-Dependent (FD) cognitive styles when they solved the Two-Variable Linear Equation System (SPLDV) problem, which is based on the Polya step and the Facione critical thinking indicator. This research is qualitative descriptive. The instruments in this study are the GEFT Test, the SPLDV problem-solving test and the interview guidelines are the research instruments. The results of the study show that FI students are able to understand and analyze data independently and systematically, use logical inference to choose a solution strategy, and provide a thorough procedural explanation. They are also capable of self-verification, which shows strong self-control In contrast, FD students face difficulties in selecting important information, making preparations that rely on the teacher's example, and performing inconsistent completion steps. Since the evaluation stage of FD students still depends on external justification, they also show a lack of self-regulation. These results confirm that cognitive style affects the activation of critical thinking indicators at each stage of problem-solving. In addition, cognitive style also provides implications for the importance of adaptive learning based on students' cognitive characteristics.
Students’ Creativity in Suspension Bridge Miniature Projects Based on Field-Dependent Cognitive Style Nova Febrian Alfianita; Yurizka Melia Sari
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.p292-305

Abstract

Creativity is the ability to generate new ideas that are needed in the world of work, which demands innovation and solutions to complex problems. In the context of education, students still find it difficult to develop their creativity because learning is still carried out in a conventional manner. This research is a qualitative study that aims to describe the creativity of high school students in designing miniature suspension bridges using a STEM approach to quadratic functions, as viewed from a field-dependent cognitive style. The data for this study was collected from twenty-eight high school students at a school in Malang City. The research data was collected through the group embedded figures test, mathematics ability test, miniature suspension bridge products, and interviews. The research subjects were two students with a field-dependent cognitive style. The results of the study indicate that cognitive style influences how students model quadratic functions in a miniature suspension bridge project, and that students with a field-dependent cognitive style do not utilize quadratic functions when constructing the suspension arches. Therefore, further research is recommended to strengthen the integration of mathematical concepts in STEM projects.
Literasi Matematis Peserta Didik SMP Tipe AQ Climber dalam Menyelesaikan Soal PISA Konten Bilangan Ditinjau dari Jenis Kelamin Ayu Widya Khusnulkhotimah; Abdul Haris Rosyidi
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.p274-291

Abstract

Mathematical literacy involves the processes of formulating, employing, and interpreting to solve real-life problems. However, students' mathematical literacy skills, particularly in the quantity content of the PISA, remain low, indicating difficulties in understanding information and integrating mathematical concepts into real-life contexts. Furthermore, differences in students' persistence in solving these problems suggest that Adversity Quotient (AQ) plays an important role in understanding students’ mathematical literacy. Climber-type are optimistic, persistent, and strive to solve problems thoroughly. These characteristics are in line with the demands of PISA problems that are complex and contextual, requiring high-level reasoning. This study aims to describe the mathematical literacy of junior high school students in solving PISA problems in the Quantity content based on the AQ category (Climber) and gender (male and female). This study employed a case study approach involving two students. Data were obtained through the Adversity Response Profile questionnaire, mathematical literacy tests, and interviews, then analyzed through condensation, presentation, and drawing conclusions. The results showed that in the formulating stage, male and female students identified mathematical elements and determined a mathematical model. In the employing stage, male students used the strategy of equating the price. Meanwhile, female students used the strategy of dividing the area by the price. In the interpreting stage, male students reinterpreted the calculation results into the context of the problem and explained the results in a reasonable way. Meanwhile, female students did not reinterpret the calculation results into the context of the problem correctly and did not explain the results in a reasonable way. Therefore, it is recommended that teachers provide scaffolding to help students, especially those who experience difficulties at the interpretation stage, and further research is expected to be able to examine in more depth the factors that influence these difficulties.
Analyzing Students' Contextual Problem-Solving on the Pythagorean Theorem Based on Learning Styles Amelia Rida Zahra Hardian Hardian; Tatag Yuli Eko Siswono; Novita Vindri Harini
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.p411-421

Abstract

This study aims to explore the problem-solving processes of students in solving contextual problems related to the Pythagorean Theorem based on their learning styles. This study uses a qualitative descriptive approach involving three students representing visual, auditory, and kinesthetic learning styles. Data were collected through written tests and semi-structured interviews, and analyzed through data reduction, data display, and conclusion drawing. The results show that students demonstrate different ways of thinking in constructing problem-solving processes. Visual learners tend to use diagrams and visual representations to organize information. Auditory learners demonstrate a sequential problem-solving process through verbal reasoning and internal dialogue. Meanwhile, kinesthetic learners engage with the problem through physical and spatial imagination using movement and gestures. Although some parts of the process are expressed through different forms, such as verbal explanation or mental reflection, the findings show that students construct understanding and connect mathematical concepts with contextual situations. These results emphasize that differences in learning styles are reflected in how students think, represent, and process problems
Systematic Literature Review: Etnomatematika dalam Kuliner Tradisional Indonesia Riyan Setiawan; Rikayanti
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.p422-437

Abstract

This study reviews various research works on ethnomathematics within Indonesian culinary traditions using a Systematic Literature Review (SLR) approach. The main goal is to identify dominant mathematical concepts, explore embedded cultural values, and highlight potential directions for future studies. Data were collected from Google Scholar following the PRISMA framework, resulting in 15 selected articles for analysis. Findings show that geometry is the most prominent concept, followed by measurement, arithmetic, and social arithmetic. Traditional foods such as lemang, onde-onde, and tumpeng illustrate three-dimensional geometric forms and the application of measurement and proportion in cooking processes. Cultural values like togetherness, precision, balance, and the preservation of tradition are reflected through these practices. However, most studies remain descriptive without empirical classroom application. Therefore, developing teaching materials and learning models based on culinary ethnomathematics is needed to promote more meaningful and contextual mathematics learning.
Development of E-Modules Based on Ethnomathematics of Anjuk Ladang Batik Motifs Assisted by GeoGebra Brilian Rahma Fitria; Rini Setianingsih
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.p462-476

Abstract

The use of textbooks in the learning process tends to make learning less motivating for students. This is because textbooks primarily focus on delivering content without considering students' motivation and engagement. In addition, the integration of technology in schools remains relatively low. Therefore, an interactive e-module based on the ethnomathematics of Batik Anjuk Ladang and supported by GeoGebra was developed. The e-module serves as an alternative learning resource that promotes interactive learning. The integration of Batik Anjuk Ladang’s ethnomathematics provides contextual content to help enhance students’ self-learning motivation, while GeoGebra is used to offer visualization and increase the interactivity of the e module. This e-module was developed using the Plomp development model, which consists of three phases: preliminary research, development or prototyping, and assessment. The e-module focuses on Grade IX junior high school geometry transformation material and was developed using Flip PDF Professional and GeoGebra. The module was tested at SMP Negeri 2 Nganjuk with a group of Grade IX students. The quality of the developed e-module was evaluated based on validity, practicality, and effectiveness criteria. The study produced a detailed description of the e-module development process. The average material validity score was 86.31%, categorized as very valid— especially in terms of user-friendliness. The media validity score was 86.08%, also very valid with the same dominant criterion. The practicality score reached 85.09%, classified as very practical, with multimedia clarity as the most prominent aspect. The effectiveness of the e-module was demonstrated by an average N-gain score of 0.701, indicating a high category. Therefore, the developed e-module meets the criteria of being valid, practical, and effective for facilitating independent learning in geometry transformation.
Implementation of the Teaching at the Right Level Approach to Improve Learning Outcomes of 10th Grade Students on Probability Erlita Nur Rahmawati; Rini Setianingsih
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.p438-461

Abstract

Learning outcomes in mathematics, particularly in probability, are often uneven due to student’s diverse initial abilities and the limited application of differentiated instruction in a classrooms. This study was conducted to address this issue by implementing the Teaching at the Right Level (TaRL) approach, which focuses on tailoring instruction to students’ actual learning levels rather than their grade level. The purpose of this research is to examine how the TaRL approach can improve students’ learning outcomes in the topic of probability. A descriptive quantitative method was employed, involving 29 students in the experimental class and 30 in the control class. Data were collected through classroom observations of student and teacher activities, student response questionnaires, and cognitive assessments via pretests and posttests. The data analysis included N-Gain calculation, Shapiro-Wilk normality test, paired t-test or Wilcoxon test, and independent t-test or Mann-Whitney test. The results showed that TaRL encouraged active student participation according to their level: high-ability students worked more independently, medium-ability students required occasional guidance, and low-ability students engaged more actively in discussions with consistent support. Teachers successfully applied differentiated instruction based on TaRL principles throughout the discovery learning phases, ensuring structured and adaptive teaching practices. Student responses were highly positive, with many expressing greater enjoyment, engagement, and clarity during learning. A significant difference in learning outcomes was found between the experimental and control groups, indicating that the TaRL approach effectively enhances student achievement by aligning instruction with individual learning needs and promoting active participation in the learning process.
Miskonsepsi Peserta Didik SMPpada Materi Operasi Hitung Bentuk Aljabar Ianatun Nafilah Anwar; Evangelista Lus Windyana Palupi
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.p477-491

Abstract

The low understanding of mathematical concepts is one of the obstacles in the process of learning mathematics. The cause of this low understanding is due to misconceptions. Misconceptions in algebra arise from two factors: internal factors and external factors. Misconceptions are defined as repeated errors made by students in understanding and interpreting a concept. In line with the research objective, which is to describe junior high school students’ misconceptions in algebraic operations, this study employed a qualitative approach. The subjects consisted of 20 students out of a total of 25 who participated in the four-tier diagnostic test. Through qualitative analysis, this research can capture the context underlying students' misconceptions in algebraic operations, which may be difficult to measure with numbers or statistics. Based on qualitative analysis, several results were obtained, including: (1) The most common misconceptions experienced by students on commutative operation questions were notation misconceptions and rule application misconceptions. (2) The misconceptions experienced by students on associative operation questions included misconceptions in interpreting letters, notation, and rule application. (3) The misconceptions experienced by students on these questions involved notation and rule application misconceptions.
Pengembangan Lembar Kerja Peserta Didik (LKPD) Materi Penyelesaian SPLDV dengan Metode Grafik Berbasis Realistic Mathematics Education (RME) Mauludiana Nur Islamiyah; Evangelista Lus Windyana Palupi
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.p492-503

Abstract

The ability to create, read, and analyze data from graphs in everyday life makes mastery of the graphical method of System of Linear Equations in Two Variables (SLETV) important. This research aims to describe the validity, practicality, and effectiveness of an RME-based student worksheet on SLETV solving using the graphical method. This research utilizes the ADDIE model, a development research approach that involves analysis, design, development, implementation, and evaluation. The developed student worksheet was designed based on the four-level iceberg levels, where students solved contextual problems related to vehicle speed at the situational level, determined the speed and travel time of each vehicle at the model-of level, determined whether one vehicle could overtake another at the model-for level, and identified the types of SLETV solutions based on graphs at the formal level. The results of the student worksheet development were tested on 30 students of class VIII at SMPN 15 Surabaya. The results showed that the developed student worksheet was very valid (4.51), with the content aspect obtaining the highest score and the time aspect the lowest; practical (4.3), with the preliminary aspect obtaining the highest score and the closing aspect the lowest; and effective, as reflected by student activity rates of 91.77% and 94.12%, a positive response rate of 83.14%, and an N-Gain score of 0.48, indicating moderate improvement in learning outcomes. Therefore, the developed RME-based student worksheet can be used in mathematics learning and helps students solve SLETV problems using the graphical method through the four iceberg levels.

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