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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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Kemampuan Berpikir Kreatif Siswa SMA Ditinjau dari Strategi Pemecahan Masalah Atika Dwi Wahyu Utari; Anggy Alya Novita; Averylla Dwi Endri Prastiya; Nonik Indrawatiningsih
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.p504-520

Abstract

Creative thinking ability is one of the essential competencies in the 21st century, particularly in solving mathematical problems. This study aims to analyze high school students’ creative thinking skills in terms of their problem-solving strategies. This research employed a qualitative descriptive approach involving three students from class XI selected purposively based on their level of problem-solving strategy use: high, moderate, and low. Data were collected through problem-solving tests and interviews, then analyzed using Miles and Huberman’s model: data reduction, data display, and conclusion drawing. The results showed that students with high creative thinking ability used three varied strategies, demonstrated logical reasoning, and displayed originality when facing unfamiliar problems. Students with moderate abilities met two indicators, namely flexibility and originality. Meanwhile, students with low abilities did not meet any of the creative thinking indicators. These findings indicate that the more diverse and systematic the problem-solving strategies used by students, the higher their level of creative thinking. This research suggests that developing students’ creativity in mathematics should be encouraged by presenting open-ended problems and implementing learning models that emphasize multiple strategies and independent thinking.
Literasi Statistis Siswa SMP Berkemampuan Statistika Tinggi dalam Menyelesaikan Soal Numerasi Dewi Pujiati; Masriyah Masriyah; Yurizka Melia Sari
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p632-645

Abstract

Statistical literacy is the process of understanding statistical data or information, processing statistical data or information, interpreting the results of data processing, and evaluating answers. Statistical literacy is important in processing information to make decisions and conclusions. This research adopts a qualitative approach with a case study design aimed at describing the statistical literacy of junior high school students with high statistical ability in solving numeracy problems. The research subject is a student with high statistical ability based on a statistical ability test. The indicators of statistical literacy in this study are understanding statistical data or information, processing statistical data or information, interpreting the results of data processing, and evaluating answers. The results show that students with high statistical ability solve numeracy problems by understanding statistical data or information well, processing statistical data or information accurately and systematically, interpreting the results of data processing, and always evaluating answers by recalculating. Teachers are advised to encourage students to evaluate their answers by checking them again, not only by counting them again but also by checking the entire answer in order to obtain the correct answer.
Pemanfaatan Game Edukatif MathPlayground untuk Melatih Keterampilan Berhitung Siswa Diskalkulia Annisa Shafa Az Zahra; Tatag Yuli Eko Siswono
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p710-727

Abstract

Counting skills are an important basic ability for every student, including for students with learning disabilities such as dyscalculia. However, in reality, less interactive learning methods at school are often an obstacle, so that students with dyscalculia have difficulty in developing their counting skills. The low level of numeracy skills requires innovation in the learning process. One of the alternative solutions used in this research is the utilization of MathPlayground educational games, which are designed to provide a learning experience that is more interesting, interactive, and in accordance with the needs of students with dyscalculia. This study aims to describe the counting skills of grade VI elementary school students with dyscalculia before and after using the MathPlayground educational game Jet Ski Addition, and to find out their responses to the use of the game. This research uses a qualitative approach with the type of case study research on four subjects of dyscalculia students at SD Negeri 2 Taman Madiun City. Data collection techniques were carried out through dyscalculia tests, early and late counting skills tests, observations, and interviews. The data analysis technique uses the standard value of book adaptation for dyscalculia tests, counting skills test indicators, recording observations, and data reduction of interview results. The results showed that before the intervention, students experienced obstacles in the counting process such as lack of understanding of the problem, slow calculation strategies, and low levels of accuracy and concentration. After being given an intervention through the Jet Ski Addition educational game from MathPlayground, students' counting skills improved both in the thinking process, time efficiency, and accuracy of answers. In addition, students showed a positive response to the game which was considered fun, challenging, and able to foster learning motivation.
Transforming Junior High School Teachers' Basic STEM Knowledge through Training to Strengthen STEM-Based Mathematics Learning Faradiba Izzati Sa'adah; Endah Budi Rahaju
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p597-612

Abstract

The implementation of STEM (Science, Technology, Engineering, and Mathematics) based mathematics learning depends on teachers’ conceptual understanding of interdisciplinary integration. Although STEM has been widely introduced through training programs, prior studies indicate that junior high school mathematics teachers’ understanding remains partial. This study aims to describe how STEM training transforms teachers’ understanding in conceptual, applicative, and affective aspects. This study used a qualitative descriptive design with a pretest–posttest approach, analyzing teachers’ responses through content analysis to identify patterns of conceptual change. The study involved 30 junior high school mathematics teachers selected through purposive sampling. Data were collected using pretest and posttest open-ended essay questions and analyzed through coding and thematic categorization. The findings revealed that before the training, most teachers perceived STEM merely as a combination of subjects, without clearly understanding how science, technology, engineering, and mathematics are integrated through problem-solving processes, design activities, and specific learning objectives. After the training, a clear shift occurred, with most teachers developing more accurate and integrated conceptions of STEM. They were able to explain STEM as an interdisciplinary approach focused on problem solving rather than subject integration alone. In practice, most teachers reached a contextual level of implementation by providing authentic examples such as real-world problem-solving activities, simple engineering design tasks, and the integration of mathematical calculations and technology. Teachers’ confidence also increased significantly, indicating greater readiness to implement STEM-based learning. These findings highlight the importance of continuous and well-designed STEM training program.
Kemampuan Berpikir Kreatif Siswa SMA dalam Memecahkan Masalah SPLTV dengan Memanfaatkan ChatGPT Elita Nathania Dewi; Tatag Yuli Eko Siswono
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p646-669

Abstract

Creative thinking is the ability to generate new ideas in order to solve a problem. Several studies indicate that students' creative thinking skills in problem solving are still relatively low, requiring a more innovative approach. The use of Artificial Intelligence (AI) as a creative partner is considered to have the potential to support students' idea exploration and creative thinking skills in problem solving. This research is a qualitative study with the aim of describing the creative thinking skills of high school students with high, medium, and low abilities in solving SPLTV problems using ChatGPT. This research was conducted at State High School 14 in Surabaya with a subjects of six students, comprising two students with high abilities, two students with moderate abilities, and two students with low abilities. The research data was obtained through a mathematics ability test, SPLTV problem-solving tests utilizing ChatGPT, and interviews. To ensure the validity of the research data obtained, source triangulation was carried out. The results showed that students with high abilities can fulfill all three aspects of creative thinking ability indicators. Students with moderate abilities fulfill the aspects of fluency and flexibility. Students with low abilities only fulfill the aspect of fluency. Overall, students with high, moderate, and low abilities can only use ChatGPT to evaluate ideas and solutions that they already have. Thus, the use of ChatGPT in mathematics learning does not automatically support students' creative thinking abilities optimally, but depends on clear guidelines for using ChatGPT and a good understanding of ChatGPT.
Enhancing Mathematical Comprehension through Technology: A Systematic Literature Review on the Effectiveness of Mathematics Software Dina Fakhriyana; Nelly Mukhibbatunni’mah; Muhammad Rifqi Asshofi; Tsalisa Zidna Ifthoriya
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.p560-571

Abstract

The role of educators in designing effective learning media is crucial to address students’ difficulties in mathematics, particularly the lack of engagement and limited integration of technology in the learning process. This study aims to fill this gap by systematically reviewing the use of mathematics software in enhancing mathematical comprehension, focusing on identifying the types of software, analyzing their effectiveness in supporting improved mathematical comprehension, and examining factors that influence their use. A qualitative Systematic Literature Review (SLR) approach was employed, with data collected using the Publish or Perish application based on the Google Scholar database. From 747 articles published between 2020 and 2024, 27 relevant articles were selected for analysis after applying exclusion criteria. The findings identified eight types of mathematics software commonly used in learning, namely GeoGebra, Construct, Cabri 3D, Wingeom, Autograph, Maple, Geometer’s Sketchpad, and SageMath. These software programs were found to be effective in enhancing mathematical comprehension through interactive visualizations, independent exploration, and active learning processes. Their effectiveness, however, depends not only on technological sophistication but also on instructional design, collaboration, and learning methods employed by educators. The results imply that integrating mathematics software into teaching can significantly improve students’ conceptual comprehension and overall learning quality. Future research is encouraged to examine contextual factors such as infrastructure, teachers’ skills, and students’ readiness, as well as to explore impacts on non-cognitive aspects like motivation, attitudes, and critical thinking, while also developing valid evaluation instruments for measuring comprehension improvement.
Kemampuan Pemecahan Masalah Siswa pada Materi Bangun Ruang Melalui Collaborative Problem Solving Lidya Yuni Kartika; Rooselyna Ekawati
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.p521-537

Abstract

Problem-solving ability is an important skill for students because it is the main indicator of success in learning mathematics, especially in spatial geometry material that requires conceptual understanding and appropriate strategy application. This study is a descriptive qualitative study that aims to describe students' problem-solving abilities in spatial geometry material through Collaborative Problem Solving (CPS) by comparing homogeneous and heterogeneous student groups. This study was conducted on eighth-grade students at SMP Negeri 23 Surabaya in the odd semester of the 2025/2026 academic year. The research subjects consisted of six students who were grouped into two groups, namely one homogeneous group with high mathematical abilities and one heterogeneous group consisting of students with high, medium, and low abilities. Research data were collected through mathematical ability tests, spatial geometry problem-solving ability tests carried out collaboratively, and interviews. The results showed that students' problem-solving abilities were analyzed using Polya indicators collaboratively. Homogeneous groups were able to demonstrate a more systematic and balanced problem-solving process in understanding problems, making plans, implementing plans, and evaluating solutions. The research findings indicate that group composition influences student problem-solving.
Pemecahan Masalah Matematis Siswa SMP dalam Menyelesaikan Ill-Structured Problem Ditinjau dari Math Anxiety Putri Dwi Juniyanti; Ika Kurniasari
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p670-683

Abstract

Mathematical problem solving is an important competency that students must possess to solve mathematical problems, especially ill-structured problems. However, emotional factors such as math anxiety can influence students’ problem solving processes. This study aims to describe the process of solving mathematical problems by junior high school students in solving ill-structured problems in terms of math anxiety. The study uses a qualitative approach with a descriptive research type. The subjects were eighth-grade junior high school students who had high and low math anxiety. Data were obtained from mathematics quiz, math anxiety questionnaire, ill-structured problem solving test, and interviews. The results showed that in the problem understanding stage, junior high school students with high math anxiety identified only partial information in the problem and did not plan their strategies in detail, consequently, during the strategy execution stage, they encountered obstacles and performed rechecks without basing them on the results of their solutions. Conversely, junior high school students with low math anxiety were able to identify information comprehensively, then relate it to prior knowledge and explain their solution strategy plans in detail so that they could carry out the steps according to plan, as well as review the solution steps in accordance with the context of the problem.
Pemecahan Masalah Matematika Kontekstual Siswa Kelas IX SMP pada Materi SPLDV Ditinjau dari Self-Efficacy Ayu Sukma Pradana; Masriyah Masriyah
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p684-709

Abstract

Problem-solving is a critical skill in mathematics education. This qualitative study employed a case study approach to examine how ninth-grade students with high, moderate, and low self-efficacy solve contextual problems involving System of Linear Equations in Two Variables. Three students representing different self-efficacy levels were selected through purposive sampling. Data were collected using a self-efficacy questionnaire, a mathematics ability test, problem-solving tasks, and interviews. Data analysis was based on self-efficacy questionnaire scores, mathematics ability test results, problem-solving indicators proposed by Mason et al. (2010), and reduction of interview data to explore students' problem solving. The findings revealed no differences in problem-solving performance between students with high and moderate self-efficacy. At the entry stage, they identified relevant information, determined goals and methods, stated the problem requirements, and made assumptions. At the attack stage, they solved the problems correctly but did not provide logical reasoning. At the review stage, they rechecked their answers and solution steps and reflected on difficulties encountered, but could not identify other problems solvable using the same method. In contrast, the student with low self-efficacy showed differences at all stages. The student recorded incomplete information, made numerous calculation errors, lacked logical reasoning, did not recheck solution steps, was uncertain about the answers, and could not identify similar solvable problems. These findings suggest that mathematics teachers should strengthen students’ self-confidence, reasoning, calculation accuracy, and reflective habits to support effective problem-solving.
Kemampuan Literasi Matematis Siswa SMP dalam Menyelesaikan Soal Setara AKM Ditinjau Berdasarkan Jenis Kelamin Safitri Diah Pitaloka; Masriyah Masriyah
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.p538-559

Abstract

Mathematical literacy is an essential competency that enables students to formulate, apply, and interpret mathematics in real-life contexts. However, junior high school students’ mathematical literacy in solving Minimum Competency Assessment (MCA)-equivalent problems remains relatively low, especially in data and uncertainty content. In addition, studies examining mathematical literacy based on gender in MCA-equivalent contexts are still limited. Therefore, this study aims to describe junior high school students’ mathematical literacy abilities in solving MCA-equivalent problems based on gender differences. This study employed a qualitative descriptive approach involving one male student and one female student with equivalent mathematical abilities selected through purposive sampling. Data were collected through MCA-equivalent test items on data and uncertainty content and in-depth interviews. Data were analyzed through data reduction, data display, and conclusion drawing. The results showed differences in mathematical literacy characteristics between male and female students in formulating, employing, and interpreting processes. Female students tended to be more systematic in formulating problems and applying strategies, while male students showed greater confidence in interpreting results. However, both students still experienced difficulties in evaluating and justifying solutions, particularly on reasoning-level problems. The findings indicate that gender influences students’ mathematical literacy profiles in solving MCA-equivalent problems. Therefore, gender differences should be considered in designing mathematics learning and assessment activities.

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