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Ahmad Faridh Ricky Fahmy
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Circle: Jurnal Pendidikan Matematika
Published by Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
ISSN : 27766268     EISSN : 27771008     DOI : https://doi.org/10.28918/circle.v3i01
Core Subject : Education,
Mathematics
Circle: Jurnal Pendidikan Matematika (p-ISSN 2776-6268, e-ISSN 2777-1008) is a scientific, peer-reviewed and open-access journal which has been established for the dissemination of state of the art knowledge in the field of mathematics education. Author can be lecture, teacher, reseacher, and even student. We recommend a qualitative research, an action research, research and development (RnD), experiment and quantitative research. This journal managed and published by Mathematic Education Department (Tadris Matematika), Fakultas Tarbiyah dan Ilmu Keguruan, UIN K.H. Abdurrahman Wahid Pekalongan, Indonesia.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 88 Documents
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Kemampuan Komunikasi Matematis ditinjau dari Self-Confidence melalui Model Teams Games Tournament berbantuan Baamboozle Indrawan, Tarista Amelia Putri; Munahefi, Detalia Noriza
Circle: Jurnal Pendidikan Matematika Vol 5 No 2 (2025): September 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/circle.v5i2.10355

Abstract

This study aims to (1) test the effectiveness of using a Teams Games Tournament learning model assisted by Baamboozle on students’ mathematical communication skills; (2) test the effect of self-confidence on mathematical communication skills; and (3) obtain a description of students’ mathematical communication skills who use the Teams Games Tournament learning model, reviewed from their self-confidence. This research is a mixed-method study with a sequential explanatory design. The results show that (1) the Teams Games Tournament learning model assisted by Baamboozle is effective on mathematical communication skills; (2) there is a positive influence of self-confidence on students’ mathematical communication skills by 40.1%; and (3) the description of mathematical communication skills is as follows: (a) students with high self-confidence tend to meet all three indicators of mathematical communication skills, (b) students with moderate self-confidence fulfill two indicators of mathematical communication, and (c) students with low self-confidence only meet the indicator of students’ ability to express real-world problems into mathematical ideas.
Analisis Kesalahan Peserta Didik Menurut Kastolan dalam Menyelesaikan Soal Literasi Matematika Materi Statistika Farhana, Atika; Yuanita, Putri; Kartini
Circle: Jurnal Pendidikan Matematika Vol 5 No 2 (2025): September 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/circle.v5i2.10940

Abstract

Mathematical literacy is an important skill that every student should possess as it can help students solve problems in everyday life. In fact, field data shows that mathematical literacy is still low based on the 2022 PISA survey results, which revealed that Indonesia only scored 366, far below the OECD average. This study aims to identify the types of errors made by students in solving mathematical literacy problems in statistics material based on Kastolan's theory, namely: (1) conceptual errors, (2) procedural errors, and (3) technical errors. The research conducted is a descriptive qualitative study using data collection techniques including tests and interviews by providing three mathematical literacy test questions to 20 seventh-grade junior high school students. The results obtained based on students' answers show that students made all types of mistakes according to Kastolan's theory in solving mathematical literacy problems in statistics material. The conceptual error rate was 30.4% with a fairly severe category, procedural errors were 34.4% with a fairly severe category, and technical errors were 30.4% with a fairly severe category. This study provides an overview of the mistakes made by students in solving mathematical literacy problems in statistics, allowing for follow-up actions to improve students' mathematical literacy.
Implementasi Pembelajaran Matematika Berbantuan Panggung Getar pada Siswa Tuna Rungu di SLB-B Pangudi Luhur Jakarta Barat Fatwa, Alyan; Muslim, Suyitno; Khaerudin
Circle: Jurnal Pendidikan Matematika Vol 5 No 2 (2025): September 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/circle.v5i2.11621

Abstract

This study aims to describe the implementation of the Vibration Stage as a learning medium in mathematics instruction for deaf students at SLB-B Pangudi Luhur, West Jakarta. Auditory barriers in deaf students require adaptive strategies through multisensory approaches. The Vibration Stage utilizes sound vibrations, rhythm, light, and kinesthetic stimulation to support students’ understanding of mathematical concepts. This research employed a descriptive qualitative approach with deaf students as the subjects. Data were collected through observation, interviews, and documentation. The findings indicate that the use of the Vibration Stage enhanced students’ attention, comprehension of number concepts, as well as their social and emotional interactions during mathematics learning. This medium also assisted teachers in delivering materials more effectively and interactively, making the learning process more engaging and meaningful. Both students and teachers responded positively, as reflected in active participation, satisfaction, and increased learning motivation. In conclusion, the Vibration Stage proved to be an effective and innovative medium for improving engagement, learning outcomes, and classroom interaction in mathematics education for deaf students at SLB-B. Therefore, it can be considered a feasible alternative to enhance the quality of mathematics learning in special education contexts.
The Integrating Islamic Values in The Mathematics Education Curriculum at UIN Saizu Purwokerto Ulpah, Maria; Setiani, Riris Eka; Ramadani, Nabila
Circle: Jurnal Pendidikan Matematika Vol 5 No 2 (2025): September 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/circle.v5i2.11738

Abstract

Integrating Islamic values ​​in the mathematics education curriculum is an effort to form mathematical concepts with ethical and spiritual principles in Islam. This approach aims to provide a more holistic learning experience, developing cognitive skills and shaping students’ character and morals. This integration also encourages the understanding that mathematics is abstract and closely related to everyday life and Islamic teachings. By adopting this approach, mathematics education can be more relevant, meaningful, and contribute to forming students who are knowledgeable and have noble character. This study aims to analyze the integration of Islamic values ​​in the Mathematics Education curriculum. The data collection methods in this study are documentation of the Mathematics Education study program curriculum, guidelines for compiling an integrative curriculum, learning observations and interviews with lecturers and students. Data analysis techniques include data reduction, data presentation and drawing conclusions and verification. This study concludes that the integration of Islamic values ​​in the mathematics education curriculum starts from determining the profile of graduates, learning outcomes, the learning process and evaluation. In the learning process, this integration can be applied in creating teaching materials, the application of thematic and contextual learning and research by lecturers or students.
The Effectiveness of RME Based Learning on Junior High School Students' Mathematical Procedural Fluency and Mathematical Disposition Fathina, Naila; Azizah, Dewi; Sarian, Hazen Mellai Xyza B
Circle: Jurnal Pendidikan Matematika Vol 5 No 2 (2025): September 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/circle.v5i2.12327

Abstract

This study aimed to examine the differences in mathematical procedural fluency and mathematical disposition between students who received instruction using the RME approach and those taught using the expository approach. The type of research employed was a quasi-experimental study with a posttest-only control group design. The subjects consisted of two seventh-grade classes at SMP Negeri 13 Pekalongan. The instruments used included an essay test and a Likert-scale questionnaire. Data analysis was carried out using the R software. The assumption tests applied were the Shapiro–Wilk test for univariate normality, the Henze–Zirkler test for multivariate normality, the F-test for univariate homogeneity, and Box’s M test for multivariate homogeneity. Hypothesis testing was conducted using Hotelling’s T² test for multivariate analysis. The result showed a p-value of 8.02e-06 < 0.05, indicating a significant difference between the two groups. Follow-up analysis using the Mann–Whitney U test revealed a significant difference in procedural fluency (p = 3.21e-05), while the independent t-test showed no significant difference in mathematical disposition (p = 0.3207). The mean score for procedural fluency in the RME class was higher than that of the expository class. These findings suggest that the RME approach is more effective in improving students’ procedural fluency, although it has not yet shown a significant effect on mathematical disposition.
Pengembangan Media Misteri Pecahan (RIHAN) Berbasis Realistic Mathematics Education untuk Meningkatkan Pemahaman Konsep Matematika Siswa Harwiyati, Windi; Fitriani, Andhin Dyas; Mufliva, Rosiana
Circle: Jurnal Pendidikan Matematika Vol 5 No 2 (2025): September 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/circle.v5i2.12389

Abstract

This study aims to develop teaching materials to improve students’ conceptual understanding of fractions. The research employed a Design and Development method using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The data obtained were both qualitative and quantitative. Qualitative data were collected from expert validators’ suggestions, while quantitative data were derived from validators’ assessments and student test results. The research subjects were 17 fourth-grade elementary school students in Bandung. The findings revealed that the teaching material RIHAN achieved a feasibility score of 90.3% from material, language, and design experts, and 92.5% from teacher practitioners, categorized as highly feasible. Furthermore, the effectiveness test showed an N-gain score of 0.533 (moderate category), indicating an improvement in students’ conceptual understanding. Therefore, the RIHAN teaching material is considered feasible and effective for enhancing elementary school students’ conceptual understanding of fractions.
Literasi Numerasi Siswa SMP dalam Menyelesaikan Soal Asesmen Kompetensi Minimum Fahmy, Ahmad Faridh Ricky; Apriliyani, Destiana; Janah, Riyadlotul; Khoerunnisa
Circle: Jurnal Pendidikan Matematika Vol 5 No 2 (2025): September 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/circle.v5i2.12409

Abstract

Numeracy literacy is an essential competency for junior high school students, serving as a foundational skill for further education. This ability can be assessed through the Minimum Competency Assessment (Asesmen Kompetensi Minimum/ AKM). However, variations in students’ mathematical proficiency lead to differences in numeracy literacy achievement. This study employed a qualitative descriptive approach aimed at describing junior high school students’ numeracy literacy in solving AKM questions, based on their levels of mathematical ability. The research was conducted at SMPN 01 Sragi, involving three eighth-grade students (class VIII.9) selected as subjects through purposive sampling. Data were collected through written tests and analyzed according to numeracy literacy indicators, namely: comprehending information, applying concepts and strategies, and reasoning and drawing conclusions. Data validity was ensured through member checking, data presentation, and conclusion triangulation. The analysis revealed that students with high mathematical ability were classified in the proficient numeracy literacy category, as they fulfilled all numeracy literacy indicators. Students with moderate ability were categorized as functional, meeting only the indicators for applying concepts and strategies, and reasoning and concluding. Meanwhile, students with low mathematical ability fell into the basic category, as they only achieved the reasoning and conclusion-drawing indicator. Therefore, instructional approaches incorporating contextual, real-life problems are crucial to train and enhance students’ numeracy literacy in addressing authentic real-world challenges.
Pemanfaatan Liveworksheets dalam Pengembangan E-LKPD Numerasi Berbasis Ke-Islaman untuk Melatih Kemampuan Berpikir Tingkat Tinggi Yanti, Aning Wida; Sutini; Putri, Alfina Rifky Taftiana
Circle: Jurnal Pendidikan Matematika Vol 4 No 2 (2024): September 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/circle.v4i2.9280

Abstract

This study aims to develop E-LKPD based on Numeracy Literacy Integrated with Islamic content with the help of liveworksheets to train students' critical thinking skills. The type of research is development research. The development procedure uses the ADDIE development model (Analyze, Design, Development, Implementation, Evaluation). The product developed is E-LKPD—number and Algebra Material. Based on the research results, it was found that (1) The E-LKPD development procedure uses the ADDIE Development Model, whereas, in the Analysis Stage, data was obtained that the use of learning media was still less than optimal, especially for materials considered difficult by students. In the Design Stage, an E-LKPD design was produced. In the development stage, E-LKPD was developed, validated, and revised based on input from the validator. In the implementation stage, the process of implementing E-LKPD for students was carried out. In the Evaluation Stage, an assessment of the effectiveness of E-LKPD was carried out; (2) The E-LKPD developed meets the criteria of "Very valid" where the average total validity obtained is 4.60 and the average total practicality value obtained is 91.73 (criterion A). While in the practical aspect for the average student response questionnaire 99.21% (Very good category). The developed E-LKPD meets the criteria of "Effective" for training students' critical thinking skills (based on the results of the Critical Thinking Skills Test, Interpretation was 81.25% (Good), Analysis 84.82% (Very Good), Inference 79.46% (Good), Evaluation 75.00% (Good), Explanation 70.54% (Good), and Self-regulation 68.75% (Good)).

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