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JME (Journal of Mathematics Education)
Published by USN Scientific Journal
ISSN : 25282468     EISSN : 25282026     DOI : https://doi.org/10.31327/jme
Core Subject : Education,
Mathematics
Menerima segala bentuk artikel dalam bidang pendidikan matematika Penelitian eksperimen, ekspost facto, penelitian korelasi, Penelitian pengembangan dan juga Systematic Literature Review.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 257 Documents
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Development of Digital Worksheets Assisted by GeoGebra on Linear Function Material to Support Students Computational Thinking Skills Putriani, Jesika Dwi; Hapizah, Hapizah; Mulyono, Budi
JME (Journal of Mathematics Education) Vol 10, No 2 (2025): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i2.2552

Abstract

This study aims to develop a valid and practical digital worksheet in GeoGebra on linear functions, with a focus on the dangers of waste, to support students' computational thinking skills. This study uses a development studies design research method, consisting of three stages: preliminary research, development or prototyping phase, and assessment phase. The validation stage was conducted by three mathematics education lecturers and one mathematics teacher, with expert review, to assess content, construction, language, and technology. Meanwhile, practicality was evaluated by student responses during the small-group stage after using the digital worksheet in learning. The results showed that the digital worksheet using GeoGebra had an average validity of 93.81% (very valid) and practicality of 82.18% (practical). Thus, the developed digital worksheet using GeoGebra was declared valid and practical for use in mathematics learning and has the potential to improve students' computational thinking skills through solving contextual problems related to the dangers of waste.
SYSTEMATIC LITERATURE REVIEW: THE EFFECT OF PROBLEM-BASED LEARNING MODELS ON STUDENTS' MATHEMATICAL PROBLEM-SOLVING SKILLS AND EMOTIONAL INTELLIGENCE Saraswati, Emiliana; Hakim, Lukman El; Aziz, Tian Abdul
JME (Journal of Mathematics Education) Vol 10, No 2 (2025): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i2.2559

Abstract

In modern education, two elements are considered crucial: mathematical problem-solving ability and students' emotional intelligence. Both are seen as vital assets for facing the challenges of the 21st century. The Problem Based Learning (PBL) model is often hypothesized as an approach that can sharpen both of these domains simultaneously. However, this hypothesis needs to be proven by synthesizing existing empirical findings. Therefore, this systematic literature review was conducted to answer the question: to what extent does PBL influence these two abilities? Guided by the Systematic Literature Review (SLR) method and the PRISMA framework, we searched and screened various research articles from scientific databases. We focused on experimental and quasi-experimental studies published in the last decade. After a rigorous selection process, a number of eligible articles were identified and analyzed. Our analysis reveals a consistent finding: the implementation of the PBL model has a proven, positive, and significant impact on students' mathematical problem-solving abilities. In a PBL environment, students do not just memorize formulas; they are actively involved in understanding problems, designing solution strategies, and evaluating outcomes. Furthermore, the collaborative and interactive learning process in PBL also turns out to be fertile ground for nurturing emotional intelligence. Students learn to manage their emotions when facing difficulties, build intrinsic motivation, empathize with teammates, and hone their social skills. From this synthesis, we can conclude that the Problem-Based Learning model is more than just a strategy to improve math scores. It is a holistic approach that successfully bridges the development of critical thinking skills with emotional maturity. This finding underscores the urgency of further integrating PBL into the curriculum, aiming to shape a generation that is not only intelligent but also resilient and collaborative.
PROFILE OF ETHNOMATEMATICS IMPLEMENTATION IN MATHEMATICS LEARNING TO STIMULATE STUDENTS' COGNITIVE DEVELOPMENT Prasetiyo, M. Mahmudi; Sunismi, Sunismi; Walida, Sikky El
JME (Journal of Mathematics Education) Vol 10, No 2 (2025): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i2.2558

Abstract

The negative perception that mathematics is abstract and rote-oriented leads to low student engagement and cognitive development. This study examines ethnomathematics as a contextual approach that connects formal mathematics with student culture. This study aims to describe the implementation of ethnomathematics, changes in student perceptions, and stimulation of cognitive development. This study uses a descriptive qualitative approach with the study location in the seventh grade of Khairunnas Junior High School. Data were collected through in-depth participatory observation, field notes, interviews, and analysis of learning artifacts. Data analysis was conducted using Spradley's qualitative analysis model. The findings show that the success of implementation is influenced by the teacher's readiness to adapt a contextual approach. Through mentoring, teachers successfully deconstructed the perception that mathematics and culture cannot dialogue, shifting from simply matching formulas to contextual learning adjustments relevant to students' experiences. Students showed more positive changes in their perceptions of mathematics. Students saw mathematics as a skill relevant to their daily experiences. Empirically, ethnomathematics has been proven to improve students' cognitive levels. Cognitive abilities increased from C2 to C3–C4, as observed and confirmed by final assessment results. Ethnomathematics not only increased interest and motivation to learn but also fundamentally stimulated students' cognitive development toward higher-level thinking skills. The results of the study indicate that the integration of local culture has the potential to improve the quality of mathematics learning.
Differences In Computational Thinking Ability Of Seventh-Grade Students At Smp It Cordova Samarinda In The Context Of Data Presentation Based On The Interaction Of Math Anxiety Level And Computational Thinking Aspects Dewi, Carolina Fadia; Rizki, Nanda Arista; Kurniawan, Kurniawan; Rusdiana, Rusdiana
JME (Journal of Mathematics Education) Vol 10, No 2 (2025): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i2.2528

Abstract

Computational thinking is an essential skill in mathematics learning. However, many students still face difficulties in applying its aspects. This study aims to examine differences in students’ computational thinking ability in the context of data presentation based on math anxiety levels and computational thinking aspects, as well as the interaction between the two. A quantitative approach with a comparative descriptive desig was employed. The research subjects were 119 seventh-grade students of SMP IT Cordova Samarinda, selected using purposive sampling. Research instruments consisted of a math anxiety questionnaire and a computational thinking test covering four aspects: decomposition, pattern recognition, algorithm, and abstraction-generalization. Data were analyzed using the General Linear Model with Two Way Repeated Measures ANOVA. The results revealed significant differences in cmputational thinking ability based on math anxiety level, with a tendency for lower computational thinking ability among students with high math anxiety. Significant differences were also found across computational thinking aspects, with decomposition scoring the highest and abstraction-generalization the lowest. Howeve, no significant interaction was found between math anxiety level and computational thinking aspects. These findings highlight the importance of instructional approaches that consider affective factors to optimize the holistic development of students’ computational thinking across all aspects.
EXPLORING MATHEMATICS LEARNING PRACTICES AT SMA NEGERI 1 LALOLAE imelda, imelda; Tahir, Tahir; Chairuddin, Chairuddin; Karunia, Karunia
JME (Journal of Mathematics Education) Vol 10, No 2 (2025): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i2.2535

Abstract

This study aims to analyze mathematics learning strategies at SMA Negeri 1 Lalolae by exploring teaching methods, learning media, and student responses to identify more effective strategies for improving learning quality. This study employed a qualitative descriptive approach with an exploratory design. Data were collected through classroom observations, interviews with mathematics teachers, and questionnaires completed by 80 students. The findings reveal that lecture and problem-solving methods are most preferred by students, whereas discussion and project-based approaches are still rarely applied. Visual media were found helpful in supporting understanding; however, the use of digital applications remained limited. Students generally responded positively to learning, although their active participation and conceptual understanding still need improvement. The study concludes that the application of varied and appropriate methods and media can foster active student engagement and improve motivation and understanding in learning mathematics.
THE ROLE OF ARTIFICIAL INTELLIGENCE IN ENHANCING STUDENTS’ MATHEMATICAL COGNITIVE ABILITIES: A LITERATURE REVIEW Shofa, Gharitza Zahira; Aziz, Tian Abdul; Hakim, Lukman El
JME (Journal of Mathematics Education) Vol 10, No 2 (2025): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i2.2612

Abstract

Artificial Intelligence (AI) in education is not only used to provide personalized feedback, but can also be used to build learning systems that can adapt and be tailored to the needs of each student. This study aims to determine the role of AI in improving mathematical cognitive abilities in students. The method used to obtain data is a Systematic Literature Review. Articles were collected using article search engines such as Google Scholar, Science Direct, DOAJ, and Eric. The results of the article search were screened based on predetermined criteria. The final screening resulted in 10 articles from national and international journals being used as literature review material. Based on the analysis, AI has been used at the elementary, junior high, high school, and university levels to improve various mathematical cognitive abilities. The role of AI in mathematical cognitive abilities includes analyzing, evaluating, organizing, and providing space for discussion and reflection. AI plays a role in cognitive abilities such as creative thinking, critical thinking, problem solving, and computational abilities.
STUDENTS’ NUMERACY THROUGH COMPUTATIONAL THINKING-BASED DIGITAL WORKSHEETS WITH PALEMBANG LOCAL WISDOM CONTEXT Rosyada, Amrina; Mulyono, Budi; Hapizah, Hapizah
JME (Journal of Mathematics Education) Vol 10, No 2 (2025): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i2.2604

Abstract

This research is motivated by the persistent low level of students’ numeracy skills in Indonesian secondary education. Several pedagogical approaches that may enhance students’ numeracy include the use of digital worksheets, integration of Computational Thinking (CT), and incorporation of Palembang local wisdom as contextual learning elements. This research aims to describe students’ numeracy skills through the use of CT-based digital worksheets with Palembang local wisdom context, an approach not previously explored in existing studies. This research employed a descriptive method using a qualitative approach. The research participants were 34 tenth-grade students at MAN 2 Palembang, while the research sample consisted of three students representing high, moderate, and low numeracy skills. Data collection techniques included pretest, posttest, and interviews. The results indicate clear variation across ability levels, with distinct differences in numeracy indicators interpreting analysis results to predict and make decisions. High-skill students demonstrated mastery of all numeracy indicators. In contrast, moderate- and low-skill students showed partial or minimal indicator achievement, particularly in interpreting results and constructing conclusions. The study implies that CT-based digital worksheets embedded with Palembang local wisdom contexts can support students’ numeracy skill.

Page 26 of 26 | Total Record : 257

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