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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 282 Documents
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IMPROVING STATISTICS LEARNING OUTCOMES THROUGH DEEP LEARNING AND TARL APPROACHES IN GRADE X Sukmananda, Indah Susitya; Sunismi, Sunismi; Trisniwati, Retno
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2714

Abstract

This study aims to improve students’ learning outcomes in statisticsusing a digital-based approach. The approach integrates DeepLearning principles and the Teaching at the Right Level (TaRL)framework. The research was conducted as a Classroom ActionResearch (CAR) in two cycles involving Grade X students at SMAN 3Malang. Data were collected using pre-tests and post-tests to measurechanges in students' performance. The results showed an increase instudents’ average learning outcomes: from 35.15% in the initialcondition to 54% in Cycle I, and further to 88.4% in Cycle II. Thesefindings suggest that a digital-based Deep Learning and TaRLapproach effectively enhances students’ understanding andengagement in learning statistics.
The Role of Metacognitive Monitoring and Control in Overcoming Cognitive Overload during the Impasse Phase Saputri, Rika Wahyu; Faradiba, Surya Sari; Prasetiyo, M. Mahmudi
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (January - June)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2701

Abstract

This study was motivated by the urgency of the phenomenon of cognitive overload, which often triggers a phase of impasse or mental block in students when solving contextual mathematics problems. This condition causes students to often rush to apply irrelevant calculation procedures without analyzing the structure of the problem, resulting in strategic failure. This study aims to describe in depth the dynamics of students' metacognition, particularly the monitoring and control functions, and to analyze the effectiveness of visualization strategies in reducing this cognitive load. The research method used is a qualitative approach with a descriptive-exploratory design. The research subjects included junior high school students who were tested on their ability to solve PISA-type questions. Data collection was carried out using the Think Aloud Protocol (TAP) technique to record students' mental processes and verbalizations in real time when they encountered a deadlock. Data analysis techniques were carried out systematically through the stages of verbal data transcription, data reduction, visual presentation, and conclusion drawing, which were validated through interview triangulation. The results showed that the monitoring of metacognitive function plays a vital role as an early detection mechanism that helps students recognize anomalies between their tentative answers and the logic of the problem. Furthermore, the control strategy through image visualization proved effective in reducing extraneous cognitive load, enabling students to transform abstract representations into concrete ones and find the turning point for solving the problem. In addition to improving cognitive accuracy, successfully overcoming this impasse phase simultaneously increases students' self-efficacy or self-confidence. These findings recommend the importance of integrating metacognitive interventions in learning to build students' mathematical resilience.
THE INFLUENCE OF METACOGNITIVE AWARENESS, MATHEMATICAL DISPOSITION, AND SELF-EFFICACY ON REFLECTIVE THINKING AND MATHEMATICS ACHIEVEMENT Santosa, Yoga Tegar; Antara, Setya; Ismiyati, Ismiyati; Setyaningsih, Nining
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2707

Abstract

Student learning achievement is one of the most crucial aspects of mathematicseducation. Various factors have been found to influence this achievement, suchas metacognitive awareness, mathematical disposition, self-efficacy, andreflective thinking. However, previous studies have rarely investigated thesimultaneous effect of these four factors, especially through the mediating roleof reflective thinking. This study aims to: (1) examine the direct effects ofmetacognitive awareness, mathematical disposition, and self-efficacy onreflective thinking; (2) test the direct effects of these variables on mathematicsachievement; and (3) analyze indirect effects on achievement throughreflective thinking. This study uses quantitative-correlational. The studyinvolved 200 students from grades X and XI at SMA 1 Boyolali. Data werecollected using validated questionnaires and mathematics tests, then analyzedusing path analysis. The results showed that metacognitive awareness,disposition, and self-efficacy significantly affected reflective thinking, with acontribution of 66.1%. Additionally, those three factors also had significantdirect effects on mathematics achievement, contributing 67.4%. Furthermore,reflective thinking was found to mediate the indirect effect of metacognitiveawareness, disposition, and self-efficacy on mathematics achievement. Thesefindings contribute to the development of more comprehensive models ofmathematics learning by highlighting the central role of reflective thinking asa mediator.
INTEGRATION OF ALEF CONTENT INTO MOODLE LMS TO SUPPORT DIGITAL LEARNING AT SMP NEGERI 1 KOLAKA Sanjani, Ade Riska; Nasrum, Akbar; Sari, Dian Ulfa
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2705

Abstract

The digital transformation in education demands the development of adaptive and effective learning media. This study aims to develop digital learning media by integrating Alef Education content into the Moodle Learning Management System (LMS) platform at SMP Negeri 1 Kolaka. The research employed a Research and Development (RD) method using the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. Validation results from media and content experts indicate that the developed learning media is highly valid, with scores of 87.78% and 92%, respectively. Analysis of student and teacher response questionnaires shows that the media is practical, with practicality scores of 77% and 68%. The study concludes that the collaboration between Alef content and Moodle LMS positively impacts the quality of learning. Further research is recommended to develop Alef content for varying student ability levels and to explore its implementation in other schools.
STUDENTS' MATHEMATICAL PROBLEM-SOLVING ABILITY THROUGH THE CORE–RME MODEL VIEWED FROM FIELD DEPENDENT AND FIELD INDEPENDENT COGNITIVE STYLES Rochmah, Ngganiyatur; Walida, Sikky El
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (January - June)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2694

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan pemecahan masalah matematika siswa dalam Sistem Persamaan Linear Tiga Variabel (SPLTV) melalui penerapan model pembelajaran CORE–RME (Connecting, Organizing, Reflecting, Extending) dalam hal gaya kognitif Field Independent (FI) dan Field Dependent (FD). Penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas (CAR) yang dilakukan dalam dua siklus pada siswa kelas XA di sebuah SMA swasta di Kabupaten Malang. Data dikumpulkan melalui tes kemampuan pemecahan masalah matematika, observasi, wawancara, dan Tes Gambar Tertanam Kelompok (GEFT), kemudian dianalisis secara deskriptif, kualitatif, dan kuantitatif. Hasil penelitian menunjukkan bahwa penerapan model CORE–RME mampu meningkatkan kemampuan pemecahan masalah matematika siswa, yang ditunjukkan dengan peningkatan penguasaan dari 73,5% pada siklus I menjadi 81,4% pada siklus II. Aktivitas siswa dan implementasi pembelajaran juga meningkat pada setiap tahapan CORE–RME. Dari segi gaya kognitif, siswa FI lebih mandiri dalam mengembangkan strategi penyelesaian, sedangkan siswa FD mengalami peningkatan melalui bimbingan dan interaksi kolaboratif. Dengan demikian, model pembelajaran CORE–RME efektif dalam meningkatkan kemampuan pemecahan masalah matematika siswa pada materi SPLTV dengan mengakomodasi perbedaan gaya kognitif.
THE EFFECTIVENESS OF MATH GAMES LEARNING MEDIA ON MATHEMATICS LEARNING OUTCOMES OF FOURTH GRADE STUDENTS AT SD LABSCHOOL UNNES Erlita, Sabrina; Fariha Sari, Elok
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (January - June)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2717

Abstract

The use of digital-based learning media in elementary mathematics instruction has not been optimally implemented, which contributes to low student engagement and learning outcomes. This study aimed to examine the effectiveness of Math Games learning media in improving the mathematics learning outcomes of fourth-grade students at SD Labschool UNNES. The study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group. The research subjects consisted of 38 fourth-grade students, with 19 students in the experimental group and 19 students in the control group. The experimental group received instruction using Math Games, while the control group was taught using conventional learning media. Data were collected through pretest and posttest instruments and analyzed using nonparametric statistical tests. The results indicated that students in the experimental group demonstrated a greater improvement in mathematics learning outcomes compared to those in the control group. Statistical analysis revealed a significant difference in learning outcomes between the two groups. These findings suggest that the implementation of Math Games learning media is effective in enhancing elementary students’ mathematics learning outcomes and can serve as an innovative alternative for mathematics instruction in elementary schools.
IDENTIFYING CAUSES OF MATHEMATICAL MISCONCEPTIONS AND PROPOSED STRATEGIES: A STUDY ON 4TH-GRADE STUDENTS USING TIMSS 2015 ITEMS Sisi, Narjes Kargari
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2708

Abstract

This study aimed to identify the primary causes of mathematicalmisconceptions (MMCs) among 4th-grade elementary school boys whensolving selected items from the Trends in International Mathematics andScience Study (TIMSS) 2015, and to propose appropriate strategies foraddressing them. The independent variable was the instructional interventionusing targeted strategies, while the dependent variable was the occurrence ofMMCs. The sample consisted of 40 male students from Shahid BeheshtiPublic Elementary School in Tehran, Iran, randomly assigned to anexperimental group (n = 20) and a control group (n = 20). After a pretest, theexperimental group received strategy-based instruction aimed at reducingMMCs, whereas the control group received no intervention. Both groupsthen completed a post-test. Data were analyzed using analysis of covariance(ANCOVA). The results showed that implementing targeted instructionalstrategies significantly reduced the frequency of MMCs. Six commonmisconceptions were identified, and corresponding strategies wereintroduced. These findings suggest that strategy-based instruction can be avaluable tool for promoting deeper conceptual understanding in mathematicseducation.
ANALYSIS OF GRADE XI STUDENTS’ DIFFICULTIES IN SOLVING MATH STORY PROBLEMS BASED ON CRITICAL THINKING SKILLS Fajriani, Nur; Subawo, Made; Haidar, Irajuana
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2709

Abstract

This descriptive study aims to analyze students' difficulties in solvingmathematical word problems based on their critical thinking skills. Thestudy was conducted at SMA Negeri 1 Tanggetada, involving 26 studentsas research subjects using purposive sampling technique. Several studentsrepresenting different categories of critical thinking skills were selectedfor interviews based on their test results. The results showed that, onaverage, students experienced a 68.97% difficulty level across allindicators, indicating a high category of difficulty. Among the indicators,students had the greatest difficulties in drawing conclusions (93.59%) andperforming calculation operations (87.18%). Furthermore, the students’critical thinking skills were found to be very low, with an average score of10.9.
EFFECTIVENESS OF BLENDED LEARNING STAGE ROTATION ON DIGITAL LITERACY AND CRITICAL THINKING Haidar, Irajuana; Hidayati, Ully; Astiantih, Susi; Sanjani, Ade Riska
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2703

Abstract

Rotation model on digital literacy and critical thinking skills among Mathematics Education students of the 2022 cohort at Sembilanbelas November University, Kolaka. With the increasing need for digital literacy and critical thinking skills in modern education, blended learning models such as Stage Rotation offer potential solutions to meet these demands in the technological era. A quasi-experimental method with a One Group Pretest-Posttest design was employed, involving a total sample of 15 students. Digital literacy and critical thinking skills were assessed using a likert scale questionnaire and essay test, respectively. The research instruments were validated to ensure reliability, and statistical analysis was conducted using a paired sample T-test to evaluate the effectiveness of the learning model. The results revealed a significant improvement in digital literacy and critical thinking skills following the intervention. These findings suggest that the blended learning model is an effective pedagogical strategy and has the potential to be implemented in curriculum courses. Further research is recommended to explore the impact of this model in other educational contexts to enhance the generalisability of the findings.
THE EFFECTIVENESS OF THE RADEC LEARNING MODEL ON GRADE IX STUDENTS’ LEARNING OUTCOMES IN SOLID GEOMETRY Afni, Nur; Nasir, Rahma; Idris, Mustamin; Pathuddin, Pathuddin
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (January - June)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2716

Abstract

 This study aimed to examine the effectiveness of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the learning outcomes of Grade IX students in solid geometry. The research employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The population consisted of ninth-grade students at a junior high school in Palu, and the sample was selected using cluster random sampling. Data were collected through essay-type tests to measure students’ learning outcomes and observation sheets to assess the implementation of the learning model. Data analysis was conducted using the independent sample t-test and N-Gain analysis at a significance level of 0.05. The results showed that the Sig. (2-tailed) value was 0.001, indicating a statistically significant difference in learning outcomes between the experimental and control classes. The average N-Gain score in the experimental class was 0.56, which falls into the moderate category and is higher than that of the control class. These findings indicate that the RADEC learning model is effective in improving students’ learning outcomes in solid geometry and can serve as an alternative instructional approach in mathematics education.

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