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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 295 Documents
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ANALYSIS OF STUDENTS CREATIVE THINKING ABILITY IN SOLVING HOTS PROBLEMS BASED ON GENDER DIFFERENCES Reza, Muhammad; Jahring, Jahring; Chairuddin, Chairuddin
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.v10i1.2712

Abstract

This study aims to describe the differences in creative thinking skills ofSMA Negeri 1 Wundulako students in the 2024/2025 academic year tocompare male and female students performance in solving HOTSquestions. This research employed a qualitative approach. The subjects inthis study were class XI students at SMA Negeri 1 Wundulako, using atest developed based on HOTS (High Order Thinking Skill) and creativethinking indicators. Furthermore, based on the test results, six studentswere selected, consisting of three boys and three girls representing high,medium, and low levels of creative thinking, to be further investigated byinterviews. The results showed that, Female students performed better influency, flexibility, and elaboration, while male students excelled only inoriginality. Based on these results, it can be concluded that female studentsdemonstrated greater ability in analyzing information and elaboratingproblem solving
ETHNOMATHEMATICS IN PALM SUGAR PRODUCTION: EXPLORING MATHEMATICAL ACTIVITIES OF ARTISANS AND STUDENTS THROUGH OUTING USING METACOGNITIVE QUESTIONS Alfiana Syipa Permata; Eko Yulianto; Sinta Verawati Dewi
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.v11i1.2720

Abstract

Palm sugar production represents a cultural practice embedded with mathematical concepts. However, these concepts have not been optimally integrated into formal education, resulting in mathematics often being perceived as abstract and disconnected from real life contexts. This study aims to explore the mathematical activities performed by palm sugar artisans and to describe students’ activities in an outing class learning setting employing the problem posing method through a metacognitive questions approach. This research adopted a multi-method design integrating ethnography and phenomenology. Data were collected through observation, interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing procedures. The findings identified artisans’ mathematical activities, including counting, measuring, designing, locating, and explaining, in accordance with Bishop’s framework. Additionally, estimating emerged as a newly identified activity that has the potential to enrich ethnomathematics studies. The implementation of outing class learning through a metacognitive questions approach in the context of palm sugar production demonstrated that students actively engaged in counting, measuring, designing, and explaining activities. These results indicate that this approach has strong potential as a meaningful contextual learning resource for developing students’ mathematical activities.
THE EFFECTIVENESS OF GEOGEBRA-ASSISTED PROBLEM BASED LEARNING ON STUDENTS’ MATHEMATICAL LITERACY IN SOLID GEOMETRY Anggun Nurfaadilla; Rahma Nasir; Mustamin Idris; I Nyoman Murdiana
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.v11i1.2757

Abstract

This study aimed to examine the effectiveness of the Problem-Based Learning (PBL) model assisted by GeoGebra on students’ mathematical literacy skills in solid geometry. The research employed a quantitative approach using a quasi-experimental design with a pretest-posttest control group design. 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 tests to measure students’ mathematical literacy skills. 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 between the experimental and control groups. The average N-gain score in the experimental class was 0.46, which falls into the moderate category and is higher than that of the control class, which was 0.15 in the low category. These findings indicate that the Problem-Based Learning (PBL) model assisted by GeoGebra is effective in improving students’ mathematical literacy skills in solid geometry and can be used as an alternative instructional approach in mathematics learning.
ANALYSIS OF GRADE VIII STUDENTS’ ERRORS IN SOLVING TWO-VARIABLE LINEAR EQUATION SYSTEMS BASED ON NEWMAN’S PROCEDURE Yurika Fajri Anggraini; Anggraini Anggraini; Gandung Sugita; Sukayasa Sukayasa
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.v11i1.2755

Abstract

This study aims to describe the errors made by Grade VIII H students at SMP Negeri 2 Palu in solving word problems on systems of linear equations in two variables based on Newman’s procedure. This study employed a descriptive qualitative design. The subjects consisted of three students selected purposively based on the frequency and variation of errors identified through written tests and teacher recommendations. Data were collected through written tests and interviews, while data credibility was ensured through member checking. The results showed that students experienced four dominant types of errors, namely comprehension, transformation, process skill, and encoding errors. These errors were mainly caused by students’ difficulties in understanding problem information, constructing mathematical models, carrying out procedural calculations, and formulating final answers appropriately. The findings of this study provide important implications for mathematics learning, particularly in strengthening students’ conceptual understanding, mathematical modeling skills, and systematic problem-solving abilities.
INTEGRATING THINK-PAIR-SHARE AND ETHNOMATHEMATICS: LEARNING PLANE AND SOLID GEOMETRY THROUGH EXPLORATION OF SUMENEP GRAND MOSQUE Adin Lazuardy Firdiansyah; Sitti Karimah Sulfiah; Dewi Rosikhoh; Fatimatuz Zahroh; Nur Hasanah
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.v11i1.2748

Abstract

This study aims to analyze the implementation, effectiveness, and student responses to the Think-Pair-Share (TPS) learning model based on ethnomathematics through exploration of the Grand Mosque of Sumenep. This study used mixed methods with a Sequential Explanatory design. The subjects were 32 10th grade students at MAN 2 Pamekasan. Quantitative data were obtained through pre-tests and post-tests to measure conceptual understanding, as well as questionnaires to measure student responses. Qualitative data were obtained through observation, interviews, and documentation to explore the implementation process and explain quantitative findings. Quantitative data analysis used Paired T-test, while qualitative data analysis used Miles Huberman interactive model. The results of the quantitative study showed a statistically significant increase in students' understanding of geometric concepts, with an average score increasing from 49.03 to 83.81. Qualitative findings explained that this success was supported by main factor, namely the TPS structure, especially the “Pair” stage (discussion in small groups), proved to be a very effective safe zone for students to do peer tutoring and overcome fears experienced by students. It was concluded that the implementation of the ethnomathematics-based TPS model was effective and positive in significantly improving students' understanding of geometric concepts.
ANALYSIS OF EIGHTH-GRADE STUDENTS’ MATHEMATICAL CONNECTION ABILITY IN SOLVING STATISTICS WORD PROBLEMS BASED ON MATHEMATICAL ABILITY Feliks Eka Putra Tadayu; Alfisyahra Alfisyahra; Pathuddin Pathuddin; Akhyar H.M. Tawil
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.v11i1.2761

Abstract

This study aims to analyze students’ mathematical connection abilities in solving statistics word problems based on their levels of mathematical ability (high, medium, and low). A qualitative descriptive approach was employed involving eighth-grade students at SMPN 9 Palu. Data were collected through written tests and semi-structured interviews and analyzed using the Miles and Huberman model. The findings reveal qualitative differences in how students construct mathematical connections. High-ability students demonstrate well-structured and flexible connections by integrating statistical concepts, arithmetic operations, and real-life contexts. Medium-ability students are able to establish connections, but these tend to be procedural and lack conceptual depth. In contrast, low-ability students exhibit fragmented understanding and experience difficulties in linking concepts, representations, and real-life applications. This study highlights that mathematical connection ability is closely related to the depth of conceptual understanding rather than merely procedural competence. The novelty of this study lies in revealing distinct patterns of mathematical connections across different ability levels within the specific context of statistics word problems. The findings provide implications for designing instructional strategies that explicitly support the development of mathematical connections in classroom practice.
ANALYSIS OF GRADE XII STUDENTS’ CRITICAL THINKING SKILLS IN SOLVING LINEAR PROGRAMMING PROBLEMS BASED ON MATHEMATICAL ABILITY Arfandi Nur Wahid; Alfisyahra Alfisyahra; Muh. Rizal
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.v11i1.2752

Abstract

This study aims to describe students' critical thinking skills in solving linear programming problems in grade XII in terms of their mathematical ability level. This study uses a qualitative descriptive approach with three grade XII students selected through purposive sampling technique as subjects, each representing high, medium, and low levels of mathematical ability. The research data were obtained through a linear programming problem-solving test instrument and in-depth interviews which were analyzed through data condensation, data presentation, and conclusion drawing. The results obtained indicate that high-ability students use all critical thinking indicators. They are able to formulate problems, model mathematics, check and solve problems, draw detailed conclusions, write and explain the final answer in detail, and review the answers obtained. Meanwhile, students with medium ability also fulfill all indicators. They are able to formulate problems, model mathematics, check and solve problems, draw conclusions, write and explain the final answer, and review the answers. Meanwhile, low-ability students only master three critical thinking indicators: formulating problems, modeling mathematics, and checking and solving problems. Overall, the difference in students' mathematical ability levels is directly proportional to the depth of achievement of critical thinking indicators in solving linear programming problems.
Problem-Based Learning within UbD Framework to Enhance Mathematical Conceptual Understanding of Circle Equation Khikmatus Shahrin Maghfiroh; Indhiadma Parnata; Alifiani Alifiani
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.v11i1.2787

Abstract

This study aims to explore and describe the implementation of PBL within the Understanding by Design (UbD) framework to enhance students' mathematical conceptual understanding of the circle equation. This research employed a mixed-methods approach with a sequential explanatory design. The subjects were 30 eleventh-grade students at SMAN 4 Malang. Quantitative data were collected through pre-test and post-test, while qualitative data were gathered through questionnaires, observations, interviews, and documentation. The results showed a significant improvement in students' conceptual understanding, with the mean score increasing from 6.06 (pre-test) to 8.21 (post-test). The paired sample t-test revealed a statistically significant difference with a large effect size (Cohen's d = 1.131). Questionnaire results indicated that students responded positively to the implementation, particularly appreciating the clarity of learning objectives, the alignment between assessments and instruction, the use of contextual problems, and the support of visual media and collaborative activities. This study contributes a validated instructional design that mathematics teachers can adopt to improve the quality of mathematics instruction at the senior high school level.
DEVELOPMENT OF ETHNOMATHEMATICS-BASED EXAMPLE–PROBLEM PAIRS WITH ISOMORPHIC PROBLEMS TO IMPROVE STUDENTS’ INDUCTIVE THINKING SKILLS IN GEOMETRIC TRANSFORMATION David Baitanu; Marsigit marsigit
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

Abstract

This study aims to develop an ethnomathematics-based Example–Problem Pairs with Isomorphic Problems (EPP-IP) instructional design to improve students’ inductive thinking skills in geometric transformation learning. The study was motivated by the low level of students’ inductive thinking skills and difficulties in understanding geometric transformation concepts, which are often taught abstractly and procedurally without meaningful connections to students’ cultural contexts and real-life experiences. To address these issues, the instructional design integrates ethnomathematics, Example–Problem Pairs, and isomorphic problems to create contextual, systematic, and meaningful mathematics learning experiences.This research employed a Design and Development Research (DDR) approach using the ADD model, which consists of analysis, design, and development stages. The instructional materials were designed by incorporating local cultural elements such as traditional woven motifs and geometric cultural patterns into geometric transformation concepts, including translation, reflection, rotation, and dilation. The Example–Problem Pairs strategy was combined with isomorphic problems to support students in identifying patterns, making generalizations, and transferring conceptual understanding to different problem contexts.The developed instructional design was evaluated in terms of validity, practicality, and effectiveness. The validation process involved mathematics education experts, instructional design experts, and practitioners. The results indicated that the ethnomathematics-based EPP-IP instructional design was valid and practical for classroom implementation. Furthermore, the implementation of the instructional design showed positive effects on students’ inductive thinking skills, conceptual understanding, learning motivation, and engagement in geometric transformation learning.The findings suggest that integrating ethnomathematics with Example–Problem Pairs and isomorphic problems can provide meaningful mathematics learning experiences and effectively improve students’ inductive thinking skills in geometric transformation. Therefore, this instructional design can serve as an innovative alternative for mathematics learning that promotes both conceptual understanding and cultural appreciation.
INTEGRATION OF MEANINGFUL LEARNING THEORY IN EXPLORING GEOMETRIC REASONING BARRIERS THROUGH THINK ALOUD PROTOCOL ANALYSIS Ila Maya Suprapti; M. Mahmudi Prasetiyo; Surya Sari Faradiba
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.v11i1.2718

Abstract

This study was motivated by the urgency of low geometric reasoning skills among students in Indonesia and the failure of traditional evaluation methods to capture students' mental dynamics in real time. The main objective of this study was to analyze in depth the reasoning process of students in order to obtain a complete cognitive picture of the mechanisms of meaningful learning and the manifestation of relational-instrumental understanding in solving geometric problems. This study uses a qualitative approach with a descriptive-exploratory design on a single subject, a vocational high school student in Probolinggo City with the initials MK, who was selected through purposive sampling. Data collection was conducted through the Think Aloud Protocol (TAP), supported by retrospective interviews to ensure data triangulation. Data analysis techniques involved verbatim transcription, segmentation, and hierarchical coding procedures to form a cognitive map of the subject. The specific findings show that the subject did not operate dichotomously but rather demonstrated an adaptive hybrid mechanism between instrumental and relational understanding. A crucial moment was identified at 03:26, where the subject performed self-correction that triggered the assimilation (subsumption) of new information into the cognitive structure, which manifested as a pause or visual latency. Contextually, the discussion reveals that the subject used instrumental understanding as a cognitive efficiency strategy after the problem structure was solved relationally. In addition, verbalization in TAP functions as external scaffolding that strengthens students' metacognitive awareness in detecting calculation anomalies. This study concludes that mastery of geometry requires time for visual assimilation before symbolic manipulation is performed.

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