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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 313 Documents
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SYSTEMATIC LITERATURE REVIEW: AN ANALYSIS OF LEARNING MODELS TO IMPROVE STUDENTS' MATHEMATICAL LITERACY Dea Erlita; Isnaini Rosyida; Adi Nur Cahyono
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2781

Abstract

The low level of Indonesian students' mathematical literacy remains a major challenge in education, as reflected in various national and international assessment results such as PISA. One effort that can be made to improve students' mathematical literacy is through the implementation of appropriate learning models. This study aims to analyze learning models that have been proven effective in improving students' mathematical literacy skills. The method used is Systematic Literature Review with six stages: formulating research questions, establishing selection criteria, developing a search strategy, study selection, quality assessment, and synthesis of results. Literature search was conducted using the Publish or Perish application based on Google Scholar with a range of years 2016–2026. From the initial 200 articles, 17 articles met the inclusion criteria and passed the Quality Assessment stage. The results show that the most widely used learning models that are proven effective in improving students' mathematical literacy include: Problem Based Learning, Project Based Learning, Discovery Learning, Realistic Mathematics Education, Learning Cycle 7E, inquiry model with scaffolding, Group Investigation, Collaborative Learning, and Accelerated Learning Cycle. These models are effective because they encourage active student involvement, contextualization of real problems, and development of critical thinking skills.
EXPLORING THE ROLE OF EXAMPLE PROBLEM-BASED LEARNING IN MANAGING STUDENTS' COGNITIVE LOAD DURING COMPLEX MATHEMATICAL PROBLEM SOLVING Nadia Rizqi; Cecep Anwar Hadi Firdos Santosa; Jaenudin Jaenudin
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2818

Abstract

This study aims to validate the effect of EPBL in reducing students' cognitive load in solving complex mathematical problems. It also examines the impact of EPBL implementation on students learning process. This study uses a mixed-method approach with a concurrent  triangulation design. The subjects of this study were one 8th-grade class at SMP Negeri 14 Kota Serang, consisting of  36 students. Quantitative data were analyzed using paired t-test statistics, while qualitative data obtained through semi-structured interviews were analyzed using thematic analysis. The results showed that the implementation of EPBL significantly improved students' mathematical problem-solving abilities. The average score increased from 47.50 in the pretest to 76.39 in the posttest, with an effect size of 1.011, which is considered large. The results also showed a significant decrease in students' cognitive load, with the average score decreasing from 50.25 to 17.00 and an effect size of 2.269, which is considered very large. Qualitative findings support these results through two main themes: ease of understanding the material and learning comfort. Students stated that the use of worked examples helped them understand concepts and problem-solving procedures more effectively, while the structured learning process created a more comfortable learning atmosphere. The findings of this study indicate that EPBL contributes to improving mathematical problem-solving skills while helping reduce students' cognitive load in solving complex mathematical problems. This study provides empirical evidence regarding the effectiveness of integrating worked examples and problem-solving activities as a mathematics learning strategy that supports students' cognitive load management.
THE ABSTRACTION PROCESS OF NINTH-GRADE STUDENTS IN SOLVING POLYHEDRAL GEOMETRY PROBLEMS BASED ON LEARNING STYLES Mutiara Amalia Putri; Mubarik Mubarik; Pathuddin Pathuddin; Rahma Nasir
JME (Journal of Mathematics Education) Vol 11, No 2 (2026): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i2.2825

Abstract

This study aims to describe the abstraction process of ninth-grade students in solving polyhedral geometry problems, as viewed from the perspective of learning styles based on the RBC+C model. This study employs a qualitative approach, in the form of a description of the abstraction process of ninth-grade students at SMP Negeri 14 Palu. The research subjects consisted of three ninth-grade students at SMP Negeri 14 Palu who were selected using purposive sampling based on the results of a learning style questionnaire (visual, auditory, and kinesthetic). Data collection began with the distribution of the learning style questionnaire, followed by a written test consisting of polyhedral geometry problems involving cuboids and cubes to measure RBC+C epistemic actions, as well as semi-structured interviews to explore the students’ responses in greater depth. The research findings indicate that all three subjects were able to complete the cognitive activity stages of the RBC+C model, though with varying characteristics and levels of success. Two subjects successfully reached a stable Consolidation stage, while the other subject demonstrated only very limited progress. The dominant thinking barriers occurred during the Building-with stage, taking the form of algebraic misconceptions when reversing formulas and manipulating the notation of mathematical operations. These findings provide insights for educators in understanding the diversity of students’ learning styles and anticipating their cognitive obstacles when designing geometry instruction.
DEVELOPMENT OF INTERACTIVE PBL-BASED E-LKPD TO ENHANCE MATHEMATICAL LITERACY ON ARITHMETIC SEQUENCES AND SERIES Elina Hasna Fauziya; Hanifah Nurus Sopiany
JME (Journal of Mathematics Education) Vol 11, No 2 (2026): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i2.2806

Abstract

 This study developed an interactive electronic student worksheet (E-LKPD) based on Problem-Based Learning (PBL) to enhance Grade X students' mathematical literacy on arithmetic sequences and series and evaluated its validity, practicality, and effectiveness. The study employed research and development using the ADDIE model. Three material experts and three media experts assessed product validity, two mathematics teachers and 36 students assessed practicality, and 36 students completed mathematical-literacy pretests and posttests. Material validity covered content eligibility, presentation, and language, whereas media validity covered visual design, technical quality, and alignment with learning. Practicality was examined through teacher ratings of learning design, visual communication, and benefits and student ratings of cognitive, affective, and conative responses. The product achieved material- and media-validity scores of 98% and 93%, respectively. Teacher and student practicality scores were 90% (very practical) and 79% (practical). The mean mathematical-literacy score increased from 30.58 to 78.36, with an N-Gain of 0.69 (moderate) and a significant paired-samples t-test result (p .001). Therefore, the interactive PBL-based E-LKPD is valid, practical, and effective for supporting mathematical literacy on arithmetic sequences and series.
DESIGNING WORKED EXAMPLES TO SUPPORT MATHEMATICAL REASONING IN LEARNING CIRCLE CONCEPTS Fitria Nengsi Puasa; Kuswari Hernawati
JME (Journal of Mathematics Education) Vol 11, No 2 (2026): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i2.2827

Abstract

Students’ reliance on routine procedures and difficulties in understanding abstract geometric concepts highlight the need for instructional designs that support mathematical reasoning. This study aims to construct a worked example design framework that facilitates students’ transition from procedural understanding to mathematical reasoning in learning circles. The study employs a design and development research approach by adapting the Analysis, Design, and Development phases of the ADDIE model. the proposed worked example prototype was validated by two mathematics education experts using an expert validation sheet covering the aspects of material, construction, and language. The design integrates principles of Cognitive Load Theory and indicators of mathematical reasoning to produce a worked example prototype. The development process resulted in a worked example prototype that was validated by two mathematics education experts and deemed feasible for use after revisions. The prototype integrates Cognitive Load Theory principles and mathematical reasoning indicators to support students in recognizing patterns, formulating conjectures, and constructing logical arguments. This is achieved through an integrated presentation that minimizes extraneous cognitive load and the use of self-explanation prompts to encourage active cognitive processing. In addition, structured solution steps and paired problems are used as fading guidance to support the transition from guided learning to independent problem solving. Therefore, this study provides a worked example prototype that can serve as a reference for designing instructional materials to support mathematical reasoning in geometry learning.
THE EFFECTIVENESS OF DISCOVERY LEARNING MODEL WITH A REALISTIC MATHEMATICS EDUCATION (RME) APPROACH IN ENHANCING STUDENT’S MATHEMATICAL REASONING SKILLS tami maulidatul; eva mulyani; elis nurhayati
JME (Journal of Mathematics Education) Vol 11, No 2 (2026): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i2.2835

Abstract

This study aims to determine the effectiveness of the Discovery Learning model with the Realistic Mathematics Education (RME) approach on students’ mathematical reasoning skills. This study employed a quasi-experimental method using a pretest-posttest control group design. The study population consisted of all eighth-grade students at SMPN 8 Tasikmalaya. The sample was selected using cluster random sampling, consisting of an experimental class that received instruction using the Discovery Learning model with the RME approach and a control class that received instruction using the Problem-Based Learning (PBL) model. The research instrument was a mathematical reasoning ability test. Data were analyzed using descriptive statistics and inferential statistics via the Independent Samples t-Test. The results of the study indicate that the value of ½ sig. is 0.017 0.05, so H? is rejected. This indicates that the mathematical reasoning ability of students who received instruction using the Discovery Learning model with the RME approach is better than that of students who received instruction using the PBL model. Thus, the Discovery Learning model with the RME approach is effective in improving students’ mathematical reasoning ability.
Enhancing Students' Interest in Mathematics Learning through Wayground-Assisted Game-Based Learning Syofiah Sinaga; Mara Samin Lubis
JME (Journal of Mathematics Education) Vol 11, No 2 (2026): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i2.2836

Abstract

The purpose of this study was to ascertain how students' motivation in studying mathematics in grade X senior high school on the System of Linear Equations in Three Variables (SLETV) content was affected by game-based learning media with the help of the Wayground program. This study employed a non-equivalent control group design, a quasi-experimental method, and a quantitative methodology. With 28 pupils in each lesson, class X Ibnu Hayyan served as the control group and class X Ibnu Sina as the experimental group. Questionnaires and paperwork were used to gather data.A learning interest questionnaire comprising measures of enjoyment, interest, focus, and student engagement in learning was the tool utilized. The independent sample t-test, homogeneity test, normality test, and descriptive statistics were among the data analysis methods used. According to the findings, the control class's average posttest score dropped from 58.79 to 56.46, whereas the experimental class's climbed from 54.25 to 62.36. Students' interest in studying mathematics was significantly impacted by game-based learning media with the help of the Wayground application, according to the hypothesis test's significance value of 0.001 0.05. 
THE EFFECTIVENESS OF FLIPPED CLASSROOM ASSISTED BY GOOGLE CLASSROOM IN ENHANCING STUDENT ENGAGEMENT IN GROUP DISCUSSIONS Syasya Aisyah; Asrul Asrul
JME (Journal of Mathematics Education) Vol 11, No 2 (2026): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i2.2856

Abstract

Mathematics instruction in schools still often relies on conventional, teacher-centered approaches, limiting students’ opportunities to interact, discuss, and collaborate in groups. This situation results in low levels of student engagement, particularly in group discussion. This study aims to analyze the effectiveness of the Flipped Classroom assisted by Google Classroom in enhancing student engagement in group discussions during mathematics instruction. This study employs a quantitative approach with a pre-experimental design in the form of a one-group pretest-posttest design. The sample consisted of 30 students from Class XI-B of SMA Negeri 1 Lubuk Pakam, selected through purposive sampling. The instruments used were an observation sheet and a student response questionnaire. Data analysis included descriptive statistics, the N-Gain test, the Shapiro-Wilk normality test, and the Paired Sample t-test. The results showed that the average engagement score increased from 61.533 (pre-observation) to 105.833 (post-observation). The average N-Gain of 0.774 was categorized as high, with 73.3% of students in the high improvement category and 26.7% in the moderate category. The student response questionnaire indicated that 96.7% of students rated the experience as “very good.” The paired-sample t-test yielded a calculated t-value of 22.481 with a significance level of 0.000 0.05, so H0 was rejected and H1 was accepted. It was concluded that the Flipped Classroom assisted by Google Classroom in enhancing student engagement in group discussions during mathematics instruction for 11th-grade students at SMA Negeri 1 Lubuk Pakam.
The Effect of the Numbered Head Together Cooperative Learning Model Assisted by the Quizlet Application on Students’ Mathematical Concept Understanding Ability Adawiyah Ritonga; Fibri Rakhmawati
JME (Journal of Mathematics Education) Vol 11, No 2 (2026): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i2.2859

Abstract

This study aimed to determine the effect of the Numbered Head Together (NHT) cooperative learning model assisted by the Quizlet application on students' mathematical conceptual understanding ability in the topic of relations and functions. The study employed a quantitative approach using an experimental method with a One Group Pretest-Posttest Design. The sample consisted of 30 students from class VIII-B. The research instrument was a mathematical conceptual understanding test administered before and after the treatment. Data were analyzed using the Shapiro-Wilk normality test, Levene homogeneity test, Paired Sample t-Test, Cohen’s d effect size analysis, and N-Gain test. The results showed that the average pretest score of 54.47 increased to 80.00 in the posttest. The hypothesis test yielded a significance value of 0.000 0.05, indicating a significant effect of the NHT learning model assisted by Quizlet on students' mathematical conceptual understanding ability. The effect size analysis produced a Cohen’s d value of 5.03, which falls into the large category. Meanwhile, the N-Gain value was 0.563 or 56.33%, categorized as moderate, indicating that the learning process was sufficiently effective in improving students' mathematical conceptual understanding. Therefore, the NHT cooperative learning model assisted by the Quizlet application can be considered an effective alternative for enhancing students' mathematical conceptual understanding
Integrating GeoGebra into the Realistic Mathematics Education Approach: Effects on Students' Mathematical Conceptual Understanding and Mathematical Disposition on Circle Geometry Maria Shelyn Fobia; Kana Hidayati
JME (Journal of Mathematics Education) Vol 11, No 2 (2026): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i2.2842

Abstract

This study aimed to examine the effect of integrating GeoGebra into the Realistic Mathematics Education (RME) approach on students' conceptual understanding and mathematical disposition in learning circle geometry. A quasi-experimental design employing a pretest–posttest non-equivalent control group design was used. The study was conducted at a public junior high school in Yogyakarta, Indonesia, involving two eighth-grade classes: an experimental class (n = 33) that received RME instruction integrated with GeoGebra, and a control class (n = 33) that received RME instruction without GeoGebra. The research instruments consisted of a conceptual understanding test and a mathematical disposition questionnaire, both of which were validated and demonstrated satisfactory reliability. The results revealed that integrating GeoGebra into the RME approach had a significant effect on students' conceptual understanding and mathematical disposition. Furthermore, students in the experimental class outperformed those in the control class in both conceptual understanding and mathematical disposition. These findings indicate that integrating GeoGebra into the RME approach is effective in strengthening students' conceptual understanding and mathematical disposition in learning circle geometry.

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