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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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META-SYNTHESIS OF STUDIES ON CORE LEARNING INTEGRATED WITH ETHNOMATHEMATICS FOR ENHANCING MATHEMATICAL CONNECTION ABILITY Vena Ulya Maulida; Arief Agoestanto; Mulyono Mulyono
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.v11i2.2862

Abstract

This study aims to analyze the CORE learning model integrated ethnomathematics to enhance mathematical connection ability. The research method employed is a Systematic Literature Review using meta-synthesis with a meta-aggregation approach. The reporting of the literature identification and selection process follows the PRISMA 2020 guidelines. Literature was searched in the Google Scholar database using Publish or Perish from 2017 to 2026. The search strategy uses the following combination of Boolean operators: (“CORE learning model” OR “Connecting Organizing Reflecting Extending”) AND (“etnomatematika” OR “ethnomathematics”) AND (“mathematical connection ability” OR “kemampuan koneksi matematis”). The synthesis results indicate that the CORE learning model intergrated with ethnomathematics has the potential to enhance mathematical connection ability through three mechanism: (1) cognitive reinforcement through the systematic implementation of the CORE learning model’s syntax, (2) the application of formal mathematical concepts to contextual situations through local culture, (3) the use of learning media that intergrates the CORE learning model and ethnomathematics, which has been proven to be valid and practical. Thus, the syntax in the CORE learning model can build students’ thinking processes, particularly mathematical connection ability, by integrating ethnomathematics as a context for mathematics learning, thereby making learning more culturally relevant and meaningful.
Development of A Scratch-Assisted PBL-Based E-LKPD to Improve Junior High School Students’ Computational Thinking Skills in Algebra Marisa Qonita; Aprilia Nurul Chasanah; Yesi Franita
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.v11i2.2864

Abstract

This research focuses on creating an electronic student worksheet (E-LKPD) centered around Problem-Based Learning (PBL) through Scratch, aimed at improving students' computational thinking abilities in algebra at Ngadirejo Islamic Junior High School, located in Temanggung Regency. A Research and Development (RandD) method is utilized, following the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation). The subjects of this research were the seventh-grade students in class VII H, and surveys served as the primary data collection tool. Validation outcomes show that the E-LKPD learning material received an average score of 86. 3%, categorizing it as "valid. " Student and teacher feedback also highlighted the E-LKPD's practicality, reflected in a score of 83. 47%. The integration of this resource into mathematics teaching significantly boosted students' computational thinking skills. The average scores climbed from 34. 97 before application to 68. 32 afterward, resulting in an N-gain score of 0. 5342, which is rated as "medium. " Therefore, it can be concluded that the E-LKPD is valid, practical, and effective in enhancing the computational thinking skills of students.
Effect of STEM Context-Based Challenge-Based Learning with Gamification on Students' Critical Thinking and Mathematical Resilience Sigit Dwi Kurniawan; Ariyadi Wijaya
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.v11i2.2858

Abstract

This study aims to: (1) describe the effect of the STEM Context-based Challenge Based Learning model with gamification on students' critical thinking skills and mathematical resilience; (2) describe which is superior between the STEM Context-based Challenge Based Learning model with gamification and the Problem Based Learning model on students' critical thinking skills; (3) describe which is superior between the STEM Context-based Challenge Based Learning model with gamification and the Problem Based Learning model on students' mathematical resilience.This study is a quasi-experimental study with a pretest-posttest non-equivalent control group design. The population in this study were all seventh-grade students of SMP Negeri 1 Tegalrejo in the even semester of the 2025/2026 academic year. The sample used in this study were 30 students from classes VII-A and VII-F. Class VII-A served as the experimental class, treated with the STEM Context-based Challenge Based Learning model with gamification, and class VII-F served as the control class, treated with the Problem Based Learning model. The data collection method used was a critical thinking ability test instrument and a non-test questionnaire on students' mathematical resilience. The instruments in this study were validated using content validity with expert judgment, empirical validity tested using construct validity, and reliability estimated using the Cronbach's Alpha formula. Inferential statistical data analysis used the Hotelling's T2 test, the Independent Sample t-test, and Effect Size.The results showed that the Challenge Based Learning model based on STEM Context with gamification had an effect on students' critical thinking skills and mathematical resilience. The Challenge Based Learning model based on STEM Context with gamification was superior to the Problem Based Learning model in terms of students' critical thinking skills and mathematical resilience.

Page 32 of 32 | Total Record : 313

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