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Jurnal Pendidikan Matematika
Published by Universitas Halu Oleo
ISSN : 20868235     EISSN : 25973592     DOI : ttps://doi.org/10.36709/jpm
Core Subject : Education,
Education Mathematics
Jurnal Pendidikan Matematika publishes research articles on mathematics education, including mathematical learning models, mathematics learning strategies, Mathematics learning Media, ICT Learning Mathematics, Ethnomathematics, mathematics literacy, Higher Order Thinking Skill Mathematics, Mathematics Learning Psychology, Elementary School Learning Mathematics, mathematics learning materials, and various types of research.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 67 Documents
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The Role of Interactive Technology in Enhancing Student Engagement in Mathematics Bilqis, Ariendija Aisyah Shinta; Astuti, Wiwin; Hardi
Jurnal Pendidikan Matematika Vol. 16 No. 2 (2025): July 2025
Publisher : Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpm.v16i2.292

Abstract

This study aims to analyse the use of interactive technology in mathematics learning to enhance student engagement. A descriptive qualitative approach was employed, involving six tenth-grade students from a senior high school in Surakarta. Data were collected through in-depth interviews, participatory observations, and documentation, and they were analysed using the Miles and Huberman interactive model. The findings indicate that the use of interactive technologies such as Quizizz, smartphones, and projectors contributes to increased student motivation, active participation, and a better understanding of abstract mathematical concepts. Features, including real-time feedback, material visualisation, and gamification, were found to be effective in creating an engaging and interactive learning environment. Furthermore, technology facilitates two-way communication between teachers and students and fosters students’ confidence to ask questions. However, the study also identified several challenges, including limited internet access, insufficient availability of devices, and teachers’ readiness to manage technological tools. Therefore, the integration of technology in mathematics learning requires adequate infrastructure, proper training for educators, and continuous supervision to ensure its optimal and equitable implementation. This study is expected to contribute to the development of effective, technology-based learning strategies to improve the quality of mathematics education in schools.
Critical Thinking in Solving Two-Variable Equation Word Problems: A Case Study by Gender Identity Nuriati, Esti; Siswono , Tatag Yuli Eko; Harini, Novita Vindri
Jurnal Pendidikan Matematika Vol. 16 No. 2 (2025): July 2025
Publisher : Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpm.v16i2.296

Abstract

Junior high school students' critical thinking in solving systems of linear equations often exhibits weaknesses, particularly in assessment and reasoning stages, which may hinder deep algebraic understanding. This study analyses students' critical thinking abilities according to Facione's indicators and explores how gender identity, measured through the Bem Sex Role Inventory, influences these patterns. This research contributes novel insights by systematically examining the intersection of critical thinking development and gender identity in algebraic problem-solving contexts. A descriptive case study methodology employed purposive sampling of four ninth-grade students at a junior high school in East Java, classified as masculine male, feminine male, masculine female, and feminine female based on BSRI scores. Data were collected through written tests, semi-structured interviews, observations, and documentation, then triangulated in analysis. Findings revealed distinct patterns: masculine males excelled in analysis and reasoning but lacked assessment skills; feminine males showed strong comprehension and articulation yet weak reasoning; masculine females demonstrated proficiency in analysis and assessment with less systematic explanations; and feminine females exhibited strong comprehension and articulation but limited analytical abilities. This study provides the first comprehensive framework linking gender identity profiles with critical thinking patterns in mathematical problem-solving, offering evidence-based guidance for developing inclusive instructional strategies in junior high mathematics.
Discovery Learning and Mathematical Problem-Solving: Evidence from Elementary Education Classrooms Syifah, Dinda Nuriyah; Maharbid, Dian Anggraeni
Jurnal Pendidikan Matematika Vol. 16 No. 2 (2025): July 2025
Publisher : Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpm.v16i2.304

Abstract

Problem-solving ability is one of the essential higher-order thinking skills (HOTS) in mathematics education. However, many elementary students still struggle to apply this skill effectively due to learning models that do not actively involve them in the process. This study aims to determine the effectiveness of the Discovery Learning model on students' mathematical problem-solving abilities. The research used a quantitative approach with a pretest-posttest control group design involving fourth-grade students. The sample consisted of 56 students selected through random sampling, divided into control and experimental classes. Data were collected using validated problem-solving tests and observations of learning implementation. The results showed a significant effect of the Discovery Learning model on students’ problem-solving abilities in spatial geometry. The effect was evidenced by the higher average posttest score of the experimental class (70.2) compared to the control class (51), supported by the t-test result (sig. 0.000 < 0.05). Thus, the Discovery Learning model is proven effective in improving mathematical problem-solving skills and can be recommended as an alternative active and constructive learning strategy.
Study of Students' Mathematical Communication Skills in Solving Three-Variable Linear Equation Systems Zahra, Safa Akmalia; Arista, Sani Fauziyati; Maryono, Iyon; Rizqiyani, Rifa
Jurnal Pendidikan Matematika Vol. 16 No. 2 (2025): July 2025
Publisher : Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpm.v16i2.318

Abstract

Mathematical communication skills are essential for students to convey ideas, explain reasons, and solve mathematical problems both orally and in writing. In the context of the Three-Variable Linear Equation System (STLEV), many students face challenges in presenting solutions systematically and explaining their choice of solution methods. This study aims to analyze the mathematical communication skills of tenth-grade students in solving STLEV problems, with a focus on their arguments in choosing solution methods from both oral and written perspectives. Using a mixed-method approach with a descriptive approach, four students were purposively selected to represent diverse academic abilities. Data were collected through written exams and in-depth interviews, then analyzed using a holistic assessment rubric. Results showed variation in students’ mathematical communication skills, ranging from moderate to very high, with common difficulties including structuring solution steps and drawing conclusions. Factors such as reading habits, frequency of practice, and teacher consistency were found to influence performance. This research demonstrates the need for explicit training in systematic solution writing and reasoning to enhance conceptual understanding and problem-solving skills in mathematics.
Implementation of Realistic Mathematics Education and Project-Based Learning to Improve Students' Mathematical Thinking Ability and Empathy Skills Afifah, Nur; Isyati, Andini Norma; Pratama, Loviga Denny
Jurnal Pendidikan Matematika Vol. 16 No. 2 (2025): July 2025
Publisher : Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpm.v16i2.326

Abstract

The ability to think mathematically is an important aspect in learning mathematics, but many students still experience problems in understanding abstract concepts such as sets and show a lack of empathy in group work, as found. This research aims to improve students' mathematical thinking skills and empathy through the Realistic Mathematics Education approach combined with the Project-Based Learning model. The method used was classroom action research carried out in two cycles in class VIII with 15 students as research subjects. The research procedure refers to Kemmis and McTaggart's spiral model, which consists of planning, implementation, observation and reflection phases. Data collection was carried out through mathematical thinking ability tests, observation of student activities, and empathy questionnaires. The results show that at the initial stage, there were no students who met the Minimum Completeness Criteria (KKM), and the level of empathy was relatively low. After implementing the learning strategy, there was a significant improvement in both aspects, especially in the second cycle. These findings indicate that the integration of the RME approach and the PjBL model is effective in developing mathematical thinking skills and increasing student empathy in learning mathematics
The Effect of Project-Based Learning on Students’ Mathematical Communication Skills Salama, Umi; Fajriana, Fajriana; Elisyah, Nur
Jurnal Pendidikan Matematika Vol. 16 No. 2 (2025): July 2025
Publisher : Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpm.v16i2.328

Abstract

The low level of students’ mathematical communication skills in mathematics learning is caused by a learning process that is still teacher-centered. Therefore, a more student-centered learning model is needed, one of which is the project-based learning model as an alternative solution. This study was conducted to determine the effect of the project-based learning model on students’ mathematical communication skills. This study employed a quasi-experimental approach using a nonequivalent pretest-posttest control group design. All 10th grade classes were the research population. The sample was taken using purposive sampling, where X-2 was used as the experimental class and X-3 was used as the control class. Data was obtained by administering a test instrument to students. To test the hypothesis, the researcher used the Shapiro-Wilk normality test and the Mann-Whitney test, assisted by SPSS software version 26. Based on the results of hypothesis testing using the Mann-Whitney test, the Asymp. Sig. (2-tailed) value was 0,000 (≤ 0,05), resulting in the rejection of H0, concluding that there is an effect of the PjBL model on students' mathematical communication skills.
Student Error in Grade X on the Concept of Trigonometry Using a Hermeneutic Phenomenological Study Syifa, Alifia Qolbiyatus; Kurniawati, Ira
Jurnal Pendidikan Matematika Vol. 16 No. 2 (2025): July 2025
Publisher : Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpm.v16i2.333

Abstract

Trigonometric Comparison is an E-phase mathematics material of class X geometry elements in the Merdeka Curriculum. This study aims to identify students' difficulties and learning obstacles in understanding the material. This research employs a qualitative study design using a hermeneutic phenomenological approach, focusing on grade X students and their math teacher as subjects. Data were collected through written tests (TKR), documentation, and interviews. Then it was analyzed using Ricoeur's stages. The research sample was selected purposively based on the meaning category of students' answers to TKR questions, which were grouped into four categories. The results indicated that students had difficulty in choosing the right trigonometric ratio and understanding the context of applied problems. Furthermore, the findings reveal three categories of learning obstacles as proposed by Brousseau, which students encounter: ontogenic obstacles of a psychological nature, indicated by students' low interest and motivation in learning; instrumental obstacles, reflected in the imbalance between students' use of concept images and concept definitions; and conceptual obstacles, due to students' lack of mastery of prerequisite knowledge. In addition, epistemological obstacles were identified, as evidenced by students' difficulties in solving problems presented in various forms, and didactical obstacles, as demonstrated by the teachers' rapid and superficial delivery of the material. These findings suggest that students' learning obstacles are interconnected between internal factors (within the students) and external factors.

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