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INDONESIA
IndoMath: Indonesia Mathematics Education
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 26145103     EISSN : 26145111     DOI : http://dx.doi.org/10.30738/indomath
Core Subject : Humanities, Education,
Humanities Education
Indomath publishes theoretical or empirical studies related to specific teaching and learning in the field of Mathematics Education. Indomath received publications from teachers, lecturers, and students as well as from observers and researchers of mathematics education. The scope of scientific articles that can be published in Indomath is as follows: Mathematics Learning Model, Media Learning Mathematics Curriculum in Mathematics Teaching, Assessment and Evaluation in Mathematics Teaching, Ethnomatics in Mathematics Learning Design Didactical in Mathematics Learning Lesson Study in Mathematics Learning Single Subject Research in Mathematics Education
Arjuna Subject : Umum - Umum
Articles 67 Documents
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E-Learning Tri-N Based Interactive to Improve Student Learning Motivation in Statistics Learning Pramudianti, Tiara; Widodo, Sri Adi; Hidayat, Wahyu; Sulistyowati, Fitria; Arifin, Usman
IndoMath: Indonesia Mathematics Education Vol 8, No 2 (2025): August 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v8i2.143

Abstract

This study aims to develop an interactive learning media based on e-learning using Google Sites with the Tri-N approach (Niteni, Nirokake, Nambahi) to enhance students' learning motivation in the Statistics material for eighth-grade junior high school students. The research method employed is Research and Development (R&D) using the 4D development model, consisting of the Define, Design, Develop, and Disseminate stages. Data were collected through initial needs observation and product validation by media and material experts. The product developed is an interactive e-learning media containing teaching materials, instructional videos, practice exercises, and assessments based on the Kurikulum Merdeka. This media is designed to facilitate students' learning activities through the stages of Niteni, Nirokake, and Nambahi, with the expectation of encouraging active participation in the learning process. Due to time limitations, this research was conducted only up to the expert validation stage; practicality and effectiveness tests were not carried out. The validation results indicate that the Tri-N-based e-learning media is suitable for use in Statistics learning. In the future, this media has the potential to be further developed for other materials and educational levels as an innovative digital learning alternative for teachers and students.
Development of STEAM-based Differentiated Learning Tools on Comparison Material: Efforts to Improve Mathematical Literacy Pribadi, Maharani Hayuning Pangastuti; Lestari, Nurcholif Diah Sri; Kurniati, Dian; Pambudi, Didik Sugeng; Prihandoko, Antonius Cahya
IndoMath: Indonesia Mathematics Education Vol 8, No 2 (2025): August 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v8i2.164

Abstract

One of the efforts to improve mathematical literacy is through differentiated and STEAM-based learning. This study aims to develop learning tools (teaching modules, LKPD, manuals and test packages) on comparison materials to improve students' mathematical literacy. This research uses the 4D model with the stages of defining, designing, developing, and disseminating. Data were collected through interviews, literature studies, observations, questionnaires, and tests. The teaching module design applies EDP for 6 JP and LKPD that facilitates process and content differentiated learning. The results of the development stage showed that the learning tools met the criteria: validity with a valid category (at least 3 on a scale of 4); practicality criteria with 87.74% of students active, and 3.68 (maximum scale of 4) learning implemented, as well as 71.67% of positive student responses; effectiveness with 79.2% of students complete learning and N-Gain 0.48 for mathematical literacy improvement. This study recommends that teachers accommodate students' learning needs and activate the classroom atmosphere using the learning tools that have been developed.
Acceptance of Learning Styles and the Use of Technology among Students in Mathematics Learning Shafira, Diva; Maarif, Samsul
IndoMath: Indonesia Mathematics Education Vol 8, No 2 (2025): August 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v8i2.155

Abstract

This quantitative study examined the relationship between students' learning styles and technology use in math learning. Although digital tools are increasingly integrated into schools, many still overlook students diverse learning styles and their interaction with technology. Prior research often addresses learning styles or technology acceptance separately, with few examining both together, especially in secondary education. This study used a one-time survey involving 1.029 Indonesian students from middle schools, high schools, and vocational schools. Learning styles (visual, auditory, kinesthetic) were measured using a Likert-scale questionnaire. Technology acceptance was assessed through performance expectations, attitudes, perceived usefulness, and e-learning suitability. Data were analyzed using SmartPLS. Results show that attitudes toward technology significantly affect perceived ease of use, e-learning suitability, and performance expectations. These factors influence learning preferences both directly and indirectly. The findings support the technology acceptance model and show its relevance in improving digital-based math learning across Indonesia’s secondary education context.
The Influence of Wordwall Learning Media on Improving Students’ Mathematics Learning Outcomes in Elementary Schools Indrawati, Tuti; Trisniawati, T; Hadi, Windia; Nisa, Ana Fitrotun; Khosiyono, Banun Havifah Cahyo
IndoMath: Indonesia Mathematics Education Vol 8, No 2 (2025): August 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v8i2.139

Abstract

Mathematics learning in elementary school faces challenges in improving student outcomes because of the conventional teaching methods. The limited integration of technology in the learning process results in low student engagement and suboptimal conceptual understanding. This study aims to determine the impact of using Wordwall learning media to improve the math learning outcomes of third-grade students. This research uses a quasi-experimental method with instruments in the form of test questions. Data collection techniques were carried out through tests and observations. This research was conducted at one of the elementary schools in the city of Yogyakarta, Indonesia. The research sample involved students in two classes; each class had 30 students. The research findings show that there is a difference in the average learning outcomes between the two classes. The experimental class obtained an average score of 89.60, while the control class achieved an average score of 83.33. The increase in the average score of the experimental class was higher than that of the control class. The results of this study it was found that the significance level of the research results is 0.013 < 0.05. It means that the use of Wordwall learning media affects students' mathematics outcomes.
The Effect of Reciprocal Teaching Assisted by Wordwall Media on Students’ Mathematical Communication and Resilience Deasya, Reisha Alifia; Maratusholihah, Istiadzah; Laelasari, L; Nasir, Fuad
IndoMath: Indonesia Mathematics Education Vol 8, No 2 (2025): August 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v8i2.159

Abstract

This study aims to analyze the differences in students' mathematical communication and resilience skills between conventional learning and reciprocal teaching assisted by Wordwall. The study was conducted due to the limited research combining the reciprocal teaching method with interactive media to improve students' communication skills and resilience. The research population consist of eighth-grade students at a junior high school in Cirebon Regency, with samples taken using purposive sampling. The samples taken from classes VIII B and E, totaling 65 students. Using a quantitative approach with a pretest-posttest control group design and instruments in the form of tests and questionnaires, the results showed that the average posttest score for mathematical communication in the experimental class was 75.27, higher than the control class, which was 31.25. Conversely, the posttest score for mathematical resilience in the control class was 81.50, higher than that of the experimental class, which was 74.03. These findings indicate that the integration of reciprocal teaching and Wordwall has the potential to improve students' mathematical communication, although further research is needed to identify effective strategies for maintaining students' resilience.
Development of Mathematics Teaching Materials in the Context of Land Transportation Tickets for High-Level Thinking Malalina, Malalina; Yenni, Rika Firma
IndoMath: Indonesia Mathematics Education Vol 9, No 1 (2026): InPress Vol 9 No 1, February 2026
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v9i1.177

Abstract

The development of mathematics teaching materials in the context of land transportation tickets is essential because it is close to participants’ daily lives and includes comparative materials on direct proportion, which can be used to optimize high-level thinking. This research aims to develop mathematics teaching materials in the context of land transportation tickets that are valid, practical, and have a potential effect on high-level thinking skills. The method employed by the development study includes preliminary and formative evaluation stages. The subjects of this study are students at SMP Negeri 3 South Pemulutan and SMP Negeri 47 Palembang. Data collection techniques use walkthroughs, interviews, observations, and tests. Qualitative descriptive techniques were used to analyze the data obtained. The results of expert validation show that the developed teaching materials are deemed valid in terms of content, construction, and language. The small group stage demonstrates that the teaching materials are practical, as students do not encounter difficulty using them during the learning process. The results of the field test showed the potential impact of teaching materials on students’ high-level thinking skills, as measured by indicators of analysis, evaluation, and creation. This research produces mathematics teaching materials in the context of land transportation tickets that are valid, practical, and have the potential to foster high-level thinking in the ability to analyze, evaluate, and create. It is expected to be used in learning to improve students’ high-level thinking skills through the context of land transportation tickets.
Problem-Solving Errors in Highest Common Factors and Lowest Common Multiples: An Analysis of Pre-Service Teachers’ Misconceptions Chiphambo, Shakespear Maliketi
IndoMath: Indonesia Mathematics Education Vol 9, No 1 (2026): InPress Vol 9 No 1, February 2026
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v9i1.167

Abstract

This study examined the conceptual understanding of South African pre-service teachers regarding the Highest Common Factor (HCF) and Lowest Common Multiple (LCM), with a focus on errors and misconceptions that affect problem-solving. There is a paucity of research that specifically analyses how pre-service teachers’ misconceptions about HCF and LCM contribute to problem-solving errors in foundational mathematics. This study is grounded in two complementary theoretical perspectives: the Mathematical Knowledge for Teaching (MKT) framework and the Conceptual–Procedural Knowledge Theory. A sequential explanatory mixed-methods design was employed. Quantitative data were analysed using one-sample t-tests and Pearson’s correlation, and qualitative data were supported by error analysis. The three hypotheses were tested. Results showed a significant difference in understanding (t = 25.685, p < 0.001), leading to the rejection of the first hypothesis. A moderate negative correlation (r = -0.48, p < 0.001) between misconceptions and accuracy led to the rejection of the second hypothesis. The third hypothesis was not rejected, as no strong correlation was found between strategy use and conceptual errors (r = -0.12, p = 0.425). Findings highlight gaps in conceptual understanding and emphasise the need for conceptually focused instruction, diagnostic assessments, and real-life applications in teacher education programmes.

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