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INDONESIA
Jurnal Pendidikan Matematika
Published by Indonesian Journal Publisher
ISSN : -     EISSN : 30309263     DOI : https://doi.org/10.47134/ppm
Core Subject : Education,
Education Mathematics Other
Jurnal Pendidikan Matematika ISSN 3030-9263 is a scientific journal published by Indonesian Journal Publisher. This journal publishes four issues annually in the months of November, February, May, and August. This journal only accepts original scientific research works (not a review) that have not been published by other media. The focus and scope of Jurnal Pendidikan Matematika include mathematics learning strategies, mathematics learning design, development of mathematics learning tools, analysis in the field of mathematics education, and various things related to mathematics learning from elementary school to college level.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 67 Documents
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Analysis of Student Learning Outcomes on Polynomial Topic in Grade XI During the Teaching Assistance Program Idrus Syahzaqi; Syifa Gunawan
Jurnal Pendidikan Matematika Vol. 3 No. 1 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ppm.v3i1.2281

Abstract

This study aims to analyze students’ learning outcomes on the polynomial topic during the Teaching Assistance Program conducted in Grade XI. As polynomials represent a foundational concept in upper secondary mathematics, understanding students’ performance provides valuable insights into the effectiveness of instructional practices. This descriptive quantitative research analyzed daily assessment scores from 33 students using statistical measures including minimum, maximum, mean, median, mode, range, and standard deviation. The findings show a moderate performance with an average score of 67.7, a median of 70, and a standard deviation of 7.7. A total of 54.5% of students achieved the minimum mastery criterion, while 45.5% did not, indicating a substantial variation in conceptual understanding. The score distribution also demonstrated clustering around the 68–72 range, suggesting that many students possessed partial comprehension but struggled with deeper algebraic reasoning. These results highlight the need for differentiated instruction, scaffolded learning, and improved feedback mechanisms. The Teaching Assistance Program contributed significantly to the reflective development of teaching skills and provided authentic classroom experience for the pre-service teacher. Overall, this study emphasizes the importance of varied teaching approaches to enhance student mastery of polynomial concepts.
Analisis Hasil Belajar Siswa Kelas IX pada Pembelajaran Matematika Menggunakan Alat Peraga dalam Program Asistensi Mengajar dengan Uji Paired t-Test Niswa Faizah Aulia; Nur Chamidah
Jurnal Pendidikan Matematika Vol. 3 No. 1 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ppm.v3i1.2296

Abstract

Penelitian ini bertujuan untuk mengkaji pengaruh penggunaan alat peraga matematika dalam kegiatan Asistensi Mengajar terhadap hasil belajar siswa kelas IX di SMP Negeri 45 Surabaya. Penelitian ini menggunakan pendekatan kuantitatif dengan desain satu kelompok pre-test dan post-test. Subjek penelitian terdiri atas 45 siswa kelas IX yang mengikuti pembelajaran matematika dengan dukungan alat peraga sebagai media pembelajaran. Pengumpulan data dilakukan melalui pemberian tes awal (pre-test) dan tes akhir (post-test) untuk mengukur perubahan hasil belajar siswa sebelum dan setelah perlakuan. Data yang diperoleh dianalisis menggunakan uji normalitas, uji korelasi, dan uji paired samples t-test untuk mengetahui perbedaan rata-rata hasil belajar siswa. Hasil penelitian menunjukkan adanya peningkatan nilai rata-rata hasil belajar siswa setelah penerapan pembelajaran matematika menggunakan alat peraga. Hasil uji paired samples t-test menunjukkan bahwa terdapat perbedaan yang signifikan antara nilai pre-test dan post-test siswa, yang mengindikasikan bahwa perlakuan yang diberikan memberikan pengaruh positif terhadap hasil belajar. Temuan ini menunjukkan bahwa penggunaan alat peraga matematika mampu membantu siswa memahami konsep secara lebih konkret, meningkatkan keterlibatan siswa dalam proses pembelajaran, serta menciptakan suasana belajar yang lebih aktif dan interaktif. Dengan demikian, dapat disimpulkan bahwa penggunaan alat peraga matematika dalam kegiatan Asistensi Mengajar efektif dalam meningkatkan hasil belajar siswa kelas IX di SMP Negeri 45 Surabaya.
Efficient Management of Resources in Complicated Transport Systems: The Use and Extension of Goal Programming to Overcome Multi -Objective Multi-Item Transportation Problems Hasanain Hamed Ahmed
Jurnal Pendidikan Matematika Vol. 3 No. 2 (2026): February
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ppm.v3i2.2468

Abstract

The study focuses on the important problem of resource allocation in large, complicated networks of transportation by utilizing goal programming (GP) technique. On the other hand, multi-objective multi-item transport problem is considered under competing objectives such as minimization of transportation costs and reduction in delivery time, environmental impact abatement plus maximization of vehicle utilization. In this paper, such a DSP model is constructed as viewed in its entirety and tightly embedded with a fuzzy goal reaching technique under realistic modifications of transportation circumstances. The model is calibrated using synthetic data from a hypothetical Iraqi road network, and the optimization problem is solved in WinQSP software. Comparison of the final solution indicates that the goal programming outperforms single-objective approaches, showing 18-24% cost reduction with less service level violation and carbon emission. The study is useful for urban logistics planning in the aim of sustainable development, and it also enriches the transport optimization analysis methods for decision maker. This is especially important in emerging countries characterized by limited resources, where “trade-offs” and not just the maximization of some social welfare function play a crucial role for managing transportation systems.
Pemodelan Faktor yang Mempengaruhi Indeks Demokrasi Indonesia Menggunakan Spline Truncated Hanny Valida; M. Fariz Fadillah Mardianto; Dita Amelia; Suliyanto Suliyanto
Jurnal Pendidikan Matematika Vol. 3 No. 2 (2026): February
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ppm.v3i2.2478

Abstract

Penelitian ini bertujuan menganalisis faktor-faktor yang memengaruhi Indeks Demokrasi Indonesia (IDI) menggunakan pendekatan regresi spline linier terpotong nonparametrik. Data yang digunakan merupakan data sekunder cross-section dari 34 provinsi di Indonesia pada tahun 2024, dengan variabel prediktor berupa Indeks Pemberdayaan Gender, Indeks Kebebasan Pers, dan Indeks Pembangunan Manusia. Pemilihan model dilakukan menggunakan kriteria Generalized Cross Validation (GCV) untuk menentukan jumlah dan posisi knot yang optimal. Hasil analisis menunjukkan bahwa model terbaik diperoleh dengan tiga titik knot, menghasilkan nilai GCV sebesar 6,79 dan koefisien determinasi (R²) sebesar 89,37 persen. Hasil penelitian menunjukkan adanya hubungan nonlinier antara variabel prediktor dan IDI. Indeks Pemberdayaan Gender memberikan pengaruh positif pada tingkat rendah hingga menengah, namun berubah menjadi negatif pada tingkat yang lebih tinggi. Indeks Kebebasan Pers menunjukkan pengaruh positif pada tingkat rendah tetapi cenderung negatif setelah melewati titik tertentu. Sementara itu, Indeks Pembangunan Manusia memberikan pengaruh positif yang konsisten terhadap IDI. Temuan ini menunjukkan bahwa kualitas demokrasi di Indonesia dipengaruhi oleh dinamika sosial dan institusional yang kompleks.
Pengaruh Model Pembelajaran Problem Based Learning Berbantuan ZEP Quiz Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas VII Pada Materi Aritmatika Sosial Siti Muhimmatul Khoiroh; Nanang Nabhar Fakhri Auliya
Jurnal Pendidikan Matematika Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ppm.v3i3.2612

Abstract

Penelitian ini dilatarbelakangi oleh kemampuan pemecahan masalah matematis (KPMM) siswa yang masih tergolong rendah. Padahal, realitanya dalam proses pembelajaran matematika kemampuan ini sangat dibutuhkan. Penelitian ini bertujuan guna mengetahui apakah model pembelajaran Problem Based Learning (PBL) berbantuan ZEP Quiz lebih baik dalam meningkatkan KPMM siswa kelas VII pada materi aritmatika sosial di MTs NU Ibtidaul Falah. Penelitian ini menggunakan jenis penelitian eksperimen semu serta pendekatan kuantitatif. Seluruh kelas VII MTs NU Ibtidaul Falah menjadi populasi penelitian ini. Cluster random sampling dengan pengundian digunakan sebagai teknik pengambilan sampel. Dari hasil pengundian diperoleh kelas eksperimen yakni kelas VII-D sejumlah 35 siswa serta kelas kontrol yakni kelas VII-G sejumlah 34 siswa. Tes tertulis dan dokumentasi menjadi teknik pengumpulan data penelitian ini. Selanjutnya data dianalisis menggunakan uji t. Hasil uji t diperoleh sehingga ditolak dan diterima. Dari hasil hipotesis jika diterima maka model pembelajaran PBL berbantuan ZEP Quiz lebih baik dalam meningkatkan kemampuan pemecahan masalah. Dari uraian tersebut, dapat ditarik kesimpulan bahwa model pembelajaran PBL berbantuan ZEP Quiz lebih baik dalam meningkatkan KPMM siswa kelas VII pada materi aritmatika sosial di MTs NU Ibtidaul Falah.
Instructional Design Based on Needham's Constructivist Model and Its Impact on The Cognitive Depth Of Fifth-Grade Science Students In Mathematics Faten Taha
Jurnal Pendidikan Matematika Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ppm.v3i3.2892

Abstract

This research aims to identify the effect of an instructional design based on Needham's constructivist model on developing the cognitive depth of fifth-grade science students in mathematics. To achieve this objective, the researcher adopted a quasi-experimental design with two equivalent groups (experimental and control) using post-tests, as this approach was deemed most suitable for the nature and objectives of the research. The research population consisted of fifth-grade science students in secondary and preparatory schools affiliated with the General Directorate of Education in Salah al-Din Governorate during the 2025-2026 academic year. The research sample was selected purposively and comprised 64 students, equally divided into two groups: an experimental group of 32 students who were taught using the instructional design based on Needham's constructivist model, and a control group of 32 students who were taught using the traditional method. The researcher ensured the equivalence of the two groups in several variables that could influence the results of the experiment.To measure cognitive depth, the researcher developed a test consisting of 30 objective items, distributed according to the levels of cognitive depth. Its validity was verified by presenting it to a panel of experts and specialists. Its psychometric properties were also determined, including difficulty and discrimination indices and the effectiveness of the alternatives. Furthermore, its reliability was confirmed using appropriate statistical methods. The experiment continued during the first semester of the 2025-2026 academic year. A post-test was then administered to the students in both groups, and the data were statistically analyzed using the Statistical Package for the Social Sciences (SPSS), employing an independent samples t-test at a significance level of 0.05.The research results showed a statistically significant difference between the mean scores of the experimental and control groups on the cognitive depth test, favoring the experimental group, thus indicating the effectiveness of the design
Decimal Understanding and Mathematics Anxiety among Slow-Learning Students in Inclusive Middle Schools in Makassar City Muhammad Siddiq Rizki Purnama; Hamzah Upu; Bustang Bustang
Jurnal Pendidikan Matematika Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ppm.v3i3.2922

Abstract

This study examined the level of decimal understanding and the level of mathematics anxiety among slow-learning students in inclusive junior high schools in Makassar City, Indonesia, and analyzed the effect of mathematics anxiety on decimal understanding using regression analysis. A mixed-methods sequential explanatory design was employed, beginning with a quantitative phase involving 110 slow-learning students from two inclusive schools, followed by a qualitative phase with nine purposively selected students representing high, moderate, and low understanding categories. Mathematics anxiety was measured using a questionnaire adapted from an established math anxiety scale, and its effect on decimal understanding was tested through regression analysis. Results indicated that mathematics anxiety did not have a statistically significant effect on decimal understanding (B = 0.117; p = .404), and this coefficient was therefore not retained as a direct path in the final regression model. Qualitative findings clarified that anxiety was context-dependent, emerging mainly under time pressure and fear of making mistakes, and did not necessarily prevent understanding when students received gradual explanation and additional examples. These findings suggest that instructional support for slow learners should reduce performance pressure and provide adaptive scaffolding, since the effect of anxiety on decimal understanding appears to depend heavily on instructional context rather than operating as a uniform, direct barrier.

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