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Polyhedron International Journal in Mathematics Education
Published by Nashir Al-Kutub Indonesia
ISSN : -     EISSN : 29876540     DOI : https://doi.org/10.59965/pijme.v1i1
Core Subject : Education,
Education Mathematics
Polyhedron International Journal in Mathematics Education (PIJME) journal aims to stimulate discussions at all levels of mathematics education through disseminating significant and innovative scholarly studies that are of value to the international research communities. The journal welcomes articles focusing on all aspects of mathematics education including empirical, theoretical, methodological, and philosophical works that have a perspective wider than local or national interest. PIJME publishes only original scholarly works. Manuscripts that are indeed a derivative or replication/duplication (if there is not clear reason, justification) of previous work are not accepted and will not be published in PIJME. Please do not submit the same manuscript simultaneously or separately to PIJME with another journal. In such cases the responsibility solely rests with the author(s).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 35 Documents
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The influence of the problem solving learning model on students' self-confidence and learning outcomes in mathematics learning Zahara Febriyanti Pasaribu; Tasnim Rahmat; Iltavia Iltavia; Uqwatul Alma Wizsa
Polyhedron International Journal in Mathematics Education Vol. 4 No. 1 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v4i1.288

Abstract

This study was motivated by the low mathematics learning outcomes and self-confidence of eleventh grade students. Most students have not reached the minimum completion limit of 75. In addition, the learning process is still teacher-centered so that students tend to feel bored, lack focus, and lack confidence in solving mathematical problems. This study aims to determine the effect of the Problem-Solving learning model on self-confidence and mathematics learning outcomes. The design of this study is a static group comparison design. Participants were selected using a random sampling technique, with class XI F2 as the control class and class XI F3 as the experimental class. The research instruments used were a self-confidence questionnaire and a mathematics learning outcome test. Data were analyzed using a t-test with the help of SPSS software at a significance level of 0.05. The results showed that the Problem-Solving learning model had a significant effect on students’ self-confidence, as indicated by a significance value of 0.004 <0.05. In addition, the Problem-Solving learning model also had a significant effect on students’ mathematics learning outcomes with a significance value of 0.015 <0.05. Thus, it can be concluded that the application of the Problem-Solving learning model is able to improve self-confidence and mathematics learning outcomes. As a recommendation, the Problem-Solving learning approach is suggested as one of the strategic choices in mathematics education to increase students’ self-confidence and learning achievements, and can be considered for application to various materials and different levels of education.
A didactical design research on think-talk-write integrated with GeoGebra: Promoting mathematical communication and collaborative learning Vivi Rindastri; Endang Wahyuningrum; Sudirman Sudirman; Riyan Hidayat
Polyhedron International Journal in Mathematics Education Vol. 4 No. 1 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v4i1.286

Abstract

This study investigated the effectiveness of a Think-Talk-Write (TTW) strategy integrated with GeoGebra in promoting mathematical communication ability and collaborative learning among Grade X secondary school students. Employing a quasi-experimental design with a non-equivalent control group, the study involved 34 students in the experimental group (TTW-GeoGebra) and 32 students in the control group (conventional instruction) at SMA Negeri 3 Tanjung Raja during the 2025/2026 academic year. Data were collected using a 10-item mathematical communication test and a 15-item collaboration questionnaire, both of which demonstrated good reliability (α = 0.883 and α = 0.866, respectively). Results indicated that the TTW-GeoGebra model produced a moderate improvement in mathematical communication (n-gain = 0.59) and a high improvement in collaborative learning (n-gain = 0.75) in the experimental group, both significantly exceeding the control group’s gains (p < 0.001). Between-group comparisons confirmed that the TTW-GeoGebra model was significantly more effective than conventional instruction for both outcomes. These findings suggest that embedding GeoGebra as a didactic medium across all TTW phases constitutes a principled instructional design for simultaneously developing mathematical communication and collaboration, consistent with NCTM’s process standards and Indonesia’s Kurikulum Merdeka.
Filling the gap in quizizz paper mode research: Its effect on mathematics learning interest at the junior secondary level Putri Anggun; Rusdi Rusdi; Tasnim Rahmat; Nola Nari; Denilsón Andrés Silgado-Tuñón
Polyhedron International Journal in Mathematics Education Vol. 4 No. 1 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v4i2.290

Abstract

This research is motivated by the low interest in learning mathematics among students, which is thought to be caused by the lack of variety in the use of interactive and interesting technology-based learning media. In addition, the use of learning media that relies on mobile devices often causes distractions, making the learning process less effective. Therefore, this study aims to determine the increase in students’ interest in learning mathematics through the use of interactive learning media Quizizz based on paper mode in grade VII students of MTsN 10 Agam. The type of research used is a pre-experimental study with a one-group pretest-posttest design. The study population was students of grades VII.1 and VII.2, while the research sample was class VII.1 selected using a cluster (class) random sampling technique. The research instrument was a questionnaire on interest in learning mathematics that had been validated and tested for reliability. Data analysis techniques used the t-test and N-Gain test. The results showed that the average score of students’ interest in learning mathematics before treatment was 112.65 and increased to 140.20 after treatment. Based on the results of the t-test analysis, it was found that there was an increase in students’ interest in learning mathematics after using the interactive learning media Quizizz based on paper mode. Furthermore, the N-Gain test result of 0.58 indicates that the increase in student learning interest is in the moderate category. Thus, the use of the paper-based interactive learning media Quizizz can increase students’ interest in learning mathematics.
The effect of learning intensity on students’ statistics course scores: A multiple regression approach with Ridge regularization Muh. Rusmayadi; Samsuriadi; Lidaini Lidaini; Muhamad Galang Isnawan; Naif Mastoor Alsulami; Aditya Purnama
Polyhedron International Journal in Mathematics Education Vol. 4 No. 1 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v4i1.294

Abstract

Low achievement in statistics courses is a persistent concern in higher education, yet the contributions of study time and attendance remain underexplored, particularly in Indonesian undergraduate contexts and without correcting for predictor multicollinearity. This study addresses this gap by applying Ridge regularization to estimate the independent effects of daily study hours and attendance rate on statistics course scores among 20 Indonesian undergraduates. Classical OLS assumptions were tested; Ridge regression with Leave-One-Out Cross-Validation was applied when violations occurred. Study hours and attendance jointly explained 97.54% of score variance (R² = 0.975; F = 337.70; p < 0.001); however, severe multicollinearity (VIF = 11.77) destabilized OLS estimates. Ridge regression (λ = 1.0) produced stable coefficients (b₁ = 2.87; b₂ = 0.80) with negligible accuracy loss (R² = 0.974). The near-perfect collinearity of the predictors indicates that study hours and attendance are part of the same underlying construct academic engagement rather than acting through independent pathways. These findings challenge the conventional additive model of learning time and imply that interventions targeting self-regulated learning may be more effective than policies addressing attendance or study time in isolation.
Developing and validating an ethnomathematics-based learning module from the traditional house and accessories of the Dayak Bumi Segandu Indramayu Tribe for junior high school students Nandang Nandang; Mochammad Taufan; Mellawaty Mellawaty; Runisah Runisah; Ratna Sri Rahayu; Ronaldo Rafael Olivero-Acuña; Jenisus O. Dejarlo
Polyhedron International Journal in Mathematics Education Vol. 4 No. 1 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v4i1.311

Abstract

Ethnomathematics research has documented mathematical concepts embedded in various Indonesian cultural artifacts; however, few studies have transformed these findings into validated instructional materials, and the traditional houses and accessories of the Dayak Bumi Segandu Indramayu community remain unexplored in mathematics education literature. This study addressed this gap by combining an ethnographic exploration with the ADDIE development model to design and validate an ethnomathematics-based learning module on three-dimensional geometry for seventh-grade junior high school students. The research was conducted at Padepokan Nyi Ratu Kembar Jaya, Krimun Village, Indramayu Regency. Data were collected through observations, interviews, and documentation involving four purposively selected participants representing the community leadership and members. Qualitative data were analyzed using coding, data reduction, data display, and conclusion drawing assisted by ATLAS.ti 8. The exploration identified mathematical concepts embedded in traditional houses and cultural accessories, including lines, angles, plane figures, and solid figures, which were integrated into the module. Validation by two mathematics education experts yielded an average score of 72.8% (Good), indicating satisfactory conceptual and pedagogical quality, although improvements were recommended for language clarity. Practicality evaluation by two mathematics teachers produced an average score of 95.5% (Strongly Agree), demonstrating high classroom usability. These findings indicate that the cultural heritage of the Dayak Bumi Segandu Indramayu community can be systematically transformed into a valid and practical mathematics learning resource while contributing to the preservation of local knowledge through school mathematics.

Page 4 of 4 | Total Record : 35

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