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Jurnal Pengembangan Pembelajaran Matematika

jppm
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Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta

ISSN : 26560240 EISSN : 26558750 DOI : https://doi.org/10.14421/jppm

Core Subject : Education,

Education Mathematics

Jurnal Pengembangan Pembelajaran Matematika (JPPM) is a scientific journal published by Pusat Studi Pengembangan Pembelajaran Matematika Sekolah, UIN Sunan Kalijaga Yogyakarta incorporating with Asosiasi Dosen Matematika dan Pendidikan Matematika (Admapeta). It published twice a year (in February & August). This publication is available online via open access. This journal focuses on research in mathematics education including teaching and learning, teacher education, educational technology, educational developments, STEM, from many kinds of research such as survey, research and development, experimental research, classroom action research, etc.

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 95 Documents

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Pre-service teachers’ inquisitiveness in mathematics learning Umah, Ulumul; Rahmawati, Ana
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 5 No. 2 (2023): Jurnal Pengembangan Pembelajaran Matematika: Volume 5 Nomor 2 August 2023
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2023.52.117-129

Inquisitiveness is a critical thinking disposition that is important in the inquiry process because it relates to the tendency to ask questions. However, studies on inquisitiveness in the domain of mathematics learning are still limited. Several previous studies have only explained inquisitiveness based on general attitudes without involving the context of the field of mathematics. This study aims to describe the inquisitiveness of mathematics prospective teacher students which is showed in asking questions. This research is a qualitative research with prospective teacher students at Universitas Pesantren Tinggi Darul Ulum as the participants. The research data was collected through tests, observations, and interviews. The results of the study show that the tendency of prospective mathematics teacher students to ask effectivedsada questions when responding to information in mathematical problems is still low. Prospective teachers cannot always ask questions even if they do not understand the rationale behind a statement. Another finding from this study is that even though prospective teachers can ask questions in discussion, their questions cannot meet the inquisitiveness criteria because they are less successful in developing in-depth understanding.

Analysis of students' metacognition in solving pisa questions on space and shape content Windiyani, Sri; Adhany, Reva Salma; Handoko, Hendri
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 8 No. 2 (2026): Jurnal Pengembangan Pembelajaran Matematika: Volume 8 Nomor 2 August 2026
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2026.82.99-110

This study aims to analyze students' metacognition ability in solving PISA-based math problems on space and shape content consisting of three essay questions. Metacognition was analyzed through three indicators of metacognitive regulation, namely planning, monitoring, and evaluation. This study uses a descriptive qualitative approach with junior high school students selected through purposive techniques which are grouped into three ability categories: high, medium, and low. Data was obtained through analysis of student answers and in-depth interview results. The results of the study show that high-ability students are able to activate all aspects of metacognition optimally, characterized by the ability to formulate completion strategies, monitor thought processes, and evaluate results reflectively. Moderately capable students show mastery of metacognition at a sufficient level, but tend to be inconsistent in monitoring and evaluating the strategies used. Meanwhile, low-skilled students exhibit limited metacognition skills, characterized by minimal planning, weak monitoring, and procedural evaluations without conceptual understanding. These findings confirm that metacognition ability is directly proportional to the quality of mathematical problem solving, particularly in PISA problems that require geometric visualization and spatial reasoning. This study recommends the need for learning that explicitly trains metacognitive strategies to improve students' ability to solve context-based problems.

Systematic literature review: the effectiveness of flipbook media in mathematics learning on junior high school students’ mathematical abilities Febianti, Kinanti Diaz; Pramesti, Santika Lya Diah
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 8 No. 2 (2026): Jurnal Pengembangan Pembelajaran Matematika: Volume 8 Nomor 2 August 2026
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2026.82.%p

This study aims to summarize, evaluate, analyze, and categorize literature related to the effectiveness of flipbook media in a structured and systematic manner. This study applies the systematic literature review method using the PRISMA model to ensure the process of identifying, screening, assessing eligibility, and including articles. Of the 2,500 articles, only 22 articles met the eligibility criteria. The results of the study related to flipbook media include (1) an increase in the number of articles published from 2020 to 2025; (2) the research approaches used are quantitative and Research and Development; (3) in terms of implementation, flipbook media is integrated with the STEAM model, Realistic Mathematics Education, Discovery Learning, and Inquiry Learning. In terms of development, the most widely used platforms were Kvisoft Flipbook Maker and Flip PDF Professional; (4) the most dominant mathematical skill that improved was conceptual understanding; (5) the integrated material included geometry, algebra, statistics, and sets; (6) flipbook media had a positive and significant effect on the mathematical abilities of junior high school students. In general, this study is expected to serve as a reference for further research on mathematical abilities that have not been widely studied, the affective aspects of students, such as motivation, interest in learning, and self-efficacy, long-term research to determine the use of flipbooks in improving mathematical abilities, and the negative impacts and shortcomings of using flipbooks in mathematics learning.

Systematic review: trends in the application of gamification in junior high school mathematics education Tyas, Hargianing; Pramesti, Santika Lya Diah
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 8 No. 2 (2026): Jurnal Pengembangan Pembelajaran Matematika: Volume 8 Nomor 2 August 2026
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2026.82.%p

Mathematics education at the junior high school (SMP) level continues to face challenges regarding students' lack of interest, motivation, and active participation, often stemming from the perception that mathematics is abstract and unengaging. This situation has prompted the adoption of gamification an innovative approach integrating game elements into learning activities to boost motivation, engagement, and the quality of student learning, aligning with technological advancements and the characteristics of the digital generation. This study aims to systematically review trends in the application of gamification in junior high school mathematics education, covering research developments, the impact of gamification, and implementation challenges. A Systematic Literature Review (SLR) methodology was employed, adhering to the Preferred Reporting Items for Systematic Literature Reviews and Meta-Analyses (PRISMA) guidelines. Literature searches were conducted via Google Scholar using the "Publish or Perish" application, focusing on articles published between 2018 and 2025; twenty-one articles met the inclusion and eligibility criteria. The results indicate that research on gamification in junior high school mathematics education has continued to evolve between 2018 and 2025, despite fluctuations in publication volume. Gamification positively influences students' cognitive and affective domains, leading to improvements in motivation, learning engagement, conceptual understanding, mathematical reasoning, and learning outcomes. However, implementation challenges persist, particularly regarding teacher readiness, structured instructional design, and limited technological infrastructure. Therefore, strengthening teacher competence, developing contextually relevant gamification designs, and securing policy support are essential for the effective and sustainable implementation of gamification in junior high school mathematics education.

GROWTH MINDSET AND ITS ASSOCIATION WITH STUDENTS' MATHEMATICAL LITERACY AND MATHEMATICAL REPRESENTATION SKILLS: AN EX POST FACTO STUDY Izzati, Nurma; Rahmayanti, Lisna Maolina
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 8 No. 2 (2026): Jurnal Pengembangan Pembelajaran Matematika: Volume 8 Nomor 2 August 2026
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2026.82.%p

This study aimed to analyze the association between growth mindset and students' mathematical literacy and mathematical representation skills in vocational high school. A quantitative approach with an ex post facto method of associative-correlational nature was employed. The study population consisted of all 10th-grade students at SMK Bina Insan Mandiri in Cirebon. The sample consisted of 20 10th-grade students selected through purposive sampling. Data were collected using a growth mindset questionnaire (25 valid items, α = .943), a mathematical literacy test (6 valid items, α = .702), and a mathematical representation test (7 valid items, α = .844). Data were analyzed using Multivariate Analysis of Variance (MANOVA). The Shapiro-Wilk normality test confirmed that dependent variables were normally distributed (Sig. = .787 and .230), linearity assumptions were satisfied (Sig. = .853 and .165), and Levene's homogeneity test was met (Sig. = .467 and .121). MANOVA results using Pillai’s Trace indicated F = 4,699 with Sig. = .004, indicating that growth mindset was simultaneously and significantly associated with both mathematical skills. Partially, growth mindset was significantly associated with mathematical literacy (F = 14.701; Sig. = .000; R² = 0.634) and mathematical representation (F = 8.790; Sig. = .002; R² = 0.508). Students with high growth mindset demonstrated significantly higher mathematical literacy and representation skills than those in the medium and low groups. Given the small sample size (n = 20) drawn from a single school through purposive sampling, these findings should be interpreted as preliminary and are not intended to be generalized beyond the studied context.

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Mulin Nu'man

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Pusat Studi Pengembangan Pembelajaran Matematika Sekolah Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta Jl. Marsda Adisucipto, Yogyakarta 55281

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Mulin Nu'man

Contact Email mulin.nu@uin-suka.ac.id

Phone +6282317241748

Journal Mail Official jppm@uin-suka.ac.id

Editorial Address Pusat Studi Pengembangan Pembelajaran Matematika Sekolah Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta Jl. Marsda Adisucipto, Yogyakarta 55281

Location Kab. sleman, Daerah istimewa yogyakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Mulin Nu'man

Contact Email
mulin.nu@uin-suka.ac.id

Phone
+6282317241748

Journal Mail Official
jppm@uin-suka.ac.id

Editorial Address
Pusat Studi Pengembangan Pembelajaran Matematika Sekolah Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta Jl. Marsda Adisucipto, Yogyakarta 55281

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA