Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

Jurnal Pengembangan Pembelajaran Matematika

jppm
Website

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 90 Documents

5 6 7 8 9

Differences in mathematical problem-solving skills based on computational thinking in problem-based learning and conventional learning Fuadah, Alifah Shofia; Mukti, Taufiq Satria; Firmansyah, Achmad
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 7 No. 2 (2025): Jurnal Pengembangan Pembelajaran Matematika: Volume 7 Nomor 2 August 2025
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2025.72.122-133

Problem solving ability with Computational Thinking strategy is important for students. The study aims to determine the differences in mathematical problem solving ability with computational thinking on statistics material through the Problem Based Learning (PBL) model and conventional methods in class VII MTs Daarul Uluum Blitar. The study was conducted with a quasi-experiment through a pretest-posttest design with nonequivalent control group. Saturated samples were used in the study with class VII-B as the experimental class by implementing PBL and class VII-C as the control class. Data collection was carried out with a computational thinking ability test: decomposition, pattern recognition, abstraction, and algorithms to solve mathematical problems on statistics material. An independent sample t-test was conducted to answer the problem formulation. The results showed a significance value (2-tailed) of 0.019 (α <0.05), with an average pretest and posttest of the experimental class of 49 and 63, while the control class was 32 and 54. These findings indicate that the PBL model is effective in improving mathematical problem solving abilities based on computational thinking.

Students’ probabilistic thinking level in solving probability problems reviewed from Honey Mumford’s learning style Khurrotul, A'yun; Masamah, Ulfa
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 7 No. 2 (2025): Jurnal Pengembangan Pembelajaran Matematika: Volume 7 Nomor 2 August 2025
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2025.72.134-147

Students' difficulties in solving probabilistic problems occur due to their lack of knowledge and understanding of probability concepts. Probabilistic thinking skills are essential to enhance students' ability to solve probabilistic problems in everyday life. This qualitative research aims to describe student’s levels of probabilistic thinking in solving probability problems reviewed from Honey Mumford's learning style. The research subjects consisted of eight ninth-grade students from a State Tsanawiyah Madrasah of Batu City. The primary instrument in this study was the researcher, supported by additional instruments such as probabilistic thinking test and a task-based interview guide. Data were collected through written tests, task-based interviews, and documentation. Data analysis was carried out using the constant comparative method which includes the stages of reduction, categorization, synthesis, and substantive theory preparation. The results showed that students with activist and pragmatist learning styles met all indicators at level 1 of subjective thinking, while reflector and theorist students showed wider variations up to level 3 if informal quantitative thinking and some at level 4 of numerical thinking. This finding implies that differences in learning styles contribute to student’s probabilistic thinking abilities at each level.

Development of pjbl-based teaching modules to improve critical and creative thinking skills Yuliana, Ina; Toheri; Sukmaangara, Bayu
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 7 No. 2 (2025): Jurnal Pengembangan Pembelajaran Matematika: Volume 7 Nomor 2 August 2025
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2025.72.163-176

This study aims to develop a Project Based Learning (PjBL)-based teaching module to enhance students’ critical and creative thinking skills on the topic of the Pythagorean Theorem. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The module was validated by five experts, resulting a score of 0.71, categorized as very valid. The module was tested on 38 eighth-grade students at SMP Negeri 11 Cirebon. The effectiveness test showed a significant improvement in students’ critical and creative thinking abilities, with N-Gain scores of 0.56 and 0.57 respectively, both categorized as moderately effective. The Wilcoxon test showed a significance value of 0.000 for both skills, indicating a significant difference between pretest and posttest scores. Additionally, student responses to the module were highly positive, with an average score of 85.91%. Based on these results, the developed PjBL-based teaching module is considered feasible and effective for enhancing higher-order thinking skills in mathematics learning.

The effectiveness of microlearning on student engagement and learning outcomes in educational statistics courses Jainuri, Muhammad
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 7 No. 2 (2025): Jurnal Pengembangan Pembelajaran Matematika: Volume 7 Nomor 2 August 2025
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2025.72.148-162

The Educational Statistics course is often seen as challenging for students, leading to low engagement and learning outcomes. This study aims to analyze the effectiveness of microlearning implementation to optimize student engagement and learning outcomes in the Education Statistics course, identify changes in the dimension of student engagement through the implementation of microlearning, analyze the relationship between student engagement and learning outcomes, and develop an effective microlearning implementation model in the Education Statistics course. Using a quasi-experimental design with a pretest-posttest control group, the study involved 66 students divided into an experimental group (n = 32) who received microlearning-based learning and a control group (n = 34) using traditional methods. Data were collected using the Student Engagement Questionnaire (SEQ), pretest-posttest statistical learning outcomes, digital activity log analysis, and semi-structured interviews. The results showed a significant increase in the engagement rate of the experimental group compared to the control (t = 4.87, p < 0.001) with a large effect size (Cohen's d = 0.79). MANOVA's analysis showed a significant increase in four dimensions of engagement: behavioral (F = 18.34, p < 0.001), cognitive (F = 21.56, p < 0.001), emotional (F = 15.89, p < 0.001), and social engagement (F = 12.45, p < 0.001). The implementation of microlearning resulted in significant improvements in learning outcomes (t = 5.23, p < 0.001) and statistical knowledge retention (F = 19.76, p < 0.001). Thematic analysis of qualitative data identified five factors that support the effectiveness of microlearning: (1) flexibility of content access, (2) visualization of complex concepts, (3) immediacy of feedback, (4) personalization of learning, and (5) integrated collaboration. This study recommends a tiered microlearning implementation model for educational statistics courses that can be adapted for various higher education contexts.

Development of boxprob teaching aids to increase student activeness and learning enthusiasm in mathematics learning Shahrul Khan, Mohamad Ilham
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 8 No. 1 (2026): Jurnal Pengembangan Pembelajaran Matematika: Volume 8 Nomor 1 February 2026
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2026.81.%p

The passivity and low interest of students in learning mathematics is often influenced by monotonous and boring learning styles so that the essence of learning is no longer an urgency. Research and development with the 4D model is used by the author to create a mathematics learning media, namely BOXPROB props that aim to increase students' activeness and interest in learning. As the name implies BOXPROB (Box Probability) which means it is a box containing probability props to be used in learning mathematics probability material. The subjects in this study were students of class VIII F SMP Negeri 16 Cirebon City. The sample taken was 26 students from a total population of 33 students. Data collection methods are observation and questionnaire. Observations were used to measure learning activeness and three kinds of questionnaires were made, namely a questionnaire to measure students' learning interest, a material validation questionnaire, and a media validation questionnaire. The results of material validation from three validators obtained an average score of 93.39% with "very valid" criteria and media validation obtained an average score of 95.49% with "very valid" criteria. The increase in students' learning activeness and interest was analyzed using N-Gain analysis. The N-Gain score on students' learning activeness was 0.79 with a "high" classification and the N-Gain score on students' interest was 0.16 with a "low" classification.

The effect of the search, solve, create and share (SSCS) learning model assisted by bar modelling on students’ mathematical problem-solving ability Askalani, Ibnu; Izzati, Nurma; Akbar, Reza
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 8 No. 1 (2026): Jurnal Pengembangan Pembelajaran Matematika: Volume 8 Nomor 1 February 2026
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2026.81.%p

The capacity for mathematical problem-solving constitutes a vital proficiency in mathematics education.Nevertheless, the proficiency level of Indonesian students in this domain remains suboptimal. Thisresearch endeavors to explore students’ perceptions of the integration of the Search, Solve, Create, andShare (SSCS) pedagogical model, augmented with bar modelling, and to evaluate its efficacy inadvancing their mathematical problem-solving competencies. Employing a quasi-experimentalframework with a non-equivalent control group design, the study utilized instruments such as a studentresponse questionnaire and a diagnostic assessment aligned with Polya’s problem-solving indicators.Findings reveal that student responses to the instructional approach fall under the “very good”classification, yielding an average score of 80.57%. Furthermore, the experimental group demonstrateda substantial enhancement in problem-solving capability, reflected in a normalized gain (N-Gain) of 0.79,while the control group exhibited a markedly lower N-Gain of 0.20. Results from the independentsample t-test produced a significance level (Sig. 2-tailed) of 0.000 < 0.05, indicating a statisticallysignificant divergence between the two cohorts. Consequently, it can be inferred that the SSCS model,when combined with bar modelling, serves as an effective and engaging instructional paradigm forbolstering students’ mathematical problem-solving aptitude.

The Effectiveness of digital technology-based learning models on students' mathematical abilities Susanti, Ade; kamid; Syaiful; Huda, Nizlel
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 8 No. 1 (2026): Jurnal Pengembangan Pembelajaran Matematika: Volume 8 Nomor 1 February 2026
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2026.81.%p

ABSTRACT This study aims to analyze the effectiveness of implementing digital technology-based learning models in improving students' mathematical abilities in higher Education through systematic literature review. Mathematical skills are an essential competency needed by students in facing the era of the industrial revolution 4.0. However, data shows that students' mathematical achievement in various countries is still low. This study uses the systematic literature review method with the PRISMA protocol to identify, evaluate, and synthesize 47 research articles from Scopus and Sinta-indexed journals during 2018-2024. The analysis results showed that implementing digital technology-based learning, such as mobile application-assisted learning, adaptive learning systems, augmented reality, and game-based learning, could improve students' mathematical skills with an average effect size of 0.78 (strong influence). Significant findings indicate that personalized learning through adaptive technology substantially improves mathematical problem-solving capabilities. In contrast, immersive technologies such as AR/VR effectively improve conceptual understanding of multivariable geometry and calculus materials. This research contributes in the form of a comprehensive mapping of various digital learning models and their optimal implementation contexts, as well as identifying opportunities for integrating big data and artificial intelligence in creating an adaptive mathematical learning ecosystem. Further research is needed to explore the long-term impact of implementing digital technologies and develop a pedagogical framework that optimizes the synergy between technology and constructivist approaches in mathematical learning in higher Education. Keywords: Learning Model, Digital Technology, Mathematical Ability, Higher Education.

The effect of differentiated learning using geomath media on junior high school students’ mathematical concept understanding Harahap, Dwi Fajri Hasanah; Azmi, Roma Doni; Dwinata, Alona
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 8 No. 1 (2026): Jurnal Pengembangan Pembelajaran Matematika: Volume 8 Nomor 1 February 2026
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2026.81.%p

Understanding mathematical concepts (PKM) is an important thing that must be achieved by students to help them master the material more deeply, understand relationships between concepts, and prepare for more complex mathematical materials at the next level. Based on the findings from observations and interviews with mathematics teachers showed that students still lack understanding and apply mathematical concepts ineffectively. To overcome this problem, the researcher implemented differentiated learning with GeoMath media. The purpose of this research is to identify the effect of differentiated learning through the use of GeoMath media to enhance junior high school students’ understanding of mathematical concepts. The method was quasi-experimental with a quantitative approach. The research sample consisted of class IX.1 as the control group and class IX.3, which was assigned as the experimental group, selected through cluster sampling from all class IX students at SMP Negeri 1 Arse. The data collection was through a pretest and posttest, then analyzed using the independent sample t-test with a significance level of 5%. The results showed a significant value of 0,002. Since the test was a one-tailed test (right-tailed test), the sig. value =1/2 × 0,002 - 0,001, and since 0,001 <0,05, H0 is rejected and Ha is accepted, indicating a statistically significant difference between the posttest results of students in the experimental group and the control group. Thus, it can be concluded that the application of differentiated learning assisted by GeoMath media significantly improves students' understanding of mathematical concepts.

Uncovering strategies and decision-making approaches of grade xi students on pisa problems Arianti, Putri Dwi; Masamah, Ulfa
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 8 No. 1 (2026): Jurnal Pengembangan Pembelajaran Matematika: Volume 8 Nomor 1 February 2026
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2026.81.%p

Mathematical decision-making skills are required when students encounter tasks that demand information filtering and appropriate procedural choices, such as those found in PISA. This study aims to describe how Grade XI students make mathematical decisions when solving PISA problems by examining the tendencies that appear at each stage of problem solving. The research employed a qualitative approach with a case study design, involving purposively selected participants. Data were collected through problem-solving tests and task-based interviews, and validated using triangulation of written responses, interview results, and researcher field notes. The findings show that intuitive subjects tend to make decisions quickly based on visual perception and spontaneous judgment without mathematical verification. Empirical subjects rely on visual inspection and prior experience supported by limited calculation. Heuristic subjects depend on general rules they perceive as applicable to the task structure, although this often leads to oversimplification. Rational subjects follow a structured process involving complete calculations and systematic comparison of alternatives before making a decision. These results indicate that variations in thinking strategies influence the accuracy of students’ mathematical decisions.

Evaluating mathematics–islam integration in higher education: a kirkpatrick model study Malahayati; Musthofa, Muhammad Wakhid
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 8 No. 1 (2026): Jurnal Pengembangan Pembelajaran Matematika: Volume 8 Nomor 1 February 2026
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2026.81.%p

This study evaluates the effectiveness of implementing the integration–interconnection concept between mathematics and Islamic values in higher education using the Kirkpatrick evaluation model. The research focuses on alums of the Mathematics Study Program at an Islamic university in Indonesia to assess learning outcomes across four levels: reaction, learning, behavior, and results. A quantitative approach was employed using survey data collected from alums, which were analyzed descriptively to measure perceptions of curriculum relevance, competency development, workplace applicability, and value internalization. The findings indicate that the integration of mathematics and Islamic values was positively perceived at the reaction and learning levels, particularly in enhancing conceptual understanding and ethical awareness. At the behavior level, alumni reported moderate application of integrative competencies in professional contexts. In contrast, the results level contributed to character building and professional integrity, though with varying degrees of impact. These outcomes suggest that the integrative learning approach has been partially practical but requires further curricular strengthening to enhance long-term behavioral and professional outcomes. This study contributes empirical evidence on evaluating integrative religious–scientific education using a systematic evaluation framework. It offers insights for improving curriculum Design in mathematics education within Islamic higher education institutions.

Page 9 of 9 | Total Record : 90

5 6 7 8 9

Filter by Year

2019 2026

Filter By Issues

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

Abstract

Abstract

Abstract

Abstract

Abstract

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

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