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Journal of Mathematical Pedagogy (JOMP)
Published by Universitas Negeri Surabaya
ISSN : 27157466     EISSN : 27157458     DOI : https://doi.org/10.26740/jomp.v5n1
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
The aim of the Journal of Mathematical Pedagogy (JOMP) is to provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in mathematics education. The JoMP invites authors to submit high-quality manuscripts resulted from a research project in the scope of mathematics education, which includes, but is not limited to the following topics: 1. Pedagogical issues in mathematics instruction, 2. Mathematics teacher knowledge and beliefs, 3. Assessment in mathematics education, 4. ICT in mathematics teaching/learning, 5. Social and cultural dimension of mathematics education,
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 65 Documents
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Exploring Student’s Computational Thinking in Number Line Patterns through the Dakon Context Mutiari, Rahma; Shodikin, Ali
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 1: December 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n1.p43-53

Abstract

This study explores how the traditional game Dakon supports students’ computational thinking in understanding number patterns. Computational thinking ability in this study includes four main indicators: decomposition, pattern recognition, abstraction, and algorithm. This study employed a case study design and a qualitative methodology and involved six students in grade VIII of junior high school who were purposively selected based on their level of mathematical ability. Data collection was conducted through observation of Dakon playing activities, number pattern-based written tests, semi-structured interviews as well as records. Data analysis was carried out, with triangulation of data from various sources to increase validity. The findings highlight strengths in decomposition and pattern recognition, while indicating the need for scaffolding in abstraction and algorithmic strategies. This finding confirms that the Dakon game not only strengthens mathematical understanding through a local cultural context, but is also able to build a deep and meaningful foundation of computational thinking. This research recommends the integration of traditional games as part of contextualized and fun math learning strategies to support acquiring skills for the twenty-first century.
Collaborative Problem Based Learning and Students’ Anxiety: An Experimental Study in Algebra Learning Putri, Aulia Eka; Sari, Yurizka Melia
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 1: December 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n1.p54-61

Abstract

Mathematical skills and ability are indispensable in the 21st century, especially in the development of modern technology. Thus, an understanding of mathematics is necessary to face future challenges. Unfortunately, math is often perceived as a big challenge by students, especially in affective aspects such as math anxiety. This anxiety is known to have a negative impact on students' performance, working memory, and mathematical ability. Therefore, this study aims to determine how much influence Collaborative Problem Based Learning has in reducing math anxiety. Through post-test data, this study uses quantitative, quasi-experimental methodology. The population is class 10 students in a high school in Gresik Regency (N = 320). By purposive sampling, two classes (64 students) studying Two-Variable Inequality System material were selected, which were divided into experimental groups with CPBL treatment and control groups with conventional learning. This research instrument was modified from Sadia Mahmood and Tahira Khatoon's Mathematics Anxiety Development Instrumen (14 items). The results showed that the application of the CPBL learning model did not have a significant effect on reducing student anxiety. This may be due to the short implementation period (two meetings), inconsistent group collaboration, and and a lot of students are hesitant to seek clarification when they are having trouble understanding algebra.
Effectiveness of the MathShark Application in Enhancing Students’ Problem-Solving Skills in Exponent Learning: A STEM-Integrated Approach Sofiana, Inaz Iffarani; Shodikin, Ali
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 1: December 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n1.p35-42

Abstract

Learning exponent concepts remains challenging for middle school students, particularly in developing problem-solving skills. This study aimed to examine the effectiveness of the MathShark game-based application integrated with a STEM approach compared to conventional mathematics instruction. A quasi-experimental design with a pretest–posttest control group was employed. The participants consisted of two groups of middle school students: an experimental group using the MathShark application and a control group receiving traditional instruction. Data were collected through problem-solving tests and analyzed using the Mann–Whitney U test and the Wilcoxon Signed-Rank test. The results indicated a significant improvement in students’ problem-solving skills in the experimental group compared to the control group (p < 0.05). These findings suggest that integrating game-based applications within a STEM framework has a positive effect on students’ understanding of exponent concepts and their problem-solving abilities.
Numeracy Literacy Skills of Vocational School Students at NU Sunan Ampel Poncolkusumo in Solving PISA and TIMSS Problems Fitri Handayani, Ucik
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 1: December 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n1.p1-22

Abstract

Students must possess numeracy as a basic skill. Numeracy questions are developed from PISA and TIMSS questions. This study aims to describe students' level of numeracy literacy when solving questions adapted from PISA and TIMSS. This descriptive qualitative study was conducted on 25 students in the 11th grade of TKJ FO at SMK NU Sunan Ampel Poncokusumo. Three students were selected as research subjects based on high, moderate, and low numeracy literacy categories. Data were collected through tests and interviews. The students were given three PISA and three TIMSS test questions aligned with numeracy literacy indicators: applying, interpreting, and analyzing. The results showed that students in each ability category performed differently on the numeracy literacy indicators. Students in the low and medium categories only met the analyzing indicator when answering PISA questions. Meanwhile, students in the low category were able to meet the applying and interpreting indicators on TIMSS questions, but not the analyzing indicator. Students in the medium category could meet the interpreting and analyzing indicators on TIMSS questions but not the applying indicator. Conversely, students in the high category met all numeracy literacy indicators when completing PISA and TIMSS questions.
The Effect of the MURDER Learning Model on Primary Students’ Data Literacy and Mathematical Problem-Solving: A Quasi-Experimental Study Widiawan, Adhi Eka; Wiryanto; Novianti, Idha; Amroni, Hadi
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 1: December 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n1.p23-34

Abstract

According to cognitive scripting theory, systematic learning phases can significantly optimize information processing and enhance cognitive retention. Based on this theoretical justification, the Mood-Understand-Recall-Detect-Elaborate-Review (MURDER) model was implemented to address students' low proficiency in data analysis and probability. This study aims to evaluate the influence of the MURDER model on the data literacy and mathematical problem-solving abilities of fourth-grade students. Using a non-equivalent pretest-posttest control group design, the research involved 74 students in Primary Schools Cluster 2, Slahung District. Through purposive sampling, SDN 5 Slahung was designated as the treatment class ( =16) and SDN 3 Slahung as the control class ( =18). The statistical analysis for data literacy revealed a t-value of 2.91, exceeding the t-table value, which indicates a significant difference between the experimental and control groups. In contrast, mathematical problem-solving abilities yielded a t-value of 1.63, falling below the significance threshold. The study concludes that the MURDER model has a significant influence on data literacy both within and between groups. However, its impact on mathematical problem-solving was limited to within-group improvements only. These findings suggest that while cognitive scripting effectively builds literacy, additional logical scaffolding is required to bridge the gap in complex mathematical problem-solving.

Page 7 of 7 | Total Record : 65

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