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Kreano, Jurnal Matematika Kreatif Inovatif
Published by Universitas Negeri Semarang
ISSN : 20862334     EISSN : 24424218     DOI : https://doi.org/10.15294
Core Subject : Education,
Education Mathematics
Kreano is a place to share and communicate research results from researchers or invited authors. Kreano publishes original, novel, and empirical works in the field of mathematics education. Researchers can come from Lecturers, Teachers, Researchers, and students who need broad access to the publication of your research results. Jurnal Kreano invites authors to conduct empirical research according to the classification in the Mathematics Education Database. The criteria for articles that are included in the scope of the journal are as follows: Psychology of mathematics education, research in mathematics education, Education and instruction in mathematics, Education of foundations of mathematics, including Reasoning and proving in the mathematics classroom, Educational materials and media and educational technology in mathematics education, Learning on mathematics topics. Furthermore, the Journal Kreano does not limit the methods used in research including: Didactical Design Research (DDR), Qualitative Research, Classroom Action Research, Research and Development, Quantitative research
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 73 Documents
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Integration of Ethnomathematics-Project-Based-Learning to Enhance Understanding of Geometric Transformations Kesumawati, Nila; Ningsih, Yunika Lestaria; Octaria, Dina; Rohana
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 2 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i2.36267

Abstract

Transformation geometry is an important topic in mathematics education. However, undergraduate instruction is often abstract and focused on procedures, which limits students’ conceptual understanding. Project-Based Learning and ethnomathematics are known to support meaningful learning. Nevertheless, studies that integrate ethnomathematics into a Project-Based Learning framework for teaching transformation geometry in mathematics education programs are still limited. This study aims to develop and evaluate an ethnomathematics-based PjBL model to improve students’ understanding of transformation geometry. The research employed a research and development (R&D) approach using the ADDIE model, encompassing the Analysis, Design, Development, Implementation, and Evaluation stages. The study was conducted with second-year undergraduate students enrolled in a Transformation Geometry course in the Mathematics Education program at Universitas PGRI Palembang. Ethnomathematical contexts drawn from local cultural practices, such as weaving patterns, wood carving motifs, and traditional architecture, were integrated into project-based learning activities. Data were collected through expert validation sheets, pretest–posttest instruments, observation sheets, and student response questionnaires. The results indicate that the developed learning model is valid, as evidenced by expert assessments of content, pedagogy, and media; practical, based on high levels of implementation and positive student responses; and effective, as shown by significant improvements in students’ transformation geometry learning outcomes. These findings suggest that integrating PjBL with ethnomathematics offers a contextually grounded and pedagogically robust approach to enhancing conceptual understanding of transformation geometry at the undergraduate level. Abstrak Geometri transformasi merupakan topik penting dalam pendidikan matematika. Namun, pembelajaran pada jenjang perguruan tinggi masih sering bersifat abstrak dan berfokus pada prosedur, sehingga membatasi pemahaman konseptual mahasiswa. Project-Based Learning dan etnomatematika telah dikenal mampu mendukung pembelajaran yang bermakna. Meskipun demikian, penelitian yang mengintegrasikan etnomatematika ke dalam kerangka Project-Based Learning untuk pembelajaran geometri transformasi pada program pendidikan matematika masih terbatas. Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi model Project-Based Learning berbasis etnomatematika guna meningkatkan pemahaman mahasiswa terhadap geometri transformasi. Penelitian ini menggunakan pendekatan penelitian dan pengembangan (Research and Development) dengan model ADDIE yang meliputi tahap analisis, perancangan, pengembangan, implementasi, dan evaluasi. Penelitian dilaksanakan pada mahasiswa semester dua yang mengikuti mata kuliah Geometri Transformasi pada Program Studi Pendidikan Matematika di Universitas PGRI Palembang. Konteks etnomatematika yang bersumber dari praktik budaya lokal, seperti motif tenun, ukiran kayu, dan arsitektur tradisional, diintegrasikan ke dalam kegiatan pembelajaran berbasis proyek. Data dikumpulkan melalui lembar validasi ahli, instrumen pretest–posttest, lembar observasi, dan angket respons mahasiswa. Hasil penelitian menunjukkan bahwa model pembelajaran yang dikembangkan bersifat valid berdasarkan penilaian ahli terhadap aspek materi, pedagogik, dan media; praktis berdasarkan tingkat keterlaksanaan yang tinggi dan respons positif mahasiswa; serta efektif yang ditunjukkan oleh peningkatan hasil belajar geometri transformasi mahasiswa secara signifikan. Temuan ini menunjukkan bahwa integrasi Project-Based Learning dengan etnomatematika menawarkan pendekatan pembelajaran yang kontekstual dan kuat secara pedagogis untuk meningkatkan pemahaman konseptual geometri transformasi pada jenjang perguruan tinggi.
Word-Problem Solving Instruction and Motivation: Influences on Mathematics Performance, Self-Efficacy, and Self-Regulated Learning in Secondary Students Ardianik; Sucipto; Nailul Izzah; Sunyoto Hadi Prajitno
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 17 No. 1 (2026): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i2.34736

Abstract

Although word problem-solving is widely recognized as central to mathematics education, existing intervention studies predominantly focus on cognitive outcomes, with limited empirical examination of non-cognitive variables such as self-regulated learning, self-efficacy, and the moderating role of students’ motivational orientation within experimental designs. This study investigates the influence of a word problem-solving (WPS) intervention on secondary school students’ mathematics performance, SRL, and self-efficacy, while examining the interaction effect of intrinsic and extrinsic motivation. A quasi-experimental pretest–posttest control group design was employed, involving 128 eighth-grade students from a private secondary school in Indonesia who were assigned to either a WPS class or a conventional problem-solving class. Mathematics performance was measured using an essay-based problem-solving test, while motivation, SRL, and self-efficacy were assessed through self-report questionnaires. Instrument validity was established through expert judgment and item–total correlation analysis, and reliability was confirmed using Cronbach’s alpha coefficients. Data were analyzed using multivariate analysis of covariance (MANCOVA), controlling for pretest scores, and effect sizes were calculated to determine the magnitude of the effects. The results indicate significant improvements across all dependent variables, with the WPS intervention demonstrating larger effect sizes (0.106 < η² < 0.650) than motivation alone (0.059 < η² < 0.243). Intrinsically motivated students benefited more from the intervention, exhibiting greater gains in self-regulation, self-efficacy, and mathematics performance than their extrinsically motivated peers. A significant interaction between instructional approach and motivation suggests that students’ motivational orientation influences intervention effectiveness. Despite its limitations, this study highlights the importance of integrating cognitive and non-cognitive factors, particularly self-efficacy and self-regulated learning, into mathematics instruction. Future research should employ randomized controlled trials with larger and more diverse samples, as well as longer intervention durations, to strengthen causal inference and generalizability. Abstrak Meskipun pemecahan masalah berbasis soal cerita (word problem-solving) secara luas diakui sebagai komponen sentral dalam pendidikan matematika, sebagian besar penelitian intervensi yang ada masih berfokus pada luaran kognitif, dengan keterbatasan kajian empiris terhadap variabel non-kognitif seperti self-regulated learning (SRL), efikasi diri, serta peran moderasi orientasi motivasi siswa dalam desain eksperimental. Penelitian ini bertujuan untuk mengkaji pengaruh intervensi pemecahan masalah berbasis soal cerita (Word Problem-Solving/WPS) terhadap performansi matematika, SRL, dan efikasi diri siswa sekolah menengah, sekaligus menelaah efek interaksi antara motivasi intrinsik dan ekstrinsik. Penelitian ini menggunakan desain kuasi-eksperimental pretest–posttest control group yang melibatkan 128 siswa kelas VIII dari sebuah sekolah menengah swasta di Indonesia, yang dibagi ke dalam kelas WPS dan kelas pemecahan masalah konvensional. Performansi matematika diukur menggunakan tes pemecahan masalah berbentuk soal uraian, sedangkan motivasi, SRL, dan efikasi diri diukur menggunakan kuesioner laporan diri. Validitas instrumen ditetapkan melalui penilaian ahli dan analisis korelasi item–total, sementara reliabilitas dikonfirmasi menggunakan koefisien Cronbach’s alpha. Data dianalisis menggunakan Multivariate Analysis of Covariance (MANCOVA) dengan mengontrol skor pretest, serta perhitungan ukuran efek untuk menentukan besarnya pengaruh. Hasil penelitian menunjukkan peningkatan yang signifikan pada seluruh variabel dependen, dengan intervensi WPS menunjukkan ukuran efek yang lebih besar (0,106 < η² < 0,650) dibandingkan pengaruh motivasi semata (0,059 < η² < 0,243). Siswa dengan motivasi intrinsik memperoleh manfaat yang lebih besar dari intervensi, yang ditunjukkan melalui peningkatan SRL, efikasi diri, dan performansi matematika yang lebih tinggi dibandingkan siswa dengan motivasi ekstrinsik. Interaksi yang signifikan antara pendekatan pembelajaran dan motivasi menunjukkan bahwa orientasi motivasi siswa memengaruhi efektivitas intervensi. Meskipun memiliki keterbatasan, penelitian ini menegaskan pentingnya integrasi faktor kognitif dan non-kognitif, khususnya efikasi diri dan self-regulated learning, dalam pembelajaran matematika. Penelitian selanjutnya disarankan menggunakan uji coba terkontrol secara acak dengan sampel yang lebih besar dan beragam, serta durasi intervensi yang lebih panjang, untuk memperkuat inferensi kausal dan generalisasi temuan.
A Cross-Sectional Study on the Relationship Between Problem-Solving Ability and Types of Student Errors in Integral Calculus Suharti; Puji Qur’ani Al Haq; Nasrun
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 17 No. 1 (2026): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v17i1.48041

Abstract

Many undergraduate students still experience difficulties in solving integral calculus problems because learning tends to emphasize procedural manipulation rather than conceptual understanding. Previous studies have identified various types of errors in integral calculus; however, limited research has simultaneously examined the relationship between students’ problem-solving ability (PSA) and specific error types based on Newman’s Error Analysis (NEA) in integral calculus contexts. Therefore, this study aimed to analyze students’ PSA, identify the dominant types of errors in solving integral calculus problems, and examine the relationship between PSA and NEA error types. This study employed a cross-sectional descriptive-correlational design involving 74 undergraduate students enrolled in an Integral Calculus course at a university in Indonesia. Data were collected using an integral calculus problem-solving test designed based on Krulik and Rudnick’s problem-solving indicators and analyzed using Newman’s Error Analysis (NEA). Descriptive statistics were used to determine students’ PSA levels and dominant error types, while Spearman’s rho correlation test was applied to examine the relationship between PSA and NEA scores. The findings revealed that students’ PSA generally fell into the moderate category. Transformation error emerged as the most dominant error type, followed by process skill and comprehension errors, while reading and encoding errors were not observed. Transformation errors mainly occurred when students selected inappropriate integration techniques, such as applying substitution instead of integration by parts. Furthermore, the analysis showed a strong negative correlation between PSA and NEA scores , indicating that students with higher problem-solving ability tended to make fewer conceptual and procedural errors. These findings suggest that students’ difficulties in integral calculus are closely related to limitations in conceptual understanding, strategic reasoning, and representation transformation processes. The study contributes to mathematics education research by demonstrating how specific NEA error patterns are associated with students’ levels of problem-solving ability in integral calculus. The findings imply that integral calculus instruction should emphasize conceptual understanding, multiple mathematical representations, and structured problem-solving strategies to reduce dominant transformation and process skill errors. Future research is recommended to explore intervention-based or longitudinal designs to examine how instructional scaffolding and metacognitive training may improve students’ problem-solving performance in calculus learning. Abstrak Banyak mahasiswa masih mengalami kesulitan dalam menyelesaikan soal kalkulus integral karena pembelajaran lebih menekankan prosedur dibandingkan pemahaman konseptual. Penelitian sebelumnya telah mengidentifikasi berbagai jenis kesalahan dalam kalkulus integral, tetapi masih terbatas penelitian yang secara simultan mengkaji hubungan antara kemampuan pemecahan masalah (problem-solving ability/PSA) dan jenis kesalahan berdasarkan Newman’s Error Analysis (NEA). Penelitian ini bertujuan menganalisis kemampuan pemecahan masalah mahasiswa, mengidentifikasi jenis kesalahan dominan dalam penyelesaian soal kalkulus integral, serta mengkaji hubungan antara PSA dan jenis kesalahan berdasarkan NEA. Penelitian ini menggunakan desain cross-sectional dengan pendekatan deskriptif-korelasional yang melibatkan 74 mahasiswa pendidikan matematika yang menempuh mata kuliah Kalkulus Integral di salah satu universitas di Indonesia. Data dikumpulkan melalui tes pemecahan masalah kalkulus integral berdasarkan indikator Krulik dan Rudnick, kemudian dianalisis menggunakan Newman’s Error Analysis (NEA). Analisis deskriptif digunakan untuk menentukan tingkat PSA dan jenis kesalahan dominan, sedangkan uji korelasi Spearman’s rho digunakan untuk menguji hubungan antara PSA dan skor NEA. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah mahasiswa secara umum berada pada kategori sedang. Transformation error menjadi jenis kesalahan paling dominan, diikuti process skill error dan comprehension error, sedangkan reading error dan encoding error tidak ditemukan. Transformation error terutama terjadi ketika mahasiswa memilih teknik integrasi yang tidak sesuai, seperti menggunakan metode substitusi pada soal yang seharusnya diselesaikan dengan integral parsial. Hasil analisis juga menunjukkan hubungan negatif yang kuat antara PSA dan skor NEA (ρ = -0,787; p < 0,01), yang berarti mahasiswa dengan kemampuan pemecahan masalah lebih tinggi cenderung melakukan lebih sedikit kesalahan. Temuan ini menunjukkan bahwa kesulitan mahasiswa dalam kalkulus integral berkaitan dengan keterbatasan pemahaman konseptual, penalaran strategis, dan kemampuan transformasi representasi matematis. Implikasi penelitian ini menegaskan pentingnya pembelajaran berbasis problem solving, penggunaan multiple representations, dan penguatan pemahaman konseptual untuk mengurangi transformation error dan process skill error. Penelitian selanjutnya disarankan menggunakan desain intervensi atau longitudinal untuk mengkaji efektivitas scaffolding dan pelatihan metakognitif dalam pembelajaran kalkulus integral.

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