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Pentagon: Jurnal Matematika dan Ilmu Pengetahuan Alam
Published by Asosiasi Riset Ilmu Matematika dan Sains Indonesia
ISSN : 30481732     EISSN : 30628652     DOI : 10.62383
Core Subject : Education,
Mathematics
Sub Rumpun Ilmu IPA: 1. Fisika 2. Kimia 3. Biologi (dan Bioteknologi Umum) 4. Bidang Ipa Lain Yang Belum Tercantum Sub Rumpun Ilmu MATEMATIKA: 1. Matematika 2. Statistik 3. Ilmu Komputer 4. Bidang Matematika Lain yang Belum Tercantum
Arjuna Subject : Matematika - Matematika Komputer
Articles 104 Documents
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Penggunaan Quizizz Sebagai Media Pembelajaran Interaktif pada Pembelajaran Matematika Erna Budi Setiawati; Syamsa Azilla; Afrasiska Felisita Alus; Aprillia Intan; Fhadila Riski Aryani
Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 4 No. 2 (2026): Juni: Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/pentagon.v4i2.1000

Abstract

The development of technology in education has encouraged the use of more innovative and interactive learning media to improve the quality of mathematics learning. One of the most widely used media is Quizizz, a game-based learning platform that creates an engaging and enjoyable learning environment. This study aims to examine the use of Quizizz as an interactive learning medium in mathematics learning and to explain its benefits and potential in improving students' motivation, engagement, and learning outcomes. This study employed a qualitative descriptive approach using a literature review method. Data were obtained from various scientific sources, including journals, research articles, and books, and were analyzed using content analysis techniques. The findings indicate that the use of Quizizz in mathematics learning has a positive impact on students' motivation, learning interest, learning activities, and learning outcomes. Therefore, Quizizz can be used as an innovative alternative learning medium to create more interactive, engaging, and meaningful mathematics learning.
Kesalahan Umum dalam Penarikan Kesimpulan: Kajian Literatur Penalaran Induktif, Deduktif, Modus Ponens dan Modus Tollens Prihaten Maskhuliah; Salwa Rifdah Rizqullah; Sarmila Sarmila
Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 4 No. 2 (2026): Juni: Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/pentagon.v4i2.1013

Abstract

The ability to reason is inherent in humans as rational beings and forms the basis for constructing knowledge and solving everyday problems. Logical thinking enables individuals to express ideas, build valid arguments, and make informed decisions. However, errors in drawing conclusions often occur due to insufficient understanding of systematic reasoning rules. This article aims to explain methods of drawing conclusions based on mathematical logic, including inductive reasoning, deductive reasoning, Modus Ponens, and Modus Tollens, while also discussing common formal reasoning errors. Using a library research method, the discussion focuses on the characteristics, practical applications, and validity of each reasoning method through logical truth tables. The analysis shows that deductive reasoning provides certain conclusions when valid premises are used, whereas inductive reasoning generates general conclusions based on probability derived from empirical observations. The study also identifies common logical fallacies, including affirming the consequent and denying the antecedent, which undermine argument validity. Understanding formal mathematical logic is expected to strengthen critical thinking, support valid argument construction, and help readers avoid reasoning errors in academic writing and everyday decision-making.
Peran Pengantar Matematika Modern dalam Meningkatkan Kemampuan Berfikir Analitis Mahasiswa Prihaten Maskhuliah; Aulia Zaskia Ramadhani; Alfredo Aditya Nugroho; Muklis Rivandi
Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 4 No. 2 (2026): Juni: Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/pentagon.v4i2.1028

Abstract

Analytical thinking is an essential cognitive skill for university students in the digital era, and formal mathematics provides an important context for developing logical and systematic reasoning. This study examines the effectiveness of formal mathematics-based learning interventions in improving students’ analytical thinking skills. A Systematic Literature Review was conducted following the PRISMA protocol by identifying and selecting quantitative empirical studies from reputable scientific databases based on predetermined inclusion and exclusion criteria. The findings show that formal mathematics interventions, particularly structured proof-construction activities, significantly improve students’ cognitive performance (p < 0.05). The most notable gains were found in the ability to differentiate premises and organize axiomatic structures. Nevertheless, epistemological obstacles remain a major challenge, accounting for up to 42% of the variance in students’ reasoning scores. These difficulties are mainly associated with the high intrinsic cognitive load caused by the abstract nature of formal mathematics, which may lead to misconceptions when not properly managed. Therefore, educators and curriculum developers should design adaptive learning materials and gradual instructional strategies that reduce cognitive load while preserving the logical-deductive rigor of formal mathematics.  
Dari Benci Jadi Suka: Saat Kamu Mulai Mengenal Matematika Bunga Puspita Sari; Kiran Firjayanti; Prihaten Maskhuliah
Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 4 No. 2 (2026): Juni: Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/pentagon.v4i2.1039

Abstract

Mathematics is a fundamental discipline that develops logical, critical, systematic, and creative thinking skills. However, many students perceive mathematics as difficult and intimidating, reducing their motivation and interest in learning. These perceptions often stem from ineffective teaching methods, limited conceptual understanding, negative learning experiences, and mathematics anxiety rather than the nature of mathematics itself. This study aims to explore the view that students do not inherently dislike mathematics but have not experienced meaningful and engaging learning approaches. The research employed a qualitative descriptive method using a library research approach. Data were collected from books, scientific journals, and educational articles and analyzed through content analysis. In addition, an online educational news article was examined to identify spelling and writing errors based on the Indonesian Spelling Guidelines (EYD Fifth Edition). The findings reveal that students' perceptions of mathematics are influenced by instructional methods, previous learning experiences, environmental support, and self-confidence. Contextual, interactive, and technology-assisted learning approaches can improve motivation and foster more positive attitudes toward mathematics. The language analysis also identified inaccuracies in capitalization, prepositions, punctuation, and loanword spelling in online news articles. These findings highlight the importance of collaboration among teachers, parents, schools, and the media in creating meaningful mathematics learning while promoting accurate Indonesian language use. Ultimately, students are expected to develop a more positive perception of mathematics by recognizing its relevance to daily life and experiencing engaging, enjoyable, and meaningful learning.

Page 11 of 11 | Total Record : 104

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