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Tautologi: Journal of Mathematics Education
Published by Universitas Muhammadiyah Parepare
ISSN : -     EISSN : 29865611     DOI : https://doi.org/10.31850/tautologi
Core Subject : Education,
Education Mathematics
Tautologi: Journal of Mathematics Education mempublikasi hasil penelitian yang memiliki fokus pada Pendidikan Matematika dari praktisi, akademisi, peneliti, dan pemerhati pendidikan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 39 Documents
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IDENTIFIKASI KESALAHAN DALAM MENYELESAIKAN SOAL ARITMATIKA SOSIAL SISWA KELAS VIII SMP NEGERI 4 PAREPARE Rahma, Rahma
Tautologi: Journal of Mathematics Education Vol. 3 No. 2 (2025): September 2025
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/tautologi.v3i2.4279

Abstract

This qualitative descriptive study aimed to identify errors in solving social arithmetic problems among eighth-grade students at the UPTD of SMP Negeri 4 Parepare. The subjects were eighth-grade students, specifically class VIII.2. Two students were selected for in-depth identification of errors they experienced in solving social arithmetic problems. Data collection techniques used test administration and interviews. Students were given tests consisting of social arithmetic problems. Before being used, the questions were tested for validity. After obtaining the research data, the researchers analyzed the data using triangulation. The data analysis technique consisted of data reduction, data presentation, and data verification. The results of this study indicate that errors experienced by students in solving social arithmetic problems include conceptual errors and principle errors. The contributing factors include a lack of interest in learning mathematics, which leads to students being less thorough in their work on the problems, as well as internal factors and a lack of understanding of the material's concepts and prerequisites.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA Yunus, A Andriani; Dollo, Asdar; Rahman, Abdul
Tautologi: Journal of Mathematics Education Vol. 3 No. 2 (2025): September 2025
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/tautologi.v3i2.4280

Abstract

Mathematical communication skills are an essential competence in mathematics learning because they enable students to express ideas, explain reasoning, and represent concepts logically through symbols, writing, and diagrams. However, many students still experience difficulties in articulating mathematical thinking systematically due to teacher-centered learning that provides limited opportunities for discussion and written reflection. This condition necessitates the implementation of more interactive and collaborative learning models, one of which is the Think Talk Write (TTW) cooperative learning model. This study aims to analyze the effect of implementing the TTW model on the mathematical communication skills of eighth-grade junior high school students. The research employed a quantitative approach with a one-group pretest–posttest pre-experimental design. The sample was determined through cluster sampling involving 21 students of class VIII A. The instrument consisted of a validated essay test measuring mathematical communication skills. Data were analyzed using descriptive and inferential statistics, including a normality test and paired samples t-test at a significance level of 0.05. The results revealed a significant improvement in students’ mathematical communication skills after the implementation of the TTW model. The mean score increased from 64.86 on the pretest to 83.52 on the posttest, accompanied by a shift in ability categories from predominantly “moderate” to “high” and “very high.” The t-test produced a significance value of 0.000 (p < 0.05), indicating a meaningful difference between pre- and post-treatment results. Furthermore, the decrease in standard deviation suggests a reduction in ability gaps among students. Pedagogically, the effectiveness of TTW is supported by the integration of the think, talk, and write stages, which facilitate independent thinking, collaborative discussion, and structured written reasoning. Therefore, the TTW model is proven effective and recommended for enhancing students’ mathematical communication skills in mathematics learning.
PENGARUH PEMBELAJARAN BERBASIS MASALAH TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA Sari, Desy Ratna; Asrinan; Asdar Dollo
Tautologi: Journal of Mathematics Education Vol. 3 No. 2 (2025): September 2025
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/tautologi.v3i2.4281

Abstract

This study aims to evaluate the effectiveness of the Problem-Based Learning (PBL) model in improving the mathematical problem-solving abilities of students in the Smart Class Cerdas.1 at SMA Negeri 3 Parepare. The type of research used is quasi-experimental (pre-experimental) with a One Group Pretest-Posttest design. The research sample consisted of 29 students selected using cluster random sampling technique. Data were collected through observation sheets and a test instrument for problem-solving ability in the form of 3 essay questions based on Polya's indicators, then analyzed using descriptive and inferential statistics. The results showed a significant improvement, where the students' average score increased from 62.00 in the pretest to 86.17 in the posttest. This proves that the PBL model is effective in improving students' mathematical problem-solving abilities. The implication of this research indicates that the Problem-Based Learning model can be used as an effective alternative teaching strategy for educators to encourage students' critical and systematic thinking skills in mathematics subjects.
ANALISIS KESULITAN MENYELESAIKAN SOAL TRIGONOMETRI SISWA SMA NEGERI 3 PAREPARE Nurhadiyah, Nurhadiyah
Tautologi: Journal of Mathematics Education Vol. 3 No. 2 (2025): September 2025
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/tautologi.v3i2.4291

Abstract

This research is a qualitative study which aims to describe the difficulties in solving trigonometry problems for students in class XI MIPA 1 UPT SMA Negeri 3 Parepare in the 2021/2022 academic year. Data collection uses validated test sheets and interview guidelines. The data analysis used in this research is descriptive qualitative and the validity of the data uses triagulation techniques/methods. The subjects of this research were students in class The results of this research show that the difficulties experienced by students in solving trigonometry problems include difficulties understanding concepts, difficulties using principles, and difficulties with calculations. Factors that cause students to experience difficulties in solving trigonometry problems are the tendency for students not to understand the meaning of the questions, students not understanding trigonometry material, students not knowing formulas, students being less skilled in calculating operations, and students being accustomed to using calculators.
RESPON MAHASISWA PENDIDIKAN MATEMATIKA TERHADAP PENGGUNAAN YOUTUBE SEBAGAI MEDIA PEMBELAJARAN DARING[ Vernita Sari
Tautologi: Journal of Mathematics Education Vol. 4 No. 1 (2026): Maret 2026
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/tautologi.v4i1.4423

Abstract

YouTube, as a digital platform, has significant potential to support online learning because it provides engaging audio-visual content, is easily accessible, and allows students to review learning materials repeatedly. In addition, YouTube can increase students’ learning interest and create a more flexible learning experience. Therefore, lecturers are expected to be more creative in developing interesting, enjoyable, and interactive learning environments, and YouTube can serve as one of the effective media to achieve this goal. This study aimed to determine students’ responses toward the use of YouTube as an online learning medium. The findings are expected to serve as evaluation material for improving the learning process in the future. This research employed a descriptive quantitative design using a student response questionnaire to collect the required data. The results showed that the overall average percentage of all indicators reached 76.83% based on responses from 21 students of the Mathematics Education Study Program who completed the questionnaire. These findings indicate that Mathematics Education students had positive responses toward the use of YouTube as an online learning medium. Therefore, this positive response is expected to support students in carrying out the learning process more effectively and optimally. However, despite the positive responses, the use of YouTube as a learning medium still requires attention to several aspects, such as visual appearance, video quality, creativity in presentation, and the clarity of material delivery, in order to attract students and improve their understanding of the learning videos provided.
ASESMEN HUMANISTIK DAN MEANINGFUL LEARNING DALAM PEMBELAJARAN MATEMATIKA: PERSPEKTIF PSIKOLOGIS SISWA SMP Nisa, Khaerun; Aras, Andi; Nurwahida
Tautologi: Journal of Mathematics Education Vol. 4 No. 1 (2026): Maret 2026
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/tautologi.v4i1.4425

Abstract

T This study aims to explore students’ psychological experiences in mathematics learning and to understand how to understand how assessment practices influence students’ learning experiences and meaningful learning. The study employed a qualitative method with a phenomenological approach at SMP Muhammadiyah Pinrang. Participants were selected through purposive sampling, consisting of three eighth-grade students and one mathematics teacher as a key informant. Data were collected through semi-structured interviews, naturalistic observation, and documentation. Data analysis was conducted phenomenologically by repeatedly reading interview transcripts, identifying meaning units, grouping them into essential themes, and interpreting the meaning of participants’ experiences. The findings revealed four essential themes: (1) mathematics anxiety and fear of making mistakes, (2) fluctuating learning motivation, (3) meaningful learning through conceptual and contextual connections, and (4) implicit humanistic assessment practices through teacher support. The findings indicate that mathematics learning is not only related to cognitive aspects but also closely associated with students’ psychological conditions. Meaningful learning tends to emerge when students can connect mathematical concepts with prior knowledge and real-life experiences, while supportive teacher responses contribute positively to students’ emotional experiences in learning mathematics. However, humanistic assessment practices have not yet been implemented systematically and remain limited to informal teacher support. This study is expected to contribute to the development of more empathetic and process-oriented assessment practices in mathematics learning.
ANALISIS HASIL ASESMEN SUMATIF AKHIR SEMESTER GANJIL DAN TINGKAT KESUKARAN BUTIR SOAL MATEMATIKA KELAS VII TAHUN PELAJARAN 2025/2026 Ramadani, Salnia; Zulkarnain
Tautologi: Journal of Mathematics Education Vol. 4 No. 1 (2026): Maret 2026
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/tautologi.v4i1.4430

Abstract

This study aims to analyze the results of the Assessment and the level of difficulty of the Final Summative Assessment items of the Odd Semester in Mathematics for seventh grade students in the 2025/2026 academic year. A descriptive quantitative method was used, using the level of difficulty and frequency distribution techniques. The research subjects consisted of 138 seventh grade students in five classes (7A, 7B, 7C, 7D, and 7E). The assessment instrument consisted of 20 multiple-choice questions. The results showed that the overall average score was 43.51 with a standard deviation of 18.03. The mastery level was only 28.3% (39 students completed), while 71.7% (99 students) did not reach the KKTP threshold set by the school (score 55). Analysis of the level of difficulty of the questions showed that items 10 and 18 had the lowest percentage of correct answers, indicating the highest level of difficulty. This study recommends the application of contextual and meaningful learning approaches and interactive media to improve students' conceptual understanding.
PEMETAAN TREN PENELITIAN LITERASI MATEMATIKA MELALUI SYSTEMATIC LITERATURE REVIEW DAN ANALISIS BIBLIOMETRIK Rahman, Abdul; Mulbar, Usman
Tautologi: Journal of Mathematics Education Vol. 4 No. 1 (2026): Maret 2026
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/tautologi.v4i1.4441

Abstract

Mathematical literacy is an essential 21st-century competency that plays a crucial role in supporting individuals’ abilities to reason, solve problems, and make data-driven decisions across various real-life contexts. Along with the growing global attention to mathematical literacy, particularly through international assessments such as the PISA, research in this field has expanded rapidly in both quantity and scope. However, findings reported across different journals remain fragmented, highlighting the need for a systematic mapping to obtain a comprehensive overview of research trends, distributions, and future directions in mathematical literacy studies. This study aims to examine the relevance of mathematical literacy as a focus for future research, identify research trends and distributions, and explore the theoretical and practical implications for subsequent studies. The research employed a Systematic Literature Review combined with bibliometric analysis of 268 Scopus-indexed articles published up to December 15, 2025. The literature selection process followed the PRISMA framework, while bibliometric mapping and visualization were conducted using VOSviewer software. The results indicate a significant upward trend in publications since 2016, peaking in the 2023–2025 period, suggesting that mathematical literacy remains a highly relevant and prominent topic in mathematics education research. Geographically, Indonesia emerged as the largest contributor and a central hub in international research collaboration networks. Keyword co-occurrence analysis revealed the dominance of themes related to mathematical literacy, students, gender differences, psychology, PISA, and controlled studies. Nevertheless, notable research gaps persist, particularly regarding the integration of digital learning media. These findings provide important theoretical and practical foundations for the advancement of future research and instructional innovations in mathematical literacy.
EKSPLORASI AKTIVITAS BUDAYA PANRE BESSI SEBAGAI KONTEKS PEMBELAJARAN GEOMETRI BERBASIS HOTS Arsyika; Zulfikar Busrah; Azmidar
Tautologi: Journal of Mathematics Education Vol. 4 No. 1 (2026): Maret 2026
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/tautologi.v4i1.4444

Abstract

This study aims to identify geometric elements in the cultural activities of Panre Bessi in the Massepe community and to describe their potential as a geometry learning context based on Higher Order Thinking Skills (HOTS). This research employed a mixed methods approach with a Sequential Exploratory Design. Data were collected through observation, interviews, and documentation involving three Panre Bessi practitioners, as well as HOTS tests administered to 18 Grade VII students of SMP Negeri 2 Tellu Limpoe. The data were analyzed descriptively. The results showed that Panre Bessi activities contain geometric elements, including circular shapes, similarity and scale, ratio and proportion, as well as changes in geometric forms during the blade-forming process. The quantitative results indicated that 11.1% of students were in the high category, 61.1% in the moderate category, and 27.8% in the low category. Students’ analytical ability (C4) was better than evaluation ability (C5), as reflected in the ability to identify geometric elements reaching 83.3%, while the ability to evaluate disproportionate tool shapes only reached 44.4%. Thus, Panre Bessi cultural activities have the potential to be used as a contextual geometry learning setting that supports students’ HOTS, especially in the aspects of analysis (C4) and evaluation (C5).

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