cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Windra
Contact Email
admin@nindikayla.com
Phone
6281283531114
Journal Mail Official
admin@nindikayla.com
Editorial Address
Komp. Bumi Serang Baru Blok DD15 No.3&4 Kaligandu Kota Serang Provinsi Banten
Location
Unknown,
Unknown
INDONESIA
Tesseract: International Journal of Geometry and Applied Mathematics
Published by Nindikayla Institute
ISSN : -     EISSN : 29868076     DOI : https://doi.org/10.57254/tess
Core Subject : Education, Social,
Mathematics Social Sciences
Tesseract Journal is an international, open-access journal that seeks to promote the integration of and provide an advanced forum for, Geometry, mathematics with applied disciplines. It is devoted exclusively to the publication of high-quality reviews, regular research papers, and short communications that apply mathematical concepts, theories, and methods to other subjects such as physics, engineering, medicine, chemistry, biology, information science, energy, environmental science, finance, business, computer science, industry, and social sciences. In addition, submissions with a good balance between mathematical analysis and development of the application(s) are expected e-ISSN: 2986-8076
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 46 Documents
 1   2   3   4   5 
The Effectiveness of Peer Tutoring Learning Model Assisted by Canva-Based Learning Media on Mathematical Understanding and Learning Interest of Student at SMPN 14 Cilegon Astuti Handayani; Hamidah Hamidah; Sarah Caesarani; Jaka Wijaya Kusuma
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 3 No. 1 (2025): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v3i1.38

Abstract

This study aims to determine the effectiveness of the peer tutoring learning model assisted by Canva-based learning media on students' mathematical understanding and learning interest. The background of this study is based on the low mathematical understanding and learning interest of students at SMPN 14 Cilegon in mathematics learning, as well as the lack of variety of learning media used. This study uses a quantitative method with a quasi-experimental design of the nonequivalent pretest-posttest control group design. The subjects of the study were grade VII students of SMPN 14 Cilegon, with class VII C as the experimental class and class VII A as the control class. The research instruments included a mathematical understanding test and a student learning interest questionnaire. The results of the data analysis showed that, 1) the increase in mathematical understanding of students who were given learning with the peer tutoring model assisted by Canva-based learning media was better than those who used conventional learning, 2) the learning interest of students who were given learning with the peer tutoring model assisted by Canva-based learning media was better than those who used conventional learning. From the results of the N-Gain data analysis of the experimental and control classes, a sig. value was obtained. (2-tailed) 0.000 <0.05 and for the average learning interest of the questionnaire 83.07 high category in the experimental class, while in the control class obtained an average questionnaire of 71.67. So it can be concluded that there is an increase in mathematical understanding and learning interest of students who use peer tutor learning model assisted by Canva-based learning media better than students who use conventional learning. Thus, the peer tutor learning model assisted by Canva media is effective in improving mathematical understanding and learning interest of students of SMPN 14 Cilegon
Implementation of the Cooperative Creative Problem Solving (CPS) Model using Interactive LKPD to Improve Literacy Abilities and Learning Interest Violin Rahma Safitri; Hamidah Hamidah; Ratu Khoirotun Nisa; Jaka Wijaya Kusuma
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 3 No. 1 (2025): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v3i1.48

Abstract

This study aims to analyze the effectiveness of the implementation of the Cooperative Creative Problem Solving (CPS) learning model assisted by interactive Student Worksheets (LKPD) in improving students' mathematical literacy skills and learning interest at SMP Negeri 16 Serang City. The study used a quasi-experimental design with a non-equivalent control group design. The sample consisted of two classes, namely the experimental class (n = 40) which was given CPS learning with interactive LKPD based on Live Worksheet, and the control class (n = 40) which used conventional learning. Data were collected through mathematical literacy tests and learning interest questionnaires given before and after the learning. The results of data analysis showed that the experimental class achieved a significant increase in mathematical literacy skills with an average N-gain of 0.7873 (high category), while the control class only achieved 0.4644 (medium category). Independent t-test analysis showed a significant difference between the two classes (p < 0.05). Furthermore, student learning interest in the experimental class also increased, with an average score of 86% (very strong category), higher than the control class's score of 70.75% (strong category). Thus, the CPS learning model assisted by interactive student worksheets (LKPD) has proven effective in improving students' mathematical literacy skills and learning interest. Educators are advised to widely implement this model, supported by digital media, to support active and meaningful learning.
The Effect of Wordwall-Assisted Problem-Based Learning Model on Improving Mathematical Literacy and Self-Regulated Learning Nuraeni Nuraeni; Hamidah Hamidah; Sarah Caesarani; Jaka Wijaya Kusuma
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 3 No. 1 (2025): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v3i1.49

Abstract

This study aims to determine the improvement of students' mathematical literacy skills given learning with a problem-based learning model assisted by Wordwall is better than those using conventional learning. This study uses a quantitative approach with a quasi-experimental design type Pretest-Posttest Control Group Design. The research subjects consisted of 32 students of class VII D as the experimental class and 32 students of class VII B as the control class at SMP Negeri 16 Kota Serang. The instruments used were essay tests to measure mathematical literacy and Likert scale questionnaires to measure self-regulated learning. The results of the analysis showed that the average N-Gain of the experimental class was 66.51 and the control class was 38.81. The t-test showed a sig. (2-tailed) value of 0.000 < 0.05, indicating a significant difference between the two groups. The average score of the self-regulated learning questionnaire in the experimental class reached 80%. This study concluded that the use of the PBL model assisted by Wordwall is more effective in improving students' mathematical literacy and self-regulated learning compared to conventional learning.
INTRODUCING ‘REGION GEOMETRY’ IN MATHEMATICS Ranjit Biswas
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 4 No. 1 (2026): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v4i1.50

Abstract

In this work, a generalization of the existing classical subject Geometry is done by, introducing a new geometry called by “Region Geometry”. It is observed that the classical subject Geometry is R-Geometry, a special case of the subject “Region Geometry” corresponding to the trivial region R. Every region A generates its own region geometry called by ‘A-Region Geometry’ subject to fulfilment of few conditions. Although this is a purely theoretical work, but this theory is expected to cater to Mathematics and all branches of STEM including AI, Data Science, modern Statistics etc in a new direction.
ANALYSIS OF STUDENTS' MATHEMATICAL PROBLEM-SOLVING ABILITY ON MATRIX TOPICS: A CASE STUDY AT SMK AL MUHTADIN Siti Nurlaila Antariksa; Huri Suhendri; Saring Saring
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 4 No. 1 (2026): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v4i1.51

Abstract

Mathematical problem-solving ability is a fundamental competency that enables students to apply mathematical concepts to solve contextual problems. However, many vocational high school students continue to experience difficulties in solving non-routine mathematical problems, particularly in matrix topics. This study aimed to analyze students' mathematical problem-solving processes based on Polya's four-stage problem-solving framework. A qualitative case study approach was employed involving six eleventh-grade students from the Office Management and Business Services Program at a vocational high school in Indonesia. Participants were purposively selected to represent high, moderate, and low mathematical ability levels. Data were collected through written problem-solving tests, semi-structured interviews, and documentation and analyzed using the interactive model of Miles et al., while credibility was established through source and method triangulation. The findings revealed that students with high mathematical ability successfully completed all four stages of Polya's framework, whereas students with moderate ability generally experienced difficulties in evaluating their solutions. Students with low mathematical ability encountered difficulties from the initial stage of understanding the problem, resulting in inappropriate solution strategies and inaccurate conclusions. Overall, students' mathematical problem-solving performance was closely associated with their conceptual understanding, strategic reasoning, and reflective thinking. Therefore, mathematics instruction should emphasize systematic problem-solving strategies, conceptual understanding, and reflective learning practices to improve students' mathematical competencies. This study contributes to the literature by providing qualitative evidence of vocational students' mathematical thinking across different ability levels and offers practical implications for designing mathematics instruction that strengthens problem-solving and reflective thinking.
EXPLORING ORAL AND WRITTEN MATHEMATICAL COMMUNICATION SKILLS IN GEOMETRY PROBLEMS Darto Darto
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 4 No. 1 (2026): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v4i1.52

Abstract

Problems in mathematics learning aspects of students' mathematical communication skills are still low, both in oral and written mathematical communication in geometry problems. Mathematical communication skills in geometry problems require students' ability to explore geometry problems in the mathematics learning process. The difficulty of students in learning geometry problems is still low in terms of expressing mathematical ideas correctly, and students have difficulty communicating their mathematical thoughts to their friends and teachers. Students' mathematical communication skills in the oral and written aspects are part of mathematics skills in the 21st century.Mathematics learning in the classroom needs to be designed related to flat building materials so that mathematics learning is more directed to learning objectives. It is necessary to explore students' ability to solve oral and written mathematical communication problems through discussion, argumentation, explaining answers and writing mathematical ideas both symbols, graphs, and tables. The purpose of this research is to explore the ability of oral and written mathematical communication in geometry problems in junior high schools in Riau Province. This research method is a qualitative research that is descriptive and exploratory. The subjects of the study were 25 students. This research was conducted in grade VII of SMP Negeri 3 Pangkalan Kuras, Pelalawan Regency, Riau Province, Indonesia. The result of this study is a mathematical exploration related to oral and written mathematical communication skills in geometry problems in grade VII in the good category.

Page 5 of 5 | Total Record : 46

 1   2   3   4   5 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2026): Tesseract: International Journal of Geometry and Applied Mathematics Vol. 3 No. 1 (2025): Tesseract: International Journal of Geometry and Applied Mathematics Vol. 2 No. 3 (2024): Tesseract: International Journal of Geometry and Applied Mathematics Vol. 2 No. 2 (2024): Tesseract: International Journal of Geometry and Applied Mathematics Vol. 2 No. 1 (2024): Tesseract: International Journal of Geometry and Applied Mathematics Vol. 1 No. 3 (2023): Tesseract: International Journal of Geometry and Applied Mathematics Vol. 1 No. 2 (2023): Tesseract: International Journal of Geometry and Applied Mathematics Vol. 1 No. 1 (2023): Tesseract: International Journal of Geometry and Applied Mathematics