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Jurnal Pendidikan Matematika Universitas Lampung
Published by Universitas Lampung
ISSN : 23381183     EISSN : 2715856X     DOI : https://doi.org/10.23960/mtk
Core Subject : Education,
Education Mathematics
Jurnal Pendidikan Matematika Universitas Lampung accepts scientific articles related to research in the field of mathematics education which include: 1. Mathematics Education Curriculum 2. Mathematics Learning Methods 3. Mathematics Learning Media 4. Technology and Information-Based Mathematics Learning 5. Assessment and Evaluation of Mathematics Learning.
Arjuna Subject : Umum - Umum
Articles 22 Documents
 1   2   3 
Kemampuan Komunikasi Matematis Mahasiswa dalam Pembelajaran dengan Alqurun Teaching Model (ATM) Utami, Lintang Fitra; Sutiarso, Sugeng; Suryadinata, Nurain; Hardianti, Desrina
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 1 (2025): Jurnal Pendidikan Matematika Universitas Lampung (March-April 2025)
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v13i1.pp66-75

Abstract

Mathematical communication ability is the skill of conveying mathematical thinking expressed in various forms of representation such as narratives, images, diagrams, videos, sounds and other media. Alqurun Teaching Model is an innovation in education in the form of a learning model that is designed to encourage students to improve their mathematical abilities, one of which is mathematical communication ability. The study aims to measure the difference in mathematical communication skills of students taught with Alqurun Teaching Model and conventional models. This research is a quantitative research with postest only control group design. Data were collected through tests designed to measure mathematical communication skills, then the results were analyzed using independent sample t-test. The sample involved was 85 students who were divided into two research groups, namely control and experimental classes. The sampling technique used purposive sampling technique where the sample was selectively chosen based on certain criteria, namely the same level of communication skills and facilitated with the same teacher and has a stable cognitive development so that it can interpret its mathematical ideas. The results showed that the mathematical communication skills of students subjected to the Alqurun Teaching Model were significantly superior to students subjected to conventional models.
Challenges in Solving Contextual Problems in Statistics Using the TEFA Approach Among Vocational Students Nurbaiti, Idhata; Kusno, Kusno; Jazuli, Akhmad
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 2 (2025): Jurnal Pendidikan Matematika Universitas Lampung
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v13i2.pp94-108

Abstract

This study explores the challenges faced by vocational students in solving contextual problems in statistics using the TEFA (Teaching Factory) approach, aimed at enhancing their analytical and problem-solving skills—competencies that are highly valued in the industrial world. The purpose of this research is to analyze the difficulties students encounter when solving TEFA-based contextual problems in statistical topics. The subjects of this study were 38 tenth-grade students from class X TO 9 at SMK Kesatrian Purwokerto, selected based on their even semester daily test scores. The students were categorized into three groups: high (HC), medium (MC), and low (LC), based on the class average and standard deviation. This research employed a qualitative descriptive method. The findings revealed that students in the high category were generally able to understand statistical concepts and accurately calculate the mean, median, and mode. However, some students in this group did not sort the data from smallest to largest when calculating the median. Students in the medium category had difficulty recalling how to compute the mean, often resulting in incorrect answers; although the mode was correct, the median was not. Meanwhile, students in the low category acknowledged that they lacked understanding of how to calculate the mean, median, and mode.
Development of Mathematics Learning Media Based on Google Sites Contains Mathematical Literacy for Eighth Grade Junior High School Students Dewi, Bela Saputri; Rusmining, Rusmining
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 2 (2025): Jurnal Pendidikan Matematika Universitas Lampung
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v13i2.pp109-123

Abstract

This study aims to develop a Google Sites-based mathematics learning medium that incorporates mathematical literacy within the topic of Relations and Functions for eighth-grade junior high school students, as well as to assess its validity and practicality. The background of the study stems from students' difficulties in understanding Relations and Functions, along with the need for learning media that can enhance both motivation and mathematical literacy skills. This research is a development study employing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) and was conducted at SMP Negeri 10 Yogyakarta. Data collection techniques included observations, interviews, and questionnaires, using instruments such as validation questionnaires completed by subject matter experts and media experts, as well as student response questionnaires administered to eighth-grade students at SMP Negeri 10 Yogyakarta. The study involved 5 students in a small group trial and 31 students in a large group trial. Evaluation results showed that the media met the “Good” criteria, with scores of 82.00 for the content aspect and 87.00 for the media aspect, indicating its suitability for use. Practicality testing with the small and large groups yielded an average score of 101.15, meeting the “Very Good” criteria. Therefore, this learning medium is considered valid and practical for use as an instructional tool for teaching Relations and Functions with integrated mathematical literacy.
Development of Electronic Modules with Culturally Responsive Teaching and Augmented Reality based on Jambi Culture for Mathematical Literacy Deska, Salsabila Putri; Pasaribu, Feri Tiona; Gustiningsi, Tria; Nusantara, Duano Sapta
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 2 (2025): Jurnal Pendidikan Matematika Universitas Lampung
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v13i2.pp76-93

Abstract

The purpose of this study is to develop and evaluate the feasibility and quality of an electronic module based on Culturally Responsive Teaching (CRT) and Augmented Reality (AR), incorporating Jambi culture to enhance students' mathematical literacy skills in the topic of similarity. This research adopts a Research and Development (R&D) approach using the ADDIE development model. The participants were 35 seventh-grade students from class VII G at SMP Negeri 6 Kota Jambi. The instruments used in this study included validation questionnaires, practicality questionnaires, and effectiveness questionnaires. The e-module was considered valid based on assessments by subject matter and design experts, obtaining a validity score of 86.25%, which falls into the “valid” category. This indicates that the e-module integrates similarity material with CRT components and contextual problems related to Jambi culture, along with AR features aligned with indicators of mathematical literacy. The practicality test, based on evaluations from both teachers and students, yielded a score of 85.97%, categorized as “very practical.” Additionally, the students’ n-gain score reached 79.04%, indicating the effectiveness of the e-module in improving mathematical literacy skills. These findings support the integration of local culture and AR technology in instructional material development, offering a practical and engaging approach for educators to promote mathematical literacy through contextualized learning experiences.
Ethnomathematics in the Bissu Traditional House of Pangkep Regency in Mathematics Learning Activities Kusumayanti, Andi; Masnaeni, Masnaeni; Agustini, Jum'anil; Angriani, Andi Dian
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 2 (2025): Jurnal Pendidikan Matematika Universitas Lampung
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v13i2.pp141-156

Abstract

This study aims to explore the application of ethnomathematics in the Bissu Traditional House in Pangkep Regency, South Sulawesi, by examining the various mathematical concepts embedded in the design and structure of the building. A qualitative method with an ethnographic approach was employed. Data were collected through direct observation, interviews with the guardians of the traditional house (Puang Matoa), and field documentation. The data were analyzed through the stages of reduction, presentation, and conclusion drawing. The findings reveal that the Bissu Traditional House incorporates concepts such as geometry, numerical patterns, proportionality, symmetry, and measurement. These concepts were then adapted into questions and contextual learning activities for the classroom, including calculating the volume of a triangular prism, analyzing symmetry, and determining stair gradients. This study demonstrates that ethnomathematics can serve as a bridge between mathematics learning and cultural preservation, fostering relevant, contextual, and meaningful learning experiences for students.
Binongko Multiplication: An Ethnomathematics Method to Adress Mathematical Challenges Among the Butonese Ethnic Group in Masohi City Aspin, La; Lessy, Djaffar; Sopamena, Patma
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 2 (2025): Jurnal Pendidikan Matematika Universitas Lampung
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v13i2.pp124-140

Abstract

Ethnomathematics is defined as the specific methods used by a particular cultural group or society in mathematical activities. This study aims to explain the elements of ethnomathematics found in the term kali-kali binongko and how it can be applied in mathematics learning. The method used in this article is an ethnographic approach, with a qualitative research design. Data were collected through semi-structured interviews, observation, and documentation. The data analysis process in this study consisted of three stages: data reduction, data presentation, and drawing conclusions. The results of this study reveal the presence of ethnomathematics in the application of kali-kali binongko among the Buton tribe in Masohi City. The ethnomathematical aspects of kali-kali binongko practiced by the Buton tribe in Masohi can be explained through three main findings: (1) The history and culture of the Buton tribe, (2) Ethnomathematical elements found in kali-kali binongko, including: a. Number systems, b. Determining marriage dates, c. Mathematical knowledge in agricultural practices, d. Mathematical knowledge in fishing activities, and e. The application of kali-kali binongko in trading activities, (3) The discovery of a mathematical concept referred to as “hidden mathematics” or “frozen mathematics” among the Buton tribe, which includes naming counting activities based on the number of days in a new month, following the traditional practice of counting the moon’s phases in the sky.
Enhancing Students’ Mathematical Literacy Skills through Contextual Teaching and Learning (CTL) and Problem Based Learning (PBL) Approaches Junianto, Junianto; Fonda, Aulia; Firdaus, Muh Wildanul; Ramadhan, Katon Agung
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 3 (2025): Jurnal Pendidikan Matematika Universitas Lampung
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v13i3.pp172-182

Abstract

The results of the PISA survey conducted by the OECD serve as one of the indicators that the mathematical literacy skills of Indonesian students remain low. Ranking 66th out of 81 countries also indicates that Indonesia is still lagging behind other nations. The purpose of this study is to improve students’ mathematical literacy skills through two alternative learning approaches: Contextual Teaching and Learning (CTL) and Problem-Based Learning (PBL). The research method used was a quasi-experimental design with a pretest-posttest approach to collect data. The population consisted of a junior high school in Yogyakarta, with a sample of two eighth-grade classes. The research instrument was a mathematical literacy test based on PISA-type questions.  The findings indicated that the CTL and PBL approaches were both successful in enhancing students’ mathematical literacy skills. Further analysis through a comparative effectiveness test revealed that the CTL approach was superior to PBL. It is hoped that this research can serve as an alternative reference for educators and future researchers in efforts to enhance students’ mathematical literacy.
Effect of Deep Learning Approach With GeoGebra-Based Interactive PowerPoint and Animated Videos on Concept Understanding Silvina, Nur; Tumanggor, Abednego Pradja; Tarigan, Adelia Br; Lubis, Dara Muna; Sibarani, Mikhael Agus Tua; Siregar, Budi Halomoan
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 3 (2025): Jurnal Pendidikan Matematika Universitas Lampung
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v13i3.pp157-171

Abstract

This study focused on identifying the magnitude of the impact of a deep learning approach assisted by GeoGebra-based interactive PowerPoint media and animated videos on junior high school students’ conceptual understanding, particularly on the topic of straight-line equations. The research employed a quasi-experimental methodology with a pretest–posttest design involving two groups: the experimental group and the comparison group. The measurement instruments consisted of essay questions, and the data were analyzed using normality testing, homogeneity testing, and an independent t-test. The findings revealed a significant improvement in the experimental group’s conceptual understanding. The higher average posttest score compared to the control group confirmed that the use of interactive media enhanced students’ understanding of the material in a more visual and engaging way. Furthermore, the deep learning strategy optimized students’ active involvement in understanding and connecting relevant material to real-life situations. Thus, the synergy between digital media and this learning strategy was proven to effectively enhance conceptual understanding.
STEAM in the Perspective of 21st Century Mathematics Learning: A Field Study of Indonesia and Malaysia Aziz, Abdul; Iswahyudi Joko Suprayitno; Alma Rif’atun Nisa
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 3 (2025): Jurnal Pendidikan Matematika Universitas Lampung
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v13i3.pp183-192

Abstract

The aim of this study is to explore the implementation of the STEAM approach in Indonesia and Malaysia in relation to mathematics learning concepts and the skills developed during the mathematics learning process. This study employs a descriptive qualitative method with school students as the research subjects, aiming to examine the application of STEAM in the learning process in both countries. The findings reveal that the integration of STEAM has a positive impact on mathematics learning, particularly in enhancing students’ confidence as well as their critical thinking, creativity, communication, and collaboration skills. The application of STEAM in the context of 21st-century mathematics education encourages students to build self-confidence in facing challenges, which is essential for maximizing their potential.  
Positive Psychology in Multicultural Mathematics Education: Perspectives of Prospective Mathematics Education Teachers Loviana, Selvi; Agustina, Rina; Sinaga, Risma Margaretha
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 3 (2025): Jurnal Pendidikan Matematika Universitas Lampung
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v13i3.pp193-204

Abstract

This study explores prospective mathematics teachers' perceptions of the importance of positive psychology and cultural diversity in mathematics learning within multicultural classrooms. A qualitative approach with a case study design was employed. The participants were fifteen prospective mathematics teachers from various regions, selected using purposive sampling. Data were collected through semi-structured interviews and open-ended questionnaires and then analyzed using thematic analysis. This study was conducted in April 2025 at the State Islamic University (UIN) Jurai Siwo Lampung. The data were analyzed using thematic analysis as developed by Braun and Clarke (2006). The findings reveal that most prospective teachers are initially aware of positive psychology's role in creating a supportive learning environment, including using praise, encouraging positive emotions, and developing students' potential. In addition, they view cultural diversity as a valuable aspect that can enrich the learning process, although their understanding remains general and is not yet reflected in concrete instructional planning. These findings highlight the need to integrate positive psychology and multicultural education into teacher education curricula to equip future teachers with inclusive and culturally responsive pedagogical competencies. This study also provides a foundation for developing training programs that prepare prospective teachers to manage multicultural classrooms effectively.

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