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Nurain Suryadinata
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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 31 Documents
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An Analysis of Mathematics Anxiety Among Prospective Mathematics Teachers in Discrete Mathematics Courses Prasetyo, Agung; Kurniawati, Endang
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.pp205-216

Abstract

Anxiety is one of the affective factors that can influence success in learning mathematics. Many studies have shown that the majority of students experience high levels of mathematics anxiety, and this condition can even be transferred to future mathematics teachers. This study aims to describe the mathematics anxiety of prospective mathematics teachers during discrete mathematics lectures. The research employed a descriptive quantitative method. The instrument used was an anxiety questionnaire, administered using a Likert scale. In addition, several open-ended questions were included to further describe the anxiety profile and support the quantitative data. The study involved 29 students from the Mathematics Department of the Ponorogo Islamic Institute of Religion. The results revealed that the majority (93.1%) of students experienced moderate levels of mathematics anxiety, while a small proportion (3.45%) experienced low or high anxiety. Based on the dimensional analysis, mathematics anxiety across the cognitive, psychological, and physiological dimensions was mostly categorized as moderate. However, in the physiological dimension, a considerable number of students (44.44%) reported low anxiety. The findings imply that lecturers should continue to develop innovative teaching strategies to help reduce students’ mathematics anxiety.
Portrait of Junior High School Students' Statistical Literacy through PISA on Uncertainty and Data Content Herlambang, Satria Bayu; Nusantara, Duano Sapta; Pasaribu, Feri Tiona
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 4 (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/v13i4.pp217-228

Abstract

Statistical literacy is a critical 21st-century competency, as students increasingly encounter data-driven information in their everyday lives. However, international assessments such as PISA consistently show that Indonesian students struggle to interpret and reason with data. This study aims to investigate junior high school (JHS) students’ statistical literacy in solving PISA-based problems related to uncertainty and data, while also linking the results to Sustainable Development Goal (SDG) 4: Quality Education. A descriptive qualitative approach was employed involving 40 ninth-grade students from JHS Negeri 6 Kota Jambi, selected through purposive sampling to represent high, medium, and low academic ability groups. Data were collected through a validated PISA 2012 item focusing on uncertainty and data, along with semi-structured interviews designed to explore students’ statistical-literacy strategies. Data analysis followed an interactive model consisting of data reduction, data display, and conclusion drawing, guided by Schield’s (2011) statistical-literacy indicators. The findings indicate that only 17.5% of students demonstrated a high level of statistical literacy, while most were categorized as medium (37.5%) or low (45%). Further analysis revealed persistent difficulties in identifying trends, calculating averages, and drawing valid conclusions. These findings underscore the need for contextual, PISA-based learning tasks that foster statistical reasoning and strengthen students’ fundamental literacy skills as a foundation for achieving quality education.
School Studies Mapping Integrated Physics–Math Instructional Designs and Learning Outcomes Maulina, Hervin; Sukamto, Ismu; Suryadinata, Nurain; Syarifuddin, Syarifuddin
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 4 (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/v13i4.pp241-257

Abstract

This research aims to systematically examine the application of physics-mathematics integration and its impact on learning. Through the Systematic Literature Review approach, this article analyzes 15 selected empirical research articles obtained from the Scopus and ScienceDirect databases. Article selection guided by the PRISMA method. The analysis yields five instructional design orientations that integrate physics and mathematics learning, namely problem–project integration, representation–transition integration, cross-disciplinary integration, tech–creative integration, and cognitive–affective integration. The study also found that such integrative design not only improves cognitive performance but also fosters creativity, collaboration, and confidence, which are important competencies for scientific literacy and problem-solving.
Development of Bilingual Mathematics Questions Based on Sidoarjo Local Wisdom for Two-Variable Linear Equation Systems Nur Atiqoh, Ustadzah; Ayuningtyas, Nurina; Widadah, Soffil
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 4 (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/v13i4.pp229-240

Abstract

This development research aims to produce bilingual mathematics questions on the topic of a Two-Variable Linear Equation System based on the local wisdom of Sidoarjo, Indonesia. The study employed the 4-D development model, encompassing the stages of Define, Design, Develop, and Disseminate. The study was conducted at Ten November Junior High School of Sidoarjo, a school with a bilingual program. The subjects for the product trial were 25 ninth-grade students. The primary outcome is a set of five bilingual test questions. The results demonstrate that the developed questions are highly valid based on expert judgment using the Content Validity Index (CVI) and empirical validity tests using Pearson Product-Moment correlation, where the r-count for all items exceeded the r-table (0.396) with a significance value of p < 0.05. The reliability test, measured by Cronbach's Alpha, yielded a score of 0.855, indicating high internal consistency. Furthermore, the questions proved effective, as evidenced by the majority of students achieving the minimum mastery criteria and their positive questionnaire responses regarding the questions' readability, benefits, and appeal. In conclusion, the bilingual mathematics questions based on Sidoarjo's local wisdom are valid, reliable, and effective, making them a suitable instrument for evaluation and a potential alternative learning resource.
Development of an Ethnomathematics-Based LKPD on Local Cultural of Jihat Ninek Depati Intan Kemalo Sari on the Material Flat Shapes Sari, Novita; Gunawan, Rilla Gina
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 1 (2026): 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/v14i1.pp1-19

Abstract

This study aims to develop an ethnomathematics-based LKPD (student worksheet) based on the local culture of Jihat Ninek Depati Intan Kemalo Sari on the material flat shapes and to determine its level of validity and practicality. The method used in this study was Research and Development with the Plomp development model, which consists of the stages of initial investigation, development, and evaluation. A limited trial was conducted with 26 ninth-grade students at State Junior High School 14 Kerinci in the 2025/2026 academic year. The instruments used in this study included a validation sheet prepared by experts and a practicality questionnaire for teachers and students. The data were analyzed using the Aiken index to measure validity and percentage analysis to assess practicality. The results of this study indicate that the developed LKPD demonstrated a high level of validity, with an average score of 0.84, and a practicality level of 81%. However, this study is limited to the validity and practicality evaluation stages and does not include effectiveness testing. This limitation is due to time constraints and the scope of the research, which focuses on product development.  Therefore, further research is recommended to examine the effectiveness of the developed LKPD in improving students’ learning outcomes and mathematical understanding through broader implementation. The findings of this study suggest that ethnomathematics-based LKPD can serve as an alternative teaching material that is relevant and meaningful, as it integrates mathematical concepts with local cultural values, while also supporting the strengthening of the Pancasila Student Profile in mathematics learning.
The Effectiveness of Implementing the Problem Based Learning Model with a Contextual Approach on Students’ Numeracy Literacy Skills Sartika, Dewi; Angriani, Andi Dian; Tayeb, Thamrin; Nursalam, Nursalam; Mattoliang, Lisnasari Andi
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 1 (2026): 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/v14i1.pp36-53

Abstract

This study is motivated by students’ limited numeracy literacy skills, particularly in processing information, solving contextual problems, and evaluating mathematical results. It aims to explore the effects of integrating a Problem-Based Learning model with a contextual method on students’ literacy and numeracy skills. A nonequivalent pretest–posttest control group design employing a quasi-experimental method was utilized. The population consisted of all eighth-grade students at SMP Negeri 3 Pattallassang (State Junior High School 3 Pattallassang). The sample comprised class VIII.3 as the experimental group and class VIII.2 as the control group, selected using a random sampling technique. Data were collected through observation forms and a numeracy literacy test and were subsequently examined using descriptive and inferential statistics, including normality tests, homogeneity tests, and an independent-samples t-test. The results showed that students’ numeracy literacy skills taught using the direct instruction model were at a moderate level, whereas those taught using the problem-based learning model with a contextual approach were at a high level. This indicates a difference in the mean learning outcomes between the two groups. Furthermore, the relative efficiency analysis revealed that the problem-based learning model with a contextual approach was effective in improving the numeracy literacy skills of eighth-grade students at SMP Negeri 3 Pattallassang.
Students' Perceptions of a Canva-Based Web Learning Platform for Real Analysis: A Descriptive Quantitative Study Hakim, Rahman Nul; Fajriah, Noor; Suryaningsih, Yuni
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 1 (2026): 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/v14i1.pp54-66

Abstract

Real Analysis is often recognized as one of the most difficult subjects in undergraduate mathematics because of its abstract ideas and the requirement for precise proof methods. Despite its importance, the scarcity of interactive learning resources and the low English proficiency of students have impeded effective understanding. This research aims to investigate students' perceptions of Canva as a web-based learning platform to address these challenges in teaching Real Analysis. A descriptive quantitative approach was utilized, involving 34 students from the Mathematics Education program at Universitas Lambung Mangkurat, chosen through purposive sampling. Data were gathered using a Likert-scale questionnaire assessing three dimensions: content quality, speed and performance, and usability. The findings indicated that students responded overwhelmingly positively, with all metrics achieving scores in the "excellent" range, including content clarity, navigation ease, and platform responsiveness. These results suggest that Canva is a user-friendly platform that positively supports students' engagement and perceived understanding of abstract mathematical concepts. The implications of this study underscore Canva's potential as an accessible and innovative educational resource for improving digital learning experiences in advanced mathematics, motivating educators to integrate visually-oriented platforms into the creation of interactive and inclusive learning settings.
Analysis of the Impact of Smartphone on Cognitive-Domain Mathematics Learning Outcomes in Grade VI Elementary School Suryaningsih, Intan; Khamdun, Khamdun; Riswari, Lovika Ardana
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 1 (2026): 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/v14i1.pp20-35

Abstract

Smartphone use among elementary school students is increasingly widespread, but is often misused for entertainment rather than learning. This is feared to affect learning outcomes, especially in mathematics. This study aims to analyze the impact of smartphone use on the cognitive domain of sixth-grade students' mathematics learning outcomes. This study uses a qualitative approach with a case study type. The research subjects consisted of five sixth-grade students with high, medium, and low learning outcomes categories, as well as sixth-grade teachers. Data collection techniques were carried out through observation, interviews, and documentation, while data analysis was carried out through data collection, data reduction, data presentation, and conclusions. The results of this study indicate that students with high learning outcomes use smartphones as a learning support tool so that it does not interfere with conceptual understanding. For students with medium learning outcomes, smartphones have a dual impact, namely helping in searching for information but also reducing learning focus. Meanwhile, for students with low learning outcomes, the dominant use of smartphones for entertainment has a negative impact on concentration, conceptual understanding, and independence in solving math problems. The conclusion of this study is that smartphones have a significant impact on students' mathematics learning outcomes, especially in the cognitive domain for students with high, medium, and low learning outcomes. The impact is dual in nature, namely it can be a supporter or an obstacle to learning, depending on the intensity, goals and how students utilize it.
The Impact of the SAVI Approach Assisted by Macromedia Flash on Geometry Learning Outcomes of Students with Different Motivation Levels Kusuma, Arie Purwa; Triyono, Ageng; Rahmawati, Nurina Kurniasari; Wibowo, Teguh; Ramadoni, Ramadoni
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 1 (2026): 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/v14i1.pp67-83

Abstract

The rapid development of science and technology necessitates fundamental transformations in education, particularly through learning innovations that accommodate diverse learning styles, enhance active student engagement, and stimulate intrinsic motivation in mathematics learning. This study aims to examine the effectiveness of the SAVI (Somatic, Auditory, Visual, Intellectual) learning model assisted by Macromedia Flash in improving geometry learning outcomes among eighth-grade students. The research employed a quasi-experimental pretest-posttest design with a control group. A total of 55 students were selected through cluster random sampling and divided into an experimental group (SAVI + Macromedia Flash) and a control group (conventional learning). Learning motivation was measured using a validated questionnaire and categorized into high, medium, and low levels. Macromedia Flash was chosen as a digital medium for its ability to visualize abstract geometric concepts interactively and attractively, thereby facilitating students' understanding of complex material. Data were analyzed using two-way ANOVA to assess the effects of the learning model, motivation level, and their interaction on geometry learning outcomes. The results showed that the SAVI model assisted by Macromedia Flash was significantly more effective in improving geometry learning outcomes than conventional methods (p < 0.05). However, no significant effects were found for motivation level or its interaction with the learning model on learning outcomes. These findings confirm that SAVI-based learning innovations integrated with digital multimedia can optimize geometry learning outcomes evenly, regardless of students' initial motivation levels. This study highlights the practical value of interactive, technology-based approaches in advancing mathematics education.
The Development of Inquiry-Based STEM Instructional Modules on Students’ Critical Thinking Skills in Geometry and the Application of Water Purification Processes Sajawiyah, Hosiatus; Lestari, Wahyu; Zairozie, Athar Zaif
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 1 (2026): 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/v14i1.pp84-101

Abstract

Students’ critical thinking skills in mathematics are not yet optimally developed, particularly in geometry learning, which is often presented in an abstract manner with limited connection to real-life contexts. This study aimed to develop a STEM-integrated instructional module based on an inquiry-oriented learning framework for three-dimensional geometry using a water purification context to create more meaningful learning experiences. The study employed a development research design using the ADDIE framework, which consists of five phases: analysis, design, development, implementation, and evaluation. The participants were 20 ninth-grade students from a lower secondary school (SMP Mambaul Ulum). Data were collected through expert validation forms, student response questionnaires, and a critical thinking skills test to evaluate the module’s validity, practicality, and effectiveness. The findings revealed that the developed module met the required criteria. It demonstrated a high level of validity, with a score of 82%. The practicality of the module improved from 65% in the initial trial to 75% after revision. Furthermore, its effectiveness was reflected in the improvement of students’ critical thinking skills, with mastery levels increasing from 75% to 85%. Overall, the results indicate that the inquiry-based STEM module is both appropriate and effective as an instructional resource, as it supports learning that is closely connected to real-life contexts and enhances students’ critical thinking skills in three-dimensional geometry.

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