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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 39 Documents
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Development of Android-Based Interactive Learning Media for Polyhedra Using the ADDIE Model Amalia Nurhayati Syakinnah; Nego Linuhung; Ira Vahlia
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.pp102-115

Abstract

The integration of technology in mathematics learning is essential to overcome students’ difficulties in visualizing abstract concepts, particularly polyhedra. This study aims to develop an Android-based interactive learning media and to determine its validity and practicality. The research employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The subjects of this study involved three material experts, three media experts, and 10 junior high school students in a limited trial. Data were collected using expert validation sheets and student response questionnaires, and analyzed using descriptive percentage techniques. The results showed that the developed media achieved a validity level of 82% from material experts and 90% from media experts, both categorized as very valid. Furthermore, the practicality test conducted on students resulted in a score of 86%, which is categorized as very practical. These findings indicate that the developed media is feasible and supports students in understanding and visualizing polyhedra concepts. In conclusion, the Android-based interactive learning media developed through the ADDIE model is valid and practical as supplementary learning media. It has the potential to enhance students’ motivation, independence, and learning outcomes in mathematics learning.
An Ethnographic Study of Abacus Use Among Visually Impaired Individuals in Solving Addition and Subtraction Problems Siti Mutmainah; Mega Suliani
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 2 (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/v14i2.pp147-156

Abstract

This study explores the use of the abacus (sempoa) as a tactile learning tool by visually impaired elementary school students in solving addition and subtraction problems. Employing a qualitative case study approach with an ethnographic orientation, this research involved three visually impaired elementary school students selected through purposive sampling. The participants were chosen based on three criteria: having visual impairment, possessing prior experience in using the abacus, and being actively involved in learning addition and subtraction operations.  Data were collected through participant observation, in-depth interviews, and analysis of modified abacus artifacts. The findings reveal that the abacus functions as a “tactile cognitive map,” enabling students to bridge abstract mathematical concepts and physical reality. Students employed a consistent two-handed technique, where the left hand guided place value and the right hand executed bead movements. Addition involved moving beads toward the center bar, whereas subtraction involved moving them away, reflecting complex mental restructuring during “carrying” and “borrowing” tasks. The effectiveness of abacus use depended on fingertip sensitivity, procedural consistency, and working memory. Ultimately, the abacus supported students’ independence, confidence, and participation in inclusive mathematics learning.
Collaboration and Social Interaction in Mathematics Learning in Multicultural Classrooms: A Qualitative Case Study Rina Agustina; Selvi Loviana
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 2 (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/v14i2.pp177-193

Abstract

Mathematics learning in multicultural classrooms requires collaborative interaction that accommodates students’ cultural and linguistic diversity. This study aims to explore how cultural diversity shapes collaboration and social interaction in mathematics learning in a multicultural classroom. This study employed a qualitative case study design. The participants were 16 undergraduate mathematics education students at a private university in Metro City, Indonesia. The classroom was categorized as multicultural because the students came from different cultural backgrounds and showed variations in language use, communication styles, ways of expressing opinions, and approaches to group discussion and mathematical problem solving. Data were collected through questionnaires, semi-structured interviews, participatory observation, and documentation. The questionnaire covered three aspects: students’ experiences and perceptions of multicultural classrooms, group dynamics in mathematical problem solving, and collaborative projects in mathematics learning. The data were analyzed through data reduction, categorization, interpretation, and conclusion drawing, with source and technique triangulation used to strengthen the credibility of the findings. The results show that cultural diversity did not directly determine students’ mathematical problem-solving ability, which was more strongly influenced by their understanding of the material. However, cultural diversity affected the communication process, discussion dynamics, and ways students expressed mathematical ideas. Differences in language, thinking styles, and communication patterns became the main challenges in group interaction. Nevertheless, most students were able to collaborate with peers from different cultural backgrounds. These findings indicate that multicultural mathematics classrooms require inclusive interaction strategies, heterogeneous grouping, and clear classroom communication to support effective collaboration and social interaction.
Development of a Trigonometric Wheel to Improve Students' Mathematical Problem-Solving Ability Kartono Kartono; Iik Nurhikmayati
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 2 (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/v14i2.pp116-131

Abstract

This study aims to develop and evaluate the feasibility of the Trigonometric Wheel manipulative as an interactive learning medium to improve students’ mathematical problem-solving ability in trigonometry topics. This research employed the Research and Development (R&D) method using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation), carried out through the Implementation stage. The research subjects consisted of 30 eleventh-grade students at a public senior high school in Majalengka Regency during the 2024/2025 academic year. The instruments used included expert validation sheets, teacher and student response questionnaires, and a mathematical problem-solving ability test based on Polya’s indicators. The results of media expert validation showed an average score of 76.5% (Valid), while material expert validation reached 85.97% (Highly Valid). Teacher and student responses also indicated highly practical categories, with percentages of 90.54% and 88.61%, respectively. As part of the implementation phase, an embedded pre-test and post-test assessment was conducted, revealing an improvement in students' mathematical problem-solving ability with an average N-Gain score of 0.79 (high category). These findings indicate that the Trigonometric Wheel is valid, practical, and shows strong potential as an innovative learning medium that helps students understand trigonometric concepts visually and interactively while enhancing their problem-solving ability.
The Effect of Mathematical Anxiety and Self-Concept on Mathematical Critical Thingking Abilities Through Self-Efficacy Weni Wihayningrum; Ettie Rukmigarsari; Yuli Ismi Nahdiyatil Ilmi
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 2 (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/v14i2.pp132-146

Abstract

This study aims to: (1) analyze the influence of mathematical anxiety on the self-efficacy of class VIII students of MTsN 6 Malang; (2) analyze the influence of self-concept on the self-efficacy of class VIII students of MTsN 6 Malang; (3) analyze the influence of mathematical anxiety on the mathematical critical thinking ability of class VIII students of MTsN 6 Malang; (4) analyze the influence of self-concept on the critical thinking ability of class VIII students of MTsN 6 Malang; and (5) analyze the influence of self-efficacy on the critical thinking ability of class VIII students of MTsN 6 Malang. This study uses an ex post facto quantitative approach. The research population was all class VIII students of MTsN 6 Malang consisting of 10 classes, while the research sample was taken using cluster random sampling technique in classes VIII D, VIII E, and VIII G. Data collection was carried out through questionnaires to measure mathematical anxiety, self-concept, and self-efficacy, as well as test questions to measure students' mathematical critical thinking ability. The data were analyzed using path analysis with the help of SPSS 25 and SmartPLS software. The results of the study showed: (1) The direct effect of mathematical anxiety on the self-efficacy of grade VIII students of MTsN 6 Malang was -0.295; (2) The direct effect of self-concept on the self-efficacy of grade VIII students of MTsN 6 Malang was 0.503; (3) The direct effect of mathematical anxiety on the mathematical critical thinking ability of grade VIII students of MTsN 6 Malang was -0.252; (4) The direct effect of self-concept on the mathematical critical thinking ability of grade VIII students of MTsN 6 Malang was 0.213; (5) The direct effect of self-efficacy on the critical thinking ability of grade VIII students of MTsN 6 Malang was 0.603.
The Effect of Using Genially on Eighth-Grade Students’ Understanding of Mathematical Concepts in the Pythagorean Theorem Zulfa Dwi Yanti Tangio; Sumarno Ismail; Auli Irfah
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 2 (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/v14i2.pp157-167

Abstract

This study aims to determine the effect of using Genially media on students' understanding of mathematical concepts in Pythagorean theorem material for eighth grade. This research is a quantitative study with a quasi-experimental method using a pretest-posttest control group design. The population was all eighth-grade students of SMP Negeri 2 Limboto. The sample was selected using random sampling technique, consisting of an experimental class of 25 students who learned using Genially media and a control class of 25 students who learned using PowerPoint media. The instrument used was an essay test consisting of 10 questions that had been validated and declared reliable with Cronbach’s Alpha coefficient of 0.8751. The results showed that the average posttest score of the experimental class was 26.24, higher than the control class which was 21.56. Hypothesis testing using independent samples t-test obtained , while  at significance level  so  was rejected and  was accepted. The effect size calculation using Cohen's d yielded a value of 1.06 which falls into the strong effect category. The conclusion of this study is that there is a strong effect of using Genially media on students' understanding of mathematical concepts in Pythagorean theorem material.  
The PBL Model in Statistics to Improve Eighth-Grade Students’ Mathematical Problem-Solving Skills Sandrawati Djafar; Sumarno Ismail; Kartin Usman
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 2 (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/v14i2.pp168-176

Abstract

This study aims to improve students’ mathematical problem-solving skills through the implementation of the Problem-Based Learning model in Statistics material. The research was conducted in class VIII-1 at SMP Negeri 2 Tibawa with 26 students. This study uses classroom action research. The data collection techniques used were observation and tests. The instruments in this study consisted of teacher activity observation sheets, student activity observation sheets, and written tests. The study was conducted in two cycles. The implementation of learning by applying the Problem-Based Learning model to Statistics material in class VIII at SMP Negeri 2 Tibawa improved mathematical problem-solving skills. This is indicated by the results showing that mathematical problem-solving skills increased from 34.62% in cycle I to 88.46% in cycle II.
The Effect of Number Pocket Media on Students’ Learning Interest and Conceptual Understanding of Multiplication in Third-Grade Elementary School Hellen Rizky Amelia; Muhamad Sofian Hadi
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.pp258-267

Abstract

Mathematics is a fundamental subject in elementary school that plays an important role in developing students’ logical, systematic, and critical thinking skills. However, many lower-grade students still experience difficulties in understanding multiplication concepts because learning activities tend to focus on memorizing multiplication tables. This condition leads to low learning interest and weak conceptual understanding. This study aims to analyze the effect of number pocket media on improving learning interest and conceptual understanding of multiplication among third-grade students. The research employed a quantitative method with a pre-experimental one-group pretest–posttest design. The subjects consisted of 27 third-grade students of SD Taruna Mandiri. Research instruments included an achievement test to measure conceptual understanding and a Likert-scale questionnaire to assess students’ learning interest. Data were analyzed using descriptive statistics and the Wilcoxon Signed Rank Test. The results showed that the average score increased from 48.89 in the pretest to 67.41 in the posttest, with mastery learning percentages rising from 37.04% to 70.37%. The Wilcoxon test yielded a significance value of 0.000 < 0.05, indicating a significant difference. In addition, the learning interest questionnaire scores increased from 2.61 to 3.67 after the implementation of the learning media. Therefore, number pocket media are proven to be effective in improving students’ learning interest and conceptual understanding of multiplication. Teachers are encouraged to use this simple concrete media as an innovative instructional strategy to make mathematics learning more interactive and enjoyable.
Strategies for Improving Multiplication Skills Using Stick Manipulatives Among Second-Grade Elementary School Students in Balikpapan Amalia Nailoe Rahmah; Ahmad Susanto; Muhamad Sofian Hadi
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.pp268-278

Abstract

Multiplication skills are fundamental competencies in elementary mathematics education because they provide an essential foundation for understanding more complex mathematical concepts, including fractions, decimals, and algebra. However, many students in the early grades experience difficulties in understanding multiplication as repeated addition and tend to rely primarily on memorizing multiplication tables. These difficulties may affect students’ motivation, self-confidence, and ability to solve contextual problems. This study aimed to examine the effectiveness of using stick manipulatives to improve the multiplication skills of second-grade students in three elementary schools in Balikpapan, representing a public school, a private school, and an Islamic elementary school (Madrasah Ibtidaiyah). The study employed a descriptive qualitative approach, with data collected through pre-tests, post-tests, observations, interviews, and documentation. The findings showed substantial improvement in students’ multiplication skills, with mean scores increasing by more than 25 points and the percentage of students achieving the learning mastery criterion rising from 20–33% to 80–90%. Students also demonstrated greater enthusiasm and active participation during the learning process. Teachers reported that stick manipulatives facilitated the explanation of abstract multiplication concepts and promoted a more interactive classroom environment. These findings indicate that stick manipulatives offer a simple, practical, and effective instructional strategy for strengthening students’ conceptual understanding of multiplication while fostering more positive attitudes toward mathematics.

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