Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam
Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam; e-ISSN : 2987-5374, p-ISSN : 2987-5315 adalah jurnal yang ditujukan untuk publikasi artikel ilmiah yang diterbitkan oleh International Forum of Researchers and Lecturers. Jurnal ini adalah Jurnal Matematika dan Ilmu Pengetahuan Alam yang bersifat peer-review dan terbuka. Bidang kajian dalam jurnal ini termasuk sub rumpun Ilmu IPA, Ilmu Matematika, Ilmu Kebumian dan Angkasa. Jurnal Konstanta menerima artikel dalam bahasa Inggris dan bahasa Indonesia dan Jurnal ini terbit 1 tahun 4 kali (Maret, Juni September dan Desember). Berikut adalah ruang lingkup Jurnal Matematika dan Ilmu Pengetahuan Alam Yaitu: Sub Rumpun Ilmu IPA: 1. Fisika 2. Kimia 3. Biologi (dan Bioteknologi Umum) 4. Bidang Ipa Lain Yang Belum Tercantum Sub Rumpun Ilmu MATEMATIKA: 1. Matematika 2. Statistik 3. Ilmu Komputer 4. Bidang Matematika Lain yang Belum Tercantum Sub Rumpun Ilmu KEBUMIAN DAN ANGKASA: 1. Astronomi 2. Geografi 3. Geologi 4. Geofisika 5. Meteorologi 6. Bidang Geofisika Lain yang Belum Tercantum
Articles
225 Documents
<![CDATA[Analisis Pemahaman Konsep Pembagian pada Siswa Kelas III Sekolah Dasar ]]>
<![CDATA[Shindi Oksaria]]>;
<![CDATA[Salmaini Safitri Syam]]>;
<![CDATA[Chandra Chandra]]>
<![CDATA[ Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 3 No. 2 (2025): Jurnal Matematika dan Ilmu Pengelatuan Alam ]]>
Publisher : <![CDATA[International Forum of Researchers and Lecturers ]]>
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DOI: 10.59581/konstanta.v3i2.4912
<![CDATA[This study aims to analyze the level of understanding of the division concept among third-grade elementary school students. Understanding division is a fundamental component in mathematics learning, serving as a basis for more complex numerical operations in higher grades. The research employed a descriptive qualitative method involving 5 students from an elementary school in. Data were collected through diagnostic tests, interviews, and observations. The findings revealed that most students still struggle to grasp the concept of division, particularly in understanding it as a grouping process and as repeated subtraction. Factors influencing students' comprehension include limited use of varied teaching methods, insufficient application of concrete learning media, and differences in students' learning styles. These findings are expected to serve as a reference for teachers in designing more effective and contextual learning strategies to enhance students’ understanding of the division concept at the elementary level.]]>
<![CDATA[Analisis Pemahaman Konsep Dasar Perkalian Bilangan Cacah Siswa Kelas III Sekolah Dasar ]]>
<![CDATA[Nurhasni Nurhasni]]>;
<![CDATA[Syahfutra, Bayu Rahman]]>;
<![CDATA[Chandra Chandra]]>
<![CDATA[ Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 3 No. 2 (2025): Jurnal Matematika dan Ilmu Pengelatuan Alam ]]>
Publisher : <![CDATA[International Forum of Researchers and Lecturers ]]>
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DOI: 10.59581/konstanta.v3i2.4913
<![CDATA[Understanding the basic concept of multiplication is one of the important competencies that must be possessed by elementary school students. This study aims to analyze the extent of understanding the concept of multiplication of whole numbers in third grade elementary school students. A strong understanding of the concept at the initial stage is very important as a basis for mastering subsequent materials. This study uses a qualitative descriptive approach with data collection techniques in the form of diagnostic tests. The test is designed to identify the level of understanding of third grade elementary school students. The subjects of this study were third grade elementary school students. The results of the mini-research showed that some students had difficulty understanding story problems so that they considered them to be additions, errors when reading multiplication problems, and misconceptions that emerged in solving multiplication problems. Students had great difficulty making mathematical forms from story problems. These findings provide an important picture for teachers to design more effective learning and adjust their learning needs. Keywords: understanding concepts, mathematics learning, multiplication.]]>
<![CDATA[Mini Tinjauan Literatur Pemanfaatan Software Tibi’s Mathematics Suite untuk Berpikir Komputasi Siswa ]]>
<![CDATA[Nazira Ananda]]>;
<![CDATA[Yahfizham Yahfizham]]>
<![CDATA[ Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 3 No. 2 (2025): Jurnal Matematika dan Ilmu Pengelatuan Alam ]]>
Publisher : <![CDATA[International Forum of Researchers and Lecturers ]]>
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DOI: 10.59581/konstanta.v3i2.4940
<![CDATA[The development of information and communication technology (ICT) has opened up great opportunities in increasing the effectiveness of mathematics learning, especially in supporting students' computational thinking skills. This article presents a mini-literature review related to the use of Tibi's Mathematics Suite (TMS) as interactive software in mathematics learning. Using a descriptive qualitative approach and desk research method, this study analyzes various scientific sources to evaluate the contribution of TMS to the development of computational thinking, which includes decomposition, pattern recognition, abstraction, and algorithms. The results of the study show that TMS is able to increase students' interest in learning, independence, and metacognitive awareness, although its implementation still faces challenges such as limited infrastructure and teacher training. This review recommends the need for further empirical studies and education policy support so that the integration of TMS can be more optimal in the context of the Independent Curriculum and the strengthening of the Pancasila Student Profile.]]>
<![CDATA[Pentingnya Materi Cuaca dan Musim dalam Meningkatkan Kepedulian Siswa terhadap Lingkungan ]]>
<![CDATA[Agresia Desti]]>;
<![CDATA[Firana Fiwa]]>;
<![CDATA[Siti Aisyah]]>;
<![CDATA[Afriza Media]]>;
<![CDATA[Ari Suriani]]>
<![CDATA[ Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 3 No. 2 (2025): Jurnal Matematika dan Ilmu Pengelatuan Alam ]]>
Publisher : <![CDATA[International Forum of Researchers and Lecturers ]]>
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DOI: 10.59581/konstanta.v3i2.4975
<![CDATA[Weather and seasons play an important role in elementary school learning to increase students' awareness and concern for the environment from an early age. Students are taught to understand the relationship between weather phenomena and seasonal changes and how both affect the environment. The purpose of this article is to explain why the topic of weather and seasons is important for elementary school education, examine the learning approaches that can be used, and show how this learning can encourage students to care about the environment. It is hoped that this article will help PGSD students as prospective educators in creating learning that is not only cognitive but also affective and psychomotor. This is based on the theory of contextual learning and character education.]]>
<![CDATA[Pengaruh Kecerdasan Numerik dan Motivasi Belajar terhadap Kemampuan Pemecahan Masalah Matematika ]]>
<![CDATA[Rodiah Rodiah]]>;
<![CDATA[Supardi Supardi]]>
<![CDATA[ Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 3 No. 2 (2025): Jurnal Matematika dan Ilmu Pengelatuan Alam ]]>
Publisher : <![CDATA[International Forum of Researchers and Lecturers ]]>
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DOI: 10.59581/konstanta.v3i2.5032
<![CDATA[The study aims to determine: 1) The influence of numerical intelligence and learning motivation together on the mathematical problem solving ability of class XII TKJ students of SMK Negeri 1 Sukaluyu Cianjur. 2) The influence of numerical intelligence on the mathematical problem solving ability of class XII TKJ students of SMK Negeri 1 Sukaluyu Cianjur. 3) The influence of learning motivation on the mathematical problem solving ability of class XII TKJ students of SMK Negeri 1 Sukaluyu Cianjur. The study was conducted using a survey method. The population was class XII TKJ students of SMK Negeri 1 Sukaluyu Cianjur with a sample size of 85 students. The sampling technique used was random sampling. The research instruments used were essay-based mathematical problem solving ability tests, multiple-choice numerical intelligence instruments, and Likert-scale learning motivation instruments. Data analysis using multiple linear regression analysis. The results of the hypothesis testing obtained the following conclusions: 1) There is a significant influence of numerical intelligence and learning motivation together on mathematical problem solving ability, this is evidenced by Sig. 0.000 < 0.05 and Fcount > Ftable, which is 3.57 > 3.12. 2) There is a significant influence of numerical intelligence on mathematical problem solving ability, this is proven by Sig. 0.000 < 0.05 and tcount > ttable, which is 5.7 > 2.00. 3) There is a significant influence of learning motivation on mathematical problem solving ability, this is proven by Sig. 0.000 < 0.05 and tcount > ttable, which is 5.7 > 2.00. The results of this study are useful for improving the quality of learning and improving mathematical problem solving ability at the vocational high school level.]]>
<![CDATA[Penerapaan Pendekatan Saintifik untuk Meningkatkan Kemampuan Pemahaman Matematika Ditinjau dari Gaya Belajar Siswa pada Materi Matriks ]]>
<![CDATA[Virga Inesrawanti]]>
<![CDATA[ Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 3 No. 2 (2025): Jurnal Matematika dan Ilmu Pengelatuan Alam ]]>
Publisher : <![CDATA[International Forum of Researchers and Lecturers ]]>
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DOI: 10.59581/konstanta.v3i2.5055
<![CDATA[This study aims to examine the extent to which students' abilities are in understanding mathematical concepts in depth, connecting them, and applying them in various life contexts. Improving mathematical understanding is considered to have a significant influence on the world of education. This is reflected in three main aspects: improving learning outcomes, strengthening critical thinking skills, and readiness to face global challenges in the 21st century. Students' learning styles are one of the important factors that influence mathematical understanding. Learning styles can be divided into three, namely visual (relying on sight), auditory (through hearing), and kinesthetic (through physical activity). Each individual generally has all three styles, but one of them will be more dominant. Students' ability to recognize and adjust their learning styles with appropriate learning strategies contributes to their success in understanding the material. This study uses a quantitative approach with a correlational survey technique. The research sample consisted of 30 grade XI students of SMK Ristek Jaya Jakarta. Data analysis was carried out through several stages, including the validity and reliability of learning style instruments and descriptive and inferential statistical tests such as regression and normality. The results of the analysis showed that the scientific approach had a significant influence on students' mathematical understanding, with a determination coefficient of 70.39%. This means that this approach contributes greatly to improving mathematical understanding based on students' learning styles. This study suggests further studies to deepen understanding of this phenomenon and make it a reference in learning practices.]]>
<![CDATA[Implementasi Kurikulum Merdeka Belajar di Daerah Kepulauan: Studi Kasus di SMA Negeri 1 Kepulauan Sula ]]>
<![CDATA[Bakri Titdoy]]>;
<![CDATA[Decky W. Kamagi]]>;
<![CDATA[Jantje Ngangi]]>
<![CDATA[ Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 3 No. 2 (2025): Jurnal Matematika dan Ilmu Pengelatuan Alam ]]>
Publisher : <![CDATA[International Forum of Researchers and Lecturers ]]>
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DOI: 10.59581/konstanta.v3i2.5079
<![CDATA[This study aims to evaluate the implementation of the Independent Learning Curriculum at SMA Negeri 1 Sula Islands, an educational institution located in the archipelago with its own geographical characteristics and challenges. The focus of this study is to assess the effectiveness of curriculum implementation in shaping a flexible, participatory, and contextual learning experience. Using a descriptive quantitative approach, data was collected through questionnaires of school principals, vice principals for curriculum and student affairs, and grade XI science and social studies students. The results of the study showed that all respondents from school management gave an assessment of the "Very Good" category to the implementation of the Independent Curriculum. Meanwhile, students in grade XI Science gave 92% of responses in the "Very Good" category, and students in grade XI Social Studies recorded 74% in the same category, with a small percentage being in the "Poor" category. These findings indicate that the Independent Curriculum approach that emphasizes project-based learning, learning differentiation, and formative assessment has been successfully adapted effectively by teachers and students. Teacher training support, availability of facilities, and adaptation to the local context have all contributed to this success. The implications of this study show that the Independent Curriculum can be effectively implemented in the archipelago if supported by visionary school leadership and continuous training. This study makes an empirical contribution to the national education reform literature and opens further research opportunities on curriculum adaptation in the 3T region.]]>
<![CDATA[Pengaruh Model Pembelajaran Kontekstual Berbasis Kearifan Lokal terhadap Pemahaman Materi Bangun Ruang di Sekolah Dasar ]]>
<![CDATA[Fitri Mardayanti]]>;
<![CDATA[Aribah Capah]]>;
<![CDATA[Khofifah Indah T]]>;
<![CDATA[Septi Qorima Sitorus]]>
<![CDATA[ Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 3 No. 2 (2025): Jurnal Matematika dan Ilmu Pengelatuan Alam ]]>
Publisher : <![CDATA[International Forum of Researchers and Lecturers ]]>
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DOI: 10.59581/konstanta.v3i2.5103
<![CDATA[Students' understanding of the concept of nets and surface area of spatial shapes is still relatively low due to the abstract nature of the material and the lack of connection with real life. This study aims to determine the effect of contextual learning models based on North Sumatra local wisdom on improving elementary school students' concept understanding. The method used is Systematic Literature Review (SLR) by analyzing various relevant sources from 2019 to 2024. The results showed that the integration of local cultural elements, such as Batak traditional houses (Rumah Bolon), gorga carvings, and traditional crafts, can help students understand mathematical concepts more concretely. This approach encourages better spatial visualization and calculation skills, and increases students' motivation and active participation. Learning becomes more meaningful as students can relate the material to their cultural environment. However, challenges such as limited learning resources and teacher readiness are still barriers to implementation. Therefore, training for teachers and development of local culture-based teaching materials are needed. This research contributes to the development of contextual learning strategies that are more relevant to students' cultural background, especially in mathematics education at the primary school level.]]>
<![CDATA[Perencanaan Pembelajaran Berbasis Kurikulum di MAN 1 Kota Padang ]]>
<![CDATA[Rahma Muthia Febriliana]]>;
<![CDATA[Nita Putri Utami]]>
<![CDATA[ Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 3 No. 2 (2025): Jurnal Matematika dan Ilmu Pengelatuan Alam ]]>
Publisher : <![CDATA[International Forum of Researchers and Lecturers ]]>
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DOI: 10.59581/konstanta.v3i2.5262
<![CDATA[This study aims to describe the curriculum-based learning planning at MAN 1 Kota Padang, focusing on the teaching materials used in grades X and XI (Merdeka Curriculum) as well as grade XII (2013 Curriculum). The approach used is descriptive qualitative with research instruments including interview guidelines and observation sheets. Data collection techniques include in-depth interviews, direct observations, and documentation. The research results show that the teaching materials are developed collaboratively through KKG forums and have been adjusted to the academic calendar from the Ministry of Religion. There are differences in the approach to developing teaching materials between the Merdeka Curriculum and the 2013 Curriculum, both in structure and flexibility. In general, teachers have been able to adapt the teaching materials to the needs of students, although there are still obstacles such as time constraints and variations in student abilities. Thus it can be concluded that the learning planning is very effective, namely 84.35%. Therefore, further training is needed to improve the quality of curriculum-based learning planning.]]>
<![CDATA[Kurikulum Merdeka vs Kurikulum 2013: Tinjauan Perangkat Pembelajaran Matematika di MAN 1 Kota Padang ]]>
<![CDATA[Adinda Azzahra Salsabila]]>;
<![CDATA[Nita Putri Utami]]>
<![CDATA[ Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 3 No. 2 (2025): Jurnal Matematika dan Ilmu Pengelatuan Alam ]]>
Publisher : <![CDATA[International Forum of Researchers and Lecturers ]]>
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DOI: 10.59581/konstanta.v3i2.5263
<![CDATA[This study aims to evaluate learning planning based on the Merdeka Curriculum and the 2013 Curriculum at MAN 1 Padang City. The method used is descriptive qualitative through field observation and in-depth interviews with mathematics teachers and vice principals of madrasahs for curriculum. The research instruments are in the form of observation guidelines and interview guidelines. Data analysis techniques are carried out descriptively with the steps of data reduction, data presentation, and drawing conclusions. The results of the study show that teachers have compiled teaching tools such as RPP and teaching modules collaboratively and systematically. The assessment is carried out with a formative and summative approach and is accompanied by remedial and enrichment programs. The Olympiad program, use of books, LKPD, and teaching materials are also quite effective even though there are still obstacles such as limited time and variations in student abilities. In general, learning has led to a contextual and flexible approach. Thus it can be concluded that the Learning planning is very effective, namely 92,55%. Therefore, further training is needed to improve the quality of learning planning based on the Independent Curriculum.]]>
