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Perpendicular : Journal of Mathematics Education and Learning
Published by CV. Doki Course and Training
ISSN : 31092934     EISSN : 31091032     DOI : https://doi.org/10.61994/perpendicular
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education Mathematics
Focus - Perpendicular : Journal of Mathematics Education and Learning is a scientific journal published by CV. Doki Course and Training. The papers to be published in Perpendicular are research articles (quantitative or qualitative research approaches), literature studies or original ideas that are considered to contribute to scientific studies of Mathematics Education and Learning. Scope - Perpendicular : Journal of Mathematics Education and Learning calls for scientific articles on Mathematics Education and Learning. It covers problems in Analysis, Algebra, Teaching and learning, Instruction and curriculum, Teacher education, Education technology, School effectiveness, Learner characteristics, Inclusive education, Geometry, Statistics, Applied mathematics, Economic Mathematics, Economics. It is published two times a year, in June and December. There are two version of publication; print out (p) with ISSN: and electronic (e) with ISSN Online:
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 10 Documents
 1 
DEVELOPMENT OF MATHEMATICS INSTRUCTIONAL VIDEOS FOR 8TH GRADE STUDENTS Arisa, Nadya; Alfiyah, Khomsyatun
Perpendicular : Journal of Mathematics Education and Learning Vol. 1 No. 1 (2025): Perpendicular : Journal of Mathematics Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/perpendicular.v1i1.905

Abstract

This study investigates the feasibility, practicality, and effectiveness of instructional mathematics videos supported by YouTube as an alternative learning medium for 8th-grade students. The research adopted the Research and Development (R&D) approach using the Borg and Gall model. Data were collected through expert validation, student questionnaires, and achievement tests. Instruments used included a validation rubric for media and material quality, a Likert-scale questionnaire for practicality, and a multiple-choice test to assess effectiveness. Effectiveness was categorized using a theoretical framework based on percentage classifications. The video scored 92% in media quality and 91% in material relevance, placing both in the “Very Valid” category. Small-group trials showed 88.8% practicality based on student feedback. Field tests indicated an effectiveness score of 72.9%, demonstrating improved student performance. The YouTube-based video is a valid, practical, and effective tool for mathematics instruction. It offers significant potential in engaging learners and enhancing conceptual understanding.
MATHEMATICAL REASONING ABILITY OF STUDENTS AT SMA NEGERI 1 BELINYU ON THREE-DIMENSIONAL GEOMETRY Alfiahni, Sri; Harfiyani
Perpendicular : Journal of Mathematics Education and Learning Vol. 1 No. 1 (2025): Perpendicular : Journal of Mathematics Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/perpendicular.v1i1.906

Abstract

This study aims to analyze the mathematical reasoning ability of 12th-grade students at SMA Negeri 1 Belinyu on three-dimensional geometry. Using a quantitative descriptive method, data were collected through essay tests and interviews. Results showed that students had moderate mathematical reasoning ability, with an average score of 47.14%. Among four measured indicators, students performed best in presenting mathematical statements (65.83%) and constructing proofs (61.39%), but poorly in identifying patterns (38.33%) and drawing conclusions (16.39%). These findings indicate the need for instructional strategies that emphasize critical thinking and structured reasoning. This research contributes to understanding students’ difficulties in spatial reasoning and supports curriculum development for geometry learning.
STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITIES IN ALGEBRAIC EXPRESSIONS AT SMP NEGERI 48 PALEMBANG Husen, Sadam; Jumroh
Perpendicular : Journal of Mathematics Education and Learning Vol. 1 No. 1 (2025): Perpendicular : Journal of Mathematics Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/perpendicular.v1i1.908

Abstract

This study aims to assess the mathematical problem-solving abilities of students at SMP Negeri 48 Palembang in the topic of algebraic expressions. The research sample was selected randomly, consisting of 25 students. Data collection was conducted using essay-format test questions. The research employed a quantitative descriptive method. Based on data analysis and discussion, it can be concluded that students' mathematical problem-solving abilities are categorized as moderate, with an average score of 67.90. The students' abilities in solving problems based on specific indicators are as follows: understanding the problem (74.33), planning the solution (74.67), executing the plan (65.00), and interpreting the results (59.00).
THE EFFECT OF THE INDONESIAN REALISTIC MATHEMATICS EDUCATION (PMRI) APPROACH ON PROBLEM-SOLVING ABILITIES AND LEARNING MOTIVATION OF GRADE VII STUDENTS AT SMP NEGERI 2 AIR SALEK Wahida, Miko Yoga
Perpendicular : Journal of Mathematics Education and Learning Vol. 1 No. 1 (2025): Perpendicular : Journal of Mathematics Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/perpendicular.v1i1.909

Abstract

This study aimed to investigate the effect of the Indonesian Realistic Mathematics Education (PMRI) approach on students' mathematical problem-solving abilities and learning motivation. A true experimental design was employed with a posttest-only control group. The sample consisted of 72 students (36 experimental, 36 control) selected through random sampling. Data were collected using a problem-solving ability test and a learning motivation questionnaire (30 items, 5-point Likert scale). The instruments were validated through expert review and pilot testing, achieving a Cronbach’s alpha of 0.89 for the questionnaire. Independent t-tests revealed a significant difference in problem-solving ability between the experimental and control groups (t = -9.62, p < 0.001). However, learning motivation results did not show a statistically significant difference (t = -6.20, p = 0.269). The findings suggest that PMRI enhances students’ problem-solving abilities but may require longer intervention periods to influence motivation.
ENHANCING STUDENTS' INTEREST IN LEARNING MATHEMATICS THROUGH THE IMPLEMENTATION OF PROBLEM-BASED LEARNING: A CLASSROOM ACTION RESEARCH Rahayu, Sri Mulya; Afisah
Perpendicular : Journal of Mathematics Education and Learning Vol. 1 No. 1 (2025): Perpendicular : Journal of Mathematics Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/perpendicular.v1i1.939

Abstract

This classroom action research aims to enhance students' interest in learning mathematics through the implementation of the Problem-Based Learning (PBL) model in Class X.6 at SMA PGRI 2 Palembang during the 2024/2025 academic year. The study was conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants comprised 37 students. Data collection involved interviews, observations, questionnaires, field notes, and documentation. The average observation score for student interest increased from 65.28% in the first cycle to 78.73% in the second. Questionnaire data showed a rise from 82.32% to 86.81%. These results indicate that PBL effectively improves students' interest in learning mathematics.
DEVELOPMENT OF INTERACTIVE ALGEBRA LEARNING VIDEOS TO IMPROVE JUNIOR HIGH SCHOOL STUDENTS’ LEARNING OUTCOMES Restu, Melisa; Nurdiana, Aty; Rahmawati, Fitriana
Perpendicular : Journal of Mathematics Education and Learning Vol. 1 No. 2 (2025): Perpendicular : Journal of Mathematics Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/perpendicular.v1i2.1520

Abstract

This study aims to develop an interactive learning video for algebra materials and to examine its feasibility, practicality, attractiveness, and effectiveness in improving students’ learning outcomes at SMP Taman Siswa Teluk Betung, Bandar Lampung. The research employed a Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. Data were collected through questionnaires, test, and documentation. Quantitative data were analyzed using Likert-scale percentage analysis, while qualitative data in the form of expert feedback were used to revise the developed product. The validation results indicated that the learning video was valid in terms of content, with an average score of 4.6, very valid in media aspects with a score of 4.5, and valid in language aspects with a score of 4.45. The implementation results showed that teachers rated the video as very practical with a score of 4.9, students perceived it as attractive with a score of 4.0, and student learning mastery reached 81.48%, exceeding the minimum mastery criterion. These findings indicate that interactive learning videos are feasible and effective as instructional media to enhance students’ understanding of algebra concepts and improve learning outcomes in junior high school mathematics.
EFFECTIVENESS OF PROBLEM BASED LEARNING ASSISTED BY POWERPOINT MEDIA ON STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY IN JUNIOR HIGH SCHOOL Rivaral, Etienne Rey; Lestariningsih, Desika
Perpendicular : Journal of Mathematics Education and Learning Vol. 1 No. 2 (2025): Perpendicular : Journal of Mathematics Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/perpendicular.v1i2.1521

Abstract

This study aims to examine the effectiveness of the Problem Based Learning (PBL) model assisted by PowerPoint media in mathematics learning for seventh-grade students at SMP Negeri 1 Puding Besar, particularly in improving students’ mathematical problem-solving ability. This study employed a pre-experimental research design using a one-group posttest-only approach. The participants consisted of 29 students from class VII.A. Data were collected through observation sheets, questionnaires, and a posttest. Data analysis was conducted using percentage analysis to evaluate student activities, learning outcomes, and learning attitudes. The results showed that the overall effectiveness of the PBL model assisted by PowerPoint media reached 82.7%, which falls into the very effective category. This effectiveness is supported by high levels of student activity, satisfactory learning completeness, and positive student responses. The findings indicate that the integration of PBL with visually supported PowerPoint media encourages active engagement and collaborative problem-solving, which are essential components in developing students’ mathematical problem-solving skills.
EXPLORING MATHEMATICAL COMMUNICATION SKILLS OF JUNIOR HIGH SCHOOL STUDENTS ON STATISTICS: A DESCRIPTIVE QUALITATIVE STUDY Andari, Mayang Tri; Suardani, Ketut
Perpendicular : Journal of Mathematics Education and Learning Vol. 1 No. 2 (2025): Perpendicular : Journal of Mathematics Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/perpendicular.v1i2.1525

Abstract

The objective of this study was to analyze junior high school students’ mathematical communication skills on the topic of statistics. This research employed a descriptive qualitative approach. The subjects consisted of 30 students of class IX.A at SMP Negeri 1 Belitang III who were given a written mathematical communication test. Based on the test results, students’ abilities were classified into three levels: high, moderate, and low. Furthermore, three students representing each level were selected as main research subjects for in-depth analysis through interviews. Data were collected using tests, interviews, and documentation, and analyzed through scoring, classification, data reduction, presentation, and verification. The results showed that 20% of students had high mathematical communication skills, 33.3% were in the moderate category, and 46.6% were categorized as low. The main difficulties experienced by students were related to understanding written mathematical representations and restating mathematical ideas in their own words.
INTEGRATING GEOGEBRA IN LEARNING RIGHT TRIANGLE GEOMETRY:A DESCRIPTIVE STUDY OF FIRST-YEAR UNIVERSITY STUDENTS’ RESPONSES Sianturi, Agustina; Ningsih, Yunika Lestaria
Perpendicular : Journal of Mathematics Education and Learning Vol. 1 No. 2 (2025): Perpendicular : Journal of Mathematics Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/perpendicular.v1i2.1531

Abstract

The rapid development of digital technology has significantly influenced instructional practices in mathematics education, particularly in the teaching of abstract and conceptually demanding topics such as geometry and trigonometry. One foundational topic that frequently presents learning challenges is right triangle geometry, which underpins students’ understanding of trigonometric ratios and their applications. This study aims to describe university students’ responses to the use of GeoGebra as a technology-assisted learning tool in right triangle geometry instruction. Employing a descriptive survey research design, the study involved 30 first-year students enrolled in a Mathematics Education program at Universitas PGRI Palembang. Data were collected through a structured student response questionnaire administered after a GeoGebra-assisted learning session. The questionnaire examined four aspects: perceived conceptual understanding, learning motivation, interactivity, and ease of problem solving. Data were analyzed using descriptive statistics in the form of percentage distributions. The findings indicate that students demonstrated positive to very positive responses across all assessed aspects, particularly in learning motivation and perceived conceptual clarity supported by visual representations. While the results do not claim instructional effectiveness or learning gains, they suggest that GeoGebra is perceived as a supportive and engaging tool for learning right triangle geometry. The study contributes descriptive evidence regarding students’ perceptions of GeoGebra-based instruction and provides pedagogical insights for mathematics educators integrating digital tools in geometry learning.
STUDENTS’ CONCEPTUAL UNDERSTANDING OF SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES: A DESCRIPTIVE QUANTITATIVE STUDY AT THE JUNIOR HIGH SCHOOL LEVEL Alfiyah, Khomsyatun; Arisa, Nadia
Perpendicular : Journal of Mathematics Education and Learning Vol. 1 No. 2 (2025): Perpendicular : Journal of Mathematics Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/perpendicular.v1i2.1532

Abstract

This study aimed to analyze junior high school students’ conceptual understanding of Systems of Linear Equations in Two Variables (SLETV) based on conceptual understanding indicators at SMP Fitra Abdi Palembang. Conceptual understanding is a fundamental ability in mathematics learning; however, many students experience difficulties in applying mathematical concepts to contextual problems. This study employed a descriptive quantitative method involving 31 ninth-grade students selected through random sampling. Data were collected using an essay test consisting of seven items aligned with conceptual understanding indicators. The results showed that students’ overall conceptual understanding was categorized as high, with an average score of 60.50. Students demonstrated very high achievement in recognizing and restating concepts (92.47%) and presenting concepts in various representations (83.87%). However, the lowest achievement was found in applying concepts or algorithms to problem-solving (26.89%), indicating difficulties in connecting abstract concepts with real-life situations. These findings suggest that teachers should emphasize learning strategies that promote conceptual application, such as Problem-Based Learning or contextual approaches, to improve students’ ability to apply mathematical concepts meaningfully. This study contributes to mathematics education by providing a detailed profile of students’ conceptual understanding indicators that can serve as a reference for instructional improvement.

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