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SJME (Supremum Journal of Mathematics Education)
Published by Universitas Singaperbangsa Karawang
ISSN : 25493639     EISSN : 25488163     DOI : https://doi.org/10.35706/sjme
Core Subject : Education,
Education Mathematics
The Journal invites original research articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics: Design/Development Research in Mathematics Education Educational design research is perceived as the systematic study of designing, developing and evaluating educational interventions (programs, teaching-learning strategies, and materials, products, systems) as solutions to such problems. It also aims at advancing our knowledge about the characteristics of these interventions and the processes to design and develop them. Authors could submit their work, either a validation study or a development study in mathematics education, with a comprehensive description and analysis of every stage. Mathematics Ability Mathematics ability refers to the ability (a human construct) to obtain, to process, and to retain mathematical information (cognitive) and to solve mathematics problems (pragmatic). To maintain the focus of this journal, the scope of mathematics ability includes the following abilities: reasoning, connection, communication, representation, and problem-solving. A paper is eligible for this topic if it comprehensively discusses those abilities. Affects in mathematics teaching and learning The scope deals with a basic question, how mathematics-related affects contribute to the teaching and learning of mathematics? The affects in mathematics education can be various topics such as application of models and approaches mathematics learning, beliefs, emotions, self-efficacy, confidence, motivations, identity, mathematics anxiety, etc. ICT in Mathematics Education The advance of information and communication technology (ICT) has been the concern of all human life, including in education. When all students use technology, education must be the first one to utilize it for the sake of effectiveness and attractiveness.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 180 Documents
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Analisis Pembelajaran Matematika Pada Materi Penyajian Data Berdasarkan Teori Situasi Didaktis Sandra, Yuce; Suryadi, Didi; Herman, Tatang
SJME (Supremum Journal of Mathematics Education) Vol 9 No 2 (2025): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v9i2.195

Abstract

Penelitian ini memiliki tujuan untuk menganalisis pembelajaran matematika berdasarkan Teori Situasi Didaktis atau Theory of Didactical Situation (TDS) materi Penyajian Data pada kelas VII. Kemudian penelitian ini juga melihat learning obstacle yang dialami oleh siswa dalam proses pembelajaran. Penelitian ini sebagai penelitian kualitatif dengan pendekatan atau jenis fenomenologi. Penelitian yang dilakukan di SMPN 15 Bandung ini memiliki subjek penelitian siswa kelas VII sebanyak 29 siswa. Teknik pengumpulan data yang dilakukan dengan observasi, pemberian tes tertulis, wawancara dan dokumentasi. Selanjutnya data yang diperoleh dianalisis berdasarkan Teori Situasi Didaktis yang mencakup aksi, formulasi, validasi dan institusionalisasi. Hasil penelitian ini yaitu ditemukannya situasi didaktis pada proses pembelajaran materi Penyajian Data di kelas VII SMPN 15 Bandung yang pelaksanaanya tidak cukup baik dan maksimal. Hal tersebut dapat dilihat dari setiap situasi didaktis yang tidak berjalan maksimal, dan learning obstacle dialami siswa meliputi: epistemological obstacle dengan siswa masih belum mampu memahami permasalahan yang disajikan pada diagram garis yang meminta siswa menjumlahkan setiap kenaikan pada diagram; ontological obstacle dengan siswa belum memiliki kesiapan belajar yang optimal dalam memahami dan mangaplikasikan konsep frekuensi dan nilai yang ada; dan didactical obstacle berupa pemahaman terkait pentingnya memberikan keterangan secara lengkap pada diagram belum sampai dengan baik kepada siswa.
Analysis of Knowledge Construction Process in Junior High School Students Through Ethnomathematics Based Problem Solving Ramadhan, Nurul Izzati; Kamid, Kamid; Ramalisa, Yelli
SJME (Supremum Journal of Mathematics Education) Vol 9 No 2 (2025): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v9i2.197

Abstract

This study aimed to analyze knowledge construction process on the 8th grade of junior high school through mathematical problem solving based on ethnomathematics for several students with high, medium, and low problem solving abilities. We employ qualitative method to reveal the subject’s knowledge construction process. Data collection in this study was carried out by giving problem solving ability test, knowledge construction process test and interviewing 3 research subjects, one student was selected from each level of problem solving ability. Data were analyzed using data reduction, data display, and conclusion drawing. This research describes that students with high problem solving abilities in all four steps of problem solving use assimilation thinking process. Students thinking process whose problem-solving abilities is medium use assimilation thinking process in understanding the problem, creating a solution, and carrying out the plan, while reviewing the answers they use accommodation thinking process. In addition, students with low problem solving abilities in understanding the problem, use assimilation and accommodation thinking processes, in creating a solution, they use the assimilation thinking process, and use accommodation thinking process in carrying out the plan, while reviewing the answers there is imperfect accommodation thinking process
Efektivitas Penerapan Model Teams Games Tournament (TGT) Berbantuan Media Travel Game Terhadap Hasil Belajar Matematika SD Qothrunnada, Nabila; Sutriyani, Wulan
SJME (Supremum Journal of Mathematics Education) Vol 9 No 2 (2025): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v9i2.198

Abstract

Penelitian ini menganalisis dampak model teams games tournament (TGT) yang ditunjang media travel game terhadap pencapaian belajar matematika di tingkat sekolah dasar. Tujuan utamanya adalah untuk mengidentifikasi perbedaan hasil belajar siswa sebelum dan sesudah implementasi serta menilai efektivitas model dan media tersebut. Penelitian ini menerapkan desain pre-eksperimental one group pretest-posttest dengan membandingkan hasil antara pretest dan posttest. Sampel penelitian terdiri dari peserta didik kelas III A SDN 2 Karanggondang. Instrumen penelitian terdiri dari 20 soal telah di uji validitas dan uji reliabilitas yang mendapat nilai Cronbach’s Alpha 0,737 yang mengindikasikan instrumen tersebut valid dan reliabel. Rata-rata pretest adalah 51,25 dan setelah diterapkan perlakuan, rata-rata posttest meningkat menjadi 79,58. Uji statistik t-test sampel berpasangan menghasilkan nilai sig. 0,000 dan nilai t-hitung yang melebihi t-tabel (12.506 > 2.069) menegaskan adanya peningkatan signifikan dalam hasil belajar siswa. Model teams games tournament (TGT) yang dipadukan dengan media permainan perjalanan terbukti berhasil dalam menghasilkan pembelajaran yang menarik dan interaktif. Ini secara substansial meningkatkan pencapaian belajar matematika siswa, terutama pada topik perkalian.
Evaluation of the Difficulty of Self-Efficacy Items in Mathematics Learning Using Rasch Model Analysis Faradillah, Ayu; Lutfiyana, Riza Dwi
SJME (Supremum Journal of Mathematics Education) Vol 9 No 2 (2025): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v9i2.200

Abstract

Self-efficacy in learning mathematics is very important because it can help in completing tasks well. The objectives of this study were (1) evaluate the level of difficulty of items in the self-efficacy instrument used in mathematics learning; (2) identify items that were too easy or too difficult; (3) identify items that did not fit the Rasch model; and (4) provide recommendations for improving or developing a more accurate instrument. This study employed a quantitative method with a survey approach. Data were collected from 863 respondents using a self-efficacy questionnaire that was adapted and tested for validity and reliability using the Rasch model. Demographic analysis shows that senior students more often experience low self-efficacy (19,5%). Age also plays a role, with the 19–28 age group having stronger self-efficacy. Gender differences were also observed, with men generally having better self-efficacy than women. In conclusion, demographic characteristics influence students' self-efficacy levels. The implications of this study are the importance of tailored approaches based on educational level, age, and gender in efforts to improve students' self-efficacy in mathematics.
From Arithmetic to Algebra: Students’ Epistemological Obstacles Ruli, Redo Martila; Juandi, Dadang; Dahlan, Jarnawi Afgani; Maudy, Septiani Yugni
SJME (Supremum Journal of Mathematics Education) Vol 9 No 2 (2025): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v9i2.205

Abstract

The initial algebraic concept typically introduced to students is the linear equation in one variable. One of the earliest difficulties students encounter with this concept is comprehending the significance of a variable. This study aims to investigate the epistemological obstacles faced by students in acquiring proficiency in linear equations in one variable. A qualitative phenomenological methodology was employed in this research. The participants consisted of 35 eighth-grade students enrolled in a junior high school who had previously studied linear equations in one variable. In the initial phase of the study, the researcher formulated two word problems. The utilization of word problems was intended to elucidate students’ thought processes in articulating their ideas or reasoning in written form. Subsequently, interviews were conducted with four selected students to corroborate the researcher’s interpretation of their written responses. The findings and discussion reveal that the conceptual deficiencies acquired during instruction contributed to the emergence of epistemological learning obstacles among students. This learning obstacle was identified through the solutions proposed by students, which were predominantly arithmetic rather than algebraic. Although the students acknowledged that the problem they were dealing with was related to the concept of linear equations in one variable, the majority still encountered difficulties in providing solutions in the form of a linear equation in one variable., particularly in the forms  and .
Meningkatkan Motivasi Belajar Matematika melalui Model Pembelajaran Teams Games Tournament (TGT) di Kelas XI ULP 2 SMK N 4 Yogyakarta Mayangkara, Diaz; Risnuriawan, Faat; Anifah, Hanik Luluk; Hidayati, Richa Nurul; Purwani, Rita; Jana, Padrul; Marsiyam, Marsiyam
SJME (Supremum Journal of Mathematics Education) Vol 9 No 2 (2025): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v9i2.188

Abstract

Learning motivation plays a crucial role in supporting the effectiveness of classroom learning, particularly in increasing student engagement, encouraging active participation in the learning process, and optimizing learning outcomes. This study aimed to improve the low mathematics learning motivation of eleventh-grade students of ULP 2 at SMK N 4 Yogyakarta through the implementation of the Teams Games Tournament (TGT) cooperative model. This study employed a Classroom Action Research (CAR) approach, which was conducted in two cycles. Each cycle consisted of planning, action implementation, observation, and reflection stages. Data were collected through learning motivation questionnaires, observation, and documentation, then analyzed descriptively quantitatively. The results of the study showed an increase in students' learning motivation, marked by an increase in the average motivation score in each cycle. This study achieved 78.5% at the end of the cycle and successfully achieved the set target of 75%. In conclusion, the implementation of the Teams Games Tournament (TGT) cooperative model is effective in increasing the mathematics learning motivation of eleventh-grade students of ULP 2 at SMK N 4 Yogyakarta.
Learning Design in Translation Topic with Cinema Context for 9th Grade Students Rosyada, Amrina; Zulkardi, Zulkardi; Susanti, Ely; Meryansumayeka, Meryansumayeka
SJME (Supremum Journal of Mathematics Education) Vol 9 No 2 (2025): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v9i2.194

Abstract

The use of real-world contexts in RME learning makes the concepts learned by students more meaningful. In this research, a cinema, which is relevant to students' lives are used as learning contexts. This research aims to develop a learning trajectory based on the RME approach using cinema context to help students understand the concept of translation. The research method used in this study is a design research validation study type with 33 ninth-th grade students of SMP Negeri 9 Palembang as subjects. Data collection techniques used include observation data collection techniques, interviews, field notes, and documentation. This study produces a Hypothetical Learning Trajectory (HLT) that can help students understand the translation concept. The resulting HLT includes four activities, namely observing contextual problems in cinemas as a starting point in understanding the concept of translation, identifying the cinema seats position as the initial points to be translated, drawing the cinema layout in cartesian coordinates to find the relationship between the coordinates of the translated point and the initial point, generalizing the shifts of the seat position to discover the concept of translation.
Academic Self-Concept and Mathematical Computation on Geometric Sequences and Series: The Confirmatory Factor Analysis Aziza, Asya Khaula; Sari, Rika Mulyati Mustika; Zulkarnaen, Rafiq
SJME (Supremum Journal of Mathematics Education) Vol 10 No 1 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i1.13120

Abstract

The purpose of this study was to investigate the relationship between academic self-concept and mathematical computation in the field of geometry, particularly on geometric sequences and series. This study employed a quantitative correlational design using Confirmatory Factor Analysis (CFA). Data were collected through a mathematical computation test consisting of eight essay items and an academic self-concept questionnaire administered to 200 senior high school students in Bogor Regency. The results indicated a good model fit, as reflected by the fit indices (CFI = 0.994, TLI = 0.992, and RMSEA = 0.0463). Academic self-concept was significantly associated with mathematical computation, with a correlation coefficient of 0.37. The mathematical computation construct demonstrated strong reliability and validity (CA = 0.923, CR = 0.929, AVE = 0.781), with abstraction as the most dominant factor (0.917). Meanwhile, the academic self-concept construct showed CA = 0.968, CR = 0.977, and AVE = 0.889, with self-confidence identified as the most dominant factor (0.964). These findings indicate that students’ self-confidence plays a crucial role in supporting abstraction in mathematical computation. Therefore, it is recommended that mathematics instruction should emphasize learning activities that strengthen students’ academic self-confidence and promote abstraction skills to improve mathematical problem-solving performance.
Enhancing Students’ Self-Determination through a Local Instruction Theory in Mathematics Muhammad, Iryana; Jupri, Al; Kusnandi, Kusnandi; fatimah, Siti
SJME (Supremum Journal of Mathematics Education) Vol 10 No 1 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i1.13141

Abstract

The struggle of junior high school students to grasp One-Variable Linear Inequalities often stems from a lack of internal motivation and self-determination. Addressing this challenge, the present study explores the potential of a Local Instruction Theory (LIT) based learning design to foster students’ self-driven engagement in mathematics. Conducted in two instructional cycles with students in Lhokseumawe, Indonesia, the study employed a qualitative approach using a 24-item Likert-scale questionnaire measuring autonomy, competence, relatedness, and active willingness to learn. The results of the self-determination questionnaire analysis showed clear positive changes. The total subjects in this study was 57 students, of whom 31 participated in the first experimental phase (TE-1). Only 16% of students showed high self-determination. In contrast, in the second phase (TE-2) with 26 students as subjects in the first experimental phase (TE-1), only 16% of students demonstrated high self-determination. In contrast, in the second phase (TE-2), In the second phase (TE-2), the proportion of students with high self-determination increased from 16% to 35%, while the medium category decreased from 77% to 62% and the low category declined from 6% to 4%. These results highlight the promise of contextual, structured instruction supported by well-designed learning materials in cultivating students’ intrinsic motivation. More broadly, this study offers a compelling direction for designing affective-centered math instruction. Future research is encouraged to integrate multiple data sources and expand LIT implementation across diverse mathematical domains
From Traditional to Digital: A Mini Review on Flipped Classroom in Mathematics Education Putri, Amelia Defrianti; Juandi, Dadang; Melissa, Margaretha Madha; Fardian, Dilham; Jupri, Al; Turmudi, Turmudi
SJME (Supremum Journal of Mathematics Education) Vol 10 No 1 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i1.13143

Abstract

The flipped classroom is an instructional innovation that has been increasingly implemented in mathematics education. This model transforms traditional instruction by delivering learning materials outside the classroom through videos or reading resources, while class time is devoted to interactive activities such as discussion and problem solving. This mini-review aims to analyze the implementation of the flipped classroom in mathematics education, its impact on student engagement and learning outcomes, the challenges encountered, and strategies for effective implementation. The study adopts a mini-review approach with a systematic study selection process. Articles were retrieved from Scopus, Web of Science, and Google Scholar, covering publications from 2015 to 2024. Of the 134 articles identified, 27 studies were selected through title, abstract, and full-text screening. The findings indicate that flipped classroom implementation varies across educational levels. At the primary level, its effectiveness depends on scaffolding and adult support, whereas at the secondary and higher education levels, the flipped classroom enhances student engagement, conceptual understanding, and learning outcomes, despite challenges related to self-regulated learning readiness and unequal access to technology. Compared to traditional instruction, the flipped classroom emphasizes learner autonomy, in-class problem-solving activities, and the use of digital technologies, while requiring strong instructional design and institutional support to be effective.

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