cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Adi Ihsan imami
Contact Email
adi.ihsan@fkip.unsika.ac.id
Phone
+6281220279357
Journal Mail Official
redaksi_supremum@unsika.ac.id
Editorial Address
Jl HS Ronggowaluyo, TelukJambe Timur, Karawang
Location
Kab. karawang,
Jawa barat
INDONESIA
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
 14   15   16   17   18 
Realistic Mathematics Education Improves Trigonometric Ratios: A Classroom Action Research Study Reza, Hazim Saputra Filia; Amelia Defrianti Putri; Dhanachat Anuniwat
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.v10i1.13148

Abstract

This study aims to improve mathematics learning outcomes of Grade X Phase E.2 students at SMA Negeri 13 Padang through the implementation of the Realistic Mathematics Education (RME) approach. The research employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, which consists of planning, action, observation, and reflection stages. The study was conducted in two learning cycles designed continuously to enhance the quality of the teaching and learning process. Data were collected through essay-type tests in trigonometric ratios to measure students’ learning outcomes and observation sheets to assess students’ learning activities and engagement during classroom instruction. The results indicate a significant improvement in students’ average scores in trigonometric ratios, increasing from 76.67 in Cycle I to 96.86 in Cycle II, representing a gain of 20.19 points. Based on the analysis of test results and observational data, students showed better conceptual understanding, higher participation, and improved ability to connect mathematical concepts with real-life contexts. These findings demonstrate that the RME approach is effective in enhancing students’ mathematics achievement and overall learning quality at the secondary school level.
Student Creativity in Digital Learning: A Review of School Self-Confidence and Utilization Khairuna, Mawar Izzati; Supianti, In In; Sari, Nenden Mutiara
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.v10i1.13158

Abstract

Creativity is a crucial 21st-century skill, yet students' mathematical creativity remains relatively low. This research aims to develop mathematics learning materials based on the Pijar Sekolah Learning Management System (LMS) that are interactive, contextual, and problem-based to foster creativity by considering self-confidence. The Research and Development (R&D) method using the ADDIE model was employed. The sample consisted of two classes at a vocational school in Bandung. Data were collected via questionnaires, interviews, and observations, then analyzed using Aiken’s V, Cronbach’s Alpha, Two-Way ANOVA, and Pearson correlation. Results showed the materials are valid (Aiken’s V = 0.738) and reliable (Alpha = 0.945). Two-Way ANOVA revealed that the LMS method significantly improves creativity specifically for students with high self-confidence (p = 0.004), although it showed no significant difference for the overall group (p = 0.905). A significant positive correlation between self-confidence and creativity was found only in the experimental class (r = 0.478, p = 0.021). These findings emphasize that digital platforms optimize creativity when balanced with high student self-confidence.
Effectiveness of Teams Games Tournament Cooperative Learning with Wordwall Educational Games on Similarity Saragih, Grace Angel Rhena; Mirza, Ade; Siregar, Nurfadilah; Mikraj, Hamdani; Budhysatrya, Dian Ahmad
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.v10i1.13178

Abstract

This research seeks to investigate the effectiveness of integrating the TGT cooperative learning model with Wordwall-based educational games in enhancing students' conceptual understanding of similarity at SMP Abdi Agape Pontianak. A pre-experimental approach was adopted in this study, utilizing a one-group pretest-posttest design, with 28 Grade VII A students selected as the sample. The instruments consisted of tests, questionnaires, and observation sheets, generating data in the form of test results, questionnaire responses, and students' levels of engagement obtained from the observation sheets. The data were analyzed using descriptive and inferential statistical techniques. The findings indicated that the implementation of this approach was effective, as it met the predetermined effectiveness indicators, namely students mathematics learning outcomes reached the KKTP of ≥ 65, the classical mastery level was  , the improvement in learning outcomes was  , student responses met the positive criteria of , and learning activities met the active criteria of . This effectiveness is supported by hypothesis testing results where the average learning outcome was > 64,9, classical completeness was > 74,9, average learning gain was > 0.3 or moderate category, student responses rated as very positive at 81,47%, and student activity was rated as very active at 95%. This study shows that the TGT cooperative learning model assisted by Wordwall educational games is effective because it meets all indicators of learning effectiveness, including minimum mathematics learning outcomes, classical mastery, meaningful learning improvement, positive student responses, and student activity during the learning process.
Development of an Electronic Module to Improve Mathematical Representation in Two Variable Linear Equations Sugilar, Hamdan; Maryono, Iyon; Wahyudin, Wahyudin; Muhamadi, Sani Insan
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.v10i1.13190

Abstract

This study aims to develop an HTML5 Package-based E-Module on the material of Two-Variable Linear Equation System (SPLDV) which is valid and practical on, the results of the mathematical representation test of students solving SPLDV problems on 12 students obtained an average score of 75 in the good category. The research method used is Research and Development with a 4D development model, which includes the Define, Design, Develop, and Disseminate stages. Data collection techniques through media validation tests through media and material expert validation forms, mathematical representation tests, questionnaire distribution. Data analysis by calculating the percentage of media and material expert assessments, and calculating questionnaire responses and mathematical representation test scores. The results of the media expert review show that the validity of the e-module from the media and material aspects is very valid. The practicality test on a large scale shows a percentage of 78.91% which is classified as practical. Student responses to this module are very good. In addition, the test results for 12 students showed an average score of 75 for completing SPLDV questions, which is considered good. Overall, it was concluded that the developed HTML5 Package-based SPLDV e-Module met the criteria for validity, practicality, and effectiveness for use in learning.
Students’ Mathematical Reasoning in Learning Arithmetic Sequences through Contextual Teaching and Learning Azzahra, Putri; Hartono, Yusuf
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.v10i1.13195

Abstract

This study aims to describe the mathematical reasoning abilities of tenth-grade students at SMA Pusri Palembang in learning arithmetic sequences after the implementation of the Contextual Teaching and Learning (CTL) model. The study was motivated by students’ difficulties in presenting mathematical statements, making conjectures, performing manipulations, and drawing logical conclusions. The CTL model was selected because it connects mathematical concepts with real-life contexts and encourages active student participation in the learning process. This research employed a qualitative descriptive method, with data collected through classroom observations, posttests, and interviews. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results indicate that students’ mathematical reasoning abilities varied across different levels. Students in the high category were able to fulfill most indicators of mathematical reasoning, those in the moderate category met some indicators, while students in the low category experienced difficulties in understanding arithmetic sequence concepts. The implementation of the CTL model through context-based student worksheets (LKPD) was shown to enhance student engagement and support systematic reasoning in problem-solving processes, despite challenges related to limited time and unequal student participation.
Students’ Procedural Fluency in Fraction Addition through Built-in Definition Fraction Media Siregar, Jelita Herdia; Darmawijoyo; Yukans, Septy Sari; Utari, Rahma Siska
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.v10i1.13205

Abstract

This study aims to describe elementary students’ procedural fluency in solving fraction addition problems using the built-in definition fraction media. Fraction operations are often challenging for students, particularly when determining common denominators and applying calculation procedures accurately. These difficulties are commonly associated with weak procedural understanding and limited opportunities to use concrete learning media. This descriptive study involved 30 fourth-grade students from SDN 204 Palembang who had previously learned basic fraction concepts. Data were collected through a written test consisting of three levels of procedural fluency tasks and supported by interviews to explore students’ reasoning processes. The results show that 47% of students were able to solve fraction addition problems with denominators (Level 1), 33% managed tasks involving adjustment of one denominator (Level 2), and only 13% successfully solved problems requiring the determination of the least common multiple of denominators (Level 3). These findings indicate that students’ procedural fluency development is not linear but constrained at transition points from concrete visual manipulation to abstract procedural reasoning. While the built-in definition fraction media effectively supported early procedural stages by strengthening visual–procedural connections, it was less effective in facilitating higher-level abstraction required for complex fraction operations. The study contributes to procedural fluency literature by identifying specific procedural transition points where students begin to experience difficulties.
The Problem Posing Ability of Student in Class IX on Cylinder Using Oil Context Pratiwi, Dhea; Zulkardi, Zulkardi
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.v10i1.13213

Abstract

This study aims to describe the problem-posing abilities of ninth-grade students on the topic of cylinders using an oil context. A descriptive qualitative approach was conducted at SMP Negeri 10 Prabumulih with three students representing high, medium, and low academic levels. Data were collected through a problem-posing test and interviews, analyzed using data collection, reduction, presentation, and conclusion drawing techniques. The results showed that students’ problem-posing abilities varied across ability levels. High-ability students demonstrated flexibility in generating problems, used logical strategies, and drew conclusions relevant to the context. Medium-ability students were able to create new problems but still relied on familiar examples, while low-ability students experienced difficulties in formulating problems and performing calculations accurately. Indicators such as flexibility, originality, strategy use, argument analysis, and conclusion drawing were found to be interconnected. The use of the oil context increased students’ motivation because it was close to their daily experiences. However, real-life contexts alone did not ensure originality without teacher guidance. This study recommends integrating local contexts into problem-posing instruction to enhance students’ creativity, numeracy skills, and higher-order thinking abilities.
Developing Student Worksheet of Cylinder Using Techno-Ethno-Realistic Mathematics Education Assisted by Augmented Reality Nursyahidah, Farida; Ulil Albab, Irkham; Rini Rubowo, Maya
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.v10i1.13306

Abstract

Mastery of cylinder material is essential for strengthening students’ spatial reasoning and understanding of curved-3D shapes; however, prior research shows persistent difficulties in learning 3D shapes one of them is thc cylinder. These difficulties are often exacerbated by limited use of innovative, contextual, and technology-supported learning materials. To address these challenges, this research integrates three key components ethnomathematics, RME, and technology to support dynamic visualization of cylindrical shapes. This study aims to develop a student worksheet using the Techno-Ethno-Realistic Mathematics Education (TE-RME) approach assisted by AR for learning cylinder concepts in junior secondary school. This study uses a design research methodology in two stages, namely a preliminary study and formative evaluation. The subjects of this study were 33 ninth-grade students of junior high school in Semarang. Data collected through observations, tests, and interviews were analyzed descriptively. This study produced a student activity sheet on cylinder material, which was combined with animated video and AR media whose effectiveness and efficiency align with the characteristics of the TE-RME approach. Based on these findings, it can be concluded that the TE-RME-based student activity sheet combined with animated video and AR media is efficient and effective in helping students develop conceptual understanding and problem-solving skills. The integration of animated video and AR media and the TE-RME approach reflects a commitment to innovation and continuous development of effective learning designs that promote inclusive, equitable, and meaningful learning experiences.
Design Research on Realistic Mathematics Education Using Sedekah Rame to Develop Students’ Number Sense Fauziah, Anna; Mawardi, Dona Ningrum
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.v10i1.13313

Abstract

The dominance of procedural learning in mathematics highlights the need for contextual learning to develop students’ number sense. This study aims to develop a realistic mathematics education learning design based on the local cultural context of Sedekah Rame to enhance junior high school students’ number comprehension. This research employed a validation design research method through three stages: preliminary design, teaching experiments, and retrospective analysis. The participants were 8th-grade students of SMP Negeri 3 Lubuklinggau. Data were collected using observation sheets, student worksheets, interviews, field notes, and documentation. Qualitative data analysis was conducted through data reduction, data display, and conclusion drawing with triangulation to ensure validity. The learning design focused on four indicators of number sense: estimation, mental calculation, assessment of numerical magnitude, and assessment of result rationality. The findings show that the Sedekah Rame context provides meaningful mathematical situations and supports the emergence of flexible numerical strategies. However, the development of number comprehension requires strong conceptual understanding and continuous learning experiences. The findings indicate that the Sedekah Rame cultural context supports the development of students’ number sense by encouraging flexible numerical reasoning. However, strengthening conceptual understanding and providing continuous, well-structured learning experiences are essential to achieve more consistent improvement.
Kajian Kemampuan Pemecahan Masalah Matematis Dan Berpikir Kritis Matematis Siswa Pada Persoalan Sistem Persamaan Linier Dua Variabel Dalam Konteks Kebudayaan Pebrianti, Aneu; Sari, Elia Nurindah; Hakim, Dori Lukman; Firmansyah , Dani; heryanto, Fahmi Nugraha; Bonyah, Ebenezer
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.v10i1.13321

Abstract

The objective of this study is to assess the mathematical problem-solving and critical thinking skills of students in the subject of Two-Variable Linear Equation Systems (SPLDV) within the context of batik culture. The research employed a descriptive qualitative approach, supplemented by rudimentary quantitative data, in a study of 36 eighth-grade students at a junior high school in Karawang Regency. The research instruments employed included a culture-based SPLDV written test, interviews, observations, and documentation. The analysis of mathematical problem-solving skills is referred to as Polya's stages, while mathematical critical thinking skills are analyzed based on Ennis' indicators. The findings indicate that students' mathematical critical thinking skills remain deficient, particularly in the domains of making conjectures, developing and evaluating arguments, and verifying solutions through substitution and graphical representation. Concurrently, mathematical problem-solving aptitudes indicated that the capacity to comprehend problems was in the adequate range, the aptitude to formulate strategies was in the satisfactory range, the aptitude to execute strategies was suboptimal, and the aptitude to verify was the least proficient aspect. These findings suggest a necessity for educational approaches that prioritize the cultivation of procedural, evaluative, and reflective skills by leveraging meaningful cultural contexts.

Page 18 of 18 | Total Record : 180

 14   15   16   17   18 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 10 No 1 (2026): Supremum Journal of Mahematics Education Vol 9 No 2 (2025): Supremum Journal of Mahematics Education Vol 9 No 1 (2025): Supremum Journal of Mahematics Education Vol 8 No 2 (2024): Supremum Journal of Mahematics Education Vol 8 No 1 (2024): Supremum Journal of Mahematics Education Vol 7 No 2 (2023): Supremum Journal of Mahematics Education Vol 7 No 1 (2023): Supremum Journal of Mahematics Education Vol 6 No 2 (2022): Supremum Journal of Mahematics Education Vol 6 No 1 (2022): Supremum Journal of Mahematics Education Vol 5 No 2 (2021): July 2021 Vol 5 No 1 (2021): Januari 2021 Vol 4 No 1 (2020): January 2020 Vol 4 No 2 (2020): Supremum Journal of Mahematics Education Vol 3 No 2 (2019): July 2019 Vol 3 No 1 (2019): January 2019 Vol 2 No 2 (2018): Juli 2018 Vol 2 No 1 (2018): Januari 2018 Vol 1 No 2 (2017): Juli 2017 Vol 1 No 1 (2017): Januari 2017 More Issue