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Media Pendidikan Matematika
Published by Universitas Pendidikan Mandalika
ISSN : 23383836     EISSN : 26570610     DOI : https://doi.org/10.33394/mpm.v13i1
Core Subject : Science, Education, Social,
Computer Science & IT Education Environmental Science Mathematics Social Sciences
Journal of Media Pendidikan Matematika (MPM) focuses on publishing articles related to research results as well as the results of literature studies on mathematics education. This type of research can be in the form of classroom action research, experiments, qualitative research or other research. The results of the study can be the results of the application of the model / method / approach, the use of learning media (props).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 329 Documents
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The Effect of Problem-Based Learning Using Geoboard on Cognitive Ability of SDN 8 Mamboro Students Kurnia Putri, Anggi; Zulnuraini; Sani, Nurul Kami; Nashrullah; Purnamasari, Danti Indriastuti
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.17822

Abstract

This study aims to investigate the effect of the Problem Based Learning (PBL) model using geoboard media on the cognitive abilities of fourth-grade students at SD Negeri 8 Mamboro, specifically in the mathematics subject focusing on plane figures. Employing a quasi-experimental design with a one-group pretest-posttest approach, the study involved 29 students as the population. The research hypothesis proposed that the PBL model assisted by geoboard media significantly improves students' cognitive abilities. Data were collected through a multiple-choice test consisting of 14 validated questions. Analysis included descriptive statistics, the Shapiro-Wilk normality test, paired sample t-test, and N-gain test. Results revealed a significant increase in cognitive ability, with the mean pretest score rising from 51.51 to 82.48 in the posttest. The paired sample t-test indicated a significance value of 0.001 (p < 0.05) and a t-value of -19.324, confirming the acceptance of the alternative hypothesis and rejection of the null hypothesis. Furthermore, the N-gain score averaged 0.6765, categorized as moderate improvement. These findings demonstrate that implementing the PBL model with geoboard media effectively enhances students' cognitive skills by fostering independent discovery and active engagement in learning
Eksplorasi Kognitif Mahasiswa Calon Guru dalam Menyelesaikan Soal Matematika Open Ended Veronika, Sella; Anggraini, Reri Seprina
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.17861

Abstract

This study aims to explore the cognitive skills of prospective mathematics teacher students in solving open-ended mathematical problems based on Bloom's taxonomy. Open-ended problems allow students to use various solution approaches, thereby requiring higher-order thinking skills. The study was conducted at IAIN Kerinci using a qualitative case study approach. The subjects consisted of 28 students from the Mathematics Education Study Program, with 6 selected for in-depth interviews. Data were collected through open-ended mathematical problem tests and interviews.The validity and reliability of the instruments were established through expert judgment and initial trials. The data were analyzed using thematic analysis, which involved data reduction, coding according to cognitive levels, theme categorization, and conclusion drawing. The findings indicate that the majority of students operated at lower cognitive levels, specifically (C1, C2, C3), with only a small number reaching higher levels such as (C4, C5, C6). Most students relied on procedural strategies based on memorization, with only a few demonstrating varied and exploratory strategies. This study indicates that students' higher-order thinking skills still need to be improved through learning approaches that encourage exploration, reflection, and open-ended problem solving. This study emphasizes the importance of developing mathematics education curricula and training prospective teachers, emphasizing the need for pedagogical interventions specifically designed to encourage the transition of cognitive skills from lower levels (C1-C2) to higher levels (C4-C6), so that prospective teachers are ready to facilitate critical thinking in their future classrooms.
Pengaruh Pendekatan Bridging Analogy Terhadap Kemampuan Pemahaman Konsep Matematis Siswa SMP Rachmatya, Nalurita Wening; Firdausi, Firdausi; Dwirahayu, Gelar
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.17935

Abstract

Conceptual understanding in mathematics is an essential competency that students must master to achieve learning objectives. This study aims to determine the effect of the Bridging Analogy approach on students’ conceptual understanding of mathematics in Grade VIII at a junior high school in South Jakarta during the 2025/2026 academic year. The research employed a quasi-experimental method with a randomized two group post-test only design, involving two sample groups: class VIII C ar the experimental group and class VIII B as the control group, each consisting of 33 students. The research instrument consisted of a multiple-choice test with 30 items on the topic of relations and functions. Data were analyzed using the t-test with the aid of SPSS software. The results showed that the experimental group obtained an average score of 64.34 with a variance of 201.03, while the control group achieved an average score of 52.73 with a variance of 201.01. The hypothesis testing yielded at t-value 0f 3.328, which was greater than the t-table value of 1.998 at a 5% significance level, thus the alternative hypothesis was accepted. Therefore, it can be concluded that the implementation of the Bridging Analogy approach significantly improves students’ mathematical conceptual understanding. However, despite the statistical significance, the average score has not yet reached the minimum mastery criterion, suggesting the need for further practical improvements.
Efektivitas Pembelajaran Mendalam Berbantuan Geogebra terhadap Kemampuan Berpikir Kritis Siswa pada Bangun Ruang Sisi Datar Supratman, Edy; Iswatiningsih, Daroe
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18087

Abstract

This study aims to examine the effectiveness of deep learning assisted by GeoGebra on students’ critical thinking skills in the topic of Three-Dimensional Geometry (Polyhedrons) among eighth-grade students at SMPN 3 Lingsar. This research employed a quasi-experimental design with a Pretest-Posttest Control Group Design. The sample consisted of two classes: the experimental class, which received deep learning assisted by GeoGebra, and the control class, which received conventional instruction. The research instrument was an essay test measuring five indicators of critical thinking: interpretation, analysis, evaluation, inference, and conclusion. Data were analyzed using an independent t-test with SPSS version 25. The results revealed a significant difference in critical thinking skills between the experimental and control classes, with a significance value of Sig. (p) = 0.000 < 0.05. This finding indicates that deep learning assisted by GeoGebra is more effective than conventional learning. In addition to improving learning outcomes, this approach promotes active engagement, motivation, and students’ reflective abilities. Therefore, GeoGebra has proven to be a powerful tool to enhance 21st-century learning implementation, emphasizing the development of critical, independent, and creative thinking in understanding mathematical concepts more deeply.
Efektivitas Media Pembelajaran NEARPOD terhadap Kemampuan Berpikir Logis Peserta Didik SMA Zainab, Siti; Rafiq Badjeber; Riska Elfira
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18234

Abstract

This study aims to determine the effectiveness of the Nearpod learning media on students’ logical thinking skills in the quadratic equation topic at MAN 2 Kota Palu. The research employed a quantitative approach with a pretest-posttest control group design. The sample consisted of two classes: an experimental class that received instruction using Nearpod and a control class that received conventional teaching. The research instrument was a logical thinking test administered before and after the treatment. The normality test indicated that the data were not normally distributed; therefore, the Mann–Whitney U test was used for data analysis. The results showed that the Asymp. Sig. (2-tailed) value of the posttest was 0.103 (> 0.05), indicating no statistically significant difference between the two groups. However, the experimental class obtained a higher Mean Rank than the control class, suggesting a descriptive improvement in students’ logical thinking skills. These findings imply that Nearpod provides a positive influence, even though the statistical effect is not significant. This study highlights that digital learning media such as Nearpod have the potential to enhance student engagement and higher-order thinking skills when implemented consistently and supported by adequate technological infrastructure
Pengaruh Media Papan Hitung Polinomial (PHP) terhadap Hasil Belajar Siswa ditinjau dari Uji Wilcoxon Handini, Wheni Putri; Fikriyah, Alif Zakiyatul; Nurwiani
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18247

Abstract

Learning media serve as tools that connect teachers and students in the learning process. Previous studies have shown that learning media allow students to participate directly in learning activities. Therefore, the Polynomial Counting Board (PHP) can be used as an instructional medium for performing polynomial operations, enabling students to engage more actively and accurately during the learning process. Through the use of PHP, students are expected to be more careful when solving polynomial operation problems and more involved in classroom activities. This study applies the Wilcoxon test to examine the effect of PHP on students’ learning outcomes, a test that has not been previously used in the development of similar learning media. The research uses a quantitative approach with an experimental method and a One-Group Pretest–Posttest Design. The sample consists of students from class XI Science 1 at MA Sains Tebuireng Putri Kesamben. The observed variables include the independent variable (PHP media) and the dependent variable (learning outcomes). Data were collected using pretest and posttest instruments. The analysis involved the Shapiro–Wilk normality test and a nonparametric statistical analysis using the Wilcoxon test. The results of data analysis and hypothesis testing through the Wilcoxon Signed Rank Test show an Asymp. Sig (2-tailed) value of 0.001, which is lower than the significance level α = 0.05. This indicates a significant difference (H₀ rejected, H₁ accepted) and demonstrates that the PHP learning media has a positive effect on students’ learning outcomes, with an effect size of 0.67.
Pengembangan LKPD Digital Berbantuan GeoGebra Materi Persamaan Linear Satu Variabel untuk Mendukung Kemampuan Computational Thinking Utami, Marta Risa Putri; Hapizah; Mulyono, Budi
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18275

Abstract

In the digital era that requires young generations to think critically, creatively, and adaptively, Computational Thinking (CT) has become an essential skill for addressing 21st-century challenges. This study aims to develop a GeoGebra-assisted digital student worksheet (LKPD) on the topic of Linear Equation in One Variable (PLSV) using the context of smoking hazards to support students’ CT skills. The research employed a design research method of the development studies type, consisting of three phases: preliminary research, development or prototyping, and assessment, involving seventh-grade students from SMP Negeri 32 Palembang. Expert validation results showed an average validity score of 87.05% (very valid category), while the practicality test obtained 84.08% (practical category). Students found the digital LKPD engaging, easy to use, and helpful for understanding concepts through contextual videos and embedded GeoGebra explorations. Therefore, the developed digital LKPD is considered valid and practical, making it a feasible and innovative learning material to support students’ Computational Thinking skills in learning Linear Equations in One Variable.
Visual Observation and Metacognitive Regulation Errors in Geometry Problem: An Analysis of Secondary Students’ Thinking Ainu Putri Rahmawati; Sri Suryanti; Anugrah Tegar Putra Farabibah
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18278

Abstract

This study analyzes secondary students’ errors in visual observation and metacognitive regulation while solving geometry problems involving triangles and quadrilaterals. Using a descriptive qualitative approach, three students representing high, moderate, and low mathematical ability levels demonstrated distinct error types. Students with high mathematical ability showed accurate visual observation and effective planning and monitoring but frequently neglected the evaluation stage. Students with moderate ability missed several visual cues and made errors in monitoring and evaluating their solutions. Those with low ability struggled across all indicators, showing minimal visual observation and multiple metacognitive regulation errors. Although all students performed basic visual observation, none carried out deep and critical evaluation. This study is limited by the small sample size, which restricts generalizability. Future research should involve larger and more diverse participants and examine instructional interventions designed to strengthen students’ visual observation and metacognitive regulation skills in geometry learning.
Mathematical Understanding in Problem Solving as Viewed through the Lens of Mathematics Anxiety among Elementary School Students Choiriah, Siti; Amelia Amri, Mira; Yunus, M
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18296

Abstract

This study aims to examine students’ mathematical understanding in solving mathematical problems viewed from their levels of mathematical anxiety. The research employed a qualitative descriptive approach and was conducted at MI Attaqwa 26 Bekasi with 33 fifth-grade (VA) students as research subjects. The instruments used in this study consisted of a mathematical anxiety questionnaire to categorize students’ anxiety levels, a geometry problem-solving test to assess students’ mathematical understanding, and semi-structured interviews to explore students’ reasoning processes in depth. Data were collected through questionnaires, written tests, and interviews, and were analyzed using qualitative data analysis techniques, including data reduction, data presentation, and conclusion drawing. The results of the study indicate that students with high mathematical anxiety were still able to demonstrate good mathematical understanding, as they could correctly interpret mathematical concepts and symbols, connect mathematical concepts to construct meaningful knowledge, explain mathematical ideas in their own words, apply concepts to new problem situations, and draw conclusions as well as generalize mathematical principles to solve various types of geometry problems. These findings suggest that high mathematical anxiety does not necessarily impede students’ mathematical understanding in problem-solving activities.
Eksplorasi Etnomatematika Geometri pada Arsitektur dan Lingkungan Pantai Sejarah Kabupaten Batubara: Pendekatan Deskriptif Kualitatif Saragih, Sisca Sri Dewi; Siregar, Khofifa Romaito; Hasibuan, Hokkop Efendi; Putri, Nayla Aiwina
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18355

Abstract

Ethnomathematics is an approach that examines the relationship between mathematics and cultural practices in everyday life. Natural environments and traditional architectural structures contain rich forms and patterns that can be analyzed through mathematical concepts, particularly geometry. This study aims to explore the representation of geometric concepts found in the architectural structures and natural surroundings of Pantai Sejarah Batubara. A descriptive qualitative approach was employed, using observations, documentation, and informal interviews with local communities and site managers as data collection techniques. The findings reveal the presence of various geometric forms such as rectangles, squares, triangles, circles, cubes, blocks, prisms, and natural spirals in gazebos, entrance gates, wave breakers, ocean wave patterns, and mollusk shells. These results indicate that Pantai Sejarah Batubara holds significant potential as a contextual learning resource for geometry through an ethnomathematical perspective. This study contributes to the development of culturally grounded and environmentally based mathematics learning.

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