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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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Meta-Analysis of Ethnomathematics Based Geometry Learning in Indonesian Junior High Schools Istia, Maryo Sopater; Mumu, Jeinne; Matunubun, Lala Kumala Dewi
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.v13i2.18373

Abstract

This study aims to analyze the effectiveness of the ethnomathematics approach in improving the understanding of geometry among junior high school students in Indonesia. The research method used meta-analysis of six quasi-experimental articles published between 2021 and 2025 that met the following criteria: (1) used a pretest–posttest design with a control group, (2) involved junior high school students as subjects, and (3) reported quantitative data in the form of means, standard deviations, and sample sizes. The effect size was calculated using the Standardized Mean Difference (Cohen's d) and combined with a random effects model. The synthesis results showed a combined effect size of d = 0.999 (p = 0.014), which is classified as a large effect according to Cohen. The heterogeneity test resulted in Q = 48.739 (df = 5; p = 0.014) and I² = 89.74%, indicating significant variation between studies. The funnel plot analysis and Egger's test (p = 0.556) showed no significant publication bias. These results prove that the integration of cultural artifacts such as batik motifs, traditional houses, and traditional games in geometry learning is effective in improving junior high school students' mathematical understanding. This study emphasizes the importance of applying ethnomathematics as a contextual learning strategy in line with the principles of the Merdeka Curriculum.
Pengembangan Digital Worksheet Materi Transformasi Geometri untuk Meningkatkan Pemahaman Konsep Matematis Siswa SMP Wijayanti, Titin; Hartono, Yusuf; Hiltrimartin, Cecil
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.v13i2.18408

Abstract

This study aims to develop a digital worksheet assisted by wizer.me on geometric transformation material, particularly translation and reflection, as an alternative learning medium that is more interactive for junior high school students. The development was carried out using the Plomp model through the preliminary, design, reconstruction, testing, evaluation and revision, and implementation phases. The results of validation by experts showed that the developed product had a very good level of validity in terms of content, construct, ICT, and language, with an average score above 87%. Meanwhile, the practicality test in a small group also showed a positive response from students with a score of more than 82%, indicating that the digital worksheet was practical to use in the learning process. The effectiveness of the media was tested by giving pretest and posttest questions to 28 students. There was a significant increase in learning outcome, with the average pretest and posttest scores increasing by 40.58 with N-gain value of 0.59, which is in the moderate category and is reinforced by the results of the Paired Sample t-Test, which shows a difference in scores before and after learning. Therefore, it can be concluded that digital worksheets assisted by wizer.me are quite effective in supporting students’ understanding of geometric transformation material, making them suitable for use as an innovative learning medium in the classroom.
Analyzing How E-Learning Activities Affect Student Engagement in Mathematics through Artificial Intelligence Analytics Ferawati, Ferawati; Setiyanto, Rudi; Hasbullah, Hasbullah
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.v13i2.18437

Abstract

This study aimed to examine the influence of e-learning activity variables on students’ engagement in online mathematics learning.  The ex post facto design was selected because data were collected from existing Learning Management System (LMS) activity logs without experimental manipulation, allowing the analysis of naturally occurring relationships between variables. The population consisted of 350 senior high school students in Tangerang, Indonesia, during the 2024/2025 academic year, with a proportional stratified random sample of 180 students across Grades 10–12 to ensure representativeness. The study investigated four independent variables: login frequency (X1), learning duration (X2), assignment submission punctuality (X3), and forum participation activity (X4), with student engagement (Y) as the dependent variable. Multiple linear regression analysis was conducted after confirming that the data met classical assumptions, including normality, multicollinearity, and homoscedasticity. The results indicated that all four e-learning activity variables significantly and positively influenced student engagement. The regression equation was: Y = 35.214 + 0.426X1 + 0.321X2 + 0.214X3 + 0.178X4. T-test results confirmed the partial effects of each variable: Login Frequency (t = 5.195, p < 0.001), Learning Duration (t = 4.280, p < 0.001), Assignment Submission (t = 4.115, p < 0.001), and Forum Participation (t = 2.825, p = 0.005). These findings suggest that active participation in e-learning activities enhances student engagement in online mathematics learning, providing practical implications for teachers and school administrators to optimize LMS-based instructional strategies
Evaluasi Media Pembelajaran Digital Matematika Menggunakan Integrasi Analisis Korespondensi Berganda dan Klasterisasi K-Medoids Simarmata, Justin Eduardo; Purnomo, Miko; Fallo, Kristoforus; Chrisinta, Debora
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.v13i2.18442

Abstract

Learning linear inequalities still encounters challenges in terms of visualization and interactivity, while the evaluation of digital learning media generally relies only on descriptive analysis, resulting in less comprehensive findings. This study aims to evaluate the effectiveness of RShiny-based digital learning media through the integration of Multiple Correspondence Analysis (MCA) and K-Medoids clustering as a scientific novelty in examining multidimensional patterns of student perceptions. The media was implemented among 101 tenth-grade students from three schools using a five-construct questionnaire that had been previously tested for validity and reliability. The results showed that most students responded positively to the interface, clarity of material, and ease of use; MCA identified dominant indicators including increased motivation, conceptual understanding, and assessment outcomes, while K-Medoids produced two perception clusters, namely highly positive and moderate. Therefore, the RShiny-based media is proven effective in enhancing students’ motivation, conceptual understanding, and academic performance in learning linear inequalities.
Analisis Kemampuan Generalisasi Matematis Siswa SMP Kota Cilegon Muslimah, Amelia; Pujiastuti, Heni; Mustafa, Ade Nandang; Novaliyosi
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.v13i2.18458

Abstract

This study aims to analyze the mathematical generalization ability of junior high school students in Cilegon City on the topic of relations and functions. Mathematical generalization ability is an important component of higher-order thinking that includes the ability to recognize patterns, express regularities, and represent mathematical relationships in symbolic form. The method used was descriptive quantitative, involving 368 students from 50 schools that are members of the Mathematics Subject Teachers Association (MGMP) of Cilegon City. The research instrument consisted of six open-ended questions developed based on three indicators of generalization ability proposed by Mason, Sitorus, and Sutirna (2023): perception of generality, expression of generality, and symbolic and manipulation of generality. Data were analyzed descriptively through the calculation of mean scores and ability category classification. The results of the study show that students’ mathematical generalization ability is in the moderate category with an average score of 2.08. The indicators of perception of generality and expression of generality are also in the moderate category, while symbolic and manipulation of generality falls into the low category. These findings indicate that students are able to recognize patterns and express simple relationships, but still experience difficulties in constructing formal symbolic representations. Based on these results, mathematics learning needs to be more oriented toward exploration, conceptual reasoning, and the use of interactive visual media to improve students’ symbolic representation skills and functional understanding.
Implementation of Augmented Reality in Mathematics Learning on Mathematical Spatial Ability Rihadatul 'Aisy, Lubna; Cahyono, Adi Nur; Zaenuri; Walid
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.v13i2.18487

Abstract

Mathematics learning requires the support of effective instructional media and technology to enhance students’ mathematical spatial abilities. Augmented Reality (AR) has emerged as a promising technology for facilitating spatial learning, particularly in geometry-related topics. This systematic literature review aims to analyze research trends and the implementation of AR in mathematics learning with respect to mathematical spatial abilities, providing insights for future research and instructional design. The review employed the Systematic Literature Review (SLR) method, initially identifying 900 studies, of which 9 articles published between 2020 and 2025 met the inclusion and exclusion criteria. The findings reveal four major clusters of interconnected research themes, with mathematical spatial ability showing strong associations with spatial visualization, mental rotation, and spatial orientation. The analysis indicates an increasing research trend in recent years, highlighting AR’s role not only as a visualization medium but also as an effective pedagogical tool that supports the development of mathematical spatial abilities through interactive three-dimensional representations. These results suggest that AR-based learning has significant potential to enhance spatial understanding in mathematics education.
Implementation of Problem-Based Learning with Ethnomathematics to Enhance Students' Mathematical Literacy: A Systematic Review and Bibliometric Analysis (2020-2025) Sakdiyah, Siti Khalimatus
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.v13i2.18488

Abstract

Education in Indonesia continues to face various challenges, one of which is the low level of mathematical literacy. Mathematical literacy reflects the extent to which students are able to understand, formulate, and apply mathematical concepts appropriately to interpret information and solve problems in real-life contexts. One possible effort to overcome this issue is through the implementation of the Problem-Based Learning (PBL) model with an ethnomathematics approach, which integrates local cultural contexts into the process of mathematical problem solving. This study aims to analyze research trends and the implementation of the PBL model with an ethnomathematics approach toward students’ mathematical literacy during the period of 2020-2025. The method used is a Systematic Literature Review (SLR) combined with bibliometric analysis using the VOSviewer software and a review of nine articles that met the inclusion and exclusion criteria. The results indicate that research on PBL-ethnomathematics has increased over the years, focusing on developing mathematical literacy through culture-based learning, and the implementation of the PBL model with an ethnomathematics approach has been proven effective in enhancing students’ mathematical literacy.
Trends in Students’ Mathematical Problem-Solving Skills: A Systematic Review and Bibliometric Analysis of GeoGebra-Assisted Problem-Based Learning Research (2021–2025) Zuhaida, Nirwana; Pujiastuti, Emi; Zaenuri; Walid
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.v13i2.18489

Abstract

Education plays a crucial role in developing high-quality human resources, and mathematics serves as a strategic discipline for strengthening logical, critical, and analytical thinking skills. One of the key competencies emphasized by the NCTM is mathematical problem-solving, which remains relatively low according to the 2022 PISA results. To address this issue, the GeoGebra-assisted Problem-Based Learning (PBL) model is applied because it fosters interactive and meaningful learning experiences. This study aims to analyze research trends and the implementation of mathematical problem-solving skills through the GeoGebra-assisted PBL model. This study employed a Systematic Literature Review (SLR) combined with bibliometric analysis using VOSviewer. A total of 200 articles were initially identified from the Google Scholar database through the Publish or Perish application (2021–2025); after applying inclusion and exclusion criteria and quality assessment procedures, 9 articles were selected for final synthesis and bibliometric mapping of keyword co-occurrence, network, and overlay visualizations. The analysis shows that the implementation of the GeoGebra-assisted PBL model consistently enhances students’ mathematical problem-solving skills. PBL cultivates critical thinking skills, while GeoGebra supports concrete visualization of mathematical concepts. The integration of both has proven effective and innovative in improving mathematics learning outcomes in the digital era.
Mathematics Learning Media to Enhance Students’ Mathematical Literacy Annisa Aurelia Salsabila; Masrukan; Zaenuri; Walid
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.v13i2.18490

Abstract

Mathematical ability is considered essential and plays a significant role in helping students solve problems in their daily lives. One important component of mathematical ability is mathematical literacy, which refers to an individual's capacity to formulate, use, and interpret mathematics in various real-world contexts. However, many students still struggle to apply mathematical concepts to everyday situations. Therefore, a learning approach that enhances students’ mathematical literacy is needed, including the use of appropriate learning media. This study employed a systematic literature review of experimental and developmental studies to examine mathematics learning media that enhance students’ mathematical literacy. The reviewed literature consisted of national and international journal articles indexed in SINTA and Scopus, published between 2015 and 2025, with students as the research subjects. The results of this study indicate that learning media such as Virtual Mathematics Kits, GeoGebra, Wingeom, Scratch, Wordwall, Kahoot, e-modules, e-LKPD, mathematics comics, Math City Map, and the selection of appropriate learning models are consistently effective in improving students’ mathematical literacy. Digital and interactive media enhance mathematical literacy through visualization, interactivity, and dynamic exploration of mathematical concepts, while contextual and non-digital media strengthen students’ abilities to formulate, employ, and interpret mathematics through real-life problem-solving and meaningful learning experiences across educational levels.
Peningkatan Kemampuan Berpikir Kritis Matematis dan Habits of Mind Siswa dengan Model Creative Problem Solving Nadia, Nadia; Saragih, Sehatta; Murni, Atma; Hidayat, Adityawarman; Mustafa, Sriyanti; Yanti, Yanti
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.v13i2.18491

Abstract

Based on PISA results, Indonesian students’ mathematical critical thinking skills and habits of mind are still at a very low level. The study aims to investigate the impact of the Creative Problem Solving (CPS) model on enhancing these two aspects both collectively and across varying levels of Initial Mathematical Ability (IMA) among eighth-grade students in the Senapelan District of Pekanbaru City. The population of this research consisted of all eighth-grade students in the Senapelan District, and the sample included 254 students. An experimental design employing a pretest–posttest control group framework was implemented, involving four experimental classes and four control classes. Data were obtained through a mathematical critical thinking skills test based on Higher Order Thinking Skills and a habits of mind questionnaire. The results of the statistical analysis demonstrated that the CPS model significantly improved students’ mathematical critical thinking skills and habits of mind. Moreover, an interaction effect was observed between the CPS model and students’ IMA on the development of mathematical critical thinking skills, whereas no such interaction emerged concerning habits of mind. These findings indicate that the CPS model is capable of promoting the development of mathematical critical thinking skills and positive learning dispositions among Phase D students.

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