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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 387 Documents
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Analisis Kebutuhan Asesmen Kemampuan Pemecahan Masalah Matematika Berbasis Teslet untuk Siswa Sekolah Menengah Kejuruan Laeli Muzamilah; Dewi Amaliah Nafiati; Suriswo Suriswo
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.17341

Abstract

Problem-solving ability is an essential 21st-century competency required by vocational high school (SMK) students to face the increasingly complex and dynamic demands of the workforce. However, the current assessment practices in SMKs remain conventional and are inadequate in capturing students’ thinking processes comprehensively. This study aims to analyze the needs for a problem-solving assessment in mathematics, which will serve as the foundation for developing a testlet-based assessment instrument that aligns with students' vocational expertise and workplace relevance. A descriptive research method with both qualitative and quantitative approaches was employed, involving 338 students, 4 school principals, and 16 mathematics teachers from private SMKs in Brebes Regency. Data were collected through interviews, questionnaires, and observations. The findings reveal that the majority of students, teachers, and school principals recognize the need for an innovative assessment model that evaluates not only the final answers but also the stages of students’ problem-solving processes. A testlet-based assessment guided by Polya’s problem-solving theory is considered relevant and applicable to the SMK context, as it enhances student engagement, critical thinking skills, and the real-world application of mathematics. Nonetheless, challenges persist, including limited time, teacher readiness, and the need for targeted training and implementation guidelines. This needs analysis provides a solid foundation for designing a valid, contextually relevant assessment instrument that can enhance the quality of mathematics learning in vocational schools.
Kemandirian Belajar Siswa Dalam Pembelajaran Matematika Model Blended Learning Berbasis Self Explaining Learning Annisa Rizka Anwariani; Lisanul Uswah Sadieda; Riska Reny
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.17779

Abstract

This study aims to examine the level of students’ learning independence through the implementation of a blended learning model with a self-explaining learning approach in mathematics instruction. Learning independence is a key aspect in the digital era, requiring students to be more active, autonomous, and responsible in the learning process. Using a qualitative approach with a descriptive design, the research involved 34 students of SMPN 3 Waru, with data collected through a learning independence questionnaire, in-depth interviews, and observation. The findings revealed that most students were in the medium category (average score of 68.54%), with the highest percentage in the self-confidence aspect at 72.4% (high category) and the lowest in the discipline aspect at 63.6% (low category). These results indicate that the implementation of blended learning based on self-explaining learning can strengthen students’ independence, especially in terms of personal autonomy, although additional strategies are still needed to enhance responsibility and initiative, and overall, the study provides positive implications for the development of mathematics learning strategies that emphasize fostering student independence.
Pengaruh Penggunaan ChatGPT terhadap Motivasi Belajar Matematika Siswa Kelas IX MTs. Qur'aniyah Zulkifli Zulkifli; Daroe Iswatiningsih; Armi Larasati
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.18499

Abstract

This research gap provides the basis for conducting the present study to obtain empirical evidence regarding the effectiveness of ChatGPT in enhancing students’ mathematics learning motivation. This study aimed to analyze the improvement of mathematics learning motivation among ninth-grade students of MTs. Qur’aniyah after using ChatGPT as a learning companion. The study employed a quantitative approach with a One-Group Pretest–Posttest design. The sample consisted of 30 students selected through purposive sampling. Data were collected using a Likert-scale learning motivation questionnaire that had been tested for validity using the Pearson Product-Moment correlation and for reliability using Cronbach’s Alpha. Data analysis was conducted through descriptive statistics, the Kolmogorov–Smirnov normality test, the Paired Sample t-Test, and Effect Size (Cohen’s d) calculation. The findings revealed an increase in students’ mathematics learning motivation after the implementation of ChatGPT. The mean motivation score increased from 39.47 in the pre-test to 46.83 in the post-test. The Paired Sample t-Test yielded a significance value of 0.001 (p < 0.05), indicating that the improvement was statistically significant. Furthermore, the Effect Size analysis produced a Cohen’s d value of 0.66, which falls into the medium-to-large effect category. These findings suggest that the use of ChatGPT has a meaningful impact on improving students’ mathematics learning motivation by providing responsive, personalized, and easily accessible learning assistance. Therefore, ChatGPT has the potential to serve as an effective learning support tool for enhancing mathematics learning motivation in Islamic junior secondary schools.
Analisis Kemampuan Representasi Matematis Siswa MTs Muallimin Univa Medan Ditinjau Dari Habits Of Mind Irwan Irwan; Cut Latifah Zahari
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.18639

Abstract

Mathematical representation skills are important for every student to have because mathematics is a language and medium of interaction that requires a way of conveying it. Mathematics is habitual, which means that students' mathematical abilities will emerge according to their habits and thought patterns. There are many factors that influence students' mathematical representation abilities, including habits of mind. This research aims to analyze students' mathematical representation abilities in terms of five levels of habits of mind performance. This research uses descriptive qualitative approach. The population in the study were all students at MTs.Muallimin UNIVA Medan. Sampling was carried out using purposive sampling technique. The research sample was all students in class IX Visual 1 Fullday at the school with a total of 30 students. Instruments used: (1) mathematical representation ability test; (2) level habits of mind and (3) interviews. Data analysis was carried out using data triangulation. The research results show: (1) at the beginner's habits of mind performance level, students' mathematical representation abilities are not visible; (2) at the limited habits of mind performance level, students' mathematical representation abilities are visible but have no meaning; (3) at the developing habits of mind performance level, students' mathematical representation abilities are visible but there are still some errors; (4) at the level of proficient habits of mind performance, students' mathematical representation abilities are visible but still need a little improvement; (5) at the superior habits of mind performance level, students' mathematical representation abilities are visible and highly adequate in solving problems.
Rancangan Modul Ajar Kurikulum Merdeka Berbasis Pendekatan Kontekstual Untuk Meningkatkan Kecakapan Komunikasi Matematis Essy Puspita Rahim; Maimunah Maimunah; Nahor Hutapea
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.18661

Abstract

This study aims to develop a teaching module based on the contextual approach on the topic of relations and functions to enhance the mathematical communication skills of students in Phase D. The novelty of this module lies in the explicit integration of contextual approach components with mathematical communication indicators, including the ability to express ideas verbally, symbolically, through tables, and graphically in a structured manner in accordance with Phase D learning outcomes, and is designed to support student-centered learning and reinforce the Pancasila Student Profile as a key characteristic of the Merdeka Curriculum. This study is a Research and Development (R&D) study using the 4-D model, which includes the define, design, develop, and disseminate stages, though it is limited to the develop stage. The research instrument consists of a validation sheet to assess the module’s feasibility. The evaluation results from three validators showed an average score of 3.57 with a percentage of 89.33% in the “highly valid” category. These findings indicate that teaching modules developed systematically with the integration of a contextual approach have the potential to support the improvement of students’ mathematical communication skills in the topics of relations and functions and are relevant to the learning characteristics of the Merdeka Curriculum. Practically, this module can be used as an alternative learning tool to help teachers facilitate more meaningful and contextual learning, while academically, the results of this study contribute to the development of contextual approach-based teaching materials for mathematics learning in Phase D.
Analisis Bibliometrik Tren Penelitian Kemampuan Koneksi Matematika dalam Pendidikan Tahun 2020-2025 Imam Pakhrurrozi; Indrawati Indrawati; Evana Gina Shantika
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.18822

Abstract

This study aims to provide a comprehensive mapping of the global research landscape regarding students' mathematical connection ability during the period of 2020–2025. The primary focus includes the distribution of publications, evolving research themes, and international collaboration patterns. The research employs a bibliometric analysis approach using VOSviewer software. Data was systematically retrieved from the Scopus database following PRISMA guidelines, resulting in a final sample of 864 articles within the Social Sciences domain for analysis. Publication volume showed a general upward trend, reaching a peak in 2024 with 177 articles. The United States, China, and Indonesia were identified as the leading contributors to the field. Keyword analysis reveals a significant thematic shift from traditional cognitive approaches toward the integration of digital technologies, computational thinking, artificial intelligence, and sustainability. The research network is multisentral; the United States and Spain possess the highest Total Link Strength (TLS = 42), acting as primary global hubs. Indonesia is recognized as a strategic regional node, facilitating research connections within Southeast Asia. Overall, these findings provide an empirical foundation for researchers and educators to understand the dynamics and future opportunities within the field of mathematics education
Model Creative Problem Solving Terintegrasi Teknologi dalam Pembelajaran Matematika: Sebuah Pola, Peluang, dan Tantangan Imam Nursahid; Agus Maman Abadi; Wahyu Setyaningrum
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.18842

Abstract

The implementation of the Creative Problem Solving (CPS) learning model integrated with technology has significantly transformed mathematics education. This innovation introduces new instructional patterns that present both opportunities and challenges, requiring educational institutions to adapt in order to maximize benefits and address emerging constraints. This study aims to examine the outcomes of technology based CPS in mathematics learning by mapping integration patterns, identifying implementation opportunities, and analyzing the challenges encountered. This research employed a Systematic Literature Review (SLR) method. The article search was conducted on October 15, 2025, across two major databases, Google Scholar and Scopus, using Harzing’s Publish or Perish. The search strategy combined the keyword “Creative Problem Solving” with technology-related terms in mathematics education and applied Boolean operators. Based on the selection and screening process, 27 articles met the inclusion criteria. The findings reveal two dominant patterns of CPS technology integration: web based and Learning Management System platforms such as Google Classroom and Google Sites (n=8), and mathematical visualization platforms such as GeoGebra and Desmos (n=6). Twenty-five of the 27 studies focused primarily on improving mathematical cognitive abilities, particularly creative thinking and problem-solving skills, along with several affective aspects. The results indicate that integrating CPS with technology contributes positively to mathematics learning outcomes. However, key challenges remain, including disparities in digital readiness among teachers and students, limited access to devices and stable internet connectivity, and the potential for increased cognitive load. This review maps CPS technology integration architectures and identifies prerequisites for effective implementation in mathematics education.
Pengembangan Augmented Reality 3D Berbasis Etnomatematika Gamelan Jawa Timur untuk Mengembangkan Kemampuan Visual-Spasial Siswa Anas Ma'ruf Annizar; Mohammad Mukhlis; Malika Hanum
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.18934

Abstract

Students’ understanding of geometric concepts at the junior secondary level (SMP/MTs) continues to face substantial challenges, particularly in visualization and spatial orientation. This study developed a 3D Augmented Reality (AR3D) learning medium integrated with the ethnomathematics of East Javanese gamelan to facilitate students’ exploration of three-dimensional geometric concepts through interactive and contextualized representations. The development followed the ADDIE model, comprising needs analysis, design, development, implementation, and evaluation stages. The AR3D medium enables object manipulation, observation from multiple perspectives, and the integration of mathematical patterns such as symmetry, transformations, and spatial relationships with the rhythmic and visual structures of gamelan instruments. The trial was conducted in two junior secondary schools in East Java, Indonesia, using a pretest–posttest design and involving expert validation and user responses to evaluate validity, practicality, and learning effectiveness. The results demonstrate that the developed medium meets the criteria of validity and practicality and is effective in enhancing students’ mathematical visual–spatial abilities. Through an immersive learning experience grounded in local cultural contexts, students were able to develop spatial understanding more accurately and flexibly. Overall, the findings confirm that AR3D learning media based on the ethnomathematics of East Javanese gamelan effectively promote students’ mathematical visual–spatial abilities while contributing to more meaningful and contextualized mathematics learning.
Eksplorasi Proses Berpikir Komputasional Matematis SMP Siswa Ditinjau dari Disposisi Matematis: Studi Kasus Kualitatif Aulia Kartika Syari; Suyono Suyono; Eti Dwi Wiraningsih
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.18952

Abstract

This study aims to analyze students’ mathematical computational thinking skills in solving problems on Systems of Linear Equations in Two Variables (SPLDV) based on their levels of mathematical disposition. The study contributes to mathematics education research by demonstrating that mathematical disposition significantly shapes the depth and coherence of students’ computational thinking processes. A qualitative approach with a case study design was employed, involving two ninth-grade students from a junior high school in Depok City in the 2025/2026 academic year, each representing high and low levels of mathematical disposition. The research instruments consisted of a mathematical disposition questionnaire and a descriptive test of computational thinking skills developed based on four indicators: decomposition, abstraction, algorithmic thinking, and generalization. Data were analyzed through data reduction, data display, and conclusion drawing, with triangulation between test results and interviews to ensure credibility. The findings reveal that students with high mathematical disposition were able to fulfill nearly all computational thinking indicators in a systematic and reflective manner. In contrast, students with low mathematical disposition encountered difficulties particularly in decomposition, constructing algorithmic procedures, and making generalizations. These findings provide empirical evidence that differences in mathematical disposition are associated with variations in problem-solving structure and reasoning quality. Therefore, mathematics instruction should be designed to develop cognitive skills while simultaneously fostering positive learning dispositions.
Pola Kesalahan Berpikir Kritis Matematis pada Masalah Trigonometri Kelas X SMA Ditinjau dari Self-Efficacy Heni Nurhasanah; Makmuri Makmuri; Flavia Aurelia Hidajat; Tian Abdul Aziz
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.18959

Abstract

Mathematical critical thinking skills are considered one of the essential competencies in 21st-century learning. However, these skills have not developed optimally, particularly in trigonometry, which requires interpretation, visual representation, and mathematical reasoning abilities. In addition to cognitive aspects, mathematical critical thinking skills are also associated with affective factors, one of which is self-efficacy. This study aimed to describe the patterns of mathematical critical thinking errors of tenth-grade students in trigonometry based on their levels of self-efficacy. This study employed a descriptive qualitative approach. The participants were 25 tenth-grade students of SMAIT Thariq Bin Ziyad Bekasi in the 2025/2026 academic year who were grouped into high, moderate, and low self-efficacy categories. The research instruments included a self-efficacy questionnaire consisting of 26 statements and a mathematical critical thinking test in the form of three essay questions developed based on the indicators of interpretation, analysis, evaluation, and inference. Data analysis was conducted through data reduction, data presentation, and conclusion drawing based on the error patterns found in each indicator of mathematical critical thinking. The results showed that the highest percentage of errors occurred in the inference indicator (86.67%) and interpretation indicator (74.67%). Students with low self-efficacy tended to experience errors in most indicators of mathematical critical thinking, whereas students with high self-efficacy showed fewer and relatively minor errors. The findings indicate differences in the patterns of mathematical critical thinking errors based on students’ levels of self-efficacy in trigonometry

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