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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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Students' Spatial Ability in GeoGebra-Assisted Mathematics Learning: A Systematic Literature Review Amanda Putri Meirani; St Budi Waluya; Zaenuri Zaenuri; Walid Walid
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.v14i1.19018

Abstract

Spatial ability is a curriculum requirement that must be accommodated in mathematics learning. This study aims to systematically examine students' spatial abilities in GeoGebra-assisted mathematics learning. The study was conducted using the Systematic Literature Review (SLR) method on 12 research articles from 2020–2025 and obtained through the Google Scholar and Crossref database with the help of the Publish or Perish application. The results of the study indicate that the research trend of students' spatial abilities in GeoGebra-assisted mathematics learning has increased in the last five years with a focus on the application of various innovative learning models such as Realistic Mathematics Education (RME), Problem-Based Learning (PBL), Project-Based Learning (PjBL), Van Hiele, and Discovery Learning. In conclusion, the integration of GeoGebra in mathematics learning is flexible, interactive, and relevant as an innovative strategy to strengthen students' spatial abilities.
Students' Mathematical Literacy in GeoGebra-Assisted Mathematics Learning: A Systematic Literature Review Nanda Akmala Fauzi; St Budi Waluya; Zaenuri Zaenuri; Walid Walid
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.v14i1.19019

Abstract

Educational developments in the 21st century emphasize the importance of mathematics learning that can improve students' mathematical literacy. This study aims to systematically examine research trends related to students' mathematical literacy in GeoGebra-assisted mathematics learning. The method used is a Systematic Literature Review (SLR) of 12 articles published in the 2020–2025 period and obtained through the Google Scholar and Crossref database with the help of the Publish or Perish application using the keywords mathematical literacy and GeoGebra. The results of the study show that the use of GeoGebra in the last five years has been increasingly researched, with a focus on strengthening mathematical literacy through various innovative learning models, including Problem-Based Learning, Project-Based Learning, Discovery Learning, Realistic Mathematics Education, Think-Talk-Write, and the Missouri Mathematics Project. In conclusion, GeoGebra-assisted mathematics learning can improve students' mathematical literacy sustainably and in accordance with the context of 21st-century learning.
Pengaruh Kemampuan Disposisi Matematis terhadap Kemampuan Berpikir Kritis Matematis Siswa Nurma Izzati; Nurul Habibah
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.v14i1.19047

Abstract

The primary objective of this study is to examine the extent to which mathematical disposition influences mathematical critical thinking ability. This study employed a quantitative approach with an explanatory research design. The sample consisted of 37 students from class VII-D at SMP Negeri 7 Kota Cirebon, selected through the cluster random sampling method. Two primary instruments were utilized that is a mathematical critical thinking test comprising 8 questions and a mathematical disposition questionnaire with 35 items, which has met the validity criteria and can be used to assess students' mathematical dispositions. Data analysis involved normality testing, Pearson correlation calculations, and F and t tests within a simple linear regression framework. The results indicate that the data are normally distributed, the variances are homogeneous, and both variables show a significant relationship with a correlation coefficient of 0.78. The results of this study indicate that mathematical disposition as an affective factor affects students’ mathematical critical thinking skills. Consequently, this factor can be considered in mathematics learning, assist teachers in selecting appropriate teaching strategies, and provide new insights into the role of mathematical disposition in supporting students’ mathematical critical thinking.
Pengaruh Pembelajaran Etnomatematika Berbasis Android pada Konteks Budaya Pamama terhadap Literasi Numerasi Siswa SMA Yulius Keremata Lede; Timotius Woda Napu; Mardiyanto Ginto Bili; Olviana Dapa
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.v14i1.19103

Abstract

This study aimed to determine the effect of Android-based ethnomathematics learning using the EBS-PBM Apps application in the context of Pamama culture on improving the numeracy literacy of senior high school students. This study used a quasi-experimental method with a pretest-posttest control group design. The research was conducted in three senior high schools in Southwest Sumba Regency representing three cultural groups, namely Wewewa, Loura, and Kodi. The sample consisted of 132 students divided into experimental and control classes. The research instrument was a pre-test and post-test sheet used to measure students’ numeracy literacy. Data were analyzed using normality test, homogeneity test, paired sample t-test, and F-test. The results showed that all data were normally distributed and homogeneous, with the homogeneity significance value based on mean of 0.399 > 0.05. The paired sample t-test showed a significance value of less than 0.001 < 0.05 with a mean paired difference of -23.818 and t-count of -10.333, indicating a significant increase between pre-test and post-test scores. The F-test result showed that the F-count value was 1.501553886 and the F-table was 1.334382865, indicating significant differences between the experimental and control classes. Thus, Android-based ethnomathematics learning using the EBS-PBM Apps application in the context of Pamama culture significantly improved students’ numeracy literacy.
Eksplorasi Etnomatematika pada Aktivitas Menenun Desa Lailanjang dan Pengembangan Desain Pembelajaran Berbasis Budaya Aleksius Madu; Petronela Loda Atandima
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.v14i1.19165

Abstract

One of the cultures that exists in Lailanjang Village is weaving, which incorporates mathematical concepts. Weaving and culture can serve as a bridge between culture and mathematics, known as ethnomathematics. This study aims to describe the ethnomathematics of weaving activities in Lailanjang Village, discover the mathematical concepts involved, and design mathematics learning tools in accordance with these mathematical concepts. This study was conducted in East Sumba Regency with four subjects. The research method used was exploratory qualitative with an ethnographic approach. The researcher was the main instrument for collecting data through interviews, observations, documentation, and field notes. Data effectiveness was ensured through triangulation of sources. The results of the study show that there are values contained in the weaving process, namely the values of solidarity and attachment, descent and cultural identity, ethnicity and cultural identity, ethics, high moral response, critical values, aesthetic values, and value of price. In addition, there is ethnomathematics in the weaving process, namely the activities of counting, measuring, localizing, designing, and explaining. The mathematical concepts included in these activities are addition, counting, social arithmetic, geometry, and geometric transformations. The theoretical contribution of this research is the strengthening of the conceptual foundation of ethnomathematics, the reconstruction of mathematics concepts based on local culture, the development of an ethnomathematics integration framework in learning trajectories, contributions to contextual mathematics education theory, and the strengthening of local identity in scientific perspectives.Therefore, all of these mathematical concepts can be addressed by designing learning tools
Students’ Mathematical Difficulties and Error Patterns in Arithmetic and Geometric Sequences and Series: A Systematic Literature Review Syipa Lisfianisa; Jarnawi Afgani Dahlan; Sugeng Sungkono
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.v14i1.19173

Abstract

This study systematically examines students’ mathematical difficulties and error patterns encountered in learning arithmetic sequences and series. Using a Systematic Literature Review (SLR) approach, the literature search was conducted through international databases (Scopus), supporting databases (Google Scholar), and manual searches to ensure comprehensive coverage of relevant studies. Following the stages of identification, screening, and eligibility assessment, a total of 14 relevant empirical articles were selected for analysis. Data from these articles were extracted and analyzed using thematic analysis, focusing on types of mathematical difficulties, students’ error patterns, contributing factors, and remediation strategies reported in the literature. The findings indicate that students’ difficulties in arithmetic sequences and series are predominantly characterized by weak conceptual understanding, difficulties in transforming contextual problems into mathematical models, and reliance on formula memorization without deep understanding. The most frequently observed error patterns include misinterpretation of problems, incorrect selection and application of formulas, procedural errors in calculations, and failure to verify solutions. The underlying causes of these difficulties are generally associated with memorization-oriented instruction, limited use of mathematical representations, and insufficient exposure to non-routine problems. These findings highlight the importance of instructional approaches that emphasize conceptual understanding, problem-solving skills, and the development of metacognitive awareness in teaching sequences and series.
Desain Pembelajaran Deep Learning: Integrasi Contextual Teaching and Learning terhadap Peningkatan Komunikasi Matematis Siswa SMP Aulia Urohmah; Hepsi Nindiasari
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.v14i1.19218

Abstract

Mathematical communication skills are one of the essential competencies that need to be developed in mathematics learning; however, these skills remain relatively low among many junior high school students. This study aims to describe the implementation of a Deep Learning instructional design integrated with the Contextual Teaching and Learning (CTL) approach and to analyze the improvement of students’ mathematical communication skills in learning solid geometry, particularly cubes. This research employed a pre-experimental method with a One Group Pretest–Posttest Design involving 30 eighth-grade students at SMPIT Putri Al-Hanif Cilegon, selected through purposive sampling. The research instrument was a mathematical communication skills test that had met the criteria of validity, reliability, difficulty index, and discrimination power. The data were analyzed using N-Gain calculations, the Shapiro–Wilk normality test, and the Paired Sample t-Test. The results showed that the instructional design integrated the three dimensions of Deep Learning, namely meaningful learning, mindful learning, and joyful learning, with CTL learning syntax to develop mathematical communication indicators consisting of Written Text, Drawing, and Mathematical Expression. The average N-Gain score was 0.80, which was categorized as “high”, while the paired sample t-test results showed a t-value of |t| = 37.530 with a significance level of 0.000 < 0.05, indicating a significant improvement in students’ mathematical communication skills. Therefore, the findings of this study suggest that implementing a Deep Learning instructional design integrated with the Contextual Teaching and Learning (CTL) approach has the potential to enhance students' mathematical communication skills.
Systematic Literature Review: Technology-Based Media that Support Critical Thinking Skills in Mathematics Learning Hartati Hartati; Erry Hidayanto; Sisworo Sisworo
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.v14i1.19360

Abstract

This study extensively reviews research on technology-based media used to support critical thinking skills in mathematics learning over the past ten years using accurate Scopus data. This study used a systematic literature review that includes six different steps, which analyzes 8 English language scientific articles published between 2016 and 2025. From the results of the selection of 8 articles that were analyzed descriptively qualitatively based on critical thinking skills, mathematics learning technology media in supporting critical thinking. Based on the research criteria, it is seen that research began in 2020-2025, with a dominance in 2022 and 2024 with 2 articles each. Most of the research was conducted at the junior high and senior high school levels, with the most prominent focus on algebra. This research is dominated by Jawa Island with 6 articles and experimental research methods and research & development dominate. In addition, technology based media referred to in learning include Interactive Digital Worksheets, Android-based Carom Game Comics, YouTube, the MathCityMap application, Assisted Video Animation, Augmented Reality, Smart Math learning media based on Articulate Storyline, and GeoGebra. This media explains the relationship between critical skills and mathematics learning, particularly in improving critical thinking skills. This research provides an opportunity to further explore technology-based media that have not yet been utilized.
Development of an Interactive Google Sites-Based E-Module for Mathematical Literacy in Social Arithmetic Win Eka Rahadyani; Munadi; Yoga Prihatin
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.v14i1.19615

Abstract

This study aimed to develop an interactive Google Sites-based e-module on social arithmetic and examine its validity, practicality, and effectiveness in supporting junior high school students’ mathematical literacy. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The study was conducted at SMP/MTs in Pemalang Regency during the 2025 academic year, involving 32 eighth-grade students in a limited trial. Data were collected through needs analysis questionnaires, expert validation sheets, student response questionnaires, and mathematical literacy tests. The validity of the product was assessed by material and media experts, while practicality was measured through student responses. Effectiveness was analyzed using pretest–posttest results, paired sample t-test, effect size, and N-Gain. The validation results showed that the e-module was highly valid, with a feasibility score of 92.5% from material experts and 90.3% from media experts. The practicality test showed a positive student response score of 89.6%, indicating that the e-module was easy to use, attractive, and helpful in understanding social arithmetic concepts. The effectiveness test showed an increase in students’ mean score from 56.40 in the pretest to 78.25 in the posttest, with an N-Gain score of 0.52 in the moderate category. These findings indicate that the Google Sites-based interactive e-module is valid, practical, and effective in supporting students’ mathematical literacy, particularly in interpreting contextual problems, formulating mathematical models, applying concepts, and communicating mathematical solutions
Tren Publikasi Penelitian Pendekatan Saintifik dalam Pendidikan: Analisis Bibliometrik Menggunakan VOSviewer Eklesia Marganingrum; Heny Sri Astutik; Syamsulrizal; Mursalim; Ihsan; Mivtha Citraningrum
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.v14i1.19692

Abstract

This study aims to analyze publication trends related to the scientific approach using bibliometric analysis. The analysis focuses on the development of publication numbers, citation trends, journal sources, productive researchers, and keyword co-occurrence patterns in scientific publications. The data were obtained from the Dimensions database for the period 2020–2025 using the keyword scientific approach. The document selection process followed the PRISMA flow, resulting in 9,861 articles for further analysis using VOSviewer version 1.6.20. The findings indicate that publications on the scientific approach have increased consistently over the years, accompanied by a growing number of citations. The network visualization reveals that scientific approach is associated with ability, but it is not directly connected to mathematics. This finding indicates a research gap in the integration of the scientific approach into mathematics learning oriented toward the development of students’ abilities. Meanwhile, the overlay visualization shows that framework, RBL-STEM, and technology have emerged as recent research trends. The density visualization further indicates that topics such as teacher, knowledge, and class have a high research density, whereas studies linking scientific approach, ability, and mathematics remain relatively limited. Therefore, this study provides a comprehensive overview of the development of scientific approach research and offers opportunities for future studies in the context of mathematics learning based on the scientific approach.

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