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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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Efektivitas Pendekatan Saintifik terhadap Penalaran, Representasi Matematis, dan Kemandirian Belajar Siswa SD Herman Herman; Firmansyah Firmansyah; 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.v14i1.19723

Abstract

Students' mathematical reasoning, representation, and learning independence remain important concerns in elementary mathematics because classroom activities often emphasize procedural answers rather than exploration, communication, and reflection. This study examined the effectiveness of the scientific approach compared with the contextual approach in improving these three competencies. A quasi-experimental method with a nonequivalent control group design was used. The participants were 60 sixth-grade students at an elementary school in East Lombok Regency during the second semester of the 2025/2026 academic year, consisting of 30 students in the scientific approach class and 30 students in the contextual approach class. Data were collected through mathematical reasoning tests, mathematical representation tests, and a learning independence questionnaire. The instruments were validated by experts and tested empirically before use. Data were analyzed using descriptive statistics, normalized gain, prerequisite tests, and independent samples t-tests. The results showed that the scientific approach produced higher gains in mathematical reasoning (N-Gain = 0.61), mathematical representation (N-Gain = 0.60), and learning independence (N-Gain = 0.56) than the contextual approach. The independent samples t-tests indicated significant differences between the two groups (p < 0.05). These findings suggest that the scientific approach effectively strengthens students' cognitive and metacognitive competencies through observing, questioning, experimenting, reasoning, and communicating activities.
Pemetaan Lanskap Penelitian Kecemasan Belajar Matematika Tahun 2020–2025: Analisis Bibliometrik Menggunakan VOSviewer Moh. Farid La Aca; Heny Sri Astutik; Abdul Rachman Tiro; Mursalim Mursalim
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.v14i1.19792

Abstract

This study maps the development and intellectual structure of math learning anxiety research using a bibliometric approach. Data were obtained from the Dimensions database (indexed from Scopus) covering publications from 2020 to 2025. Following the PRISMA framework (identification, screening, eligibility), a total of 127 peer-reviewed articles were initially identified, of which 94 articles met the final inclusion criteria. VOSviewer version 1.6.20 was used to generate co-occurrence network, overlay, and density visualizations. Results show a consistent annual increase in publications. Network visualization reveals a strong association between math anxiety and learning outcomes, confirming its role as a significant affective factor. Overlay analysis indicates a thematic shift from early keywords (test, outcome, ability) toward more recent topics (engagement, performance, self-efficacy, academic achievement). Density visualization confirms that student, mathematics, and mathematics anxiety are the most dominant terms, while technology and engagement appear as emerging but low-density themes. These findings confirm that bibliometric visualization effectively maps research trends and intellectual structures, offering a strategic basis for future research agendas.
Analisis Learning Trajectory Siswa dalam Mengonstruksi Pengetahuan Melalui Pemecahan Masalah Matematika Ditinjau dari Adversity Quotient Syifaurrahmadania Syifaurrahmadania; Kamid Kamid; Syamsir Sainuddin
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.v14i1.19921

Abstract

This study aimed to analyze students’ learning trajectories in constructing knowledge through mathematical problem solving viewed from adversity quotient (AQ). The problem context used ethnomathematics, namely the Putro Retno traditional Jambi wedding dais, connected to number patterns, particularly arithmetic sequences. This qualitative case study involved three Grade VIII students of SMP N 15 Muaro Jambi, selected purposively based on AQ categories: climber (S1), camper (S2), and quitter (S3). Data were collected through an AQ questionnaire, information-observation sheets, written problem-solving tests, think-aloud activities, and interviews. The data were analyzed through reduction, display, and conclusion drawing. The findings revealed different learning trajectories across AQ categories. S1 showed the most complete trajectory in the stages of problem solving. This student was able to construct knowledge through both assimilation and accommodation and adjust thinking when inconsistencies appeared. S2 generally followed the predicted trajectory. This student understood the problem and chose the strategy considered easiest, but did not recheck the solution. Accommodation occurred when S2 encountered inconsistent information. In contrast, S3 showed a trajectory dominated by assimilation. This student understood the problem only from visible information, did not correct errors, did not review the answer, and was not yet able to adjust thinking when inconsistencies emerged, resulting in disequilibrium. These findings indicate that AQ categories are associated with differences in students’ learning trajectories when constructing knowledge through mathematical problem solving. The study also suggests that teachers should consider students’ persistence and adaptive responses when designing problem-based mathematics learning in contextual and culturally meaningful classroom activities.
Perbedaan Peningkatan Kemampuan Berpikir Kritis dan Kreatif Matematis Siswa Melalui Penerapan Model PBL di SMP Nurul Huda Medan Darmiati Darmiati; Dedy Juliandri Panjaitan; Rita Destini; 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.v14i1.19949

Abstract

This study aimed to analyze differences in the improvement of students' mathematical critical and creative thinking abilities between Problem Based Learning (PBL) and direct instruction. The study used a quasi-experimental method with a pretest-posttest control group design. The population was all eighth-grade students of SMP Nurul Huda Medan, and the samples were class VIII-A as the experimental group (28 students) and class VIII-B as the control group (29 students), selected through random sampling. Data were collected using essay tests measuring mathematical critical and creative thinking on similarity material, supported by observation and documentation. The data were analyzed using normalized gain, Kolmogorov-Smirnov normality test, Levene homogeneity test, Mann-Whitney test, independent sample t-test, and Pearson correlation. The results showed that PBL produced higher improvement than direct instruction. The mean N-gain of critical thinking was 0.479 in the PBL group and 0.381 in the direct instruction group, with Mann-Whitney significance of 0.003. The mean N-gain of creative thinking was 0.533 in the PBL group and 0.435 in the direct instruction group, with t-test significance of 0.013. Critical and creative thinking also had a strong positive correlation (r = 0.727; p = 0.000). Therefore, PBL is effective for improving students' mathematical critical and creative thinking abilities.
Pengaruh Mathematical Beliefs dan Self Regulated Learning terhadap Kemampuan Berpikir Kritis Matematis Najwa Ghafirah Putri; Siska Ryane Muslim; Sri Tirto Madawistama
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.v14i1.20026

Abstract

This study aims to determine the impact of mathematical beliefs and self-regulated learning on mathematical critical thinking skills, both partially and simultaneously. This study uses quantitative research with an associative method. The sample in this study was 42 grade X students at one of the public senior high schools in Tasikmalaya city who were randomly selected using a simple random sampling technique. Data obtained through a questionnaire on mathematical beliefs and self-regulated learning, as well as mathematical critical thinking ability tests, were analyzed using multiple linear regression with the help of IBM SPSS statistics 24 software. The results of the t-test showed that partially mathematical beliefs, self-regulated learning had a positive and significant effect on mathematical critical thinking skills. The results of the F-test showed that mathematical beliefs and self-regulated learning simultaneously had an effect on mathematical critical thinking skills by 32,1%, while 67,9% was influenced by other factors
Keefektifan Pembelajaran Berbasis Etnomatematika Permainan Tradisional Engklek pada Materi Bangun Datar di Sekolah Dasar Diah Ruri Handayani; Umi Hanik
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.v14i1.20030

Abstract

This study aims to analyze the effectiveness of learning using ethnomathematics-based instructional media developed through the modification of the traditional engklek game in teaching plane geometry at SD Negeri 1 Gondanglor, Lamongan Regency. This study employed a quantitative approach with a descriptive research design. The subjects of this study were ten second-grade students of SD Negeri 1 Gondanglor in the 2024/2025 academic year. Data were collected through questionnaires, observation sheets, and learning achievement tests. The results showed that: (1) students’ responses to the learning process obtained an average percentage score of 97%, which was categorized as very positive; (2) students’ learning activities were categorized as ideal because the allocation of learning time remained within the effectiveness tolerance limit of approximately 10%; (3) the teacher’s ability to manage the learning process obtained a final score of 96.6, which was categorized as very good; and (4) learning outcomes indicated that 90% of the students achieved the learning objectives with at least a good category. Based on these findings, it can be concluded that learning using ethnomathematics-based instructional media through the modification of the traditional engklek game in teaching plane geometry at SD Negeri 1 Gondanglor, Lamongan Regency can be considered effective because it fulfills four indicators of learning effectiveness, namely students’ responses, students’ learning activities, the teacher’s ability to manage the learning process, and the achievement of learning outcomes
Pengaruh Minat Belajar dan Self-Regulated Learning terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas X MA pada Materi SPLTV Imroatul Hidayah; Muhammad Jamaluddin
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.v14i1.20075

Abstract

Mathematics learning plays an important role in developing students' problem-solving abilities. However, many students still experience difficulties, resulting in low learning interest and hindering their ability to manage their learning process independently (self-regulated learning). This study aims to analyze the influence of learning interest and self-regulated learning on students' mathematical problem-solving abilities, both partially and simultaneously. This study used a quantitative approach with a non-experimental survey method on 53 class X students of MA Manbaul Ulum Mojopurogede. The research instruments were a learning interest questionnaire, a self-regulated learning questionnaire, and an essay test on mathematical problem-solving abilities. Data were analyzed using the Kolmogorov-Smirnov normality test, linearity test, and simple and multiple linear regression tests. The results showed that learning interest had a significant effect with a contribution of 38.3% (=0.383; p<0.05), while self-regulated learning provided a larger contribution of 42.7% (=0.427; p<0.05). Simultaneously, both variables contributed 48.7% (=0.487; p<0.05) to mathematical problem-solving ability, with self-regulated learning being the more dominant factor. Therefor, learning interest and self-regulated learning are important factors that need to be considered in efforts to improve students' mathematical problem-solving abilities.
Efektivitas Model NHT Berbantuan GeoGebra terhadap Motivasi Belajar dan Pemecahan Masalah Siswa SMA Irgi Al-Farizi; Sutarto Sutarto; Yuntawati Yuntawati
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.v14i1.20116

Abstract

This study aimed to examine the effectiveness of the Numbered Heads Together (NHT) cooperative learning model assisted by GeoGebra on students’ learning motivation and mathematical problem-solving ability simultaneously. A quantitative approach with a quasi-experimental method was employed using a pretest–posttest non-equivalent control group design. The sample consisted of an experimental class taught using GeoGebra-assisted NHT and a control class taught using conventional learning. Data were collected through a mathematical problem-solving test and a learning motivation questionnaire, then analyzed using an independent t-test, N-Gain, and MANOVA. The independent t-test results showed no significant difference in students’ learning motivation between the experimental and control classes, while a significant difference was found in mathematical problem-solving ability. The N-Gain results indicated that problem-solving ability increased by 63% in the experimental class and 48% in the control class, showing a 15% advantage for the experimental class. However, learning motivation decreased by 0.1% in the experimental class and increased by 9% in the control class, both categorized as ineffective. The MANOVA results revealed a significant simultaneous difference between the two classes. Therefore, GeoGebra-assisted NHT was more effective in improving mathematical problem-solving ability but was not effective in enhancing students’ learning motivation.
Pengembangan Soal Literasi Matematis Konten Aljabar pada Konteks Sosial dan Saintifik Kelas VIII SMP/MTs Gandis Wulandari; M. Duskri
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.v14i1.20216

Abstract

This study aims to develop reliable, valid, and mathematically literate algebra-based questions in social and scientific contexts for eighth-grade junior high school/MTs students. This is a research and development study that applied the Tessmer model, progressing through the preliminary stage, self-evaluation, prototyping (expert review, one-on-one, small group), and field testing. The results of this item development were tested in eighth-grade class 2 at SMPN 1 Banda Aceh, eighth-grade class 2 at SMPN 3 Banda Aceh, eighth-grade class 2 at SMPN 17 Banda Aceh, and eighth-grade class 1 at MTsN 1 Banda Aceh, with a total of 128 students participating in the test. The research instruments used were a validation sheet and a 15-item multiple-choice mathematical literacy test. The software used to determine reliability, validity, discriminant power, difficulty level, and distractor functionality was ITEMAN. This study successfully developed 15 test items, of which 13 were accepted with difficulty levels ranging from 0.30 to 0.70, discriminant power ≥ 0.30, and distractor functionality of at least 0.05. However, 2 items were discarded because they did not meet the established criteria. The analysis yielded a reliability value of 0.716, which falls into the high reliability category, meaning the test is suitable for assessing the extent to which students achieve the intended learning objectives. The developed items may serve as an assessment tool to support teachers in identifying students mathematical literacy
Pengembangan Media Flipbook untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis dan Minat Belajar Siswa Raisya Hizkiya Syabina; Diar Veni Rahayu; Mega Nur Pragawati
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.v14i1.20219

Abstract

This research was conducted to develop a flipbook learning media and to analyze the improvement of students' mathematical problem-solving skills and learning interest after using the media. This study employed the Research and Development method based on the Multimedia Development Life Cycle model, which consists of the stages of concept, design, material collecting, assembly, testing, and distribution. The study involved 44 ninth-grade students of SMPN 5 Tasikmalaya, consisting of an experimental class and a control class. The instruments used were essay-type test questions and a learning interest questionnaire. The validation results indicated that the developed media was feasible for use in mathematics learning. Data analysis showed that the average N-Gain score of mathematical problem-solving skills was 0.51 in the experimental class and 0.37 in the control class, both of which were categorized as moderate. The hypothesis testing result showed a Sig. (1-tailed) value of 0.029, indicating that the improvement in mathematical problem-solving skills of students in the experimental class was better than that of students in the control class. In addition, students' learning interest in the experimental class increased after the use of the flipbook media. The effect size values for mathematical problem-solving skills and learning interest were 0.596 and 0.620, respectively, both of which were categorized as moderate. Based on these findings, the developed flipbook media was deemed feasible and effective as an alternative learning medium for improving students' mathematical problem-solving skills and learning interest

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