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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’ Errors in Solving Contextual Linear Programming Problems Based on Brodie’s Theory Viewed from Self-Efficacy Aswin Aswin; Achmad Salido; Rafika Meiliati; Dayana Sabila Husain; Khairunnisa Khairunnisa
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.v14i1.20283

Abstract

This study aims to analyze students’ errors in solving contextual mathematics problems on linear programming, based on Brodie’s theory, through the lens of students’ self-efficacy. Previous studies have generally used Newman Error Analysis and focused more on the procedural stages of problem-solving, whereas studies integrating Brodie’s theory with self-efficacy in solving contextual problems remain limited. This study offers a novel approach, an error analysis that integrates cognitive and affective aspects to gain a more comprehensive understanding of student errors. The study employs a qualitative case study design. It was conducted at a high school in Bulukumba, with a student population of 36. Subjects were selected purposively: three students representing the high-, moderate-, and low-self-efficacy categories. Research instruments included contextual problem-solving tests, a self-efficacy questionnaire, interviews, observations, and documentation. Data analysis was conducted using the Miles and Huberman model, with the stages of data reduction, data presentation, and conclusion drawing, and triangulation to ensure data validity. The results of the study indicate that students with high self-efficacy made only basic errors, such as errors in examples and failure to write conclusions. Students with moderate self-efficacy made basic errors, had missing information, and made appropriate errors, while students with low self-efficacy made a wider variety of errors, namely basic errors, appropriate errors, missing information, and partial insight. These findings indicate that self-efficacy influences the types and levels of errors students make when solving contextual problems. Therefore, improving self-efficacy needs to be a focus in mathematics learning to minimize problem-solving errors.
Analisis Analisis Kebutuhan Pengembangan Media Pembelajaran Interaktif H5P untuk Mendukung Literasi Numerasi Bilangan di Kelas V SD Diyah Rutin Waliah; Intan Sari Rufiana; Erry Hidayanto
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.v14i1.20287

Abstract

The low numeracy literacy of elementary school students, particularly in number, remains a major problem, as reflected in the 2024 PISA (Philosophy of Mathematics and Natural Sciences) achievement, which is below the international average. Students tend to have difficulty understanding number concepts, interpreting data, and applying mathematical knowledge in real-life contexts. This study aims to analyze the need for developing H5P-based interactive learning media to improve the numeracy literacy of fifth-grade elementary school students. The study used a qualitative descriptive approach through needs analysis, involving 56 students and 8 elementary school teachers. Data collection techniques included numeracy literacy tests and questionnaires. The results showed that 84.3% of students experienced difficulty in solving contextual story problems, while only 48.18% of students were able to achieve numeracy reasoning skills. On the other hand, 86.4% of students expressed a high preference for interactive learning media such as videos, quizzes, and simulations, and 79.6% of students felt helped in understanding the material through these media. Teachers also expressed the need for media that could provide direct feedback and monitor student learning progress in real time. These findings demonstrate a strong need for the development of interactive, contextual, and adaptive H5P-based learning media. Therefore, it can be concluded that interactive learning media is needed by students and teachers to address low numeracy literacy. Thus, the development of H5P media has the potential to increase student engagement, motivation, and understanding in numeracy literacy, making it a suitable innovative solution for mathematics learning in elementary schools
Analisis Kebutuhan Media Pembelajaran Berbasis Multimedia Interaktif pada Materi Statistika Kelas VIII SMP Annisa Maiyada; Mulia Putra; Hendra Kartika
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.v14i1.20340

Abstract

Statistics learning at the junior high school level still faces challenges that affect students’ low interest and learning motivation; therefore, learning media that align with students’ characteristics are needed. This study aims to analyze the needs for interactive multimedia-based mathematics learning media on statistics material. This research is a preliminary study within the Research and Development (R&D) framework, focused on the Analysis stage. The study was conducted at SMP Negeri 1 Klari, Karawang Regency. The research subjects involved in the interview activities consisted of one mathematics teacher and three eighth-grade students selected using purposive sampling based on high, medium, and low academic ability levels as determined by the teacher’s assessment. Meanwhile, observation activities were conducted in one eighth-grade class to observe the implementation of mathematics learning in the classroom. Data were collected through interviews and observations, then analyzed using descriptive qualitative methods through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that statistics learning is still dominated by lecture-based methods using traditional media, while the utilization of digital media in the form of applications remains limited. The needs analysis findings suggest that the required media are interactive multimedia-based learning applications characterized by attractive visual displays, contextual presentation of materials, integration of videos and animations, and equipped with interactive practice questions and instant feedback. In addition, students showed a high preference for digital media that can be accessed independently. These findings serve as the basis for designing interactive multimedia learning media in the subsequent development stage.
Analisis Kebutuhan Modul Ajar Berbasis Realistic Mathematics Education untuk Meningkatkan Kemampuan Representasi Matematis Peserta Didik Tania Aflah; Maimunah Maimunah; Nahor Murani 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.v14i1.20360

Abstract

Mathematical representation skills are one of the key competencies that students need to possess in mathematics learning. However, various studies indicate that students’ mathematical representation skills remain relatively low, particularly in translating contextual problems into visual, symbolic, or verbal forms. This study aims to analyze the need for the development of teaching modules based on Realistic Mathematics Education (RME) to support students’ mathematical representation skills in the subject matter of linear equations and inequalities with one variable. This study employs a qualitative descriptive approach. The research subjects consist of two mathematics teachers and 32 eighth-grade students at MTs Negeri 1 Bengkalis. Data collection techniques included interviews and tests of mathematical representation skills. Data analysis was conducted through curriculum analysis, content analysis, and analysis of student characteristics. The research findings indicate that teachers have not yet developed teaching modules independently and still rely on learning materials obtained from the internet or colleagues. Additionally, students’ mathematical representation skills remain relatively low, with 31% demonstrating visual skills, 22% symbolic skills, and 47% verbal skills. The research findings indicate that there is a need to develop RME-based teaching modules that align with students’ characteristics, learning materials, and the requirements of the Merdeka Curriculum.
Peningkatan Kerja Sama dan Hasil Belajar Siswa Melalui Media Kartu Domino Timbangan Halija Putri Al-Amin; Okky Riswandha Imawan; Maya Pujowati
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.v14i1.20457

Abstract

This research is motivated students of SD Negeri Perumnas 2 Waena who often play gaplek cards during recess. This shows that students have a high interest in card games and enjoy playing with friends. However, in mathematics learning on scales, student cooperation is still low and the learning outcomes of some students have not reached completeness. Therefore, learning is needed that utilizes student interests through group-based learning with the help of domino cards weighing media. This study aims to improve student cooperation and mathematics learning outcomes on scales. The method used is Classroom Action Research which is carried out in two cycles, namely planning, action implementation, observation, and reflection. The subjects of this study were 25 third-grade students of SD Negeri Perumnas 2 Waena. The instruments used were observation sheets to measure student cooperation and test sheets to measure learning outcomes. Success indicators are determined based on the Minimum Completion Criteria (KKM) of 70 for individual completeness and 70% for classical completeness. The results of the study showed that the percentage of student cooperation increased from 40% in the pre-action to 64% in cycle I and 92% in cycle II. Student learning outcomes also increased from 32% in the pre-action to 60% in cycle I and 96% in cycle II. Based on the results of the study, it can be concluded that group-based learning assisted by domino weighing cards can improve cooperation and mathematics learning outcomes of third-grade students of SD Negeri Perumnas 2 Waena on the material of weighing.
The Educational YouTube Use: Associations with Mathematical Understanding and Learning Autonomy Cindy Kawilda Hasibuan; Machrani Adi Putri Siregar
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

Abstract

The use of digital learning resources has become increasingly relevant in mathematics education, particularly through educational YouTube content that offers flexible and visual learning support. However, its relationship with students’ mathematical conceptual understanding and learning autonomy still requires further empirical examination. This study aimed to analyze the relationship between the use of educational YouTube content and junior high school students’ mathematical conceptual understanding and learning autonomy. A quantitative approach with a correlational design was employed. The participants were 30 seventh-grade students of SMP IT Nurul Fadhilah, selected through simple random sampling from a population of 88 students. Data were collected using a Likert-scale questionnaire to measure the use of educational YouTube content and learning autonomy, and a written test to measure mathematical conceptual understanding. The data were analyzed using descriptive statistics, prerequisite tests, and Pearson product-moment correlation with the assistance of IBM SPSS Statistics. The results showed that the use of educational YouTube content had a positive and significant relationship with students’ learning autonomy (R = 0.385; p = 0.039), but it was not significantly related to mathematical conceptual understanding (R = 0.276; p = 0.148). These findings indicate that educational YouTube content is more closely associated with students’ autonomous learning behavior than with their direct conceptual understanding in mathematics.
Hubungan Self-efficacy dan Hasil Belajar Matematika: Studi Korelasional pada Siswa Kelas VIII SMP di Karawang Lita Firstianti; Rina Marlina; Nita Hidayati
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.v14i1.20494

Abstract

The mathematics achievement of junior high school students in Indonesia remains relatively low, and self-efficacy as one of the psychological factors influencing academic achievement has received significant attention in educational research. However, studies linking self-efficacy to learning outcomes using daily test scores as an indicator of achievement remain limited. This study aims to examine the relationship between self-efficacy and mathematics learning outcomes among 40 eighth-grade students who have completed the mathematics curriculum and taken daily quizzes at a junior high school in Karawang. The approach used in this study is quantitative with a correlational design. Self-efficacy was measured using a validated questionnaire adapted from Bandura’s scale, while learning outcome data were obtained from daily mathematics test scores. After the normality and linearity tests were met, the data were analyzed using Pearson’s Product-Moment correlation. The results indicate a positive and significant relationship between self-efficacy and mathematics learning outcomes ( ) in the high category. However, 95% of the students had not yet met the minimum passing score, suggesting that self-efficacy alone is insufficient without strong foundational skills and high-quality instruction. These findings underscore the need for instructional strategies that simultaneously strengthen students’ self-confidence and mathematical competence.
Analisis Kemampuan Berpikir Reflektif Matematis Siswa Ditinjau dari Kegigihan dan Ketekunan dalam Pemecahan Masalah Teorema Pythagoras Rizka Sri Windy Arini; 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.v14i1.20509

Abstract

This study analyzes junior high school students' mathematical reflective thinking when viewed from the aspect of persistence and perseverance in solving mathematical problems. The focus was drawn from one research question concerning how students' reflective thinking appears in relation to their perseverance when working on Pythagorean theorem tasks. A qualitative case-study design was employed at SMP Negeri 1 Tanjung Morawa involving 29 students of class VIII-1, with 9 students selected purposively for deeper analysis based on variations in productive disposition. Data were collected through written reflective-thinking tests, a productive-disposition questionnaire, semi-structured interviews, observation, and documentation. The data were analyzed descriptively through reduction, coding, categorization, presentation, conclusion drawing, and triangulation. The findings show that students with strong persistence were more capable of identifying procedural and conceptual errors, revising inappropriate formulas, explaining the relationship among sides of a right triangle, and continuing the solution process until a more accurate answer was obtained. Students with moderate persistence began to recognize and correct errors but still needed guidance to justify their reasoning consistently. Students with weak persistence tended to stop at the first answer, relied on external help, and showed limited self-evaluation. The study concludes that persistence and perseverance support reflective mathematical thinking by sustaining students' efforts to review, evaluate, and improve their problem-solving processes
Instrumen Open Ended Sebagai Alat Diagnostik Hambatan Epistemologi pada Materi Bilangan Berpangkat: Systematic Literature Review Niputu Bela Fitrianiayuningsih; I Gusti Putu Suharta; I Made Ardana
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.v14i1.20530

Abstract

This study aims to synthesize current literature on the effectiveness of open ended instruments in detecting students’ epistemological obstacles, particularly in the topic of exponents. A Systematic Literature Review (SLR) using the PRISMA protocol was conducted on 15 relevant scientific articles published between 2020 and 2026 from the Google Scholar, ERIC, and Scopus databases. The synthesis reveals that epistemological obstacles in exponent material are hierarchical and cumulative in nature, with conceptual obstacles at the root that systematically give rise to procedural and operational obstacles. Open-ended instruments prove highly effective both as diagnostic tools and as stimulants for Higher Order Thinking Skills (HOTS), as their divergent characteristics transparently externalize students’ thinking processes. This study produces a triple-function model of open-ended instruments (diagnostic, stimulative, and formative) along with a conceptual framework linking open-ended instruments, epistemological obstacles, HOTS, and mathematical literacy. It is recommended that educational practitioners integrate open-ended instruments into periodic diagnostic assessments to mitigate learning obstacles at an early stage.
Problem-Based Learning dalam Matematika Sekolah Menengah Kejuruan (SMK) Berbasis Masalah Kontekstual: Systematic Literature Review Ketut Rendrayana; I Nengah Suparta; I Gusti Putu Suharta
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.v14i1.20568

Abstract

Problem-Based Learning (PBL) is a pedagogical approach that fosters critical thinking, problem-solving skills, and contextual understanding. This Systematic Literature Review (SLR) examines the characteristics, effectiveness, challenges, and contextual integration of PBL in mathematics teaching and learning at vocational high schools. Using the PRISMA method, a total of 186 articles were retrieved from the ScienceDirect, Google Scholar, and ResearchGate databases. After applying strict inclusion criteria focusing exclusively on mathematics learning in peer-reviewed journal articles, 15 articles were selected for in-depth analysis. The findings indicate that PBL consistently improves critical thinking skills, mathematical problem-solving abilities, conceptual understanding, and mathematical literacy in vocational high school contexts. Key challenges include teachers’ readiness to design industry-aligned mathematical problems, the absence of workplace-context-based mathematics teaching materials, and time constraints. A critical research gap was identified: mathematics textbooks and teaching modules for vocational high schools are generally not designed based on workplace-context principles, particularly for the Hospitality Program, limiting meaningful connections between mathematics learning and industry practices and hindering deep learning. Future research should prioritize the development of industry-integrated mathematics modules that bridge Problem-Based Learning and workplace environments to enhance the relevance and authenticity of vocational mathematics learning.

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