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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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Development of Deep Learning-Based Digital Student Worksheet to Improve Ninth Grade Junior High School Critical Thinking Skills Mikhael Agus Tua Sibarani; Denny Haris
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.v14i1.20607

Abstract

This study aims to determine whether a Deep Learning-based Digital Student Worksheet to improve ninth grade junior high school students’ critical thinking skills and whether is valid, practical, and effective. This study employed the Research and Development (R&D) method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The product was evaluated using test instruments and questionnaires involving material experts, media experts, one grade IX mathematics teacher at UPT SMP Negeri 17 Medan, and 30 students of class IX-4. The developed product focused on geometric transformation material. The results showed that the product met the highly valid criterion. This was indicated by the average scores of 83.33% for material validation, 87.33% for media validation, 91.66% for pretest validation, 91.66% for posttest validation, and 92.39% for teaching module validation. The product also met the highly practical criterion, as shown by the students’ response questionnaire result of 89.42% and the teacher’s response questionnaire result of 100%. In terms of effectiveness, the product met the effective criterion because 93.33% of students achieved the Learning Objective Achievement Criteria in the posttest. It also supported the improvement of students’ critical thinking skills, as reflected in the posttest results for each indicator: interpretation 100%, analysis 100%, evaluation 84.79%, and inference 73.12%. Furthermore, the overall N-gain score was 0.85, categorized as high, while the N-gain scores for each indicator were also in the high category. Therefore, the developed product was determined to be valid, practical, and effective.
Aktivasi MPCK Guru Matematika dalam Pembelajaran Geometri: Studi Komparatif pada Guru yang Telah dan Belum Mengikuti PPG Muhamad Badrul Mutammam; Evi Novita Wulandari; Frenza Fairuz Firmansyah; Ngizatul Afifah; Shima Kunaza Fazira; Arin Berliana Angrenani
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

This study aims to describe and compare the activation of mathematics teachers' Mathematics Pedagogical Content Knowledge (MPCK) in geometry instruction in two observed cases: one teacher who had participated in the Professional Teacher Education Program (PPG) and one teacher who had not participated in PPG. This study used a comparative qualitative case study design involving two junior high school mathematics teachers with more than ten years of teaching experience. Both teachers taught the same topic, namely cubes in flat-sided solid geometry, in two different Grade 8 classes with 36 students in each class. Data were collected through video-based classroom observations, analysis of lesson plans and students' worksheets, and semi-structured interviews. The video data were transcribed, segmented into instructional episodes, coded using MPCK indicators, and triangulated with document and interview data. The findings show that the teacher who had participated in PPG displayed more varied MPCK activation, particularly in the use of concrete and visual representations, mathematical communication, classroom discussion, formative responses, and responses to students' misconceptions about edges, faces, cube nets, and surface area. In the observed cases, participation in PPG may be associated with more varied MPCK activation; however, this relationship cannot be interpreted causally because the study involved only two teachers in a limited context. The findings also indicate that Mathematical Content Knowledge (MCK) functions as an important foundation for MPCK, but MPCK becomes visible when content knowledge is transformed into representations, guiding questions, discussion, and formative feedback that support students' conceptual understanding
Pengembangan Media Pembelajaran Microsite Berbasis Pendekatan Deep Learning untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 4 Semanding Shofiyyatul Azkiya; Rita Yuliastuti
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.v14i1.20680

Abstract

This study aimed to develop a deep learning-oriented microsite learning media that is valid, practical, and effective in improving mathematics learning outcomes on the topic of cubes and cuboids for eighth-grade students at SMP Negeri 4 Semanding. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The trial subjects consisted of 29 eighth-grade students selected through purposive sampling. Data were collected through observation, interviews, learning achievement tests, student response questionnaires, and documentation. The research instruments included material expert validation sheets, media expert validation sheets, pre-test and post-test instruments, and student response questionnaires. Data were analyzed using percentage techniques to determine the validity and practicality of the media, while effectiveness was measured using the N-Gain test. The results showed that the microsite learning media met the criteria of being highly valid, with material expert validation scores of 93% and 96%, and media expert validation scores of 80% and 93%. The practicality level reached 100% based on student responses. Furthermore, the average pre-test score of 37.76 increased to 89.83 in the post-test, with an average N-Gain score of 0.90 categorized as high. A total of 27 students achieved a high N-Gain category, while 2 students achieved a moderate category. These findings indicate that the developed microsite learning media is valid, practical, and potentially effective for supporting mathematics learning on cubes and cuboids.
Integrasi Computational Thinking dan Teori APOS pada Pembelajaran Matematika: Sebuah Systematic Literature Review Muhammad Syarif Hidayatulloh; Gede Suweken; I Made Suarsana; I Gusti Putu Sudiarta
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.v14i1.20684

Abstract

This study aims to synthesize global research trends and theoretical developments regarding the integration of APOS (Action, Process, Object, Schema) Theory and Computational Thinking (CT) in mathematics education over the past decade. The method used is a Systematic Literature Review (SLR) of 18 reputable journal articles with a time span of 2016–2026. The results of the review indicate that the integration of CT and APOS is not merely a pedagogical choice, but an epistemological necessity that forms a complementary symbiosis. On the one hand, APOS provides a structured cognitive map that reveals the urgency of providing scaffolding at the Action and Process stages to prevent missing stages in students who are still stuck at the basic computational level. On the other hand, empirical findings support the implementation of the M-APOS model which is proven to significantly improve CT abilities with Cohen's d of 1.57 raises a critical reciprocal hypothesis: that the CT pillars are suspected to act as facilitators that activate the effectiveness of the transition between APOS stages. This study concludes that designing learning tools such as diagnostic instruments, modules, and digital worksheets that position CT as a cognitive entry point in the APOS traversal is an urgent priority. This adaptive instructional design is projected to transform students from mere mechanical calculators into autonomous, reflective problem solvers with systemic thinking capabilities.
Integrasi STEM dalam Pembelajaran Matematika Abad ke-21: Sebuah Systematic Literature Review Ruth Maya Simamora; I Wayan Puja Astawa; I Putu Pasek Suryawan
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.v14i1.20686

Abstract

The Science, Technology, Engineering, and Mathematics (STEM) approach has emerged as a prevailing paradigm in twenty-first-century mathematics education, consistently demonstrating its capacity to enhance students' higher-order thinking competencies. Despite the rapid proliferation of studies on STEM implementation in mathematics education, systematic reviews that comprehensively map research trends, implementation models, and their implications remain scarce. This study aims to analyze research trend patterns, forms of implementation, and the implications of the STEM approach in mathematics learning through a Systematic Literature Review (SLR) guided by the PRISMA protocol. Data were drawn from 28 Scopus-indexed articles published between 2020 and 2026. The novelty of this study lies in the systematic identification of three dominant patterns:(1) the predominance of PJBL/PBL as the primary implementation model; (2) an emerging shift in recent research (2025–2026) toward the integration of Artificial Intelligence (AI) and digital technology within STEM ecosystems; and (3) a consistent pattern of improvement in students' critical thinking, creativity, problem-solving skills, learning motivation, and engagement across diverse educational contexts and levels. These findings offer a conceptual map that serves as an empirical reference for researchers and practitioners in designing mathematics instruction that is innovative, meaningful, and responsive to the demands of the twenty-first century.
Evaluating ChatGPT Response Quality in Ethnomathematics Learning Rifaldi Rehan Juniarta; Marsidi Marsidi; Eric Dwi Putra
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.v14i1.20690

Abstract

This study analyzes the quality of ChatGPT responses in generating ethnomathematical explanations in mathematics learning. A descriptive qualitative approach with a case study design was employed. The research participants consisted of one mathematics teacher and 30 eleventh-grade students at SMAI Nurul Huda. Data were collected through classroom observation, semi-structured interviews, and documentation of prompt-response transcripts. Two ethnomathematics-based plane geometry problems, related to a traditional engklek arena and a traditional-house pattern, were explored using ChatGPT through a text-based interface. The documented responses were evaluated based on three indicators: scientific accuracy, logical coherence, and cultural contextual relevance. The findings show that ChatGPT produced stronger responses in terms of scientific accuracy and logical coherence, particularly for lower-complexity problems. In Problem 2, 97% of the responses were categorized as accurate and 100% were highly coherent. In contrast, responses to the more complex Problem 1 were mostly categorized as fairly accurate and coherent, with 7% of the responses identified as inaccurate and incoherent. The weakest performance appeared in cultural contextual relevance, as 93% of responses to Problem 1 were less relevant and 100% of responses to Problem 2 were irrelevant. Observations and interviews further revealed that ChatGPT can increase student engagement and support procedural understanding, but it may also encourage dependence on instant answers if not accompanied by teacher guidance. Therefore, ChatGPT should be positioned as a supplementary learning tool whose use requires mathematical verification, prompt scaffolding, and explicit cultural reflection.
Analisis Kesalahan Siswa SMA Dalam Menyelesaikan Soal Materi SPLTV Berdasarkan Prosedur Kastolan Muhammad Alde Putra; Elfis Suanto; 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.v14i1.20715

Abstract

Previous studies have applied the Kastolan error analysis procedure to identify students' errors in solving mathematics problems. However, most studies have focused on prerequisite topics, particularly Systems of Linear Equations in Two Variables (SPLDV), or have examined students' errors in Systems of Linear Equations in Three Variables (SPLTV) based on specific characteristics, such as prior ability and gender. Consequently, comprehensive information regarding the general error patterns of senior high school students in solving SPLTV problems based on the Kastolan procedure remains limited. This study aims to analyze the errors made by high school students in solving SPLTV questions based on Kastolan's error analysis procedure, which includes conceptual, procedural, and technical errors. This study uses a qualitative descriptive method with 18 tenth-grade students at SMAIT Tahfizh Al-Fatih Pekanbaru as the research subjects. Data were collected through an essay test consisting of two contextual SPLTV questions. The results of the analysis show that technical errors (49.1%) in the fairly high category were the most frequent errors, followed by procedural errors (47.3%) in the fairly high category and conceptual errors (3.6%) in the very low category. The results of this study indicate that procedural and technical errors are the most common errors made by students in solving SPLTV questions, so educators need to pay attention to this so that these errors can be avoided in every mathematics question.
Penerapan Problem Based Learning Berbantuan Kotak Perbandingan untuk Meningkatkan Hasil Belajar Matematika Siswa Sekolah Dasar Komang Teguh Hendra Putra; I Putu Suardipa; I Made Ari Winangun
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.v14i1.20723

Abstract

This study aimed to improve the mathematics learning outcomes of sixth-grade students at SD Negeri Umeanyar on the topic of ratios through the implementation of the Problem Based Learning (PBL) model supported by ratio box media. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The subjects were 28 sixth-grade students of SD Negeri Umeanyar in the 2025/2026 academic year. Data were collected using learning outcome tests in the form of pretests and posttests administered in each cycle. The data were analyzed using quantitative descriptive analysis by comparing students’ learning outcomes in the preliminary stage, Cycle I, and Cycle II. The results showed that the implementation of the Problem Based Learning model supported by ratio box media improved students’ mathematics learning outcomes significantly. In the preliminary stage, the students’ average score was 61.25, with a learning mastery rate of 32.14%. After the action in Cycle I, the average score increased to 73.57, with learning mastery reaching 67.86%. In Cycle II, the average score increased further to 85.36, with learning mastery reaching 89.29%. This improvement occurred because students became more active in learning activities, collaborated more effectively in group discussions, and understood ratio concepts more easily through concrete media. Therefore, the PBL model supported by ratio box media is effective for improving elementary students’ mathematics learning outcomes. This finding indicates that contextual and problem-oriented learning can strengthen students’ conceptual understanding in mathematics
Analisis Struktur Berpikir Siswa dalam Menyelesaikan Masalah Aljabar Berdasarkan Teori APOS Sinta Wati; Prahesti Tirta Safitri; Prawidi Wisnu Subroto
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.v14i1.20760

Abstract

This study aims to analyze students’ thinking structures in solving algebraic problems based on APOS theory, which consists of action, process, object, and schema stages. This research employed a qualitative approach with a case study method. The subjects were 32 students of class VIII-6 at SMPN 27 Kota Tangerang in the 2026/2027 academic year. Data were collected through algebraic problem-solving tests, semi-structured interviews, and documentation of students’ written work. The data were analyzed through data reduction, data presentation, and conclusion drawing based on the indicators of APOS stages. The findings showed that students’ thinking structures varied according to their ability levels. High-ability students reached the action, process, and object stages because they were able to understand the problem information, determine variables, construct algebraic models, solve problems systematically, and provide appropriate conclusions. Moderate-ability students were generally at the action and process stages because they were able to construct algebraic models and perform calculations, but they had not fully reflected on the results as an integrated conceptual structure. Meanwhile, low-ability students remained at the action stage because they were only able to follow basic procedures without fully understanding the relationships among variables. These findings indicate that most students still need gradual and reflective algebra learning that emphasizes the development of conceptual understanding.
Analisis Kesalahan Pemecahan Masalah Matematis Siswa Pada Materi Tali Busur Lingkaran Berdasarkan Tahapan Polya Izma Oktaharmila; Sabrun Sabrun; Sanapiah Sanapiah
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.v14i1.20789

Abstract

This study aims to improve students’ mathematical problem-solving abilities and learning activities through the application of the Problem Based Learning (PBL) model on circle material in class XI IPS-5 of SMA Negeri 3 Mataram. This research used Classroom Action Research (CAR) with the Kemmis and McTaggart model which consisted of two cycles, namely planning, action, observation, and reflection. The subjects of this study were 35 students of class XI IPS-5. Data collection techniques used were tests, observations, and documentation. The instruments used were mathematical problem-solving ability tests and student learning activity observation sheets. The results showed that the application of the Problem Based Learning (PBL) model was able to improve students’ mathematical problem-solving abilities. In cycle I, the average score of students reached 81.17 with classical completeness of 74.28%, while in cycle II the average score increased to 88.45 with classical completeness of 91.42%. Student learning activities also increased from the fairly active category in cycle I to the active category in cycle II. The increase occurred because students were actively involved in discussions, problem investigations, presentations, and reflections during the learning process. Thus, the application of the Problem Based Learning (PBL) model can improve mathematical problem-solving abilities and student learning activities on circle material.

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