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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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Pengaruh STEM-PBL Berbantuan Tangram terhadap Kemampuan Berpikir Kreatif Siswa Kelas IV SD Fitri Cahyani; Syafa Fitri Sriardani; Intan Dwi Hastuti; Wahyu Lestari
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.v14i1.20854

Abstract

Creative thinking is one of the essential skills that should be developed in mathematics learning, particularly in geometry learning at the elementary school level. However, teacher-centered learning often limits students’ opportunities to explore various alternative solutions to mathematical problems. This study aimed to analyze the improvement of fourth-grade students’ creative thinking skills through the implementation of a STEM-based Problem-Based Learning (PBL) approach assisted by tangram media. This study employed a quantitative approach using a pre-experimental one-group pretest-postest design. The participants consisted of 28 fourth-grade students of SDN 13 Ampenan. Data were collected using a mathematical creative thinking test administered before and after the treatment. Data analysis included descriptive statistics, Shapiro-Wilk normality test, homogeneity test, and paired samples t-test. The results showed that the average score of students’ creative thinking skills increased from 76.43 in the pretest to 86.96 in the postest. The paired samples t-test revealed a significance value of 0.000 (p < 0.05), indicating a significant difference between students’ creative thinking skills before and after the treatment. These findings indicate that the STEM-based Problem-Based Learning approach assisted by tangram media can improve students’ creative thinking skills in geometry learning. Therefore, this approach may serve as an innovative alternative for fostering creative thinking skills among elementary school students.
Pengaruh Pembelajaran Kooperatif Tipe STAD Berbasis Etnomatematika Permainan Congklak terhadap Pemahaman Konsep Matematis Siswa Sri Hari Yanti; Muhammad Nuh
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.v14i1.20858

Abstract

This study aimed to examine the effect of the Student Teams Achievement Division (STAD) cooperative learning model integrated with ethnomathematics through the traditional congklak game on elementary school students’ mathematical conceptual understanding. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 36 fifth-grade students of SD Islam Kusumawardhana. The research instrument was a mathematical conceptual understanding test administered before and after the treatment. The results of the study showed that the experimental group achieved a higher mean posttest score of 82.78 compared to the control group, which obtained a mean score of 65.56. Based on the comparison between the pretest and posttest scores, the experimental group demonstrated an improvement of 32.50 points, whereas the control group showed an improvement of 15.84 points. The Independent Samples t-test revealed a significant difference between the experimental and control groups (t = 6.489, p < 0.05), with a Cohen's d value of 2.16, indicating a very large effect size. The t-test results indicated a significance value of 0.000 (< 0.05), demonstrating a statistically significant effect of the STAD learning model integrated with ethnomathematics through the congklak game on students’ mathematical conceptual understanding. Furthermore, the effect size value of 2.16 indicated a very large effect. Therefore, the STAD cooperative learning model based on the ethnomathematics of the traditional congklak game is effective in improving elementary school students’ mathematical conceptual understanding.
Analisis Kompetensi Strategis Matematis Siswa SMA dalam Menyelesaikan Masalah Statistika Bivariat Avita Nurannisa Rahayu; Nita Hidayati; Agung Prasetyo Abadi
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.v14i1.20950

Abstract

The purpose of this study is to analyze the mathematical strategic competence of high school students in solving bivariate statistics problems in terms of their strategic competence categories. The method used was descriptive with a quantitative approach. The research sample consisted of 33 eleventh-grade students at MAN Purwakarta in the second semester of the 2025/2026 academic year, selected through purposive sampling. The research instrument consisted of four essay questions developed based on strategic competence indicators, namely formulating, representing, and solving problems. The data were analyzed using descriptive statistics through calculations of the mean, standard deviation, maximum value, minimum value, and the percentage of achievement for each indicator. The analysis showed that the average strategic competence score of the students was 67.03 with a standard deviation of 14.63. Most students (69.70%) were in the moderate category, while 15.15% were in the high category and 15.15% were in the low category. The representation indicator obtained the highest achievement percentage at 81.4%, followed by the formulation indicator at 74.5%, and the problem-solving indicator at 54.3%. Overall, these findings indicate that students' strategic competence in bivariate statistics still needs further improvement, particularly in the problem-solving aspect. These results imply the need for instruction that emphasizes systematic, data-based problem-solving practice in bivariate statistics
The Effect of Cognitive-Level-Based Differentiated Instruction on Students’ Learning Outcomes in Straight-Line Equations Eliska Juliangkary; Yuntawati Yuntawati; Pujilestari Pujilestari; Winarti Winarti
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.v14i1.21170

Abstract

This study examined the effect of cognitive-level-based differentiated instruction on Grade VIII students’ learning outcomes in straight-line equation material at SMPN 1 Sambelia. A quantitative quasi-experimental design with a nonequivalent control group pretest-posttest structure was employed. Two intact classes participated: Class VIII E as the experimental group (n = 27) and Class VIII F as the control group (n = 25). The experimental group received differentiated instruction organized around cognitive levels C1-C6 over two 90-minute meetings, while the control group received conventional lecture-based instruction. Learning outcomes were measured through pretest and posttest essay tests covering remembering, understanding, applying, analyzing, evaluating, and creating. The test was developed from a C1-C6 blueprint and scored using an analytical rubric with weighted indicators for each cognitive level. The experimental mean increased from 59.81 to 79.85, whereas the control mean increased from 61.32 to 76.16. Normality and homogeneity assumptions were met, and the independent samples t-test showed a significant posttest difference favoring the experimental group, t(50) = 3.653, p = 0.001, mean difference = 3.692, Cohen’s d = 1.01, η² = 0.21. The normalized gain was 0.50 for the experimental group and 0.38 for the control group, both in the moderate category. These findings indicate that differentiated instruction, when guided by diagnostic cognitive mapping and supported through active group tasks, can improve students’ conceptual and procedural achievement in straight-line equations. The study offers empirical support for adaptive mathematics instruction in heterogeneous junior secondary classrooms.
Asesmen Formatif: Analisis Psikometrik Instrumen Menggunakan Model Rasch pada Materi Teorema Pythagoras Irmawaty Natsir; Anis Munfarikhatin; Khumairoh Dwi Nur'aini; Nurhayati; Nurmayaningsih; Wiwik Andriani
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.v14i1.21184

Abstract

This study uses a quantitative approach that aims to analyze the psychometric characteristics of formative assessment instruments using the Rasch Model. The research sample consisted of 20 students. The instrument used was a multiple-choice test consisting of 20 questions on the Pythagorean Theorem. Data were analyzed using Winsteps to identify instrument reliability, item difficulty level, item fit, person measure, and student response patterns. The results showed that the instrument had a fairly good reliability with a Cronbach Alpha value of 0.70, person reliability of 0.67, and item reliability of 0.77. Analysis of item difficulty levels showed that there were 2 items in the very easy category, 7 items in the easy category, 8 items in the difficult category, and 3 items in the very difficult category. The results of the item fit analysis showed that most of the items were in accordance with the Rasch Model, although there is one item that needs to be revised because it does not meet the model suitability criteria. Analysis of student abilities showed that most students were in the medium to high ability category. In addition, the results of the Wright Map and Scalogram showed that the instrument had a fairly good ability to differentiate student abilities. Thus, the developed formative assessment instrument can be used to measure students' abilities in the Pythagorean Theorem material.
Profil Berpikir Kritis Siswa dalam Menyelesaikan Tugas Numerasi Kontekstual pada Pembelajaran Matematika Eric Dwi Putra; Mochammad Fadil Djamali; Rini Nur Indah Sari; Diva Oliviya Mayantika; Selvita Risca Alifiana
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 students' critical thinking skills through contextual numeracy tasks in mathematics learning. This study uses a descriptive qualitative approach. The research subjects consisted of four students from class IX B, selected purposively based on their critical thinking skills, namely two students with high abilities and two students with low abilities. Data collection techniques included tests in the form of contextual numeracy tasks on congruence and similarity, observation, semi-structured interviews, and documentation. Data validity was obtained through source triangulation. Data analysis was based on critical thinking indicators, which included interpretation, analysis, evaluation, and inference. The results showed that students with high critical thinking skills were able to meet all critical thinking indicators, as demonstrated by their ability to understand the context of the problem, determine the appropriate solution strategy, evaluate the calculation results, and draw logical conclusions according to the context of the problem. Conversely, students with low critical thinking skills still experience difficulties in several indicators, particularly evaluation and inference, where students tend to lack rechecking and are unable to provide contextual explanations for the numerical answers obtained. These findings indicate that contextual numeracy tasks can be used to reveal variations in student’s critical thinking processes during mathematics learning. The implication of this research is that teachers need to design contextual numeracy tasks that explicitly require studentsto engage in interpretation, analysis, evaluation, and inference, thereby enabling their critical thinking skills to develop optimally
Analisis Kemampuan Pemecahan Masalah Siswa SMA Melalui Pemodelan Matematika pada Permasalahan Geometri Erik Setiawan; Iqbal Kharisudin
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.v14i1.20816

Abstract

This study aims to analyze high school students’ problem-solving abilities through mathematical modeling strategies in geometry problems. This research employed a descriptive qualitative approach involving 33 eleventh-grade students of SMA Negeri 12 Semarang, who were selected purposively based on variations in academic ability. Data were collected through written tests, observation, and in-depth interviews with nine selected students. The data were analyzed inductively by referring to the stages of mathematical modeling, namely understanding the problem context, mathematization, solving the mathematical model, interpreting the results, and validating the solution. The findings show that students’ ability to solve geometry problems through mathematical modeling varied according to the complexity of the problems. Students who answered correctly were able to identify relevant information, construct appropriate mathematical models, perform calculations, and interpret the results in accordance with the problem context. In contrast, students who answered incorrectly generally experienced difficulties in mathematization, applying geometry concepts, manipulating algebraic expressions, and validating final answers. The students’ success rate tended to decrease as the complexity of the problems increased. These findings indicate that transforming contextual problems into mathematical models and validating solutions are critical stages that require greater attention in mathematics learning based on mathematical modeling

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