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Lalu Syamsul Hak Elsani
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LOGIKA: Jurnal Pendidikan Matematika
Published by Gema Cendekia Institute
ISSN : -     EISSN : 31102506     DOI : https://doi.org/10.71094/logika
Core Subject : Education,
Education Mathematics Other
LOGIKA: Jurnal Pendidikan Matematika (e-ISSN: 3110-2506) is scientific publication platform that features research findings, theoretical studies, learning model development, media innovations, and policy analyses in the field of mathematics education. This journal aims to serve as a forum for the exchange of information and ideas among researchers, educators, students, and practitioners to enhance the quality of mathematics learning at various levels of education. LOGIKA journal is a collection of research articles and studies of lecturers, researchers, teachers, and students in the scope of mathematics education that has not been published elsewhere. The scopes of this Journal are mathematics learning models, media & technology in mathematics learning, mathematical thinking processes, mathematics learning assessment, the curriculum in mathematics learning, professional development of mathematics teachers, and ethnomathematics in mathematics learning.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
The Effect of Using an AI-Based Adaptive Learning Platform on Improving Students' Mathematics Learning Outcomes Reno Purnomo; Sovian Sauri; Tomi Ariq; Salwa Rania
LOGIKA: Jurnal Pendidikan Matematika Vol. 1 No. 1: LOGIKA: Jurnal Pendidikan Matematika, Juni 2025
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v1i1.165

Abstract

This research investigates the impact of using AI-based adaptive learning platforms on improving student learning outcomes in Computer Networks at SMK Negeri 2 Mataram. The study is prompted by the rapid advancements in information and communication technology, which have led to the integration of AI in education, particularly in adaptive learning platforms that can tailor learning materials and methods to individual student needs. Initial observations at SMK Negeri 2 Mataram revealed limited use of AI-based learning, resulting in students being passive with conventional teaching methods. This descriptive qualitative research was conducted in the even semester of the 2024/2025 academic year at SMK Negeri 2 Mataram. The subjects included Computer Networks teachers and 10 tenth-grade students. Data were collected through semi-structured interviews, essay tests, and documentation, then analyzed by data reduction, data presentation, and conclusion drawing. The findings reveal an interesting paradox. Although the school administration and teachers still restrict AI usage due to concerns about student dependency and a decline in critical thinking skills, experimental essay test results showed a significant improvement in the quality of student answers when AI was utilized. Responses became more comprehensive, structured, and demonstrated a deeper understanding of concepts. This suggests that AI can serve as an effective tool to enhance comprehension and boost student motivation. However, it is crucial to balance AI integration with the development of AI literacy and an emphasis on independent learning, ensuring students use this technology wisely as a support, not a replacement for their own thinking processes.  
Implementation of Problem-Based Learning Model to Improve Mathematical Problem-Solving Skills of Praya Timur Middle School Students Lalu Aji Muliardi Akbar; Nailu Salma
LOGIKA: Jurnal Pendidikan Matematika Vol. 1 No. 1: LOGIKA: Jurnal Pendidikan Matematika, Juni 2025
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v1i1.166

Abstract

This study aims to determine the effect of the implementation of the Problem-Based Learning (PBL) model on the mathematical problem-solving abilities of eighth-grade students at SMP Negeri 2 Praya Timur. The research method used was a quasi-experimental with a pretest-posttest control group design. The subjects were 60 students divided into an experimental class and a control class. The research instrument was a mathematical problem-solving ability test whose validity and reliability had been tested. The results showed a significant increase in problem-solving abilities in students who learned with the PBL model compared to students who learned using conventional methods. The implementation of PBL helped students be more active, think critically, and be able to connect mathematical concepts with real-world situations. These findings recommend the use of PBL as an alternative mathematics learning strategy in secondary schools.
Transforming Mathematics Learning through Google Classroom: Analysis of Students' Mathematical Reasoning Ability and Thinking Creativity Elya Novandi; Nining Anggeraini
LOGIKA: Jurnal Pendidikan Matematika Vol. 1 No. 1: LOGIKA: Jurnal Pendidikan Matematika, Juni 2025
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v1i1.173

Abstract

This study aims to analyze the effectiveness of transforming mathematics learning through the Google Classroom platform in improving students' mathematical reasoning abilities and creative thinking. The research method used was a quasi-experimental with a pretest-posttest control group design . The research subjects consisted of 60 students of Public Junior High Schools in Praya who were divided into two groups, namely the experimental group with Google Classroom- based learning and the control group with conventional learning. The research instruments were a mathematical reasoning ability test, a mathematical thinking creativity test, and a learning activity observation sheet. Data were analyzed using an independent t-test and N-Gain score . The results showed that there were significant differences between the experimental group and the control group in terms of improving mathematical reasoning abilities and creative thinking. The N-Gain value of the experimental group was in the medium to high category, while the control group was in the low to medium category. In conclusion, learning through Google Classroom was able to transform the mathematics learning process towards a more interactive, effective direction and encourage the development of students' reasoning abilities and creativity.
Elementary School Mathematics Learning Strategies: An Empirical Study Analysis Rahayu Fitriani; Juliana Artatib; Haeruddin Azhari
LOGIKA: Jurnal Pendidikan Matematika Vol. 1 No. 1: LOGIKA: Jurnal Pendidikan Matematika, Juni 2025
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v1i1.174

Abstract

This study aims to analyze various mathematics learning strategies in elementary schools that have been developed and empirically tested over the past five years, to provide a comprehensive overview of their trends, effectiveness, and relevance to 21st-century learning needs. This is due to the low mathematical literacy achievements of Indonesian students in PISA, TIMSS, and the National Assessment, which indicates that the dominance of conventional teacher-centered methods remains an obstacle in developing critical thinking, creativity, and problem-solving skills. The research method used was a Systematic Literature Review (SLR) with reference to the PRISMA guidelines. The search process was conducted in the Google Scholar database with specific keywords and focused on articles indexed SINTA 1-5, published between 2020-2025, and containing empirical data in the context of elementary mathematics learning. Of the 1,600 identified articles, five articles were screened that met the inclusion criteria and were further analyzed. The results showed that innovative learning strategies consistently improve learning outcomes, motivation, and higher-order thinking skills. The traditional game-based GASING method has been proven to increase motivation and conceptual understanding, the TGT model assisted by Articulate Storyline strengthens student interest and engagement, the integration of ethnomathematics with Augmented Reality encourages problem-solving and critical thinking skills, the environment-based STAD connects mathematics with real contexts, while PBL assisted by manipulative media deepens the understanding of abstract concepts. Therefore, it can be concluded that innovative, contextual, collaborative, and technology-based mathematics learning strategies are the answer to the numeracy achievement gap in elementary schools. The combination of concrete and digital media, integration of local contexts, and collaboration-based learning has the potential to reduce the achievement gap between students while improving the quality of elementary mathematics education in Indonesia
Developing Metacognitive Skills in Mathematics Learning through Integration with Other Disciplines (STEM, Socio-Cultural Methods) Juliana Artanti; Wildani Wildani
LOGIKA: Jurnal Pendidikan Matematika Vol. 1 No. 1: LOGIKA: Jurnal Pendidikan Matematika, Juni 2025
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v1i1.175

Abstract

This study aims to develop students' metacognitive skills in mathematics learning through integration with other disciplines, specifically the Science, Technology, Engineering, and Mathematics (STEM) approach and socio-cultural methods. Metacognitive skills are considered important because they play a role in increasing students' awareness of thinking processes, problem-solving strategies, and reflective abilities in learning. The research method used is development research with a multidisciplinary integration-based learning design model. The research subjects consisted of high school students who took mathematics lessons on the topics of geometry and contextual problem solving. Data were collected through metacognitive skills tests, observation sheets, and in-depth interviews. The results of the study indicate that the integration of mathematics with the STEM approach provides a more applicable learning experience, while the application of socio-cultural methods enriches students' understanding through local context and collaboration. Overall, the application of this integration-based learning has been proven to improve students' planning, monitoring, and self-evaluation skills in solving mathematical problems. These findings recommend the need to develop a mathematics learning model that combines multidisciplinary and cultural aspects to foster stronger metacognitive abilities, relevant to the challenges of the 21st century)
Transformation Evaluation Mathematics : From Exams Summative to Evaluation Formative Based Technology Johan Johan; Herman Herman
LOGIKA: Jurnal Pendidikan Matematika Vol. 1 No. 2: LOGIKA: Jurnal Pendidikan Matematika, Oktober 2025
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v1i2.208

Abstract

Development digital technology has bring change significant in paradigm evaluation education , including on field learning mathematics . Research This aim For analyzing the transformation process evaluation mathematics from approach traditional based exam summative going to system evaluation formative based more technology​ adaptive And sustainable . Method research used​ is studies literature with approach descriptive-analytical to various results study latest about implementation evaluation digital formative , such as use of Learning Management Systems (LMS), applications based on Artificial Intelligence (AI), and assessment online interactive . Results study show that evaluation formative based technology capable give bait more back​ fast , accurate , and personal to participant educate , so that support learning more mathematics​ meaningful And reflective . Besides that , use technology allows teachers to do monitoring development competence student in real-time as well identify difficulty Study in a way early . However , the transformation This Also face challenges , such as teacher readiness in digital literacy , availability infrastructure technology , and justice access for all over participant educate . In conclusion , the assessment formative based technology is step strategic in increase effectiveness learning mathematics , as long as accompanied with strengthening digital competence of teachers and support policy Continuing Education.
Systematic Overview: Problem Based Learning (PBL) in Mathematics Learning M. Qomari Hidayat; Rahayu Fitriani
LOGIKA: Jurnal Pendidikan Matematika Vol. 1 No. 2: LOGIKA: Jurnal Pendidikan Matematika, Oktober 2025
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v1i2.214

Abstract

Learning (PBL) in mathematics learning at various levels of education during the 2020–2025 period. The main focus of this study is to identify the effectiveness of PBL on the development of students' mathematical skills, the application models used, as well as the supporting factors and obstacles to its implementation This study aims to systematically review the application of Problem Based in the classroom. The method used is Systematic Literature Review (SLR) by searching articles from the Scopus, ScienceDirect, SpringerLink, Taylor & Francis, ERIC, and Google Scholar databases using keywords related to PBL and mathematics education. Articles that meet the inclusion criteria are analyzed through a content analysis approach based on objectives, methods, research context, and findings. The results of the study showed that PBL consistently had a positive effect on improving high-level thinking skills, especially problem solving, mathematical reasoning, creativity, learning independence, and student involvement. However, the effectiveness of PBL is also greatly influenced by the quality of teacher facilitation, authentic problem design, and students' readiness to participate in the inquiry-based learning process. The main obstacles to the implementation of PBL include time constraints, variations in students' initial abilities, and teachers' difficulties in designing contextual problems. Therefore, the success of PBL requires support for teacher training and a more flexible and adaptive curriculum arrangement.
Literature Analysis on the Effectiveness of the Realistic Mathematics Education (RME) Approach in Improving Students' Understanding of Mathematical Concepts Lalu Aji Muliardi Akbar; Alvandi Nova
LOGIKA: Jurnal Pendidikan Matematika Vol. 1 No. 2: LOGIKA: Jurnal Pendidikan Matematika, Oktober 2025
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v1i2.215

Abstract

This study aims to analyze the effectiveness of the Realistic Mathematics Education (RME) approach in improving students' understanding of mathematical concepts through the synthesis of the latest research results. The main problem behind this study is the low ability of students to understand mathematical concepts, which is shown through difficulties in connecting ideas, explaining mathematical reasons, and applying concepts in new contexts. This study uses the Systematic Literature Review (SLR) approach by examining articles from the Scopus, ScienceDirect, Taylor & Francis, and SpringerLink databases, and verified through Google Scholar. The article selection follows the PRISMA flow, with the inclusion criteria for articles published in 2020–2025, peer-reviewed status, applying RME in learning, and measuring concept understanding. A total of 5 articles were selected and analyzed through thematic synthesis to identify implementation patterns, outcomes, as well as supporting and inhibiting factors for the implementation of RME. The results show that RME consistently effectively improves understanding of mathematical concepts through the use of real contexts, step-by-step modeling, and reflective discussions that encourage the construction of meaning. However, the success of the implementation is greatly influenced by the readiness of teachers and the quality of learning tools. Thus, this study confirms that RME is a relevant approach and needs to be optimized in mathematics learning through teacher training and the provision of supportive learning media.
Systematic Analysis of Learning Models to Improve Students' Mathematical Representation Skills Salwa Rania; Reno Purnomo
LOGIKA: Jurnal Pendidikan Matematika Vol. 1 No. 2: LOGIKA: Jurnal Pendidikan Matematika, Oktober 2025
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v1i2.216

Abstract

This study aims to systematically analyze the learning model used in improving students' mathematical representation skills. The research approach used is Systematic Literature Review (SLR) with reference to the PRISMA flow, which involves the process of identification, selection, and synthesis of Scopus indexed articles published in the range of 2020–2025. From the results of the screening of data sources from Scopus, ScienceDirect, SpringerLink, Taylor & Francis, Wiley, and MDPI, five core articles were obtained that met the criteria of relevance and quality. The analysis was carried out through thematic coding techniques to identify the focus of learning interventions, representational strategies, and the achievement of students' mathematical representation skills. The results of the analysis showed that learning models such as Problem-Based Learning, Realistic Mathematics Education, Brain-Based Learning-based TANDUR, Think Talk–Write, and GeoGebra-assisted Discovery Learning consistently improved students' verbal, symbolic, and visual representations. Improvement occurs when learning provides meaningful context, structured representational scaffolding, and visual-interactive manipulation as a medium for concept exploration. In conclusion, the effectiveness of improving mathematical representation skills is not only determined by the chosen learning model, but also by the quality of pedagogical design and the consistency of teachers in systematically integrating representational strategies in the learning process.
Analysis of Student Errors in Algebra Material Using a Modern Diagnostic Approach Titiani Reza Rahamdani; Elma Maula Safitri
LOGIKA: Jurnal Pendidikan Matematika Vol. 1 No. 2: LOGIKA: Jurnal Pendidikan Matematika, Oktober 2025
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v1i2.222

Abstract

This study aims to analyze students' errors in solving algebra problems using a modern diagnostic approach based on error analysis. This approach allows for systematic identification of error patterns through classification into conceptual, procedural, and strategic aspects. The research method used was descriptive qualitative with 30 eighth-grade students in a public junior high school as subjects. Data were collected through diagnostic tests and task-based interviews. The results showed that conceptual errors were the most dominant type of error (45%), followed by procedural errors (35%), and strategic errors (20%). These findings revealed that most students did not understand the meaning of variables, the principles of algebraic operations, and the process of simplifying algebraic forms. This study recommends the development of visual reasoning-based instruction, scaffolding, and the use of digital diagnostic technology to improve students' understanding of algebra.

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