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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 20 Documents
 1   2 
Integrating Artificial Intelligence in Mathematics Learning to Improve Conceptual Understanding Ahmad Hamidin; Buhari Muslim
LOGIKA: Jurnal Pendidikan Matematika Vol. 2 No. 1: LOGIKA: Jurnal Pendidikan Matematika, Februari 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v2i1.327

Abstract

The rapid development of Artificial Intelligence (AI) has brought significant changes in various fields, including education. In mathematics learning, AI offers opportunities to improve students' conceptual understanding through adaptive, personalized, and data-driven learning. This article aims to examine the integration of Artificial Intelligence in mathematics learning and its contribution to improving students' conceptual understanding. The research method used is a systematic literature review of national and international journal articles relevant to the topic of AI and mathematics education. The results of the study indicate that the application of AI, such as intelligent tutoring systems, learning analytics, and educational chatbots, can help students understand mathematical concepts more deeply, reduce misconceptions, and increase learning engagement. However, AI integration also faces challenges, including teacher readiness, ethical data use, and gaps in technology access. Therefore, an appropriate implementation strategy is needed so that the use of AI in mathematics learning can be effective and sustainable.
STEM-Based Mathematics Learning: Challenges and Opportunities in the Digital Age Ramita Destiani; Fazila Maulida
LOGIKA: Jurnal Pendidikan Matematika Vol. 2 No. 1: LOGIKA: Jurnal Pendidikan Matematika, Februari 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v2i1.329

Abstract

Mathematics learning in the digital era faces complex challenges along with the demands of mastering 21st-century skills. One approach deemed relevant to address these challenges is STEM (Science, Technology, Engineering, and Mathematics)-based learning. This approach emphasizes interdisciplinary integration, contextual problem-solving, and the use of technology in the learning process. This study aims to analyze the challenges and opportunities for implementing STEM-based mathematics learning in the digital era. The method used was a systematic literature review of national and international journal articles published in the last ten years. The results of the study indicate that STEM-based mathematics learning has great potential to improve students' conceptual understanding, critical thinking skills, creativity, and numerical literacy. However, its implementation still faces various obstacles, such as limited teacher competency, technological infrastructure readiness, and suboptimal curriculum integration. Therefore, strengthening strategies are needed through teacher professional development, policy support, and the provision of equitable digital learning facilities.
Students' Cognitive Abilities and Self-Regulated Learning in Digital Mathematics Learning Agus Adnan; Izoya Putri
LOGIKA: Jurnal Pendidikan Matematika Vol. 2 No. 1: LOGIKA: Jurnal Pendidikan Matematika, Februari 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v2i1.332

Abstract

Advances in educational technology have encouraged the integration of digital learning into mathematics learning, so the main challenge faced is how students can optimize their cognitive abilities and self-regulated learning (SRL) in digital environments. Students' cognitive abilities—which include thinking processes, conceptual understanding, and mathematical reasoning—are key to the success of digital mathematics learning. Meanwhile, SRL, as students' ability to plan, monitor, and evaluate their own learning process, plays a crucial role in regulating the effective use of digital resources, including time management, learning strategies, and emotional regulation. This article describes the relationship between students' cognitive abilities and SRL in the context of digital mathematics learning and the factors that influence both aspects. The study results indicate that the use of digital learning technology combined with strategies to enhance SRL can improve students' conceptual understanding and mathematical problem-solving skills. The interaction between cognitive abilities and SRL also strengthens the role of metacognition in helping students learn independently and effectively in digital environments. This study proposes a learning model that combines digital features with scaffolding techniques designed to strengthen students' cognition and self-regulation to improve mathematics learning outcomes.
Bibliometric Analysis of ESD Research in Mathematics Education and Students’ Mathematical Abilities Sevilla Tita Azzahra; Lilis Marina Angraini
LOGIKA: Jurnal Pendidikan Matematika Vol. 2 No. 1: LOGIKA: Jurnal Pendidikan Matematika, Februari 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v2i1.334

Abstract

This study aims to analyze the trend of scientific publications regarding the application  of Education for Sustainable Development (ESD) in mathematics learning to students' mathematical abilities in the 2020–2025 period. The method used is bibliometric analysis by utilizing article data from Google Scholar through Harzing's Publish or Perish (PoP) and analyzed using VOSviewer software. A total of 991 articles were analyzed to examine the development of publications, citation patterns, and the relevance of research themes. The results showed a significant increase in the number of publications, with a total of 9,304 citations and an h-index value of 46. The focus of research shifted to the topics of mathematical problem-solving, creative thinking skills, STEM integration, and the implementation of ESD-based curriculum. However, the theme of the effectiveness of the application of ESD on students' mathematical abilities directly is still relatively limited. This research is important because there have not been many studies that systematically map the direction, dominant focus, and gaps of ESD research in mathematics learning, so that it has the potential to hinder the development of sustainable and targeted research. The impact of this research is to provide a strategic reference basis for researchers and educators in developing advanced research and ESD-based mathematics learning innovations that are relevant and have an impact on strengthening students' mathematical abilities
Integration of Digital Technology in Mathematics Learning: A Review of the Literature on Pedagogical and Cognitive Impacts Lalu Aji Muliardi Akbar; Qiara Azahra
LOGIKA: Jurnal Pendidikan Matematika Vol. 2 No. 1: LOGIKA: Jurnal Pendidikan Matematika, Februari 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v2i1.354

Abstract

The integration of digital technology in mathematics learning is a strategic issue in line with the demands of strengthening high-level thinking skills and transforming education in the digital era. This study aims to comprehensively analyze the pedagogical and cognitive impact of the integration of digital technology in mathematics learning based on the latest empirical findings. The method used is a systematic literature review of peer-reviewed articles published in the period 2020–2025 and indexed in reputable databases, such as Scopus, Web of Science, ERIC, and Google Scholar. The analysis is carried out through narrative and thematic synthesis by grouping the findings into pedagogical and cognitive dimensions. The results of the study show that the integration of digital technologies, including visualization devices, interactive media, and artificial intelligence, contributes positively to improving the quality of mathematics learning, especially in terms of cognitive engagement, conceptual understanding, and the development of mathematical reasoning. However, the effectiveness of technology integration is highly dependent on pedagogical design, teachers' digital pedagogical competencies, and institutional support. In conclusion, digital technology is not deterministic, but functions optimally as a pedagogical instrument when consciously cognizant and contextual are integrated. This study makes a theoretical and practical contribution to the development of meaningful and sustainable technology-based mathematics learning.
Bibliometric Analysis of Numeracy and Mathematical Problem-Solving Skills in Mathematics Education (2020–2026) Zulfa Wildatussaumi; Nila Munana; Santi Alfifat Khurosyidah; Muji Suwarno
LOGIKA: Jurnal Pendidikan Matematika Vol. 2 No. 2: LOGIKA: Jurnal Pendidikan Matematika, Juni 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v2i2.441

Abstract

Numeracy skills and mathematical problem-solving are two key competencies in mathematics education in Indonesia that continue to develop significantly. However, no bibliometric study has specifically mapped the research development on both topics in an integrated manner. This study aims to map publication trends, author collaboration networks, and thematic clusters of research on students' numeracy and mathematical problem-solving skills in mathematics learning during the period 2020–2026. The method used is bibliometric analysis with data sourced from Google Scholar via the Harzing's Publish or Perish application. From 994 initial documents, 77 articles were selected based on thematic relevance, mathematics subject focus, and Indonesian language. Data were analyzed using Microsoft Excel and visualized using VOSviewer. The results show an increasing publication trend with a peak in 2025. The most productive authors are Fauziyah, Nur and Wintarti, Atik with the highest Total Link Strength (TLS) score of 4. MATHEdunesa is the most productive journal, while Jurnal Ilmiah Matematika Realistik has the highest citation impact (355 citations). Keyword cluster analysis yielded 6 main clusters covering national context (AKM), numeracy characteristics, problem-solving strategies, assessment, error analysis, and learning processes. Topics still rarely explored include error analysis, gender perspectives, and the application of Polya's theory. These findings are expected to serve as an intellectual map for researchers and educators in determining future research directions on numeracy and mathematical problem-solving.
Enhancing Students' Mathematical Problem-Solving Skills through Problem-Based Learning Saniah Afiqoh; Aline Dorimana; Abdul Halim
LOGIKA: Jurnal Pendidikan Matematika Vol. 2 No. 2: LOGIKA: Jurnal Pendidikan Matematika, Juni 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v1i1.444

Abstract

This study aimed to explore the effectiveness of Problem-Based Learning (PBL) in enhancing students' mathematical problem-solving abilities in secondary schools. A quasi-experimental design employing Classroom Action Research (CAR) was conducted in several secondary schools in Indonesia and Rwanda. Data were collected through problem-solving tests, observation, and documentation. Results demonstrated that PBL implementation significantly increased average problem-solving scores from 47.11 to 88.57 after two cycles of intervention. Qualitative observations indicated enhanced student engagement, critical thinking, and collaborative skills. PBL also promoted learning motivation, concept mastery, and student autonomy in tackling mathematical problems. These findings provide practical implications for developing an active and participatory mathematics curriculum.
Integrating Local Cultural Values ​​in Mathematics Learning: A Case Study of Ethnomathematics in Traditional Games Nuriman Widiyasono; Ahmad Faisal; Nurul Aina Lestari
LOGIKA: Jurnal Pendidikan Matematika Vol. 2 No. 2: LOGIKA: Jurnal Pendidikan Matematika, Juni 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v2i2.445

Abstract

Integrating local cultural values through an ethnomathematics approach in mathematics learning is believed to enhance students’ critical thinking skills and conceptual understanding. This study aims to analyze the implementation of ethnomathematics in traditional games at junior high schools in Indonesia and evaluate its contribution to mathematical comprehension. The study employed a qualitative case study design, collecting data via participatory observation, interviews with teachers and students, and documentation of learning activities. Data were analyzed using content analysis and narrative synthesis to identify learning patterns and links to ethnomathematics theory. Results indicate that integrating traditional games into mathematics learning significantly improves problem-solving skills enhances student motivation, and facilitates understanding of geometry, numbers, and logical strategies. Furthermore, the cultural values embedded in traditional games strengthen students’ cultural identity while increasing mathematics’ relevance in daily life. In conclusion, integrating ethnomathematics through traditional games is an effective strategy for meaningful and contextual mathematics learning. The study recommends curriculum development based on ethnomathematics at the junior high school level and further research to assess the long-term impact on student academic performance.
Development of a Problem-Solving-Based Mathematics E-Module to Enhance Students' Critical Thinking Skills Ahmad Fauzani; Nuraisyah Rahma; Mario Jessy Luzon
LOGIKA: Jurnal Pendidikan Matematika Vol. 2 No. 2: LOGIKA: Jurnal Pendidikan Matematika, Juni 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v2i2.446

Abstract

Critical thinking skills are essential competencies in twenty-first-century mathematics education. However, numerous studies indicate that students' mathematical critical thinking abilities remain relatively low due to the limited availability of instructional materials that facilitate systematic problem-solving activities. This study aimed to develop a problem-solving-based mathematics e-module that is valid, practical, and effective in improving students' critical thinking skills. The research employed a Research and Development (R&D) method using the ADDIE model consisting of analysis, design, development, implementation, and evaluation stages. The participants were 72 eighth-grade junior high school students. Research instruments included expert validation sheets, student response questionnaires, and critical thinking tests. Data were analyzed using descriptive statistics and N-Gain tests. The findings revealed that the developed e-module achieved a validity level of 92.4%, practicality of 89.7%, and effectiveness with an N-Gain score of 0.74 categorized as high. Students’ average critical thinking score increased from 61.32 in the pretest to 84.78 in the posttest. These findings indicate that problem-solving-based mathematics e-modules effectively enhance students’ critical thinking skills. This study contributes to the development of digital instructional materials supporting twenty-first-century learning and the implementation of the Independent Curriculum.
The Effect of GeoGebra-Assisted Problem-Based Learning on Junior High School Students' Mathematical Problem-Solving Skills Adetia Pratama; Siti Aminah; Lee Ngan Hoe
LOGIKA: Jurnal Pendidikan Matematika Vol. 2 No. 2: LOGIKA: Jurnal Pendidikan Matematika, Juni 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/logika.v2i2.447

Abstract

Mathematical problem-solving ability is one of the essential competencies required for students in the 21st century. However, various educational evaluations indicate that Indonesian junior high school students still demonstrate relatively low problem-solving skills. One promising instructional approach to address this issue is the implementation of GeoGebra-assisted Problem-Based Learning (PBL). This study aimed to investigate the effect of GeoGebra-assisted Problem-Based Learning on junior high school students' mathematical problem-solving ability. A quantitative approach with a quasi-experimental design using a pretest-posttest control group design was employed. The sample consisted of 64 eighth-grade students divided into experimental and control groups. Data were collected through mathematical problem-solving tests and analyzed using descriptive statistics and independent sample t-tests. The findings revealed that students who participated in GeoGebra-assisted Problem-Based Learning demonstrated significantly higher improvements in mathematical problem-solving ability than those receiving conventional instruction. These results support previous studies highlighting the effectiveness of integrating GeoGebra into problem-based learning environments. Therefore, GeoGebra-assisted Problem-Based Learning can be recommended as an effective instructional alternative for enhancing junior high school students’ mathematical problem-solving ability.

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