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Mathema: Jurnal Pendidikan Matematika
Published by Universitas Teknokrat Indonesia
ISSN : 27221466     EISSN : 26865823     DOI : https://doi.org/10.33365/jm
Core Subject : Education,
Mathematics
Mathema: Jurnal Pendidikan Matematika (E-ISSN: 2686-5823, P-ISSN: 2722-1466) is a single peer-reviewed journal published by the Universitas Teknokrat Indonesia. This journal aims to facilitate and promote the dissemination of scholarly information on research and development in the field of Mathematics and Mathematics Education. The articles published in this journal can be the result of research, conceptual thinking, ideas, innovations, best practices, and book reviews.The scopes of this journal include the following topic areas: - Mathematics Teaching and Learning - Mathematics Curriculum Development - Mathematics Teacher Education - Educational Technology of Mathematics
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 24 Documents
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Search results for , issue "Vol. 7 No. 2 (2025): MATHEMA" : 24 Documents clear
A Systematic Literature Review: The Role of Digital Technology in Improving Conceptual Understanding and Problem-Solving Skills Yuanda Oktrin Lay; Inayah Wulandari; Sri Andayani
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 7 No. 2 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i2.223

Abstract

In response to the evolving demands of 21st-century education, particularly the critical need to enhance students' conceptual understanding and problem-solving skills in mathematics, the strategic integration of digital technology has become increasingly vital. This research aims to explore the role of digital technology in improving students' conceptual understanding and problem-solving skills by classifying the types of tools used in previous studies. The method employed is a Systematic Literature Review (SLR). Data were sourced from the Google Scholar database, collected, filtered, and synthesized to form an article. The results of this study indicate that digital technology plays a significant role in students' conceptual understanding and problem-solving abilities in mathematics. The digital tools and products used to enhance students' conceptual understanding in mathematics include Microsoft Teams, Microsoft Form, Nearpod, Kahoot, Construct 2, Geoshape, Miro, Teams Room, Google Docs, Quizizz, Wordwall, FlipPDF, Patt_Art, digital LKPD (Learning Activity Sheets), Digital Games-Based Learning (DGBL), and learning materials based on Internet Technology. Meanwhile, the tools and digital products used to improve students' problem-solving skills in mathematics include Liveworksheet, GeoGebra, Spreadsheet, Schoology, Edmodo, Cloud Technology (Google Docs, Google Slides, Google Drive, Google Meet, Google Classroom, and SlideShare), Desmos, Padlet, digital book media, digital LKPD, and digital games. Future research could explore more effective teaching strategies in utilizing digital technology, ensuring that it not only enhances conceptual understanding and problem-solving skills but also fosters students' independent learning.
Application of Cooperative Learning Model with TPACK in Improving Learning Outcomes of Grade 7 Anisa Meilinda Wardani; Nurul Imamah; Yanti Indah Mursyida
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 7 No. 2 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i2.291

Abstract

This study aims to improve the learning outcomes of Grade 7 students in Mathematics by applying a cooperative learning model integrated with the Technological Pedagogical and Content Knowledge (TPACK) framework. The research was conducted at SMP Negeri 5 Jember with 32 students as participants. This classroom action research was carried out in two cycles, each consisting of planning, action, observation, and reflection stages. The findings indicate that students' learning outcomes increased significantly after the implementation of the TPACK-assisted cooperative learning model. The percentage of students achieving minimum mastery criteria improved from 21.87% in the pre-cycle to 87.50% in the second cycle, representing a classical improvement of 65.63%. These results suggest that the integration of TPACK in cooperative learning effectively enhances students’ engagement and academic achievement in Mathematics.
Microlearning Effectiveness in Higher Education: A Systematic Review and Meta-Analysis of Student Retention and Learning Outcomes Muhammad Jainuri; Kamid Kamid; Syaiful Syaiful; Nizlel Huda
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 7 No. 2 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i2.517

Abstract

The proliferation of digital technologies in higher education has necessitated innovative pedagogical approaches to enhance student retention and learning outcomes. Microlearning, characterized by short, focused learning segments, has emerged as a promising strategy for addressing contemporary educational challenges. This systematic review and meta-analysis evaluates the effectiveness of microlearning interventions in higher education settings, specifically examining their impact on student retention rates and learning outcomes from 2020-2025. Following PRISMA guidelines, we comprehensively searched multiple databases, including PubMed, Scopus, Web of Science, ERIC, and IEEE Xplore. Studies were included if they examined microlearning interventions in higher education contexts with quantitative measures of student retention or learning outcomes. Quality assessment was performed using the Newcastle-Ottawa Scale and Cochrane Risk of Bias tool. Of 2,847 initially identified studies, 42 met inclusion criteria, encompassing 15,673 participants across 18 countries. Meta-analysis revealed significant positive effects of microlearning on student retention (pooled OR = 1,87; 95% CI: 1,45-2,41; p < 0,001) and learning outcomes (standardized mean difference = 0,74; 95% CI: 0,58-0,90; p < 0,001). Subgroup analyses indicated greater effectiveness in STEM subjects when combined with mobile technologies. Heterogeneity was moderate (I² = 67% for retention, I² = 71% for learning outcomes). Microlearning significantly positively affects student retention and learning outcomes in higher education. The evidence supports its implementation as an effective pedagogical strategy, particularly in statistics education and technology-enhanced learning environments. Future research should focus on long-term retention effects and optimal design principles.
Profile of Creative Thinking of Students with Mathematical Logical Intelligence in Solving Function Composition Rita Lefrida; Musdalifa; Sukayasa
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 7 No. 2 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i2.638

Abstract

Creative thinking in students is essential in the learning process. It can help students discover new ways to understand and solve problems. Through creative thinking, students do not merely focus on finding the correct answer but also learn to explore various possibilities and ideas. This study aims to obtain a description of students’ creative thinking profiles with logical-mathematical intelligence in solving mathematical problems, viewed from their learning styles. The focus is on how students with logical-mathematical intelligence utilize creative thinking in accordance with their individual learning styles. This research employs a qualitative approach. The research subjects are three 10th-grade high school students, each representing a combination of logical-mathematical intelligence with a different learning style: visual, auditory, and kinesthetic. Data were collected through students’ written responses and interviews. The results of the study show that at the stage of understanding the problem, subjects with logical-mathematical intelligence across all three learning styles demonstrated aspects of fluency and flexibility. At the planning stage, the visual and kinesthetic learners met all aspects of creative thinking, including fluency, flexibility, and novelty. In contrast, the auditory learner demonstrated only fluency and flexibility. At the stage of carrying out the plan, visual and kinesthetic learners again showed all aspects of creative thinking more completely than the auditory learner, who only demonstrated fluency and flexibility. However, in the reviewing stage, all subjects showed only fluency and flexibility, without the presence of novelty. These findings highlight the importance of considering students’ learning styles in developing creative thinking skills, particularly for those with logical-mathematical intelligence. An effective learning process must be designed with differentiation, taking into account students’ learning styles. With appropriate strategies, students can not only understand the material well but also fully develop their creative thinking potential at each stage of problem-solving.

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