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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 25 Documents
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Search results for , issue "Vol. 8 No. 1 (2026): MATHEMA" : 25 Documents clear
Madura Batik Ethnomatematics: Mathematical Reasoning in Plane Figures Shela Hardidesti Mariska; Retno Marsitin; Riski Nur Istiqomah Dinnullah
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.825

Abstract

The ethnomathematics approach can simplify mathematical reasoning for students while introducing cultural knowledge. Mathematical concepts in culture are discovered through mathematical reasoning. This research is important to conduct because Madurese batik motifs contain the concept of flat shapes and mathematical reasoning which have the potential to become a source of contextual mathematics learning based on local culture.The purpose of this study is to describe students' mathematical reasoning in Madurese batik ethnomathematics, particularly in plane geometry, through mathematical reasoning indicators. This study adopted a qualitative descriptive research method. The researcher selected 20 participants as subjects and grouped them into high, medium, and low groups based on the results of the reasoning test answers that had the same tendency in writing steps and answers. Therefore, the interview process used two students per group. Data processing was carried out through descriptive analysis and triangulation analysis based on the test results, interviews, and field notes. The results were then reduced, followed by data presentation and conclusion drawing. The results of the study showed that the achievement of mathematical reasoning indicators with all students being able to make assumptions about problems, 16 students being able to prepare mathematical steps, 16 students being able to make conclusions about answers, and 3 students being able to provide arguments/reasons as truth. In addition, at high mathematical reasoning ability, students were able to fulfill all mathematical reasoning indicators. At medium mathematical reasoning ability, students were able to fulfill two mathematical reasoning indicators. At low mathematical reasoning ability, students were not able to fulfill the mathematical reasoning indicators.These results suggest that implementing ethnomathematics can facilitate students' mathematical reasoning. This research has implications for the development of ethnomathematics-based contextual mathematics learning that can enhance mathematical reasoning while preserving Madurese batik culture.
Development and Validation of Mathematical Critical Thinking Ability Instrument Using Rasch Measurement Nur Afifah; Tasya Pebrianti; Ayu Faradillah; Syafika Ulfah
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.875

Abstract

This instrument has been confirmed to be suitable for measuring students' mathematical thinking skills. It’s validity and reliability have been confirmed through verification, including Wright Map analysis conducted using Winstep software. This research is important to produce a valid, reliable, and Wright map instrument for mathematical critical thinking skills. A properly developed instrument will help measure students' abilities more accurately and objectively. This research utilized a quantitative methodology through the application of a survey approach, The data was obtained by applying a tool for measuring critical thinking skills in mathematics to 299 10th grade students at a secondary school in North Jakarta. This measurement instrument consists of three questions covering four indicators of critical thinking skills in mathematics. The measurement tool consists of three questions with four indicators of mathematical critical thinking skills. The validity test results show that all three questions are valid based on the three categories in the item fit order table. Additionally, in the reliability test using Cronbach's Alpha (KR-20), the results showed that the questions were reliable with a value of 0.75. The results of the Wright Map analysis showed two categories, namely indicators and gender. In the indicator category, students have difficulty in drawing conclusions from the results obtained, which are included in the inference indicator. Meanwhile, the gender category shows that female students have higher mathematical critical thinking skills than male students with a percentage value of 16.38%. Proven instruments can help teachers to accurately support and assess the development of students' cognitive abilities.Keywords: validity, reliability, Wright map, Rasch, mathematical critical thinking skills.
Meta Analysis The Effect of Challenge Based Learning on Mathematics Thinking Ability Alfauzan Ridho Zulfikri; Ardhi Prabowo; Scolastika Mariani; Isnaini Rosyida
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.973

Abstract

This research aims to analyse the effect of implementing the Challenge Based Learning (CBL) model on students' mathematics thinking ability through a meta-analysis approach. Although mathematics plays an important role in developing students' mathematics thinking ability, international studies such as PISA show that mathematical skills in Indonesia are low. One strategy to improve these skills is through innovative learning models, one of which is CBL. CBL combines problem-based learning, project-based learning, and real-life contexts to solve relevant challenges. Based on a literature review, the application of CBL has been proven effective in improving mathematics thinking abilily such as creative thinking, critical thinking, mathematical reasoning, and numeracy literacy. Meta-analysis combines data from relevant studies by calculating the effect size to evaluate the impact. The results of the analysis show that the CBL model has a very high influence on students' mathematics thinking ability, with an average effect size of 4.028, which is classified as very high. The t-test also confirmed that there was a significant difference between the pretest and posttest scores (tcount = 35.05 > ttable = 19.97), confirming that CBL had an effect on improving mathematical thinking skills. Based on these findings, the CBL model is recommended as a learning model to improve mathematical thinking skills in mathematics education.
Meta Synthesis: Ethnomathematics-Based PISA Questions on Secondary School Students' Mathematical Literacy Aida Istiqomah; Zaenuri Zaenuri; Scolastika Mariani; Isnaini Rosyida
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.989

Abstract

Mathematical literacy is one of the skills assessed in the PISA test. The results of the PISA international assessment show that Indonesian students' mathematical literacy skills are not yet optimal. An effort to evaluate suboptimal mathematical literacy is to use questions with an ethnomathematics-based PISA framework. This study aims to synthesize various studies discussing ethnomathematics-based PISA questions used to assess the mathematical literacy of secondary school students. The research method used is a Literature Review with meta-synthesis techniques, which analyzes five selected articles published in 2020–2025 from the Scopus, Google Scholar, and Semantic Scholar databases. The inclusion criteria focused on qualitative studies with junior high and high school students as subjects that discussed mathematical literacy skills through a cultural context. The results of the study show that local cultural elements such as traditional food, Sidoarjo batik, and Gambang musical instruments are effective contextual media in connecting mathematical concepts with students' real lives. The most frequently appearing indicators of mathematical literacy are communication and mathematizing, while the indicators of reasoning and argument remain a major challenge for students. PISA questions with an ethnomathematics nuance are able to strengthen students' understanding of mathematics and instill local cultural values, thereby improving mathematical literacy. Thus, the integration of local culture in mathematics learning is an effective strategy for strengthening mathematical literacy skills and instilling cultural awareness in students in accordance with the PISA framework.
Systematic Literature Review: The Letter of the Ethnomathematics Approach in Improving Critical Thinking Skills Faza Intan Azzahra; Nuriana Rachmani Dewi; Zaenuri Zaenuri; Walid Walid
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.998

Abstract

This study aims to examine the implementation of the ethnomathematics approach in mathematics learning to improve the critical thinking skills of junior high and high school students. The method used is a Systematic Literature Review (SLR) of 19 relevant articles published between 2020 and 2025. Articles were selected through Google Scholar, Semantic, and Scopus with strict inclusion and exclusion criteria. The analysis shows that the integration of local cultural contexts with mathematics material significantly improves critical thinking skills through the interpretation of mathematical concepts in real life. The summary of findings highlights an increase in motivation, conceptual understanding, and analytical skills, symbol interpretation, and mathematical argumentation. Many studies report successful implementation through various innovative learning models such as inquiry-based learning, problem-based learning, and the use of digital media such as 3D e-modules, Android applications, and virtual reality that link local culture with mathematics material. These findings recommend an ethnomathematics approach as a contextual strategy to improve student engagement, understanding, and critical thinking skills.
Development of Mathematics Learning Media Using Kvisoft Flipbook Application for Linear Programming Material Resdiana Safithri
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1001

Abstract

This research aims to produce valid and practical mathematics learning media using the Kvisoft flipbook application for linear programming material, and to evaluate its potential effect on student learning outcomes. This study employed the ADDIE method (Analysis, Design, Development, Implementation, and Evaluation). Data collection techniques included observation, interviews, validation sheets, questionnaires, and a test consisting of 5 post-test questions. The validity test was conducted by material experts, media experts, language experts, as well as a material expert assessment of the post-test questions. The subjects of this study were 24 students from class XI 5 of SMA N 5 Jambi City. The small group product trial was conducted at the implementation stage with 10 students from class XI 2, while the large group trial was conducted on 24 students from class XI 4. The assessment results showed a percentage of 95.3% for material with a "very valid" category, 96% for media with a "very valid" category, and 96% for language with a "very valid" category. For practicality, the percentage obtained was 97% with a "very practical" category by the subject educator. In the small group trial stage, the Kvisoft flipbook learning media for linear programming material obtained a percentage of 97.69% with a "very practical" category, and in the large group trial stage, the practicality questionnaire percentage was 95.51% with a "very practical" category. For effectiveness, the percentage obtained was 87.50% with a "very effective" category. Based on the analysis results of the validator questionnaires, student and teacher responses, it can be concluded that the Kvisoft flipbook learning media for linear programming material for class XI is valid, practical, and has a potential effect on student learning outcomes.
Deep Learning Approach in Toraja Culture-Based Mathematics Learning and its Effect on Primary Students’ Problem-Solving Skills Yanti Lisa Lambe; Suri Toding Lembang; Ranak Lince
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1045

Abstract

This study aims to explore the Deep Learning approach in Toraja culture-based mathematics learning on the problem-solving skills of junior high school students. The research used an embedded sequential explanatory mixed methods design, with a quantitative approach as the primary method and a qualitative approach as supplementary. The subjects consisted of an experimental group and a control group. Quantitative data were collected through pre- and post-treatment essay tests and analyzed using ANCOVA, while qualitative data were obtained through interviews analyzed thematically. The results indicate that the Toraja culture-based Deep Learning approach had a significant effect on improving problem-solving skills (F(1,54)=48.206; p<.001) with a large effect size (ηₚ²=0.471). Qualitative data reinforce these findings by showing increased student engagement, reflection, and metacognitive awareness. The integration of Toraja culture into Deep Learning strengthens the meaning, relevance, and transfer of mathematical knowledge within students' socio-cultural context.
Analysis of Students' Creative Thinking Abilities in Mathematics Problems on Arithmetic Sequences and Series at SMA Negeri 1 Sedayu Riska Natasi Br Ginting; Suhartati Suhartati; Naela Faza Fariha
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1101

Abstract

This study employs a descriptive qualitative approach, utilizing a case study method, to explore students' creative thinking abilities in depth when solving mathematical problems related to arithmetic sequences and series. The research subjects were 35 grade X students of SMA Negeri 1 Sedayu who were selected using a purposive sampling technique. Data were collected through essay tests that measure four indicators of creative thinking abilities: fluency, flexibility, originality, and elaboration, as well as semi-structured interviews and documentation of student work results. Data validity was tested through triangulation and observational persistence. The results showed that most students were classified as creative to very creative (77.1%). Fluency and flexibility aspects dominated, while originality and elaboration still varied among students. This study emphasizes the importance of providing open-ended questions and reflective learning to improve mathematical creative thinking abilities.
Spatial Ability in Mathematics Learning: A Systematic Review from the Perspective of Technology and Learning Models Zulfa Dayyinati Fa'izulloh; Bambang Eko Susilo; Arief Agoestanto; Scolastika Mariani
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1106

Abstract

This study aims to examine the role of technology and learning models in improving students’ spatial abilities in mathematics learning. Using the Systematic Literature Review (SLR) method guided by the PRISMA framework, this study analyzed seven relevant articles published between 2020 and 2025 from reputable databases such as Google Scholar, Semantic Scholar, and SINTA. The findings indicate that various learning technologies, including GeoGebra, Augmented Reality (AR), Virtual Reality–based mobile learning, Math City Maps, and Adobe Flash, have a positive impact on supporting visualization, interaction, and students’ understanding of geometric and spatial concepts. In addition, constructivist-oriented learning models such as Problem Based Learning (PBL), Guided Discovery Learning, Contextual Teaching and Learning (CTL), the Van Hiele model, and Thinking Aloud Pair Problem Solving (TAPPS) provide more meaningful learning experiences by encouraging active exploration, discussion, and independent construction of spatial concepts. The results further demonstrate that the integration of interactive and immersive technologies with appropriate learning models produces a synergistic effect in enhancing students’ mathematical spatial abilities. These findings offer an important foundation for educators in designing mathematics instruction that is more innovative, contextual, and aligned with the characteristics of the digital generation. Future research is recommended to further investigate the effectiveness of specific combinations of technologies and learning models in authentic classroom settings
A Systematic Study: The Use of Artificial Intelligence and Search Engines in Mathematics Learning Yuanda Oktrin Lay; Jailani
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1132

Abstract

Mathematics education in the digital age faces new challenges and opportunities with the advent of technology. Artificial Intelligence and Search Engines have become tools that are often used in the process of searching for information and learning. This study aims to identify, map, and synthesize the latest scientific research on the role, impact, and challenges of using artificial intelligence and search engines in the context of mathematics education. The method used is a systematic study of 26 relevant articles from 2016 to 2025, which are included in the Q1, Q2, and Q3 indices, obtained through a selection process similar to the PRISMA guidelines. The results of the thematic analysis revealed several key findings: (1) There was a significant boom in research trends in 2024-2025, dominated by Generative AI research (such as ChatGPT). (2) The role of artificial intelligence has evolved from intelligent tutor systems (ITS) to dialogic personal tutors (chatbots) and adaptive learning platforms. (3) The role of traditional search engines as information retrieval tools is shifting and, in some cases, being replaced by generative AI capable of synthesizing answers. (4) Consistent positive impacts reported include increased motivation, problem solving, and self-efficacy, but these are offset by challenges related to accuracy, bias, and the urgent need for AI literacy among teachers and students. This study concludes that the state of mathematics learning technology is rapidly shifting toward AI-based systems, which requires pedagogical adaptation and further research on their integration in the classroom.

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