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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
Prospective Mathematics Teachers’ Creativity in Developing Mathematics Problems Based on Ethnomathematics Context and AKM Framework Eka Sulistyawati; Dwi Shinta Rahayu
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.v8i1.1136

Abstract

Developing instrument tests is an important skill for prospective teachers. The implementation of the Merdeka Curriculum is a means to meet 21st-century skills, one of which is numeracy literacy. This study aims to describe the creativity of prospective teachers and the cognitive level of the developed mathematics problem oriented with Minimum Competency Assessment (AKM) using ethnomathematics context. This qualitative research employed a phenomenological approach, with subjects 7th-semester prospective teachers at an Islamic higher education. Stratified random sampling and maximum variation sampling techniques were used to select 12 students from 96 based on prerequisite course grades. Student creativity in constructing problems was assessed using rubrics based on creativity indicators: fluency, flexibility, and elaboration. The Gwet AC1 Coefficient was used to ensure agreement on the scoring results. Based on the fluency indicator, the results showed that the algebra content was the most difficult to develop, while the measurement and geometry content was the easiest. Based on the flexibility indicator, the majority of the problems were at the application level, and the fewest were at the reasoning level. Considering the level of problems, content on measurement & geometry, data & uncertainty, and algebra were least frequently developed into reasoning-level problems. Based on the problem type in the elaboration indicator, the majority of students developed problems that did not contain new additional information. The least frequently developed problem type was one that included additional information but was not necessary to solve the problem. The findings of this study imply the necessity of measuring teachers' numeracy literacy skills before students' numeracy literacy is developed and measured, as well as the importance of problem development training.
Analysis of Students’ Conceptual Understanding of Pythagorean Prerequisite Concepts Retno Ayu Wulandari; Yelli Ramalisa; Duano Sapta Nusantara
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.v8i1.1143

Abstract

This study aims to determine students' ability to understand the prerequisite material for Pythagorean concepts. The study was conducted using a descriptive qualitative approach. The subjects of this study were students of class VIII B at SMP Adhyaksa 1 in Jambi City. Data collection involved written tests, interviews, and documentation, followed by analysis through data reduction, data presentation, and the formulation of conclusions. Data analysis was conducted based on concept comprehension indicators, namely 1) restating a concept, 2) writing down concepts in various mathematical representations, 3) using certain procedures, and 4) applying a concept. Based on the findings, of the 14 students, 7 were classified as having low comprehension, 5 were categorized at a moderate level, and 2 students achieved a high level of comprehension. This shows that students' conceptual understanding abilities vary. The results of the study show that students' conceptual understanding of the prerequisite material on Pythagoras tends to be low, with 50% in the low category. Some students showed fairly good achievement in the indicators of restating concepts and representing concepts. However, students were still weak in the indicators of selecting and using specific procedures and applying concepts.
Unveiling Cognitive Dynamics and Classroom Culture: A Literature Review of Qualitative Research in Mathematics Education Fadhlur Rohman; Lulu Sekardini; Nadila Nadila; Arvina Tri Septiani; Sri Hastuti Noer; Agung Putra Wijaya
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.v8i1.1145

Abstract

This study aims to analyze the contribution of qualitative research approaches, particularly ethnography and case studies, in unveiling the interplay between classroom culture and students' mathematical thinking processes. Using a literature review method, this study synthesizes scholarly sources from 2015 to 2025 to deepen the understanding of how social context influences cognitive construction in mathematics education. The findings reveal that mathematical thinking is not an isolated cognitive activity but is deeply embedded in classroom culture. Ethnographic approaches effectively uncover the "hidden curriculum" and cultural norms that shape learning, while case studies provide granular insights into students' specific cognitive hurdles. The integration of these approaches with constructivist pedagogies, such as Realistic Mathematics Education (PMRI), offers a robust framework for creating more meaningful and culturally responsive learning environments. This study concludes that qualitative inquiry is essential for bridging the gap between individual cognition and social context, providing a humanistic perspective on mathematics education.
Analysis of Instrument Quality in Measuring Mathematical Logical Thinking Ability Yulia Pratiwi; Niki Pujarwati; Marlinawati Marlinawati; Agung Putra Wijaya; Chika Rahayu
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.v8i1.1162

Abstract

The ability to think logically in mathematics is a skill that must be developed through instruction. One strategy for developing this ability is the use of high-quality instruments. Therefore, this study aims to analyze the quality of a mathematical logical thinking ability test instrument in terms of its validity, reliability, difficulty index, and discriminating power using SPSS and Microsoft Excel. This research employed a quantitative method with an evaluative analysis approach. The subjects in this study were students of class VII.6 and VII.8 at SMPN 26 Bandarlampung. The instrument used was a descriptive test consisting of ten items, developed based on four indicators of logical thinking ability, namely the ability to interpret information, the ability to predict, the ability to solve problems, and the ability to draw conclusions. The results of this study indicate that: (1) the quality of the logical thinking ability test instrument meets the criteria for 100% validity; (2) the reliability of the logical thinking ability test instrument is 0.775, categorized as reliable; (3) the difficulty level analysis shows that nine items fall into the moderate category and one item falls into the easy category; (4) the discrimination power analysis shows that four items have good discriminating power and six items have fair discriminating power.
The The Effect of Problem Based Learning Integrated with Deep Learning on Students’ Mathematical Reasoning Ability Zakiya Amalia Hartanto Putri; Hepsi Nindiasari
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.v8i1.1164

Abstract

This study aims to determine the effect of the Problem Based Learning model integrated with Deep Learning on junior high school students’ mathematical reasoning ability, as well as the level of improvement after the learning intervention. This research employed a quantitative approach using a quasi-experimental One-Group Pretest–Posttest design. The sample consisted of one class of junior high school students who received problem-based learning with a deep learning approach over four sessions. The research instrument was a mathematical reasoning test administered before and after the intervention. Data were analyzed using descriptive statistics, normality testing, paired sample t-test, and N-Gain analysis. The results show that the Problem Based Learning model with Deep Learning has a significant effect on students’ mathematical reasoning ability, indicated by a significance value of p < 0.05. Furthermore, the N-Gain analysis revealed a moderate level of improvement. Thus, the Problem Based Learning model integrated with Deep Learning is effective in enhancing students’ mathematical reasoning ability.
A Meta Analysis – Factors That Influence the Level of Statistical Reasoning of Students in Indonesia Amelia Destiana; Nurul Astuty Yensy
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.v8i1.1175

Abstract

In today's digital world, Indonesian students face significant challenges with statistical reasoning, a crucial 21st-century skill needed for data interpretation and informed decision-making in academic and daily contexts. To address this educational gap, researchers conducted a comprehensive meta-analysis of 17 empirical studies published from 2012-2024, systematically examining various factors that influence students' statistical reasoning abilities in Indonesia. The study methodically categorized these influences into internal factors stemming from individual student characteristics and external factors related to environmental and instructional elements. The findings revealed that the implementation of Contextual Teaching and Learning (CTL) combined with Realistic Mathematics Education (RME) learning models had the most significant positive impact on enhancing students' statistical reasoning capabilities. These research results provide valuable evidence-based insights for educators, curriculum developers, and policymakers to create more effective educational frameworks and teaching strategies that can substantially enhance statistical literacy among Indonesian students, ultimately improving their capacity for data-driven decision-making in both formal educational settings and practical real-world applications.
Students’ Mathematical Critical Thinking Skills and Self-Esteem as a Basis for PjBL–STEM Cholifah; Nuriana Rachmani Dewi
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.v8i1.1219

Abstract

Mathematical critical thinking skills are essential 21st-century competencies that must be developed through mathematics learning. However, results from international and national assessments indicate that these skills remain low among junior high school students. This study aims to describe the mathematical critical thinking skills and self-esteem of eighth-grade students at SMP Negeri 10 Semarang as a basis for designing innovative learning using a Project-Based Learning (PjBL) model with a STEM approach assisted by flipbook-based media. This study employed a descriptive quantitative design involving 31 eighth-grade students. Data were collected through a mathematical critical thinking skills test and an interview with a mathematics teacher. The results showed that the average score of students’ mathematical critical thinking skills was 31.77, with most students categorized at a low level. Interview findings indicated that students’ self-esteem tended to be moderate to low, characterized by low confidence, passive participation, and reluctance to engage with non-routine problems. These findings highlight the need for learning designs that simultaneously address cognitive and affective aspects through flipbook-assisted PjBL–STEM learning.
Bibliometric Analysis of Research on Mathematical Problem-Solving Ability Using VOSviewer and Google Scholar (2010–2025) Laila Rahmi S; Pinta Deniyanti Sampoerno; Flavia Aurelia Hidajat
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.v8i1.1223

Abstract

Mathematical problem-solving skills are a key competency of the 21st century and are an important focus in mathematics education. This study aims to map the development of research on mathematical problem-solving skills in the period 2010–2025 using a bibliometric approach based on Google Scholar. Data were collected through Harzing's Publish or Perish (PoP) using keywords related to mathematical problem solving/problem solving ability and exported in .CSV and .RIS formats. The metadata were then cleaned and normalized using Microsoft Excel, then analyzed using VOSviewer to produce network, overlay, and density visualizations. The results of the analysis show an increasing publication trend since 2015, peaking in 2021–2022, then declining in 2023–2025, which is thought to be influenced by the limited coverage of current data. Co-occurrence mapping formed several main clusters: (1) learning models and problem-solving development, (2) skills/abilities as learning outcomes, (3) educational context and learning influences, (4) problem-solving processes and strategies as well as affective factors (self-efficacy), and (5) assessment and ability indicators. The overlay findings indicate that current topics for 2021–2025 are shifting toward affective factors and self-regulation, such as self-efficacy, mathematical resilience, independence, and the study of strategies and processes. Overall, research is still dominated by cognitive and pedagogical factors, while integrative exploration of affective aspects and the development of comprehensive assessment instruments remain limited. This mapping provides a basis for formulating directions for further research and strengthening the design of learning and assessment of mathematical problem-solving skills.
Analysis of Test Instrument Quality in Measuring Computational Thinking Skills in Seventh Grade Junior High School Ratio Material Gustina Nandari; Ayu Kusumaningtyas; Meliyani Lutfiah; Agung Putra Wijaya; Chika Rahayu
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.v8i1.1251

Abstract

The integration of computational thinking in mathematics learning is essential to support 21st-century skills; however, assessment practices in schools still inadequately measure students’ thinking processes. This study aims to analyze the quality of a test instrument designed to measure junior high school students’ computational thinking ability on ratio material. A quantitative descriptive-evaluative method was employed involving 64 seventh-grade students. The instrument consisted of five contextual essay items developed based on computational thinking indicators: decomposition, pattern recognition, abstraction, generalization, and algorithmic thinking. Item analysis was conducted to examine validity, reliability, difficulty index, and discrimination power. The results indicate that all items were valid and the instrument showed high reliability (α = 0.81). The difficulty levels ranged from easy to moderate, while the discrimination power was categorized as sufficient to good. These findings demonstrate that the instrument is valid, reliable, and appropriate for measuring students’ computational thinking ability in mathematics learning at the junior high school level.
Improving Mathematics Achievement of Special Sports Class Students Through Project-Based Learning: A Quasi-Experimental Study Meilani Putri Pertiwi; Christina Eva Nuryani; Koryna Aviory
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.v8i1.1252

Abstract

This research aims to determine the effect of Project-Based Learning on mathematics learning achievement in Special Sports Class (SSC) students. This quasi-experimental study uses a posttest-only control design. Sampling was conducted using random sampling, with two classes selected as the experimental and control groups. The instruments used were validated learning achievement tests and observation sheets to measure the implementation of learning. Data analysis was performed using the t-test with normal and homogeneous assumptions. The results of the analysis of the implementation of learning were in the very good category with an average of 98.25%. Based on the hypothesis test, it was found that p-value = 0.000 < 0.05, so H0 was rejected. This shows that the mathematics achievement of SSC students at SMA Negeri 1 Sewon is more influenced by the project-based learning model than the cooperative model.

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