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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 49 Documents
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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.
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.

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