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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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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.
Analysis of Students' Mathematical Misconceptions in Solving Contextual Problems in Fractional Number Material Nurma Izzati; Siska Zahara
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.v8i1.1273

Abstract

This study aims to describe the forms of mathematical misconceptions of students in solving contextual problems in fractional number material. The research used a descriptive qualitative approach and was carried out at SD Negeri 1 Gandasoli, Kuningan Regency. The subjects of the study were all students of class V totaling 39 people. Data was obtained through a written test in the form of contextual description questions about fractional numbers that have gone through the validity test stage. Based on the test results, students were classified into three levels of mathematical ability, namely high, medium, and low, then 9 students were selected as sample subjects for in-depth analysis. Data analysis is carried out through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show that students still experience various types of mathematical misconceptions, including misconceptions of translation, signs, calculations, systematic, concepts, and strategies. Misconceptions of translation and signs were found at all levels of mathematical ability, while calculating, systematic, and conceptual misconceptions appeared in students of medium and low ability. Strategic misconceptions are only found in students with low mathematical ability. These findings show that the complexity of misconceptions increases as students' mathematical ability levels decrease, so learning that emphasizes understanding concepts and meaningful problem-solving in fractional number material is needed.
Hypothetical Learning Trajectory Based on Realistic Mathematics Education in SPLDV Material: Implementation to Accommodate Differences in Junior High School Students' Initial Abilities Miftahul Atiqoh; M Farhan Ainun Ihsani; Ulfah Zulaikha; Nining Setyaningsih
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.v8i1.1278

Abstract

This study stems from the challenge of understanding the concept of SPLDV, which is generally still procedural and lacks meaning, as well as the diversity of students' initial abilities that influence their thinking processes and problem-solving strategies. The research method used was qualitative descriptive within the framework of Didactical Design Research (DDR) at SMP Muhammadiyah 5 Surakarta with three ninth-grade students representing high, medium, and low initial abilities as subjects. Data were collected through SPLDV concept comprehension tests and in-depth interviews. The results showed that the application of RME-based HLT helped students understand concepts gradually, starting from real contexts, situational models, mathematical models, to formal representations. Students with high initial abilities were able to fulfill all of Polya's problem-solving indicators, including the evaluation stage. Students with medium initial abilities were able to understand the problem and develop a plan but were not consistent in evaluating the results. Meanwhile, students with low initial abilities were only able to identify basic information without being able to model or implement a solution strategy. Overall, RME-based HLT proved to be effective in facilitating differences in students' initial abilities and improving their understanding of SPLDV concepts through a structured and contextual learning path.
Differentiated Learning Model Based on the Cambridge Curriculum: A Case Study of Self Regulated Learning Ability and Mathematics Learning Achievement Nadya Amalia; Ismaini Sitompul; Muhammad Khaedir Lutfi; Ima Hilmiatur Rosidah
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.v8i1.1286

Abstract

This study aims to analyze the implementation of a differentiated learning model based on the Cambridge Curriculum and its impact on students’ Self-Regulated Learning (SRL) skills and mathematics learning achievement. The research employed a mixed-methods approach with an embedded experimental design, in which quantitative and qualitative data were collected simultaneously to obtain a comprehensive understanding of the model’s effectiveness. The research subjects were Cambridge Lower Secondary students at a private school in Indonesia that implements the Cambridge Curriculum. The instruments used included a mathematics achievement test, an SRL questionnaire, and an observation checklist of learning activities. The results indicate that the implementation of differentiated learning significantly improved students’ learning outcomes compared to conventional instruction, particularly in problem-solving skills and understanding of basic mathematical concepts. In addition, there was an improvement in students’ self-regulation abilities, including goal setting, selection of learning strategies, and self-reflection. It can be concluded that the integration of differentiated learning with the Cambridge Curriculum is effective in enhancing student engagement, learner autonomy, and academic achievement in mathematics learning.
Improving Integral Concept Understanding Ability through ICT: Systematic Literature Review Lina Nurhayati; Nurmala Setianing Putri; Bill Chairy Rizki Bustaren
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.v8i1.1368

Abstract

Understanding the concept of integral is critical for engineering students, particularly civil engineering students. Many civil engineering students struggle to understand the concept of antiderivatives and the procedure for calculating integral. The objective of this study was to examine if technology, especially information and communication technology (ICT), can significantly improve civil engineering students' knowledge of the integral. The research sample comprises ten studies that employ diverse research approaches to investigate the impact of integrating ICT, including GeoGebra, Maple, MATLAB, and Other technologies, on enhancing knowledge of integral concepts. The method employed was a Systematic Literature Review (SLR) that followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. ERIC, SCOPUS, and Google Scholar-indexed journals published between 2012 and 2023 were sampled. The findings revealed that studying with Maple and Integrating technology has a significant impact on helping students comprehend integrals. It is demonstrated by the effect size values of 1,23 and 1,26, respectively.
Quality Analysis of Mathematical Representation Test Instruments in Junior High School Statistics Nyoman Gita Gayatri; Fadhlur Rohman; Angga Saputra; 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.v8i1.1370

Abstract

This study aims to analyze the quality of an essay test instrument measuring students’ mathematical representation ability on eighth-grade statistics material, which was administered to ninth-grade students at SMP Negeri 1 Bandar Lampung. The analysis covers item validity, reliability, difficulty level, and discrimination index. This study employed a quantitative approach with a descriptive method. The research subjects were 27 ninth-grade students, while the object of the study consisted of six essay items on statistics that were developed based on indicators of mathematical representation ability. The results show that only three items (numbers 2, 4, and 6) meet the validity criteria, while items 1, 3, and 5 are invalid. The reliability coefficient of the instrument is 0.685, which falls into the moderate category and is therefore acceptable. All items are categorized as easy based on the difficulty index analysis. However, the discrimination index analysis indicates that all items have low discrimination power and thus fail to distinguish between high- and low-ability students. These findings imply that the instrument requires comprehensive revision, particularly in terms of difficulty level and item quality, in order to more accurately measure students’ mathematical representation ability in statistics.

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