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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 65 Documents
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The Effect Of The Guided Inquiry Learning Model On Students’ Mathematical Communication Skills Tahta Zulfa Sya'bana; Nurhanurawati; Santy Setiawati
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 2 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i2.1434

Abstract

This quasi-experimental study aimed to analyze the effect of implementing the guided inquiry learning model on students’ mathematical communication skills. The research population consisted of all eighth-grade students of SMP Negeri 2 Sekampung Udik, East Lampung, in the 2025/2026 academic year, totaling 184 students. The sample of this study comprised students from classes VIII.3 and VIII.5, with 30 and 28 students respectively, selected using the cluster random sampling technique. The research design employed was a posttest-only control group design. The data analyzed were quantitative data on students’ mathematical communication skills obtained through an essay test on the topic of Systems of Linear Equations in Two Variables (SPLDV). Data analysis was conducted using a t-test. The results showed that students who learned using the guided inquiry learning model had higher mathematical communication skills than those who participated in conventional learning. Therefore, it can be concluded that the implementation of the guided inquiry learning model has a significant effect on students’ mathematical communication skills.
The Effect of Video Use in the Problem Based Learning Model on Students Mathemathical Representation Abilities Sephia Virgiani Effendi; Nurhanurawati; Agung Putra Wijaya
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 2 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i2.1473

Abstract

This study investigated the effect of video-assisted Problem-Based Learning (PBL) on students’ mathematical representation abilities. The study population consisted of all Grade VIII students of SMP Negeri 14 Bandar Lampung in the 2025/2026 academic year, encompassing eleven classes (VIII-A to VIII-K). Using purposive random sampling, 30 students from class VIII-I and 32 students from class VIII-J were selected as the research sample. The study adopted a pretest–posttest control group design, in which class VIII-J served as the experimental group and received video-assisted PBL, while class VIII-I served as the control group and received PBL without video assistance. Quantitative data were obtained through a mathematical representation ability test. The results of the t-test revealed that the increase in mathematical representation ability among students in the experimental group was significantly higher than that of students in the control group. Therefore, video-assisted PBL has a significant positive effect on students’ mathematical representation abilities.
The Effect of the Realistic Mathematics Education Approach on Students' Mathematical Communication Skills Melda andini; Nurhanurawati; Santy Setiawati
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 2 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i2.1519

Abstract

This quasi-experimental research was conducted to examine the influence of the Realistic Mathematics Education (RME) approach on students’ mathematical communication abilities. The population of the study included all eighth-grade students of SMP Negeri 5 Bandar Lampung in the odd semester of the 2025/2026 academic year, consisting of 285 students. The research sample was determined through purposive sampling, involving class VIII.6 with 30 students as the experimental group and class VIII.7 with 31 students as the control group. The study applied a pretest–posttest control group design. Quantitative data on students’ mathematical communication skills were collected using a written test. The data were analyzed using descriptive statistical techniques and inferential analysis with a t-test. The findings revealed that students taught using the RME approach demonstrated a greater improvement in mathematical communication skills compared to those who received conventional instruction. Thus, it can be concluded that the application of the RME approach has a significant positive effect on students’ mathematical communication skills.
The Effect of Problem Based Learning on Students' Mathematical Problem-Solving Skills and Self-Efficacy Wahyu Sianipar; Dhoriva Urwatul Wutsqa; Imam Nursahid
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 2 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i2.1535

Abstract

This study aims to determine the effect of the Problem Based learning model on mathematical problem-solving ability and self-efficacy of eighth-grade junior high school students in statistics material. Problem based learning is an innovative learning model that emphasizes the active involvement of students in the contextual problem-solving process, so it is believed to be able to encourage the development of critical thinking skills and increase students' self-confidence in their learning process and outcomes. This study used a quantitative approach with a one-group pretest-posttest pre-experimental design. The subjects in this study were 32 students of class VIII-G SMP Negeri 8 Yogyakarta who were selected through a purposive sampling technique. The research instrument consisted of a descriptive test to measure problem-solving ability and a Likert scale questionnaire to measure students' self-efficacy. The data obtained were analyzed descriptively and inferentially with a paired sample t-test. The results showed that there was an increase in the average score of problem-solving ability from 61.41 in the pretest to 81.84 in the posttest. Similarly, students' self-efficacy scores increased from an average of 45.41 to 71.22 after treatment. Statistical tests showed that the difference in scores was statistically significant (p < 0.001). These results indicate that the implementation of the Problem-Based Learning model significantly positively impacted students' problem-solving abilities and self-efficacy. Therefore, the PBL model can be used as a strategic alternative in mathematics learning to foster higher-order thinking skills and build self-confidence in completing academic tasks.
Analyzing Students’ Errors and Epistemological Obstacles in Sequences and Series Marlina Wati; Tina Yunarti; Sugeng Sutiarso
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 2 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i2.1610

Abstract

This study investigates students’ errors in solving sequence and series problems using Newman Error Analysis (NEA) and examines the underlying epistemological obstacles. A descriptive qualitative design was applied to 32 eleventh-grade students, with data collected through problem solving tests and semi-structured interviews. The results show that transformation errors were the most frequent (34.4%), followed by process skill errors (25.0%), comprehension errors (21.9%), reading errors (12.5%), and encoding errors (6.2%). These findings indicate that students face significant challenges in translating contextual problems into mathematical models and executing accurate procedures. Furthermore, three types of epistemological obstacles were identified: generalization, conceptual, and intuitive obstacles. This study contributes by integrating error analysis with epistemological perspectives, providing deeper insights into students’ cognitive processes. The findings offer practical implications for designing instruction that emphasizes conceptual understanding and mathematical modeling
The Effect of a Problem-Based Learning Model Incorporating the Bintang Ajaib manipulative on Student Learning Outcomes and Activities Robisha Zarifa Ribaah; Firma Yudha; Moh Putra Rus Afandi; Akbar Maulana Ilman; Mochammad Husaini
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 2 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i2.1896

Abstract

This study aims to determine the effect of implementing the Problem-Based Learning (PBL) model, supported by the Bintang Ajaib teaching aids, on student learning outcomes and activities related to sequences and series in 10th grade at SMA NU Genteng Banyuwangi. This study employs a quantitative, quasi-experimental design, specifically a Nonequivalent Pretest-Posttest Control Group Design. The research sample consisted of an experimental class using the PBL model supported by the Bintang Ajaib teaching aids and a control class using conventional instruction. Data collection techniques included observation, documentation, and pretest and posttest assessments. Data analysis utilized the Shapiro-Wilk normality test, homogeneity test, and Independent Samples t-Test using SPSS version 27.0. The results showed a significance value (Sig. 2-tailed) of 0.007 < 0.05, so H₀ was rejected, and H₁ was accepted. The average learning achievement of students in the experimental class was 85.90, higher than that of the control class (79.39). In addition, student activity in the experimental class increased because students were more engaged in discussing, solving problems, and understanding concepts through concrete, engaging teaching aids. Thus, the Problem-Based Learning model, supported by the Bintang Ajaib teaching aid, is an effective alternative to mathematics instruction that improves student learning outcomes and engagement.
Statistical Learning Trajectory Using The Time Context Of Social Media Usage Intan Permata Sari Nurullah; Fathur Rahmi; Tasnim Rahmat; Haida Fitri
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 2 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i2.1973

Abstract

This study aims to design a statistical learning trajectory using social media usage time data as a starting point or learning context. The method used in this study is design research with the stages of preliminary design, design experiment and retrospective analysis. The subjects in this study were several samples of grade XI high school students. The results of this study are a hypothetical learning trajectory design in statistics learning using social media usage time data with a learning trajectory that is the time spent by students in using social media (Tiktok, Instagram and WhatsApp) to find the measure of central tendency, data location and distribution of single data and group data with agreed provisions. Students record the starting point and end point in the activity of recording students' social media usage time and finally students find a statistical formula.
Analysis of Literacy Ability and Mathematical Problem-Solving Ability reviewed from Student Self-Efficacy Nurma Izzati; Muhammad Agung Febriyanto
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 2 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i2.1993

Abstract

The low levels of mathematical literacy and problem-solving skills among Indonesian students, as reflected in the 2022 PISA results, underscore the need for an in-depth study of the factors influencing these two skills, one of which is self-efficacy. This study aims to describe the characteristics of students’ mathematical literacy and mathematical problem-solving skills in relation to their level of self-efficacy. The study employed a qualitative method with a descriptive approach. The research subjects consisted of 26 eighth-grade students from Class VIII G at MTs Negeri 3 Cirebon, selected through purposive sampling; subsequently, three students were chosen based on high, moderate, and low self-efficacy categories. Data collection was conducted using a mathematical literacy test instrument, a mathematical problem-solving test instrument, and a self-efficacy questionnaire. Data analysis utilized the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions, and its validity was tested through triangulation of methods and sources. The results of the study indicate that students with high self-efficacy possess excellent mathematical literacy and problem-solving skills across nearly all indicators. Students with moderate self-efficacy exhibited an asymmetrical profile, showing weaknesses in the stages of understanding and formulating problems, yet strength in the planning and strategy implementation stages. Students with low self-efficacy demonstrated low ability across all indicators, with the most fundamental weaknesses in the stages of formulating problems and reviewing solution results. There is a consistent trend that the higher a student’s self-efficacy, the better their mathematical literacy and problem-solving skills. The problem-formulation and problem-understanding stages consistently emerge as the weakest points across all self-efficacy categories, thus requiring priority in the design of mathematics instruction.
Evaluating Character Education in Sekolah Penggerak Senior High Schools: Implications for Global Competitiveness Fitri Kumala Dewi; Siti Ubaidah; Meirisa Sahanata; Hedia Rizki; Sunarto
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 2 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i2.2055

Abstract

Character education is widely recognized as a crucial element in enhancing educational quality in an increasingly competitive global context; however, evaluative studies that specifically investigate its implementation within the Sekolah Penggerak Program at the senior high school level remain limited. This study aims to evaluate the implementation of character education in the Sekolah Penggerak Program and to examine its outcomes and impact on students’ character development. An evaluative research approach was employed using the CIPPO model. The research was conducted at State Senior High Schools 4, 5, and 10 in Jambi City, involving principals or vice principals, teachers, and students as research participants. Data were collected through questionnaires and semi-structured interviews. Questionnaire data were analyzed using descriptive percentage analysis, while interview data were analyzed qualitatively through data reduction, data display, and conclusion drawing. The results reveal that character education has been implemented in a systematic and integrated manner through school policies, instructional practices, and school culture, with most achievement indicators classified as high to very high. Furthermore, the implementation contributes positively to students’ character development, particularly in the areas of integrity, discipline, collaboration, critical thinking, and digital literacy, thereby supporting improvements in educational quality aligned with contemporary global demands.
I The Impact of Computational Thinking Skills on Mathematics Learning – Systematic Literature Review Adi Janes Ngingi; Ariyadi Wijaya; Fitriana Yuli Saptaningtyas
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 2 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i2.2288

Abstract

The demands of 21st-century education require students to possess higher-order thinking skills, with computational thinking (CT) being one of the core competencies. Although CT is crucial in helping students solve mathematical problems structurally, reality shows that students' CT skills remain moderate, and classroom instructions are predominantly procedural or rote-based. Objective:This study aims to systematically analyze and comprehensively map the impacts and research trends of integrating computational thinking into mathematics learning across various educational levels. Method: This study employed a Systematic Literature Review (SLR) method guided by the PRISMA framework. Literature searching was executed using the Scopus database, filtering for peer-reviewed journal articles, written in English or Indonesian, available in open-access format, and published between 2020 to 2028. Based on strict inclusion and exclusion criteria, the final selected articles were analyzed in-depth using bibliometric analysis and thematic synthesis. Results: The synthesis reveals that integrating CT into mathematics instructions yields significant positive impacts at elementary, junior, and senior high school levels. The core components of CT (decomposition, pattern recognition, abstraction, and algorithmic thinking) effectively enhance students' problem-solving capacities, logical reasoning, creativity, and learning motivation. Furthermore, the deployment of innovative approaches such as game-based learning, the 5E instructional model, TPACK, STEM, ethnomathematics, and digital tools (GeoGebra, Scratch, ChatGPT) consistently reinforces instructional efficacy. Nonetheless, critical challenges emerge, including variations in students' cognitive prior knowledge, constraints in assessment instruments, and teachers' misconceptions that narrow CT down strictly to computer programming or coding activities. Conclusion: The integration of CT serves as a vital bridge to transform mathematics pedagogy into a more explorative and meaningful experience, highlighting the urgent need for continuous teacher professional development and standardized CT assessment tools

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