REGRESI: Journal of Mathematics Education and Application
REGRESI: Journal of Mathematics Education and Application (ISSN: 3110-1046) is a peer-reviewed scientific journal published regularly to provide a platform for disseminating research findings and studies in the fields of applied mathematics and mathematics education. The journal aims to serve as an academic forum for researchers, lecturers, students, and practitioners to publish their contributions related to the development of theory, application, and mathematics learning. All submitted articles undergo a peer-review process to ensure the quality and originality of the research. Topics in mathematics education include curriculum and instructional material development, learning media, teaching models and strategies, assessment and evaluation, ethnomathematics, and the use of technology in teaching mathematics. The mathematics field covers pure and applied mathematics, statistics, mathematical computation, and the application of mathematics in science and technology. REGRESI is an open-access journal published twice a year (June and December). We accept articles from authors around the world, focusing on topics related to applied mathematics and mathematics education.
Articles
10 Documents
<![CDATA[Penerapan Media Audio-Visual Powtoon untuk Meningkatkan Hasil Belajar Matematika Siswa ]]>
<![CDATA[Nur Hidayati Miftahul Jannah]]>
<![CDATA[ REGRESI: Journal of Mathematics Education and Application Vol. 1 No. 1 (2025) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
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DOI: 10.56916/regresi.v1i1.1562
<![CDATA[Powtoon merupakan salah satu media audio-visual interaktif yang dapat dimanfaatkan untuk menyusun video pembelajaran yang menarik dan komunikatif. Permasalahan yang sering dihadapi dalam pembelajaran matematika adalah kesulitan siswa dalam memahami konsep-konsep yang bersifat abstrak, minimnya interaktivitas dalam proses belajar, serta kurangnya motivasi siswa dalam mengikuti pembelajaran di kelas. Penelitian ini bertujuan untuk mengkaji efektivitas penggunaan media Powtoon dalam meningkatkan hasil belajar matematika siswa. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan menelaah 15 artikel ilmiah yang dipublikasikan pada rentang waktu 2017–2024 dan diperoleh melalui database Google Scholar. Hasil telaah menunjukkan bahwa penggunaan media audio-visual berbasis Powtoon secara konsisten memberikan dampak positif terhadap peningkatan hasil belajar siswa. Media ini mampu menyajikan materi secara lebih menarik, interaktif, dan mudah dipahami, sehingga layak dijadikan sebagai alternatif pendukung dalam proses pembelajaran matematika.]]>
<![CDATA[Penerapan Model Problem Based Learning dalam Pembelajaran Matematika ]]>
<![CDATA[Yuliani Yuliani]]>
<![CDATA[ REGRESI: Journal of Mathematics Education and Application Vol. 1 No. 1 (2025) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
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DOI: 10.56916/regresi.v1i1.1563
<![CDATA[Matematika merupakan mata pelajaran yang penting dalam pengembangan keterampilan berpikir matematis siswa. Namun, banyak siswa yang mengalami kesulitan dalam memahami konsep-konsep matematika secara mendalam. Penelitian ini bertujuan untuk mengkaji penerapan model pembelajaran Problem Based Learning (PBL) dalam pembelajaran matematika melalui metode Systematic Literature Review (SLR). Studi ini menganalisis 20 artikel jurnal yang diperoleh dari database Google Scholar dan Garuda dengan rentang publikasi tahun 2018–2021. Hasil analisis menunjukkan bahwa model PBL diterapkan dengan berbagai pendekatan dan strategi yang berfokus pada pengembangan keterampilan berpikir kritis siswa. Model ini mendorong siswa untuk aktif dalam proses pembelajaran, khususnya dalam penyelesaian masalah, investigasi, dan diskusi, sehingga peran guru lebih sebagai fasilitator. Temuan dari studi ini juga menunjukkan bahwa penerapan model PBL berkontribusi positif terhadap peningkatan hasil belajar matematika siswa. Dengan demikian, model Problem Based Learning dapat menjadi alternatif yang efektif dalam meningkatkan kualitas pembelajaran matematika.]]>
<![CDATA[Pendekatan Inovatif dalam Pembelajaran Matematika ]]>
<![CDATA[Hilda Mahmudah]]>
<![CDATA[ REGRESI: Journal of Mathematics Education and Application Vol. 1 No. 1 (2025) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
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DOI: 10.56916/regresi.v1i1.1564
<![CDATA[Matematika merupakan mata pelajaran yang erat kaitannya dengan kemampuan berpikir logis dan analitis. Namun, dalam praktiknya, matematika kerap dianggap sebagai pelajaran yang sulit dan menantang bagi sebagian besar siswa. Oleh karena itu, diperlukan pendekatan pembelajaran yang inovatif guna meningkatkan efektivitas pembelajaran dan minat belajar siswa. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis berbagai pendekatan inovatif dalam pembelajaran matematika. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan mengkaji 10 hingga 15 artikel ilmiah yang dipublikasikan dalam rentang waktu 2018–2023 dan diperoleh dari database Google Scholar dan GARUDA (Garba Rujukan Digital). Hasil kajian menunjukkan bahwa terdapat beragam pendekatan inovatif, seperti pendekatan berbasis teknologi, pendekatan kontekstual, dan pendekatan berbasis pemecahan masalah, yang terbukti efektif dalam meningkatkan pemahaman dan motivasi siswa dalam belajar matematika. Penelitian ini diharapkan dapat menjadi rujukan bagi pendidik dalam memilih strategi pembelajaran yang tepat untuk meningkatkan kualitas pembelajaran matematika di berbagai jenjang pendidikan.]]>
<![CDATA[Penerapan Media Pembelajaran Augmented Reality (AR) Untuk Meningkatkan Hasil Belajar ]]>
<![CDATA[Amelia Pujianti]]>
<![CDATA[ REGRESI: Journal of Mathematics Education and Application Vol. 1 No. 1 (2025) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
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DOI: 10.56916/regresi.v1i1.1565
<![CDATA[Augmented Reality (AR) merupakan teknologi yang mengintegrasikan dunia nyata dengan dunia virtual melalui tampilan objek tiga dimensi (3D) secara real-time menggunakan media kamera, sehingga objek 3D tersebut tampak seolah-olah berada di lingkungan nyata. Penelitian ini bertujuan untuk menganalisis penerapan media pembelajaran berbasis Augmented Reality dalam meningkatkan hasil belajar matematika siswa. Metode yang digunakan adalah Systematic Literature Review (SLR), yang dilaksanakan melalui beberapa tahapan, yaitu identifikasi, seleksi, ekstraksi data, analisis, dan interpretasi. Sebanyak 15 artikel jurnal terpilih yang relevan diperoleh dari basis data Google Scholar dalam kurun waktu tujuh tahun terakhir. Hasil analisis menunjukkan bahwa penggunaan media pembelajaran AR dapat memberikan visualisasi yang menarik dan interaktif, meningkatkan minat serta motivasi belajar siswa, meningkatkan keterlibatan aktif siswa dalam proses pembelajaran, serta mendukung kemampuan pemecahan masalah matematika. Dengan demikian, media pembelajaran Augmented Reality berpotensi efektif dalam meningkatkan hasil belajar matematika siswa.]]>
<![CDATA[Pemanfaatan Media Elektronik dalam Pembelajaran Matematika SD ]]>
<![CDATA[Nida Kurota Ayun]]>;
<![CDATA[Mey Prihandani Wulandari]]>;
<![CDATA[Tuti Alwiyah Dewi]]>
<![CDATA[ REGRESI: Journal of Mathematics Education and Application Vol. 1 No. 1 (2025) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
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DOI: 10.56916/regresi.v1i1.1617
<![CDATA[Pemanfaatan penggunaan media elektronik dalam pembelajaran matematika di sekolah dasar adalah untuk membuat pembelajaran lebih menarik dan dinamis sekaligus meningkatkan motivasi, minat, dan hasil belajar siswa. Video, animasi, dan aplikasi pembelajaran adalah contoh media digital yang dapat meningkatkan pemahaman siswa terhadap ide-ide matematika. Penelitian ini bertujuan untuk mengetahui pemanfaatan media elektronik dalam pembelajaran matematika. Metodologi penelitian yang digunakan adalah penelusuran dengan tinjauan sistematis (SR). Teknik analisis data dalam penelitian ini adalah kajian isi dari artikel jurnal yang telah terindeks sebagai sumber data penelitian khususnya dilingkup pemanfaatan media elektronik dalam pembelajaran matematika. Hasil dari simpulan penelitian ini adalah pemanfaatan media elektronik dalam pembelajaran matematika di sekolah dasar terbukti efektif dalam meningkatkan kualitas pembelajaran. Media pembelajaran seperti video interaktif, e-learning, game edukasi, animasi Powtoon, hingga alat peraga elektronik seperti jam sudut dan papan sipat-siput tidak hanya mampu meningkatkan pemahaman konsep, tetapi juga memperkuat motivasi, keterlibatan, dan kemandirian siswa. Pemanfaatan media ini sangat sesuai dengan karakteristik siswa sekolah dasar yang cenderung visual, aktif, dan memerlukan pendekatan yang nyata untuk memahami konsep-konsep abstrak dalam pembelajaran matematika.]]>
<![CDATA[Pemanfaatan Desmos untuk Meningkatkan Hasil Belajar Siswa dalam Pembelajaran Matematika ]]>
<![CDATA[Fitri Indriyani]]>;
<![CDATA[Sudianto Sudianto]]>
<![CDATA[ REGRESI: Journal of Mathematics Education and Application Vol. 1 No. 2 (2025) ]]>
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DOI: 10.56916/regresi.v1i2.3706
<![CDATA[The Desmos application, as a web-based interactive graphing calculator, has been widely used in mathematics education to dynamically help visualize abstract concepts. However, studies that systematically summarize the effectiveness of Desmos in various learning contexts in Indonesia are still limited. This study aims to analyze the effectiveness of using Desmos in improving students' learning outcomes, critical thinking skills, and learning interest thru a Systematic Literature Review (SLR) approach. A total of 15 articles published between 2020 and 2025, discussing the implementation of Desmos in mathematics learning at the junior and senior high school levels, were systematically analyzed. The study results indicate that consistent use of Desmos is associated with improved learning outcomes and critical thinking skills in students, with learning mastery ranging from 75–90% and N-Gain in the medium to high category. Additionally, students showed a positive response to Desmos-assisted learning, and the developed learning materials were deemed valid and practical. Integrating Desmos with innovative learning models such as Problem-Based Learning, Creative Problem Solving, and Realistic Mathematics Education strengthens student engagement and understanding. Overall, Desmos has the potential to be an effective technology-based medium fr learning mathematics.]]>
<![CDATA[Efektivitas Media Pembelajaran Digital pada Pembelajaran Matematika SMP ]]>
<![CDATA[Isma Nurhasanah]]>
<![CDATA[ REGRESI: Journal of Mathematics Education and Application Vol. 1 No. 2 (2025) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
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DOI: 10.56916/regresi.v1i2.3707
<![CDATA[Mathematics learning often faces problems such as students’ low conceptual understanding, motivation, and learning outcomes, mainly due to the abstract nature of the material and the continued use of conventional teaching methods. One alternative solution that has been widely studied is the use of digital-based learning media. This study aims to systematically analyze research findings related to the use of digital learning media in mathematics education. The method employed in this study is a Systematic Literature Review (SLR) by analyzing 12 relevant national journal articles. The articles were selected based on criteria including topic relevance, research methodology, and a focus on digital-based mathematics learning. The results of the review indicate that the use of digital learning media generally has a positive impact on mathematics learning, particularly in improving conceptual understanding, motivation, activeness, and learning outcomes of junior high school students. Digital media also help students visualize abstract mathematical concepts, making learning more meaningful. However, several challenges are still found in its implementation, such as limited infrastructure, teacher readiness, and access to technology. Based on these findings, it can be concluded that digital learning media have great potential to improve the quality of mathematics learning when supported by careful planning and teachers’ competence in utilizing educational technology..]]>
<![CDATA[Pengaruh Media Pembelajaran Gamifikasi Berbasis ICT Terhadap Kemampuan Pemahaman Matematis Siswa SMP ]]>
<![CDATA[Khairunnisa Khairunnisa]]>
<![CDATA[ REGRESI: Journal of Mathematics Education and Application Vol. 1 No. 2 (2025) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
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DOI: 10.56916/regresi.v1i2.3708
<![CDATA[The development of information and communication technology (ICT) has driven innovation in mathematics learning, one of which is through the use of gamification-based learning media. This study aims to identify the effect of ICT-based gamification learning media on students' understanding of mathematical concepts at the junior high school level. The research method used is SLR (Systematic Literature Review). Ten national journal articles were used in this study, all of which met the criteria set by the researcher and were published between 2018 and 2025. Examples of ICT learning media platforms in this article include Kahoot!, Quizizz, Word wall, Math Bilbul, and other platforms. Based on the literature review, it was found that the use of ICT-based gamified learning media can improve students' mathematical understanding. This is because it can attract attention, increase motivation, and encourage students to play an active role in understanding the learning material. Based on the analysis results, it can be concluded that ICT-based gamified learning media has the potential to be an innovative alternative in mathematics learning to improve students' understanding of mathematical concepts.]]>
<![CDATA[Penerapan Model Problem-Based Learning terhadap Kemampuan Berpikir Kritis Matematis Siswa ]]>
<![CDATA[Sudarmono Sudarmono]]>
<![CDATA[ REGRESI: Journal of Mathematics Education and Application Vol. 1 No. 2 (2025) ]]>
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DOI: 10.56916/regresi.v1i2.3725
<![CDATA[This study aims to analyze the effect of implementing the Problem-Based Learning (PBL) model on students’ mathematical critical thinking skills. Critical thinking is one of the essential competencies in mathematics education, as it plays a significant role in developing analytical skills, evaluation, logical reasoning, and evidence-based decision-making. However, mathematics instruction in schools still tends to focus on procedural learning and memorization, providing limited opportunities for students to develop higher-order thinking skills. This research employed a quantitative approach with a quasi-experimental design using a pretest–posttest control group design. The research sample consisted of two classes: an experimental class that received instruction through the PBL model and a control class that was taught using conventional methods. The research instrument was a mathematical critical thinking test that had been validated and tested for reliability. The data were analyzed using inferential statistical tests, specifically the independent samples t-test, to determine differences in improvement between the two groups. The results indicate that the implementation of the PBL model has a significant effect on improving students’ mathematical critical thinking skills. Students who learned through PBL demonstrated greater improvement compared to those who received conventional instruction. These findings suggest that the PBL model is effective in encouraging students to actively identify problems, analyze information, and systematically construct solutions in mathematics learning.]]>
<![CDATA[Pengaruh Media Animasi Interaktif terhadap Kemampuan Visualisasi Matematis Siswa ]]>
<![CDATA[Siti Nurseha]]>
<![CDATA[ REGRESI: Journal of Mathematics Education and Application Vol. 1 No. 2 (2025) ]]>
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DOI: 10.56916/regresi.v1i2.3726
<![CDATA[This study aims to analyze the effect of using interactive animation media on students’ mathematical visualization ability. Mathematical visualization ability is one of the essential competencies in mathematics learning, as it plays a significant role in helping students understand abstract concepts through visual representations, images, and dynamic models. However, in conventional teaching practices, students often experience difficulties in constructing mental representations of mathematical objects. This research employed a quantitative approach with a quasi-experimental design using a pretest–posttest control group design. The subjects of the study were students from a secondary school who were divided into an experimental class and a control class. The research instrument consisted of a mathematical visualization ability test that had been validated and tested for reliability. The data were analyzed using inferential statistical tests to determine differences in improvement between the two groups. The results indicate that the use of interactive animation media has a significant effect on improving students’ mathematical visualization ability. Students who learned through interactive animation media showed greater improvement compared to those who learned using conventional methods. These findings suggest that interactive animation media are effective in helping students develop visual and spatial understanding of mathematical concepts and can therefore be recommended as an innovative alternative instructional medium in schools]]>
