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Fatqurhohman
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SMARTH: Journal of Mathematics Education and Learning
Published by CV. Ihsan Cahaya Pustaka
ISSN : -     EISSN : 31248667     DOI : 10.66031/smarth
Core Subject :
SMARTH: Journal of Mathematics Education and Learning publishes empirical research, theoretical studies, and innovations in mathematics education. The journal focuses on mathematical abilities, problem solving, conceptual understanding, mathematical representation, ethnomathematics, learning technology, assessment and evaluation, curriculum development, teacher professionalism, and innovative mathematics learning in the digital era and Society 5.0. The journal prioritizes articles with scientific novelty and significant contributions to the development of theories and practices in mathematics education.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 1 (2025): April 2025" : 5 Documents clear
Development of Student Worksheets Containing Ethnomathematics as Mathematics Teaching Materials for Class X of SMAN 1 Tulungagung Rangga, Ardiansyah Dwi; Ramadani, Putra Trio; Lestari, Rahmadhani Eka
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 1 (2025): April 2025
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v1i1.164

Abstract

Mathematics learning in secondary schools often remains abstract and insufficiently connected to students’ cultural contexts, which can limit engagement and problem-solving skills; therefore, ethnomathematics offers a meaningful approach by linking mathematical concepts with local cultural practices. This study aimed to develop and evaluate the validity, practicality, and effectiveness of ethnomathematics-based Student Worksheets (LKPD) on geometry for Grade X students at SMAN 1 Tulungagung. The research employed a Research and Development (R&D) method using the 4-D model, consisting of the Define, Design, Develop, and Disseminate stages, in which the LKPD were designed by integrating local cultural elements of Batik Reog Kendang Tulungagung into geometry learning activities. The results showed that expert validation achieved a Content Validity Index (CVI) of 0.86, indicating very high validity, while practicality assessments from teachers and students yielded an average score of 89%, categorized as very good. Furthermore, post-test results demonstrated that 84.38% of students met the minimum mastery criterion, supported by classroom observations that revealed increased student engagement and active participation. In conclusion, the ethnomathematics-based LKPD developed in this study are valid, practical, and effective, providing a culturally responsive instructional approach that enhances students’ conceptual understanding and mathematical problem-solving abilities in geometry learning.
Optimalisasi Pembelajaran Matematika di Era Digital: Masalah dan Strategi Lintang, Nadia Christi; Surtila, Melinda; Mustafa, Abdul Rahman
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 1 (2025): April 2025
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v1i1.165

Abstract

Transformasi digital telah membawa perubahan signifikan dalam pendidikan matematika di tingkat SMP, terutama dalam cara materi pembelajaran disampaikan, diakses, dan dipelajari oleh siswa. Meskipun pemanfaatan media digital semakin meluas, masih terdapat berbagai tantangan, seperti efektivitas pedagogis, kesesuaian dengan tujuan kurikulum, serta dampaknya terhadap pemahaman konseptual dan motivasi belajar siswa. Penelitian ini bertujuan untuk menganalisis secara kritis integrasi pembelajaran matematika digital dengan menyoroti pengaruhnya terhadap pemahaman konsep dan motivasi belajar siswa, tantangan implementasi, serta strategi pembelajaran yang efektif dan kontekstual. Metode penelitian yang digunakan adalah telaah pustaka kritis terhadap sumber-sumber ilmiah yang relevan dan kredibel di bidang pendidikan matematika digital, pembelajaran berbasis teknologi, dan desain instruksional. Hasil kajian menunjukkan bahwa media digital seperti video pembelajaran, aplikasi interaktif, gamifikasi, dan platform daring berpotensi meningkatkan pemahaman konseptual, keterlibatan, dan motivasi belajar siswa. Namun, efektivitasnya sangat bergantung pada kualitas desain instruksional, kompetensi guru, kesiapan siswa, serta dukungan kurikulum dan infrastruktur teknologi. Oleh karena itu, integrasi teknologi digital harus dirancang secara pedagogis untuk mendukung pembelajaran aktif, pemahaman mendalam, dan keterampilan berpikir tingkat tinggi.
Profile of Junior High School Students' Critical Thinking Skills in Solving Geometric Problems Based on Cognitive Styles Wicaksono, Sadana; Saputra, Ilhammudin; Hamzah, Syamsuddin Noor
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 1 (2025): April 2025
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v1i1.166

Abstract

Critical thinking is a fundamental competency in mathematics education, particularly in geometry, where students must interpret, analyze, evaluate, and draw inferences from abstract representations; however, these abilities can be influenced by differences in cognitive styles. This study examines the critical thinking profiles of eighth-grade students in solving plane geometry problems by exploring how field-independent (FI) and field-dependent (FD) cognitive styles shape problem-solving processes and outcomes. Cognitive styles were identified using the Group Embedded Figures Test (GEFT), and four students representing FI and FD styles with equivalent mathematical ability were purposively selected. Data were collected through geometry problem-solving tests and semi-structured interviews based on four indicators of critical thinking: interpreting, analyzing, evaluating, and inferring. The results show that FI students demonstrated more systematic, reflective, and autonomous problem-solving approaches, effectively integrating all critical thinking indicators. In contrast, FD students performed adequately in interpretation and basic analysis but experienced difficulties in higher-level processes, particularly evaluation and inference. Inference was identified as the most challenging indicator for students in both cognitive style groups. These findings underscore the influence of cognitive style on students’ critical thinking in geometry and highlight the need for differentiated instructional strategies. Open-ended tasks can support autonomy and deeper reasoning for FI students, while structured scaffolding and guided support are crucial for helping FD students develop higher-order thinking skills and achieve more equitable learning outcomes.
Mathematical Representations of Students with Dyscalculia in Differentiated Learning Environments: A Conceptual Review Fatqurhohman, Fatqurhohman; Malini, Adnan Noor; Mendyas, Ferdiano
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 1 (2025): April 2025
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v1i1.167

Abstract

Students with dyscalculia experience persistent difficulties in numerical processing, number sense, relational understanding, and arithmetic procedures, which negatively affect their cognitive, affective, social, and functional development. Conventional mathematics instruction often fails to accommodate these diverse needs, resulting in low engagement, heightened mathematics anxiety, and weak conceptual understanding. This conceptual review synthesizes research on mathematical representation strategies for students with dyscalculia within differentiated learning contexts, with an emphasis on evidence-based approaches that support conceptual understanding and flexible problem solving. A comprehensive review of relevant scholarly literature was conducted, focusing on multimodal representations (concrete, pictorial, and symbolic) integrated within differentiated instruction and Universal Design for Learning (UDL) frameworks. The analysis highlights studies examining cognitive, affective, and functional outcomes in mathematics learning for students with dyscalculia. The findings indicate that the use of multimodal representations combined with differentiated learning reduces cognitive load, supports the progression from concrete to abstract thinking, and enhances problem-solving flexibility. In addition, these approaches help reduce mathematics anxiety, increase student engagement, strengthen self-confidence, and foster a more positive mathematical identity. This review proposes a conceptual framework to guide educators, parents, and practitioners in designing adaptive, inclusive, and evidence-based interventions, contributing to more equitable and sustainable mathematics instruction for students with dyscalculia.
Perceptions of Pre-Service Teachers of Mathematics on Peer-Feedback in Classroom Learning Noor, Siti Jamilah; Rahmatika, Noor Baiti; Lissa, Juhairiah
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 1 (2025): April 2025
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v1i1.168

Abstract

Mathematics learning in higher education increasingly demands active, collaborative, and self-regulated learning; however, classroom practices often remain lecturer-centered, limiting students’ opportunities to reflect on their understanding and engage meaningfully with peers. Peer feedback is a collaborative instructional strategy with strong potential to address this gap by promoting dialogue, reflection, and shared knowledge construction. This study investigates pre-service teachers’ perceptions of peer feedback in mathematics learning, focusing on its contributions to conceptual understanding, engagement, motivation, collaboration, and self-regulated learning. A quantitative descriptive design was employed involving 20 pre-service teachers who participated in structured peer feedback activities over one academic semester. Data were collected using a 35-item Likert-scale questionnaire and analyzed through descriptive statistics, including mean scores and frequency distributions. The results indicate consistently positive perceptions across all indicators, with mean scores ranging from 3.30 to 3.50. Participants reported that peer feedback helped clarify mathematical concepts, deepen conceptual understanding, increase learning motivation and engagement, encourage collaborative interaction, and support reflective thinking. These findings suggest that well-structured peer feedback functions as an effective pedagogical complement to lecturer instruction, offering cognitive, motivational, and social benefits. Integrating peer feedback into mathematics classrooms can strengthen interactive learning environments and support the development of reflective, autonomous, and self-regulated future mathematics teachers.

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