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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 24 Documents
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Active Learning: A Strategy to Improve the Quality of Mathematics Learning Miyejav de Ramos; Clarissa Anella Gravi
SMARTH: Journal of Mathematics Education and Learning Vol. 2 No. 2: October 2026
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v2i2.715

Abstract

Active learning is often associated with increased student participation, yet its contribution to mathematics learning quality depends on whether participation generates substantive mathematical thinking. This conceptual review develops an integrative framework explaining how active learning can support higher-quality mathematics learning. Relevant literature on active learning, mathematical activities, student engagement, teacher facilitation, and mathematics learning quality was synthesized to identify their conceptual relationships. The synthesis conceptualizes active learning as a pedagogical orientation enacted through purposeful mathematical activities involving problem solving, representation, reasoning, communication, and reflection. Student engagement functions as the core mechanism through which these activities become meaningful learning experiences, while teacher facilitation operates as a cross-cutting condition that designs, supports, monitors, and adapts learning processes. Mathematics learning quality is conceptualized as an emergent consequence reflected in deeper understanding, mathematical reasoning, problem solving, communication, representation, and meaningful application of knowledge. The resulting framework integrates five interrelated components and five conceptual propositions. Rather than proposing a fixed causal sequence, it represents a dynamic pedagogical system in which purposeful activity, sustained engagement, and responsive facilitation interact to create conditions for meaningful mathematical learning. The framework offers a conceptual basis for designing active mathematics learning and guiding future empirical investigation.
Pengembangan Bahan Ajar Digital Interaktif Menggunakan Flip PDF Professional untuk Pembelajaran Geometri SMP Fatqurhohman Fatqurhohman; Maulidina Chintia Maharani; Nike Novianti
SMARTH: Journal of Mathematics Education and Learning Vol. 2 No. 2: October 2026
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v2i2.717

Abstract

The limitation of digital learning materials that remain predominantly PDF-based is one of the challenges in providing interactive geometry learning. This study aimed to develop an interactive digital learning material based on Flip PDF Professional for curved-surface solids for eighth-grade students at SMPN 4 Jember. The study employed a Research and Development approach using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation. Data were collected through a literature review, interviews, expert validation sheets, teacher and student response questionnaires, and a learning achievement test. Data were analyzed descriptively using percentages. The validation results showed scores of 80.0% for language, 83.3% for media, and 66.7% for material, categorized as very valid, very valid, and valid, respectively. The practicality assessment yielded responses of 84.4% from the teacher and 95.8% from students, both categorized as very practical. In the field test involving 31 students, 23 students (74.2%) achieved the mastery criterion. The developed product was valid and practical and showed potential effects in supporting students’ mathematics learning achievement.
Behaviorism, Cognitivism, and Constructivism: Implications for Mathematics Learning Tajina Bintay; Parama Chaborty
SMARTH: Journal of Mathematics Education and Learning Vol. 2 No. 2: October 2026
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v2i2.737

Abstract

This study critically examines the complementary contributions of behaviorism, cognitivism, and constructivism to mathematics learning through an integrative literature review using a qualitative-conceptual approach. The analysis focused on four dimensions: theoretical foundations, learning mechanisms, pedagogical implications, and empirical support in mathematics education. The synthesis reveals fundamental differences in how the three perspectives conceptualize learning and knowledge formation. Behaviorism explains learning through observable behavioral change shaped by stimulus–response relations, practice, reinforcement, and feedback, making it particularly relevant to procedural accuracy and fluency. Cognitivism emphasizes mental processing, prior knowledge, information organization, conceptual formation, representation, and knowledge reorganization, offering a stronger account of conceptual understanding and strategic thinking. Constructivism emphasizes the construction and reconstruction of meaning through experience, exploration, interaction, negotiation, and reflection. The findings indicate that no single perspective sufficiently explains the multidimensional character of mathematics learning. Their pedagogical integration should therefore be selective and function-based rather than eclectic, aligning theoretical principles with learning objectives, mathematical knowledge, task demands, and cognitive processes. This study contributes a critical conceptual synthesis positioning the three theories as functionally differentiated yet complementary foundations for mathematics instruction that connects procedural fluency, conceptual understanding, reasoning, representation, and adaptive problem solving.
Korelasi Self-Efficacy dengan Kemampuan Pemecahan Masalah Matematis Siswa SMP Maydina Novarianti; Chintia Malinie
SMARTH: Journal of Mathematics Education and Learning Vol. 2 No. 2: October 2026
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v2i2.739

Abstract

Kemampuan pemecahan masalah matematis merupakan kompetensi esensial dalam pembelajaran matematika, tetapi keberhasilannya tidak cukup dijelaskan oleh penguasaan konsep semata dan diduga berkaitan dengan faktor nonkognitif seperti self-efficacy. Penelitian ini bertujuan menganalisis korelasi antara self-efficacy dengan kemampuan pemecahan masalah matematis siswa kelas VIII SMP Negeri 1 Muncar. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Sampel penelitian berjumlah 50 siswa dari populasi 200 siswa, dipilih menggunakan purposive sampling. Data dikumpulkan melalui angket self-efficacy dan tes kemampuan pemecahan masalah matematis berbasis tahapan Polya, kemudian dianalisis menggunakan uji normalitas Shapiro-Wilk, uji linearitas, dan korelasi Pearson Product-Moment. Hasil analisis deskriptif menunjukkan skor self-efficacy siswa berada pada kategori sedang (rata-rata 112,36; 58,00% siswa), sedangkan rata-rata kemampuan pemecahan masalah matematis sebesar 71,84 (rentang 45–94). Data kedua variabel memenuhi asumsi normalitas dan linearitas. Hasil korelasi Pearson menunjukkan hubungan positif dan signifikan antara self-efficacy dengan kemampuan pemecahan masalah matematis (r = 0,624; p < 0,001). Temuan ini menunjukkan bahwa siswa dengan self-efficacy yang lebih tinggi cenderung memiliki kemampuan pemecahan masalah matematis yang lebih baik, tanpa dapat ditafsirkan sebagai hubungan kausal karena desain penelitian bersifat korelasional

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