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Jurnal THEOREMS (The Original Research of Mathematics)
Published by Universitas Majalengka
ISSN : 2528102X     EISSN : 25414321     DOI : https://doi.org/10.31949/
Core Subject :
Jurnal THEOREMS (The Original Research of Mathematics) Jurnal THEOREMS (The Original Research of Mathematics) is open to the public, researchers, academics, practitioners and observers of Mathematics Education. This Jurnal is a publication containing the results of research, development from innovative and relevant research and conceptual studies related and/or the development of Mathematics Education. Firstly published in 2016 and has been listed on PDII LIPI on Juni 10, 2016. Jurnal THEOREMS (The Original Research of Mathematics) published by Program Studi Pendidikan Matematika Universitas Majalengka in collaboration with Asosiasi Dosen Pendidikan Matematika FKIP Universitas Majalengka. Three times a year, in January, May, and September. Jurnal THEOREMS (The Original Research of Mathematics) is open to the public, researchers, academics, practitioners and observers of mathematics education. p-ISSN: 2528-102X e-ISSN: 2541-4321 Please read this guideline carefully. Every manuscript sent to the editorial office of Jurnal THEOREMS (The Original Research of Mathematics) ought to follow the writing guidelines. If the manuscript does not meet the author guidelines or written in a different format, the article will BE REJECTED. Only submitted manuscript that meets Jurnal THEOREMS (The Original Research of Mathematics) format will be processed further.
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Articles 78 Documents
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Development of student worksheets based on an open ended approach to facilitate mathematical critical thinking abilities of junior high school students Desi Rahmatti; Titis Sunanti; Kintoko
Jurnal THEOREMS (The Original Research of Mathematics) Vol. 11 No. 1 (2026): Volume 11 Number 1 January 2026
Publisher : Program Studi Pendidikan Matematika Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/th.v11i1.17563

Abstract

This study aims to develop and evaluate the quality of a Student Worksheet (LKPD) based on the open-ended approach for the topic of statistics, intended for Grade VIII B students at SMP Masyithoh Kroya. The development of this learning media is designed to facilitate students’ critical thinking skills by meeting the criteria of validity, practicality, and effectiveness. The research method used is Research and Development (R&D) with the ADDIE development model, which consists of the stages: Analysis, Design, Development, Implementation, and Evaluation. The validation results indicate that the media is considered "Very Valid," with a score of 86.34% from the material expert and 84% from the media expert. The practicality of the media, based on student response questionnaires, scored 71.65%, categorized as "Practical." The effectiveness of the media was determined through test results, showing a mastery level of 96.77%, categorized as "Very Effective." Therefore, the developed open-ended LKPD is proven to be feasible for use in teaching statistics and effective in enhancing students’ critical thinking skills.
The Impact of Interactive Media with Problem-Based Learning on Student’s Mathematical Creative Thinking Ability in Terms of Self-Efficacy Arbingatu Rahmawati; Mutia; Syaripah
Jurnal THEOREMS (The Original Research of Mathematics) Vol. 11 No. 2 (2026): Volume 11 Number 2 May 2026
Publisher : Program Studi Pendidikan Matematika Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/th.v11i2.17564

Abstract

Mathematical creative thinking ability is an essential skill to be developed in 21st-century learners. However, observations indicate that this ability is still relatively low, as students tend to produce limited, less original, and less detailed ideas. One of the approaches that can be applied to improve creative thinking ability is Problem Based Learning (PBL) assisted by interactive media. This study aims to examine the effect of the PBL model integrated with Google Sites interactive media on students’ mathematical creative thinking ability in terms of their self-efficacy levels. This research employed a quasi-experimental method with a 2x3 factorial design. The subjects were eighth-grade students of SMP IT Rabbi Radhiyya in the academic year 2024/2025. The sample was determined using purposive sampling: class VIII.A was designated as the experimental group, which received instruction with the interactive Google Sites-based PBL model, and class VIII.C was designated as the control group, which received PBL instruction without the interactive media. The instruments used were a mathematical creative thinking test and a self-efficacy questionnaire. Data were analyzed using two-way ANOVA. The findings revealed significant differences in mathematical creative thinking ability between students taught with PBL using Google Sites interactive media and those taught with PBL without interactive media. Furthermore, differences were also found based on students’ self-efficacy levels (high, medium, low). However, no interaction was found between the learning model and self-efficacy levels on students’ mathematical creative thinking ability.
Development of Student Worksheets with the Help of Worked Examples on Matrix Material in Senior High School Firnanda Pradana Putra; Ahmad Maulana Syafi'i; Anisa Dwiyana; Putri Patricia
Jurnal THEOREMS (The Original Research of Mathematics) Vol. 11 No. 2 (2026): Volume 11 Number 2 May 2026
Publisher : Program Studi Pendidikan Matematika Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/th.v11i2.17620

Abstract

Mathematics is an important branch of science to learn in order to solve problems and present problems from contextual situations or conditions. This research includes research and development using the ADDIE model approach. This research produced a learning product in the form of worked examples that are suitable for use in mathematics learning on matrix material. The steps taken in this development were analysis, design, and development. The needs analysis was conducted by analyzing the matrix material found in phase E at the vocational high school/vocational high school level. The learning outcomes used were performing addition and subtraction operations on matrix forms. The design of the worksheet with the worked example approach included a template consisting of objectives, strategies, and concise material to help students learn matrices. In addition, providing story questions and clear steps for solving them can make it easier for students to understand the concept of matrices. Development is the final stage in research and development, which includes product design, feasibility testing, and product testing. The conclusion that can be drawn at this stage is that the learning product in the form of worked examples produces a product category that is suitable for use. The results from the validators, who are media experts and subject matter experts, show that the product is suitable for use without revision. The validators consisted of two education practitioners, designated as validator 1 and validator 2. The score obtained from validator 1 was 43 and validator 2 was 45, with an average of 44. Both validators produced a percentage of 88%, which is classified as good and requires no revision.
The Effect of Rangku Alu Traditional Games Based on Mathematical Generalization on Elementary School Students Learning Outcomes in Number Patterns Mohammad Faizal Amir; Reza Sabrina Melani Hardianto
Jurnal THEOREMS (The Original Research of Mathematics) Vol. 11 No. 2 (2026): Volume 11 Number 2 May 2026
Publisher : Program Studi Pendidikan Matematika Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/th.v11i2.17998

Abstract

This study aimed to determine the effect of the Rangku Alu traditional game based on mathematical generalization on elementary school students learning outcomes in number pattern material. The study used a quantitative approach with a pre-experimental one group pretest-posttest design. The subjects were 35 fifth-grade students from two elementary schools. Data were collected through pre-test and post-test instruments consisting of four essay questions based on indicators of mathematical generalization ability. The results showed that the average score increased from 42,86 on the pre-test to 82,86 on the post-test. The Wilcoxon Signed Rank Test showed a significance value of less than 0,05, indicating a significant difference before and after treatment. The N-Gain value of 0,70 indicated that the learning improvement was in the good category.
Convergence and Efficiency Analysis of the Gauss-Seidel Method in Solving Linear Equation Systems: Implementation on Maple Nahdia Tuzzaro; Nadira Islam Madinah; Ari Wibowo
Jurnal THEOREMS (The Original Research of Mathematics) Vol. 11 No. 2 (2026): Volume 11 Number 2 May 2026
Publisher : Program Studi Pendidikan Matematika Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/th.v11i2.18129

Abstract

Iterative methods provide an efficient approach for solving large-scale systems of linear equations. This study aims to analyze the convergence and efficiency of the Gauss-Seidel method in solving linear systems through Maple-based implementation. Convergence analysis is conducted by examining the spectral radius of the iteration matrix and the diagonal dominance property of the coefficient matrix, while efficiency is evaluated based on the number of iterations and computational time. Numerical experiments are performed on various matrix sizes with an error tolerance of 10-5. The results indicate that the Gauss-Seidel method converges when the spectral radius of the iteration matrix is less than one and the coefficient matrix satisfies diagonal dominance conditions. The implementation in Maple enables systematic and accurate numerical and spectral analysis. This study contributes to computational-based numerical method analysis and provides a reference for selecting efficient iterative methods.
Cognitive Load and Learned Helplessness: Examining the Psychological Consequences of Instructional Demands Ahmad Iqbal Hartanto; Mohamad Gilar Jatisunda
Jurnal THEOREMS (The Original Research of Mathematics) Vol. 11 No. 2 (2026): Volume 11 Number 2 May 2026
Publisher : Program Studi Pendidikan Matematika Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/th.v11i2.18252

Abstract

This study investigates the relationships between the dimensions of cognitive load—namely, intrinsic, extraneous, and germane—and learned helplessness among students. The study is grounded in the premise that students’ learning difficulties may not arise solely from the inherent complexity of learning tasks but also from suboptimal instructional conditions that impose unnecessary cognitive demands, thereby contributing to learned helplessness. A quantitative correlational design was employed involving 150 students as research participants. Data were collected using a 40-item Likert-scale questionnaire ranging from 1 to 4. Instrument validity was established through Pearson product–moment analysis, with correlation coefficients ranging from 0.373 to 0.835 (r > 0.160), while reliability indices demonstrated satisfactory internal consistency, as indicated by Cronbach’s alpha coefficients ranging from 0.797 to 0.919. Data normality was confirmed using the Kolmogorov–Smirnov test (p > 0.05). Pearson correlation analysis revealed that extraneous cognitive load exhibited a moderate positive association with learned helplessness (r = 0.543, p < 0.001), suggesting that externally induced cognitive burdens may substantially increase students’ susceptibility to helpless cognitive and behavioral patterns. Intrinsic cognitive load demonstrated a weak positive relationship (r = 0.247, p = 0.002). In contrast, germane cognitive load showed a weak negative association (r = −0.228, p = 0.005), suggesting a potentially protective role in facilitating adaptive learning processes. These findings underscore the critical role of instructional design in regulating learners’ cognitive demands and suggest that reducing unnecessary cognitive burden while fostering meaningful cognitive engagement may be an important strategy for mitigating learned helplessness in educational settings.
Emergence of School Students’ Mathematical Proof Activities in Geometric Sequence Learning: A Theory of Didactical Situations Perspective Mohamad Gilar Jatisunda; Wulan Putri Utami
Jurnal THEOREMS (The Original Research of Mathematics) Vol. 11 No. 2 (2026): Volume 11 Number 2 May 2026
Publisher : Program Studi Pendidikan Matematika Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/th.v11i2.18282

Abstract

Mathematical proof plays an essential role in mathematics education because it supports the development of reasoning, communication, and conceptual understanding. However, students frequently encounter difficulties in constructing and validating mathematical arguments, often relying on procedural operations rather than explicit mathematical justification. Existing studies have predominantly examined proof from cognitive and epistemological perspectives, whereas comparatively little attention has been paid to understanding how proof-related activities emerge through interactions within didactical situations. This study therefore investigated how school students constructed and validated mathematical reasoning during geometric sequence learning through the lens of the Theory of Didactical Situations (TDS). A qualitative interpretive case study design was employed involving 36 eleventh-grade students organized into six collaborative groups. Data were collected through classroom observations, students’ written productions, semi-structured interviews, and field notes. Learning activities were implemented in accordance with the phases of TDS: action, formulation, validation, and institutionalization. Data were analyzed using iterative qualitative procedures involving data reduction, data display, and conclusion drawing. The findings revealed recurring characteristics across the four phases. During the action phase, students primarily initiated problem-solving through the symbolic transformation of numerical information. During the formulation phase, students relied predominantly on formula-based representations and procedural communication. Validation activities were characterized mainly by numerical agreement and procedural completion rather than by inferential justification. Furthermore, the institutionalization phase demonstrated the emergence of shared procedural structures across groups. The findings indicate that proof-related activities emerged not solely from individual reasoning processes but also through interactions among students, symbolic representations, and the didactical milieu. This study contributes to mathematics education research by integrating perspectives on mathematical proof with the Theory of Didactical Situations and by conceptualizing proof activity as a didactically situated phenomenon rather than exclusively as an individual cognitive process.
Application of Realistic Mathematics Education Assisted by Renumerasi Teaching Materials on Mathematical Problem-Solving Ability Firas Maudi Putri; Aritsya Imswatama; Hamidah Suryani Lukman
Jurnal THEOREMS (The Original Research of Mathematics) Vol. 11 No. 3 (2026): Volume 11 Number 3 September 2026
Publisher : Program Studi Pendidikan Matematika Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/f7m7t519

Abstract

This study aims to determine the differences in mathematical problem-solving ability among students taught using the Realistic Mathematics Education (RME) approach supported by Renumerasi teaching materials, the RME approach without Renumerasi teaching materials, and the direct instruction model, as well as to examine the pairwise effectiveness comparisons among the three groups. The low mathematical problem-solving ability of Indonesian students, as reflected in the 2022 PISA results, serves as the background of this study. A quasi-experimental method with a Control Group Pretest-Posttest design was employed. The research subjects were seventh-grade students of SMP Negeri 4 Kota Sukabumi in the 2025/2026 academic year, selected through cluster random sampling, consisting of three classes: Experimental Class I (RME with Renumerasi teaching materials), Experimental Class II (RME without Renumerasi teaching materials), and the Control Class (direct instruction). The instrument used was a set of four validated essay items measuring mathematical problem-solving ability. Data analysis was conducted using the Kruskal-Wallis test and the Mann-Whitney post hoc test. The results revealed a significant difference among the three classes (H = 22.445 > χ²₀.₀₅;₂ = 5.991). Post hoc testing showed that Experimental Class I significantly outperformed both Experimental Class II (Z = 4.47 > 1.96) and the Control Class (Z = 3.85 > 1.96), while no significant difference was found between Experimental Class II and the Control Class (Z = 0.23 < 1.96). These findings imply that Renumerasi teaching materials are a crucial factor supporting the effectiveness of the RME approach in enhancing the mathematical problem-solving ability of junior high school students.
Development of Student Worksheet Based on Guided Discovery Learning Assisted by Augmented Reality on Mathematical Reasoning Ability Najma Zafierra; Hamidah Suryani Lukman; Aritsya Imswatama
Jurnal THEOREMS (The Original Research of Mathematics) Vol. 11 No. 3 (2026): Volume 11 Number 3 September 2026
Publisher : Program Studi Pendidikan Matematika Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/q6eh6d37

Abstract

Students’ low mathematical reasoning ability and the limited availability of teaching materials that facilitate the exploration of similarity concepts encouraged the development of a technology-based Student Worksheet. This study aimed to produce a Student Worksheet based on guided discovery learning assisted by Augmented Reality and to examine its validity, practicality, and effectiveness on students’ mathematical reasoning ability. This research employed Research and Development (R&D) using the ADDIE model, which includes analysis, design, development, implementation, and evaluation. The implementation subjects were class VII A students of SMPN 12 Sukabumi. Data were collected through observation, interviews, expert validation sheets, response questionnaires, pretest, and posttest. The data were analyzed using qualitative descriptive analysis to describe the results of observations, interviews, and feedback from validators, teachers, and students. Meanwhile, quantitative data were analyzed using feasibility percentages, paired sample t-test, and N-Gain. The validation results showed that the Student Worksheet was categorized as very valid, with a score of 94.95% from the material expert and 96.67% from the media expert. The teacher response questionnaire reached 97.50%, categorized as very practical, while the student response reached 80.33%, categorized as practical. The average score increased from 19.71 to 55.21, with the paired sample t-test showing a significant difference and an average N-Gain of 0.446 in the moderate category. Therefore, the developed Student Worksheet can be considered valid and practical and demonstrated preliminary effectiveness in similarity learning.
Improving Problem-Solving Skills and Conceptual Understanding of Students Using the Bamahir Model in Grade IV Mathematics at SDN Kelayan Timur 12 Banjarmasin Akrimna; Wahdah Refia Rafianti
Jurnal THEOREMS (The Original Research of Mathematics) Vol. 11 No. 3 (2026): Volume 11 Number 3 September 2026
Publisher : Program Studi Pendidikan Matematika Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/rcq8yk42

Abstract

This study aims to describe and analyze the implementation of the BAMAHIR learning model—named after a Banjar word meaning "proficient" or "skilled"—which reflects the model's primary goal of fostering skilled problem-solvers and enhancing mathematical conceptual understanding among fourth-grade students at SDN Kelayan Timur 12 Banjarmasin. The research was motivated by students' low problem-solving abilities and limited conceptual understanding in mathematics, issues stemming from teacher-centered instruction, a lack of variety in learning models, and low student engagement during instruction. The study employed Classroom Action Research (CAR), analyzing data descriptively through quantitative percentages supported by qualitative observations across four sessions. The subjects were 29 fourth-grade students at SDN Kelayan Timur 12 Banjarmasin during the 2025/2026 academic year. Data were collected through observation and tests, then analyzed descriptively using a mixed-methods approach (qualitative and quantitative), including percentage calculations. The results indicate that students' problem-solving proficiency improved from 10.34% in the first session to 93.10% in the fourth session, while conceptual understanding rose from 6.90% to 89.66% over the same period; both metrics exceeded the established success indicator of 80%. These findings demonstrate that the BAMAHIR model contribute in enhances students' problem-solving skills and conceptual understanding in elementary mathematics.

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