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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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Improving Critical Thinking Skills and Problem-Solving Abilities through The Balogo Learning Model in Grade III Students at SDN Murung Raya 3 Banjarmasin Elvina Damaiyanti; 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/ba7hak83

Abstract

Low critical thinking skills and problem-solving abilities are common challenges encountered in elementary school Mathematics learning. This study aims to analyze the improvement of critical thinking skills and problem-solving abilities of third-grade students at SDN Murung Raya 3 Banjarmasin through the implementation of the BALOGO Learning Model an acronym for Problem Based Learning (BA), Learning Oriented Games (LO), and Group Oriented Learning (GO). This study employed a qualitative approach using Classroom Action Research conducted over four meetings with 17 students. The results showed that critical thinking skills improved from 18% in the first meeting to 82% in the fourth, while problem-solving abilities improved from 18% to 88%. These improvements were influenced not only by the model itself, but also by the repetition effect, growing teacher–student rapport, the novelty effect of new instructional media, and the advantages of a small class size of 17 students that enabled intensive mentoring. The findings imply the need for sustained integration of problem-based, game-based, and cooperative learning approaches in elementary Mathematics instruction.
Enhancing Critical Thinking and Collaboration Skills Through the Kembang Model in Mathematics Learning for Elementary School Students Selvany Ayu Budianti; Akhmad Riandy Agusta
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/ttt49648

Abstract

This study aims to describe and analyze the improvement of critical thinking and collaboration skills among fifth-grade students at SDN Kelayan Timur 12 Banjarmasin through the implementation of the KEMBANG learning model, which integrates Contextual Teaching and Learning (CTL), Problem-Based Learning (PBL), and Teams Games Tournament (TGT). This model addresses issues of low critical-thinking abilities and minimal student participation resulting from monotonous teaching methods. A Classroom Action Research (CAR) design using a qualitative approach was implemented over four sessions, involving 27 fifth-grade students at SDN Kelayan Timur 12 Banjarmasin, during the 2025/2026 academic year. Data were collected through observation and post-session tests, then analyzed using qualitative and quantitative descriptive techniques that combined objective calculations with descriptive explanations. The results indicate that the percentage of students achieving the “highly proficient” criterion in critical thinking rose from 41% in the first session to 89% in the fourth, while collaboration skills improved from 37% to 85% over the same period; both outcomes exceeded the 75% threshold for collective success. These findings suggest that the KEMBANG model is effective in developing critical thinking and collaboration skills in elementary school mathematics instruction.
Improving Students’ Critical Thinking Skills and Collaboration Using the Permata Model in Mathematics Learning at Grade III Of SDN Karang Mekar 9 Banjarmasin Aulia Aisyah Azzahro; Noorhapizah
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/t8vpaq79

Abstract

This study aims to describe the improvement of students’ critical thinking and collaboration skills through the implementation of the PERMATA learning model in Grade III mathematics learning. PERMATA integrates Problem Based Learning (PBL), Make a Match (MaM), and Teams Games Tournament (TGT) into a structured instructional sequence. The study was motivated by low student engagement, difficulties in analyzing mathematical problems, and limited opportunities for structured collaborative work. Classroom Action Research (CAR) was conducted with 13 third-grade students at SDN Karang Mekar 9 Banjarmasin during the 2025/2026 academic year. Data were collected through structured observation and learning assessments and analyzed descriptively using percentages. The proportion of students classified as highly proficient in critical thinking increased from 31% in the first meeting to 85% in the fourth meeting, while collaboration increased from 38% to 100%. Both final results exceeded the study-specific classical success criterion of 77%, which was derived from the class size and the study’s four-category classification procedure rather than adopted as a universal cut-off. The findings indicate improvement during the implementation of PERMATA in the classroom studied. Because the research used a single-classroom action-research design without a comparison group, the findings are interpreted as contextual evidence of improvement rather than definitive causal evidence or a universal estimate of effectiveness.
The Effectiveness Powerpoint Media with Hyperlink Features on The Logical Thinking Skills of Students at Mts Wahid Hasyim Kunir Fahmi Abdul Halim; Dwi Septi Kharisma; Siti Rahayu Ningsih; Tatik Retno Murniasih; Bagus Indra Febriansyah
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: 10.31949/2npv1f91

Abstract

One subject that is crucial for developing logical, critical, systematic, and analytical thinking skills is mathematics. However, because teaching methods remain conventional and do not yet make adequate use of modern teaching aids, many students still struggle to develop logical thinking skills during the learning process. One strategy for addressing this issue is to utilize IT-based instructional media. The purpose of this study is to determine the effectiveness powerpoint media with hyperlink features on the logical thinking skills of students at MTs Wahid Hasyim Kunir. A quasi-experimental design and a nonequivalent control group design were used in this quantitative analysis. The research subjects consisted of two classes: the experimental class, which was taught using IT-based learning media, and the control group, which was taught using conventional teaching methods. A logical thinking test was used to collect data, and the test was administered both before and after the learning process (pretest and posttest). The saturated sampling method, which is a non-probability sampling approach. To determine whether the experimental group and the control group differed in their logical thinking abilities, the data were analyzed using a homogeneity test, a normality test, and an independent samples t-test.
The Practicality of Matching Games as Mathematics Learning Media Based on Students' Responses Chrisaria Palungan; Trigarcia Maleachi Randa; Dahlia Gladiola Rurina Menufandu; Esther Ria Matulessy; Loria Amisah Lubis; Rium Hilum; Naila Aria Dinata; Fransisco Baktiar Victorodo Siburian
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: 10.31949/20fn9q77

Abstract

Mathematics learning at the junior high school level requires instructional media that can create an active, interactive, and enjoyable learning environment to help students better understand mathematical concepts. This study aimed to describe the responses of eighth-grade students at SMP Negeri 27 Manokwari toward the use of Matching Games in mathematics learning on the topic of radical and exponent operations. This research employed a quantitative descriptive approach involving 28 eighth-grade students as the research subjects. Data were collected through a student response questionnaire using a Likert scale consisting of aspects of learning motivation, student engagement, media appearance and visual design, and the usefulness of the game. The data were analyzed using percentage techniques to determine the level of student responses toward the instructional media used. The results showed that the Matching Games received positive responses from students, with percentages of 75.6% for learning motivation, 83.04% for student engagement, 71.13% for media appearance and visual design, and 78.87% for the usefulness aspect, all categorized as practical. These findings indicate that the Matching Games was able to create a more active, engaging, and enjoyable mathematics learning environment while helping students understand mathematical concepts through direct activities of matching questions and answers. Therefore, the Matching Games can be used as an alternative mathematics learning media at the junior high school level, particularly for the topic of radical and exponent operations in grade VIII.
Analysis of First-Grade Elementary School Students' Numeracy Skills Reviewed from Learning Interest in Addition and Subtraction Material Indah Hariyani; Hesti Yunitiara Rizqi
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/s41xzs47

Abstract

This study aims to analyze the numeracy skills of first-grade students at SD Negeri Tolokan based on their varying levels of learning interest. A qualitative descriptive approach was utilized. The participants consisted of all 14 first-grade students enrolled at SD Negeri Tolokan during the study period. Data were collected through questionnaires to categorize learning interest, written numeracy tests based on Bloom’s Taxonomy indicators, and in-depth interviews. The results revealed different characteristics among the interest groups. Students with high interest demonstrated advanced conceptual understanding, successfully solving problems at the applying (C3), analyzing (C4), and creating (C6) levels without math anxiety. Students with moderate interest mastered the remembering (C1) and applying (C3) levels but struggled with complex word problems. Meanwhile, low-interest students exhibited high math anxiety and relied heavily on concrete objects. The main contribution of this research is the integration of affective domains (interest) with cognitive taxonomy in early-years mathematics, providing a comprehensive profiling framework. The implications suggest that educators must implement differentiated, play-based learning strategies to foster intrinsic interest, thereby reducing cognitive load and math anxiety in early childhood education.
Improving Mathematics Learning Outcomes on Data Presentation Through the STAD Type of Cooperative Learning Model Among Third-Grade Elementary School Students Irka Sulistianingsih; Hevy Risqi Maharani
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/n1xy6f74

Abstract

Mathematics plays a strategic role in developing students' logical, analytical, and systematic thinking skills, but it is still considered difficult by most elementary school students, especially in topics that require conceptual understanding, such as collecting, sorting, and comparing data. A preliminary observation in Grade III at SD Negeri Bangetayu Wetan 02, Semarang City, showed that only 20 of 30 students (66.7%) achieved the Minimum Mastery Criterion (KKM) of 75. By using the Student Teams Achievement Division (STAD) cooperative learning approach, this project seeks to enhance students' learning results. Following the Kemmis and McTaggart model, this classroom action research was carried out in two cycles with thirty Grade III students. Data was gathered by student worksheets (LKPD), observation, and documentation, and descriptive quantitative methods were used for analysis. The findings demonstrated a steady rise in classical proficiency, from 66.7% (mean 78.3) in the pre-cycle, to 76.7% (mean 81.0) in Cycle I, and 86.7% (mean 85.7) in Cycle II, exceeding the 85% success indicator. The addition of authentic peer-interview activities in Cycle II was shown to strengthen students' understanding of data processing. This study concludes that the application of the Cooperative Learning model of the STAD type effectively improves elementary school students' mathematics learning outcomes.
Mathematical Literacy of Elementary School Students: An Effectiveness Study of Problem-Based Learning Using Badas Media Venita Febiyanti; Lovika Riswari; Fatikhatun Najikhah
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/nbbdjh33

Abstract

This study was motivated by the low mathematical literacy skills of elementary school students, particularly their ability to formulate mathematical problems. This study aimed to analyze the improvement of students’ mathematical literacy skills through the implementation of the Problem-Based Learning model assisted by Badas media. The study was conducted at SDN Jambean 02 Pati, involving 43 fourth-grade students, with 21 students in Class IVA as the experimental group and 22 students in Class IVB as the control group. This quantitative study employed a quasi-experimental design with a non-equivalent control group. Data were collected through observation, interviews, tests, and documentation. Data analysis included normality, homogeneity, independent samples t-test, and N-Gain tests. The results showed a significant difference in mathematical literacy skills between the experimental and control groups, as indicated by the independent samples t-test with a Sig. (2-tailed) value of 0.002 < 0.05. The experimental group obtained an N-Gain score of 0.65, categorized as moderate. These results indicate that the Problem-Based Learning model assisted by Badas media can improve students’ mathematical literacy skills through problem-solving activities involving plane geometry concepts. The use of Badas media provides concrete learning experiences that support students in understanding and solving mathematical problems. Therefore, the integration of Problem-Based Learning and Badas media can be an alternative learning approach for elementary school teachers to support the development of students’ mathematical literacy skills.

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