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Muhammad Hidayat
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Magister Pendidikan Matematika Program Pascasarjana Universitas Muhammadiyah Sumatera Utara, Jl. Denai No 217, Medan, Indonesia
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Journal of Mathematics Education and Application (JMEA)
Published by Universitas Muhammadiyah Sumatera Utara
ISSN : -     EISSN : 28291514     DOI : DOI: http://dx.doi.org/10.30596%2Fjmea.v1i2
Core Subject : Education,
Education Mathematics
Journal of Mathematics Education and Application (JMEA) menerima artikel dan mempublikasikan hasil kajian/penelitian ilmiah tentang Pendidikan dan Aplikasi Matematika dan yang berkaitan. Penyebarluasan penelitian bertujuan untuk membangun peradaban bangsa serta mengembangkan Ilmu Pendidikan dan Aplikasi Matematikadan teknologi dalam meningkatkan sumber daya manusia. Focus & Scope 1. Learning Media for Mathematics Education 2. Mathematics Education Curriculum Development 3. Development of Mathematics Education Teaching Materials 4. Research and Teaching Mathematics Education 5. Application of Mathematics Applications 6. Applications of Mathematics Science
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol 4, No 3 (2025): Oktober" : 5 Documents clear
The Relationship between Breakfast Habits and Mathematics Learning Concentration among Seventh-Grade Students at MTs Al-Amin Kampung Pajak Apriani, Arni; Irvan, Irvan
JMEA : Journal of Mathematics Education and Application Vol 4, No 3 (2025): Oktober
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i3.26868

Abstract

This study aims to examine the relationship between breakfast habits and concentration in mathematics learning among seventh-grade students at MTs Al-Amin Kampung Pajak. The research employed a quantitative approach with a correlational design. Data were collected from 59 students using structured interviews, supported by teacher observations. The instrument underwent content validation by experts and was refined through a pilot test prior to implementation. The collected data were categorized into two nominal variables: breakfast habits (had breakfast vs. skipped breakfast) and concentration levels (high vs. low). The Phi coefficient (φ) was used for statistical analysis, supported by the chi-square test. The findings show a perfect correlation (φ = 1.0) between breakfast habits and learning concentration. All students who had breakfast exhibited high concentration, while all students who skipped breakfast demonstrated low concentration. The chi-square test yielded a value of 59, which exceeds the critical values at both 5% and 1% significance levels. These results indicate a statistically significant and strong positive relationship between breakfast consumption and mathematics learning concentration. The study concludes that breakfast is a critical external factor that enhances students’ cognitive readiness and supports academic success, particularly in mathematics.
A Quantitative Study on the Implementation of the Constructivist Approach and Its Impact on Students' Critical Thinking Skills Siregar, Syafrizal; Irvan, Irvan
JMEA : Journal of Mathematics Education and Application Vol 4, No 3 (2025): Oktober
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i3.26869

Abstract

Mathematics is often perceived as an abstract and difficult subject by students, especially when learning topics such as Sequences and Series. The constructivist approach is considered effective in helping students build their own understanding through active involvement in the learning process, which in turn enhances their critical thinking skills. This study aims to quantitatively evaluate the impact of implementing a constructivist approach on students’ critical thinking skills in mathematics learning. A pre-experimental one-group pretest-posttest design was used, involving 32 tenth-grade students from the Industrial Computer and Network Engineering (TKJ Industri) program at SMKS Muhammadiyah 9 Medan in the 2024/2025 academic year. Data were collected using critical thinking tests administered before and after the learning intervention. Analysis involved descriptive statistics, normality tests, paired sample t-tests, and N-Gain calculations. Results indicated a significant improvement in students’ critical thinking scores, with the average score increasing from 54.06 to 77.19. The paired sample t-test yielded a significance value of 0.000 (p 0.05), and the N-Gain score was 0.50, indicating a moderate level of effectiveness. These findings suggest that implementing the constructivist approach positively impacts students' critical thinking development.
A Systematic Literature Review on the Effectiveness of GeoGebra in Mathematics Education in the Digital Era Izdahara, Dini; Irvan, Irvan
JMEA : Journal of Mathematics Education and Application Vol 4, No 3 (2025): Oktober
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i3.26825

Abstract

The integration of digital technologies in mathematics education has become increasingly essential in the digital era. GeoGebra, an interactive mathematics software that combines algebra, geometry, calculus, and statistics, has been widely used to support visual and student-centered learning. This study aims to systematically review the literature on the effectiveness of GeoGebra in mathematics education by analyzing ten peer-reviewed articles published between 2020 and 2025. Using a qualitative descriptive design and systematic literature review method, the selected studies were examined in terms of their educational level, research design, and key findings.The results indicate that GeoGebra significantly enhances students’ conceptual understanding, visualization skills, problem-solving ability, and critical thinking. Moreover, it fosters greater engagement and motivation, particularly when integrated into interactive or constructivist learning settings. However, the review also identified challenges, including teacher readiness, technological infrastructure limitations, and a lack of focus on long-term and non-cognitive outcomes. These findings highlight the need for professional development, pedagogical alignment, and institutional support to optimize GeoGebra’s impact. Overall, GeoGebra holds strong potential as a transformative tool in mathematics instruction, provided its implementation is contextually and pedagogically supported.
Bayesian Regression Analysis of Junior High School Students' Mathematics Achievement: The Role of Study Duration, Gender, and Task Completion Time Magdalena, Maria; Irvan, Irvan
JMEA : Journal of Mathematics Education and Application Vol 4, No 3 (2025): Oktober
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i3.26827

Abstract

This study investigates the influence of daily study duration, task completion time, and gender on junior high school students' mathematics achievement using a Bayesian regression approach. The research was conducted at Sutomo Junior High School in Medan with a purposive sample of 19 seventh-grade students. Data were collected through a structured questionnaire and a mathematics achievement test, and analyzed using JASP software. Descriptive statistics were used to summarize student behavior, while Bayesian linear regression assessed the impact of the predictor variables. The results revealed that neither study duration nor task completion time significantly predicted mathematics achievement. Both variables showed a weak negative association with academic performance, suggesting that longer study or test-taking times do not necessarily yield better outcomes. The Bayes Factors indicated anecdotal or weak evidence in favor of the models. These findings highlight the limited predictive power of time-based behavioral indicators and emphasize the importance of study quality, learning strategies, and cognitive efficiency. The study contributes methodologically by demonstrating the utility of Bayesian analysis in small-sample educational research and offers insights for developing more comprehensive models of academic success
Development of KOMAT: A Problem-Based Learning Comic Media to Enhance Students’ Motivation and Learning Outcomes in Mathematics Hasanah, Annisa Nur; Irvan, Irvan
JMEA : Journal of Mathematics Education and Application Vol 4, No 3 (2025): Oktober
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i3.26828

Abstract

This study aims to develop and assess the effectiveness of KOMAT (Mathematics Comic Media) integrated with a Problem-Based Learning (PBL) approach to improve students' motivation and learning outcomes in the topic of Systems of Linear Equations in Two Variables (SPLDV). The research employed the ADDIE development model consisting of analysis, design, development, implementation, and evaluation phases. The product was validated by material and media experts and tested on 28 eighth-grade students at SMP Negeri 42 Medan. Research instruments included expert validation sheets, pretest and posttest assessments, and student response questionnaires. The validation results showed that KOMAT was highly valid, with a score of 97% from material experts and 94% from media experts. Learning outcomes improved significantly, with average scores increasing from 59% (pretest) to 88% (posttest), yielding an N-Gain of 0.71 in the high category. Furthermore, student responses averaged 88%, indicating very good engagement and motivation. These findings suggest that KOMAT is a pedagogically effective and engaging media that supports conceptual understanding and learner motivation in mathematics. Future research is recommended to explore broader applications across topics and digital formats.

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