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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 81 Documents
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Development of KOMAT: A Problem-Based Learning Comic Media to Enhance Students’ Motivation and Learning Outcomes in Mathematics Annisa Nur Hasanah; 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.
Enhancing Fraction Learning Outcomes through Reflective Learning Activities in Elementary School Irma Kholiza Sitorus
JMEA : Journal of Mathematics Education and Application Vol 5, No 1 (2026): Februari
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i1.31041

Abstract

This study investigated the effect of a reflective learning approach on elementary students’ learning outcomes in fraction materials. The study was motivated by students’ difficulties in understanding fractions conceptually due to conventional teacher-centered instruction. A quasi-experimental design with a nonequivalent control group design was employed involving 55 fourth-grade students divided into experimental and control groups. Data were collected through pretest-posttest learning outcome tests and student response questionnaires. The findings revealed a significant difference between students taught using the reflective learning approach and those taught conventionally, indicated by the independent sample t-test result (Sig. = 0.000 0.05). The experimental group achieved a higher posttest mean score (82.75) than the control group (72.14). Furthermore, the effect size analysis showed a high effect category (Cohen’s d = 1.21). These findings indicate that reflective learning emphasizing students’ learning experiences and conceptual understanding effectively improves fraction learning outcomes in elementary school mathematics. The study contributes to the development of student-centered mathematics instruction at the primary education level.
The Effect of Numbered Heads Together and Teacher-Centered Learning on Students' Conceptual Understanding and Mathematical Reasoning in Systems of Linear Equations in Two Variables Wardah Hafifah Hasibuan; Irvan Irvan
JMEA : Journal of Mathematics Education and Application Vol 5, No 2 (2026): June
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i2.31546

Abstract

This study investigated the effect of the Numbered Heads Together (NHT) learning model compared with Teacher-Centered Learning (TCL) on students' conceptual understanding and mathematical reasoning in learning Systems of Linear Equations in Two Variables (SPLDV). The study employed a quantitative approach using a quasi-experimental design with a pretest–posttest non-equivalent control group design. The participants consisted of 40 eighth-grade students at MTs Al Washliyah Pematangsiantar, selected through cluster random sampling, with 20 students assigned to the experimental group and 20 students to the control group. Data were collected using conceptual understanding and mathematical reasoning tests that had been validated and tested for reliability. Data analysis was conducted using descriptive statistics and Multivariate Analysis of Variance (MANOVA) with IBM SPSS Statistics 26 at a significance level of 0.05. The results revealed a significant multivariate effect of the learning model on students' conceptual understanding and mathematical reasoning (Wilks' Lambda = .731, F = 6.817, p = .003). Follow-up analyses showed that the NHT model significantly improved conceptual understanding (F = 5.676, p = .022) and mathematical reasoning (F = 12.054, p = .001) compared with Teacher-Centered Learning. Students in the NHT group also achieved higher mean scores on both learning outcomes than those in the TCL group. These findings indicate that the Numbered Heads Together learning model is more effective than Teacher-Centered Learning in enhancing students' conceptual understanding and mathematical reasoning in learning SPLDV. Therefore, NHT can be recommended as an effective student-centered instructional strategy to support mathematics learning and the implementation of the Merdeka Curriculum.
Development of GeoGebra-Assisted Interactive Mathematics Learning Media on Linear Equation Material Farah Dhiba Myrani; Irvan Irvan; Ellis Mardiana Panggabean
JMEA : Journal of Mathematics Education and Application Vol 5, No 1 (2026): Februari
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i1.31043

Abstract

At first glance, the goal sounds fairly straightforward, but there’s a bit more going on beneath it. The work set out to design an interactive mathematics learning tool using GeoGebra, focusing specifically on linear equations, and then to see whether it actually holds up in practice. Rather than jumping straight into testing, the process followed a Research and Development approach, adapting the familiar 4D model into three main phases: define, design, and development. That slight adjustment felt practical, given the scope of the project.  The participants were not a large group, but they were carefully chosen. Three validators took part, including two university lecturers with expertise in the field and one practicing mathematics teacher who understands classroom realities. Alongside them, 15 eighth-grade students from MTsN 1 Aceh Tenggara were involved, offering direct feedback from the learner’s side. To gather data, the study relied on validation sheets for the media and questionnaires capturing how students responded after using it. When the numbers came in, they told a fairly clear story. The media achieved a validation score of 92.8 percent, which places it comfortably in the very valid category. Student responses were even slightly higher, reaching 94.5 percent and falling into the very good range. Those figures suggest that the product is not just technically sound but also well received by its intended users. All things considered, the GeoGebra-based learning media seems more than usable in a classroom setting. It doesn’t just meet formal feasibility standards; it also appears to spark students’ interest and keep them engaged, which, in real teaching situations, is often half the battle.
Emotional Intelligence and Mathematics Learning Achievement among Senior High School Students Putri Kumala; Irvan Irvan; Tua Halomoan Harahap
JMEA : Journal of Mathematics Education and Application Vol 5, No 2 (2026): June
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i2.31627

Abstract

Mathematics learning achievement remains a significant challenge in secondary education, as many students continue to experience difficulties in understanding mathematical concepts and solving complex problems. Recent studies have suggested that, besides cognitive ability, emotional intelligence plays an important role in determining students' academic success. This study aimed to examine the relationship between emotional intelligence and mathematics learning achievement among senior high school students. A quantitative correlational research design was employed involving 38 tenth-grade students of SMA Swasta Dwiwarna Medan selected through simple random sampling. Primary data were collected using a 30-item emotional intelligence questionnaire covering self-awareness, self-regulation, self-motivation, empathy, and social skills, as well as a mathematics achievement test on the topic of Systems of Linear Equations in Three Variables. The instruments were validated through expert judgment and empirical testing, while data were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, and Pearson Product–Moment correlation analysis with IBM SPSS Statistics 27. The results revealed a statistically significant moderate positive relationship between emotional intelligence and mathematics learning achievement (r = 0.518, p = 0.001). Emotional intelligence explained 26.8% of the variance in mathematics learning achievement, indicating that students with higher emotional intelligence tended to achieve better learning outcomes. These findings highlight the importance of integrating emotional intelligence development into mathematics instruction to enhance students' academic achievement and support holistic educational practices.
The Effectiveness of the GASING-Based Teams Games Tournament (TGT) Model in Enhancing Elementary Students’ Mathematical Conceptual Understanding Sri Mariati Habeahan; Tua Halomoan Harahap; Zainal Azis
JMEA : Journal of Mathematics Education and Application Vol 5, No 1 (2026): Februari
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i1.31038

Abstract

This study aims to examine the effectiveness of the Teams Games Tournament (TGT) learning model integrated with the GASING method in improving elementary school students’ mathematical conceptual understanding. A quantitative approach was employed using a quasi-experimental design with a pretest–posttest control group structure. The population consisted of all fourth-grade elementary school students, with a sample of 60 students divided into an experimental group and a control group. The instrument used was an essay-based test designed to measure students’ conceptual understanding in mathematics. Data were analyzed through normality and homogeneity tests, followed by an independent sample t-test and N-Gain analysis. The findings reveal a statistically significant difference between students taught using the GASING-based TGT model and those taught through conventional instruction, with a significance value of 0.000 0.05. In addition, the experimental group achieved a high level of improvement (N-Gain = 0.73), while the control group showed a moderate increase (N-Gain = 0.41). These results suggest that the integration of the TGT model with the GASING method is effective in enhancing students’ conceptual understanding in mathematics. The study also highlights the potential of this approach as an innovative alternative that promotes more interactive, engaging, and meaningful learning aligned with the demands of 21st-century education.
The Effect of Quizizz-Based Digital Interactive Media on Students' Learning Outcomes and Engagement in Learning Linear Equations Zuhra Husna; Zainal Azis; Tua Halomoan Harahap
JMEA : Journal of Mathematics Education and Application Vol 5, No 2 (2026): June
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i2.31553

Abstract

This study aimed to examine the effect of Quizizz-Based Digital Interactive Media on students' learning outcomes in learning Linear Equations at the junior high school level. The study employed a quantitative approach using a quasi-experimental design with a posttest-only control group design. The participants consisted of 60 eighth-grade students from SMP Negeri 2 Percut Sei Tuan, divided into an experimental group (30 students) and a control group (30 students). The experimental group received instruction using Quizizz-Based Digital Interactive Media, whereas the control group was taught using conventional instruction. Data were collected through a mathematics learning outcomes test that had been validated and tested for reliability. The data were analyzed using descriptive statistics and an Independent Samples t-test at a significance level of 0.05. The results revealed that the mean score of the experimental group (81.57) was higher than that of the control group (71.57). Furthermore, the hypothesis testing showed a statistically significant difference between the two groups (t = 15.402, p 0.001), indicating that the use of Quizizz-Based Digital Interactive Media significantly improved students' learning outcomes in learning Linear Equations. These findings suggest that integrating Quizizz into mathematics instruction creates a more interactive and engaging learning environment, thereby enhancing students' understanding of mathematical concepts and improving their academic achievement. Therefore, Quizizz-Based Digital Interactive Media can be considered an effective instructional medium to support innovative mathematics learning in junior high schools.
Effectiveness of the Contextual Teaching and Learning (CTL) Model Assisted by GeoGebra on Vocational High School Students’ Mathematical Critical Thinking Skills Slamet Slamet; Tua Halomoan Harahap; Irvan Irvan
JMEA : Journal of Mathematics Education and Application Vol 5, No 1 (2026): Februari
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i1.31039

Abstract

This study aimed to analyze the effectiveness of the Contextual Teaching and Learning (CTL) model assisted by GeoGebra in improving vocational high school students’ mathematical critical thinking skills. The study was motivated by the low level of students’ mathematical critical thinking skills caused by teacher-centered learning practices and the limited use of interactive learning media in mathematics instruction. This research employed a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The sample consisted of 60 eleventh-grade vocational high school students divided into an experimental class and a control class through purposive sampling techniques. The research instrument was an essay-based mathematical critical thinking test that had met validity and reliability requirements. Data were analyzed using descriptive and inferential statistics, including normality tests, homogeneity tests, independent sample t-tests, and N-Gain analysis with the assistance of IBM SPSS Statistics version 26. The results showed that the posttest mean score of the experimental class was higher than that of the control class. Furthermore, the t-test analysis revealed a significance value of 0.000 0.05, indicating a significant effect of the CTL model assisted by GeoGebra on students’ mathematical critical thinking skills. The N-Gain score of the experimental class was also categorized as high. Therefore, the CTL model assisted by GeoGebra was proven effective in improving vocational high school students’ mathematical critical thinking skills. This study contributes to the development of technology-based and contextual mathematics learning to support 21st-century education.
Development of Alphabet Word Card Learning Media for Thematic Learning on the Theme "Objects Around Us" for Second-Grade Elementary School Students Dina Faralia; Zainal Azis
JMEA : Journal of Mathematics Education and Application Vol 5, No 2 (2026): June
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i2.31622

Abstract

This study aimed to develop Alphabet Word Card Learning Media for thematic learning on the theme "Objects Around Us" for second-grade elementary school students. The study employed a Research and Development (RD) approach using the ADDIE instructional design model, which in this research was limited to the Analysis, Design, and Development stages. Data were collected through classroom observations, interviews, documentation, and expert validation questionnaires involving media experts, subject matter experts, and elementary school teachers. The collected data were analyzed using descriptive quantitative analysis by calculating the percentage of validity scores obtained from the expert validation process. The results showed that the media expert validation achieved a score of 77.99% (feasible), the material expert validation obtained 90.48% (very feasible), and the lesson plan validation reached 89.35% (very feasible). The overall feasibility score of the developed product was 85.94%, indicating that the Alphabet Word Card Learning Media met the required instructional standards and was feasible for use in thematic learning after minor revisions. The novelty of this study lies in the integration of alphabet recognition, vocabulary development, contextual illustrations, and thematic learning activities into a single instructional medium designed specifically for second-grade elementary school students. The developed learning media are expected to provide an alternative instructional resource that supports meaningful, contextual, and student-centered learning in elementary schools.
Development of GeoGebra-Based Interactive Learning Media on Gradient Material for Junior High School Students Ibrahim Ibrahim; Marah Doly Nasution; Tua Halomoan Harahap; Irvan Irvan
JMEA : Journal of Mathematics Education and Application Vol 5, No 1 (2026): Februari
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i1.31040

Abstract

This study aimed to develop GeoGebra-assisted interactive learning media on the topic of gradients for junior high school students that are valid and practical for use in mathematics learning. This research employed the Research and Development (RD) method using the 4D model, which consists of the define, design, develop, and disseminate stages. The trial subjects consisted of 15 eighth-grade students of SMP Negeri 1 Tanjung Pura. The research instruments included media expert validation sheets, material expert validation sheets, and student response questionnaires. The results showed that the developed media met the validity criteria based on the media expert validation results with an average score of 3.61 and the material expert validation score of 3.66. In addition, the media received positive responses from students with an average score of 3.63, indicating that it was practical for use in learning activities. The GeoGebra-assisted interactive learning media was able to help students understand the concept of gradients visually and interactively. Therefore, the developed media is feasible to be used as an alternative mathematics learning medium in junior high schools.

Page 8 of 9 | Total Record : 81

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