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INDONESIA
Jurnal Riset Pendidikan Matematika
Published by Universitas Negeri Yogyakarta
ISSN : 23562684     EISSN : 24771503     DOI : 10.21831
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education Mathematics
Arjuna Subject : -
Articles 275 Documents
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Validity and Reliability of Assessment Instrument for Mathematics Teacher Performance Minhayati Saleh; Siti Maslihah; Ahmad Mardalis
Jurnal Riset Pendidikan Matematika Vol. 13 No. 2 (2026): November 2026 (Online First)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.83227

Abstract

This study was a developmental research on the assessment of mathematics teacher performance with a quantitative approach. This study focused on how to prove the validity and estimate the reliability. Content validity was based on the data from the assessment or expert judgment analysis which was analyzed with the Aiken V formula. Construct validity was proven by second order Confirmatory Factor Analysis (CFA), whereas the instrument reliability was estimated using the Omega or McDonald coefficients. The result indicated that ; 1) content validity through expert judgment review has met the instrument items with a V Aiken index of 0.83 – 1.00; 2) Construct validity in accordance with confirmatory factor analysis showed that all items were valid. This assessment has met the testing requirements or has been tested so that it can be used as a standard for assessing mathematics teacher performance; 3) The reliability of the instrument was good with Cronbach's Alpha value of 0.940 and the reliability of the construct based on Omega of 0.929, thus it can be concluded that the reliability of the mathematics teacher performance assessment instrument was reliable.
A Empowering Early Math Education: The Role of Web 2.0 Tools in Improving Counting Skills in Early Learners Dwi Yulianto
Jurnal Riset Pendidikan Matematika Vol. 13 No. 2 (2026): November 2026 (Online First)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Despite the increasing integration of technology in early childhood education, empirical research on the effectiveness of Web 2.0-based numeracy learning remains limited, particularly in developing countries. This study investigates the impact of a Web 2.0-based Numeracy Education Program on first-grade students' numeracy skills using a quasi-experimental design. A total of 44 students (23 in the experimental group, 21 in the control group) were assessed with a modified Number Sense Screener (NSS) over a 12-week intervention. The experimental group engaged in interactive Web 2.0-based learning, while the control group followed the standard curriculum. Statistical analyses, including the Wilcoxon Signed-Rank Test and Mann-Whitney U Test, revealed significant improvements in numerical comparison, number identification, nonverbal calculation, word problem-solving, and number combinations (p < .05) with moderate to high effect sizes. However, no significant gains were observed in counting skills (p > .05), suggesting the need for refined pedagogical strategies to enhance foundational numerical fluency. These findings underscore the potential of Web 2.0 technologies in fostering early numeracy development and advocate for their systematic integration into mathematics curricula. Future research should explore large-scale implementation, long-term effects, and teacher training models to maximize the educational benefits of Web 2.0 technology.
The Development of Cross-Grade Learning Media Using Canva to Enhance the Mathematical Understanding of Students with Intellectual Disabilities Purna Bayu Nugroho; Dwi Rahmawati
Jurnal Riset Pendidikan Matematika Vol. 13 No. 2 (2026): November 2026 (Online First)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i2.88638

Abstract

The limited number of teachers teaching students with intellectual disabilities presents a challenge in providing learning materials, especially in mathematics learning, so appropriate learning media are needed for students with intellectual disabilities based on grade level and type of intellectual disability. The development of cross-class learning media assisted by Canva is one good alternative solution to solve this problem. Based on this information, this study aims to develop cross-class learning media assisted by Canva to improve the mathematical understanding of students with intellectual disabilities. This research is a development research using the ADDIE model. The results of this study indicate that the developed learning media is feasible to use. The results of the implementation of the use of the developed media show that most students focus on learning using the media, encourage students to work independently and show quite good enthusiasm for learning.
Analysis of Creative Thinking Skill on Math Anxiety: A Case Study in CBL-STEM Assisted by RPG: Analisis Keterampilan Berpikir Kreatif terhadap Kecemasan Matematika: Studi Kasus dalam CBL-STEM berbantuan RPG M. Ariel Al Fariz; Adi Satrio Ardiansyah; Tri Susilo Handayani
Jurnal Riset Pendidikan Matematika Vol. 13 No. 2 (2026): November 2026 (Online First)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i2.89290

Abstract

Creative thinking skills are a skill that students must have in the 21st century. However, in reality, the creative thinking skills of students in Indonesia are still low. The aims of this study are (1) to test the quality of mathematics learning with CBL-STEM assisted by RPG to improve creative thinking skills in terms of math anxiety; (2) to test the effect of math anxiety on creative thinking skills; (3) to describe creative thinking skills in terms of math anxiety. This study is a mixed-method study with a sequential explanatory design. The population of this study was class VIII of SMPN 11 Semarang, with samples of class VIII A and VIII B. The subjects of this study were two students from each category of math anxiety. The results of this study indicate that (1) mathematics learning with CBL-STEM assisted by RPG is of quality to improve creative thinking skills in terms of math anxiety; (2) the effect of math anxiety on creative thinking skills is 30.8%; (3) students with low math anxiety meet the indicators of fluency, flexibility, and novelty; students with moderate math anxiety meet the indicators of fluency; and students with high math anxiety cannot meet the fluency, flexibility, and novelty indicators.
Analyzing Indonesian Mathematics Textbooks on Linear Inequalities Through the Lens of the Anthropological Theory of the Didactic Muhammad Daut Siagian; Rosliana Siregar; Suwanto
Jurnal Riset Pendidikan Matematika Vol. 13 No. 2 (2026): November 2026 (Online First)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i2.95587

Abstract

This study aims to analyze how the concept of inequality is presented in secondary school mathematics textbooks through the lens of the Anthropological Theory of the Didactic (ATD). Using a mathematical praxeology analysis that includes types of tasks (T), techniques (τ), technology (θ), and theory (Θ), this study examines the characteristics of tasks and techniques developed in 10th-grade mathematics textbooks in Indonesia. The analysis results show that the praxeology presented is unbalanced, with a dominance of procedural techniques and minimal explicitness of the technology and theory underlying the inequality concept. The concept of inequality is reduced to a procedural tool for ordering or symbolic modeling, while the epistemic foundations of the ordering property of real numbers and the conceptual distinction between equality and inequality are not presented as learning objects. From the perspective of didactic transposition, these findings indicate an epistemic impoverishment in the process of transforming scholarly knowledge into knowledge to be taught. This study contributes to the ATD literature and textbook studies by demonstrating how the absence of technology and theory in textbook praxeology potentially creates epistemological learning obstacles, and strengthens the argument for the need for a more balanced and reflective reconstruction of praxeology design in the teaching of inequality.

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