cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dyana Wijayanti
Contact Email
dyana.wijayanti@unissula.ac.id
Phone
+6282137007434
Journal Mail Official
kontinu.pendmat@unissula.ac.id
Editorial Address
Gedung Kuliah Bersama FKIP Lt.2 Jl. Raya Kaligawe Km . 4, Semarang , Jawa Tengah
Location
Kota semarang,
Jawa tengah
INDONESIA
Kontinu: Jurnal Penelitian Didaktik Matematika
Published by Universitas Islam Sultan Agung
ISSN : 27157326     EISSN : 26565544     DOI : 10.30659
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics
Kontinu: Jurnal Penelitian Didaktik Matematika (E-ISSN: 2656-5544) merupakan e-jurnal yang diterbitkan oleh Program Studi Pendidikan Matematika, FKIP Unissula sebanyak dua kali dalam setahun pada Bulan Mei dan November. Jurnal yang awalnya bernama Jurnal Pendidikan Matematika (2012-2016) ini mempublikasikan naskah-naskah artikel dalam bidang Pendidikan Matematika baik berupa diseminasi penelitian, telaah pustaka, maupun resensi dari buku ilmiah.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 9 Documents
 1 
Search results for , issue "Vol. 9, No. 1: May 2025" : 9 Documents clear
Mathematical Problem-Solving Skills in View of Self-Efficacy in GeoGebra-Assisted Project-Based Learning Rahmawati, Laila; Walid, Walid; Cahyono, Adi Nur
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 1: May 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.1.1-22

Abstract

The research aims to analyze the effectiveness of a project-based learning model assisted by GeoGebra on mathematical problem-solving skills and analyze mathematical problem-solving skills in terms of self-efficacy. The research used a mixed method sequential explanatory design with a pretest-posttest control group design. Sample selection using cluster random sampling. Class VIIIA had 31 students as the experimental class, and class VIIIB had 30 as the control class. Data collection used a self-efficacy questionnaire, interviews, and tests. Quantitative data analysis used the average completeness test, proportion test, mean difference test, proportion difference test, and n-gain test with the help of Rstudio. Data collection, reduction, presentation, and conclusions to analyze qualitative data. The results of the research found that the project-based learning model assisted by GeoGebra was effective on mathematical problem-solving skills, subjects with high self-efficacy were able to fulfill four indicators of mathematical problem-solving skills, medium self-efficacy subjects were only not optimal in the indicator of applying various appropriate strategies to solve problems, and low self-efficacy subjects were only optimal in the indicator of building new mathematical knowledge through problem-solving and solving problems in mathematics or other contexts. Keywords: Mathematical Problem Solving, Project Based Learning, GeoGebra, Self Efficacy
Effectiveness of GeoGebra-Based Interactive Multimedia to Improve Mathematical Concept Understanding Ability Uyun, Fina Ismatul; Buchori, Achmad; Endahwuri, Dhian
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 1: May 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.1.23-38

Abstract

The ability to understand mathematical concepts is very important for students to develop because it can give rise to other mathematical abilities. Therefore, efforts are made to develop it using geogebra-based interactive multimedia. This research aims to find out how effective geogebra-based interactive multimedia is in improving understanding of mathematical concepts. The method in this research is research and development (RnD) with reference to the ADDIE steps. The subjects in this research were 7th-grade junior high school students. The results of this research show that learning GeoGebra-based interactive multimedia on triangles and quadrilaterals is effective in improving the ability to understand mathematical concepts. These results can be seen from the significant regression value, namely the Sig value. 0.007 < 0.05, so it can be said that there is an influence between the ability to understand mathematical concepts of students who are taught using Geogebra-based interactive multimedia learning in the experimental class is better than the ability to understand mathematical concepts of students who are taught with conventional learning (PBL) in the control class. Keywords: Multimedia, Geogebra, Concept mathematical
Integration of Social Emotional Learning (SEL) into Problem-Based Learning (PBL) to Improve Mathematical Representation Monikasari, Chintya; Suryaningrum, Christine Wulandari; Sakdiyah, Halimatus
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 1: May 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.1.%p

Abstract

This classroom action research aims to improve students' mathematical representation abilities by applying problem-based learning (PBL) combined with social-emotional learning (SEL). PBL emphasizes problem-based learning, while social-emotional learning is a learning method that supports the development of students' social and emotional competencies. This study consists of two cycles, each containing steps, namely, planning, action, observation, and reflection. The instrument of this study uses a teaching module with the material of a two-variable linear inequality system. This study used subjects of class X 2 students of SMA Negeri 5 Jember in the 2024/2025 Academic Year. The results showed that applying PBL and social-emotional learning (SEL) can improve students' mathematical representation in verbal, visual, and symbolic aspects by 22.5%, from 70.6% to 93.1%. In addition, students' social-emotional competence (SEC) also increased by 21.7%, from 68.8% to 90.4%. Therefore, the integration of SEL in PBL can be an effective strategy for improving students' mathematical representation as well as social-emotional competence (SEC). Keywords: mathematical representation, PBL, SEL
Development of Dakota Game to Enhance Conceptual Understanding of GCF and LCM Using a Design Thinking Approach Aisyah, Nur; Harun, Lukman; Purwosetiyono, FX.Didik
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 1: May 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.1.138-152

Abstract

The Industrial Revolution 4.0 has significantly impacted various aspects of life, including education, particularly using information and communication technology in learning processes. This study employs the Research & Development (R&D) method, aiming to develop the Dakota Game to Improve Conceptual Understanding of GCF (Greatest Common Factor) and LCM (Least Common Multiple) among fifth-grade students. The Dakota educational game was developed using the 4-D development model, although its distribution was limited to the school where the research was conducted. The study involved fifth-grade students at BUQ Betengan Demak Elementary School. Validation results from material and media experts indicate that the developed Dakota educational game is suitable for learning. Additionally, student responses were positive, with an average percentage of 92%. Meanwhile, the pretest results before students used the Dakota Game showed an average score of 75.25, while post-treatment scores after using the game averaged 84.45. This result demonstrates that the Dakota educational game for GCF and LCM material can enhance students' conceptual understanding and meet the criteria for being an effective and appropriate mathematics learning medium for fifth-grade classrooms.Keywords: Dakota Game, Conceptual Understanding, GCF, LCM
Cooperative Learning Models and the Improvement of Mathematical Problem Solving Skills: Key Findings from a Meta-Analysis Study Pratikta, Maulana Eka; Caswita, Caswita; Firdaus, Rangga
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 1: May 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.1.57-75

Abstract

Abstract. This study aims to evaluate the extent to which cooperative learning models influence the improvement of students' mathematical problem-solving skills. This research employed a meta-analysis method by analyzing 22 primary studies published in nationally accredited journals between 2018 and 2024. The selected studies, obtained through Google Scholar, involved subjects from junior high schools, senior high schools, vocational schools, and higher education. Data were analyzed using the Comprehensive Meta-Analysis (CMA) software, following procedures such as calculating effect sizes, testing for heterogeneity, selecting an appropriate estimation model, and detecting publication bias. The analysis revealed an overall effect size of 1.242, which is categorized as strong. These findings indicate that implementing cooperative learning models significantly positively impacts students' mathematical problem-solving abilities.Keywords: Cooperative Learning, Mathematical Problem-solving, Meta-analysis
Students’ Mathematical Creative Thinking Ability in LAPS-Heuristic Learning Model with Performance Assessment and Open-Ended Questions Agustina, Vena; Fashihah, Fashihah; Relitasari, Puput; Apriliana, Nurani; Khumairo', Siti Latifatul
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 1: May 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.1.76-90

Abstract

This quantitative research with a quasi-experimental design demonstrates several significant findings regarding the quality of LAPS-Heuristic learning with performance assessment and open-ended questions of students' Mathematics’ Creative Thinking Ability (MCTA): (1) In the planning phase, the validation of learning materials and research instruments was classified as at least satisfactory; (2) During the implementation phase, the quality assessment sheets from the first to the third meetings were as at least satisfactory; (3) Student's response to LAPS-Heuristic learning combined with performance assessment and open-ended questions was notably positive, achieving a rating of 70.75%, which is categorized as strong; and (4) During the assessment stage, the results obtained from the LAPS-Heuristic learning combined with performance assessment and open-ended questions, indicate several notable findings concerning students' MCTA. First, the completion rate for students engaged in LAPS-Heuristic learning combined with performance assessment and open-ended questions surpassed 75%. Second, the average of students' MCTA who participated in LAPS-Heuristic learning, combined with performance assessment and open-ended questions, demonstrated significant improvement compared to those who participated in LAPS-Heuristic learning. Third, the proportion of experiment class students exhibiting stronger MCTA than the control class students. Keywords: MCTA, LAPS-Heuristic, Performance Assessment, Open-Ended.
How the Exponential Function is Taught: A Praxeological Analysis of Indonesian Textbooks Dharma Suarka, Ni Komang Savitri; Frarisia, Tata; Rahma, fauziah annisa
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 1: May 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.1.91-109

Abstract

Multiplying repeated numbers yields an expression for exponent numbers. Numerous studies have shown that students still experience difficulties when learning exponents.  A particular approach to assist students in overcoming their challenges is to use textbooks as a study resource. This study aims to evaluate the material provided in the Indonesian mathematics textbook about the exponent and exponential function subjects. This study employed a qualitative research design utilising a content analysis approach, using a mathematics textbook for observation and documentation. There were two primary stages to the analytical process: the logos bloc analysis and the praxis bloc analysis. The results showed that the Indonesian textbook organises exponents into two distinct local definitions of function: repeated multiplication and exponential function. There are four different kinds of tasks based on the praxis block. The definition of an exponent, the characteristics of the exponent, the exponential function, and the graph of the exponential function. Even though there are not many differences between formal and textbook definitions of exponential and exponential functions, textbook tasks tend to be repetitive, so it is important to include assignments that encourage students to think more critically and creatively.Keywords: textbooks, praxeology, exponent, exponential function
Problems of Mathematics Learning from the Perspective of Senior High School Mathematics Teachers at Limau Bandi School Zamal, Syahrul; Baiduri, Baiduri; Utomo, Dwi Priyo 
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 1: May 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.1.110-123

Abstract

Mathematics plays a crucial role in various subjects, and educators/students must consider it as an essential element in solving learning problems at the high school level. The purpose of this study is to provide an overview of the problems faced by mathematics learning from the perspective of mathematics teachers. Descriptive qualitative research methods can provide a more comprehensive overview. The researchers then analysed the valid research data using mind mapping through manual data reduction, classification, and coding. The study results indicate that students' focus on memorising formulas rather than understanding concepts causes their difficulty in comprehending mathematical concepts. They also show that negative student motivation and attitudes pose challenging obstacles in teaching mathematics. Additionally, the findings reveal that the limited allocation of learning time is inadequate. The implications are the development of teaching strategies based on conceptual understanding, evaluation of time allocation, and continuous improvement of student motivation in order to change their attitudes to be more positive towards mathematics. Keywords: Conceptual Understanding, Problems of Mathematics Learning, Perspective of Mathematics Teachers.
Mobile Mathematics Development: Sample Space and Probability for Critical Thinking and Problem Solving Umam, Khoerul; Kusumawati, Erna; Setiadi, Hari; Bin Awang, Isha
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 1: May 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.1.124-137

Abstract

Students' critical thinking and mathematical problem-solving skills are important elements in learning mathematics; however, facts in the field still provide notes on the average learning outcomes in the material of sample spaces, and simple event probabilities are still low. This study aims to develop a mobile-based mathematics learning application to improve students' critical thinking and mathematical problem-solving skills. This study uses the ADDIE development design (analysis, design, development, implementation, evaluation) and quasi-experimental methods with a pre-test-post-test design in the experimental and control groups. The study subjects were 11th-grade public and private high school students, with a total of 145 students participating. The instruments include critical thinking and mathematical problem-solving tests based on established indicators. Quantitative analysis uses a paired t-test. The results showed a significant increase in the average score of students in the experimental group with critical thinking skills (experiment 88.77, control 72.65) and mathematical problem solving (experiment 86.55, control 76.54) after using the application. The development of mobile learning applications on the material of sample spaces and simple events can effectively improve the critical thinking and mathematical problem-solving skills of high school students. Keywords: Critical Thinking Skills, Problem Solving Skills, Mobile, Mathematics Learning

Page 1 of 1 | Total Record : 9

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 9, No. 2: November 2025 Vol. 9, No. 1: May 2025 Vol 8, No 2: November 2024 Vol 8, No 1: Mei 2024 Vol 7, No 2: November 2023 Vol 7, No 1: Mei 2023 Vol 6, No 2: November 2022 Vol 6, No 1: Mei 2022 Vol 5, No 2: November 2021 Vol 5, No 1: Mei 2021 Vol 4, No 2: November 2020 Vol 4, No 1: Mei 2020 Vol 3, No 2: November 2019 Vol 3, No 1: Mei 2019 Vol 2, No 2: November 2018-April 2019 Vol 2, No 1: Mei-Oktober 2018 Vol 1, No 2: November 2017-April 2018 Vol 1, No 1: Mei-Oktober 2017 More Issue