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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 13 Documents
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Search results for , issue "Vol. 9, No. 2: November 2025" : 13 Documents clear
The Effect of PMRI Approach Assisted by Baamboozle Media on Student Learning Outcomes in Arithmetic Sequences Yolanda, Novila; Widyaningrum, Indah; Lismareni, Neni
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.153-166

Abstract

Abstract. This study aims to analyze the effectiveness of the Indonesian Realistic Mathematics Education (PMRI) approach assisted by Baamboozle media in improving students' learning outcomes in arithmetic sequences. An experimental method with a Pretest-Posttest Control Group Design was applied to 67 tenth-grade students at SMA Negeri 1 Jarai, divided into an experimental group (n=34) using PMRI with Baamboozle and a control group (n=33) with conventional instruction. Data were collected through written tests and analyzed using normality tests, homogeneity tests, and an independent t-test. The results indicated a significant improvement in the experimental group, with an average post-test score of 80, compared to the control group (70). Statistical analysis reinforced this finding (t = -7.136, p < 0.05), confirming that the integration of PMRI and Baamboozle not only enhanced learning outcomes but also fostered active student engagement. The implications of this study support the use of interactive digital media in context-based mathematics learning approaches.Keywords: PMRI, Baamboozle, arithmetic sequences, learning outcomes, mathematics education
Design Thinking in Minimum Competency Assessment: Its Effect on Vocational Students’ Numeracy Skills Sulistiyorini, Sulistiyorini; Dwijayanti, Ida; Muhtarom, Muhtarom
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.167-189

Abstract

Abstract.  The 21st century requires individuals to have the ability to think comprehensively, especially in critical and creative thinking. However, there is a significant gap between global competency demands and student competency achievement in Indonesia. The results of the PISA study show that the literacy skills of Indonesian students are still relatively low, including in terms of numeracy or contextual problem solving. Based on a preliminary study of 658 vocational school students in Semarang, as many as 81.9% considered mathematics as a difficult subject. This research uses a qualitative approach with the Design Thinking method and ADDIE R&D model development design. The stages of Design Thinking applied include: the empathize stage to explore students' learning needs through interviews and observations; the definition stage to identify the main problems in learning; the ideate stage to design an AKM-based learning solution; prototype stage to create interactive media and LKPD; as well as the test stage to implement the media and assess its effectiveness through the Minimum Competency Assessment (AKM). Numeracy ability is studied through three main indicators, namely (1) the use of numerical and symbolic representations, (2) information analysis in the form of tables, graphs, images, and diagrams, and (3) the formulation of conclusions or predictions from available data. Data is collected through tests and analyzed descriptively as well as statistical tests. The results of the analysis showed that of 36 students in grade XI of SMK Negeri 1 Semarang, 86% had numeracy skills in the very high category and 14% in the high category, obtained a significance value (Sig.) for class XI TO 2 of 0.109 and for class XI TO 3 of 0.134. Both values are greater than 0.05, so it can be concluded that the data from both classes come from a normally distributed population. The average post-test score of the experimental class was 85.39 higher than the control class of 84.16. This indicates that the work on AKM questions and the use of media based on the Design Thinking approach contribute statistically significantly to improving students' numeracy skills. Thus, AKM has proven to be effective as a measuring tool as well as a strategy to increase numeracy in mathematics learning at vocational schools.Keywords: Minimum Competency Assessment, Numeracy Ability of Vocational School Students, Design Thinking Approach in Mathematics.
21st Century Learning Transformation: Systematic Review Literacy-Numeracy Enhancement Strategies Senior High School Students Utami, Anita Dewi; Sa'dijah, Cholis; Rufiana, Intan Sari; Kharis, Muhammad; Putri, Novi Rahmadhani; Aminudin, Mohamad
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.%p

Abstract

Abstract. In the context of 21st-century education challenges, literacy and numeracy remain foundational competencies for high school students, yet global assessments consistently reveal significant gaps in these skills. This systematic review aims to identify and analyze evidence-based strategies for improving literacy and numeracy among senior high school students. The review synthesizes findings from 15 empirical studies published between 2019-2024 sourced from Scopus, ERIC, and Google Scholar using keywords such as 'literacy numeracy improvement,' 'senior school students,' and 'educational strategies.' Data were analyzed using a thematic analysis approach of qualitative and quantitative studies. The findings highlight four effective approaches: (1) technology-enhanced learning (adaptive platforms), (2) contextualized pedagogy (such as project-based learning), (3) targeted teacher training, and (4) cross-curricular integration. These four strategies were shown to provide measurable improvements to student learning outcomes. The study concludes that a multifaceted, evidence-driven approach, combining these strategies with multidisciplinary collaboration is essential for meaningful and sustainable progress in addressing literacy-numeracy deficits, particularly when adapted to local educational contexts.Keywords: Literacy, numeracy, senior high school students
Design of Assessment Instrument for Mathematical Critical Thinking Indicators-Based Essay Questions for Vocational and High School Students Using the Rasch Model Hartato, Jarot Rudi; Nizaruddin, Nizaruddin; Harun, Lukman
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.208-233

Abstract

This research aims to create a measurement tool for Critical Thinking Skills (CTS) in mathematics. The instrument was analysed using the Rasch model. The analysis was conducted to determine the results of the content validity test (item suitability), reliability test, dimensionality test (construct validity), person separation test, and item separation, and to analyse the items' difficulty level. This research uses the R&D model with the 4D model. Data collection methods through interviews with two teachers, literature studies to determine CTS indicators, questionnaire validation of CTS test instruments, and CTS test questions given to students. The sampling technique used was saturated sampling. The indicators of CTS are Interpretation, analysis, evaluation, and inference. The results for each instrument item are valid; construct validity is good, reliability is sufficient, and Cronbach's alpha is 0.68. The results of the person separation analysis show that students are divided into two groups, and item separation shows that the questions are divided into five groups. The measure (logit value) analysis results show that the interpretation indicator question is easy, the analysis indicator question is very difficult, the evaluation indicator question is moderate, and the inference indicator question is difficult. This research fills the literature gap by developing CTS indicator-based instruments validated by the RASCH approach, which has not been widely applied in SMA / SMK. Keywords: Critical Thinking, Test Instrument, Rasch Model
The Effect of Technology-Based PBL Learning on Junior High School Students' Mathematical Representation Ability in Data Centralisation Material Nargis, Desi Nargis; Muslim, Muslim; Syarifudin, Syarifudin; Hidayad, Arif; Rahman Hakim, Arif
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.234-253

Abstract

Abstract: The low level of students' mathematical representation ability became the background of this study. The research aimed to analyse the effect of implementing the Problem-Based Learning (PBL) model assisted by interactive PowerPoint media and Microsoft Excel on students' mathematical representation ability. The research method used was a quasi-experiment with a pretest-posttest control group design. The sample consisted of 40 eighth-grade students divided into an experimental group and a control group. The research instrument was a mathematical representation ability test that had been validated and proven reliable. Data were analysed using a t-test and N-Gain calculation. The results showed that the N-Gain score in the experimental class reached 0.82 (high category), while in the control class it was only 0.22 (low category). The difference was statistically significant (t = 20.316; p < 0.000). Thus, it can be concluded that integrating PowerPoint and Excel into the PBL model is effective in improving students' mathematical representation ability, particularly in presenting data in the form of graphs and tables. This research implies that a PBL model supported by digital media can serve as an innovative alternative for mathematics learning. Keywords: Problem Based Learning (PBL); Microsoft Excel; Mathematical Representation; Data Centralization; Quasi-Experiment
Understanding Mathematics Teachers' Perspectives on Deep Learning Oriented to Students' Computational Abilities Umam, Khoerul; Nuriadin, Ishaq; Azhar, Ervin; Setiadi, Hari
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.254-266

Abstract

Good and quality mathematics learning is influenced by mathematics teachers' beliefs about appropriate learning strategies and methods. This study aims to determine the extent to which mathematics teachers prepare, develop, and adapt deep learning in mathematics classrooms. Mathematics teachers were the subjects of this study because the foundation of the strength of mathematics learning in its implementation is highly dependent on their perceptions. Data collection was conducted face-to-face and online, combining in-depth interviews and closed-group discussions. The data were analyzed using thematic analysis, combining themes and categories formed during the analysis process. The results indicate the relevance of deep learning in the context of mathematics learning, the diverse readiness of mathematics teachers in implementing deep learning, and the need for training required by teachers to support the creation of higher-quality learning. The impact of this research will provide input to the government in implementing the program, the need for regular evaluation and structured and massive training so that implementation can be carried out more evenly throughout Indonesia
Exploration of Creative Problem-Solving Learning Based on Design Thinking with HOTS Questions to Improve Students' Numeracy Wulandari, Ratri Gita; Purwosetiyono, F.X Didik; Nizaruddin, Nizaruddin
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.267-288

Abstract

The study aims to examine the effectiveness of Creative Problem Solving (CPS) learning based on Design Thinking using HOTS (Higher Order Thinking Skills) questions to improve junior high school students' numeracy skills. This research employed a quasi-experimental method with a multiple-group pretest-posttest design, involving an experimental and a control class. Data were collected through numeracy tests, classroom activity observations, and student response questionnaires. The results indicated that students in the experimental class experienced a significant improvement in numeracy, with an average N-Gain score of 0.72, categorized as high. This learning approach also facilitated active student participation, increased interest in mathematics, and promoted independence in problem-solving. Students' attitudes toward numeracy tasks shifted from frustration to more adaptive strategies. Mastery learning was achieved classically, with posttest scores exceeding the Minimum Mastery Criteria (KKM). In addition to cognitive gains, students expressed positive perceptions of the learning approach, especially due to its contextual, challenging, and exploratory nature. Thus, design Thinking-based learning integrated with HOTS-CPS questions has been proven effective in enhancing students' numeracy and is recommended as an innovative strategy in support of the Merdeka Curriculum. Keywords: Design Thinking, HOTS, Numeracy
Pengembangan Media Pembelajaran BLIFOSI Berbasis Peta Kota Blitar pada Materi Transformasi Fungsi Kelas XI Trihandayani, Desy; Utami, Anita Dewi; Rofiki, Imam
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.289-318

Abstract

Understanding concepts is the foundation of learning mathematics. However, in reality, many students still struggle to understand mathematical concepts, including material on function transformation. Practicing structured questions and applying game-based learning models is one way to overcome these challenges. Apart from that, incorporating contextual learning with elements of local culture is important to integrate into learning activities so that students feel connected and happy while learning. This research employs the research & development method using the ADDIE (analyze, design, develop, implement, evaluate) development model. The model aims to describe the process of developing BLIFOSI (Blitar Function Transformation) media, specifically an educational board game based on the Blitar City Map, to facilitate understanding of function transformation materials. This research involved 35 students from Class XI at SMAN 2 Blitar. The validation results of media and material experts show that BLIFOSI is valid and suitable for application in learning activities. In addition, students' responses in the positive response questionnaire show that BLIFOSI is practical to use. Meanwhile, the test results showed that 94.28% of students obtained a score ≥ KKTP. These results demonstrate that BLIFOSI can support students' conceptual understanding of functional transformation material. Keywords: BLIFOSI, Concept Understanding, Function Transformation
Lesson Study as a Strategy to Improve Mathematics Learning Based on the Learning Styles and Levels of Understanding of Middle School Students Rofiki, Imam; Darmawan, Puguh; Slamet, Slamet; Wahyuni, Sri; Alaiya, Syekha Vivi; Sani, Mutiara
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.319-349

Abstract

Mathematics learning must consider students’ diverse needs to achieve optimal outcomes, including differences in learning styles, levels of understanding, and learning difficulties. Applying Bloom’s Taxonomy helps teachers design more effective strategies, yet many still neglect thorough planning, treating it as a yearly routine. To overcome this, teacher collaboration is essential. This study aimed to facilitate a lesson study involving mathematics teachers from the Mathematics Teachers’ Association (MGMPS) in Banyuwangi, junior high school students, pre-service teachers, and mathematics education lecturers. Using a descriptive qualitative approach, the research was conducted at a junior high school in Banyuwangi. The research used qualitative analysis with observations, reflections, and triangulation to align teaching strategies with students’ learning styles and understanding levels. The findings show that lesson study effectively enhances mathematics learning by accommodating students’ learning diversity. Through the stages of planning, observation, and reflection, teachers developed more responsive and differentiated lessons. Moreover, lesson study promoted professional growth among teachers through collaboration and reflective practice. Overall, lesson study provides a sustainable and adaptive approach to fostering inclusive and high-quality mathematics learning.  Keywords: Lesson study, learning style, mathematics learning
Challenges and Prospects of Differentiated Learning in Mathematics: Evaluation at Junior High Schools in Bima Regency Hendrawansyah, Hendrawansyah; Saputra, Adi; Purnama, Purnama; Syarifudin, Syarifudin
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.350-367

Abstract

This study aims to evaluate the implementation of differentiated instruction within the Merdeka Curriculum in mathematics learning at junior high schools in Bima Regency, Indonesia. A qualitative approach was employed, using in-depth interviews with teachers and school principals as the primary data collection technique. The findings reveal that teachers' understanding of differentiated instruction remains varied, with the majority focusing on content differentiation, while process differentiation is still limited, and product differentiation is barely implemented. The main challenges identified include limited instructional time, inadequate facilities, administrative burdens, and insufficient training. Nevertheless, even simple applications of differentiation were found to increase student participation, reduce achievement gaps, and foster learning motivation. These results highlight the positive prospects of differentiated instruction as a strategic approach to improving the quality of mathematics education, provided that teacher capacity is strengthened and supported by school policies as well as contextualized regional education policies. This study contributes to the discourse on inclusive teaching practices and offers recommendations for policy development tailored to local educational needs. Keywords: Differentiated Instruction; Merdeka Curriculum; Mathematics; Inclusive Educatio

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