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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 111 Documents
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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.
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
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
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
The Application of Cooperative Team Games Tournament (TGT) Method for Improving Quadratic Equation Learning Outcomes in Vocational High Schools Wati, Sri; Aminudin, Mohamad
JURNAL PENDIDIKAN MATEMATIKA Vol 8, No 1: Mei 2024
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.8.1.81-87

Abstract

Abstarct. This study aims to improve the learning outcomes of vocational high school (SMK) students in quadratic equation material through the implementation of the Teams Games Tournament (TGT) learning model. The research method employed was Classroom Action Research (CAR), conducted in three cycles, each consisting of planning, implementation, observation, and reflection. The subjects of this study were 10th-grade students at SMKS Muhammadiyah 4 Sukorejo Kendal. Data were collected through learning outcome tests and classroom activity observations. The findings indicate that the TGT model effectively enhances students' understanding of quadratic equations, as evidenced by the increase in average test scores and active participation in group discussions and academic competitions. This research supports the use of game-based cooperative learning to boost student motivation and academic achievement in vocational education. Keywords: Teams Games Tournament (TGT), learning outcomes, quadratic equations, classroom action research, vocational high school.
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

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