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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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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
Probabilo Tour: Media Pembelajaran Berbasis Etnomatematika untuk Mendukung Kemampuan Pemecahan Masalah Matematika Siswa SMA Sholehah, Farida Lailatus; Listiawan, Tomi
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.9.2.368-391

Abstract

Mathematics learning at the high school level, particularly in probability, is often considered challenging because it is abstract and lacks real-world context.  As a result, many students memorize formulas without understanding their applications, which makes it difficult to solve problems.  To address these challenges, innovative learning media are needed that not only provide a variety of practice questions but also link local culture through an ethnomathematics approach, bridging abstract concepts with students' real-life experiences to make learning more meaningful, engaging, and effective in improving problem-solving abilities.  This study aims to describe the development process of Probabilo Tour, an ethnomathematics-based learning media designed to support the problem-solving abilities of high school students.  The research method used is research & development, utilizing the ADDIE development model (analyze, design, develop, implement, evaluate).  The trial involved expert validation and practicality testing through student response questionnaires and learning outcome tests administered to 35 10th-grade students.  The results showed that Probabilo Tour obtained an average validity score of 82.94% (very valid), a student response rate of 84.5% (efficient), and a learning completion rate of 91.18% among students, with a classical average of 88 (effective).  The N-gain analysis produced 0.73 (high category), indicating a significant increase in problem-solving ability.  Thus, Probabilo Tour is suitable for use as an ethnomathematics-based learning medium that supports high school students' mathematical problem-solving abilities. Keywords: Learning media, Ethnomathematics, Problem Solving
STRATEGI DIFERENSIASI DALAM PERENCANAAN PELAJARAN MATEMATIKA INKLUSIF UNTUK SISWA LAMBAT BELAJAR Oktaviani, Dian Nataria; Septiyani, Eka Puji; 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.9.2.400-414

Abstract

This research employs a qualitative case study method, also known as field research, which examines the process of differentiation learning in-depth in regular classes that include students with special needs (slow learners) in mathematics lessons. The subjects of this study were teachers and slow learners in the 4th grade of an Elementary School. The data in this study is information about teacher strategies in teaching mathematics in Grade 4. The results of this study are differentiation learning strategies in mathematics lessons in Grade 4 of Elementary School, seen from teacher skills in explaining mathematics lesson materials by accommodating all students' learning needs, including slow learners, both in terms of content and process differentiation, lesson planning according to students' learning needs, and providing feedback to students.  Keywords: learning strategies, differentiation, slow learners, mathematics, special needs
Development of E-LKPD Assisted by GeoGebra on Trigonometry Material to Support Students’ Understanding of Concepts In Grade XI Sagita, Avinda Dwi; Utami, Anita Dewi
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.9.2.415-437

Abstract

This study aims to design and develop GeoGebra-assisted E-LKPD learning media for trigonometry topics —tangent, cotangent, and reciprocal identities —to foster 11th-grade students' conceptual understanding. This study employed a Research and Development (R&D) approach using the ADDIE model. The research subjects consisted of  11th-grade students at SMAN 1 Batu. The data analysis techniques used in this study include validity, practicality, and effectiveness analysis. The analysis results indicate that this media is valid, with an average validity score of 3.85 and a material validity score of 3. . The practicality of this media is considered practical based on the student response questionnaire, which yielded an average score of . The effectiveness analysis of this media was based on students' essays on trigonometry material. A total of  of students achieved scores above , thus meeting the effectiveness criteria. Therefore, it can be concluded that the GeoGebra-assisted E-LKPD developed is valid, practical, and effective, making it suitable as a mathematics learning medium to enhance students' conceptual understanding of trigonometry.Keywords: E-LKPD, GeoGebra, Trigonometry 
Teachers' Perception of Digitization of Mathematics Learning at Madrasah Aliyah Muhammadiyah Watulimo Trenggalek Widodo, Luthfi; Setiani, Rahyu; Dirgantoro, Ajar
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.9.2.438-455

Abstract

Digitization of learning as a form of innovation requires adaptation and acceptance from teachers. Teacher perception is a key factor in determining the success of this innovation's implementation in schools. This study aims to describe the implementation of digitization in mathematics learning and teachers' perceptions of digitization in learning at Madrasah Aliyah Muhammadiyah (MAM) Watulimo Trenggalek. This study uses a descriptive qualitative approach. Data were collected through interviews, observations, and documentation, and tested for validity through triangulation. The results of the study show that the digitization of mathematics learning at MAM Watulimo has been applied comprehensively across the planning, implementation, and evaluation stages of learning. The number of classes supports this implementation in line with standards, the availability of digital devices, adequate madrasah facilities, and teacher collaboration. Teachers' perceptions of the digitization of mathematics learning are generally positive. Teachers assessed that this innovation offers relative advantages, such as increased efficiency, easier access to materials, and a variety of learning methods. In terms of compatibility, teachers feel that digitalization aligns with professional values and the needs of today's students. However, there is still a negative perception of the complexity, especially regarding the constraints of using technology by teachers who are not familiar with digital devices.Keywords: Digitalization, Mathematics Learning, Teacher Perception
Design of Critical Thinking Ability Questions with Colorful Ribbon Context for Hearing Impaired Students Rizki, Hedia; Sahanata, Meirisa; Dewi, Fitri Kumala; Nuraida, Elis Muslimah
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 1: May 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.1.56-69

Abstract

Abstract.  This study aimed to develop a mathematics test instrument that assesses the critical thinking skills of hard-impaired students using a Realistic Mathematics Education (RME) approach in a colored ribbon context. The research employed a design research method with a development type, consisting of the preliminary and prototyping stages, including self-evaluation, expert review, and one-to-one. The instrument was developed based on Ennis’s (1985) critical thinking indicators, comprising five items adapted to the visual characteristics of Grade XI deaf students at SMALB. Content and language validation by experts confirmed the qualitative validity of the items. A limited trial (one-to-one) involving three hearing-impaired students revealed that the items were understandable and suitable, particularly due to the use of simple language, visual aids, and concrete objects. In conclusion, the critical thinking questions based on the RME approach and visual context are effective for hearing-impaired students and offer an alternative assessment tool that accommodates their sensory limitations. Keywords: critical thinking; hearing-impaired students; realistic mathematics education.
Profile Of Critical Thinking Errors Of Junior High School Students Based On Facione's Theory In Solving Problems On SLETV Material Barus, Janna Sri Bina Br; Makmuri, Makmuri; Santi, Vera Maya
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 1: May 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.1.1-17

Abstract

This study aims to describe the profile of mathematical critical thinking errors among junior high school students, based on the components of Facione's Theory (Interpretation, Analysis, Evaluation, and Inference), in the context of solving Systems of Linear Equations in Two Variables (SLETV) problems. Specifically, this study cross-mapped Facione's cognitive failures with observed procedural errors, analysing them using the Newman Error Analysis framework (Reading, Understanding, Transformation, Process Skills, and Final Answer Writing). This study uses a qualitative method. This study found that students' critical thinking skills were generally low, with 42.05% in the low category. The highest cognitive failure point was located in the Analysis, Evaluation, and Inference domain. Triangulation analysis showed that weaknesses in Facione's Analysis Skills were the leading cause of the high frequency of Newman Transformation Errors, reflecting students' inability to model contextual problems as mathematical models. This study provides a more precise diagnostic basis for designing targeted learning interventions to optimise students' higher-order cognitive skills.Keywords: critical thinking; indicators Facione; procedural errors; SLETV.
Pengembangan Video Pembelajaran Berbantuan Aplikasi Canva pada Materi Perkalian Matriks Kelas XI Asri, Dinna Cilvia; Putri, Ratu Ilma Indra; Zulkardi, Zulkardi
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 1: May 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.1.18-35

Abstract

Abstract. This study aims to develop and assess the feasibility of learning videos, created with the Canva application, for matrix multiplication material for eleventh-grade senior high school students. The study employed a development research method using a development model combined with Tessmer’s formative evaluation, which includes the stages of preliminary, design, and formative evaluation (self-evaluation, expert review, one-to-one, small group, and field test). The research subjects consisted of three expert validators, namely a content expert, a media/design expert, and a language expert, as well as eleventh-grade students involved in the one-to-one test (3 students), small group test (9 students), and field test (36 students). Data collection techniques included needs analysis questionnaires, walkthroughs or expert validation, student response questionnaires, and pretest–posttest assessments. Data analysis was conducted by calculating validity and practicality percentages using a Likert scale, and effectiveness was tested using a paired-samples t-test with a significance level of 0.05. The results indicate that the developed learning video falls into the very valid category based on expert assessments. Practical testing shows that the media is efficient and receives positive responses from students. Effectiveness testing at the field test stage reveals a significant difference between the average pretest and posttest scores, indicating that the Canva-assisted learning video is efficacious in improving students’ learning outcomes in matrix multiplication. Therefore, the developed learning video is declared valid, practical, and effective for use in eleventh-grade senior high school mathematics learning.Keywords: Canva; Matrix Multiplication; Mathematics; Media Development

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