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Dyana Wijayanti
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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 129 Documents
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Integration of PBL, TaRL, and RME in Developing Creative Mathematical Thinking in Secondary School Students zaotul wardi; Ahmad Rasidi; Bq. Yunita Herawati; DN. Khariana Putri
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.10.1.36-55

Abstract

Ethnomathematical Exploration of Islamic Inheritance Law: A Content Analysis of the Faraidh Book by Shaykh Muhammad bin Salih Al-'Uthaymeen Heru Kurniawan; Rofiq Nurhadi; Prasetyo Budi Darmono; Nila Kurniasih
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.10.1.70-88

Abstract

This study aims to explore the ethnomathematical elements in Islamic inheritance law through a content analysis of the Kitab Faraidh (Book of Islamic Inheritance) by Shaykh Muhammad bin Salih Al-'Uthaymeen. This classical text presents a systematic exposition of faraidh law based on the Qur'an, Hadith, and scholarly consensus. Using qualitative content analysis, this research identifies and analyzes the mathematical concepts embedded in inheritance division systems as presented in the text. The findings reveal that faraidh constitutes a sophisticated mathematical system implementing fractions, least common multiples (LCM), ratios, and basic arithmetic operations through four main calculation patterns: fixed shares (ashabul furudh), proportional reduction ('aul), proportional addition (radd), and residual distribution ('asabah). The analysis demonstrates that the mathematical complexity in faraidh is equivalent to middle school mathematics curriculum content. This study recommends the integration of faraidh-based ethnomathematics into mathematics education to create contextual, culturally relevant learning. The results offer practical guidance for developing teaching materials and learning models that utilize Islamic intellectual heritage as a pedagogical resource. Keywords: Ethnomathematics, Islamic Inheritance, Contextual Mathematics Learning
PENGARUH MODEL PEMBELAJARAN MAKE A MATCH PADA MATA PELAJARAN MATEMATIKA DI KELAS IV TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA DI SDN KALIGAWE Karina Mafaza Sania; Yunita Sari; Rida Fironika Kusumadewi; Nuhyal Ulia
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.9.2.456-466

Abstract

Abstract.  This study aimed to determine the effect of the Make A Match learning model on fourth-grade students’ critical thinking skills in Matematika at SDN Kaligawe. The Make A Match model is a cooperative learning strategy that engages students in finding matching pairs of question and answer cards, thereby promoting active participation and deeper understanding of the material. This research employed a quantitative approach using a pre-experimental design with pretest and posttest. Data were collected through a critical thinking skills test administered before and after the treatment. The hypothesis testing was conducted using SPSS with the criterion that if Sig. (2-tailed) < 0.05, the hypothesis is accepted. The results showed a significant difference between students’ performance before and after the implementation of the Make A Match model. The SPSS output indicated a significance value of 0.00, which is lower than 0.05, meaning the hypothesis was accepted. The average pretest score was 55, which increased to 80 in the posttest.In conclusion, the implementation of the Make A Match learning model in teaching the Hindu-Buddhist and Islamic kingdoms material in IPAS is more effective than the conventional lecture method in improving fourth-grade students’ critical thinking skills at SDN Kaligawe. Keywords: Make A Match, Critical Thinking
Literature Review: Etnomatematika Berbasis Aktivitas Pasar Tradisional sebagai Konteks Penguatan Literasi Numerasi Siswa Siti Sri Hartatik; Imam Kusmaryono; Rida Fironika Kusumadewi; Yunita Sari; Nuhyal Ulia
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.9.2.467-477

Abstract

Abstract. Numeracy literacy is an essential 21st-century competence that emphasizes the ability to understand, use, and interpret quantitative information in various real-life contexts. However, mathematics learning in elementary schools is still dominated by procedural approaches that are less connected to students’ cultural realities. Ethnomathematics offers a contextual approach by integrating cultural practices into mathematics learning. This study aims to analyze the role of buying and selling activities in traditional markets from an ethnomathematics perspective as a context for strengthening elementary school students’ numeracy literacy. The method used was a Systematic Literature Review following the PRISMA Statement guidelines. Data were collected from Google Scholar covering publications from 2018 to 2025. Of the 43 identified articles, 23 met the inclusion criteria and were analyzed using thematic analysis. The findings indicate that ethnomathematics based on traditional market activities contributes to improving conceptual understanding and strengthening students’ numeracy literacy in mathematics learning.Keywords: Ethnomathematics, Traditional Market, Numeracy Literacy
The Structure of Senior High School Mathematics Curriculum in Indonesia: A Focus on the Statistical Investigation and Reasoning Yoga Dwi Windy Kusuma Ningtyas
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.10.1.89-110

Abstract

This study examines the structure of the intended curriculum in data analysis and probability within Indonesia's secondary mathematics curriculum. Through content analysis, the study breaks down the curriculum structure into three tiers: large, medium, and small. The analysis of the large structure indicates that the curriculum aligns with the goals of mathematics education, focusing on reasoning and problem-solving to enhance student numeracy at each stage. In the medium structure, the curriculum consistently employs a spiral model that aids student advancement from Level B to Level C, following the GAISE II framework. However, the small structure analysis uncovers a disproportion in the PPDAC investigation cycle, where the data, analysis, and conclusion stages overshadow the problem and plan stages. The study concludes that there is a need to reinforce the independent investigation planning stage in each phase to ensure that the shift from empirical to theoretical data is perceived as a coherent unit of statistical reasoning. Further research is suggested to assess the implemented and attained curricula.Keywords: intended curriculum, PPDAC, GAISE II, concept progression, statistical investigation, statistical reasoning
Profile of Seventh-Grade Middle School Students' Understanding of Fractions Siva Natun; Rafiq Badjeber; Yulia Yulia
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.10.1.111-122

Abstract

This study aims to describe seventh-grade students' understanding of fractions at SMP. This study employs a descriptive qualitative approach and a case study design, with three students as subjects classified into high, medium, and low categories. Data were collected through tests, interviews, and documentation. The study's results show that students' understanding of fractions varies. Students in the high category can explain and apply the concept of fractions effectively. Students in the medium category still have difficulty distinguishing between types of fractions, but can explain the meaning of a fraction and give everyday examples. Meanwhile, students in the low category show limited understanding of the concept, as they still have difficulty explaining fractions and are therefore unable to apply it effectively.Keywords: Fraction concepts, Conceptual understanding, Mathematics learning,  Junior high school students
Meta-Analysis: The Effect of Discovery Learning on Mathematical Critical Thinking Skills Over 5 Years Nazifah Nazifah; Muhammad Fachri B Paloloang; Baharuddin Baharuddin; Mubarik Mubarik
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.10.1.123-142

Abstract

This study aims to analyse the effect of the discovery learning model on students’ mathematical critical thinking skills through a meta-analysis method. This study employs a systematic review approach referring to PRISMA guidelines and involves 10 primary studies that meet the inclusion criteria within the 2021–2025 period. Data were analysed using Comprehensive Meta-Analysis (CMA) software version 4.0 by calculating the effect size and testing heterogeneity, publication bias, and sensitivity analysis. The results show that overall, the discovery learning model has a positive and significant effect on students’ mathematical critical thinking skills with a combined effect size of 0.868, which is categorised as a very large effect in the random effects model. The heterogeneity test indicates high variation among studies (Q = 109.533; p < 0.05), and the random effects model was used. The moderator analysis results reveal that the most significant effect is found at the junior high school level, in Java and Sulawesi regions, and in small sample sizes. Publication bias testing using funnel plot, trim and fill, and Fail-Safe N indicates that the results are stable and free from significant publication bias. Keywords: Discovery Learning, Meta-Analysis, Mathematical Critical Thinking, Mathematics Education
Developing Contextual Teaching and Learning-Based Interactive Handouts: An Investigation into Students' Mathematical Problem-Solving Performance Yaomil Khoeriyah; Mochamad Abdul Basir; Hevy Risqi Maharani
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.10.1.261-280

Abstract

This research aims to develop an interactive handout based on Contextual Teaching and Learning (CTL) that meets the criteria of validity, practicality, and effectiveness. The development of this instructional medium was intended to enhance students' mathematical problem-solving skills, specifically regarding the topic of similarity for seventh-grade students at SMP Islam Sultan Agung 1 Semarang. This study employed a Research and Development (R&D) approach using the ADDIE model, which comprises the stages of analysis, design, development, implementation, and evaluation. The interactive handout was constructed utilizing various digital platforms, including Canva, Quizizz, Liveworksheet, and Heyzine. Data collection techniques involved validation sheets from media, material, and language experts, teacher and student response questionnaires, and pretest-posttest instruments. Validation results demonstrated high levels of validity, reaching 95.38% from media experts, 98.26% from material experts, and 95.56% from language experts. Practicality tests based on teacher and student feedback achieved scores of 87.5% and 94.4%, respectively. Furthermore, effectiveness testing—measured through individual and classical mastery, as well as N-Gain scores—indicated an improvement in posttest results with an N-Gain value of 0.7067, categorized as high. Consequently, the CTL-based interactive handout is declared valid, practical, and effective in enhancing students' mathematical problem-solving skills. Keywords: Contextual teaching and learning (CTL), interactive handout, mathematical problem-solving.
Evaluating Test Quality in English for Mathematics Course: An Item Analysis Approach Hedia Rizki; Reri Seprina Anggraini; Indra Bagus Satrio
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.10.1.176-190

Abstract

This study evaluated the quality of an English for Mathematics course administered to 35 third-semester students in the Mathematics Education Study Program at UIN Sulthan Thaha Saifuddin Jambi using Classical Test Theory. The 50-item multiple-choice test covered eight mathematical topics, including numbers, rational numbers, powers and roots, statistics and probability, logic, algebra, geometry, and Measurement. Item analysis examined difficulty indices, discrimination indices, reliability (KR-20), and distractor effectiveness. Results revealed excellent reliability (r₁₁ = 0.911) and balanced difficulty distribution: 36% easy items (P > 0.70), 52% moderate items (0.30-0.70), and 12% difficult items (P < 0.30). The majority of items (86%) demonstrated acceptable discrimination capacity, with 56% achieving excellent discrimination (D ≥ 0.40). However, critical concerns emerged: difficult items clustered in geometry and measurement topics (items 39-44, 48), 14% of items showed poor discrimination, and 27% of distractors proved ineffective. Findings indicate that the instrument possesses strong overall technical quality, while requiring targeted revisions to poorly discriminating items and ineffective distractors. The study recommends enhanced instructional support for geometry and measurement topics, qualitative analysis of student reasoning, and future research employing differential item functioning analysis to distinguish mathematical ability from language proficiency effects in English for Mathematics assessment. Keywords: Classical Test Theory, English for Mathematic, Evaluation
The Effectiveness of The RME Approach on Mathematics Learning Outcomes in Statistics for Junior High School Students in Palu City Salsabila Aski; Rahma Nasir; Mustamin Idris; Bakri Mallo
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 2: November 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.2.281-295

Abstract

This study aims to determine the effectiveness of the RME (Realistic Mathematics Education) approach on the learning outcomes of eighth-grade students in statistics. This is a quantitative study using a quasi-experimental design with a pretest-posttest control group. The population of this study consists of eighth-grade students at SMP Labschool UNTAD Palu, comprising four classes with a total of 100 students. A sample of 50 students was selected using random sampling. The data collection methods used were learning outcomes from essay-based tests and observations. The data analysis techniques used were the independent samples t-test and the N-Gain test. The results of the independent samples t-test showed a Sig. (2-tailed) value of 0.001, indicating a significant difference in learning outcomes between the experimental and control classes. The N-Gain Score calculation for the experimental class yielded a value of 0.66, which falls into the moderate category. Therefore, it can be concluded that the RME approach is effective in improving the learning outcomes of eighth-grade students in statistics. The effectiveness of the RME approach is supported by learning stages that link mathematical concepts to real-life situations, enabling students to build understanding and deepen their grasp of statistical concepts, thereby improving their learning outcomes. Keywords: Effectiveness, RME, Learning Outcomes

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