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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 129 Documents
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Designing a Learning Trajectory for the Concept of Division Based on the Traditional Game of Congklak: A Design Research Study on Third Grade Students at Madrasah Ibtidaiyah zaotul wardi
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.10.1.191-207

Abstract

This study aims to design and analyze learning trajectories for division concepts using the traditional game congklak through a design research approach. The participants were 20 third-grade students of an Islamic elementary school. The study was conducted through three phases: preliminary design, teaching experiment, and retrospective analysis. Data were collected through classroom observations, students' learning artifacts, and pretest–posttest results to support design reflection. The findings indicate that the congklak game supported students' initial understanding of division as a fair distribution process through concrete experience.    However, a retrospective analysis revealed conceptual difficulties in transitioning from concrete activities to symbolic representations, particularly with regard to the concept of remainders. The study contributes design principles for culturally based division instruction that can inform the refinement of learning designs in subsequent cycles. Keywords: design research, division, congklak
Profile of Junior High School Students' Mathematical Abstraction in Forming the Concept of Triangles Febrina Hajiroh; Rita Lefrida; Muh Rizal; Mubarik Mubarik
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.10.2.296-314

Abstract

This study aims to describe the profile of junior high school students' mathematical abstraction in forming the concept of triangles in terms of high, medium, and low levels of mathematical ability, based on the stages of RBC+C, namely recognizing, building-with, constructing, and consolidation. This study uses a descriptive qualitative approach with three seventh-grade students as subjects, one student each with high, medium, and low mathematical ability, selected based on the results of a mathematical ability test. Data were collected through triangle abstraction assignments and interviews, then analyzed using the Miles and Huberman model which includes data condensation, data presentation, and drawing and verifying conclusions. The results showed that students with high mathematical ability were able to pass all stages of RBC+C optimally, students with medium ability were able to reach all stages but not optimally, while students with low ability experienced limitations in almost all stages of mathematical abstraction, especially in the aspects of building-with, constructing, and consolidation. Thus, the level of students' mathematical ability significantly influences the quality of the mathematical abstraction process in forming the concept of triangles.
External Didactic Transposition of the Definite Integral Concept Francis Yunito Rumlawang; Tanwey Gerson Ratumanan; Christina M Laamena
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.10.1.208-221

Abstract

Calculus is a course included in the undergraduate curriculum of most science and engineering departments, including mathematics education. The definite integral is a fundamental concept in calculus, formally defined as the limit of a Riemann sum. However, in teaching practice, this concept is often reduced to a computational procedure using the fundamental theorem of calculus without emphasizing the meaning of the limit and the approximation process. This study aims to analyze the external didactic transposition of the concept of the definite integral as the limit of a Riemann sum, specifically, and to examine the alignment of Scholarly Knowledge and  Knowledge to be Taught based on textbooks and curriculum documents. The research method used is a qualitative descriptive approach. This type of research is descriptive. The results of the study indicate that there is consistency between Scholarly Knowledge and Knowledge to be Taught, as reflected in textbooks and semester learning plan (RPS) documents in the curriculum, regarding the concept of definite integrals. However, given the time allotted for the learning process, simplifications may occur, potentially reducing students’ learning experiences. Keywords: external didactic transposition, definite integral, Riemann sum
Analysis of Student Needs in Interactive Multimedia-Based Mathematics Learning to Improve Problem-Solving Skills Using the Design Thinking Method Fina Ismatul Uyun; Lukman Harun; Muhtarom Muhtarom
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.10.1.143-159

Abstract

The main problem in this study is that many students consider mathematics a difficult subject to learn, which results in a lack of student motivation and passive, less participatory mathematics learning between teachers and students. This study aims to explore solutions to problems that arise in mathematics learning through the design thinking method, as outlined by David Kelley, which consists of 5 stages: empathize, define, ideate, Prototype, and test. In this problem exploration, 3 stages are used: empathize, define, and ideate to generate solution ideas from several possible solutions. The study population comprised 25 eighth-grade students and 3 mathematics teachers at SMP Al Islam, Mts Fathul Huda, and SMPN 2 Sayung. Data were collected using a Google Form questionnaire. The results of the data obtained are then analyzed from the empathize to the define stage. The results of this study indicate that the problem-based learning model, supported by GeoGebra and Canva, can improve students' problem-solving abilities. Based on the results of this exploration, researchers developed interactive media using the design thinking method to improve problem-solving abilities.  Keywords: mathematics, interactive media, problem solving
Analysis of Junior High School Students’ Pseudo-Thinking Processes in Solving Problems on Exponential Numbers Nazila Khairunisa; Mubarik Mubarik; Ibnu Hadjar; Pathuddin Pathuddin
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.%p

Abstract

This study aims to analyze the pseudo-thinking processes of eighth-grade students as they solve problems on the topic of powers. This study employs a qualitative approach using a descriptive research design. The study was conducted at a school in Palu City, with the research subject consisting of one eighth-grade student selected through purposive sampling based on test results. Data were collected through written tests and semi-structured interviews. Data validity was ensured through techniques such as extending the observation period, increasing diligence, and member checks, while data analysis was conducted through the stages of data condensation, data presentation, and drawing conclusions. The results of the study indicate that research subjects were categorized as exhibiting pseudo-correct thinking when they were able to arrive at the correct answer but were unable to provide a conceptual justification for the solution steps they used, as they relied more on their memory of previously learned procedures. The findings of this study indicate the importance of instruction that not only emphasizes procedures but also provides students with opportunities to explain the conceptual reasoning behind them, thereby fostering a deeper understanding of the concepts. Keywords: pseudo-thinking, thought processes, powers of numbers
Meta-Analysis: The Effect of PBL Learning Model on High School Students' Mathematical Critical Thinking Skills Maleakhi Maleakhi
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.10.1.222-238

Abstract

In Indonesia, mathematical critical thinking is a skill that students often lack and therefore needs attention. This study aims to analyze the effectiveness of implementing the PBL model on students’ mathematical critical thinking skills at the senior high school level, overall and by study characteristics such as sample size, region, and year of study, using a meta-analysis. A total of 13 primary studies that met the criteria were analyzed using a random-effects model in Comprehensive Meta-Analysis software. The results show that the combined effect size obtained is 1.011, which falls into the very large effect category, indicating that the PBL model has a positive and significant effect compared to conventional learning. In the analysis of study characteristics by effect size category, the group that conducted learning online during the COVID-19 pandemic had an effect size in the moderate category. In contrast, all other groups produced effect sizes in the very large category. Meanwhile, the heterogeneity test showed no significant differences in effect sizes across groups for the three study characteristics. These findings confirm that the PBL model is effective in improving students’ mathematical critical thinking skills at the senior high school level, but tends to be less effective when learning is conducted online. The implications of this study provide recommendations for teachers to optimize the implementation of PBL in the mathematics learning process and to consider its use across various situations and conditions. Keywords: Mathematical Critical Thinking Skills, Problem-Based Learning, High School Students, Meta-Analysis.
The Process of Determining an Auspicious Wedding Day in Watukebo Village, Banyuwangi, Within the Framework of Ethnomathematics Andi Kurniawan; Rachmaniah Mirza Hariastuti; Dzurotul Mutimmah; Mufidatul Fauziyah
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.10.1.160-175

Abstract

The purpose of this study was to explore ethnomathematics in the calculation of auspicious wedding days in Watukebo, Banyuwangi. The study was conducted within a qualitative framework with an ethnographic approach. The research area was chosen because it still applies Javanese calendar calculations for wedding traditions. The study involved three informants, purposively selected for their expertise. Data were triangulated through the collection method, participatory observation, and in-depth interviews, supplemented by documentation. Data were analysed qualitatively using the Miles and Huberman model. The results showed that determining auspicious wedding days in Watukebo, Banyuwangi, involves concepts of number operations, implication logic, number congruence, and modulo. These concepts can then be developed into contextual mathematics teaching materials that are expected to make learning more in-depth and meaningful. Keywords: calculation of good days, ethnomathematics, marriage
Analysis of the Pseudo-Thinking Process of Field-Dependent 8th-Grade Students at SMP Negeri 2 Palu in Solving Pythagorean Theorem Problems wianita selviani; Mubarik Mubarik; Pathuddin Pathuddin; Alfisyahra Alfisyahra
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.10.2.327-344

Abstract

The occurrence of pseudo-thinking processes in mathematics learning remains prevalent, as many students solve problems by relying on memorized procedures rather than understanding the underlying concepts. While previous research has largely focused on error analysis or general problem-solving abilities, studies specifically examining pseudo-thinking processes among field-dependent students when solving Pythagorean theorem problems remain limited. This study aims to analyze the pseudo-thinking processes of eighth-grade students at SMP Negeri 2 Palu specifically those with a field-dependent cognitive style while solving Pythagorean theorem problems, by examining the relationship between cognitive style characteristics and pseudo-thinking processes. A descriptive qualitative approach was employed. Data were collected from a single student, purposively selected to represent the field-dependent cognitive style, using the Group Embedded Figures Test (GEFT), a Pythagorean theorem problem-solving test, and semi-structured interviews. Data analysis followed the interactive model proposed by Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing/verification. The results indicate that the field-dependent student exhibited "correct pseudo-thinking" during the planning and execution stages of the solution. This was characterized by the use of procedures based on prior learning experiences and provided examples, lacking support from deep conceptual understanding. However, during the review stage, the subject was able to verify the solution, meaning the characteristics of pseudo-thinking were no longer present. These findings demonstrate that cognitive style plays a role in shaping students' thinking processes during mathematical problem-solving and provide a basis for teachers to design instruction that accounts for students' cognitive style characteristics to enhance conceptual understanding.. Keywords: Pseudothinking, Cognitive Style, Field-Dependent, Pythagorean Theorem.
Students' Mathematical Problem-Solving Processes Across Self-Efficacy Levels in High School Jasmine Kaylla Gemilang; Krisna Satrio Perbowo
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.10.1.239-260

Abstract

Mathematical problem-solving ability is an essential competency influenced by cognitive and affective factors, including self-efficacy. This study aims to analyze the characteristics of high school students' mathematical problem-solving ability across high, moderate, and low levels of self-efficacy. The research method used was a mixed-methods approach with a sequential explanatory design involving 108 eleventh-grade students at a high school in Indonesia. The research instruments included a self-efficacy questionnaire and a mathematical problem-solving test on SLETV material developed based on Polya's indicators. The results indicate a gradation of abilities aligned with self-efficacy levels. Students in the high category were able to systematically and flexibly manage all stages of Polya's model. Students in the moderate category began to encounter obstacles in completing algebraic manipulations, while those in the low category faced fundamental challenges from the modeling stage onward. A key finding revealed a common pattern across all levels: low metacognitive awareness regarding the "review" indicator. The conclusion of this study emphasizes the importance of synergy between strengthening psychological aspects and fostering the habit of self-evaluation in mathematics learning. Keywords: mathematical problem-solving, self-efficacy, polya stages

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