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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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Development of Creative Alternative Assessments for Mathematics Learning Using a Design Thinking Approach Purwosetiyono, F.X. Didik; Shodiqin, Ali; Wardani, Theodora Indriati
JURNAL PENDIDIKAN MATEMATIKA Vol 8, No 2: November 2024
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.8.2.170-186

Abstract

Abstract. Alternative assessments in mathematics education face several challenges that need to be designed to measure students' abilities holistically. The objectives of this research are: 1) to determine the feasibility of developing creative alternative mathematics assessments using a design thinking approach, and 2) to assess the effectiveness of mathematics learning using alternative assessments with a design thinking approach. The research sample consists of graduate students from the Mathematics Education program at PGRI University Semarang. This study employs the development model proposed by Plomp J and Nieveen N. The development of creative alternative mathematics assessments using a design thinking approach is analyzed through: a) pretest data, b) posttest data, and c) effectiveness analysis, including n-gain calculations (pretest-posttest) and completeness testing. The findings indicate that: 1) the development of creative alternative mathematics assessments with a design thinking approach is deemed feasible for use, and 2) the effectiveness of alternative mathematics assessments using a design thinking approach is evidenced by: a) an increase in the average learning outcomes of students before and after using the creative alternative mathematics assessment with a design thinking approach, and b) student learning outcomes meeting the completeness criteria when using the creative alternative mathematics assessment with a design thinking approach.  Keywords: Development; Alternative Assessment; Mathematics Learning; Design Thinking
The Effectiveness of Project-Based Learning Assisted by Educational Teaching Aids of Building Blocks on Students' Mathematical Creative Thinking Skills wati, Lutfi Rahma; Maharani, Hevy Risqi; Ubaidah, Nila; 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.8.1.83-97

Abstract

Abstract. The aim of this research is to examine the effectiveness of a project-based learning model assisted by educational teaching aids, specifically construction blocks, on students' mathematical creative thinking skills. The research method employed is a pre-experimental design with a one-group pretest-posttest approach. The research instruments consist of observation sheets and student essay tests. Data analysis techniques include individual minimum mastery criteria (MMC) achievement tests, classical completeness tests, pretest-posttest mean difference tests, and N-gain tests. The individual MMC hypothesis test, using a one-sample t-test, yielded a significant value (2-tailed) of 0.000 < 0.05, indicating that after the project-based learning intervention with construction block educational aids, the MMC exceeded 70. The classical completeness test, utilizing Z statistics, resulted in Z_calculated = 3.560545 ≥ Z_table = 0.6736, demonstrating that the proportion of students meeting the minimum mastery criteria exceeded 75%. Furthermore, the mean difference test showed that students' mathematical creative thinking skills increased from 36.82 to 85.15. Additionally, the N-gain test yielded a score of 0.7675, with a percentage of 76.74%, categorizing it as high and effective. Therefore, project-based learning assisted by educational teaching aids, specifically construction blocks, is effective in enhancing students' mathematical creative thinking skills. Keywords: Construction blocks, students' mathematical creative thinking skills.
Mathematical Problem-Solving Skills in View of Self-Efficacy in GeoGebra-Assisted Project-Based Learning Rahmawati, Laila; Walid, Walid; Cahyono, Adi Nur
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.9.1.1-22

Abstract

The research aims to analyze the effectiveness of a project-based learning model assisted by GeoGebra on mathematical problem-solving skills and analyze mathematical problem-solving skills in terms of self-efficacy. The research used a mixed method sequential explanatory design with a pretest-posttest control group design. Sample selection using cluster random sampling. Class VIIIA had 31 students as the experimental class, and class VIIIB had 30 as the control class. Data collection used a self-efficacy questionnaire, interviews, and tests. Quantitative data analysis used the average completeness test, proportion test, mean difference test, proportion difference test, and n-gain test with the help of Rstudio. Data collection, reduction, presentation, and conclusions to analyze qualitative data. The results of the research found that the project-based learning model assisted by GeoGebra was effective on mathematical problem-solving skills, subjects with high self-efficacy were able to fulfill four indicators of mathematical problem-solving skills, medium self-efficacy subjects were only not optimal in the indicator of applying various appropriate strategies to solve problems, and low self-efficacy subjects were only optimal in the indicator of building new mathematical knowledge through problem-solving and solving problems in mathematics or other contexts. Keywords: Mathematical Problem Solving, Project Based Learning, GeoGebra, Self Efficacy
Effectiveness of GeoGebra-Based Interactive Multimedia to Improve Mathematical Concept Understanding Ability Uyun, Fina Ismatul; Buchori, Achmad; Endahwuri, Dhian
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.9.1.23-38

Abstract

The ability to understand mathematical concepts is very important for students to develop because it can give rise to other mathematical abilities. Therefore, efforts are made to develop it using geogebra-based interactive multimedia. This research aims to find out how effective geogebra-based interactive multimedia is in improving understanding of mathematical concepts. The method in this research is research and development (RnD) with reference to the ADDIE steps. The subjects in this research were 7th-grade junior high school students. The results of this research show that learning GeoGebra-based interactive multimedia on triangles and quadrilaterals is effective in improving the ability to understand mathematical concepts. These results can be seen from the significant regression value, namely the Sig value. 0.007 < 0.05, so it can be said that there is an influence between the ability to understand mathematical concepts of students who are taught using Geogebra-based interactive multimedia learning in the experimental class is better than the ability to understand mathematical concepts of students who are taught with conventional learning (PBL) in the control class. Keywords: Multimedia, Geogebra, Concept mathematical
Integration of Social Emotional Learning (SEL) into Problem-Based Learning (PBL) to Improve Mathematical Representation Monikasari, Chintya; Suryaningrum, Christine Wulandari; Sakdiyah, Halimatus
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.%p

Abstract

This classroom action research aims to improve students' mathematical representation abilities by applying problem-based learning (PBL) combined with social-emotional learning (SEL). PBL emphasizes problem-based learning, while social-emotional learning is a learning method that supports the development of students' social and emotional competencies. This study consists of two cycles, each containing steps, namely, planning, action, observation, and reflection. The instrument of this study uses a teaching module with the material of a two-variable linear inequality system. This study used subjects of class X 2 students of SMA Negeri 5 Jember in the 2024/2025 Academic Year. The results showed that applying PBL and social-emotional learning (SEL) can improve students' mathematical representation in verbal, visual, and symbolic aspects by 22.5%, from 70.6% to 93.1%. In addition, students' social-emotional competence (SEC) also increased by 21.7%, from 68.8% to 90.4%. Therefore, the integration of SEL in PBL can be an effective strategy for improving students' mathematical representation as well as social-emotional competence (SEC). Keywords: mathematical representation, PBL, SEL
Improving Students' Mental Health Through Self-efficacy in Solving Algebraic Form Problems Using the Mentorika Application Ahmida, Nuzila Yuli Alfi; Sari, Dian Widya; Hidayah, Lutfi; Nur Rohmad, Dimas Teguh; Basir, Mochamad Abdul
JURNAL PENDIDIKAN MATEMATIKA Vol 8, No 2: November 2024
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.8.2.187-202

Abstract

In today's increasingly complex life situations, mental health problems can increase, especially among students in Indonesia. Mental health problems that occur in students are related to Self-efficacy regarding the potential they have in achieving something and in dealing with pressure in certain situations. Low Self-efficacy in adolescents can cause emotional and mental disorders. Based on this, this study aims to develop a mentor application to help improve students' mental health through Self-efficacy in solving algebraic form problems. This research was conducted at SMP Negeri 2 Kedungtuban, and the subjects of this study were 30 seventh-grade junior high school students. The research method used is Research and Development (R&D), and the ADDIE Model design is used. The results of data analysis show that the mentorika application is proven to be valid because it has a significant level of 0.000 < 0.005, feasible because all variables (statements) have a value of r count > r table, and effective because it meets the individual completeness test and classical completeness test, so it can be said that the mentorika application developed is effective in improving students' mental health through Self-efficacy in solving algebraic form problems. The evaluation results show that the effect of student confidence on improving mental health in solving algebraic form problems has increased significantly after using the Mentorika application. Keywords: Mental Health, Self-Efficacy, Algebraic Forms.
Development of Dakota Game to Enhance Conceptual Understanding of GCF and LCM Using a Design Thinking Approach Aisyah, Nur; Harun, Lukman; Purwosetiyono, FX.Didik
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.9.1.138-152

Abstract

The Industrial Revolution 4.0 has significantly impacted various aspects of life, including education, particularly using information and communication technology in learning processes. This study employs the Research & Development (R&D) method, aiming to develop the Dakota Game to Improve Conceptual Understanding of GCF (Greatest Common Factor) and LCM (Least Common Multiple) among fifth-grade students. The Dakota educational game was developed using the 4-D development model, although its distribution was limited to the school where the research was conducted. The study involved fifth-grade students at BUQ Betengan Demak Elementary School. Validation results from material and media experts indicate that the developed Dakota educational game is suitable for learning. Additionally, student responses were positive, with an average percentage of 92%. Meanwhile, the pretest results before students used the Dakota Game showed an average score of 75.25, while post-treatment scores after using the game averaged 84.45. This result demonstrates that the Dakota educational game for GCF and LCM material can enhance students' conceptual understanding and meet the criteria for being an effective and appropriate mathematics learning medium for fifth-grade classrooms.Keywords: Dakota Game, Conceptual Understanding, GCF, LCM
Cooperative Learning Models and the Improvement of Mathematical Problem Solving Skills: Key Findings from a Meta-Analysis Study Pratikta, Maulana Eka; Caswita, Caswita; Firdaus, Rangga
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.9.1.57-75

Abstract

Abstract. This study aims to evaluate the extent to which cooperative learning models influence the improvement of students' mathematical problem-solving skills. This research employed a meta-analysis method by analyzing 22 primary studies published in nationally accredited journals between 2018 and 2024. The selected studies, obtained through Google Scholar, involved subjects from junior high schools, senior high schools, vocational schools, and higher education. Data were analyzed using the Comprehensive Meta-Analysis (CMA) software, following procedures such as calculating effect sizes, testing for heterogeneity, selecting an appropriate estimation model, and detecting publication bias. The analysis revealed an overall effect size of 1.242, which is categorized as strong. These findings indicate that implementing cooperative learning models significantly positively impacts students' mathematical problem-solving abilities.Keywords: Cooperative Learning, Mathematical Problem-solving, Meta-analysis
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
Students’ Mathematical Creative Thinking Ability in LAPS-Heuristic Learning Model with Performance Assessment and Open-Ended Questions Agustina, Vena; Fashihah, Fashihah; Relitasari, Puput; Apriliana, Nurani; Khumairo', Siti Latifatul
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.9.1.76-90

Abstract

This quantitative research with a quasi-experimental design demonstrates several significant findings regarding the quality of LAPS-Heuristic learning with performance assessment and open-ended questions of students' Mathematics’ Creative Thinking Ability (MCTA): (1) In the planning phase, the validation of learning materials and research instruments was classified as at least satisfactory; (2) During the implementation phase, the quality assessment sheets from the first to the third meetings were as at least satisfactory; (3) Student's response to LAPS-Heuristic learning combined with performance assessment and open-ended questions was notably positive, achieving a rating of 70.75%, which is categorized as strong; and (4) During the assessment stage, the results obtained from the LAPS-Heuristic learning combined with performance assessment and open-ended questions, indicate several notable findings concerning students' MCTA. First, the completion rate for students engaged in LAPS-Heuristic learning combined with performance assessment and open-ended questions surpassed 75%. Second, the average of students' MCTA who participated in LAPS-Heuristic learning, combined with performance assessment and open-ended questions, demonstrated significant improvement compared to those who participated in LAPS-Heuristic learning. Third, the proportion of experiment class students exhibiting stronger MCTA than the control class students. Keywords: MCTA, LAPS-Heuristic, Performance Assessment, Open-Ended.

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