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Jurnal Daya Matematis
Published by Universitas Negeri Makassar
ISSN : 23547146     EISSN : 25414232     DOI : -
Core Subject : Education,
Mathematics
Daya Matematis: Jurnal Inovasi Pendidikan Matematika is a journal that provides an authoritative source of scientific information for researchers and academics, research institutions, government agencies, and teacher education.
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue "vol 14, no 1 (2026): maret" : 7 Documents clear
The Effect Of The Problem-Based Learning Model On Students' Mathematical Connection Abilities And Disposition Agnes Alfi Sirait; E Elvis Napitupulu; Zul Amry
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i1.82233

Abstract

The objectives of this study are to analyze: (1) the effect of Problem-Based Learning on students' mathematical connection skills; (2) the effect of the Problem-Based Learning model on students' mathematical dispositions; (3) the interaction between the learning model and KAM on students' mathematical connection skills; (4) the interaction between the learning model and KAM on students' mathematical dispositions. The population in this study consisted of all eighth-grade students at Muhammadiyah 1 Junior High School in Medan, and the sample consisted of eighth-grade students in classes VIII-2 and VIII-3, with two classes (experimental and control) comprising 60 students.  The instruments used consisted of tests of students' mathematical connection abilities and scales of students' mathematical dispositions. The data were analyzed using two-way ANOVA. Based on the results of the analysis, it was found that: (1) there is an effect of the Problem-Based Learning model on students' mathematical connection skills; (2) there is an effect of the Problem-Based Learning model on students' mathematical disposition; (3) there is no interaction between the learning model and initial mathematical ability on students' mathematical connection skills; (4) there is no interaction between the learning model and initial mathematical ability on students' mathematical disposition
The Effectiveness of Canva Media on Data Representation Skills Mathematics Learning in Elementary School Alfina Mutiara Diaz Fernanda; Nining Setyaningsih Setyaningsih; Aulia Luthfi Dewi Pramesta; Popi Suranti Suranti; Budi Murtiyasa Murtiyasa
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i1.82179

Abstract

This study aimed to determine the effectiveness of Canva digital media in improving data representation skills among elementary school students in mathematics learning. Employing a quantitative approach with a one-group pretest–posttest design, the research involved 25 fifth-grade students at SDN Wonokerto 1. Data were collected through a written test measuring students' ability to represent and interpret data in various graphical forms. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Wilcoxon Signed Rank Test. The results revealed a statistically significant increase in students' scores from pretest (M = 45.20) to posttest (M = 66.00), with a significance value of 0.000 (p < 0.05). These findings confirm that the integration of Canva as a visual-digital learning medium significantly enhances students' data representation skills. Thus, Canva can be recommended as an effective alternative instructional tool to support the development of data literacy and numeracy in elementary mathematics education.
The Impact of Differentiated Problem-Based Learning on Elementary Mathematical Thinking and Problem-Solving Dyah Kusumasari; Sendi Ramdhani; Novi Andri Nurchayono
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i1.82220

Abstract

This study examines the effect of differentiated Problem-Based Learning (PBL) on critical thinking and mathematical problem-solving abilities among sixth-grade elementary students. These competencies are essential in today's global world yet remain inadequately taught in basic education. Using a quasi-experimental pretest-posttest control group design with cluster random sampling, the research was conducted at SDN Kutisari I/268 Surabaya for the 2025/2026 school year. The study involved 31 students in Class 6A (experimental group receiving differentiated PBL) and 31 students in Class 6C (control group receiving expository learning). Primary data came from pre-tests, post-tests on critical thinking and mathematical problem-solving, and observation sheets; secondary data from official documents. Research instruments underwent validity testing using Pearson's Product-Moment correlation, reliability testing using Cronbach's Alpha, difficulty level testing, and discriminating power index testing, analyzed via SPSS version 29. Data analysis employed the Shapiro-Wilk, Levene test, initial ability equivalence test, Mann-Whitney test, and Spearman’s Rank correlation. Findings reveal the experimental group achieved higher average post-test scores in critical thinking (80) and mathematical problem-solving (79), surpassing the control group’s scores of 74.9 and 73.3, respectively. The study concludes that differentiated PBL is more effective than expository teaching in enhancing these abilities. Results also indicate a positive relationship between critical thinking and problem-solving skills, suggesting mutual developmental support.
Analysis of Learning Obstacles for High School Students in Linear Program Materials Yosi Cahyaningtyas Fitri; Al Jupri
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i1.82991

Abstract

This study analyzes the learning obstacles encountered by senior high school students in linear programming. A qualitative method with a phenomenological approach and didactical design research was employed. The participants comprised 28 eleventh-grade students from a public high school in Kampar, Indonesia, all of whom had previously studied two-variable linear inequality systems. Data collection involved written tests, interviews, and document analysis, and the data were analyzed using data reduction, data display, and conclusion drawing techniques. The results reveal three types of learning obstacles: ontogenetic, epistemological, and didactic. Ontogenetic obstacles include low motivation, insufficient readiness, and limited mastery of prerequisite concepts. Epistemological obstacles are evident in students’ misconceptions when modeling problems and identifying solution regions. Didactic obstacles result from instructional practices that prioritize procedural steps over conceptual understanding. These obstacles interact and collectively contribute to students’ difficulties in solving linear programming problems. The findings underscore the importance of analyzing learning obstacles to inform instructional approaches that foster meaningful learning and enhance students’ understanding of linear programming concepts.
HABITATION OF STAD TYPE COOPERATIVE LEARNING MODEL THROUGH PJBL APPROACH TOWARDS THE QUALITY OF MATHEMATICS LEARNING IN MUHAMMADYAH 1 SURAKARTA SCHOOL GRADE IV Deska Sofiana Wahyu; Harun Joko Prayitno
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i1.82778

Abstract

This study aims to analyze the improvement in the quality of mathematics learning through the practice of cooperative learning model type Student Teams Achievement Division (STAD) combined with the Project-Based Learning (PJBL) approach in fourth-grade class at SD Muhammadiyah 1 Surakarta. The research uses a descriptive qualitative approach with 23 fourth-grade students as the subject. Data collection is done through observation, interviews, and documentation to gain a deep understanding of the learning process. The implementation of learning is carried out through a project on making "fraction plates" as a concrete medium to understand the concept of equivalent fractions. The results show that practicing STAD-based cooperative learning with PJBL can comprehensively improve the quality of mathematics learning. The improvement is reflected in students' active participation, deeper conceptual understanding, development of teamwork and individual responsibility skills, increased creativity, and the growth of students' motivation and self-confidence in learning mathematics. Therefore, cooperative learning STAD-based on projects is proven to be an effective strategy for meaningful mathematics learning that focuses on developing students' competencies holistically in primary schools.
Integrating QR Code Technology into Problem-Based Learning LKPD : A Development Study in Junior High School Mathematics Regina Sabariah Sinaga; Rina Ardillah Lubis; Ahmad Rifai Siregar; Bornok Sinaga; Lasker P Sinaga
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i1.83600

Abstract

Mathematics learning in schools is still predominantly teacher-centered, resulting in limited student engagement during the learning process. In addition, the limited availability of teaching materials and the use of student worksheets (LKPD) that are not designed based on specific instructional models cause difficulties for students in understanding the material. This study aims to develop Problem-Based Learning (PBL)-based student worksheets integrated with QR Code technology to create a more interactive and engaging learning environment. This research employed a Research and Development (R&D) method using the 4D model, which was limited to the define, design, and develop stages. The subjects of this study were 20 eighth-grade students of SMP Gusti Wijaya Sunggal. The instruments used included expert validation sheets and student response questionnaires. The results showed that the developed LKPD achieved a very high level of validity with an average score of 92.25% and obtained student responses of 73% categorized as good. The integration of QR Code technology in the worksheets facilitates students’ access to additional learning resources, such as instructional videos. Therefore, the PBL-based LKPD integrated with QR Code is considered valid and practical for use in mathematics learning.
Analysis Of Students' Mathematical Problem-Solving Difficulties Assembled From Learning Styles Using The Problem-Based Learning Model Using Geogebra Niken Adelina Silalahi; Hamidah Nasution; Mangaratua M Simanjorang
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i2.85548

Abstract

This study aims to analyze students' mathematical problem-solving difficulties in terms of learning styles using the GeoGebra-assisted problem-based learning model. This study uses a descriptive qualitative approach. The subjects of the study consisted of 32 eighth-grade students grouped based on learning styles, namely accommodation, divergent, assimilation, and convergent. Data collection techniques were carried out through learning style questionnaires, mathematical problem-solving ability tests, and interviews. Data analysis was carried out through data reduction, data presentation, and drawing conclusions based on difficulty indicators, namely difficulties in facts, concepts, principles, and operations, which were associated with the stages of Polya's problem-solving. Based on the results of the study of 32 students, it was found that students with an accommodation learning style numbered 7 students (21.87%), a divergent learning style numbered 11 students (34.37%), an assimilation learning style numbered 9 students (28.12%), and a convergent learning style numbered 5 students (15.62%). From the results of interviews with students, for the accommodation of learning style, they experienced difficulties in the concept, principle, and operation indicators. Students with a divergent learning approach experience difficulties with indicators of concepts, principles, and operations. Students with an assimilation learning style experience difficulties with indicators of facts, principles, and operations. Students with a convergent learning style experience difficulties with indicators of principles and operations.

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