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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 5 Documents
 1 
Search results for , issue "Vol 14, No 1 (2026): Maret (article on progres)" : 5 Documents clear
The Effect Of The Problem-Based Learning Model On Students' Mathematical Connection Abilities And Disposition Sirait, Agnes Alfi; Napitupulu, E Elvis; Amry, Zul
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret (article on progres)
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 Fernanda, Alfina Mutiara Diaz; Setyaningsih, Nining Setyaningsih; Pramesta, Aulia Luthfi Dewi; Suranti, Popi Suranti; Murtiyasa, Budi Murtiyasa
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret (article on progres)
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 Kusumasari, Dyah; Ramdhani, Sendi; Nurchayono, Novi Andri
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret (article on progres)
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 Fitri, Yosi Cahyaningtyas; Jupri, Al
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret (article on progres)
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 Wahyu, Deska Sofiana; Prayitno, Harun Joko
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret (article on progres)
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.

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