cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
ramlan
Contact Email
ramlan.mm@gmail.com
Phone
-
Journal Mail Official
ramlan.mm@gmail.com
Editorial Address
-
Location
Kota makassar,
Sulawesi selatan
INDONESIA
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 347 Documents
 31   32   33   34   35 
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 Critical Thinking Skill on Self-efficacy through Differentiated CBL-STEM Integrated AI-website Arifadewi, Alyana Aurellia Putri; Ardiansyah, Adi Satrio; Fahrudi, Amir
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 2 (2026): Juli (Article in Press)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i2.81948

Abstract

Society 5.0 requires adaptive learning amid rapid digital change, one of which involves integrating AI-websites. Therefore, this study aims to measure the quality of differentiated CBL-STEM using AI-website, examine the influence of self-efficacy on critical thinking skills, and describe students’ critical thinking skills based on their groups of self-efficacy. A mixed-method approach with sequential explanatory design was employed. The population in this study was all eighth-grade students at SMP Negeri 3 Ungaran, with a research sample consisting of an experimental and control group. The quantitative findings indicate that the learning tools achieved an average validation score of 91.05% (very good), and the average learning implementation score reached 84.05% (very good). In addition, the learning model effectively enhance critical thinking skills, with average posttest score of 82.26 and N-Gain of 0.759 (high category). Thus, this learning method is valid, practical, and effective in providing quality learning. Regression analysis revealed that self-efficacy has contributed 38.9% to students’ critical thinking skills. The interview results show all self-efficacy groups were able to meet the analysis indicator well, although variations were found in the fulfillment of other critical thinking indicators. This study is expected to open opportunities for more in-depth analysis of similar research.
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.
Analysis Of The Relationship And Contribution Of Metacognition Skills To Students Numeracy Literacy Skills Jilan Najwa Asshifa; Muhammad Arie Firmansyah; Prawidi Wisnu Subroto
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 2 (2026): Juli (Article in Press)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i2.85300

Abstract

The purpose of this study is to analyze the relationship between and the contribution of metacognitive abilities to students’ numeracy literacy skills. The study population consists of all students at SMP Negeri 3 Panongan, and the sample comprises 40 seventh-grade students in Class VII-3. The instruments used a 5-point Likert scale Metacognitive Awareness Inventory (MAI) questionnaire to assess metacognitive abilities and a test instrument to assess students’ numeracy literacy skills. Data analysis was conducted using Pearson’s correlation test and simple linear regression. The results of the study found: (1) There is a positive relationship between metacognitive ability and students’ numeracy literacy skills. (2) Metacognitive ability contributes 63.4% to numeracy literacy skills

Page 35 of 35 | Total Record : 347

 31   32   33   34   35 

Filter by Year

2013 2026


Reset
Filter By Issues
All Issue Vol 14, No 2 (2026): Juli (Article in Press) Vol 14, No 1 (2026): Maret Vol 13, No 3 (2025): December Vol 13, No 2 (2025): Juli Vol 13, No 1 (2025): Maret (article in pres) Vol 12, No 3 (2024): Desember Vol 12, No 2 (2024): Juli Vol 12, No 1 (2024): March Vol 11, No 3 (2023): Desember Vol 11, No 3 (2023): Desember (article in press) Vol 11, No 2 (2023): Juli Vol 11, No 1 (2023): March Vol 10, No 3 (2022): Desember Vol 10, No 2 (2022): Juli Vol 10, No 1 (2022): Maret Vol 9, No 3 (2021): Desember Vol 9, No 2 (2021): Juli Vol 9, No 1 (2021): March Vol 8, No 3 (2020): Desember Vol 8, No 2 (2020): Juli Vol 8, No 1 (2020): Maret Vol 7, No 3 (2019): Desember Vol 7, No 2 (2019): Juli Vol 7, No 1 (2019): Maret Vol 6, No 3 (2018): Desember Vol 6, No 3 (2018): Desember Vol 6, No 2 (2018): Juli Vol 6, No 1 (2018): Maret Vol 5, No 3 (2017): Desember Vol 5, No 2 (2017): Juli Vol 5, No 1 (2017): Maret Vol 4, No 3 (2016): Desember Vol 4, No 2 (2016): Juli Vol 4, No 1 (2016): Maret Vol 3, No 3 (2015): Desember Vol 3, No 2 (2015): Juli Vol 3, No 1 (2015): Maret Vol 1, No 2 (2013): Juli Vol 1, No 1 (2013): Maret Vol 1, No 1 (2013): Maret More Issue