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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 358 Documents
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Social Learning Model Based on Metacognitive Strategies to Foster Mathematical Problem-Solving Skills of PGSD UNM Students Latri Aras; Ramlan Mahmud; Muhajir Nasir
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 3 (2026): December (article on Progress)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i3.89274

Abstract

This study aims to develop a social learning model based on metacognitive strategies in fostering the mathematical problem-solving skills of students of the Elementary School Teacher Education Study Program (PGSD) State University of Makassar (UNM). The research background is based on the low ability of students to identify, analyze, and solve learning problems systematically. The conventional learning approach that is still dominant causes students to be less active in reflective and collaborative thinking. This research uses a Research and Development (R&D) approach with the ADDIE development model which includes the stages of analysis, design, development, implementation, and evaluation. The subject of the study is PGSD UNM students. Data collection techniques are carried out through observation, interviews, questionnaires, problem-solving ability tests, and documentation. Data were analyzed descriptively, quantitatively, and qualitatively. The results of the study show that the social learning model based on metacognitive strategies is valid, practical, and effective used in learning. The application of this model is able to improve students' mathematical problem-solving skills, around 65%, especially in the Basic Mathematics Concepts course, increasing learning activities, as well as fostering self-reflection and social cooperation skills. The learning model developed consists of five main syntax, namely social problem orientation, metacognitive exploration, problem-solving collaboration, social reflection, and reflective evaluation. This research contributes 75% to the development of innovative learning in higher education, especially in the education of prospective elementary school teachers.
Developing An Adaptive Mathematics Book With Tactile Illustrations Based On Direct Instruction To Improve The Understanding Of Mathematical Concepts And Learning Motivation Of Students With Vision Disabilities Emya Lavigana Barus; Kms Muhammad Amin Fauzi; Mukhtar Mukhtar
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 2 (2026): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i2.86700

Abstract

This study aimed to develop an Adaptive Mathematics Book with Tactile Illustrations Based on Direct Instruction that is valid, practical, and effective in improving mathematical conceptual understanding and learning motivation of students with visual impairments on the topic of polyhedrons. This study was conducted at SLB Negeri Stabat using the Research and Development (R&D) method with the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The subjects of this study were seventh-grade students with visual impairments at SLB Negeri Stabat in the 2025/2026 academic year. The results showed that the developed adaptive mathematics book met the criteria of validity, practicality, and effectiveness. The material expert validation achieved a percentage of 91.43% and was categorized as highly valid, while the media expert validation achieved 91.67% and was also categorized as highly valid. The practicality test results showed a percentage of 93.75% from teachers and 89.00% from students, both categorized as highly practical. The effectiveness of the product was indicated by the improvement in students’ mathematical conceptual understanding, with the average pretest score increasing from 41.25 to 78.75 on the posttest, resulting in an N-Gain score of 0.64 (moderate category). Students’ learning motivation also increased from an average score of 58.75 to 88.75, with an N-Gain score of 0.73 (high category). Therefore, the Adaptive Mathematics Book with Tactile Illustrations Based on Direct Instruction is appropriate for use in mathematics learning for students with visual impairments.
Developing Differentiated Learning Tools Based on Learning Styles and Multiple Intelligences to Improve Mathematical Computational Thinking Skills and High School Students' Motivation Nurul Azmi; Bornok Sinaga; Hermawan Syahputra
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 2 (2026): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i2.88271

Abstract

The purpose of this study is to analyze the validity, practicality, and effectiveness of differentiated learning devices for improving mathematical computational thinking skills and motivation of high school students. To determine the improvement in mathematical computational thinking skills and motivation of high school students in using differentiated learning devices, reviewed from learning styles and multiple intelligences. This research method is Research & Development. The development model used is the 4D model., four researches of SMA Swasta Pembangunan. The time of this research will be carried out in the 2025/2026 academic year. The population in this study is all grade X students of SMA Swasta Pembangunan, while the sample in this study is class X-1 of 30 students. The results of this study are; 1. The validity of the differentiated learning device reviewed from the learning styles and multiple intelligences that have been developed is in the "valid" category, 2. The differentiated learning device reviewed from the learning styles and multiple intelligences that have been developed has met the criteria for the practicality of the learning device, 3. The differentiated learning device reviewed from the learning styles and multiple intelligences that have been developed has met the criteria for the effectiveness of the learning device. This can be seen from the completeness of students' mathematical computational thinking abilities in the first trial, classical completeness from the results of students' mathematical computational thinking abilities was 56% (18 students) and in the second trial it was 87% (26 students). 4. Students' mathematical computational thinking abilities using the differentiated learning device reviewed from the learning styles and multiple intelligences that have been developed have increased.
Analysis of Visual Students' Quadratic Function Numeracy AKM Problem- Solving Ability Based on Bloom's Cognitive Muh. Nur Fitrah Hasyim; Suradi Tahmir; Syahrullah Asyari
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 2 (2026): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i2.86544

Abstract

This study aims to describe the mathematical problem-solving abilities of senior high school students with a visual learning style (GB) in solving Minimum Competency Assessment (AKM) numeracy tasks on quadratic functions, categorized by cognitive performance groups. This descriptive qualitative study involved research subjects selected through a combination of a learning style questionnaire and a cognitive baseline test (TG). The subjects were stratified into three distinct cognitive tiers based on Bloom's taxonomy criteria: a low-cognitive visual subject (mastering levels C1-C2), a medium-cognitive visual subject (mastering level C3), and a high-cognitive visual subject (mastering levels C4-C6). Data collection instruments comprised a customized AKM Numeracy test containing one contextual essay question and one complex multiple-choice item (true/false format requiring written logical validation), followed by task-based semi-structured interviews. The results demonstrated that the low-cognitive visual subject successfully performed initial stages of problem understanding by extracting text into clear geometric properties, yet failed to construct algebraic modeling or procedural executions. The medium-cognitive visual subject showed strong performance in identifying explicit data arrays and accurately executing mathematical algorithms, but struggled when translating complex non-linear spatial graphs into multi-variable expressions. Conversely, the high-cognitive visual subject exhibited a comprehensive and integrated problem-solving capacity, navigating fluidly across descriptive schemas, algebraic manipulation, optimization checks, and formal abstract justifications
Implementation Of Game-Based Learning Strategies As A Means Of Preventing Math Anxiety Nur Azizah Tunisa; Sigit Raharjo; Retno Andriyani
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 2 (2026): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i2.86825

Abstract

Mathematics anxiety is one of the affective factors that can hinder students’ engagement in mathematics learning. This study aims to describe the implementation of game-based learning strategies using a web-based interactive game developed with Canva AI, as well as students’ responses to this learning approach. The study employed a qualitative descriptive approach with a case study design involving 40 eighth-grade students at a private junior high school in Tangerang Regency. Data were collected through observation, interviews, documentation, and questionnaires as supporting data. The results indicate that game-based learning creates a more interactive, enjoyable, and student-centered learning environment. Students demonstrated increased self-confidence, courage in solving problems, and comfort during mathematics lessons. These findings indicate that game-based learning using Canva AI has the potential to foster positive learning experiences and help minimize factors related to math anxiety.
Analysis Of Students' Mathematical Spatial Ability And Learning Independence Reviewed From Gender After Pmr Learning Is Conducted At SMP Negeri 2 Purba Intan Udana Siahaan; KMS M Amin Fauzi; Bornok Sinaga
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 2 (2026): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i2.88434

Abstract

This study aims to analyze: (1) The spatial ability of eighth grade students of SMP Negeri 2 Purba after learning based on a realistic mathematics education approach is carried out in terms of gender, (2) The learning independence of eighth grade students of SMP Negeri 2 Purba after learning based on a realistic mathematics education approach is carried out in terms of gender, and (3) Finding the difficulties experienced by students in completing the spatial ability test of students reviewed from gender after learning with the PMR approach. The research subjects numbered 30 people consisting of 15 boys and 15 girls. The research instruments were spatial ability tests and learning independence questionnaires. Data analysis was carried out using the Miles and Huberman model. The results of the study showed: (1) The level of spatial ability of male and female students had the same average value, namely 60, but male students were more dominant in the rigor level and weak in the analysis area while female students were dominant in the analysis and weak in the rigor level (2) Female students had a higher independence category than males. The female independence score of 75.28 falls into the independent category, which in general consists of 10 independent female students and 5 fairly independent. Meanwhile, male students have a score of 69.83 in the fairly independent category, consisting of 9 students in the independent category, 5 in the fairly independent category, and 1 in the less independent category. (3) The difficulties experienced by eighth grade students at SMP Negeri 2 Purba in completing spatial abilities depend on the Van Hiele spatial level, namely: level 0 (visualization) does not experience significant difficulties, but there are female students who think that sometimes students find it difficult to imagine the shape of the geometric figure, level 1 (analysis) there are male students who have difficulty solving this problem because when imagining the shape it is difficult to connect it to their lives and what examples of objects can be imagined, level 2 (informal deductive) female students think that they do not find ideas to solve it and what images they can get to solve the problem. Meanwhile, male students think that it is difficult to find and connect mathematical concepts with questions in the problem, level 3 (deductive) there are difficulties when students cannot prove the solution to the problem with certainty, and finally level 4 (rigor) at this level the difficulties experienced by students are because in solving the problem they can only solve it with their thoughts, so when asked to prove it with a formula, students are not yet able to solve it.
The Effectiveness of Diffenerentiated Instruction in Improving Students’ Mathematics Learning Outcomes Nisrina Aulia Firdaus; Nisvu Nanda Saputra; Prawidi Wisnu Subroto
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 2 (2026): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i2.87217

Abstract

The purpose of this study is to examine the extent to which a differentiated learning model can improve students’ mathematics learning outcomes. The method used in this study is a quasi-experimental design with a pre- and post-test within-group design. The subjects of the study were eighth-grade students from SMP Negeri 3 Panongan, selected using purposive sampling. The required data were obtained through learning achievement tests administered before (pretest) and after (posttest) the implementation of the differentiated learning model. Data analysis was conducted using descriptive statistics, normality tests, paired t-tests, and Normalized Gain (N-Gain) analysis to measure the extent of improvement in students’ learning outcomes. The results of this study showed an average pretest score of 41.55, which subsequently increased to 67.94 on the posttest. The results of the paired t-test indicated a significance value of 0.000 (< 0.05), indicating a significant difference in student learning outcomes before and after the implementation of the differentiated learning model. Furthermore, the N-Gain analysis yielded a value of 0.6802, which falls into the moderate category. These findings confirm that the differentiated learning model is effective in improving students’ mathematics learning outcomes through instructional adjustments that account for varying learning needs and characteristics.
ETHNOMATHEMATICS EXPLORATION OF SOUTH TAPANULI BEAD CRAFT Roslina Sahara; Siti Salamah Br Ginting
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 2 (2026): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i2.88374

Abstract

The typical South Tapanuli bead craft is a cultural heritage that contains mathematical concepts in the manufacturing process. This research aims to explore the mathematical concepts contained in typical South Tapanuli bead crafts and describe their use in mathematics learning. This research uses a qualitative approach with an ethnographic type. Data was collected through observation, interviews, and documentation, then analyzed through the stages of data reduction, data presentation, and drawing conclusions. The results of the research show that the typical South Tapanuli bead craft contains the concept of flat geometric patterns and patterns. The concept of pattern is seen in the repetition of colors and motifs, while the geometric concept of flat shapes includes squares, rectangles, triangles, rhombuses and circles. The research findings show that the concepts of flat shape patterns and geometry found in South Tapanuli bead crafts can be utilized in mathematics learning on local culture-based flat shape pattern and geometry material.

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