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JIPM (Jurnal Ilmiah Pendidikan Matematika)
Published by Universitas PGRI Madiun
ISSN : 23017929     EISSN : 25021745     DOI : -
Core Subject : Education,
Education
JIPM (Jurnal Ilmiah Pendidikan Matematika) is a semiannual journal, published on March and September. JIPM published by Universitas PGRI Madiun. JIPM provides a forum for lecturers, academicians, researchers, practitioners, and students to deliver and share knowledge in the form of empirical and theoretical research articles. The journal invites professionals in study of Mathematics Education, especially teaching and learning, curriculum development, learning environments, teacher education, educational technology , and educational developments.
Arjuna Subject : -
Articles 326 Documents
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Students' Creative Thinking Skills across Learning Styles in Scratch-Assisted Challenge-Based Learning with an Ethnomathematics Context Putri Erika Febrianti; Adi Satrio Ardiansyah
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 14 No. 2 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v14i2.23898

Abstract

Penelitian ini bertujuan untuk menguji kualitas implementasi model Challenge-Based Learning (CBL) berbantuan Scratch dengan konteks etnomatematika terhadap kemampuan berpikir kreatif siswa, serta menganalisis perbedaan dan deskripsi kemampuan tersebut ditinjau dari gaya belajar (visual, auditori, kinestetik). Penelitian menggunakan mixed methods dengan desain sequential explanatory, melibatkan siswa kelas VII SMPN 30 Semarang sebagai populasi. Kelompok eksperimen mendapat perlakuan dengan model CBL berbantuan media Scratch dengan konteks etnomatematika, sedangkan kelompok kontrol menggunakan model Problem Based Learning. Hasil penelitian menunjukkan bahwa model yang diimplementasikan berkualitas, ditandai dengan validitas perangkat yang sangat baik, implementasi yang sangat baik dan hasil yang efektif. Uji statistik one-way ANOVA menunjukkan tidak ada perbedaan signifikan kemampuan berpikir kreatif antar ketiga gaya belajar. Analisis kualitatif mendalam terhadap sembilan subjek memperlihatkan variasi pencapaian indikator kreativitas (fluency, flexibility, novelty) di dalam setiap kelompok gaya belajar, tetapi pola pencapaiannya serupa. Pada kelompok visual, pencapaian indikator kreativitas bervariasi mulai dari yang belum memenuhi, memenuhi sebagian, hingga memenuhi semua indikator. Pola yang lebih terstruktur ditemukan pada kelompok auditori dan kinestetik, di mana kemampuan peserta terpolarisasi ke dalam tiga kategori: unggul hanya dalam kebaruan, menguasai kelancaran dan fleksibilitas tanpa kebaruan, dan menguasai ketiga indikator secara lengkap   This study aims to test the quality of the implementation of the Challenge-Based Learning (CBL) model assisted by Scratch with ethnomathematics context on students' creative thinking abilities, as well as to analyze the differences and descriptions of these abilities in terms of learning styles (visual, auditory, kinesthetic). The study used a mixed methods with a sequential explanatory design, involving seventh-grade students of SMPN 30 Semarang as the population. The experimental group received treatment with the CBL model assisted by Scratch media with ethnomathematics context, while the control group used the Problem Based Learning model. The results of the study showed that the implemented model was of high quality, characterized by excellent device validity, excellent implementation and effective results. The one-way ANOVA statistical test showed no significant difference in creative thinking abilities between the three learning styles. In-depth qualitative analysis of nine subjects showed variations in the achievement of creativity indicators (fluency, flexibility, novelty) within each learning style group, but the achievement patterns were similar. In the visual group, the achievement of creativity indicators varied from not yet meeting, partially meeting, to meeting all indicators. A more structured pattern was found in the auditory and kinesthetic groups, where participants' abilities were polarized into three categories: excelling only in novelty, mastering fluency and flexibility without novelty, and mastering all three indicators completely.  
A Systematic Literature Review of Math Playground-Based Interactive Media for Primary School Students (2020-2025) Lorensia Yanti; Sarwi; Bambang Subali; Arif Widiyatmoko
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 14 No. 2 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v14i2.23530

Abstract

Kesenjangan antara konten matematika dan strategi instruksional telah berkontribusi pada rendahnya motivasi siswa dan kinerja berhitung yang buruk. Meskipun banyak penelitian telah meneliti media interaktif berbasis game seperti Math Playground, penelitian yang ada tetap terfragmentasi dan tidak memiliki sintesis yang komprehensif tentang tren, efektivitas, dan tantangan implementasi. Penelitian ini bertujuan untuk menganalisis tren, manfaat, tantangan, dan efektivitas Math Playground dalam pembelajaran matematika. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR) mengikuti protokol PRISMA. Data dikumpulkan dari Google Scholar untuk artikel yang diterbitkan antara tahun 2020 dan 2025. Berdasarkan kriteria inklusi yang telah ditentukan, 33 studi dipilih dari 204 artikel awal untuk analisis mendalam. Temuan menunjukkan bahwa Math Playground secara konsisten meningkatkan motivasi, keterlibatan, dan pemahaman konseptual siswa dalam matematika. Bukti dari studi kasus kualitatif juga menunjukkan bahwa siswa menjadi lebih aktif dan partisipatif selama pembelajaran. Namun, beberapa tantangan tetap ada, termasuk infrastruktur digital yang terbatas dan kesiapan guru. Kebaruan dari penelitian ini terletak pada sintesis komprehensif temuan empiris menggunakan analisis konten dan tren, memberikan pemahaman multidimensi tentang Math Playground dalam pendidikan matematika. Studi ini berkontribusi dengan mengidentifikasi pola penelitian yang dominan dan area yang kurang dieksplorasi, menawarkan wawasan untuk mengembangkan strategi pembelajaran matematika yang lebih efektif dan berpusat pada siswa dalam pendidikan dasar. The gap between mathematical content and instructional strategies has contributed to low student motivation and poor numeracy performance. Although many studies have examined game-based interactive media such as Math Playground, existing research remains fragmented and lacks a comprehensive synthesis of trends, effectiveness, and implementation challenges. This study aims to analyze the trends, benefits, challenges, and effectiveness of Math Playground in mathematics learning. This study uses a Systematic Literature Review (SLR) approach following the PRISMA protocol. Data were collected from Google Scholar for articles published between 2020 and 2025. Based on predefined inclusion criteria, 33 studies were selected from an initial 204 articles for in-depth analysis. The findings indicate that Math Playground consistently improves students’ motivation, engagement, and conceptual understanding in mathematics. Evidence from a qualitative case study also shows that students become more active and participatory during learning. However, several challenges remain, including limited digital infrastructure and teacher readiness. The novelty of this study lies in its comprehensive synthesis of empirical findings using both content and trend analysis, providing a multidimensional understanding of Math Playground in mathematics education. This study contributes by identifying dominant research patterns and underexplored areas, offering insights for developing more effective and student-centered mathematics learning strategies in elementary education.
Digitalisasi Pembelajaran Berbasis Literasi Numerasi melalui Pendekatan ELPSA Terhadap Kemampuan Pemahaman Konsep Matematika Siswa Herwandi Sape; Lukman; Andi Mulawakkan Firdaus; Ripki Adiaksa
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 14 No. 2 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v14i2.23229

Abstract

This experimental study aimed to investigate the effect of digitalized learning based on numeracy literacy through the ELPSA (Experience, Language, Pictures, Symbols, Application) approach on the mathematical conceptual understanding of students at SLB Negeri 2 Makassar. The study population consisted of all students enrolled in SLB Negeri 2 Makassar, and a sample of 65 students was selected using probability sampling. The sample included students with visual impairments, hearing impairments, intellectual disabilities, physical disabilities, and autism. Data were collected using instruments that measured numeracy literacy skills, conceptual understanding, and an observation sheet to assess the implementation of the ELPSA approach. Data analysis employed descriptive and inferential statistics. The findings revealed that the integration of digitalized learning based on numeracy literacy through the ELPSA approach had a positive impact on students’ numeracy literacy and mathematical conceptual understanding. Descriptive results indicated an increase in the mean scores from pretest to posttest in both numeracy literacy and conceptual understanding, although both remained within the medium category. Inferential analysis further showed that digitalized learning based on numeracy literacy (X) directly influenced mathematical conceptual understanding (Y) with a path coefficient of 0.42 (p < 0.05). Additionally, digitalized learning significantly influenced the ELPSA approach (Z) with a coefficient of 0.51 (p < 0.05), and the ELPSA approach (Z) significantly affected mathematical conceptual understanding (Y) with a coefficient of 0.46 (p < 0.05).
Hypothetical Learning Trajectory sebagai Jembatan dalam Pembelajaran Perbandingan Senilai di Kelas VII SMP Berdasarkan Pendekatan RME Indriastri Nisita; Ismiyati Ismiyati; Nining Setyaningsih
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 14 No. 2 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v14i2.23745

Abstract

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis peran Hypothetical Learning Trajectory (HLT) sebagai jembatan dalam memfasilitasi proses matematisasi siswa pada materi perbandingan senilai melalui pendekatan Realistic Mathematics Education (RME). Penelitian ini menggunakan metodologi Design Research yang terdiri atas tiga fase, yaitu preparing and designing, teaching experiment, dan retrospective analysis. Subjek penelitian adalah 32 siswa kelas VII.C di salah satu SMP negeri di Kabupaten Karanganyar. Data penelitian dikumpulkan melalui tes tertulis berupa soal cerita non-rutin, wawancara semi-terstruktur, observasi pembelajaran, dan dokumentasi. Data dianalisis secara kualitatif dengan membandingkan lintasan belajar yang dihipotesiskan dalam HLT dengan lintasan belajar aktual siswa selama proses pembelajaran. Hasil penelitian menunjukkan bahwa rancangan HLT berbasis RME mampu memfasilitasi perkembangan pemikiran siswa secara bertahap dari strategi informal menuju representasi formal. Hal tersebut ditunjukkan melalui: (1) pergeseran strategi siswa dari penjumlahan berulang menuju penalaran multiplikatif, (2) kemampuan siswa mengidentifikasi konstanta perbandingan melalui penggunaan tabel sebagai model perantara, dan (3) kemampuan siswa menggeneralisasikan hubungan perbandingan ke dalam bentuk representasi aljabar. Temuan ini menunjukkan bahwa HLT berbasis RME dapat menjadi kerangka pembelajaran yang efektif dalam mendukung proses matematisasi siswa pada materi perbandingan senilai serta memberikan acuan bagi guru dalam merancang pembelajaran yang berorientasi pada pengembangan pemahaman konsep.   This study aims to describe and analyze the role of Hypothetical Learning Trajectory (HLT) as a bridge in facilitating students' mathematicization process on proportional relationships through the Realistic Mathematics Education (RME) approach. This study uses the Design Research methodology which consists of three phases, namely preparing and designing, teaching experiment, and retrospective analysis. The subjects of the study were 32 students of grade VII.C at one of the public junior high schools in Karanganyar Regency. The research data was collected through written tests in the form of non-routine story questions, semi-structured interviews, learning observations, and documentation. The data were analyzed qualitatively by comparing the Hypothetical Learning Trajectory (HLT) with the actual learning trajectory of students during the learning process. The results of the study show that the design of RME-based HLT is able to facilitate the gradual development of students' thinking from informal strategies to formal representations. This is shown through: (1) the shift of students' strategies from repeated addition to multiplicative reasoning, (2) students' ability to identify comparative constants through the use of tables as intermediate models, and (3) students' ability to generalize comparative relationships into algebraic representations. These findings show that RME-based HLT can be an effective learning framework in supporting students' mathematicization process on equivalent comparison materials and provide a reference for teachers in designing learning that is oriented towards developing concept understanding.
The Effectiveness of Ethno-Modeling and Tri-N Based E-Worksheets in Improving Mathematical Critical Thinking Skills of Grade VII Students Damayanti, Anisa Putri; Widodo, Sri Adi; Taufiq, Irham; Hidayat, Wahyu; Arifin, Usman
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 14 No. 2 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v14i2.24001

Abstract

Pembelajaran matematika yang kurang kontekstual dapat menyebabkan rendahnya kemampuan berpikir kritis matematis siswa. Salah satu upaya untuk mengatasi permasalahan tersebut adalah e-worksheet berbasis etno-modelling yang dipadukan dengan pendekatan Tri-N. Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan e-worksheet berbasis etno-modelling dan Tri-N dalam meningkatkan kemampuan berpikir kritis matematis siswa. Penelitian ini menggunakan metode kuantitatif dengan desain time series satu fase yang dilakukan pada 11 siswa kelas VII SMP PIRI 2 Yogyakarta. Subjek penelitian dipilih menggunakan purposive sampling berdasarkan kriteria tertentu yang sesuai dengan tujuan penelitian. Pengumpulan data dilakukan melalui wawancara, observasi, tes kemampuan berpikir kritis matematis selama fase intervensi dan dokumentasi. Analisis data dilakukan secara deskriptif dengan bantuan Microsoft Excel untuk melihat kecenderungan peningkatan skor kemampuan berpikir kritis matematis siswa dari waktu ke waktu. Hasil penelitian menunjukkan adanya peningkatan rata-rata skor kemampuan berpikir kritis matematis siswa, dari 89,77 pada pertemuan awal menjadi 97,73 pada pertemuan terakhir. Peningkatan ini menunjukkan adanya tren positif yang konsisten, yang mengindikasikan bahwa penggunaan e-worksheet berbasis etno-modelling dan Tri-N mampu memberikan dampak yang signifikan terhadap perkembangan kemampuan berpikir kritis matematis siswa. Dengan demikian, e-worksheet berbasis etno-modelling dan Tri-N dapat dijadikan sebagai alternatif media pembelajaran yang inovatif dan kontekstual dalam pembelajaran matematika.   Less contextual mathematics instruction can lead to low levels of students’ mathematical critical thinking skills. One effort to address this problem is the use of e-worksheets based on ethno-modelling integrated with the Tri-N approach. This study aims to examine the effectiveness of ethno-modelling–based e-worksheets combined with the Tri-N approach in improving students’ mathematical critical thinking skills. This research employed a quantitative method with a single-phase time series design.  This research employed a quantitative method with a single-phase time series design, conducted on 11 seventh-grade students at SMP PIRI 2 Yogyakarta. The research subjects were selected using purposive sampling based on specific criteria aligned with the research objectives. Data were collected through interviews, observations, mathematical critical thinking tests during the intervention phase, and documentation. Data analysis was conducted descriptively with the assistance of Microsoft Excel to identify trends in the improvement of students’ mathematical critical thinking scores over time. The results showed an increase in the average score of students’ mathematical critical thinking skills, from 89.77 at the initial meeting to 97.73 at the final meeting. This improvement demonstrates a consistent positive trend, indicating that the use of ethno-modelling–based e-worksheets integrated with the Tri-N approach can significantly impact students’ mathematical critical thinking abilities. Therefore, ethno-modelling–based e-worksheets combined with the Tri-N approach can be considered an innovative and contextual alternative learning medium in mathematics instruction.
Efektivitas Project Based Learning (PjBL) Berbasis Etnomatematika dalam Pembelajaran Matematika: Sebuah Systematic Literature Review Kristin Damaiyanti Br Lumban Batu; Scolastika Mariani
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 14 No. 2 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v14i2.22472

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas model Project-Based Learning (PjBL) berbasis etnomatematika dalam pembelajaran matematika melalui kajian literatur sistematis. Metode penelitian yang digunakan adalah Systematic Literature Review (SLR) dengan mengkaji 21 artikel jurnal yang diperoleh dari database Google Scholar, Scopus, dan ScienceDirect pada rentang tahun 2017–2025. Artikel yang dianalisis membahas penerapan model PjBL berbasis etnomatematika pada berbagai jenjang pendidikan. Proses seleksi artikel dilakukan menggunakan prosedur PRISMA yang meliputi tahap identifikasi, penyaringan, kelayakan, dan inklusi. Hasil kajian menunjukkan bahwa penerapan model PjBL berbasis etnomatematika memberikan dampak positif terhadap pembelajaran matematika, terutama dalam meningkatkan keterlibatan belajar siswa, kemampuan berpikir kritis, kreativitas, koneksi matematis, dan hasil belajar. Integrasi konsep matematika dengan konteks budaya lokal menjadikan pembelajaran lebih kontekstual, bermakna, dan dekat dengan pengalaman siswa. Selain itu, model ini juga mendorong siswa untuk lebih aktif dalam memecahkan masalah serta menerapkan konsep matematika dalam situasi nyata. Namun, implementasi model PjBL berbasis etnomatematika masih menghadapi beberapa kendala, seperti keterbatasan media pembelajaran berbasis budaya lokal dan kesiapan guru dalam merancang pembelajaran berbasis proyek. Oleh karena itu, diperlukan pengembangan perangkat ajar dan pelatihan guru yang mendukung integrasi etnomatematika dalam pembelajaran matematika agar implementasi model PjBL dapat berlangsung lebih optimal.   This study aims to analyze the effectiveness of ethnomathematics-based Project-Based Learning (PjBL) models in mathematics learning through systematic literature review. The research method used is Systematic Literature Review (SLR) by examining 21 journal articles obtained from Google Scholar, Scopus, and ScienceDirect databases in the range of 2017–2025. The analyzed articles discuss the application of the ethnomathematics-based PjBL model at various levels of education. The article selection process is carried out using the PRISMA procedure which includes the identification, screening, eligibility, and inclusion stages. The results of the study show that the application of the ethnomathematics-based PjBL model has a positive impact on mathematics learning, especially in increasing student learning engagement, critical thinking skills, creativity, mathematical connections, and learning outcomes. The integration of mathematics concepts with the context of local culture makes learning more contextual, meaningful, and close to the student experience. In addition, this model also encourages students to be more active in solving problems and applying mathematical concepts in real-world situations. However, the implementation of the ethnomathematics-based PjBL model still faces several obstacles, such as the limitations of local culture-based learning media and teachers' readiness to design project-based learning. Therefore, it is necessary to develop teaching and teacher training tools that support the integration of ethnomathematics in mathematics learning so that the implementation of the PjBL model can take place more optimally.

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