cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
widodo
Contact Email
widodoiain@gmail.com
Phone
-
Journal Mail Official
eduma_iaincrb@yahoo.com
Editorial Address
-
Location
Kota cirebon,
Jawa barat
INDONESIA
Eduma : Mathematics Education Learning and Teaching
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 20863918     EISSN : 25025309     DOI : -
Core Subject : Education,
Education Mathematics
EDUMA scientific journal is a publication containing the results of research, development, studies and ideas in the field of Mathematics Education. Firstly published in 2009 and has been listed on PDII LIPI on May 10, 2012. Based on decree number 21/E/KPT/2018, EDUMA was has been accredited by Ministry of Research Technology and Higher Education since July 17th 2018 for 5 years. EDUMA Journal published by Program Studi Tadris Matematika Institut Agama Islam Negeri Syekh Nurjati Cirebon in collaboration with Asosiasi Dosen Matematika dan Pendidikan Matematika PTKIN (Ad-Mapeta) twice a year, in July and December. Journal EDUMA is open to the public, researchers, academics, practitioners and observers of mathematics education.
Arjuna Subject : -
Articles 263 Documents
 23   24   25   26   27 
Meta-Synthesis: The Use of Augmented Reality Technology as A Mathematics Learning Media Maghfiroh, Laely; Mariani, Scolastika; Agoestanto, Arief
EduMa: Mathematics education learning and teaching Vol 13, No 2 (2024)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.15823

Abstract

This study aims to review, analyze and classify articles that contain literature related to the use of augmented reality technology as a mathematics learning medium. Using meta-synthesis methodology, this research systematically reviews and interprets findings from various articles related to the integration of AR in mathematics education. Through extensive searches in the Scopus and Sinta databases, 15 relevant articles were selected based on predetermined inclusion criteria, including year of publication (2018-2023), focus on mathematics learning in schools, and the presence of AR output images. Conducting a literature review with specific keywords ('Augmented Reality in mathematics learning'). The analysis reveals AR applications/modules, visualizations, and worksheets as prevalent AR outputs in math learning. In particular, Unity 3D and Vuforia excel among diverse development tools, showcasing flexibility. The discussion underscores AR's potential for intuitive math visualizations, enhancing learning experiences, and improving comprehension of complex concepts. The main characteristics of AR are virtual environments, real-time interactivity, and 3D representation, with an attractive design that makes a positive contribution to mathematics education.
Evaluation of the CIPP Model for Integrated STEM Learning in STEM Institutions Based on the Mathematics Learning Processes and Outcomes Maqruf, Agus; Herman, Tatang
EduMa: Mathematics education learning and teaching Vol 13, No 2 (2024)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.16711

Abstract

This research was carried out at a STEM institution with a focus on evaluating the implementation of STEM Integrated learning. The aim of this research is to evaluate using the CIPP (Context, Input, Process, Product) model for STEM Integrated learning and assess students' learning achievements in the field of mathematics studies, as well as evaluate the effectiveness of the STEM Integrated learning process using the CIPP model in STEM institutions. The effectiveness of the learning process is assessed based on the level of achievement of learning objectives that have been set at the beginning of the learning period, namely in all aspects of STEM. This research adopts a qualitative approach using the CIPP model, which allows evaluation of aspects of context, input, process and product to achieve effective learning. Research participants involve students, STEM instructors. Primary data was collected through observation instruments, while secondary data was obtained from documentation and interviews. The results of the research show that the application of Integrated STEM learning in STEM-EC UPI can be categorized as good in the input component but can be categorized as quite good in the context, process and product components. This is due to the less than optimal mathematical aspects in the STEM Integrated approach in terms of instructor qualifications and aspect assessment results. mathematics students.
Implementation STEAM and Thematic Learning Models Assisted by STEMATIK Learning Media in Elementary School Hazima, Atika Azzahro; Prasetyo, Eko; Annisa, Aulia Hanif; Maryanti, Ranti
EduMa: Mathematics education learning and teaching Vol 13, No 2 (2024)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.16864

Abstract

The aim of this research was to explain the component analysis of integrating STEAM and thematic learning using STEMATIK learning media, to describe the importance of using learning media in enhancing students’ independence and motivation to learn, and to present the results of using STEMATIK learning media as a tool for learning mathematics. The research method employed was a quasi-experiment. This study tested causal results to determine the influence of one variable on another. The product development process was based on the ADDIE model, which is a systematic approach that includes five different stages: analysis, design, development, implementation, and evaluation. The method used in this research was the descriptive, qualitative and quantitative method. The research results showed an increase in students’ independence and learning outcomes. The use of learning media can increase student activity in the classroom, thereby creating a conducive classroom condition.
The Effect of Study Habits and Creative Thinking Disposition on Mathematical Creative Thinking Skills Nafisatulina, Nur Isrotun; Ariyanto, Lilik; Albab, Irkham Ulil
EduMa: Mathematics education learning and teaching Vol 13, No 2 (2024)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.15484

Abstract

This study aims to determine the effect of study habits and creative thinking disposition on mathematical creative thinking skill. The research method uses quantitative method. The population in this study is all of the seventh-grade students at Darul Ulum Gombong Junior High School in the odd semester of the 2022/2023 academic year totaling 57 students. The data collection technique used in this research are the test of mathematical creative thinking skill, study habits questionnaire and creative thinking disposition questionnaire. Data analysis techniques with analysis multiple regression. The results of this research are that there is a positive and significant effect between study habits and creative thinking dispositions on mathematical creative thinking skills.
Developing Ethnomathematics-Based Worksheets for Junior High School: A Research and Development Approach Kusuma, Anggun Badu; Jaelani, Anton; Nugroho, Arifin Suryo
EduMa: Mathematics education learning and teaching Vol 14, No 1 (2025)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.18820

Abstract

Worksheets are frequently utilized as educational tools to assist teachers in learning. Integrating ethnomathematics into lessons enhances the significance of mathematics education. This study aims to develop ethnomathematics-based worksheets for junior high school students. The research employs a research and development methodology, following the stages of defining, designing, and developing as outlined by Thiagarajan. The participants include material experts, media experts, teachers, and junior high school students. The findings indicate that the worksheets are valid and suitable for further research. Feedback from teachers and students suggests that the worksheets are practical and effective. Observations from limited trials show that students and teachers are enthusiastic about learning.
Validity Self-Regulated Learning Assessment on Student’s Mathematics Learning: Realibility Study Dina, Alifa Shafira
EduMa: Mathematics education learning and teaching Vol 14, No 1 (2025)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.21605

Abstract

Self-Regulated Learning is a student's skill in regulating themselves during the learning process, including learning initiatives, goal setting, monitoring progress, and evaluating learning outcomes. The chosen learning strategy must be able to measure the extent of their mastery of the learning material and be able to make students aware of the importance of using learning strategies. This study aims to test the validity and reliability of the student self-regulated learning measurement assessment using SPSS software. The assessment was tested on 34 high school students. Based on the results of the validity test using the Pearson Product Moment technique, from 29 statements, all statements were declared valid. The decision taken was that no statements were made, because all statements were valid and represented all indicators of the self-regulated learning questionnaire. In addition, the Cronbach's Alpha value was obtained at 0.892. Therefore, the self-regulated learning questionnaire submitted was said to be reliable
Students' Perceptions of JASP Use and Its Impact on Statistics Learning: A TAM-Based Study Nasir, A. Muhajir
EduMa: Mathematics education learning and teaching Vol 14, No 1 (2025)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.21339

Abstract

This study aims to analyze the influence of students' perceptions regarding the use of the JASP application and its relationship to statistics learning outcomes through the Technology Acceptance Model (TAM) approach. The four main TAM constructs analyzed include perceived ease of use, perceived usefulness, attitude toward use, and behavioral intention to use. This research employed a quantitative associative method using simple and multiple linear regression analyses. The sample consisted of 90 fourth-semester PGSD UNM students who had completed a statistics course, selected through simple random sampling. The results indicate that three out of the four perception variables—perceived ease of use, perceived usefulness, and attitude toward use—significantly influenced students’ learning outcomes, with attitude toward use emerging as the strongest predictor. In contrast, behavioral intention to use did not show a significant effect. The multiple regression model revealed that the four TAM constructs collectively explained 55.7% of the variance in learning outcomes. These findings affirm that students’ positive perceptions of JASP have a tangible impact on academic achievement and support the effectiveness of the application as a learning tool for statistics in the PGSD context.
Inductive reasoning skills: Identification of student errors using APOS theory Muhammad, Ilham; Angraini, Lilis Marina; Ramadhan, Syarul
EduMa: Mathematics education learning and teaching Vol 14, No 1 (2025)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.17227

Abstract

Math problem-solving mistakes made by students need to be treated more seriously since, if left unattended, they may affect students' comprehension of the following mathematical ideas. This study aims to identify students’ errors while attempting to solve mathematical problems of inductive reasoning ability on the material of powers and roots. This study adopts a qualitative method with descriptive research. The participants in this study were 24 students of class IX A at SMPN 2 Pelalawan. The research methods used are tests, interviews, and triangulation. The results showed that students had low inductive reasoning abilities so they made mistakes in solving problems. Based on the APOS theory (action, process, object, and schema), there are four student errors in solving math problems, namely: 1) incorrect interpretation: students do not grasp the meaning and objective of the questions; 2) conceptual error: misunderstood the multiplication of powers; 3) procedural errors: they occur when students conclude problems without adhering to a process; 4) Technical errors: Students frequently make errors while multiplying powers because they do not understand the concept. Regarding the APOS theory, based on the data analysis students only arrived at the first phase, namely the action phase
Developing Algebra-Based Test Items for Measuring Students’ Mathematical Literacy Utami, Handayani Budi
EduMa: Mathematics education learning and teaching Vol 14, No 1 (2025)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.21581

Abstract

This study aims to develop valid and reliable algebra questions to assess students' mathematical literacy skills. Mathematical literacy is a key indicator in international assessments such as PISA, which emphasizes students' ability to apply mathematical concepts in real-world contexts. The research method used was development research (R&D) employing the 4D model: Define, Design, Develop, and Disseminate (implemented until the Develop stage). The instrument was constructed based on mathematical literacy indicators and validated through expert judgment using Aiken’s V. Empirical validation was conducted using Pearson Product Moment correlation and the reliability was tested using Cronbach’s Alpha. The results showed that all question items had correlation coefficients ranging from 0.513 to 0.836, exceeding the critical value of r (0.221), indicating good construct validity. The reliability test yielded a Cronbach’s Alpha of 0.712, suggesting strong internal consistency. These findings confirm that the developed algebra questions can be effectively used as an instrument to assess students’ mathematical literacy skills in a valid and reliable manner.
Autonomous Learning In Mathematics Statistical Learning Materials For Junior High School Students Rahmatudin, Jajang; Kusumah, Yaya S; Priatna, Bambang Avip
EduMa: Mathematics education learning and teaching Vol 14, No 1 (2025)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.18441

Abstract

This study investigates students' learning autonomy in mathematics education, recognizing its importance in fostering critical thinking, problem-solving, and lifelong learning skills. A descriptive qualitative method was used to explore the level of independence among junior high school students in Cirebon Regency. The research involved 33 students who completed a learning independence questionnaire consisting of 30 items covering 8 indicators, such as initiative, responsibility, self-regulation, and goal-setting. Data were analyzed using a percentage formula to interpret student responses. The findings show that two indicators scored below the minimum sufficient level, indicating a lack of independence in certain aspects of learning. The remaining indicators met the sufficient criteria. Overall, the average percentage of student learning independence was 64.63%, which falls into the "sufficient" category. In terms of individual classification, 3 students demonstrated good independence, 22 were categorized as sufficient, 6 as poor, and 2 as very poor. These results suggest that while most students show a moderate level of autonomy, there remains a significant need for improvement. Teachers should implement learning strategies that promote self-directed learning and internal motivation to enhance students’ autonomy, particularly in mathematics, where independent learning is key to mastering complex concepts

Page 26 of 27 | Total Record : 263

 23   24   25   26   27 

Filter by Year

2012 2026


Reset
Filter By Issues
All Issue Vol 2111, No 2 (2016): mainkali Vol 14, No 1 (2025) Vol 13, No 2 (2024) Vol 13, No 1 (2024) Vol 12, No 2 (2023) Vol 12, No 1 (2023) Vol 11, No 2 (2022) Vol 11, No 1 (2022) Vol 10, No 2 (2021) Vol 10, No 1 (2021) Vol 9, No 2 (2020) Vol 9, No 1 (2020) Vol 8, No 2 (2019) Vol 8, No 1 (2019) Vol 7, No 2 (2018) Vol 7, No 1 (2018) Vol 6, No 2 (2017) Vol 6, No 1 (2017) Vol 5, No 2 (2016) Vol 5, No 1 (2016) Vol 4, No 2 (2015) Vol 4, No 1 (2015) Vol 3, No 2 (2014) Vol 3, No 1 (2014) Vol 2, No 2 (2013) Vol 2, No 1 (2013) Vol 1, No 2 (2012) Vol 1, No 1 (2012) More Issue