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Jurnal Gantang
Published by Universitas Maritim Raja Ali Haji
ISSN : 25030671     EISSN : 25485547     DOI : https://doi.org/10.31629/jg
Core Subject : Education,
Education Mathematics
Jurnal Gantang is a peer-reviewed journal. Jurnal Gantang is published two numbers per year by Raja Ali Haji Maritime University, Tanjungpinang, Riau Islands, Indonesia. The articles written for Jurnal Gantang are state-of-the-art research articles in the field of Mathematics Education. Starting in 2022, Jurnal Gantang will be published in May and November twice a year. Jurnal Gantang publishes scientific writings on the results of thoughts, very carefully selected literature studies, and research in the field of Mathematics Education. Jurnal Gantang is a journal with a blind review system that is an essential aspect of disseminating knowledge. The realization of a scientific approach can be supported by writing the results of a blind review. Jurnal Gantang accommodates the results of studies and research in the fields of Mathematics Education with various research frames such as Research development/R&D Classroom action research Educational Design Research Experiment with different types Qualitative Studies (Investigative, Analytical, Descriptive Studies, and the like) Ethnographic studies Literature/Library Studies Other research with a quantitative approach The topics raised can be: Learning innovation and the use of ICT in supporting the learning process Mathematics Learning Context and Media Innovation Strategies and Approaches to Learning Mathematics Mathematical Literacy and Numeracy Indonesian Realistic Mathematics Education (IRME) Ethnomathematics Misconceptions in Mathematical Topics Mathematics Learning Based on Cultural Potential and Local Wisdom Enrichment of Mathematics Teaching Materials Mathematics Learning Evaluation Mathematics Education Curriculum and Policy Learning Mathematics in College Development of Science and Technology in Mathematics STEM, STEAM, and Lesson Study And others
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 279 Documents
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Development of problem-based learning teaching modules to facilitate the mathematical communication skills of grade VII junior high school students Abdullah, Sulaiman; Hutapea, Nahor Murani; Kartini, Kartini
Jurnal Gantang Vol 11 No 1 (2026): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v11i1.7919

Abstract

This study aimed to develop a Problem-Based Learning (PBL) module on flat-sided solid shapes to facilitate the mathematical communication skills of eighth-grade junior high school students. The study employed the 4-D development model consisting of four stages: define, design, develop, and disseminate. The research was conducted in class VIII C of SMPN 1 Rumbio Jaya with 30 students. The results indicated that the PBL-based teaching module was highly valid, achieving average validation scores of 95% for the teaching module, 94% for the student worksheet (LKPD), and 94% for the learning assessment. Practicality testing also showed very practical results, with average scores of 85% in small-group trials and 88% in large-group trials. The findings demonstrate that the developed module effectively facilitates students' mathematical communication skills. Through the PBL phases embedded in the LKPD, students were guided to identify and analyze problems, represent ideas using mathematical symbols and diagrams, and communicate their reasoning in written form. These activities supported the development of key mathematical communication indicators, particularly students' abilities to express mathematical ideas through writing and visual representations.
Differentiated instruction for mathematical problem-solving ability: A study on kinesthetic learners in probability Pertiwi, Amirah Nada; Susanti, Ely
Jurnal Gantang Vol 11 No 1 (2026): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v11i1.7936

Abstract

Mathematical problem-solving ability is essential in mathematics learning. This study aims to describe the mathematical problem-solving ability of ninth-grade students in class IX.E at SMP Negeri 1 Indralaya on the topic of probability through the implementation of differentiated learning tailored to kinesthetic learning styles. This research is a descriptive study involving 20 students who tend to have a kinesthetic learning style, identified through a learning style questionnaire. The learning process was designed to include physical activities, hands-on experiments, and group work to match the characteristics of kinesthetic learners. Data were collected through a mathematical problem-solving test developed from problem-solving indicators, supplemented by observations and interviews. The results showed that students' mathematical problem-solving abilities learning were categorized as high (25%), medium (30%), and low (45%) where kinesthetic learners were categorized as low. Students experienced difficulties in several indicators of problem-solving, particularly in understanding problems, planning solution strategies, implementing problem-solving steps, and rechecking the results. Most errors occurred because students were not accustomed to identifying important information, connecting information to formulate solution plans, and evaluating the correctness of their answers. These findings indicate that kinesthetic learners still need more support and practice to develop systematic and reflective problem-solving skills in learning probability.
Innovative approaches for learning: Strengthening numeracy literacy with creative problem solving Adlina, Nadiyah; Susanti, Ely
Jurnal Gantang Vol 11 No 1 (2026): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v11i1.7947

Abstract

Numeracy literacy is one of the essential skills students must possess to use numbers and mathematical symbols to solve everyday problems, present information in various forms such as tables, graphs, or charts, and interpret analysis results as a basis for decision-making. However, students' numeracy literacy skills still need to be strengthened through the application of innovative, problem-solving-centered learning models. Therefore, this study aims to describe students' numeracy skills by applying the Creative Problem Solving (CPS) model to the topic of Systems of Linear Equations with Two Variables (SLETV). This study employed a descriptive method involving 33 ninth-grade students. Learning activities were designed by integrating the CPS model's stages into the SLETV problem-solving process. Data was collected through a test developed based on numeracy literacy indicators, then analyzed and categorized into five categories: very good, good, sufficient, insufficient, and very insufficient. The results indicate that the CPS model positively impacts students' numeracy literacy skills, particularly in representing, interpreting, and applying mathematical information in real-life contexts. Based on these findings, this study recommends using innovative approaches, such as CPS, in mathematics instruction to strengthen students' numeracy skills when studying the System of Linear Equations with Two Variables.
Development of CTL-based worksheets to facilitate students’ mathematical critical thinking skills Taslim, Taslim; Yuanita, Putri; Suanto, Elfis
Jurnal Gantang Vol 11 No 1 (2026): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/6amk2p26

Abstract

This study was motivated by the low level of students' critical-thinking skills in mathematics. The purpose of this research was to produce a CTL-based student worksheet (LKPD) designed to facilitate students' mathematical critical thinking skills and meet the criteria of validity and practicality. The research used development research, employing the 4-D model, which consists of the define, design, development, and dissemination phases. The study's subjects were Phase D students at SMP Negeri 23 Pekanbaru. The instruments used to measure validity and practicality were validation sheets and practicality questionnaires. The assessment aspects on the validation sheet consisted of face validity, content validity, and construct validity. The overall average validation score was 89.98%, which was categorized as very valid, indicating that the LKPD could be tested after revisions based on the validators' suggestions. Meanwhile, the assessment aspects on the practicality sheet included ease of use, presentation, readability, and time. The practicality test conducted in the small-group trial obtained an average score of 93.11%. Thus, the valid and practical CTL-based LKPD on statistics successfully facilitates Phase D students’ mathematical critical thinking skills, implying its potential as an effective instructional tool for mathematics teachers.
Developing a local instruction theory for the scale concept: A design research study in Indonesian realistic mathematics education contextualized by Bayt Al-Qur'an Al-Akbar Alkaff, Nazhmiah Khaalishah; Zulkardi, Zulkardi; Susanti, Ely; Meryansumayeka, Meryansumayeka
Jurnal Gantang Vol 11 No 1 (2026): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v11i1.8003

Abstract

Proportional reasoning is a foundational concept in middle school mathematics. However, many students struggle because they apply additive thinking rather than multiplicative reasoning when faced with abstract, formula-driven instruction. This study aims to develop and validate a local instruction theory (LIT) for the concept of Scales using the realistic context of Bayt Al-Qur'an Al-Akbar. Employing a design research methodology of the validation study type, this research engaged 39 Grade VII students in Palembang, South Sumatra, through a pilot experiment and a main field test. Data was collected through classroom observations, video recordings, and student worksheets and analyzed using a retrospective analysis method. The findings demonstrate that using the giant, non-proportional dimensions of wooden carving successfully triggered critical cognitive conflicts, prompting students to transition from informal estimates to the formal abstraction of a standardized scale factor. This study suggests that large-scale cultural architecture can serve as a tactical pedagogical intervention to subvert procedural misconceptions, offering a transferable framework for locally culture-based mathematics education globally.
Students' obstacles in solving mathematical literacy problems using the onto-semiotic approach Amanda, Adelia Tria; Hidayanto, Erry; Hafiizh, Mochammad
Jurnal Gantang Vol 11 No 1 (2026): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v11i1.8066

Abstract

Mathematical literacy is crucial for students, requiring both an understanding of mathematical concepts and the ability to apply them in solving diverse problems. However, students frequently encounter difficulties with mathematical literacy tasks, particularly those involving proportions, which may constitute learning obstacles. This study aims to identify and analyze students' learning obstacles in the context of mathematical literacy on the topic of proportions using an onto-semiotic approach. Qualitative research with a phenomenological approach was employed in this study, involving 27 eighth-grade students at a State Junior High School in Ngoro. Data collection techniques include tests, interviews, and documentation studies. Data analysis consisted of three stages: reduction, presentation, and conclusion. This study reveals three types of learning obstacles among students: (1) epistemological obstacles, which arise from students' limited understanding of concepts related to proportion; (2) ontogenic obstacles, which occur due to a leap in students' cognitive transition; and (3) didactical obstacles, which are caused by procedural teaching methods. Based on the onto-semiotic approach, the students had difficulty understanding mathematical language, defining mathematical ideas, applying the property of proportion, and performing appropriate procedures. This study provides insights that may assist teachers in designing more effective instructional strategies.
Differentiated instruction based on the PBL model to improve junior high school students’ learning outcomes Kusuma, Lola; Suanto, Elfis; Yuanita, Putri
Jurnal Gantang Vol 11 No 1 (2026): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v11i1.8103

Abstract

This study was conducted to improve the learning process and enhance the mathematics learning outcomes of Grade IX. A student at SMP Negeri 2 Kampar Kiri Hilir. The research was motivated by the low attainment of KKTP standards, as most students had not yet met the school's minimum score. To address this issue, differentiated instruction combined with the Problem-Based Learning (PBL) model was implemented. This approach allows students to learn at their individual readiness levels and solve contextual problems. The study employed a Classroom Action Research (CAR) design consisting of two cycles, each including the stages of planning, implementation, observation, and reflection. During the learning process, students were grouped by readiness level and actively participated in discussions. The findings revealed an improvement in the learning process, as evidenced by increased student engagement in discussions and improved learning outcomes, rising from 35% at baseline to 40% in Cycle I and 60% in Cycle II. These results indicate that differentiated instruction based on the PBL model can serve as an effective alternative for improving students' mathematics learning outcomes.
Development of guided inquiry-based student worksheets on the Pythagorean theorem to facilitate eighth-grade students' mathematical conceptual understanding Novitasari, Novitasari; Heleni, Susda; Suanto, Elfis
Jurnal Gantang Vol 11 No 1 (2026): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v11i1.8104

Abstract

Students' mathematical conceptual understanding of the Pythagorean theorem remains limited because learning often does not actively engage them in constructing mathematical concepts. Consequently, many students experience difficulties understanding conceptual relationships, explaining solutions, translating contextual problems into mathematical models, and selecting appropriate procedures for solving problems. Student worksheets (LKPD) specifically designed for the Pythagorean theorem and systematically aligned with indicators of mathematical conceptual understanding are still limited. This study aimed to develop a valid and practical guided inquiry-based LKPD on the Pythagorean theorem. The study employed the 4-D development model, consisting of the define, design, develop, and disseminate stages. The developed LKPD integrates the five syntaxes of the guided inquiry model with indicators of mathematical conceptual understanding, including restating concepts, representing concepts in various mathematical representations, selecting appropriate procedures, and applying concepts to solve mathematical problems. Validation results showed an average score of 86.73%, indicating that the LKPD was valid. Furthermore, the practicality test involving 36 eighth-grade students of Class VIII.2 at SMP Negeri 8 Pekanbaru produced a score of 91.88%, indicating that the LKPD was very practical. Therefore, the LKPD meets the criteria for validity and practicality and can serve as an alternative instructional material for learning the Pythagorean theorem.
Berpikir Komputasional dalam Pendidikan Matematika: Tinjauan Sistematis Tren Penelitian dan Implementasi Pedagogis (2019–2024) Prasetyawan, Enggar; Kusumah, Yaya S.; Turmudi, Turmudi
Jurnal Gantang Vol 11 No 1 (2026): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v11i1.8309

Abstract

Although computational thinking has become a key competency in mathematics education, a comprehensive understanding of research trends in this field remains limited. This study examines research trends on computational thinking in mathematics education published between 2019 and 2024. A Systematic Literature Review (SLR) was conducted using qualitative studies retrieved through systematic searches in the Scopus bibliographic database and the Google Scholar academic search engine. The review followed predefined inclusion criteria and the PRISMA protocol. The analysis examined publication year, research design, educational level, research location, mathematical topics, instructional models, and computational thinking indicators. The findings show that publications increased substantially between 2021 and 2023, peaking in 2023 (48%). Most studies employed qualitative methods (56%), focused on junior high schools (44%), and investigated number patterns and two-variable linear systems of equations. Problem-Based Learning and Project-Based Learning were the dominant instructional models, while decomposition, pattern recognition, abstraction, and algorithmic thinking were the most frequently examined indicators of computational thinking. These findings provide an updated synthesis of current research trends and offer valuable references for future research and instructional development in mathematics education.

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