LINEAR: Journal of Mathematics Education
LINEAR: Journal of Mathematics Education with registered number p-ISSN: 2722-6913 (print), e-ISSN: 2722-760X (online), is a scientific journal published by Tadris Matematika Fakultas Tarbiyah dan Ilmu Keguruan UIN Jurai Siwo Lampung. The purpose of this journal publication is to disseminate new theories and research results that have been achieved in the field of mathematics education.
Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro
Ethnomathematics-based examination of logical reasoning and measurement within the sritanjung and sidapaksa legend for mathematics education
This study is motivated by the need for contextual and culturally grounded mathematics learning, as well as the limited research exploring ethnomathematics through folklore, particularly the Sritanjung and Sidapaksa legend. This research aims to analyze elements of logical reasoning and quantitative measurement within the legend and to describe its potential as a source for contextual mathematics instruction. Employing a descriptive qualitative design with an ethnographic approach, data were collected through the documentation of narrative text and a literature review, and then analyzed through data reduction, classification, interpretation, and verification. The results indicate that the Sritanjung and Sidapaksa legend contains logical reasoning structures, such as cause–and–effect relations, implications, analogies, and moral reasoning. Measurement elements, on the other hand, appear in the description of Sidapaksa’s journey, which relates to distance, time, speed, and spatial representation through maps and scales. These findings demonstrate that folklore can serve as an effective source of ethnomathematics for contextualizing mathematical concepts while simultaneously strengthening cultural values and character development. This research contributes to the expansion of ethnomathematics studies based on oral literature, which previously focused more on physical cultural artifacts. The identified logical reasoning and quantitative measurement concepts are particularly relevant for junior secondary school (7th and 8th grade) mathematics learning.
Copyright (c) 2026 Alex Haris Fauzi, Marsida Aulia Rahma, Risma Nisa Insyiroh, Siti Nur Laili, Alfina Rizki https://creativecommons.org/licenses/by-sa/4.0/
Development of a digital LKPD on relations and functions to enhance mathematical conceptual understanding
Conceptual understanding can be achieved through digital teaching materials, which can make teaching and learning activities more efficient and imaginative. Therefore, this study aims to develop a digital LKPD on relations and functions to enhance students' mathematical conceptual understanding and to determine its validity and practicality. This research is a Research and Development (R&D) study using the ADDIE development model. The study's subjects were students in class VIII C at SMPN 1 Kabawetan. The research instruments consisted of validation sheets, assessed by material and media experts, and student response questionnaires. The results showed that the developed digital LKPD received a valid category from material experts (average score of 0,75) and a highly valid category from media experts (average score of 0,81). Meanwhile, a limited trial produced an average result of 80%, indicating a practical category. Thus, the developed digital LKPD is feasible and practical for use in school mathematics instruction.
Copyright (c) 2026 Atika Suri, Mardiah Syofiana, Kashardi https://creativecommons.org/licenses/by-sa/4.0/
Error analysis of vocational students in solving linear equation problems
Difficulties in understanding algebraic concepts often lead vocational high school students to make systematic errors in solving linear-equation problems. This study analyzes the types and causes of students’ errors in solving One-Variable Linear Equations (PLSV) and Two-Variable Linear Equation Systems (SPLDV). A qualitative descriptive design was used with purposive sampling involving 25 tenth-grade Fashion Design students at SMKN 6 Palembang who had completed introductory algebra units. Instruments consisted of six problem-solving items on PLSV and SPLDV; their content validity was established through expert review and pilot testing, followed by item refinement. Data were analyzed using Miles and Huberman’s interactive model with a predefined coding scheme developed from literature-based error categories. The analysis included error identification, code assignment, category confirmation through coder agreement checks, data display, and conclusion drawing. Five dominant error types emerged: (1) equation-manipulation errors rooted in procedural “transposing” without conceptual grounding, (2) misapplication of the distributive property and negative signs, (3) modeling errors when translating word problems, (4) integer-operation errors, and (5) failure to connect results to context. The findings show intertwined conceptual and procedural difficulties. Practical implications include structured learning sequences in which teachers first build conceptual schemas through visual representations, then guide students in modeling real-world scenarios using modeling templates, and finally implement reflective routines such as error-analysis sheets and justification prompts to consolidate understanding and reduce algebraic errors.
Copyright (c) 2025 Intan Buhati Asfyra, Wayan Rumite, Syamsinar, Halil Arianto https://creativecommons.org/licenses/by-sa/4.0/
Exploration of junior high school students perseverance in mathematical reasoning on data presentation material
This qualitative study explores Perseverance in Mathematical Reasoning (PiMR) in a junior high school student while solving a Data Presentation problem. A qualitative approach was chosen to gain an in-depth and contextual understanding of the subject's reasoning process and behaviors. The background for this study is the low level of mathematical reasoning perseverance among Indonesian students, which is a crucial ability. This study used a PISA-model written test and an interview with one seventh-grade subject. Data were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. In general, the subject successfully demonstrated some indicators of PiMR, such as exploring solutions and attempting to correct answers. However, the main finding reveals the subject's inability to adjust strategies when facing an impasse, which resulted in the final answer remaining incorrect. The implication of this research emphasizes the need for targeted educational support to develop mathematical reasoning perseverance in students that is not only persistent but also more adaptive and sustainable.
Copyright (c) 2025 Novita Sari; Rohati, Ade Kumalasari https://creativecommons.org/licenses/by-sa/4.0/
Integrating islamic values into mathematics student worksheets: Validity study on exponents and radicals
Student worksheets are instructional materials designed to help learners grasp subject matter, foster interaction with teachers, and encourage active engagement in the learning process. In Islamic-based schools, the integration of religious values into instructional resources is essential to provide meaningful learning experiences that support both cognitive and moral development. However, existing mathematics worksheets often lack such integration. This study aims to design and validate mathematics worksheets on exponents and radicals that explicitly integrate Islamic values. The research employed a Research and Development (R&D) design using Plomp’s development model, which consists of preliminary research, prototyping, and evaluation. The study, however, was limited to the prototyping and validation stages. Validation was conducted by three expert validators. The results revealed that the worksheets achieved an overall overall validity score of 90,50% from subject matter experts and 95,62% from instructional design experts, both categorized as very valid. These findings demonstrate that the integration of Islamic values into mathematics worksheets not only meets academic and design standards but also provides a meaningful approach to teaching mathematics that aligns with the spiritual and moral objectives of Islamic-based education.
Copyright (c) 2025 Abdur Rahman Hakim, Oktarisa Ramadhanti, Hilda Ladan Bijani, Memen Permata Azmi, Hayatun Nufus https://creativecommons.org/licenses/by-sa/4.0/
Correlational of adaptive reasoning and problem-solving level using AKMI task model in scientific context
This study is based on the literature finding that problem-solving ability and adaptive reasoning ability are interconnected but have not been widely studied empirically, using AKMI model questions at the MTs level. This research aims to describe and determine the relationship between these two abilities in solving AKMI model questions at the HOTS level with a scientific context for MTs students in Kediri City. This research uses a quantitative survey approach with a population of 160 students and a sample of 129 respondents from schools participating in the 2024 AKMI program. The research instrument consists of two AKMI-model questions at the HOTS level with a scientific context, which were developed based on indicators of problem-solving ability and adaptive reasoning using PLSV material. The instrument has undergone expert validation, with Aiken's V indices of 0.8913 and 0.875, and shows high reliability based on a Cronbach's Alpha test result of 0.821. The data obtained were analyzed descriptively and inferentially using the Spearman Correlation Test. The results of the descriptive analysis showed that students' problem-solving abilities were divided into three categories: 22 students were in the low category, 79 students were in the medium category, and 28 students were in the high category. Meanwhile, the results of the Spearman correlation test showed a positive relationship between adaptive reasoning ability and problem-solving ability. This finding indicates the importance of learning strategies that can accommodate both abilities.
Copyright (c) 2025 Dwi Ayu Kumalasari, Eka Sulistyawati, Eka Resti Wulan https://creativecommons.org/licenses/by-sa/4.0/
Redefining mathematics learning evaluation: From traditional assessment to technology-based holistic competency assessment
The development of digital technology encourages the redefinition of evaluation systems in mathematics learning to make them more relevant to the demands of the current curriculum. This study aims to identify digital and holistic assessment forms that can comprehensively measure students’ competencies, including cognitive, affective, and psychomotor aspects. The research method employed was a literature study using a Literature Review approach. The research instrument was a data extraction sheet used to record and analyze findings from selected publications. Data were collected from various databases and reputable journals published between 2014 and 2025. Out of 243 articles identified in the initial stage, 29 met the inclusion criteria and were analyzed further. The findings show that digital assessments through platforms such as Quizizz, Wordwall, and Google Form enhance interactivity, adaptivity, and student engagement. Meanwhile, project-based, portfolio, and observational assessments are proven to provide a more comprehensive picture of student learning outcomes. This study emphasizes the need for a shift from traditional evaluation to technology-based holistic evaluation in line with the demands of the 21st-century curriculum.
Copyright (c) 2025 Mohammad Nurwahid, Sofia Ashar https://creativecommons.org/licenses/by-sa/4.0/
Development of PISA-type questions on change and relationship content from level 1- 6
This study aims to develop PISA model math questions on Change and Relationship content that are valid, practical, and potentially effective to improve students' reasoning and mathematical literacy skills. The method used is design research type development studies, which consists of preliminary and formative evaluation stages. The instrument was developed through a series of evaluation stages, namely self-evaluation, expert review, one-to-one, and small group. The research subjects were VIII grade students of SMP Negeri 1 Indralaya. The questions developed included six items with difficulty levels from level 1 to level 6 and varied contexts (personal, general, and scientific). Based on the analysis of student answers, it is obtained that the questions developed by researchers can be said to be valid and practical, this is supported by the results of the validity, reliability, difficulty level, differentiating power tests quantitatively and declared practical based on the results of the analysis of student answers which show students have been able to understand the questions, the sentences used do not have double meanings and do not cause errors caused by the questions. Thus, the questions developed are declared feasible to be used to measure and train mathematical literacy and reasoning of junior high school students.
Copyright (c) 2025 Kadek Restu Astuti, Khaerani Dwi Saputri, Rendi Kurniawan, Ratu Ilma Indra Putri, Elsa Susanti, Ruth Helen Simarmata https://creativecommons.org/licenses/by-sa/4.0/
Development of mathematics questions in PISA format with number content
The low level of mathematical literacy among Indonesian students is reflected in the average results of PISA 2022, indicating the need to develop PISA-style test instruments. Therefore, this study aims to develop PISA-based questions on numbers that are valid and reliable. The method used is a development study consisting of preliminary and formative evaluation stages. The preliminary stage includes analyzing original PISA questions, student needs, curriculum, and determining the material. The formative evaluation stage includes self-evaluation, expert review, one-on-one, and small group discussions. The format of the questions developed is two multiple-choice questions and four contextual descriptions equivalent to PISA. Content validation was tested qualitatively through expert comments, while quantitative analysis was conducted after testing the questions on six junior high school students in Palembang who were selected purposively. Quantitative analysis includes item validity, reliability, difficulty level, and discriminative power. The research results indicate that the questions are valid and reliable based on content appropriateness, ease of understanding, smooth implementation, and time efficiency. These questions can be used as a training tool to improve students' mathematical abilities in accordance with PISA standards. However, this study has limitations due to the limited sample size and only reaching a small group, so it is recommended that further research be conducted with a larger sample size and up to the field test stage.
Copyright (c) 2025 Putri Aisyah, Sartika Avrilian, Tara Nurpadillah, Natanael Putera Rasjid Ginting, Ratu Ilma Indra Putri, Elsa Susanti, Ruth Helen Simarmata https://creativecommons.org/licenses/by-sa/4.0/
AI in mathematics education: Potential ranging from automation to personalized learning
The rapid development of artificial intelligence (AI) is reshaping many aspects of education, yet its meaningful contribution to mathematics instruction and student learning outcomes remains underexplored. Understanding how AI can enhance mathematical thinking, problem-solving, and personalized learning is critical in preparing students for future competencies. One of the challenges in learning mathematics is how to make it relevant to the times. One emerging approach was using artificial intelligence (AI) in mathematics education. Based on a literature review, this study aimed to explore and describe the potential of artificial intelligence (AI) in mathematics education. The method used was a literature review with a narrative design. Literature searches were conducted through reputable international sites such as Scopus, ScienceDirect, Springer, and World Scientific, with English keywords and years from 2015 to 2025. The collected literature was thematically analyzed to identify key themes such as AI usage trends, AI development potential, and implementation challenges. The results indicated that AI was increasingly used in mathematics education, particularly in various AI-assisted instructional tasks. Further potential in AI shows promise in personalizing learning and automating tasks, though challenges remain. In conclusion, AI is promising to transform mathematics education through adaptive, individualized, and data-informed learning approaches. However, its success depended on careful planning, teacher readiness, ethical frameworks, and alignment with educational goals and local contexts. These findings underscored the need for further research and context-specific development to ensure AI's effective and equitable integration into mathematics learning environments.
Copyright (c) 2025 Alifia Kania Ramadhani, Iqbal Ramadani https://creativecommons.org/licenses/by-sa/4.0/
Development of astromath game to enhance interest and understanding in addition and subtraction
Innovative and engaging learning media are needed to overcome elementary school students' low interest and difficulty in understanding basic math operations. Therefore, this study aims to develop and test the validity, practicality, and effectiveness of educational game-based math learning media in understanding basic math calculation operations called Astromath. This media is designed to assist elementary school students in understanding mathematical concepts more enjoyably and interactively. The research employed the Research and Development (R&D) method with the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. Two material experts validated with a result of 85.83% (very valid category) and two media experts with a result of 90% (very valid category). The practicality test was conducted on two teachers and four first-grade elementary school students. The results of the teachers' assessments showed an average score percentage of 84.37%, categorized as very practical. In comparison, the students' practicality test results obtained an average percentage of 91.1%, which also fell into the very practical category. Furthermore, the pre-test and post-test results demonstrated a significant increase in students' understanding after using Astromath. Therefore, Astromath is declared effective, practical, and suitable for use as an alternative interactive and enjoyable learning media in elementary schools.
Copyright (c) 2025 Izza Della Nur Rizki, Budi Mulyono, Elsa Susanti, Zulkardi, Meryansumayeka, Putri Aisyah, Chyrza Adhea Salsabila, Rafika Sari https://creativecommons.org/licenses/by-sa/4.0/
Uncovering student misconceptions: A watson's framework analysis of roman numerals problems
This study analyzes the errors made by second-semester students of the Elementary School Teacher Education Study Program in solving Roman numeral problems. This study uses a descriptive qualitative approach with 35 students as subjects selected through purposive sampling techniques. The research instrument used six questions to identify errors based on Watson's categories: inappropriate data, inappropriate procedures, omitted data, omitted conclusions, response level conflicts, undirected manipulation, skills hierarchy problem, and other errors (not providing answers). The analyzed data was reduced, presented, and concluded. The study's results indicate that other errors (specifically about students who did not provide answers) were the most dominant (40.41%), with details of the errors that occurred in numbers 2, 3, 4, 5, and 6, respectively, 5.48%, 4.11%, 3.42%, 13.70%, and 13.70%. Other types of errors were response-level conflicts, inappropriate procedures, undirected manipulation, omitted conclusions, and inappropriate data. The implications of this study emphasize the importance of conceptually understanding-based learning in teaching Roman numerals.
Copyright (c) 2025 Fitri Aida Sari, Nurdiyah Kurniati https://creativecommons.org/licenses/by-sa/4.0/
The influence psychological support and well-being, classroom management, and creativity on numeracy skills
Numeracy skills are fundamental in mathematics education, yet assessment results continue to reveal areas for improvement. This study investigates the influence of psychological support, psychological well-being, classroom management, and creativity on students' numeracy skills. This study employs a quantitative research method. Data were collected through document analysis of the 2024 National Assessment Public Report for elementary schools and their equivalents. A total sample of 81,824 students was selected based on the availability of complete data on the examined variables. Data analysis was conducted using structural equation modeling with the SEM-PLS approach. The results indicate that all independent variables positively and significantly influence students' numeracy skills, with creativity exerting the most substantial effect and a coefficient of determination of 18.1%. Additionally, psychological well-being partially mediates the relationship between psychological support and numeracy skills. Therefore, a more holistic learning approach is needed to improve numeracy skills by considering psychosocial factors and the learning environment. Theoretically, the study supports the view that numeracy development is not solely cognitive but shaped by affective and contextual dimensions. Practically, it calls for policies and teaching practices that promote psychological well-being, creativity, and supportive learning environments in schools.
Copyright (c) 2025 Ikwan Wahyudi, Diyah Ratih Fitrianti, Swastoko Galuh Wibowo https://creativecommons.org/licenses/by-sa/4.0/
Development of live worksheets-assisted discovery learning materials on two-variable linear equation systems
The fast development of technology contributes significantly to education and the production of quality and sustainable human resources. The application of technology in learning is critical to achieving learning objectives and improving student learning outcomes. One of the things that can be used from technology is the creation of learner work exercises in learning. This study aims to determine the validity, practicality, and effectiveness of discovery learning-based student worksheets assisted by live worksheets on the material of the linear equations of a variables system. The type of research used is the Borg and Gall research and development model, consisting of research and initial data collection, planning, development of initial product formats, initial trials, product revisions, field trials, product revisions, field tests, final product revisions, dissemination, and implementation. The instruments used in the research are observation, interviews, questionnaire distribution, tests, and documentation. The results of the research with the development of discovery learning-based student worksheets assisted by live worksheets on the material of the system of linear equations of two variables, among others: (1) the average percentage of validity of student worksheets in terms of language, material and media is 74% with valid criteria, (2) the average percentage of practicality of student worksheets based on teacher and student responses is 86% with very practical criteria, (3) while the average value of learning outcomes in the effectiveness test of student worksheets based on tests conducted is 84 with a percentage of completeness of 87% including a very effective category.
: Learner Worksheets, Discovery Learning, Live Worksheets and Two-Variable Linear Equation System
Copyright (c) 2025 Adil Halomoan, Ahmad Nizar Rangkuti, Suparni Suparni https://creativecommons.org/licenses/by-sa/4.0/
JUCO (Jump Counting) learning strategies resolve student learning in integer materials
The impact of curriculum changes requires teachers to think creatively and innovatively in delivering learning materials. The new curriculum, The Independent Curriculum, encourages the packaging of learning by paying attention to student learning styles, aiming that all learners are facilitated in their learning. Students in the sixth grade of PTQ Annida Salatiga Elementary School still have difficulties understanding the concept of integer operations, impacting learning outcomes that are still much below the standard value or KKM that has been determined. For this reason, teachers innovate learning using JUCO (Jump Counting). The purpose of using this media is to facilitate and improve students' learning outcomes with more fun and meaningful learning. The method used in this study is descriptive quantitative, with research instruments used as pre-test and post-test, where the results will be analyzed. The study was conducted on 21 Elementary School students in Grade IV. The result of using JUCO (Jump Counting) is an increase in learning outcomes by 18.98%. JUCO makes it easier for teachers to convey material and learners in learning, making it easier to accept the concept of the material presented. The impact of the use of JUCO (Jump Counting) from affective and psychomotor aspects, including collaborative.
Copyright (c) 2025 Isti Winarni, Lakna Tulas'un https://creativecommons.org/licenses/by-sa/4.0/
Contribution of calculus 1 and calculus 2 skills to learning outcomes in machine and artificial intelligence courses
This study investigates the influence of students' abilities in Calculus I and Calculus II on their academic performance in the Machine and Artificial Intelligence course. The research explores explicitly three aspects: (1) the individual contribution of Calculus I, (2) the individual contribution of Calculus II, and (3) the combined effect of both on learning outcomes. Using an associative quantitative method, the study involved 35 first-semester Informatics Engineering students at Duta Bangsa University, selected through quota sampling. Data were gathered through tests and documentation and analyzed using multiple linear regression in SPSS with a 5% significance level. The results reveal that Calculus I ability does not have a statistically significant effect on student performance. In contrast, Calculus II's ability demonstrates a significant positive impact. Furthermore, the combined abilities in Calculus I and II significantly influence learning outcomes in the course. These findings highlight the essential role of Calculus II in enhancing students' comprehension of complex topics in artificial intelligence and machine learning, suggesting that a stronger foundation in advanced calculus may better prepare students for success in related fields.
Copyright (c) 2025 Anisatul Farida https://creativecommons.org/licenses/by-sa/4.0/
Spatial ability and learning achievement in transformation geometry: A correlation study
Spatial ability is one of the essential factors for individuals' success in learning geometry. However, limited studies have specifically explored the extent to which spatial ability affects students' achievement in transformation geometry. This study aims to investigate the correlation between spatial ability and the learning achievement of mathematics education students in transformation geometry courses. A quantitative approach with a causal-correlational design was employed. The population consisted of all fourth-semester students enrolled in the Mathematics Education Study Program at IAIN Pontianak, totaling 28 students. The entire population was selected as the sample using the total sampling technique. Data on spatial ability were collected through a spatial ability test, while data on learning achievement in transformation geometry were obtained through documentation. The collected data were analyzed using descriptive and inferential statistics, including correlation analysis, t-tests, and simple linear regression analysis. The findings reveal a positive and statistically significant relationship between spatial ability and learning achievement in transformation geometry. Consequently, lecturers must design strategies that effectively accommodate and enhance students' spatial abilities. Improving spatial ability is expected to contribute positively to students' learning achievement in transformation geometry courses.
Copyright (c) 2025 Ressy Rustanuarsi https://creativecommons.org/licenses/by-sa/4.0/
Implementation of vygotsky's developmental psychology theory to overcome mathematics learning anxiety
This study explores the application of Vygotsky's developmental psychology theory to overcome mathematics learning anxiety among students. It emphasizes the importance of key concepts such as Zone of Proximal Development (ZPD), Scaffolding, and the role of language as a mediating tool in the learning process. By fostering a collaborative learning environment, where students engage in group discussions and share ideas, this research highlights how emotional support can reduce the fear and anxiety often associated with mathematics. This research includes research studies using literature review methods. Data in the form of articles relevant to Vygotsky's theory and mathematical anxiety. Then the data is analyzed and concluded. Findings suggest that implementing social-emotional interventions, such as providing extra time for assignments and creating a safe learning atmosphere, can significantly increase students' self-confidence and reduce stress.
Copyright (c) 2025 MOHAMMAD NURWAHID https://creativecommons.org/licenses/by-sa/4.0/
Ability adversity quotient and mathematical literacy using the cooperative, integrated learning model, reading, and composition (CIRC)
Previous research has implemented the adversity quotient and mathematical literacy, but none has combined it with the CIRC learning model. This research aims to determine the influence of the CIRC learning model on students' adversity quotient and mathematical literacy abilities—the research population at SMP Amal Bakti in South Lampung. The quasi-experimental research design uses random samples. Data instruments were collected through mathematical literacy tests and adversity quotient questionnaires. The prerequisite tests are the normality test and homogeneity test, and the hypothesis test uses the Multivariate Analysis of Variance (Manova) test with a significance level of 0.05. In the results of the analysis, it was found that there is an influence on adversity quotient and mathematical literacy abilities using the Cooperative, Integrated, Reading, and Composition (CIRC) learning model.
Copyright (c) 2025 Indah Resti Ayuni Suri, Netriwati Netriwati, Rini Rahmawati https://creativecommons.org/licenses/by-sa/4.0/
Penggunaan ANATES 4.0.9 dalam menguji kelayakan soal pilihan ganda sumatif matematika
Guru harus mampu mempersiapkan dan melaksanakan kegiatan penilaian dengan benar, serta menggunakan hasil penilaian sesuai dengan keperluan. Tujuan penelitian ini adalah mengevaluasi kelayakan soal sumatif matematika pilihan ganda materi fungsi komposisi dan invers fungsi berbasis HOTS dan kontekstual. Penelitian ini menggunakan pendekatan deskriptif kuantitatif. Sebanyak 72 siswa kelas XI dari salah satu SMA Negeri di Kota Surabaya menjadi subjek penelitian ini pada semester ganjil tahun ajaran 2024/2025. Data dikumpulkan melalui tes pilihan ganda dengan 25 soal. Data dianalisis dengan software ANATES 4.0.9. Hasil penelitian terkait butir soal yaitu sebanyak 56% valid dan 44% tidak valid; reliabilitas tes mencapai 0,71, yang memiliki kategori tinggi; 16% soal memiliki daya pembeda sangat bagus, 48% bagus, 24% cukup bagus, dan 12% buruk; 68% soal memiliki tingkat kesukaran sedang, 20% mudah, dan 12% sangat mudah. Hasil penelitian menyatakan bahwa 40% memiliki kualitas soal yang sangat baik, sehingga layak digunakan pada tes sumatif yang akan datang atau dimasukkan ke dalam bank soal. Sementara 60% harus dievaluasi terlebih dahulu oleh peneliti. Ini akan membuat pengembangan bank soal lebih baik dan akan dapat digunakan untuk melakukan berbagai evaluasi pembelajaran.
Copyright (c) 2024 Dito Risky Karindi, Rufi'i http://creativecommons.org/licenses/by/4.0
Identitas matematis mahasiswa calon guru matematika: asal sekolah berbeda, identitas matematis berbedakah?
Mahasiswa calon guru matematika yang berasal dari asal sekolah berbeda sering kali menunjukkan minat, kompetensi, maupun partisipasi yang berbeda saat pembelajaran matematika. Perbedaan ini dapat menunjukkan dugaan bahwa identitas matematis yang mereka miliki bisa saja berkaitan dengan asal sekolah sebelumnya. Penelitian kuantitatif dengan teknik analisis data uji Kruskall Wallis dilakukan untuk mengidentifikasi apakah ada perbedaan identitas matematis yang dimiliki mahasiswa calon guru matematika dengan asal sekolah yang berbeda. Sebanyak 88 mahasiswa dari 3 asal sekolah berbeda yaitu MA, SMA, dan SMK dilibatkan sebagai responden dalam penelitian ini. Hasil penelitian menunjukkan bahwa meskipun nilai mean rank mahasiswa calon guru matematika dari ketiga asal sekolah berbeda, namun tidak ditemukan perbedaan identitas matematis yang signifikan secara statistik (nilai asymptotic sig 0,335 > 0,05) pada mahasiswa calon guru matematika yang berasal dari asal sekolah berbeda, termasuk untuk setiap komponen pembentuk identitas matematis. Oleh karena itu, dosen atau pendidik matematika diharapkan dapat menciptakan iklim pembelajaran yang kolaboratif tanpa membedakan asal sekolah mahasiswa demi tercapainya tujuan pembelajaran dan berkembangnya identitas matematis yang positif bagi mahasiswa calon guru matematika.
Copyright (c) 2024 Annisa Dwi Kurniawati, Muhammad Rizqi Saputra http://creativecommons.org/licenses/by/4.0
Efektivitas metode game-based learning berbantuan media flashcard pecahan terhadap hasil belajar matematika siswa
Kurangnya pemahaman siswa terhadap materi pecahan dan kurangnya penggunaan metode pembelajaran yang tepat oleh guru mengakibatkan siswa menjadi tidak aktif dan kurang efektifnya proses pembelajaran. Hal ini mengakibatkan banyak siswa mendapatkan nilai rendah dan mengalami kesulitan dalam mempelajari materi pecahan. Penelitian ini bertujuan untuk mengevaluasi efektivitas metode Game Based Learning (GBL) dengan bantuan media Flashcard terhadap peningkatan hasil belajar matematika siswa kelas III di SDN 2 Batealit. Penelitian ini dilakukan dengan berpendekatan kuantitatif desain Pre Eksperiment one group pretest-posttest dan melibatkan 15 siswa sebagai sampel. Hasil penelitian menunjukkan bahwa metode GBL dengan bantuan media Flashcard memberikan dampak pada meningkatnya pemahaman dan kemampuan siswa dalam mengingat serta mengaplikasikan konsep matematika, khususnya pada materi pecahan. Metode ini terbukti menjadi alternatif pembelajaran yang inovatif dan menarik, yang memberikan dampak pada meningkatnya minat dan hasil belajar siswa. Oleh karena itu, metode pembelajaran yang variatif sangat penting untuk diterapkan dalam pembelajaran guna mengatasi kesulitan siswa dalam memahami materi.
Copyright (c) 2024 Kholifatun Nur Afiyah, Wulan Sutriyani http://creativecommons.org/licenses/by/4.0
Rumah adat keraton tanjung raya belitang: eksplorasi etnomatematika
Salah satu materi matematika yang wajib dipelajari di sekolah ialah geometri. Namun, masih banyak siswa yang menganggap geometri sulit, sebab jauh dari budaya sekitar. Upaya yang dapat dilakukan untuk menyelesaikan hal tersebut yaitu dengan mengaitkan geometri dengan budaya sekitar, salah satunya dengan Rumah adat Keraton Tanjung Raya Belitang. Penelitian ini bertujuan mengeksplorasi dan mendeskripsikan ornamen yang terdapat pada struktur bangunan Rumah Adat Keraton Tanjung Raya Belitang yang mengandung konsep geometri dengan pembelajaran berbasis etnomatematika. Metode penelitian yang digunakan ialah eksploratif deskriptif. Instrumen pegumpulan data menggunakan observasi, dokumentasi, dan wawancara. Data yang diperoleh akan dianalisis secara deskriptif. Hasil penelitian diperoleh infomasi bahwa Rumah Adat Keraton Tanjung Raya Belitang pada struktur bangunannya mengandung konsep-konsep geometris yang terdiri dari: (1) konsep geometri yang terdiri dari bangun datar 2 dimensi yaitu (persegi, persegi panjang, segitiga), bangun 3 dimensi yaitu (limas, tabung, kerucut, balok) dan besaran sudut, (2) konsep refleksi. Kesimpulannya pembelajaran matematika yang mengintegrasikan budaya lokal menjadikannya lebih bermakna, karena tidak hanya menjadi kebaharuan pembelajaran matematika tetapi juga menumbuhkan apresiasi yang mendalam terhadap warisan budaya sekitar.
Etnomatematika, Rumah Adat Keraton Belitang
Copyright (c) 2024 Nurjanah Nurjanah, Fitria Lestari, Suryatul Aini Asyhara http://creativecommons.org/licenses/by/4.0
Pengaruh model problem-based learning terhadap kemampuan pemecahan masalah dan kecemasan matematika siswa
Rendahnya kemampuan pemecahan masalah dikarenakan proses pembelajaran yang masih menggunakan pembelajaran konvensional dan rasa cemas yang berlebih saat menyelesaikan masalah matematika. Model Problem Based Learning adalah pembelajaran yang mampu melibatkan siswa untuk berperan aktif dalam pembelajaran sehingga mampu meningkatkan kemampuan pemecahan masalah dan mengatasi kecemasan matematika siswa. Tujuan dari penelitian ini adalah menganalisis pengaruh model Problem Based Learning terhadap kemampuan pemecahan masalah dan kecemasan matematika. Penelitian ini dilaksanakan di SMA Negeri 29 Jakarta pada tahun ajaran 2023/2024. Metode yang dilakukan pada penelitian ini adalah kuasi eksperimen. Sampel terdiri dari 36 siswa kelas eksperimen dan 36 siswa kelas kontrol yang dilakukan dengan teknik cluster random sampling. Instrumen yang digunakan terdiri dari tes kemampuan pemecahan masalah berupa soal uraian dan angket kecemasan matematika. Hasil penelitian menunjukkan 1) model Problem Based Learning berpengaruh terhadap kemampuan pemecahan masalah 2) model Problem Based Learning berpengaruh terhadap kecemasan matematika siswa. Dapat disimpulkan bahwa model pembelajaran Problem Based Learning berpengaruh terhadap kemampuan pemecahan masalah dan kecemasan matematika sebesar 19,8%.
Copyright (c) 2024 Amalia Nurofah, Gelar Dwirahayu, Gusni Satriawati http://creativecommons.org/licenses/by/4.0
Pengaruh penggunaan alat peraga papan diagram (padi) terhadap prestasi belajar peserta didik sekolah dasar
Penelitian ini bertujuan untuk mengetahui pengaruh alat peraga Papan Diagram terhadap prestasi belajar peserta didik SD Negeri 158 Pekanbaru. Penelitian ini merupakan penelitian eksperimen semu (Quasi Experiment) dengan desain penelitian Nonequivalent Control Group Design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas VI SD Negeri 158 Pekanbaru tahun pelajaran 2024/2025. Sampel dari penelitian ini yaitu kelas VI.A sebagai kelas kontrol dan kelas VI.B sebagai kelas eksperimen, dengan jumlah peserta didik kelas kontrol sebanyak 36 peserta didik dan kelas eksperimen sebanyak 38 peserta didik. Instrumen pengumpulan data dalam penelitian ini adalah lembar Pretest dan Posttest. Teknik pengumpulan data dilakukan dengan teknik tes. Teknik analisis data yang digunakan adalah analisis deskriptif dan analisis inferensial. . Nilai asymp.sig (2-tailed) merupakan indikasi normalitas data yang dibandingkan dengan ¬α=0,05. Apabila nilai Asymp.sig. (2-tailed) <α=0,05 maka data tersebut berdistribusi normal sedangkan apabila nilai Asymp.sig. (2-tailed) >α=0,05 maka data tersebut berdistribusi normal. Hasil penelitian menunjukkan bahwa uji Mann-Whitney U untuk data tidak berdistribusi normal dapat diperoleh nilai Asymp.Sig. untuk Posttest kelas eksperimen dan kelas kontrol lebih kecil dari 0,05 (0,048 < 0,05). Hal ini berarti H0 ditolak, H1 diterima, sehingga terdapat perbedaan yang signifikan antara rata-rata prestasi belajar peserta didik kelas eksperimen dan kelas kontrol. Dilihat dari skor posstest diketahui peserta didik yang menggunakan alat peraga lebih tinggi dibandingkan menggunakan model konvensional, kemudian kenaikan rata-rata prestasi belajar di kelas eksperimen adalah 38,1 sedangkan kenaikan rata-rata prestasi belajar di kelas kontrol adalah 33,89. Sehingga dapat disimpulkan bahwa terdapat pengaruh alat peraga Papan Diagram (PADI) terhadap prestasi belajar peserta didik.
Copyright (c) 2024 Adillah, Alzaber, Astri Wahyuni, Sri Rezeki http://creativecommons.org/licenses/by/4.0
Effect of scientific learning approach on mathematical problem-solving ability of junior high school students
The scientific approach in learning at school aims to familiarize students with thinking, discussing and creating using scientific principles and steps. Therefore, the aim of this research is to increase student activity and find out how the scientific approach influences class students' problem solving abilities. VIII Kartikatama Metro Middle School. Through problem solving abilities students can develop students' thinking abilities to be able to connect the knowledge and skills that students already have to solve the problems given. This research is quantitative research. The research location is Kartikatama Metro Middle School. The subjects in this research were 25 experimental class students and 25 control class students. The data collection technique used was the Posttest test. Data analysis techniques are carried out by testing research instruments, analysis testing and hypothesis testing using the t test. Based on the research results, the Sig value was obtained. (2-tailed) is 0.11<0.05, which means that there is an influence of the scientific approach model through the problem solving abilities of class VIII students at SMP Kartikatama Metro or in other words the average problem solving ability of students in the experimental class is better than average - average problem solving ability of control class students.
Copyright (c) 2024 Melyana Saragi, Fertilia Ikashaum http://creativecommons.org/licenses/by/4.0
Analisis kemampuan representasi matematis siswa pada materi teorema pythagoras menggunakan model collaborative problem solving
Salah satu topik yang penting dalam pembelajaran matematika adalah Teorema Pythagoras, yang memerlukan kemampuan representasi matematis yang baik agar siswa dapat memecahkan masalah dengan tepat. Model pembelajaran Collaborative Problem Solving (CPS) telah diakui sebagai pendekatan yang dapat meningkatkan pemahaman konseptual dan kemampuan berpikir kritis melalui kerja sama dan interaksi antar siswa. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan kemampuan representasi matematis siswa pada materi Teorema Pythagoras menggunakan model pembelajaran collaborative problem solving. Metode penelitian yang digunakan adalah penelitian deskriptif kuantitatif. Subjek penelitian ini adalah siswa kelas VIII MTs Plus Nurul Iman. Instrumen yang digunakan meliputi tes kemampuan representasi matematis dan lembar observasi proses pembelajaran. Data yang diperoleh dianalisis dengan menggunakan statistik deskriptif untuk menggambarkan kemampuan representasi matematis siswa, serta menganalisis efektivitas model pembelajaran CPS. Hasil penelitian menunjukkan bahwa penerapan model CPS mampu meningkatkan kemampuan representasi matematis siswa pada materi Teorema Pythagoras, terutama dalam aspek representasi gambar, simbol dan verbal. Siswa yang belajar dengan model CPS cenderung lebih aktif dalam berdiskusi dan bekerja sama dalam menyelesaikan masalah, sehingga lebih mampu mengintegrasikan berbagai bentuk representasi matematis. Meskipun demikian, representasi verbal masih menjadi tantangan bagi beberapa siswa.
Kemampuan Representasi Matematis, Collborative Problem Solving, Teorema Pythagoras
Copyright (c) 2024 Farida Rahman, Ryan Nizar Zulfikar, Maria Martini Aba, Uke Ralmugiz http://creativecommons.org/licenses/by/4.0
Problem based learning with geogebra: Impact on mathematical communication skills and mathematical problem solving
Students' mathematical communication and mathematical problem solving are still weak because the average test results are still below the KKM. Seeing this, the author conducted a study using the Problem Based Learning learning model. The goal is for students to be able to solve a mathematical problem properly and correctly. This study uses a quantitative approach with a quasi-experimental research type with a post-test only control group research design. The sample in this study were students in grades XI IPA I and XI IPA 2 with a simple random sampling technique. The data collection technique in this study was a test. The prerequisite techniques used were multivariate normality and homogeneity tests and hypothesis testing in this study used the Multivariate Analysis Of Variance (Manova) test. The results of the study showed that there was an influence of the GeoGebra-assisted Problem Based Learning approach on the mathematical communication and mathematical problem solving abilities of high school students and on the mathematical communication and mathematical problem solving abilities of students, there was a better influence of the GeoGebra-assisted Problem Based Learning learning model compared to conventional learning models.
Copyright (c) 2025 Eva Amallya, Bambang Sri Anggoro, Abi Fadila https://creativecommons.org/licenses/by-sa/4.0/
THE IMPLEMENTATION OF DAKON MATHEMATICS (DAKOTA) LEARNING MEDIA WITH DISCOVERY LEARNING METHOD
The learning faced by students is teacher-centered learning. The lack of teachers in managing active classes affects student learning outcomes. The purpose of this study is to improve student learning outcomes in the material for FPB and KPK through the Discovery Learning method assisted by the Dakota learning media (Dakon Mathematics). This research is a classroom action research which consists of 2 cycles, namely cycle I and cycle II. Both cycle I and cycle II have the same stages, starting from planning, implementing, observing and reflecting. The subject of the class action research was conducted at SD Negeri 3 Tanjung Ratu class VI with 26 students, 14 of whom were boys and 12 of them were girls. The object of this research is to improve student learning outcomes on the KPK and FPB materials. Data collection techniques used are tests and non-tests. The data analysis technique is comparing the percentage of student learning outcomes in cycle I and cycle II. The criteria for learning success can be seen from the increase in student learning outcomes with the application of the Discovery Learning learning method and the Dakota learning media. The results showed that the application of the Discovery Learning method and the Dakota learning media could improve student learning outcomes. The data obtained from the results of students' learning completeness in the implementation of cycle 1 with a percentage value of 47% from the previous percentage of 26% in the pre-cycle. In cycle 2 it increased to 74%..
Dakon Mathematics; Discovery Learning; Mathematics Learing Outcomes
Copyright (c) 2024 Fitria Lestari, Deni Efendi, Desrina Hardianti
PENGEMBANGAN EDUGAME ARISA BERBASIS ANDROID BERBANTUAN ADOBE ANIMATE PADA MATERI ARITMATIKA SOSIAL KELAS VII
Penelitian ini bertujuan untuk menciptakan sebuah game bernama Arisa yang berfokus pada materi aritmetika sosial, kemudian akan dinilai kelayakannya. Metode penelitian yang digunakan adalah penelitian pengembangan dengan menggunakan model ADDIE (Analyze, Design, Develop, Implement, dan Evaluate). Kelayakan game ini dievaluasi melalui uji kelayakan ahli media, uji kelayakan ahli materi, serta respon siswa di SMP Plus Abayasa Pati. Hasil uji kelayakan ahli materi menunjukkan bahwa game Arisa mendapat tingkat kelayakan sebesar 92,5%, dengan kategori sangat layak. Uji kelayakan ahli media juga memberikan tingkat kelayakan sebesar 87,5%, dengan kategori sangat layak. Uji coba pada siswa dibagi menjadi dua kelompok, yaitu kelompok kecil dan kelompok besar, dengan tingkat kelayakan masing-masing sebesar 84,88% dan 84,68%, keduanya dinilai sangat layak. Oleh karena itu, game Arisa dianggap sangat layak dan efektif dalam mendukung pembelajaran matematika, terutama pada materi aritmetika sosial.
Edugame, Media Pembelajaran, Adobe Animate, Aritmatika Sosial.
Copyright (c) 2024 Ahmad Zulfikri, Nanang Nabhar Fakhri Auliya