Journal title Circle: Jurnal Pendidikan Matematika Initials CIRCLE Frequency Two issues per year (March & September) DOI Prefix 10.28918 by Online ISSN 2777-1008 Print ISSN 2776-6268 Editor-in-chief Santika Lya Diah Pramesti Publisher Mathematic Education Department (Tadris Matematika), FTIK - UIN K.H. Abdurrahman Wahid Pekalongan Citation Analysis Google Scholar | Garuda Circle: Jurnal Pendidikan Matematika (p-ISSN 2776-6268, e-ISSN 2777-1008) is a scientific, peer-reviewed and open-access journal which has been established for the dissemination of state of the art knowledge in the field of mathematics education. Author can be lecture, teacher, reseacher, and even student. We recommend a qualitative research, an action research, research and development (RnD), experiment and quantitative research. This journal managed and published by Mathematic Education Department (Tadris Matematika), Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia.
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Pengembangan Media Pembelajaran Digital Multiplatform Huma Beta untuk Meningkatkan Hasil Belajar Peserta Didik
This study aims to develop and test the effectiveness of a digital multiplatform learning media named "Huma Beta" on statistics material in mathematics learning. The media was designed using the Four-D development model consisting of Define, Design, Develop, and Disseminate stages. The product was built with Articulate Storyline 3 and formatted into HTML5, making it accessible on both mobile and computer platforms with a compact file size under 150MB. The research involved validation from experts and responses from students. The results showed that the media met the criteria of valid, interesting, and practical with an overall media validity score of 92.8% with very valid criteria and a student response score (interestingness and practicality) of 93.4%. The media was also tested for effectiveness through a pretest-posttest design, resulting in an N-Gain score of 41,5% indicating a mid increase in student learning outcomes. Therefore, "Huma Beta" is suitable as an interactive learning tool to support statistics learning in high school.
Copyright (c) 2026 Ajril Akmal, Wahyu Henky Irawan https://creativecommons.org/licenses/by-sa/4.0
Profil Pedagogical Content Knowledge Guru Matematika dalam Mengatasi Kesulitan Belajar Aljabar
This research aims to identify the algebra learning difficulties experienced by seventh-grade students and to describe the Pedagogical Content Knowledge (PCK) profile of mathematics teachers in addressing these difficulties. A descriptive qualitative approach was employed, involving three mathematics teachers and 21 seventh-grade students across three educational units. Data were collected through a triangulation of instruments, including diagnostic tests to map learning difficulties, vignette instruments to reveal teachers' pedagogical reasoning and responses, and interviews to deepen data interpretation. Data were analyzed using an interactive analysis technique comprising data reduction, data display, and conclusion drawing. The findings indicate that students predominantly face difficulties in conceptual aspects, such as identifying algebraic elements, and principle aspects, particularly in applying algebraic operations and modeling contextual problems. The teachers' PCK profiles showed varied levels of competence: two teachers were at a limited level characterized by repetitive instructional strategies, while one teacher demonstrated a more proficient PCK profile through accurate diagnosis of student difficulties and the application of varied, contextual teaching strategies. This study contributes to the development of a more operational PCK mapping methodology by integrating assessment instruments that capture authentic teacher responses to learning obstacles. Theoretically, these findings enrich the literature on PCK frameworks within the context of misconception diagnosis, while practically, they highlight the necessity of strengthening teachers' diagnostic competencies through professional development programs and reflective teaching practices to enhance the effectiveness of algebra instruction.
Copyright (c) 2026 Doni Nur Hidayat, Achmad Mudrikah, Nala Sipa Fauziah https://creativecommons.org/licenses/by-sa/4.0
Mathematical Creativity through STEM-Integrated Project-Based Learning: An Experimental Study
Recent discussions in mathematics education increasingly highlight the integration of STEM perspectives and project-based pedagogies as pathways for cultivating higher-order competencies. Despite this growing interest, empirical evidence specifically addressing their role in fostering mathematical creative thinking at the lower secondary level remains limited. This study investigates whether a STEM-integrated Project-Based Learning (STEM-PjBL) model meaningfully supports students’ creative thinking in mathematics. A quasi-experimental design with pretest and posttest control groups was implemented involving eighth-grade students from a public junior high school. Two intact classes were assigned to experimental and comparison conditions. Students in the experimental class engaged in mathematics learning through STEM-integrated projects, while those in the comparison class experienced conventional instructional practices. Mathematical creative thinking was assessed using an open-ended written task aligned with established creativity indicators. Statistical analysis, including regression modeling and one-tailed hypothesis testing, indicated that the STEM-PjBL approach produced a statistically significant improvement in students’ creative mathematical performance, explaining 14.2% of the variance observed. Students exposed to STEM-PjBL also demonstrated consistently higher creative thinking scores compared to their peers in conventional settings. These findings provide empirical support for positioning STEM-integrated project-based instruction as a viable pedagogical strategy for nurturing mathematical creativity in secondary education contexts.
Copyright (c) 2026 Agnita Siska Pramasdyahsari, Bertyna Ruth Pusparini, Dewi Wulandari, Sindi Nur Aini https://creativecommons.org/licenses/by-sa/4.0
Kemampuan Pemecahan Masalah Matematis dalam Menyelesaikan Operasi Baris Elementer pada Mata Kuliah Aljabar Matriks
Mathematical problem-solving ability plays a crucial role in enabling students to understand mathematical concepts and solve complex problems, particularly in matrix algebra courses at the university level. This study aims to describe students’ mathematical problem-solving abilities in solving problems related to elementary row operations in the matrix algebra course. This research employed a descriptive qualitative approach. The study was conducted at Sekolah Tinggi Agama Islam Al-Bahjah Cirebon involving second-semester students of the Mathematics Education program who were enrolled in the matrix algebra course. The research subjects consisted of three students representing high, medium, and low categories based on their test scores. Data were collected using a written test on elementary row operations. The data analysis was carried out using the Miles and Huberman model, which includes data collection, data reduction, and data presentation. Students’ problem-solving abilities were analyzed based on Polya’s problem-solving indicators, namely understanding the problem, devising a plan, carrying out the plan, and looking back. The results showed that high-level students were able to meet all indicators of mathematical problem-solving skills, medium-level students were able to meet two indicators of mathematical problem-solving skills, namely understanding problems and planning problem-solving strategies, and low-level students were only able to meet one indicator of mathematical problem-solving skills, namely understanding problems.
Copyright (c) 2026 Sidik Nurrasa, Shafira Meiria Rahmasari https://creativecommons.org/licenses/by-sa/4.0
Analisis Miskonsepsi Siswa pada Materi SPLDV berdasarkan Four-Tier Diagnostic Test dengan Certainty of Response Index
This study aims to identify the types of misconceptions experienced by students and their causes in SPLDV material using the Four-Tier Diagnostic Test method with Certainty of Response Index (CRI). This study uses a descriptive method with a qualitative approach. The research subjects consisted of 64 eighth-grade students of SMP N 3 Pekalongan, with 5 of them selected as respondents for interviews. Data collection techniques used include tests and interviews. Data analysis was carried out using the Miles, Huberman, and Saldana analysis techniques, which include three main stages, namely data collection, data condensation, data presentation, and drawing conclusions. The results of this study analysis show the types of misconceptions experienced by students in SPLDV material with the four-tier diagnostic test, namely: theoretical misconceptions as much as 45.3%, correlational misconceptions as much as 31.3%, calculation and systematic misconceptions as much as 40.6%, systematic, basic, and calculation misconceptions as much as 34.4%, basic misconceptions and errors in language interpretation as much as 31.3%. The reasons why students experience misconceptions include a lack of understanding because it only comes from books, personal reasoning, limited understanding of teacher explanations and factors such as forgetfulness and lack of thoroughness in working also contribute to the occurrence of misconceptions.
Copyright (c) 2026 Rizta Dinda Najwa Akmala, Heni Lilia Dewi https://creativecommons.org/licenses/by-sa/4.0
Literasi Numerasi Siswa SMP dalam Menyelesaikan Soal Asesmen Kompetensi Minimum
Numeracy literacy is an essential competency for junior high school students, serving as a foundational skill for further education. This ability can be assessed through the Minimum Competency Assessment (Asesmen Kompetensi Minimum/ AKM). However, variations in students’ mathematical proficiency lead to differences in numeracy literacy achievement. This study employed a qualitative descriptive approach aimed at describing junior high school students’ numeracy literacy in solving AKM questions, based on their levels of mathematical ability. The research was conducted at SMPN 01 Sragi, involving three eighth-grade students (class VIII.9) selected as subjects through purposive sampling. Data were collected through written tests and analyzed according to numeracy literacy indicators, namely: comprehending information, applying concepts and strategies, and reasoning and drawing conclusions. Data validity was ensured through member checking, data presentation, and conclusion triangulation. The analysis revealed that students with high mathematical ability were classified in the proficient numeracy literacy category, as they fulfilled all numeracy literacy indicators. Students with moderate ability were categorized as functional, meeting only the indicators for applying concepts and strategies, and reasoning and concluding. Meanwhile, students with low mathematical ability fell into the basic category, as they only achieved the reasoning and conclusion-drawing indicator. Therefore, instructional approaches incorporating contextual, real-life problems are crucial to train and enhance students’ numeracy literacy in addressing authentic real-world challenges.
Copyright (c) 2025 Ahmad Faridh Ricky Fahmy, Destiana Apriliyani, Riyadlotul Janah, Khoerunnisa https://creativecommons.org/licenses/by-sa/4.0
Pengembangan Media Misteri Pecahan (RIHAN) Berbasis Realistic Mathematics Education untuk Meningkatkan Pemahaman Konsep Matematika Siswa
This study aims to develop teaching materials to improve students’ conceptual understanding of fractions. The research employed a Design and Development method using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The data obtained were both qualitative and quantitative. Qualitative data were collected from expert validators’ suggestions, while quantitative data were derived from validators’ assessments and student test results. The research subjects were 17 fourth-grade elementary school students in Bandung. The findings revealed that the teaching material RIHAN achieved a feasibility score of 90.3% from material, language, and design experts, and 92.5% from teacher practitioners, categorized as highly feasible. Furthermore, the effectiveness test showed an N-gain score of 0.533 (moderate category), indicating an improvement in students’ conceptual understanding. Therefore, the RIHAN teaching material is considered feasible and effective for enhancing elementary school students’ conceptual understanding of fractions.
Copyright (c) 2025 Windi Harwiyati, Andhin Dyas Fitriani, Rosiana Mufliva https://creativecommons.org/licenses/by-sa/4.0
Analisis Kemampuan Berpikir Kritis Siswa Berdasarkan Kecerdasan Linguistik dan Kecerdasan Logis-Matematik di SMA N 08 Semarang
This study aims to determine how the critical thinking abilities of students at SMA N 8 Semarang are reviewed based on linguistic and mathematical-logical intelligence. The method used is a qualitative descriptive approach. The results of this study show that the thinking process of students in solving problems of linguistic intelligence type from the upper group indicates that from two math questions in the statistics material, they go through the assessment stages as well as strategies and tactics. The thinking process of students with linguistic intelligence from the medium group in solving problems while completing two math questions on statistics appears to undergo assessment stages as well as strategies and tactics in their critical thinking process. Students with linguistic intelligence from the lower group have not yet been able to demonstrate critical thinking stages in solving two math questions related to statistics. Students with logical-mathematical intelligence from the upper group exhibit critical thinking abilities in completing two questions on statistics through stages of clarification, assessment, inference, and strategies and tactics. Students with medium logical mathematical intelligence are demonstrating that in solving two statistics problems, they go through the stages of assessment, inference, and strategy as well as tactics in the critical thinking process. Students with low logical mathematical intelligence have not yet shown the ability to undergo critical thinking stages in solving two problems in the statistics material.
Copyright (c) 2026 Fadlilatul Mar'atus Sholihah, Minhayati Saleh https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of RME Based Learning on Junior High School Students' Mathematical Procedural Fluency and Mathematical Disposition
This study aimed to examine the differences in mathematical procedural fluency and mathematical disposition between students who received instruction using the RME approach and those taught using the expository approach. The type of research employed was a quasi-experimental study with a posttest-only control group design. The subjects consisted of two seventh-grade classes at SMP Negeri 13 Pekalongan. The instruments used included an essay test and a Likert-scale questionnaire. Data analysis was carried out using the R software. The assumption tests applied were the Shapiro–Wilk test for univariate normality, the Henze–Zirkler test for multivariate normality, the F-test for univariate homogeneity, and Box’s M test for multivariate homogeneity. Hypothesis testing was conducted using Hotelling’s T² test for multivariate analysis. The result showed a p-value of 8.02e-06 < 0.05, indicating a significant difference between the two groups. Follow-up analysis using the Mann–Whitney U test revealed a significant difference in procedural fluency (p = 3.21e-05), while the independent t-test showed no significant difference in mathematical disposition (p = 0.3207). The mean score for procedural fluency in the RME class was higher than that of the expository class. These findings suggest that the RME approach is more effective in improving students’ procedural fluency, although it has not yet shown a significant effect on mathematical disposition.
Copyright (c) 2025 Naila Fathina, Dewi Azizah, Hazen Mellai Xyza B Sarian https://creativecommons.org/licenses/by-sa/4.0
Piaget's Cognitive Theory in Upper Primary School Students' Mathematical Problem Solving: A Literature Review
Mathematical problem-solving ability are one of the key competencies in mathematics education and a major requirement of the global curriculum. Mathematical problem-solving ability are one of the key competencies in mathematics education and a major requirement of the global curriculum. This study aims to systematically examine the implementation of Jean Piaget's cognitive development theory in mathematical problem solving in upper primary school mathematics learning. The method used was a literature review of articles published between 2020 and 2025 through the Google Scholar, Scopus, and ScienceDirect databases. The search and selection process was carried out through stages of identification, screening, and feasibility assessment based on predetermined inclusion and exclusion criteria, resulting in 19 articles that were analysed using descriptive qualitative methods. The synthesis results show four main findings. First, the characteristics of the concrete operational stage are an important foundation in designing mathematics problem-solving learning. Secondly, the processes of assimilation and accommodation in Piaget's theory play a role in helping students construct conceptual understanding through the use of concrete and semi-concrete representations. Third, innovative learning approaches such as Problem-Based Learning and the use of manipulatives are effective in developing students' problem-solving strategies. Fourth, the implementation of Piaget's theory had a positive impact on learning engagement, logical thinking skills, and the quality of mathematics learning. The main contribution of this study is to present a conceptual synthesis that integrates Piaget's stages of cognitive development with mathematical problem-solving processes, as well as emphasising the importance of aligning learning designs with the cognitive characteristics of upper primary school students. These findings provide a theoretical basis for the development of more contextual, exploratory, and student-centred mathematics learning.
Copyright (c) 2026 Suyanto Suyanto, Stevanus Budi Waluya, Isnaini Rosyida, Isnarto Isnarto, Ary Woro Kurniasih https://creativecommons.org/licenses/by-sa/4.0
The Integrating Islamic Values in The Mathematics Education Curriculum at UIN Saizu Purwokerto
Integrating Islamic values ​​in the mathematics education curriculum is an effort to form mathematical concepts with ethical and spiritual principles in Islam. This approach aims to provide a more holistic learning experience, developing cognitive skills and shaping students’ character and morals. This integration also encourages the understanding that mathematics is abstract and closely related to everyday life and Islamic teachings. By adopting this approach, mathematics education can be more relevant, meaningful, and contribute to forming students who are knowledgeable and have noble character. This study aims to analyze the integration of Islamic values ​​in the Mathematics Education curriculum. The data collection methods in this study are documentation of the Mathematics Education study program curriculum, guidelines for compiling an integrative curriculum, learning observations and interviews with lecturers and students. Data analysis techniques include data reduction, data presentation and drawing conclusions and verification. This study concludes that the integration of Islamic values ​​in the mathematics education curriculum starts from determining the profile of graduates, learning outcomes, the learning process and evaluation. In the learning process, this integration can be applied in creating teaching materials, the application of thematic and contextual learning and research by lecturers or students.
Copyright (c) 2025 Maria Ulpah, Riris Eka Setiani, Nabila Ramadani https://creativecommons.org/licenses/by-sa/4.0
Implementasi Pembelajaran Matematika Berbantuan Panggung Getar pada Siswa Tuna Rungu di SLB-B Pangudi Luhur Jakarta Barat
This study aims to describe the implementation of the Vibration Stage as a learning medium in mathematics instruction for deaf students at SLB-B Pangudi Luhur, West Jakarta. Auditory barriers in deaf students require adaptive strategies through multisensory approaches. The Vibration Stage utilizes sound vibrations, rhythm, light, and kinesthetic stimulation to support students’ understanding of mathematical concepts. This research employed a descriptive qualitative approach with deaf students as the subjects. Data were collected through observation, interviews, and documentation. The findings indicate that the use of the Vibration Stage enhanced students’ attention, comprehension of number concepts, as well as their social and emotional interactions during mathematics learning. This medium also assisted teachers in delivering materials more effectively and interactively, making the learning process more engaging and meaningful. Both students and teachers responded positively, as reflected in active participation, satisfaction, and increased learning motivation. In conclusion, the Vibration Stage proved to be an effective and innovative medium for improving engagement, learning outcomes, and classroom interaction in mathematics education for deaf students at SLB-B. Therefore, it can be considered a feasible alternative to enhance the quality of mathematics learning in special education contexts.
Copyright (c) 2025 Alyan Fatwa, Suyitno Muslim, Khaerudin https://creativecommons.org/licenses/by-sa/4.0
Analisis Materi Bilangan Rasional pada Buku Teks Matematika Siswa SMP Kelas VII berdasarkan Praxeology Theory
This research aims to analyze the presentation of rational number material in Class VII Junior High School Mathematics textbooks using the praxeological theory approach from Didactic Anthropology. The study focuses on the "Comparing Rational Numbers" sub-chapter within the textbook, which is analyzed through four praxeological components: type of task (T), technique (τ), technology (θ), and theory (Θ). The results show that the textbook presents a varied and sufficiently comprehensive range of task types. However, the techniques for solving problems tend to be monotonous, and the theoretical explanation (Θ) for certain mathematical concepts, such as fraction operations, is not presented explicitly or illustratively. In general, this textbook supports mathematics learning but still requires strengthening in the presentation of theory and the connection of the material to real-life contexts to help students understand concepts more deeply.
Copyright (c) 2026 Muhammad Gefika Abdulrafi', Nurjanah Nurjanah https://creativecommons.org/licenses/by-sa/4.0
Analisis Kesalahan Peserta Didik Menurut Kastolan dalam Menyelesaikan Soal Literasi Matematika Materi Statistika
Mathematical literacy is an important skill that every student should possess as it can help students solve problems in everyday life. In fact, field data shows that mathematical literacy is still low based on the 2022 PISA survey results, which revealed that Indonesia only scored 366, far below the OECD average. This study aims to identify the types of errors made by students in solving mathematical literacy problems in statistics material based on Kastolan's theory, namely: (1) conceptual errors, (2) procedural errors, and (3) technical errors. The research conducted is a descriptive qualitative study using data collection techniques including tests and interviews by providing three mathematical literacy test questions to 20 seventh-grade junior high school students. The results obtained based on students' answers show that students made all types of mistakes according to Kastolan's theory in solving mathematical literacy problems in statistics material. The conceptual error rate was 30.4% with a fairly severe category, procedural errors were 34.4% with a fairly severe category, and technical errors were 30.4% with a fairly severe category. This study provides an overview of the mistakes made by students in solving mathematical literacy problems in statistics, allowing for follow-up actions to improve students' mathematical literacy.
Copyright (c) 2025 Atika Farhana, Putri Yuanita, Kartini https://creativecommons.org/licenses/by-sa/4.0
Kemampuan Komunikasi Matematis ditinjau dari Self-Confidence melalui Model Teams Games Tournament berbantuan Baamboozle
This study aims to (1) test the effectiveness of using a Teams Games Tournament learning model assisted by Baamboozle on students’ mathematical communication skills; (2) test the effect of self-confidence on mathematical communication skills; and (3) obtain a description of students’ mathematical communication skills who use the Teams Games Tournament learning model, reviewed from their self-confidence. This research is a mixed-method study with a sequential explanatory design. The results show that (1) the Teams Games Tournament learning model assisted by Baamboozle is effective on mathematical communication skills; (2) there is a positive influence of self-confidence on students’ mathematical communication skills by 40.1%; and (3) the description of mathematical communication skills is as follows: (a) students with high self-confidence tend to meet all three indicators of mathematical communication skills, (b) students with moderate self-confidence fulfill two indicators of mathematical communication, and (c) students with low self-confidence only meet the indicator of students’ ability to express real-world problems into mathematical ideas.
Copyright (c) 2025 Tarista Amelia Putri Indrawan, Detalia Noriza Munahefi https://creativecommons.org/licenses/by-sa/4.0
Komparasi Media Aplikasi Spacedesk dengan Media LCD dalam Meningkatkan Minat Belajar Siswa SMAN 2 Palopo
This study aims to compare the use of spacedesk application media and LCD media in increasing students' interest in learning at SMAN 2 Palopo. This type of research is a comparative experiment focusing on the comparison of two different samples. The sampling was conducted using a cluster random sampling technique, with the sample including class XII IPA 1 with 33 students and class XII IPA 2 with 26 students. Data were collected through questionnaires and documentation. The data were then analyzed using an independent sample T-test. The results of this study indicate that the learning interest of students in class XII IPA 1 using the Spacedesk application media successfully enhanced students' attention, although not significantly. However, it did not succeed in improving students' enjoyment, engagement, or interest. In contrast, the learning interest of students in class XII IPA 2 using LCD media successfully enhanced students' enjoyment, interest, and attention. Additionally, it improved student engagement, though not significantly. The independent sample T-test showed a significance value of sig.=0,000 < 5%, indicating a difference in the effectiveness of the Spacedesk application media versus LCD media in enhancing students' learning interest. The practical implication of this research is that schools and teachers can implement LCD-based learning methods to enhance students' interest in learning, as schools have adequate electrical installations, classrooms, and LCD media.
Copyright (c) 2025 Abdul Rahman, Nur Rahmah, Alia Lestari https://creativecommons.org/licenses/by-sa/4.0
Analisis Kemampuan Penalaran dalam Menyelesaikan Masalah Trigonometri Ditinjau dari Gaya Berpikir Model Gregorc Siswa SMA
This study aims to describe student’s mathematical reasoning abilities in solving trigonometry problems based on Gregorc thinking styles among XI students at SMA Negeri 1 Lobalain. The research adopts a descriptive qualitative approach. Data collection techniques include thinking style questionnaires, test questions and interviews. The data analysis process follows the Miles and Huberman model, which consists of data reduction, data presentation and conclusion drawing. The results showed that, students with concrete sequential (SK) thinking style only fulfilled the indicators of presenting mathematical statements and using patterns and relationships to analyze mathematical situations. Students with abstract sequential (SA) thinking style are better at reasoning than students with other thinking style categories, but have not been able to fully compile and provide reasons for the correctness of the solution where abstract sequential thinkers are unable to provide reasons for the solution obtained from the problem. Students with a concrete random (AK) thinking style also did not fulfill all indicators of mathematical reasoning. They were only able to present mathematical statements and utilize patterns and relationships to analyze mathematical situations. Meanwhile, students with abstract random (AA) thinking style were only able to present mathematical statements.
Copyright (c) 2025 Merlin Jeny Lengga, Damianus Dao Samo, Irna Karlina Sensiana Blegur https://creativecommons.org/licenses/by-sa/4.0
Peningkatan Kemampuan Berpikir Aljabar Sebagai Dampak Schema-Based Instruction
This research aims to determine the effect of the model schema based instructution on students' algebraic thinking abilities on flat shape material at SMP Negeri Satu Atap 1 Way Tenong Lampung Barat. This research is a Quasy Experimental or pseudo-experimental research. The research design uses a Nonequivalent Control Group Design. This study uses two classes, namely the experimental class and the control class which are homogeneous in nature. The researcher implemented the target population and the accessible population. The target population is all students of SMP Negeri Satu Atap 1 Way Tenong, while the accessible population is all students of class VII of SMP Negeri Satu Atap 1 Way Tenong. In the sampling process, the researcher used the Cluster Random Sampling method. Data collection techniques used were tests, documentation, and observation. The hypothesis test used in this study is the t-test. Hypothesis test analysis results using independent t-test on algebraic thinking ability shows that the significance value is <0,05 so that H0 rejected and H1 accepted, which means learning Schema-Based Instruction influence the ability to think algebraically.
Copyright (c) 2025 Anisatul Farida, Farida, Siska Andriani https://creativecommons.org/licenses/by-sa/4.0
Systematic Literature Review: Tren dan Tantangan dalam Penggunaan Media Pembelajaran Digital untuk Pendidikan Matematika
This study aims to examine the development and challenges in the use of digital learning media in mathematics education through a Systematic Literature Review (SLR) approach. The research method is qualitative, with data obtained from the Scopus database, which is then analyzed using Vosviewer software to visualize relationships between keywords, research trends, as well as collaborations among authors and institutions. The findings reveal that digital media, such as games and interactive applications, have improved students' understanding of mathematical concepts, particularly in geometry, which requires a visual approach. Additionally, these media have contributed to the development of students' computational thinking skills. However, there are significant challenges, including limited access to technology, geographical disparities, and difficulties in integrating digital media into local educational curricula. This study is limited to literature sourced exclusively from the Scopus database, potentially overlooking research from certain regions or in languages other than English. For future research, it is recommended to focus on the development of digital learning media tailored to local needs, exploration of artificial intelligence-based technologies, and evaluation of the long-term impacts of their use on learning outcomes. Moreover, international collaboration should be enhanced to expand the accessibility and relevance of digital learning media globally.
Copyright (c) 2025 Fungky Marian, Ruri Handayani, Medi Yansyah https://creativecommons.org/licenses/by-sa/4.0
Pengembangan LKPD Geometri Berbasis Etnomatematika Pembuatan Batu Bata Merah untuk Siswa SMP
This research aims to develop geometry LKPD teaching materials based on the ethnomathematics of making red bricks in Kebonalas Hamlet, Kudus Regency on building material with flat sided blocks for class VIII SMP students. The research uses the Research and Development (RnD) method with the 4D development model (Define, Design, Develop, and Disseminate). Data collection techniques include observation sheets, interviews, validation, student response questionnaires, and documentation. The research subjects were small scale trials with 6 students and large scale trials with 20 class VIII students at SMP N 2 Gebog. The research results show that the process of developing LKPD begins with observing problems and formulating learning objectives, followed by designing LKPD according to students' needs. The next stage is the creation and development of the LKPD which involves validation by experts, product revisions, and trials to determine the practicality of the product. The final stage is the distribution of products that are declared valid and practical. The ethnomathematics-based LKPD for making red bricks on the geometry of flat-sided block shapes is very valid and very practical for use in mathematics learning. Material expert validation obtained a percentage of 93.50% (very valid), media expert validation 86.67% (very valid), and student response questionnaire 93.00% (very valid). Small scale trials showed a percentage of 91.78% (very practical), while large scale trials were 89.40% (very practical). Thus, this LKPD is suitable for use as a mathematics teaching medium in class VIII SMP N 2 Gebog.
Copyright (c) 2025 Rizki Ayu Nadzira, Fina Tri Wahyuni https://creativecommons.org/licenses/by-sa/4.0
Analisis Kesalahan Siswa dalam Menyelesaikan Soal Bangun Ruang Sisi Lengkung Menggunakan Prosedur Newman
Many students of SMP N 1 Kajen have difficulty in solving mathematical story problems, especially those related to curved-sided geometric shapes. This research aims to find and analyze the types of errors made by students when solving curved geometric shape story problems. This research uses a qualitative descriptive method with data from test questions and student interviews. The results of the study showed that students made various types of errors in solving curved sided geometric story problems. These errors are categorized into four. Misunderstanding: students do not understand the concept or information given in the question. Transformation errors: students are unable to translate problem information into the appropriate mathematical form. Process skills errors: students make errors in carrying out calculations or mathematical operations. Final answer writing error: the student did not write the answer correctly or completely.
Copyright (c) 2025 Nihadhu Adilah, Nurul Husnah Mustika Sari https://creativecommons.org/licenses/by-sa/4.0
Psychometric Evaluation of an Extended Basic Mathematics Skills Measure
Basic mathematics skills (BMS) and mathematics self-concepts are related to achievement in mathematics courses. However, the validity evidence of a BMS measure is limited. Of particular concern are its unidimensionality, the difficulty of the items, and the functioning of the distractors. Therefore, this study attempts to validate a bilingual and extended version of a BMS measure and examine the scores’ correlation with past mathematics achievement, expected grades in a current maths-related course, and a Mathematics Self-Concept (MSC). The BMS was extended by adding five new items and replacing three items. The BME-Ext and MSC questionnaires were given to students at a college taking a quantitative methods course using Google Forms. Data from 123 students were analysed using Winstep and Jamovi. Evidence for unidimensionality is inconclusive while the person’s reliability and separation are not sufficient. Four items are too easy and may need to be replaced with more difficult questions. In six items, there is one distractor that was not chosen at all by the students. The BMS scores have a significant positive correlation, in descending order, with past mathematics achievement, expected grades for the current course, and MSC. Improvements to the BMS and further testing are suggested for measurement and practical purposes.
Copyright (c) 2025 Assoc. Prof. Dr. Harris Shah , Shariah Bagam, Siti Masitah, Shafinah https://creativecommons.org/licenses/by-sa/4.0
Studi Perbandingan Kurikulum Finlandia dan Indonesia: Upaya Peningkatan Kemampuan Pemecahan Masalah Matematika Siswa SMA
Problem-solving ability is one of the abilities developed in the mathematics curriculum in various countries. The purpose of this study was to (1) determine the proportion of support for improving problem-solving abilities in high school mathematics curriculum documents in Finland and Indonesia, (2) determine the comparison of support in improving problem-solving abilities in high school mathematics curriculum documents in Finland and Indonesia. The method of this study is Study Literature Review (SLR). The data collection technique is documentation. The data analysis technique used is meta-synthesis with a meta-aggregation approach. The results of the study obtained (1) the proportion of problem-solving abilities in the components of the high school mathematics curriculum in both Finland and Indonesia was 44%. (2) the similarities between the Finnish and Indonesian curricula at the high school level to improve mathematical problem-solving abilities are in the aspect of mathematics learning, there are transversal components, there are general objectives and study objectives/learning achievements, the availability of modules and assessments, while the differences between the Finnish and Indonesian curricula at the high school level to improve mathematical problem-solving abilities are in the components of mathematical objectives and evaluation. In Indonesia, problem solving is one of the focuses of general mathematics objectives. Although in Finland the general objectives of mathematics do not include problem solving, they appear in each study objective. In the Finnish curriculum, the focus of evaluation includes problem solving and the obligation to use technology in evaluation, while in the Indonesian curriculum, evaluation is focused on initial, process, and final learning assessments.
Copyright (c) 2025 Destia Wahyu Hidayati, Iwan Junaedi, Mulyono https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Ilustrasi Gambar pada Soal Geometri Bidang terhadap Kemampuan Pemecahan Masalah Matematis Siswa SMP
This study was motivated by the low mathematical problem-solving ability of junior high school students, particularly in the topic of plane geometry. One contributing factor is student’s limited capacity to represent problems visually. The purpose of this research was to examine the effect of including pictorial illustrations in plane geometry problems on student’s mathematical problem-solving ability. The research employed a quasi-experimental method with a posttest-only control group design. The population consisted of 344 ninth-grade students of SMP Negeri 4 Singaraja, with the sample determined through cluster random sampling. Two classes were selected, namely class IX Cempaka (Group A) with 37 students and class IX Melati (Group B) with 34 students. Group A was given plane geometry problems with illustrations, while Group B received similar problems without illustrations. The main instrument used was an essay test, supported by a questionnaire as an additional instrument. The results showed that the average posttest score of Group A was 43.73, while Group B obtained 29.71. The independent samples t-test at a significance level of 0.05 produced a p-value of 0.000 (< 0.05), indicating a significant difference in problem-solving ability between the two groups. Furthermore, the effect size calculated using Cohen’s d was 1.99, categorized as a very high effect. This finding demonstrates that the inclusion of pictorial illustrations exerts a strong and meaningful influence on student’s mathematical problem-solving ability. It can be concluded that the absence of illustrations in plane geometry problems increases the level of difficulty students experience in solving them.
Copyright (c) 2025 Ni Putu Diah Ari Pratiwi, I Putu Wisna Ariawan, Sariyasa https://creativecommons.org/licenses/by-sa/4.0
Pemanfaatan Liveworksheets dalam Pengembangan E-LKPD Numerasi Berbasis Ke-Islaman untuk Melatih Kemampuan Berpikir Tingkat Tinggi
This study aims to develop E-LKPD based on Numeracy Literacy Integrated with Islamic content with the help of liveworksheets to train students' critical thinking skills. The type of research is development research. The development procedure uses the ADDIE development model (Analyze, Design, Development, Implementation, Evaluation). The product developed is E-LKPD—number and Algebra Material. Based on the research results, it was found that (1) The E-LKPD development procedure uses the ADDIE Development Model, whereas, in the Analysis Stage, data was obtained that the use of learning media was still less than optimal, especially for materials considered difficult by students. In the Design Stage, an E-LKPD design was produced. In the development stage, E-LKPD was developed, validated, and revised based on input from the validator. In the implementation stage, the process of implementing E-LKPD for students was carried out. In the Evaluation Stage, an assessment of the effectiveness of E-LKPD was carried out; (2) The E-LKPD developed meets the criteria of "Very valid" where the average total validity obtained is 4.60 and the average total practicality value obtained is 91.73 (criterion A). While in the practical aspect for the average student response questionnaire 99.21% (Very good category). The developed E-LKPD meets the criteria of "Effective" for training students' critical thinking skills (based on the results of the Critical Thinking Skills Test, Interpretation was 81.25% (Good), Analysis 84.82% (Very Good), Inference 79.46% (Good), Evaluation 75.00% (Good), Explanation 70.54% (Good), and Self-regulation 68.75% (Good)).
Copyright (c) 2024 Aning Wida Yanti, Sutini, Alfina Rifky Taftiana Putri https://creativecommons.org/licenses/by-sa/4.0
Analisis Proses Berpikir Siswa Ditinjau dari Adversity Quotient pada Materi Lingkaran
This research aims to understand students' thinking processes in terms of the adversity quotient for the climber, camper and quitter types. This type of research is qualitative research that focuses on description. This research was carried out by giving questionnaires, test sheets and interview sheets to class VIII students at MTsN Palopo. The results of this research show that there are several very significant differences in the thinking process in terms of the adversity quotient, namely between climber, camper and quitter type students. 1) Climber type students have a high enthusiasm for learning, tend to experience conceptual thinking processes in solving problems. 2) Camper type students have moderate enthusiasm for learning, tend to experience semi-conceptual thinking processes in solving problems. 3) Quitter type students have low enthusiasm for learning, tend to experience computational thinking processes in solving problems.
Copyright (c) 2024 Suci Wahyuni Nur Hidayah, Nur Rahmah, Alia Lestari https://creativecommons.org/licenses/by-sa/4.0
Efektivitas Project Based Learning dalam Kurikulum Merdeka terhadap Kemampuan Berpikir Kritis Matematis Siswa SMP Negeri 1 Karangdadap
This study aims to analyze whether the application of the Project Based Learning model in the Independent Curriculum is effective on the mathematical critical thinking ability of SMP Negeri 1 Karangdadap students. This type of research is Equivalent Control Group Design. The data collection techniques are tests, observations, and documents. Meanwhile, the data analysis techniques used are early stage data analysis including normality test, homogeneity test and mean equation test, final stage data analysis includes normality test, homogeneity test, mean difference test (t-test), and N-Gain test. Based on the results of the assessment of teacher activities (researchers) got a score of 53 with a percentage of 83.3%, including the very good criteria. Posttest data stated that the average score of the experimental class) was 86.6 (high category). Meanwhile, the results of the N-Gain test show that the experimental class has an average N-Gain score of 0.765 (high category) and a N-Gain Percent of 76.5% (very effective). These results show that Project Based Learning is effective on students' mathematical critical thinking skills.
Copyright (c) 2024 Dewi Lailatul A’izah, Heni Lilia Dewi https://creativecommons.org/licenses/by-sa/4.0
Eksplorasi Etnomatematika pada Bangunan Tua Bekas Karesidenan Pekalongan
Bangunan Tua Bekas Karesidenan Pekalongan merupakan bangunan tua bersejarah yang berada di Kota Pekalongan. Struktur bersejarah ini menampilkan arsitektur yang menarik. Tujuan dari penelitian ini untuk mengeksplorasi Bangunan Tua Bekas Karesidenan Pekalongan berkaitan dengan konsep dasar matematika. Terutama konsep geometri, sehingga dapat dijadikan sumber belajar dalam pembelajaran matematika. Selain itu, metode penelitian yang digunakan adalah deskriptif kualitatif dengan pendekatan etnografi, yaitu jenis penelitian yang mendeskripsikan dan memperoleh data secara utuh, menyeluruh, dan mendalam. Hasilnya adalah eksplorasi etnomatematika bangunan bersejarah Bangunan Tua Bekas Karesidenan, yang mewakili konsep-konsep matematika diantaranya bangun datar, bangun ruang dan konsep transformasi geometri.
Copyright (c) 2024 Mona Fathia Silviana, Khofifah Assaumi Trivianti, Mada Satya Kusuma, Ahmad Faridh Ricky Fahmy https://creativecommons.org/licenses/by-sa/4.0
Systematic Literature Review Analisis Kemampuan Gaya Kognitif Field Dependent dan Field Independent dari Hasil Belajar
This research aims to analyze field dependent (FD) and field independent (FI) cognitive style abilities based on learning outcomes through a systematic literature review. Education plays an important role in developing individual potential, where students' cognitive style is one of the determining factors in understanding concepts. Cognitive style refers to the way an individual receives, stores, processes, and presents information. The research method follows the systematic literature review (SLR) stages with a focus on three research questions: (1) educational levels that are often studied, (2) mathematical abilities that are measured, and (3) the influence of gender differences on cognitive styles and learning outcomes. Data was collected from Google Scholar and Mendeley with inclusion criteria from 2015 to 2024. The research results show that the education level most researched is Junior High School (SMP), with the main focus on mathematical problem solving abilities. Additionally, it was found that cognitive style and gender significantly influenced mathematical problem solving abilities, with female students showing advantages in mathematical communication and learning motivation. This research provides insight into the importance of understanding differences in cognitive styles in the learning process and their influence on learning outcomes, and emphasizes the need for teaching strategies that are tailored to students' cognitive needs.
Copyright (c) 2024 Silky achilla, Masrukan, Iqbal Kharisudin, Zaenuri, Walid https://creativecommons.org/licenses/by-sa/4.0
Etnomatematika: Eksplorasi Geometri pada Tradisi Meron di Sukolilo Kabupaten Pati
Mathematics learning can be realized by collaborating with the culture found in the community. The meron tradition is one of the cultures in Sukolilo Pati with a religious theme aimed at commemorating the birthday of the Prophet Muhammad. This study aims to explore more deeply the geometry of the meron tradition in Sukolilo. The research method used in this study is a qualitative method with an ethnographic approach. This type of research is explorative research. The data analysis techniques used in the research are data reduction, data presentation (data display), and drawing conclusions. The results of the study indicate the existence of ethnomathematics in geometry material which can be reviewed from each part of the meron. In the circular mustaka meron, in the gunungan section there is a curved side space, namely the tube, and in the ancak meron section there are various kinds of geometric shapes such as triangles, persegi, trapezoidal rectangles and rectangular pyramid spaces. Then there are elements of geometry on the top of the ancak such as points, lines, angles, midwives, and space.
Copyright (c) 2024 Iflatul Mus’ifah, Raekha Azka https://creativecommons.org/licenses/by-sa/4.0