Journal of Mathematics Education (J-PiMat) (e-ISSN: 2684-7981) is a scientific journal that publishes scientific articles from research, literature studies, ideas, theoretical applications, critical analysis studies, and class action studies in the science of Mathematics Education. J-PiMat publishes twice a year, May and November, published by the Mathematics Education Program, Teacher Training and Education Faculty, STKIP Persada Khatulistiwa Sintang, Indonesia.
Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang
The Journal of Mathematics Educational (J-PiMat) is an Open Access Journal. The authors who publish the manuscript in this journal agree to the following terms: J-PiMat is licensed under a Creative Commons Attribution 4.0 International License. This permits anyone to copy, redistribute, remix, transmit and adapt the work provided the original work and source is appropriately cited. This means: Under the CC-BY license, authors retain ownership of the copyright for their article, but authors grant others permission to use the content of publications in J-PiMat Journal in whole or in part provided that the original work is properly cited. Users (redistributors) of J-PiMat are required to cite the original source, including the author's names, J-PiMat as the initial source of publication, year of publication, volume number, issue, and Digital Object Identifier (DOI); Authors grant J-PiMat the right of first publication. Although authors remain the copyright owner.
Pengaruh Discovery Learning dengan Pendekatan Culturally Responsive Teaching terhadap Kemampuan Pemahaman Matematis
This study aimed to investigate the effect of the Discovery Learning model integrated with a Culturally Responsive Teaching (CRT) approach on students’ mathematical understanding of systems of linear equations in two variables. An experimental method with a posttest-only control group design was employed. Data were collected using an essay-type test of mathematical understanding developed based on established indicators of mathematical comprehension. The population consisted of all ninth-grade students of SMP Negeri 8 Tasikmalaya in the 2025/2026 academic year, comprising 11 classes. Samples were selected through simple random sampling, resulting in class IX-J as the experimental group and class IX-H as the control group. Data analysis involved prerequisite tests of normality and homogeneity, followed by hypothesis testing using an independent samples t-test. The results showed that the Discovery Learning model integrated with the CRT approach had a significant effect on students’ mathematical understanding compared to Direct Instruction with a scientific approach. The t-test yielded a calculated value of 4.189 exceeding the critical value of 1.672, leading to the rejection of the null hypothesis. The coefficient of determination indicated that the treatment accounted for 23.23% of the variance in students’ mathematical understanding. Keyword: CRT, Discovery Learning, Mathematical Understanding Ability.
Copyright (c) 2026 J-PiMat : Jurnal Pendidikan Matematika
PENGEMBANGAN E-MODUL INTERAKTIF BERBANTUAN UNITY PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL
This study aims to describe the development process and test the effectiveness of interactive e-modules assisted by Unity on Two Variable Linear Equation System (SPLDV) material. The research method used is Research and Development (R&D) with the Luther-Sutopo development model, which includes six stages, namely concept, design, material collecting, assembly, testing, and distribution. Data were collected through interviews, feasibility questionnaires, response questionnaires, and learning outcome tests. The research instruments involved media and material expert validation sheets to assess technical and content quality, as well as response questionnaires for teachers and ninth-grade students at SMP Negeri 2 Ciamis. The results showed that the Unity-assisted interactive e-module was deemed “Highly Feasible” by media and material experts. The responses from teachers and students showed a very high level of practicality in the learning process. In addition, this e-module proved to be effective in SPLDV material. The final product was distributed in an offline application format that can be accessed via smartphone to support the learning process. Directly, the implementation of this e-module facilitates students' independence and interest in learning mathematics, as well as providing a practical digital teaching media solution for teachers without internet access constraints. Keyword: e-module, luther-sutopo, research and development, SPLDV, Unity
Hubungan antara Kecemasan Matematika dan Hasil Belajar Matematika Siswa
This study aims to determine the relationship between mathematics anxiety and mathematics learning outcomes of eighth-grade students at SMP Negeri 2 Nanga Pinoh. This research employed a quantitative approach with a correlational design. The sample consisted of 48 students, selected using simple random sampling. Data on mathematics anxiety were collected using a questionnaire consisting of 20 items, while mathematics learning outcomes were measured using a test consisting of 10 questions. Both instruments had been tested for validity and reliability. The reliability test results showed that the mathematics anxiety questionnaire had a coefficient of 0.813, while the mathematics learning outcomes test had a coefficient of 0.870, indicating that both instruments were highly reliable. Data analysis was conducted using descriptive statistics and the Spearman Rank correlation test to examine the relationship between the two variables. The results showed that there was a significant negative relationship between mathematics anxiety and mathematics learning outcomes (? = -0,288; p = 0,047) with a low level of correlation. This indicates that the higher the students’ mathematics anxiety, the lower their mathematics learning outcomes tend to be. Keyword: Mathematics Anxiety, Learning Outcomes, Spearman Rank
Profil Literasi Matematika Peserta Didik Pada AKM Berdasarkan Gaya Belajar KOLB
Mathematical literacy is one of the fundamental skills that students must possess to meet the challenges of the 21st century, particularly in solving contextual problems. This study aims to analyze the mathematical literacy skills of Phase F students in solving AKM questions as viewed through Kolb’s learning styles. This is a descriptive qualitative study conducted in the 11th-grade class at Dr. Soetomo High School in Surabaya. It consisted of four subjects selected using purposive sampling to represent each learning style. Data collection was conducted through the administration of the KLSI 3.1 learning style questionnaire, a mathematical literacy test, and interviews. The research results generally indicate that students with high mathematical literacy skills were able to meet all indicators, such as converging, assimilating, and accommodating learners. Diverging learners (DL) tended to feel bored, resulting in a lack of focus and difficulties in performing calculations. Converging learners (SC) are able to analyze information and apply mathematical concepts systematically. Assimilating learners (SAs) are able to analyze information logically, provide structured answers, and interpret results effectively. Accommodating learners (SAc) are able to analyze information and tend to solve problems based on prior learning experiences. The findings of this study indicate that differences in learning styles influence how students analyze and solve mathematical problems, which can serve as a consideration for teachers in designing instruction. Keyword: Mathematical Literacy, AKM, Kolb Learning Styles
Pengembangan LKPD Case-Based Learning Terintegrasi Pendidikan Karakter pada Materi SPLDV
This study aims to develop a Case-Based Learning-based LKPD integrated with character education on SPLDV material. This study uses the ADDIE development model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects were 31 ninth-grade students of SMPN Mubeli who were selected by purposive sampling. Product validity was assessed by material experts, media experts, and character education experts. The practicality of the LKPD was measured through teacher and student response questionnaires, while effectiveness was analyzed based on the results of the post-test and student character questionnaires. The results showed that the developed LKPD had a very high level of validity with an average score of 90%. The practicality level of the LKPD was in the very practical category with an average of 91.3%. Furthermore, the Student Worksheet (LKPD) proved effective in improving student learning outcomes, with an average post-test score of 81.71 and classical completion reaching 100%. The character questionnaire results also showed improvements in critical reasoning, honesty, and responsibility, all within the good category. Thus, the Case-Based Learning-based LKPD, integrated with character education based on the local context of NTT, is declared valid, practical, and effective for use in SPLDV learning. Keyword: Student Worksheet, Case Based Learning, Character Education, SPLDV
Pola Kesalahan Siswa Pada Materi Peluang: Kajian Teori Newman Berdasarkan Gaya Kognitif
The high perception of difficulty in mathematics stems from its abstract nature, leading to a high rate of student errors. One factor influencing this is individual cognitive style. This study aims to examine students errors in solving probability problems using the Newman procedure from a cognitive style perspective. This study employs a descriptive qualitative approach. Data were collection through the GEFT test, a written probability test, and semi structured interviews. The research subjects consisted of two student from class XII-3 selected through purposive sampling based on following criteria: (1) into the field-independent or field-dependent category, (2) have a good comunication according to the teachers instructions. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The findings reveal that students with a field independent cognitive style made errors in transformation, process skills, and encoding. Meanwhile, students with a field dependent cognitive style made errors in comprehension, transformation, process skills, and encoding. These errors were caused by limited mastery of the material, low accuracy, and external influences. The result are expected to assist teachers in designing instructional strategies aligned with students cognitive style to reduce error in problem solving. Keywords: Newman Error Analysis, Probability, Cognitive Style
Beban Kognitif Mahasiswa dalam Penyelesaian Soal Model Kreatif Pada Materi Teori Graf
This study aims to analyze students' cognitive load in solving creative problems of imitation, modification, and creation types on graphs. The study used a qualitative approach with a case study design involving three students in the Mathematics Education Study Program. Data were obtained through creative problem tests and interviews based on cognitive load indicators, then analyzed based on the relationship between thought processes and the types of cognitive load that emerged. This study refers to the latest developments in Cognitive Load Theory, which distinguishes cognitive load into intrinsic and extraneous, and views germane processing as a productive cognitive activity. The results show that each creative stage has distinct cognitive load characteristics. At the imitation stage, students exhibited relatively low cognitive load. The modification stage was the most critical stage due to the increased cognitive load resulting from the complexity of concept integration. Meanwhile, at the creation stage, students who were able to manage cognitive load demonstrated the dominance of germane processing in generating new solutions. These findings emphasize the importance of managing cognitive load in creative learning through gradual support, such as scaffolding. Future research is recommended to examine scaffolding strategies and combine qualitative and quantitative approaches. Keyword: cognitive load, creative thinking, imitation, modification, creation, graph theory
Evaluasi Hasil Belajar Matematika melalui Media Interaktif RStudio dengan Uji Wilcoxon
Mathematics learning is often considered difficult by students because the concept is abstract, especially the topic of systems of linear inequalities in two variables (SPtLDV). The limitations of visualization in conventional learning lead to low conceptual understanding and impact student learning outcomes. Learning media that can present interactive visual representations are needed to help students understand mathematical concepts concretely. This study aims to evaluate students' mathematics learning outcomes after using RStudio-based interactive learning media on the topic of SPtLDV. This study used a quantitative approach, involving 36 grade X students of SMA Negeri 1 Kefamenanu. Learning outcome data were obtained through pretest and posttest. Data analysis was carried out using descriptive statistics, boxplot visualization to illustrate data distribution, and the Wilcoxon signed-rank test at a significance level of 5% to test the difference in scores before and after learning. The results of the analysis showed that the average posttest score was higher than the pretest, accompanied by a shift in the distribution of scores towards a higher direction in the boxplot visualization. The Wilcoxon signed-rank test showed a significant difference between the pretest and posttest scores (p < 0.05). These findings indicate that the use of RStudio-based interactive learning media is associated with improved student learning outcomes the topic of SPtLDV. This research contributes to the development of statistical software as an interactive visualization medium to support mathematics learning at the secondary school level. Keyword: Interactive Learning Media, RStudio, Mathematics Learning Outcomes.
Literasi Matematika Siswa pada Soal PISA Konteks Kutai Ditinjau Gaya Kognitif
This study analyzes students’ mathematical literacy in solving PISA-equivalent problems based on the local cultural context of Kutai, viewed from reflective and impulsive cognitive styles. This qualitative descriptive research involved tenth-grade students of SMA Negeri 16 Samarinda. The subjects were selected purposively based on the results of a mathematical literacy test and the Matching Familiar Figures Test (MFFT). Data were collected through written tests, interviews, and documentation, and analyzed using the Miles and Huberman model. The results show that students with reflective cognitive styles tend to solve problems more systematically and carefully across the stages of formulating, employing, and interpreting, although they require more time. In contrast, impulsive students tend to respond more quickly but show lower accuracy and less structured reasoning. This study contributes to the understanding of how cognitive styles influence students’ mathematical literacy in solving PISA-equivalent contextual problems, particularly those based on local cultural contexts. Keyword: Mathematical Literacy, PISA-Equivalent Problems, Local Context, Cognitive Style
Efektivitas Model Aktivitas, Refleksi, Konsep, Aplikasi (ARKA) pada Pembelajaran Matematika Sekolah Dasar
Previous studies have proven the success of the Activity, Reflection, Concept, and Application (ARKA) model in religious education, yet its application in exact sciences remains underexplored. Therefore, this study aims to analyze the effectiveness of the ARKA model as a novel strategy in mathematics learning for grades I–III at SD GIS Prima Insani. Effectiveness in this descriptive qualitative study was operationally measured by indicators of learning objective achievement and classroom management changes. Data were collected through observations, interviews, and document reviews involving classroom teachers, mathematics teachers, and school management. Data analysis involved data reduction, display, and conclusion drawing, validated through source triangulation. Results indicate that the ARKA model is effectively implemented systematically as it aligns with the cognitive characteristics of elementary students. Based on field data, this model specifically yields a positive impact by increasing active participation and strengthening students' understanding of mathematical concepts. Initial time management challenges can be overcome with school system support. Ultimately, the ARKA model is relevant as an adaptive alternative strategy for basic mathematics learning, aligning with the principles of the Merdeka Curriculum. Keyword: Merdeka Curriculum; ARKA Model; Mathematics Learning; Conceptual Understanding; Lower Grade.
Common Pitfalls in Mathematical Induction
Many students encounter difficulties when learning the material on mathematical induction. A lack of understanding of the principles of mathematical induction leads students to make errors when attempting to prove mathematical statements repeatedly. To help students avoid these pitfalls, it is essential to analyze common pitfalls that frequently occur in the proof process using mathematical induction. This study employed a qualitative approach, utilizing a case study design, to analyze the answer sheets of 56 students from the first semester of the Mathematics Education program. The answers were categorized into five groups based on the types of difficulties encountered. From each category, one information-rich case was selected for further interviews. The research revealed several common pitfalls in mathematical induction: (1) failure to write the complete mathematical statement to be proven, (2) misunderstanding the importance of defining the domain of numbers, (3) using examples to prove the mathematical statement, (4) pitfall due to lack of metacognitive control, and (5) performing operations on both the left and right sides of the mathematical statement in the second stage Keyword: Error Analysis; Mathematical Proof; Mathematical Induction; Pitfall
Sistem Bilangan dan Makna Simbolik dalam Upacara Adat Pernikahan Dayak Iban
This study aims to describe the number system used in the traditional wedding ceremony of the Dayak Iban community in Porau Pumpoi Hamlet, West Kalimantan, and to uncover the symbolic meanings embedded within it. The research employs a qualitative descriptive approach from an ethnomathematical perspective. Data were collected through observation, semi-structured interviews with eleven informants consisting of traditional leaders, customary chiefs, community elders, and family members who had witnessed traditional weddings, as well as documentation. The data were analyzed through data reduction, data display, and conclusion drawing. The findings show that the number system is applied across various stages of the ceremony, with numbers such as 1, 3, 7, and 14 functioning not only as counting tools but also as carriers of symbolic meaning. The number three symbolizes the relationship between humans and God, fellow beings, and nature; the number seven represents perfection and sacredness; while the number fourteen serves as a refinement of the number seven. These findings reflect mathematical concepts such as cyclical patterns, multiples, and ordinal and cardinal systems that are integrated into the local wisdom of the Dayak Iban community. This study contributes to the documentation of Dayak Iban ethnomathematics and provides a contextual mathematics learning resource based on local culture. Keywords: ethnomathematics, number system, symbolic meaning, traditional wedding ceremony, Dayak Iban.
Analisis Praktik Microteaching Mahasiswa Calon Guru Matematika dalam Perspektif Pembelajaran Inklusif
Microteaching practices have not yet been fully utilized as a reflective platform for developing inclusive teaching competencies among prospective mathematics teachers. However, microteaching is important for obtaining a factual overview of the readiness of prospective mathematics teachers to accommodate diverse student learning needs through accessible, adaptive, and participatory instruction. This study employed a descriptive approach with both quantitative and qualitative analyses, involving 22 fifth-semester students of the Mathematics Education program. The descriptive approach was chosen to obtain an empirical portrayal of microteaching practices, analyzed from the perspective of inclusive education. The instrument used was a validated observation sheet. Quantitative analysis was applied to describe trends in observation scores, while qualitative analysis was used to strengthen data interpretation through observational notes. The results indicate that the microteaching practices of prospective mathematics teachers demonstrate fairly good basic teaching skills and begin to reflect several principles of inclusive learning. However, further reinforcement is needed, particularly in the areas of differentiated instructional strategies, responsiveness to diverse student needs, and the implementation of formative assessment and adaptive feedback. Therefore, microteaching practices need to be more systematically integrated with the principles of inclusive learning. Keyword: Microteaching; Inclusive education; Prospective mathematics teachers.
Penggunaan Napier’s Bones untuk Keterampilan Perkalian Pembagian pada Siswa Low Average IQ
Research on mathematics education that specifically focuses on students with low-average IQs remains limited, even though these students require attention and appropriate learning strategies. This study aims to determine the effectiveness of using Napier’s bones in improving multiplication and division skills among students with low-average IQs. The research method employed a single-subject research (SSR) design with an A-B-A design, consisting of baseline-1, intervention, and baseline-2 phases. The research subject was a 10th-grade student with a low-average IQ who struggled with multiplication and division operations. The results of the study showed that the use of napier’s bones had a positive effect on improving the multiplication and division operation skills of the participant. This was evidenced by an increase in answer accuracy across each phase, from 20% correct answers in the baseline-1 phase to 99% in the baseline-2 phase. There was also a decrease in task completion time in each phase, accompanied by a trend toward improvement in the data and a low overlap of 0% between the baseline and intervention phases. These findings indicate that the use of napier’s bones as an intervention can significantly improve the participant’s multiplication and divition skills. Keyword: Napier’s Bones, Low average IQ, Perkalian dan Pembagian
Kecemasan Matematika Siswa Indonesia: Analisis Data PISA dan Rekomendasi Strategi Pembelajaran
Mathematics anxiety is one of the factors that can hinder students’ learning processes and outcomes. This study aims to analyze the level of mathematics anxiety among Indonesian students based on Programme for International Student Assessment (PISA) 2022 data, identify its contributing factors, and formulate appropriate instructional strategies to address it. This research employs a mixed methods approach with a sequential explanatory design through the analysis of PISA data, the distribution of mathematics anxiety questionnaires, and a literature review. The results indicate that the level of mathematics anxiety among Indonesian students falls within the low to moderate category, characterized by feelings of tension, nervousness, and helplessness when solving mathematics problems. The main contributing factors include lack of learning preparation, rapid delivery of instructional material, difficulty in recalling concepts or formulas, and environmental pressure. These findings suggest that mathematics anxiety is influenced not only by cognitive aspects but also by psychological and pedagogical factors. Therefore, comprehensive instructional strategies are needed, including enhancing students’ motivation and learning skills, implementing student-centered learning approaches, and creating a positive learning environment. These efforts are expected to reduce mathematics anxiety and improve the quality of mathematics learning. Keyword: PISA, Mathematics anxiety, Indonesian students, instructional strategies
Pengembangan E-LKPD Berbasis Etnomatematika Pada Materi Pola Bilangan
This study aims to develop an ethnomathematics-based Electronic Student Worksheet (e-LKPD) on number pattern material for eighth-grade junior high school students as a form of technology integration in learning. The e-LKPD integrates cultural elements, such as the Gordang Sambilan musical instrument and the Tongkonan traditional house, to create more contextual and meaningful learning experiences. This study employed a 4D development model consisting of defining, designing, developing, and disseminating stages. The validation results from material and media experts indicated that the developed e-LKPD was categorized as highly valid, while student responses showed that it was highly practical. The product was tested on a limited scale at SMP Negeri 6 Metro. Therefore, the developed ethnomathematics-based e-LKPD is feasible to be used as a learning medium to support students in understanding number pattern concepts more meaningfully Keyword: e-LKPD, Ethnomathematics, Mathematics.
Tinjauan Sistematis Kebutuhan Asesmen Koneksi Matematis Berbasis Integrasi MCMA dengan PCM
The mathematical connection assessment instruments that apply in high schools (SMA) generally still rely on dichotomous scoring, so that they are not able to describe students' partial understanding in detail. This study aims to examine the need for the development of a Multiple Choice Multiple Answer (MCMA) format instrument with a Partial Credit Model (PCM) through the Systematic Literature Review (SLR) approach. The study method refers to the Cochrane Handbook and the PRISMA protocol by analyzing 31 articles that meet the final inclusion criteria. The results of the study reveal that dichotomous scoring is limited in representing partial understanding PCM offers more accurate, fair, and informative measurements. The integration of MCMA with PCM has the potential to be developed as a mathematical connection assessment instrument based on a strong conceptual basis and can be used as a mathematical assessment innovation. Specifically, this study provides a starting point for further research related to the design, validation, and implementation of mathematical connection instruments at the high school level. Keyword: Mathematical Connections Assessment, Multiple Choice Multiple Answer (MCMA), Partial Credit Model (PCM)
Self-Efficacy Guru Gen-Z dalam Menggunakan Artificial Intelligence (AI) untuk Mendukung Pembelajaran Matematika
This study aims to describe the self-efficacy of Generation Z mathematics teachers in using Artificial Intelligence (AI) to support mathematics learning. This topic is important because Gen-Z teachers are beginning to dominate the new teaching staff and are participating in driving technology-based learning innovation. However, familiarity with technology does not always indicate self-confidence in integrating AI pedagogically, especially in mathematics learning that requires conceptual understanding and adaptive learning strategies. This study used a quantitative descriptive method by selecting 17 mathematics teachers from 14 schools. Data were collected using a valid and reliable questionnaire based on Bandura's self-efficacy dimensions, namely level/magnitude, strength, and generality. The results showed that the level of teacher self-efficacy was generally in the high category, with the strength dimension being the most dominant. Most teachers had strong confidence in using AI despite facing obstacles, while a small number were still in the moderate category. These findings indicate the need to strengthen pedagogical competence to optimize the use of AI in mathematics learning. Keyword: self-efficacy, Artificial Intelligence, mathematics teachers, Generation Z, technology integration.
Pengaruh Model Discovery Learning Berbantuan Liveworksheets Terhadap Berpikir Kritis dan Efikasi Diri
Critical thinking skills and self-efficacy play a crucial role in mathematics learning; however, both remain relatively low due to the dominance of conventional methods and the limited use of technology. This study aims to analyze the effect of Discovery Learning with Liveworksheets (DLLW), Discovery Learning (DL), and Direct Instruction (DI), while controlling for prior knowledge. This study employed a quasi-experimental design with data analysis conducted via MANCOVA by involving prior knowledge as a covariate. The analysis was performed using SPSS at a significance level of 0.05. The sample consisted of 135 seventh-grade students divided into three groups. Research instruments included a valid and reliable critical thinking skills test and a self-efficacy questionnaire. The analysis results indicated significant simultaneous differences among the groups. Further tests revealed that the DLLW group significantly outperformed both the DL and DI groups in both critical thinking skills and self-efficacy. These findings indicate that the integration of Discovery Learning with Liveworksheets is more effective than the comparison groups in improving students’ critical thinking skills and self-efficacy. Keyword: Discovery Learning, Liveworksheets, Critical Thinking, Self-Efficacy.
PENGEMBANGAN GAME BERBASIS KEARIFAN LOKAL KALIMANTAN TENGAH UNTUK MENINGKATKAN NUMERASI SISWA SMP
This research is intended to design and develop an educational mathematics game based on the local wisdom of Central Kalimantan to improve junior high school students' numeracy, named GEMALOKA (Game Edukasi Matematika Lokal Kalimantan Tengah). This research employs a Research and Development (R&D) approach using the Thiagarajan 4D model, which includes the stages of Define, Design, Develop, and Disseminate. The participants in this study were seventh-grade students of SMP Negeri 6 Palangka Raya. The data were collected through expert validation sheets, student response questionnaires, and numeracy ability tests. The results showed that: (1) The GEMALOKA product was declared highly feasible based on media expert validation (92.6%) and material expert validation (90.6%); (2) The game was proven effective in improving students' numeracy, as indicated by a significant difference (sig. 0.043) between the experimental group (mean 74.93) and the control group (mean 66.88), as well as an N-Gain score of 0.4125 (moderate category); (3) Students’ responses toward the game were categorized as good (78.63%). Therefore, GEMALOKA is considered a valid, practical, and effective learning medium for enhancing students' numeracy skill. Keywords: educational game, mathematics, local wisdom, numeracy.
Validity and Reliability of Mathematics Motivation Questionnaire
This study aims to examine the validity and reliability of a mathematics motivation instrument using Microsoft Excel and Winsteps. This study employed a quantitative approach using a survey method. The participants were 136 students from a high school in Jakarta (grade XI) and a high school in Tangerang (grade X). Data analysis was conducted using the Rasch model and Microsoft Excel. The results indicated that 65 respondents exhibited misfit, as they did not satisfy the Outfit Mean Square (MNSQ), Outfit Z-Standard (ZSTD), and Point Measure Correlation (PTMEA-CORR) criteria, based on responses to 19 items. Furthermore, 71 students (52.2%) met the recommended criteria, while 65 students (47.8%) needed to be excluded, Cronbach's alpha (KR-20) value is 0, 90, the person's confidence value is 0.86 and the item's confidence value is 0.93. Furthermore, Validity test results using Microsoft Excel show calculation results of question items showing r_count>r_table where all question items are valid. Then the mathematical motivational instrument is said to be valid and has high reliability which has been verified and tested using the Winsteps and Microsoft Excel. Keyword: Mathematics Motivation; Validity; Reliability.
Inovasi Media Pembelajaran Matematika Berbasis PMRI Untuk Meningkatkan Literasi Numerasi Siswa SMP
This study aims to develop an Android-based interactive learning media using the Indonesian Realistic Mathematics Education (PMRI) approach to facilitate students’ numeracy literacy skills. This research employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The subjects of this study were 26 seventh-grade students from a junior high school in Pesawaran Regency. The instruments used included expert validation questionnaires, student and teacher response questionnaires, as well as pretest and posttest assessments. The results showed that the developed media met the criteria of validity, practicality, and effectiveness. The material expert validation obtained an average score of 4.20 (valid), while the media expert validation obtained an average score of 4.33 (very valid). The teacher response showed an average score of 4.44 (practical), while the student responses reached an average score of 4.54 (very practical). The effectiveness of the media was indicated by the improvement in students’ numeracy literacy skills, with classical completeness reaching 81%. Therefore, the developed Android-based interactive learning media using the PMRI approach is considered feasible and shows potential effectiveness in facilitating students’ numeracy literacy skills within the research context. Keyword: interactive learning media, Android, PMRI, numeracy literacy
Pengaruh RME Dan Soal Open-Ended Pada Hasil Belajar Matematika Berdasarkan Kreativitas Siswa
This study focuses on analyzing the influence of the RME (Realistic Mathematics Education) approach combined with open-ended questions and student creativity on mathematics learning achievement, as well as testing the interaction between the approach and student creativity in influencing mathematics learning achievement. The study employs a quantitative approach and quasi-experimental research method. The study was conducted at SMP Negeri 2 Teras, Boyolali, with 2 7th-grade classes as samples, totaling 63 students, selected randomly. Data were collected using test methods, a creativity indicator questionnaire, and documentation. Validity tests, t-tests, two-way ANOVA with unequal cells, and descriptive analysis of the collected data were then conducted. The study findings reveal a significant difference in the RME approach based on open-ended questions and creativity levels on learning outcomes after treatment on students. However, no interaction was found between the learning approach and creativity, meaning the effectiveness of the RME approach with open-ended questions does not depend on students' creativity levels. The RME approach with open-ended questions serves as an effective and inclusive learning method to enhance mathematics learning achievement across various student creativity levels. Keyword: Realistic Mathematics Education, Open-ended Question, learning achievement
Analisis Representasi Visual Siswa Dalam Pembelajaran Matematika Berbasis Etnomatematika Digital
This study addresses the issue of students’ low ability in constructing meaningful mathematical visual representations, which are often limited to reproductive forms. To overcome this, ethnomathematics is utilized as an approach to relate mathematical concepts with local cultural contexts, making learning more contextual and meaningful. The purpose of this research is to explore how students construct mathematical visual representations through ethnomathematics-based learning supported by digital media. This study employs a descriptive qualitative approach involving tenth-grade students at MAN 2 Kota Tangerang selected purposively. Data were collected through classroom observations, documentation of students’ work, and interviews, and analyzed through data reduction, data display, and conclusion drawing. The findings reveal that ethnomathematics facilitates students in recognizing patterns and transforming cultural visuals into mathematical representations. However, students demonstrate varying levels of ability, ranging from reproductive, transitional, to conceptual stages. While ethnomathematics shows strong potential in improving students’ visual representation skills, appropriate scaffolding is still required to support deeper conceptual understanding. These results highlight the importance of integrating ethnomathematics into mathematics learning to foster more meaningful and contextual comprehension. Keyword: visual mathematical representation; digital ethnomathematics
Pengembangan Video Pembelajaran pada Materi Perbandingan Trigonometri untuk Meningkatkan Pemahaman Konsep
The primary issue underlying this research is the low level of students' conceptual understanding of trigonometric ratios. This study focuses on developing instructional video media that are valid, practical, and effective as supporting instruments to optimize students' conceptual understanding of trigonometric ratios. The development followed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model and was tested on 23 tenth-grade students at SMA Negeri 4 Merauke. The research instruments consisted of expert validation sheets to measure the validity of the instructional videos, student response questionnaires to measure practicality, and test questions to measure effectiveness. Effectiveness was evaluated using a one-group pretest-posttest research design. The results indicated that the developed instructional videos are valid, with an Aiken’s Index ranging from 0.77 to 0.82, covering aspects of display, content, utility, material, presentation, and language. The media also met the practicality criteria, with student response percentages across all aspects ranging from 79.29% to 81.43%. Regarding effectiveness, an N-Gain score of 0.802 was obtained, falling into the "high" category. These findings demonstrate that the developed instructional videos are feasible for use as an alternative medium to enhance students' conceptual understanding of trigonometric ratios.an perbandingan trigonometri. Keyword: Conceptual understanding, Learning video development, Trigonometric ratios
PENGARUH KECEMASAN MATEMATIK DAN SELF-ESTEEM TEHADAP PROKRASTINASI SERTA DAMPAKNYA PADA PRESTASI BELAJAR
Indonesian students’ mathematics achievement remains low according to the 2022 PISA data, which is believed to be associated with academic procrastination, math anxiety, and self-esteem. This study aims to examine the direct and indirect relationships between math anxiety and self-esteem with academic procrastination and their association with mathematics achievement. The method used was quantitative with a path analysis design. A sample of 309 students from SMAN 1 Manonjaya was selected using simple random sampling. The instruments included the Mathematics Anxiety Scale, the Rosenberg Self-esteem Scale, the Procrastination Assessment Scale for Students, and the final semester summative scores in mathematics. The results showed that simultaneously, mathematics anxiety, self-esteem, and academic procrastination had a significant relationship with mathematics achievement (R²=0.546). However, a counterintuitive relationship was found: mathematical anxiety was negatively associated with procrastination (? = ?0.076), while higher self-esteem was associated with increased procrastination and decreased mathematics achievement (? = ?0.569). Procrastination significantly mediates the relationship between self-esteem and mathematics achievement, but not for math anxiety. These findings suggest that psychological relationships with mathematics achievement are not always linear. Implicitly, interventions should be directed toward directly reducing math anxiety, as well as strengthening self-regulation in students with high self-esteem. Keyword: math anxiety, self-esteem, academic procrastination, academic achievement, path analysis.
Deep learning Berbasis Pesan Moral Meminimalisir Math Anxiety Mahasiswa pada Matakuliah Geometri
Geometry learning does not only require cognitive ability but is also influenced by students’ Math Anxiety. The integration of deep learning based on moral messages as a learning strategy that combines cognitive, affective, and character aspects is still rarely explored and has the potential to become a novelty in minimizing mathematics anxiety. This study involved 32 students of the Mathematics Education Study Program, FKIP Untan, using the Design and Development Research (DDR) method simplified into the stages of needs analysis, design, development, and limited trials. The study aimed to develop and test a deep learning model based on moral messages to minimize students’ Math Anxiety through Paired Sample T-test and SEM-PLS analysis. The results showed that deep learning based on moral messages was effective in minimizing students’ Math Anxiety through strengthening emotional regulation and creating a safe learning environment. After the treatment, students’ anxiety was no longer general in nature, but became milder, situational, and more focused on cognitive aspects, enabling students to better control their emotions and understand geometry concepts. Furthermore, this approach contributed 61.6% to changes in students’ conditions by reducing social anxiety, increasing academic courage, and fostering more positive learning engagement. These findings are important because they indicate that mathematics learning based on deep learning and moral messages can improve conceptual understanding while also enhancing students’ psychological conditions, making learning more humanistic, safe, and supportive of students’ academic confidence in mathematics. Keywords: Deep learning; Math Anxiety; Moral Messages.
Studi Literatur Efektivitas Realistic Mathematics Education (RME) Terhadap Pembelajaran Matematika Sekolah Dasar
This Systematic Literature Review aims to investigate the extent to which the Realistic Mathematics Education (RME) approach contributes to improving the quality of mathematics learning at the elementary school level, while also filling the research gap in the absence of a comprehensive thematic synthesis of the effectiveness patterns of RME based on mathematics topics, grade levels, and dimensions of learning outcomes. The PRISMA 2020 protocol was used as the methodological framework. From three electronic databases, Google Scholar (89), ERIC (32), and Scopus (26), 147 articles were obtained (2014–2024). After applying inclusion and exclusion criteria, 25 articles were selected; methodological quality was assessed using MMAT (20 high quality, 5 moderate). The thematic synthesis revealed: (1) RME improves understanding of mathematical concepts (22/25 studies; d = 0.60–0.89); (2) RME improves problem-solving skills (19/25 studies; average 28%); and (3) RME has a positive effect on learning motivation (7/25 studies). RME has been shown to be effective across seven mathematics topics and across grades I–VI. Supporting factors for implementation include the selection of relevant, realistic contexts, teacher competence, the use of models and teaching aids, and the integration of digital technology. This review concludes that RME is an evidence-based approach worthy of recommendation, with limitations including varying study quality, potential publication bias, and the predominance of quasi-experimental designs. Keyword: RME, Learning Outcomes, Conceptual Understanding, Problem Solving