Jurnal Pendidikan Matematika

Development of Electronic Comic Based on Realistic Mathematics Learning to Improve Students' Concept Comprehension Ability

Patricia Saragih, Budi Halomoan Siregar — Thu, 31 Jul 2025 00:00:00 +0000

This research is motivated by the low student concept comprehension ability caused by the teacher-centered learning process and the absence of additional media used during the learning process. The purpose of this research is to develop an electronic comic based on Realistic Mathematics Learning with valid, practical, and effective criteria in improving the ability to understand concepts. This research uses the ADDIE development model: analysis, design, development, implementation and evaluation. The data collection techniques used are observation, interviews, questionnaires, and tests. Instruments for data collection include electronic comic validity questionnaire sheets, practicality questionnaires from teachers and students, concept comprehension ability tests, and student response questionnaires. The research findings show that electronic comics based on realistic mathematics learning developed on social arithmetic materials are suitable for use as a learning medium that can improve students' concept comprehension ability because they have been declared valid, practical, and effective. This is based on the results of the validation from media expert 4.5 (very valid) and 4.41 (very valid) from the material expert, the results of the practicality questionnaire from the teacher of 90% (very practical), and the results of the practicality questionnaire from students of 80.18% (very practical), the results of the test of students' conceptual comprehension ability, including (1) the completeness of classical concept comprehension of 87.18%; (2) the achievement of each indicator of concept comprehension of 97.20%, 97.20%, 74.35%, and 69.23%; (3) increased conceptual comprehension ability with N-Gain by 0.73; and (4) positive response from students of 90.25%.

Ethnomathematical Exploration of Geometric Concepts in Betawi Traditional Food

Mahda Syifa, Dian Anggraeni Maharbid — Thu, 31 Jul 2025 00:00:00 +0000

This study aims to explore the ethnomathematical values contained in eight traditional Betawi foods, namely egg crust, goyang flowers, rangi cakes, ulite cakes, pepe cakes, dongkal cakes, ketapang seeds, and geplak cakes, and relate them to mathematics learning at the elementary school level, especially in flat building materials. Using a descriptive qualitative approach through observation and documentation, this study identifies various geometric shapes found in these foods. The results of the analysis show that flat shapes such as circles, squares, rectangles, triangles, and parallelograms are explicitly reflected in the visuals of traditional Betawi food. For example, the egg crust, shake kembang, and geplak cake show circular shapes; pepe cake and knuckle cake show square and rectangular shapes; dongkal cake is triangular; and ketapang seeds resemble the shape of a parallelogram. These findings indicate that traditional Betawi foods can be used as contextual learning media based on local culture to help students understand geometric concepts in a concrete way. In addition to the form aspect, mathematical value is also found in the measurement element, which adds to the potential for the integration of ethnomathematics in the elementary school curriculum. The visual shape of food that tends to remain unchanged confirms its existence as a traditional heritage, where shape change is considered a creation, not part of a tradition.

Students' Critical Thinking and Collaborative Skills Through the Problem-Based Collaborative Learning Model

Ikmatul Nisa, Ardianik, Ahmad Hatip — Thu, 31 Jul 2025 00:00:00 +0000

The implementation of the independent curriculum aims to maximize 21st-century skills, particularly in enhancing students’ critical thinking, collaboration, communication, and creativity. Critical thinking is the effort to prove the truth of knowledge based on facts. Collaboration skills are social skills that involve exchanging ideas, opinions, or concepts with others to reach solutions. This study aims to determine the effectiveness of the problem-based collaborative learning model on students’ critical thinking and collaborative skills in geometric transformation material. This study used a quasi-experimental type with a pretest-posttest control group design. The research sample consisted of 60 ninth-grade students at a private junior high school in Surabaya, divided into two groups, namely the experimental class and the control class. Data collection techniques included questions that tested critical thinking skills and collaborative skills questionnaires. Data analysis techniques included descriptive statistics and inferential statistics. The results of the study proved that (1) the problem-based collaborative learning model was effective in improving students' critical thinking skills with an average n-gain score of 79.3%, and (2) the problem-based collaborative learning model was quite effective in improving collaborative skills with an average n-gain score of 72.3%.

Development of a Mathematics Student Worksheet Using SketchUp Based on a Project-Based Learning Approach

Thu, 31 Jul 2025 00:00:00 +0000

This research focuses on the development of a SketchUp-based student worksheet using a project-based learning approach to support geometry learning in junior high school. The study responds to the lack of visual media in conventional mathematics instruction, particularly in representing three-dimensional objects. The development process followed the 4D model: Define, Design, Develop, and Disseminate. At the Define stage, a needs analysis revealed students’ difficulties in spatial reasoning and their preference for visual learning. SketchUp was selected for its capability to model 3D objects interactively. The product was validated by two experts, resulting in an average score of 89% for content and 87% for media, both categorized as “very feasible.” A limited trial involving 18 ninth-grade students showed an average feasibility score of 80.3%, indicating positive student responses. Although some improvements are needed in the clarity of instructions, the integration of SketchUp and project-based learning shows potential to enhance student engagement and learning experiences in geometry. The study supports the development of innovative, curriculum-aligned digital learning media.

Discovery Learning and Mathematical Problem-Solving: Evidence from Elementary Education Classrooms

Dinda Nuriyah Syifah, Dian Anggraeni Maharbid — Thu, 31 Jul 2025 00:00:00 +0000

Problem-solving ability is one of the essential higher-order thinking skills (HOTS) in mathematics education. However, many elementary students still struggle to apply this skill effectively due to learning models that do not actively involve them in the process. This study aims to determine the effectiveness of the Discovery Learning model on students' mathematical problem-solving abilities. The research used a quantitative approach with a pretest-posttest control group design involving fourth-grade students. The sample consisted of 56 students selected through random sampling, divided into control and experimental classes. Data were collected using validated problem-solving tests and observations of learning implementation. The results showed a significant effect of the Discovery Learning model on students’ problem-solving abilities in spatial geometry. The effect was evidenced by the higher average posttest score of the experimental class (70.2) compared to the control class (51), supported by the t-test result (sig. 0.000 < 0.05). Thus, the Discovery Learning model is proven effective in improving mathematical problem-solving skills and can be recommended as an alternative active and constructive learning strategy.

Study of Students' Mathematical Communication Skills in Solving Three-Variable Linear Equation Systems

Safa Akmalia Zahra, Sani Fauziyati Arista, Iyon Maryono, Rifa Rizqiyani — Thu, 31 Jul 2025 00:00:00 +0000

Mathematical communication skills are essential for students to convey ideas, explain reasons, and solve mathematical problems both orally and in writing. In the context of the Three-Variable Linear Equation System (STLEV), many students face challenges in presenting solutions systematically and explaining their choice of solution methods. This study aims to analyze the mathematical communication skills of tenth-grade students in solving STLEV problems, with a focus on their arguments in choosing solution methods from both oral and written perspectives. Using a mixed-method approach with a descriptive approach, four students were purposively selected to represent diverse academic abilities. Data were collected through written exams and in-depth interviews, then analyzed using a holistic assessment rubric. Results showed variation in students’ mathematical communication skills, ranging from moderate to very high, with common difficulties including structuring solution steps and drawing conclusions. Factors such as reading habits, frequency of practice, and teacher consistency were found to influence performance. This research demonstrates the need for explicit training in systematic solution writing and reasoning to enhance conceptual understanding and problem-solving skills in mathematics.

The Effect of Project-Based Learning on Students’ Mathematical Communication Skills

Umi Salama, Fajriana Fajriana, Nur Elisyah — Thu, 31 Jul 2025 00:00:00 +0000

The low level of students’ mathematical communication skills in mathematics learning is caused by a learning process that is still teacher-centered. Therefore, a more student-centered learning model is needed, one of which is the project-based learning model as an alternative solution. This study was conducted to determine the effect of the project-based learning model on students’ mathematical communication skills. This study employed a quasi-experimental approach using a nonequivalent pretest-posttest control group design. All 10th grade classes were the research population. The sample was taken using purposive sampling, where X-2 was used as the experimental class and X-3 was used as the control class. Data was obtained by administering a test instrument to students. To test the hypothesis, the researcher used the Shapiro-Wilk normality test and the Mann-Whitney test, assisted by SPSS software version 26. Based on the results of hypothesis testing using the Mann-Whitney test, the Asymp. Sig. (2-tailed) value was 0,000 (≤ 0,05), resulting in the rejection of H0, concluding that there is an effect of the PjBL model on students' mathematical communication skills.

Student Error in Grade X on the Concept of Trigonometry Using a Hermeneutic Phenomenological Study

Alifia Qolbiyatus Syifa, Ira Kurniawati — Thu, 31 Jul 2025 00:00:00 +0000

Trigonometric Comparison is an E-phase mathematics material of class X geometry elements in the Merdeka Curriculum. This study aims to identify students' difficulties and learning obstacles in understanding the material. This research employs a qualitative study design using a hermeneutic phenomenological approach, focusing on grade X students and their math teacher as subjects. Data were collected through written tests (TKR), documentation, and interviews. Then it was analyzed using Ricoeur's stages. The research sample was selected purposively based on the meaning category of students' answers to TKR questions, which were grouped into four categories. The results indicated that students had difficulty in choosing the right trigonometric ratio and understanding the context of applied problems. Furthermore, the findings reveal three categories of learning obstacles as proposed by Brousseau, which students encounter: ontogenic obstacles of a psychological nature, indicated by students' low interest and motivation in learning; instrumental obstacles, reflected in the imbalance between students' use of concept images and concept definitions; and conceptual obstacles, due to students' lack of mastery of prerequisite knowledge. In addition, epistemological obstacles were identified, as evidenced by students' difficulties in solving problems presented in various forms, and didactical obstacles, as demonstrated by the teachers' rapid and superficial delivery of the material. These findings suggest that students' learning obstacles are interconnected between internal factors (within the students) and external factors.

Implementation of Realistic Mathematics Education and Project-Based Learning to Improve Students' Mathematical Thinking Ability and Empathy Skills

Nur Afifah, Andini Norma Isyati, Loviga Denny Pratama — Thu, 31 Jul 2025 00:00:00 +0000

The ability to think mathematically is an important aspect in learning mathematics, but many students still experience problems in understanding abstract concepts such as sets and show a lack of empathy in group work, as found. This research aims to improve students' mathematical thinking skills and empathy through the Realistic Mathematics Education approach combined with the Project-Based Learning model. The method used was classroom action research carried out in two cycles in class VIII with 15 students as research subjects. The research procedure refers to Kemmis and McTaggart's spiral model, which consists of planning, implementation, observation and reflection phases. Data collection was carried out through mathematical thinking ability tests, observation of student activities, and empathy questionnaires. The results show that at the initial stage, there were no students who met the Minimum Completeness Criteria (KKM), and the level of empathy was relatively low. After implementing the learning strategy, there was a significant improvement in both aspects, especially in the second cycle. These findings indicate that the integration of the RME approach and the PjBL model is effective in developing mathematical thinking skills and increasing student empathy in learning mathematics

The Role of Interactive Technology in Enhancing Student Engagement in Mathematics

Ariendija Aisyah Shinta Bilqis, Wiwin Astuti, Hardi — Thu, 31 Jul 2025 00:00:00 +0000

This study aims to analyse the use of interactive technology in mathematics learning to enhance student engagement. A descriptive qualitative approach was employed, involving six tenth-grade students from a senior high school in Surakarta. Data were collected through in-depth interviews, participatory observations, and documentation, and they were analysed using the Miles and Huberman interactive model. The findings indicate that the use of interactive technologies such as Quizizz, smartphones, and projectors contributes to increased student motivation, active participation, and a better understanding of abstract mathematical concepts. Features, including real-time feedback, material visualisation, and gamification, were found to be effective in creating an engaging and interactive learning environment. Furthermore, technology facilitates two-way communication between teachers and students and fosters students’ confidence to ask questions. However, the study also identified several challenges, including limited internet access, insufficient availability of devices, and teachers’ readiness to manage technological tools. Therefore, the integration of technology in mathematics learning requires adequate infrastructure, proper training for educators, and continuous supervision to ensure its optimal and equitable implementation. This study is expected to contribute to the development of effective, technology-based learning strategies to improve the quality of mathematics education in schools.

Critical Thinking in Solving Two-Variable Equation Word Problems: A Case Study by Gender Identity

Esti Nuriati, Tatag Yuli Eko Siswono , Novita Vindri Harini — Thu, 31 Jul 2025 00:00:00 +0000

Junior high school students' critical thinking in solving systems of linear equations often exhibits weaknesses, particularly in assessment and reasoning stages, which may hinder deep algebraic understanding. This study analyses students' critical thinking abilities according to Facione's indicators and explores how gender identity, measured through the Bem Sex Role Inventory, influences these patterns. This research contributes novel insights by systematically examining the intersection of critical thinking development and gender identity in algebraic problem-solving contexts. A descriptive case study methodology employed purposive sampling of four ninth-grade students at a junior high school in East Java, classified as masculine male, feminine male, masculine female, and feminine female based on BSRI scores. Data were collected through written tests, semi-structured interviews, observations, and documentation, then triangulated in analysis. Findings revealed distinct patterns: masculine males excelled in analysis and reasoning but lacked assessment skills; feminine males showed strong comprehension and articulation yet weak reasoning; masculine females demonstrated proficiency in analysis and assessment with less systematic explanations; and feminine females exhibited strong comprehension and articulation but limited analytical abilities. This study provides the first comprehensive framework linking gender identity profiles with critical thinking patterns in mathematical problem-solving, offering evidence-based guidance for developing inclusive instructional strategies in junior high mathematics.