JKPM (Jurnal Kajian Pendidikan Matematika)
Subjects Area : Mathematics Education
Systematic Literature Review: Pengaruh Model Pembelajaran Problem Based Learning terhadap Kemampuan Pemahaman Konsep Matematis Siswa
Abstract: Mathematical comprehension skills are one of the fundamental competencies that students must have in learning mathematics. However, various national and international assessment results show that the ability to understand mathematical concepts of Indonesian students is still relatively low. One of the learning models that is considered to be able to overcome these problems is Problem Based Learning (PBL). This study aims to systematically analyze the influence of the Problem Based Learning learning model on students' mathematical comprehension skills. The study used the Systematic Literature Review (SLR) method by adapting the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. The articles analyzed were obtained from Google Scholar, with a publication range of 2019–2025. Based on the process of identification, screening, feasibility, and inclusion, 8 articles were obtained that met the research criteria. The results of the study show that the application of PBL consistently has a positive impact on students' mathematical comprehension abilities at various levels of education. This improvement is shown through the ability to interpret concepts, connect various mathematical representations, and apply concepts in contextual problem solving. Abstrak: Kemampuan pemahaman matematis merupakan salah satu kompetensi fundamental yang harus dimiliki siswa dalam pembelajaran matematika. Namun demikian, berbagai hasil asesmen nasional maupun internasional menunjukkan bahwa kemampuan pemahaman konsep matematis siswa Indonesia masih tergolong rendah. Salah satu model pembelajaran yang dinilai mampu mengatasi permasalahan tersebut adalah Problem Based Learning (PBL). Penelitian ini bertujuan untuk menganalisis secara sistematis pengaruh model pembelajaran PBL terhadap kemampuan pemahaman matematis siswa. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan mengadaptasi protokol Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Artikel yang dianalisis diperoleh dari database Google Scholar, dengan rentang publikasi tahun 2019–2025. Berdasarkan proses identifikasi, penyaringan, kelayakan, dan inklusi diperoleh 8 artikel yang memenuhi kriteria penelitian. Hasil kajian menunjukkan bahwa penerapan PBL secara konsisten memberikan dampak positif terhadap kemampuan pemahaman matematis siswa pada berbagai jenjang pendidikan. Peningkatan tersebut ditunjukkan melalui kemampuan menginterpretasikan konsep, menghubungkan berbagai representasi matematika, serta menerapkan konsep dalam pemecahan masalah kontekstual.
Copyright (c) 2025 Ani Santika, Yudhi Setiadi (Author) https://creativecommons.org/licenses/by/4.0
Integrating Deep Learning into Problem-Based Learning: Enhancing Relational Understanding in Trigonometry
This study examines the model Problem Based Learning’s effect that has been integrated by Deep Learning approach on the relational understanding of students in trigonometry. A quantitative method with true experimental design is used, meanwhile the type of research is posttest-only design. The sample is 58 students of grade X from SMA A. Wahid Hasyim, divided into an experimental group (<!-- [if gte msEquation 12]><m:oMath><m:r>n</m:r><m:r> = 27</m:r></m:oMath><![endif]--> <span style="font-size: 12.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; position: relative; top: 2.0pt; mso-text-raise: -2.0pt; mso-ansi-language: EN-ID; mso-fareast-language: EN-ID; mso-bidi-language: AR-SA;"><!-- [if gte vml 1]><v:shapetype id="_x0000_t75" coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f"> <v:stroke joinstyle="miter"/> <v:formulas> <v:f eqn="if lineDrawn pixelLineWidth 0"/> <v:f eqn="sum @0 1 0"/> <v:f eqn="sum 0 0 @1"/> <v:f eqn="prod @2 1 2"/> <v:f eqn="prod @3 21600 pixelWidth"/> <v:f eqn="prod @3 21600 pixelHeight"/> <v:f eqn="sum @0 0 1"/> <v:f eqn="prod @6 1 2"/> <v:f eqn="prod @7 21600 pixelWidth"/> <v:f eqn="sum @8 21600 0"/> <v:f eqn="prod @7 21600 pixelHeight"/> <v:f eqn="sum @10 21600 0"/> </v:formulas> <v:path o:extrusionok="f" gradientshapeok="t" o:connecttype="rect"/> <o:lock v:ext="edit" aspectratio="t"/> </v:shapetype><v:shape id="_x0000_i1025" type="#_x0000_t75" style='width:34.5pt; height:11.5pt'> <v:imagedata src="file:///C:/Users/Lenovo/AppData/Local/Temp/msohtmlclip1/01/clip_image001.png" o:title="" chromakey="white"/> </v:shape><![endif]--> ) receiving PBL integrated with Deep Learning, and the control group (<!-- [if gte msEquation 12]><m:oMath><m:r>n</m:r><m:r> = 31</m:r></m:oMath><![endif]--> <span style="font-size: 12.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; position: relative; top: 2.0pt; mso-text-raise: -2.0pt; mso-ansi-language: EN-ID; mso-fareast-language: EN-ID; mso-bidi-language: AR-SA;"><!-- [if gte vml 1]><v:shape id="_x0000_i1025" type="#_x0000_t75" style='width:34.5pt;height:11.5pt'> <v:imagedata src="file:///C:/Users/Lenovo/AppData/Local/Temp/msohtmlclip1/01/clip_image003.png" o:title="" chromakey="white"/> </v:shape><![endif]--> ) receiving conventional learning model. The instrument was a validated essay posttest. Data were analyzed by using mean score of both groups independently and the statistics of inferential that contains hypothesis test and effect size test. The results came up as the mean score of the experimental group (<!-- [if gte msEquation 12]><m:oMath><m:r>77.26</m:r></m:oMath><![endif]--> <span style="font-size: 12.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; position: relative; top: 2.0pt; mso-text-raise: -2.0pt; mso-ansi-language: EN-ID; mso-fareast-language: EN-ID; mso-bidi-language: AR-SA;"><!-- [if gte vml 1]><v:shape id="_x0000_i1025" type="#_x0000_t75" style='width:24pt;height:11.5pt'> <v:imagedata src="file:///C:/Users/Lenovo/AppData/Local/Temp/msohtmlclip1/01/clip_image005.png" o:title="" chromakey="white"/> </v:shape><![endif]--> ) was significantly better than the mean score of the control group (<!-- [if gte msEquation 12]><m:oMath><m:r>36.39</m:r></m:oMath><![endif]--> <span style="font-size: 12.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; position: relative; top: 2.0pt; mso-text-raise: -2.0pt; mso-ansi-language: EN-ID; mso-fareast-language: EN-ID; mso-bidi-language: AR-SA;"><!-- [if gte vml 1]><v:shape id="_x0000_i1025" type="#_x0000_t75" style='width:24pt;height:11.5pt'> <v:imagedata src="file:///C:/Users/Lenovo/AppData/Local/Temp/msohtmlclip1/01/clip_image007.png" o:title="" chromakey="white"/> </v:shape><![endif]--> ). The hypothesis using t-test resulted as <!-- [if gte msEquation 12]><m:oMath><m:r>p</m:r><m:r> = 0.000 (</m:r><m:r>p</m:r><m:r> < 0.05)</m:r></m:oMath><![endif]--> <span style="font-size: 12.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; position: relative; top: 2.0pt; mso-text-raise: -2.0pt; mso-ansi-language: EN-ID; mso-fareast-language: EN-ID; mso-bidi-language: AR-SA;"><!-- [if gte vml 1]><v:shape id="_x0000_i1025" type="#_x0000_t75" style='width:99.5pt;height:11.5pt'> <v:imagedata src="file:///C:/Users/Lenovo/AppData/Local/Temp/msohtmlclip1/01/clip_image009.png" o:title="" chromakey="white"/> </v:shape><![endif]--> , and the effect size score was <!-- [if gte msEquation 12]><m:oMath><m:r>0.941</m:r></m:oMath><![endif]--> <span style="font-size: 12.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; position: relative; top: 2.0pt; mso-text-raise: -2.0pt; mso-ansi-language: EN-ID; mso-fareast-language: EN-ID; mso-bidi-language: AR-SA;"><!-- [if gte vml 1]><v:shape id="_x0000_i1025" type="#_x0000_t75" style='width:24pt;height:11.5pt'> <v:imagedata src="file:///C:/Users/Lenovo/AppData/Local/Temp/msohtmlclip1/01/clip_image011.png" o:title="" chromakey="white"/> </v:shape><![endif]--> (very large effect). Thus, the PBL model with the Deep Learning as an approach has a significant effect on enhancing students' relational understanding of trigonometry.
Copyright (c) 2026 Indana Ilma Hidayati, Novia Dwi Rahmawati (Author) https://creativecommons.org/licenses/by/4.0
Pemanfaatan Open AI dalam Pendidikan Matematika untuk Meningkatkan Integritas dan Kompetensi Tenaga Pendidik
Abstract: This article examines the utilization of Artificial Intelligence (AI) in mathematics education, particularly in calculus instruction, as an effort to enhance the integrity and professional competence of educators. This study employs a library research method with a descriptive qualitative approach. The findings indicate that the advancement of AI technology provides strategic opportunities to support calculus learning that is more adaptive, interactive, and data-driven. AI plays a significant role in assisting educators in designing well-structured instructional materials, offering visualizations of abstract calculus concepts, and delivering prompt and accurate feedback on students’ understanding. Furthermore, the implementation of AI contributes to the improvement of teachers’ professional competence, especially in pedagogical skills, technological proficiency, and the ability to analyze students’ learning difficulties. However, the use of AI in calculus education also presents challenges related to academic integrity, such as potential overreliance on automated systems and the decline of critical thinking processes. Therefore, the active role of educators is essential in guiding the ethical and responsible use of AI in learning environments. The practical implications suggest that the appropriate use of AI can serve as an effective tool in developing competent, adaptive, and integrity driven mathematics educators in the digital era. Abstrak: Artikel ini mengkaji pemanfaatan Artificial Intelligence (AI) dalam pendidikan matematika, khususnya pada pembelajaran kalkulus, sebagai upaya untuk meningkatkan integritas dan kompetensi tenaga pendidik. Penelitian ini menggunakan metode studi kepustakaan dengan pendekatan kualitatif deskriptif. Hasil kajian menunjukkan bahwa perkembangan teknologi AI telah menghadirkan peluang strategis dalam mendukung proses pembelajaran kalkulus yang lebih adaptif, interaktif, dan berbasis data. AI berperan dalam membantu pendidik merancang materi pembelajaran yang sistematis, menyediakan visualisasi konsep kalkulus yang abstrak, serta memberikan umpan balik secara cepat dan akurat terhadap pemahaman siswa. Selain itu, pemanfaatan AI juga berkontribusi terhadap peningkatan kompetensi profesional pendidik, terutama dalam aspek pedagogik, penguasaan teknologi, serta kemampuan analisis terhadap kesulitan belajar siswa. Namun demikian, penggunaan AI dalam pembelajaran kalkulus juga menimbulkan tantangan terkait integritas akademik, seperti potensi ketergantungan terhadap sistem otomatis dan berkurangnya proses berpikir kritis. Oleh karena itu, diperlukan peran aktif pendidik dalam mengarahkan penggunaan AI secara etis dan bertanggung jawab. Implikasi praktis dari penelitian ini menegaskan bahwa pemanfaatan AI secara tepat dapat menjadi sarana efektif dalam menciptakan tenaga pendidik matematika yang kompeten, adaptif, dan berintegritas di era digital.
Copyright (c) 2025 Muhammad Ihsan Muzakki, Haura Nur Muzariani, Dini Ahdania Muthmainnah (Author) https://creativecommons.org/licenses/by/4.0
Implementation of Quizizz as an Evaluation Media in Mathematics Learning
This study aims to describe the implementation of Quizizz as an evaluation medium in mathematics learning on integer material for seventh-grade students at SMP Negeri 5 Babelan. The study employed a qualitative descriptive approach involving 33 seventh-grade students and two mathematics teachers selected through purposive sampling. Data were collected through observations, interviews, questionnaires, and documentation, and analyzed using qualitative descriptive analysis through data reduction, data display, and conclusion drawing. The findings revealed that the implementation of Quizizz created a more interactive and engaging mathematics evaluation environment through gamification features such as leaderboards, avatars, music, and real-time feedback. Questionnaire results indicated that 91% of students reported increased enthusiasm for mathematics evaluation, 88% perceived Quizizz as an attractive and interactive evaluation medium, 82% stated that the platform facilitated their understanding of the questions, and 97% expressed their willingness to use Quizizz in future learning activities. Classroom observations and interview findings further showed that students participated more actively than during conventional paper-based evaluations, while teachers reported that the automatic reporting feature simplified score analysis and enabled them to identify students' misconceptions in integer operations more efficiently. Nevertheless, the implementation was constrained by unstable internet connectivity, limited internet quotas, unequal smartphone performance, and challenges in maintaining academic integrity during online assessment. These findings demonstrate that Quizizz not only enhances students' engagement and participation in mathematics evaluation but also improves the efficiency of teachers' assessment practices, highlighting its potential as an effective digital evaluation medium when supported by adequate technological infrastructure and appropriate classroom supervision.
Copyright (c) 2026 Fitria Jayanti (Author) https://creativecommons.org/licenses/by/4.0
Development of Online Game 'Discount Dash' on Social Arithmetic Material Using Scratch Application
Social arithmetic, specifically the concept of discounts, is an important topic for junior high school students, yet learning outcomes remain consistently low. This research aims to develop "Discount Dash", a Scratch-based interactive learning medium, utilizing the MDLC development model (concept, design, material collection, assembly, testing, and distribution) user acceptance testing involving 13 pre-service mathematics teachers at a university in Bandung. The evaluation instrument consists of expert validation, questionnaires, interviews, and documentation, which includes visuals, programming, content, and usability. The results showed the media was very feasible, achieving a score of 95.7% from the expert validation, 97.7% from the open-ended questionnaire, and 96.5% from the closed-ended questionnaire, proving that "Discount Dash" has a feasibility and can be used as an alternative interactive learning medium to support the teaching of social arithmetic in junior high schools, increase student engagement, and help teachers present mathematical concepts that are relevant to daily life. Future recommendations include improving aesthetics with dynamic animations, expanding content to include profit and loss, taxes, and interest, and implementing tools in Class VII classrooms using quasi-experimental pretest-posttest designs to measure their empirical effectiveness.
Copyright (c) 2026 Rakhmah Fakhriani, Eyus Sudihartinih (Author) https://creativecommons.org/licenses/by/4.0
Students' Digital Literacy Levels in Supporting Technology-Based Learning: A Descriptive Study
This study aimed to comprehensively describe the level of digital literacy of students in supporting technology-based learning. The focus of the study covered five main aspects: technical skills, information skills, communication and collaboration, digital ethics and security, and critical thinking. The research method used was a descriptive quantitative approach involving 35 respondents as a sample. Data were collected through a questionnaire consisting of 6 components and 30 statement items, then analyzed using descriptive statistics. The results showed that the overall digital literacy level of the students was in the "Good" category, with an average score of 75.5. The "Access and Use of Digital Technology" component obtained the highest score of 83 (Very Good), while "Data Literacy and Digital Media" obtained the lowest score of 70 (Good). These findings emphasize the need to strengthen aspects of information evaluation, data literacy, and critical thinking through integrated learning strategies in higher education.
Copyright (c) 2026 Aliskha Zuhra, Nur Azizah Br. Marbun, Rizki Rahmat, Irma Nazwa Panjaitan, Ibnu Dzakwan, Nurdalilah, Desniarti (Author) https://creativecommons.org/licenses/by/4.0
Development of PMRI-Based Student Worksheets in The Context of The Lubuklinggau Inpres Market to Improve Problem-Solving Ability
This study aimed to develop PMRI-based Student Worksheets using the context of the Lubuklinggau Inpres Market on the topic of arithmetic sequences and series that were valid, practical and effective to improve students’ problem-solving abilities. This research used the Plomp development model, which consisted of three stages: preliminary research, prototype stage, and assessment phase. Data were collected through questionnaires and tests, with the research subjects being 10th grade students of Azhariyah Islamic Senior High School, Lubuklinggau, Indonesia. The results of data analysis showed that the validity scores obtained from the validation of language experts were 0,94, media experts 0.73, first material experts 0,81 and second material experts 0,83, indicating that the developed worksheets were categorized highly valid. The teacher practicality score was 83,9%, while the student's practicality score was 90.3% indicating that the worksheets were categorized as very practical. Furthermore, the effectiveness test conducted with 30 students resulted in an N-Gain value of 57,17%, which was categorized as quite effective.
Copyright (c) 2026 Aisyah Rahmawaty, Rani Refianti, Khathibul Umam Zaid Nugroho (Author) https://creativecommons.org/licenses/by/4.0
Lopi Sandeq Construction Ethnomathematics: Analysis of Geometry and Numeracy System of the Mandar Culture
Standard mathematics education often overlooks the rich mathematical concepts embedded in local cultures, leading to a gap between formal learning and indigenous knowledge. This study explores the ethnomathematical elements in the construction of the traditional Mandar boat, the Lopi Sandeq, which relies on intuitive mathematical principles. Using an ethnographic approach, data were collected through observation, documentation, and in-depth interviews with Punggawa in Karama Village, Polewali Mandar. Data analysis employed mathematical abstraction to transform local knowledge into formal concepts. The findings reveal that geometric integration occurs within its main components: the triangular principle on the sail (Sobal), a parabolic curve on the hull for hydrodynamic efficiency, and bilateral symmetry in the equilibrium system of the baratang and palatto’. Additionally, the traditional numeracy system based on depa units (dappa) consistently applies specific dimension ratios tailored to the boat’s function (fishing vs. competition). This study concludes that the Lopi Sandeq serves as a living mathematics laboratory with great potential for integration into the Independent Curriculum (Kurikulum Merdeka) as a concrete, Culture-based learning medium.
Copyright (c) 2026 Widya Ningsih (Author) https://creativecommons.org/licenses/by/4.0
Eksplorasi Etnomatematika pada Istano Basa Pagaruyung di Batusangkar Provinsi Sumatera Barat
Abstract: Ethnomathematics is the study of how local people understand, articulate, and utilize mathematical concepts in their daily lives. The Minangkabau traditional house or Gadang house is a traditional house with many cultural values and local wisdom in it. The research method used is ethnomathematics research using a qualitative approach, with exploration techniques. Research instruments include observation guidelines, interview guidelines, and document study guidelines. The analysis techniques used are data reduction, data presentation, and drawing conclusions. Based on the results of research and data analysis, it was concluded that the mathematical concepts in Minangkabau traditional houses were described, including the concepts of flat geometric shapes, spatial geometry, angles and reflections of various designs and constructions of Minangkabau traditional houses. Abstrak: Etnomatematika adalah studi tentang bagaimana masyarakat lokal memahami, mengartikulasikan, dan memanfaatkan konsep matematika dalam kehidupan sehari-hari mereka. Rumah adat Minangkabau atau rumah Gadang adalah rumah tradisional dengan banyak nilai budaya dan kearifan lokal di dalamnya. Metode penelitian yang digunakan yaitu penelitian Etnomatematika melalui pendekatan kualitatif, dengan teknik eksplorasi. Intrumen penelitian berupa pedoman observasi, pedoman wawancara, dan pedoman studi dokumen. Teknik analisis yang digunakan yaitu dengan reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil penelitian dan analisis data diperoleh Kesimpulan bahwa terdeskripsi adanya konsep matematika pada rumah adat Minangkabau meliputi konsep geometri bangun datar, geometri bangun ruang, sudut dan pencerminan dari berbagai desain dan konstruksi rumah adat Minangkabau.
Copyright (c) 2025 Preity Iswan Anjelika, Fauzi Mulyatna, Napis (Author) https://creativecommons.org/licenses/by/4.0
The Implementation of BBL Assisted by Ice Breaking Games on Mathematical Reasoning Reviewed from The Mathematical Resilience Ability of Students
The purpose of this research is to determine the effect of the implementation of Brain-Based Learning assisted by Ice Breaking Games on students mathematical reasoning, the effect of mathematical resilience abilities on students mathematical reasoning, and the interaction between the learning model and mathematical resilience abilities on students mathematical reasoning. This type of research is included in quasi-experimental research, the population taken is all students of class VIII SMP Negeri 2 Sendang Agung. The sampling technique uses cluster random sampling where class VIII A is the experimental class 1 with BBL learning assisted by ice breaking games, class VIII B as the experimental class 2 with BBL learning, class VIII C as the control class with lecture learning, questions and answers, and assignments. The data analysis technique in the study is a two-way ANOVA test. Based on the results of the first hypothesis test, the value <!-- [if gte msEquation 12]><m:oMath><m:sSub><m:sSubPr><m:ctrlPr></m:ctrlPr></m:sSubPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>F</m:r></m:e><m:sub><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>count</m:r></m:sub></m:sSub><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>=37,145 </m:r></m:oMath><![endif]--> with <!-- [if gte msEquation 12]><m:oMath><m:sSub><m:sSubPr><m:ctrlPr></m:ctrlPr></m:sSubPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>F</m:r></m:e><m:sub><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>count</m:r></m:sub></m:sSub><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>=37,145 </m:r></m:oMath><![endif]--> and degree of significance is 0.05. This indicates <!-- [if gte msEquation 12]><m:oMath><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>p-value<0,05 </m:r></m:oMath><![endif]--> that it <!-- [if gte msEquation 12]><m:oMath><m:sSub><m:sSubPr><m:ctrlPr></m:ctrlPr></m:sSubPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>H</m:r></m:e><m:sub><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>0</m:r></m:sub></m:sSub></m:oMath><![endif]--> is rejected and <!-- [if gte msEquation 12]><m:oMath><m:sSub><m:sSubPr><m:ctrlPr></m:ctrlPr></m:sSubPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>H</m:r></m:e><m:sub><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>1</m:r></m:sub></m:sSub></m:oMath><![endif]--> accepted. So, it can be concluded that there is an effect of the BBL learning model assisted by ice breaking games on students' mathematical reasoning abilities. The second hypothesis shows a value <!-- [if gte msEquation 12]><m:oMath><m:sSub><m:sSubPr><m:ctrlPr></m:ctrlPr></m:sSubPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>F</m:r></m:e><m:sub><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>hitung</m:r></m:sub></m:sSub><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>=19,200 </m:r></m:oMath><![endif]--> with <!-- [if gte msEquation 12]><m:oMath><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>p-value=0,000</m:r></m:oMath><![endif]--> a significance level of 0.05. This indicates <!-- [if gte msEquation 12]><m:oMath><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>p-value<0,05 </m:r></m:oMath><![endif]--> that it <!-- [if gte msEquation 12]><m:oMath><m:sSub><m:sSubPr><m:ctrlPr></m:ctrlPr></m:sSubPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>H</m:r></m:e><m:sub><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>0</m:r></m:sub></m:sSub></m:oMath><![endif]--> is rejected and <!-- [if gte msEquation 12]><m:oMath><m:sSub><m:sSubPr><m:ctrlPr></m:ctrlPr></m:sSubPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>H</m:r></m:e><m:sub><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>1</m:r></m:sub></m:sSub></m:oMath><![endif]--> accepted. Therefore, it can be concluded that there is an influence of mathematical resilience on students mathematical reasoning abilities. And the third hypothesis shows a value <!-- [if gte msEquation 12]><m:oMath><m:sSub><m:sSubPr><m:ctrlPr></m:ctrlPr></m:sSubPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>F</m:r></m:e><m:sub><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>count</m:r></m:sub></m:sSub><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>=0,179 </m:r></m:oMath><![endif]--> with <!-- [if gte msEquation 12]><m:oMath><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>p-value=0,949</m:r></m:oMath><![endif]--> a significance level of 0.05. This indicates <!-- [if gte msEquation 12]><m:oMath><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>p-value>0,05 </m:r></m:oMath><![endif]--> that <!-- [if gte msEquation 12]><m:oMath><m:sSub><m:sSubPr><m:ctrlPr></m:ctrlPr></m:sSubPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>H</m:r></m:e><m:sub><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>0</m:r></m:sub></m:sSub></m:oMath><![endif]--> it is accepted and <!-- [if gte msEquation 12]><m:oMath><m:sSub><m:sSubPr><m:ctrlPr></m:ctrlPr></m:sSubPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>H</m:r></m:e><m:sub><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>1</m:r></m:sub></m:sSub></m:oMath><![endif]--> rejected. Therefore, it is concluded that there is no interaction between the learning model and mathematical resilience on students mathematical reasoning abilities.
Copyright (c) 2026 Indah Resti Ayuni Suri, Dona Dinda Pratiwi, Netriwati Netriwati, Devira Fitriana (Author) https://creativecommons.org/licenses/by/4.0
The Effect of The Use of Digital Mathematics Comic Media on Students’ Mathematical Representation and Resilience
This study is grounded in a document analysis and interviews performed at SMPN 33 Bandar Lampung, which indicated that students’ mathematical representation and resilience skills remain inadequate. Furthermore, it was noted that the educational tactics utilized were repetitive and had not integrated technology. This study aims to enhance students’ positive attitudes toward mathematics learning (mathematical resilience) and their mathematical representation skills via digital mathematics comic learning media. The quasi-experimental study design employed a nonequivalent control group framework. The sample was determined using a purposive sampling technique, in which two intact seventh-grade classes were deliberately selected as the experimental and control groups. The study was performed at SMPN 33 Bandar Lampung. The sample comprised 55 seventh-grade students, with 30 participants in the experimental group and 25 participants in the control group. The instruments consisted of a mathematical representation test and a mathematical resilience questionnaire, both developed by the researchers and validated by expert validators prior to use. The data from the pretest and posttest were examined descriptively using the normalized gain (N-gain) score and inferentially via an independent samples t-test. The data analysis results demonstrated that the utilization of digital mathematics comic media substantially enhanced students’ mathematical representation abilities and resilience. However, inferential analysis did not indicated a significant increase.
Copyright (c) 2026 Fadly Nendra (Author) https://creativecommons.org/licenses/by/4.0
Problem Solving Abilities of The Eliciting Activities Model Reviewed from Wordwall Assisted Cognitive Styles
Mathematical problem-solving skills are essential competencies in mathematics learning. This study examines these abilities through the application of the Model Eliciting Activities (MEAs) assisted by Wordwall. The research to analyze these abilities through the application of the Model Eliciting Activities (MEAs) supported by the use of Wordwall. This study uses a mixed method approach with a sequential explanatory design. The subjects of the study is students in grade X SMAN 6 Semarang. The quantitative approach is used to see the achievement of students' mathematical problem-solving skills, while the qualitative approach is used to analyze the thinking process of students in solving problems based on the cognitive styles of Field Independet (FI) and Field Dependent (FD). The results of qualitative research showed that (1) the completeness of students' mathematical problem-solving ability achieved classical completeness, (2) there was an increase in mathematical problem-solving ability after the treatment was given, (3) the increase in students' learning outcomes in the experimental group was higher than that of the control group. The results of qualitative research showed that students with the FI type were better than students with the FD type. Schools can utilize this research through the Model Eliciting Activities (MEAs) approach, supported by Wordwall, as an innovative teaching alternative to improve high school students’ mathematical problem-solving skills.
Copyright (c) 2026 Gahita Alifah Hasna', Hery Sutarto (Author) https://creativecommons.org/licenses/by/4.0
Systematic Literature Review: Research Trend Analysis on Problem-Based Learning and Computational Thinking in Mathematics Learning
The purpose of this study is to analyze trends and characteristics of related research. Problem-Based Learning (PBL) and computational thinking (CT) in mathematics learning. The background of this research is grounded in the importance of 21st century of higher-order thinking skills, contrasting with the currently limited research integrating PBL and CT. The method used in this research is a Systematic Literature Review (SLR) with reference to the PRISMA guidelines. Data were collected from Google Scholar, Publish or Perish, Garuda, and Sinta databases, appliying inclusion criteria for the 2022-2026 period, a total of 20 relevant articles were selected. The results of this study show that the trend of PBL and CT research is increasing, although the trend is not stable each year. Most of these studies employ a qualitative approach, focusing primarily on elementary and secondary education. In addition, the results show that PBL improves students' critical thinking and problem-solving skills, while CT helps build students' systematic thinking patterns. However, research that combines PBL and CT is not much. In addition to providing an overview of research trends, this study provides a basis for developing learning models that combine PBL and CT in mathematics learning. Therefore, this reseach is expected to yield a significant impact by mapping current research trends and identifying existing gaps. It serves as a practical framework for mathematics educators to design lessons that integrate PBL with CT and as a guideline for future researchers to explore uncharted research gaps.
Copyright (c) 2026 Siti Nuraeni, Heni Pujiastuti, Etika Khaerunnisa (Author) https://creativecommons.org/licenses/by/4.0
Patterns of Adaptive Mathematical Reasoning Errors Among Junior High School Students on The Pythagorean Theorem Based on Newman’s Error Analysis
This study aims to analyze the adaptive mathematical reasoning abilities of eighth-grade junior high school students regarding the Pythagorean Theorem and to identify types of errors based on Newman’s Error Analysis (NEA). A descriptive quantitative approach was used with 33 students selected through purposive sampling based on the recommendations of the mathematics teacher at the research site, as the students had studied the Pythagorean Theorem material which aligned with the research objectives, at a junior high school in Pekanbaru in October 2025. The instrument consisted of two open-ended questions containing four indicators: formulating conjectures, identifying patterns, providing mathematical justifications, and verifying the validity of arguments. Data were analyzed using mean scores, achievement percentages per indicator, and error classifications based on NEA. The results showed that the “formulating conjectures” indicator achieved the highest score (72.73%), while “identifying patterns” had the lowest (10.61%). The most dominant errors were encoding errors (97%) and comprehension errors (76%). It was concluded that students’ adaptive mathematical reasoning skills remain relatively low, particularly in identifying patterns, providing mathematical justifications, and verifying the validity of arguments. These findings imply the need to emphasize learning activities that train pattern identification, mathematical justification, and argument verification, while also considering problem-based and inquiry-based instructional approaches as potential strategies to strengthen students' adaptive reasoning development.
Copyright (c) 2026 Reza Alinata, Ramon Muhandaz (Author) https://creativecommons.org/licenses/by/4.0
The Impact of Learning Environments on Mathematics Outcomes and The Cultivation of Numeracy Literacy: A Literature Study
This study examines the role of the learning environment in fostering numeracy literacy and mathematics learning outcomes through a student-centric perception. Addressing suboptimal numeracy achievements, this research highlights how physical, social, and digital environments serve as foundational elements for developing critical reasoning and mathematical problem-solving skills. A qualitative narrative literature review was conducted by retrieving articles from the Google Scholar database. Using the keywords “learning environment,” “numeracy literacy,” and “mathematics learning,” the search was limited to full-text publications from 2021 to 2026. Fifteen highly relevant articles were selected and analyzed through purposive thematic synthesis to construct a cohesive theoretical framework. The findings reveal that the learning environment significantly and consistently impacts mathematics achievement and numeracy literacy. Specifically, the social and emotional climate strongly dictates student readiness, with the reviewed literature demonstrating its dominant contribution over individual cognitive understanding. Furthermore, while physical facilities provide space for exploration, they require effective pedagogical management to directly improve academic outcomes. A key limitation is that the current literature predominantly focuses on primary education, highlighting a critical need for future empirical research in secondary school contexts. These findings imply that educators must design adaptive, comprehensive ecosystems to fully optimize mathematics learning.
Copyright (c) 2026 Rosita Putri Wulandari S, Martyana Prihaswati, Iswahyudi Joko Suprayitno (Author) https://creativecommons.org/licenses/by/4.0
Conceptual Gap Analysis in Learning Fractions: A Diagnostic Study of Elementary School Students' Cognitive Structure
Abstract: This study aims to analyze and map students' cognitive structures in fractional number operations that cause conceptual gaps and recommend effective learning intervention strategies to address these gaps. This study used a descriptive and correlational research design involving 23 sixth-grade students (12 boys, 11 girls) selected using a purposive sampling technique. The developed test instrument was used as an instrument to collect data on students' conceptual gaps in fractional number operations. The findings indicate that students show less conceptual understanding in fractional number operations. The higher the level of students' conceptual understanding, the higher the mathematical competence they demonstrate. The pedagogical implications of this study emphasize the need for cognitive mapping-based interventions for elementary school teachers to mitigate students' epistemological barriers in understanding the abstract concept of fractions. Abstrak: Penelitian ini bertujuan untuk menganalisis dan memetakan struktur kognitif siswa dalam operasi bilangan pecahan yang menyebabkan kesenjangan konseptual, dan merekomendasikan strategi intervensi pembelajaran yang efektif guna mengatasi kesenjangan tersebut. Penelitian ini menggunakan desain penelitian deskriptif dan korelasional yang melibatkan 23 siswa kelas 6 (laki-laki 12 orang, perempuan 11 orang) yang dipilih menggunakan teknik purposive sampling. Instrumen tes yang telah dikembangkan digunakan sebagai instrumen untuk mengambil data kesenjangan konseptual siswa pada operasi bilangan pecahan. Temuan menunjukkan bahwa siswa memiliki pemahaman konseptual yang rendah dalam operasi bilangan pecahan. Selain itu, ditemukan bahwa semakin tinggi tingkat pemahaman konseptual siswa, semakin tinggi pula kompetensi matematika yang mereka tunjukkan. Implikasi pedagogis dari penelitian ini menekankan perlunya intervensi berbasis pemetaan kognitif bagi guru sekolah dasar untuk memitigasi hambatan epistemologis siswa dalam memahami konsep abstrak bilangan pecahan.
Copyright (c) 2025 Komarudin Komarudin, Selpi Saputri, Oka Diana Sabilla, Ayu Setia Ningsih, Siti Salwa Haquita, Sella Gushalimah (Author) https://creativecommons.org/licenses/by/4.0
The Effect of Brain Rot and Reading Interest on Students’ Mathematical Critical Thinking: A Literature Review
This study synthesizes empirical findings from studies published between 2014–2026 to identify how excessive exposure to low-quality digital content and reading interest influence students’ cognitive engagement and mathematical critical thinking. The increasing exposure of students to short-form digital content has raised concerns regarding declining cognitive engagement and higher-order thinking skills, particularly in mathematics learning. This study employed a systematic literature review by analyzing peer-reviewed articles indexed in Google Scholar and Scopus published between 2014 and 2026 The review revealed that excessive consumption of fragmented digital content weakens sustained attention, cognitive engagement, and analytical reasoning, which are essential components of mathematical critical thinking. The findings indicate that excessive exposure to low-quality digital content negatively affects students’ concentration, cognitive engagement, and higher-order thinking skills. In contrast, reading interest supports students’ ability to analyze, evaluate, and solve mathematical problems critically. The review also shows that cognitive engagement plays an important role in linking digital behavior and mathematical critical thinking. These findings emphasize the importance of strengthening reading habits and managing digital consumption to support students’ critical thinking skills in mathematics learning.
Copyright (c) 2026 Rafifah Darajathul Aliyah, Netriwati Netriwati, Mentari Fortuna Wati, Annisa Nabila Artanti, Rajwana Fatih Ihsania, Vina Viola (Author) https://creativecommons.org/licenses/by/4.0
Students’ Critical Thinking Processes in Solving Contextual Number Pattern Problems Based on The Joglo House
Mathematics learning often emphasizes final answers rather than students’ thinking processes, which limits the development of critical thinking. This study aims to analyze junior high school students’ critical thinking processes in solving contextual number pattern problems based on the Joglo traditional house. This research employed a descriptive qualitative approach involving 35 eighth-grade students at MTsN 4 Sragen. The instrument consisted of contextual essay questions on number patterns. The data were analyzed by classifying students into high, medium, and low categories using the mean and standard deviation, followed by an in-depth analysis of three selected students based on Facione’s indicators. The findings show clear differences in students’ critical thinking processes across ability levels. High-category students fulfilled all indicators of critical thinking. Medium-category students showed weaknesses in explanation and self-regulation. Low-category students only fulfilled the interpretation indicator. These findings indicate that the completeness of students’ critical thinking processes varies across ability levels in solving contextual number pattern problems based on the Joglo traditional house.
Copyright (c) 2026 Dewi Mashitoh, Adi Nurcahyo, Muhammad Noor Kholid (Author) https://creativecommons.org/licenses/by/4.0
Analisis Kesalahan Klasifikasi Hierarkis Segiempat Mahasiswa Menggunakan Diagram Venn
Abstract: This study analyzes the difficulties of pre-service mathematics teachers in the hierarchical classification of quadrilaterals using Fujita's categories, which include the Q-P, Q-Rec, and Q-Rh levels. The Q-P level (divided into four sub-levels) indicates the extent of understanding that rectangles, rhombi, and squares are special cases of parallelograms. The Q-Rec level (divided into three sub-levels) evaluates the understanding that squares are special cases of rectangles, while the Q-Rh level (divided into three sub-levels) examines the understanding that squares are special cases of rhombi. The pre-service teachers were assigned an open-ended task to construct Venn diagrams illustrating the inclusion relations among these quadrilaterals. Their visual representations were then analyzed based on the aforementioned leveling categories. The analysis revealed that 95% of the pre-service teachers demonstrated a hierarchical understanding at the Q-P level. However, at the Q-Rec and Q-Rh levels, 70% of the participants exhibited a hierarchical understanding, while 25% showed a prototypical understanding. The findings of this study can serve as an alternative diagnostic tool for educators to rapidly identify students' misconceptions in the hierarchical classification of quadrilaterals. Abstrak: Penelitian ini menganalisis kesulitan mahasiswa calon guru matematika dalam mengklasifikasikan segiempat secara hierarkis menggunakan kategori Fujita, meliputi level Q-P, level Q-Rec, dan level Q-Rh. Level Q-P (terbagi menjadi 4 sublevel) menunjukkan sejauh mana pemahaman bahwa persegi panjang, belah ketupat, dan persegi merupakan kasus khusus dari jajar genjang. Level Q-Rec (terbagi menjadi 3 sublevel) menunjukkan sejauh mana pemahaman bahwa persegi merupakan kasus khusus dari persegi panjang, dan level Q-Rh (terbagi menjadi 3 sublevel) menunjukkan sejauh mana pemahaman bahwa persegi merupakan kasus khusus dari belah ketupat. Mahasiswa diberikan tugas untuk menggambar diagram Venn mengenai hubungan segiempat-segiempat tersebut. Hasil pekerjaan dianalisis menggunakan kategori pelevelan di atas. Hasil analisis menunjukkan bahwa 95% mahasiswa memiliki pemahaman dengan kategori hierarkis di level Q-P. Sedangkan di level Q-Rec dan Q-Rh, 70% mahasiswa memiliki pemahaman dengan kategori hierarkis, 25% memiliki pemahaman dengan kategori prototipikal. Hasil penelitian ini dapat dijadikan alternatif cara mengidentifikasi kesalahan siswa dalam melakukan klasifikasi hierarkis segiempat secara cepat.
Copyright (c) 2025 Muchammad Hamdhani, Nur Baiti Nasution (Author) https://creativecommons.org/licenses/by/4.0
Pengaruh Penggunaan Micro Video dengan Model Pembelajaran Flipped Classroom terhadap Pemecahan Masalah Matematis dan Kemandirian Belajar Siswa
Abstract: This research is motivated by the low mathematical problem-solving ability of students and student learning independence in mathematics learning. This study aims to determine the differences in mathematical problem-solving abilities of students who use micro video with flipped classroom learning models and conventional learning and student learning independence after the implementation of the model. The study used a quantitative method with a True Experimental Design the Posttest-Only Control Design. The subjects of the study were students of grade XI SMAN 1 Ciruas in the 2024/2025 academic year, with grade XI 1-2 as the experimental class and XI 1-1 as the control class, selected through random sampling techniques. The instruments used included a mathematical problem-solving ability test and a student learning independence questionnaire. Data analysis techniques included normality tests, homogeneity tests, and t-tests. The results of the study showed that on average there was a difference in mathematical problem-solving abilities between the experimental and control classes with a significance value of 0.000 <0.05. The results of data analysis showed that on average there was a difference in problem-solving abilities. The average learning independence score of students in the experimental class was in the good category with a percentage of 94%. Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah matematis siswa dan kemandirian belajar siswa dalam pembelajaran matematika. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan pemecahan masalahah matematis siswa yang menggunakan micro video dengan model pembelajaran flipped classroom dan pembelajaran konvensional dan kemandirian belajar siswa setelah penerapan model tersebut. Penelitian menggunakan metode kuantitatif dengan desain True Eksperimental Design the Posttest-Only Control Design. Subjek penelitian adalah siswa kelas XI SMAN 1 Ciruas tahun ajaran 2024/2025, dengan kelas XI 1-2 sebagai kelas eksperimen dan XI 1-1 sebagai kelas kontrol, yang dipilih melalui teknik random sampling. Instrumen yang digunakan meliputi tes kemampuan pemecahan masalah matematis dan angket kemandirian belajar siswa. Teknik analisis data meliputi uji normalitas, uji homogenitas, dan uji-t. Hasil penelitian menunjukkan bahwa rata-rata memiliki perbedaan kemampuan pemecahan masalah matematis yang lebih baik antara kelas eksperimen dan kontrol dengan nilai signifikansi 0,000 < 0,05. Hasil analisis data menunjukkan bahwa rata-rata memiliki perbedaan kemampuan pemecahan. Rata-rata skor kemandirian belajar siswa kelas eksperimen berada pada kategori baik dengan pesentase 94%.
Copyright (c) 2025 Tika Elisabet Aprilia Hutabarat, Mira Marlina, Vidya Ayuningtyas (Author) https://creativecommons.org/licenses/by/4.0
Implementasi Video TikTok Edukasi terhadap Kemampuan Pemecahan Masalah Matematis dan Minat Belajar Siswa Melalui Model Experiential Learning
Abstract: This study was motivated by the low problem-solving abilities and learning motivation of students. The research aims to determine the differences in problem-solving abilities and learning motivation of students through the Experiential Learning (EL) model assisted by TikTok Educational videos. This is a quantitative study with a quasi-experimental design of the Nonequivalent Pre-Test Post-Test Control Group Design. The subjects of this study were students in the 11th grade at SMKT Global 2 Bandung for the 2024-2025 academic year, with the 11th grade OTKP class as the experimental group and the 11th grade TKJ B class as the control group. Data collection techniques included a mathematical problem-solving ability test consisting of five questions and a learning interest questionnaire comprising twenty statements. Data analysis techniques included the prerequisite tests (normality and homogeneity tests), and hypothesis testing (t-test). The results of the post-test data from the experimental and control classes showed a sig. (2-tailed) value of 0.000 < 0.05 and an average questionnaire score of 77.47, which falls into the “good” category for the experimental class. Thus, it can be concluded that there is a significant difference in the mathematical problem-solving ability of students using the EL model assisted by TikTok Educational videos compared to those using the conventional learning model. Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah dan minta belajar siswa. Penelitian bertujuan untuk mengetahui perbedaan kemampuan pemecahan masalah dan mengetahui minat belajar siswa melalui model pembelajaran Experiential Learning (EL) bebantuan video TikTok Edukasi. Penelitian ini merupakan penelitian kuantitatif dengan desain quasi eksperimen jenis The Nonequivalent Pre-Test Post-Test Control Group Design. Subjek penelitian ini adalah siswa kelas XI SMKT Global 2 Bandung Tahun Ajaran 2024-2025 dengan kelas XI OTKP sebagai kelas eksperimen dan XI TKJ B sebagai kelas kontrol. Teknik pengumpulan data dengan menggunakan tes kemampuan pemecahan masalah matematis siswa sejumlah lima butir soal dan angket minat belajar siswa sebanyak dua puluh butir pernyataan. Teknik analisis data dilakukan dengan uji prasyarat (uji normalitas dan uji homogenitas) dan uji hipotesis (uji-t). Hasil penelitian dari data posttest kelas eksperimen dan kontrol diperoleh nilai sig. (2-tailed) Sebesar 0,000 < 0,05 dan rata-rata angket sebesar 77,47 yang memiliki kategori baik pada kelas eksperimen. Dengan demikian dapat disimpulkan bahwa terdapat perbedaan yang signifikan terhadap kemampuan pemecahan masalah matematis siswa yang meggunakan model pembelajaran EL bebantuan video TikTok Edukasi dibandingkan dengan yang menggunakan model pembelajaran konvensional.
Copyright (c) 2025 Sulistiawati Sulistiawati, Mira Marlina, Novi Yendra (Author) https://creativecommons.org/licenses/by/4.0
Penerapan Model PBL Berbantuan LKPD Liveworksheet terhadap Kemampuan Pemecahan Masalah dan Kemandirian Belajar
Abstract: This study was motivated by the low level of mathematical problem-solving skills and learning independence among students. The purpose of this study was to determine the difference in mathematical problem-solving skills between students who used the Problem-Based Learning (PBL) model assisted by Liveworksheet worksheets and students who used conventional learning methods, as well as the learning independence of students after the implementation of this model. The research method used a quantitative approach with a quasi-experimental design of the non-equivalent pretest-posttest control group type. The research subjects were 10th grade students at SMAN 1 Ciruas who were selected through random sampling. The research instruments included a mathematical problem-solving ability test and a student learning independence questionnaire. Data analysis techniques included normality tests, homogeneity tests, and t-tests. The results showed a significant difference in mathematical problem-solving skills between the experimental and control classes with a significance value of 0.000 < 0.05. Student learning independence in the experimental class was in the good category with a percentage of 77.78%. Thus, the PBL model assisted by Liveworksheet worksheets is effective in improving problem-solving skills. Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah matematis dan kemandirian belajar siswa. Penelitian ini bertujuan mengetahui perbedaan kemampuan pemecahan masalah matematis antara siswa yang menggunakan model Problem Based Learning (PBL) berbantuan LKPD Liveworksheet dan siswa dengan pembelajaran konvensional, serta kemandirian belajar siswa setelah penerapan model tersebut. Metode penelitian menggunakan pendekatan kuantitatif dengan desain quasi experimental jenis non-equivalent pretest-posttest control group design. Subjek penelitian adalah siswa kelas X SMAN 1 Ciruas yang dipilih melalui teknik random sampling. Instrumen penelitian meliputi tes kemampuan pemecahan masalah matematis dan angket kemandirian belajar siswa. Teknik analisis data meliputi uji normalitas, uji homogenitas, dan uji-t. Hasil penelitian menunjukkan perbedaan signifikan kemampuan pemecahan masalah matematis antara kelas eksperimen dan kontrol dengan nilai signifikansi 0,000 < 0,05. Kemandirian belajar siswa pada kelas eksperimen berada pada kategori baik dengan persentase 77,78%. Dengan demikian, model PBL berbantuan LKPD Liveworksheet efektif meningkatkan kemampuan pemecahan masalah.
Copyright (c) 2025 Fadilah (Author) https://creativecommons.org/licenses/by/4.0
Pengembangan Bahan Ajar Matematika Berbasis Problem Based Learning untuk Memfasilitasi Math Engagement Siswa SMP
Abstract: This study aims to produce PBL-based mathematics instructional materials that meet the criteria of validity, practicality, and effectiveness in facilitating the Math Engagement of Grade VIII students by implementing the ADDIE development model, which consists of the Analysis, Design, Development, Implementation, and Evaluation stages. The research subjects were Grade VIII students of SMP Negeri 1 Sedayu, with a small-scale trial involving 6 students and a large-scale trial involving 30 students. The research instruments included validation questionnaires for subject-matter experts and media experts, teacher and student response questionnaires, learning achievement tests, a Math Engagement questionnaire, and observation sheets of learning implementation. The results showed that the developed instructional materials met the criteria of being highly valid based on evaluations by subject-matter experts, with scores of 115 and 117 out of a maximum score of 125, and by media experts, with scores of 76 and 82 out of a maximum score of 85. The instructional materials were also categorized as highly practical based on student response questionnaires, with average scores of 46 in the small-scale trial and 48 in the large-scale trial, as well as teacher responses, with average scores of 48 in the small-scale trial and 49 in the large-scale trial. Furthermore, the instructional materials were proven to be effective in terms of learning mastery, as 66% of students in the small-scale trial and 86% of students in the large-scale trial achieved scores above 75. Students’ Math Engagement levels were also classified as very high, with average scores of 69.83 in the small-scale trial and 70.67 in the large-scale trial. In conclusion, the PBL-based mathematics instructional materials are deemed suitable for supporting active, meaningful, and student-centered mathematics learning in accordance with the demands of the Merdeka Curriculum. Abstrak: Pengembangan ini bertujuan untuk menghasilkan bahan ajar matematika berbasis PBL yang memenuhi kriteria valid, praktis, dan efektif dalam memfasilitasi Math Engagement siswa kelas VIII, dengan menerapkan model ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Subjek penelitian adalah siswa kelas VIII SMP Negeri 1 Sedayu, dengan uji coba skala kecil melibatkan 6 siswa dan uji coba skala besar melibatkan 30 siswa. Instrumen penelitian meliputi angket validasi ahli materi dan ahli media, angket respon guru dan siswa, tes hasil belajar, angket Math Engagement, serta lembar observasi keterlaksanaan pembelajaran. Hasil menunjukkan bahwa bahan ajar yang dikembangkan memenuhi kriteria sangat valid berdasarkan penilaian ahli materi dengan skor 115 dan 117 dari skor total 125 serta penilaian ahli media dengan skor 76 dan 82 dari skor total 85. Bahan ajar juga dinyatakan sangat praktis berdasarkan hasil angket respon siswa dengan skor rata-rata 46 pada uji skala kecil dan 48 pada uji skala besar, serta respon guru dengan skor rata-rata 48 pada uji skala kecil dan 49 pada uji skala besar. Selain itu, bahan ajar dinyatakan efektif ditinjau dari ketuntasan hasil belajar, yaitu 66% siswa pada uji skala kecil dan 86% pada uji skala besar memperoleh nilai di atas 75, serta tingkat Math Engagement siswa yang berada pada kategori sangat tinggi dengan skor rata-rata 69,83 pada uji skala kecil dan 70,67 pada uji skala besar. Bahan ajar matematika berbasis PBL dinyatakan layak digunakan untuk mendukung pembelajaran matematika yang aktif, bermakna, dan berpusat pada siswa sesuai dengan tuntutan Kurikulum Merdeka.
Copyright (c) 2025 Tyas Nur Annisa Hidayah, Padrul Jana (Author) https://creativecommons.org/licenses/by/4.0
Pengembangan Bahan Ajar Matematika Kelas 5 Sekolah Dasar untuk Anak Berkebutuhan Khusus Down Syndrome
Abstract: This study aims to develop mathematics instructional materials for fifth-grade elementary students with Down syndrome in the form of a complete learning book, not merely a visual design, with the development scope covering content organization, illustrations, language, and book structure on number recognition from 1–20, addition and subtraction of numbers 1–9, and time recognition. The research employed a Research and Development (R&D) method through the stages of needs analysis, design, development, limited implementation, and evaluation, involving subject-matter experts, design experts, special school teachers as users of the materials, and classroom observations conducted at SLB BC Mahardika Depok and SLB BC Abdi Pratama Munjul. The research instruments included expert validation sheets, teacher response questionnaires, and learning implementation observation sheets. The results indicate that the developed instructional materials fall into the very good category, with material expert feasibility percentages of 97.5% and 91.25% and a design expert feasibility percentage of 93.33%. In addition, teachers’ evaluations showed positive responses regarding ease of use, clarity of content, and the usefulness of the materials in the learning process, confirming that the instructional materials are not only theoretically feasible but also practically applicable in classroom settings. Thus, the developed illustrated mathematics instructional materials are deemed feasible and practical as supplementary learning books for children with Down syndrome and have the potential to improve the quality of mathematics learning in special schools. Abstrak: Penelitian ini bertujuan mengembangkan bahan ajar matematika kelas V Sekolah Dasar bagi anak Down Syndrome dalam bentuk buku pembelajaran utuh, bukan hanya sebatas desain visual, dengan ruang lingkup pengembangan meliputi perancangan isi, ilustrasi, bahasa, dan struktur buku pada materi pengenalan bilangan 1–20, penjumlahan dan pengurangan bilangan 1–9, serta pengenalan waktu. Metode penelitian yang digunakan adalah penelitian dan pengembangan (Research and Development) melalui tahapan analisis kebutuhan, perancangan, pengembangan, implementasi terbatas, dan evaluasi, dengan subjek uji coba melibatkan ahli materi, ahli desain, guru kelas SLB sebagai pengguna bahan ajar, serta observasi pembelajaran di SLB BC Mahardika Depok dan SLB BC Abdi Pratama Munjul. Instrumen penelitian meliputi lembar validasi ahli, angket respon guru, dan lembar observasi keterlaksanaan pembelajaran. Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan berada pada kategori sangat baik dengan persentase kelayakan ahli materi sebesar 97,5% dan 91,25%, serta ahli desain sebesar 93,33%, sementara penilaian guru menunjukkan respon positif terhadap kemudahan penggunaan, kejelasan materi, dan keterbantuan bahan ajar dalam proses pembelajaran, yang menegaskan bahwa bahan ajar tidak hanya layak secara teoritis tetapi juga praktis digunakan di kelas. Dengan demikian, bahan ajar matematika berbasis ilustrasi bergambar yang dikembangkan dinyatakan layak dan praktis digunakan sebagai buku penunjang pembelajaran matematika bagi anak Down Syndrome serta berpotensi meningkatkan kualitas pembelajaran matematika di SLB.
Copyright (c) 2025 Umi Sulistyani, Muhamad Zainul Umam, Wahyudi (Author) https://creativecommons.org/licenses/by/4.0
Papan Statistika sebagai Media dalam Pemahaman Konsep Nilai Pemusatan Data di MTs Secang Kalipuro
Abstract: This study aims to apply and determine the effectiveness of statistical board on understanding the concept of central data in eight-grade students at MTs Ibrahimy Secang Kalipuro in the 2024/2025 academic year. The research was conducted within a quantitative framework. The respondents were eighth-grade students selected using a saturated sampling technique. Data collection was conducted in the form of tests. Data analysis used a one-sample Z-test on the right side. The results showed that <!-- [if gte msEquation 12]><m:oMath><m:sSub><m:sSubPr><m:ctrlPr></m:ctrlPr></m:sSubPr><m:e><m:r>Z</m:r></m:e><m:sub><m:r>count</m:r></m:sub></m:sSub><m:r>=-1.54<</m:r><m:sSub><m:sSubPr><m:ctrlPr></m:ctrlPr></m:sSubPr><m:e><m:r>Z</m:r></m:e><m:sub><m:r>table</m:r></m:sub></m:sSub><m:r>=1.65</m:r></m:oMath><![endif]--> , indicating that the use of statistical board was ineffective in understanding the concept of data centralization in eight-grade students at MTs Ibrahimy Secang Kalipuro in the 2024/2025 academic year. However, in general, the use of this media increased the percentage of student achieving by 56%. Further investigation of the students' work revealed difficulties in determining the mean value. It is only 65% for question one and 63% in question two. The graphical form of the question also presented a complex problem for students, resulting in a decrease in student achievement in determining the mean, median, and mode values. The results also showed a gap between students' ability to read data from graphs and their ability to apply concepts to real-life situations. Furthermore, the limited use of media to solve problems and the provision of more complex test questions made it difficult for students to apply the concepts they learned. These conditions can form the basis for further research to maximize the use of statistical boards in learning. Abstrak: Penelitian ini bertujuan untuk menerapkan dan mengetahui efektivitas media papan statistika terhadap pemahaman konsep nilai pemusatan data di kelas VIII MTs Ibrahimy Secang Kalipuro pada tahun pelajaran 2024/2025. Penelitian dilakukan dalam kerangka kuantitatif. Responden penelitian terdiri dari siswa kelas VIII yang ditentukan dengan teknik sampling jenuh. Pengumpulan data dilakukan dalam bentuk tes. Penggunaan media ini dapat meningkatkan persentase ketercapaian KKTP yaitu sebesar 56%. Penelusuran lebih lanjut terhadap hasil kerja siswa menunjukkan adanya kesulitan dalam menentukan nilai mean. Hasil penentuan nilai mean pada soal nomor satu hanya mencapai 65% dan 63% pada soal nomor dua. Soal dalam bentuk grafik juga menjadi masalah yang kompleks bagi siswa, dan mengakibatkan penurunan persentase capaian siswa dalam menentukan nilai mean, median, dan modus. Hasil penelitian juga menunjukkan adanya kesenjangan antara kemampuan siswa membaca data dari grafik dan kemampuan mengaplikasikan konsep dengan situasi nyata. Selain itu, batasan penggunaan media dalam menyelesaikan masalah dan pemberian soal tes yang lebih kompleks menyebabkan siswa kesulitan dalam menerapkan konsep yang dipelajari. Kondisi tersebut telah menjadi dasar pengembangan penelitian berikutnya untuk memaksimalkan keberadaan media papan statistika dalam pembelajaran.
Copyright (c) 2025 Sulastri Sulastri, Eko Listiwikono, Barep Yohanes, Rachmaniah Mirza Hariastuti (Author) https://creativecommons.org/licenses/by/4.0
Pengaruh Model Pembelajaran STEM terhadap Kemampuan Pemahaman Konsep Matematis Ditinjau dari Gaya Belajar
Abstract: The results of the preliminary study conducted at MTs Al-Khairiyah Talang Padang indicate that students’ mathematical conceptual understanding remains low. The aim of this reseach is to determine the influence of the STEM (Science, Technology, Engineering, and Mathematics) learning model on the understanding of mathematical concepts in terms of students' learning styles. The type of research is Quasi Experiment Design. The population in this study was all class VIII at MTS Al-Khairiyah Talang Padang. The sampling technique used was cluster random sampling obtained class VIII B as an experimental class that was given treatment using the STEM (Science, Technology, Engineering, and Mathematics) learning model, and class VIIIC as a control class that was given treatment using the Direct Instruction model. The instruments used in collecting data were a test of mathematical concept understanding ability and a questionnaire on student learning styles. The results of data analysis in this study used two-way ANOVA. Hypothesis testing with a significance level of 5%, so that the results of the data analysis are (1) there is an effect of the STEM learning model on the understanding of mathematical concepts. (2) there are differences between visual, auditory, and kinesthetic learning styles on the understanding of mathematical concepts. (3) there is no interaction between learning model and learning style factors on understanding mathematical concepts. Abstrak: Hasil pra-penelitian di MTs Al-Khairiyah Talang Padang menunjukkan bahwa pemahaman konsep matematis peserta didik masih tergolong rendah. Tujuan penelitian ini untuk mengetahui pengaruh model pembelajaran STEM (Sains, Technology, Engineering, And Mathematics) pembelajaran terhadap pemahaman konsep matematis ditinjau dari gaya belajar peserta didik. Jenis penelitian Quasi Eksperiment Desain. Populasi dalam penelitian ini adalah seluruh kelas VIII di MTS Al-Khairiyah Talang Padang. Teknik pengambilan sampel yang digunakan yaitu cluser random sampling yang diperoleh kelas VIII B sebagai kelas eksperimen yang diberi perlakuan menggunakan model pembelajaran STEM (Sains, Technology, Engineering, And Mathematics), dan kelas VIIIC sebagai kelas kontrol yang diberi perlakuan menggunakan model Direct Instruction. Insturmen yang digunakan dalam mengumpulkan data adalah test kemampuan pemahaman konsep matematis dan angket gaya belajar peserta didik. Hasil analisis data dalam penelitian ini menggunakan anova dua jalur. Pengujian hipotesis dengan taraf signifikan 5%, sehingga hasil analisis datanya yaitu (1) terdapat pengaruh model pembelajaran STEM terhadap pemahaman konsep matematis. (2) terdapat perbedaan antara gaya belajar kategori visual, auditorial, dan kinestetik terhadap pemahaman konsep matematis. (3) tidak terdapat interaksi antara faktor model pembelajaran dan gaya belajar terhadap pemahaman konsep matematis.
Copyright (c) 2025 indah resti ayuni Suri indah resti ayuni Suri, Rizki Wahyu Yunian Putra, netriwati, tika haryati (Author) https://creativecommons.org/licenses/by/4.0
Etnomatematika Pertanian dan Implikasinya dalam Pembelajaran Matematika di Indonesia: Systematic Literature Review
Abstract: This study aims to describe mathematical concepts embedded in agricultural activities and their implications for mathematics learning in Indonesia. The study is motivated by students’ limited ability to connect mathematical concepts with real-life situations and the minimal integration of local contexts in mathematics instruction. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines on articles published between 2014 and 2025. Of 175 identified articles, 10 met the inclusion criteria and were analyzed using a qualitative descriptive approach. The results indicate that agricultural activities involve various mathematical concepts, particularly measurement, social arithmetic, and geometry, which emerge in farmers’ practices. Furthermore, agricultural ethnomathematics positively contributes to mathematics learning by enhancing contextual understanding, mathematical literacy, critical thinking, learning motivation, and the reinforcement of local cultural values. Abstrak: Tujuan penelitian ini bertujuan untuk mendeskripsikan konsep matematis yang muncul dalam aktivitas pertanian serta implikasinya terhadap pembelajaran matematika di Indonesia. Latar belakang penelitian didasarkan pada masih rendahnya kemampuan siswa dalam menghubungkan konsep matematika dengan situasi nyata dan minimnya penggunaan konteks lokal dalam pembelajaran. Metode Systematic Literature Review (SLR) dengan PRISMA 2020 digunakan untuk menganalisis 10 artikel (2014-2025). Hasilnya, aktivitas pertanian mengandung konsep matematis seperti pengukuran, aritmetika sosial, dan geometri. Etnomatematika pertanian juga berdampak positif pada pembelajaran matematika, seperti meningkatkan pemahaman konsep, literasi matematika, berpikir kritis, motivasi, dan nilai budaya lokal.
Copyright (c) 2025 Sindy Vidiantika, Putri Nur Malasari (Author) https://creativecommons.org/licenses/by/4.0
Kemampuan Problem Posing Siswa SMP pada Materi Sistem Persamaan Linear Dua Variabel
Abstract: This study aims to describe the problem-posing abilities of junior high school students in the subject of Two-Variable Linear Equation Systems (SLS). This study is important because problem-posing is a higher-order thinking skill that helps students understand concepts and model SLS problems, but it still receives less attention in mathematics learning. The study used a qualitative descriptive approach with three ninth-grade students selected purposively to represent the high-ability category. Data collection was carried out through tests, interviews, and documentation. Data were analyzed through the stages of data reduction, data presentation, and conclusion drawing, and supported by analysis using QSR NVivo 11 software to strengthen the validity of the findings. The results showed that junior high school students' problem-posing abilities in SLS were at various levels, with a tendency to remain at the basic stage. The main finding of this study was that students were relatively better at identifying information and constructing mathematical models than at developing new problems creatively, especially in linking SLS to real-world contexts. This is in line with previous research findings that stated that students tend to be more skilled at structured problem-posing than free or contextual problem-posing. However, this study makes an additional contribution by specifically showing that students' main difficulties lie in the transition from mathematical models to story forms and everyday life contexts, thus emphasizing the importance of SPLDV learning that explicitly practices problem posing based on real contexts and step-by-step guidance. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kemampuan problem posing siswa SMP pada materi Sistem Persamaan Linear Dua Variabel (SPLDV). Penelitian ini penting karena problem posing merupakan kemampuan berpikir tingkat tinggi yang membantu siswa memahami konsep dan memodelkan permasalahan SPLDV, namun masih kurang mendapat perhatian dalam pembelajaran matematika. Penelitian menggunakan pendekatan deskriptif kualitatif dengan subjek tiga siswa kelas IX yang dipilih secara purposive untuk mewakili kategori kemampuan tinggi. Pengumpulan data dilakukan melalui tes, wawancara, dan dokumentasi. Data dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, serta didukung oleh analisis menggunakan perangkat lunak QSR NVivo 11 untuk memperkuat keabsahan temuan. Hasil penelitian menunjukkan bahwa kemampuan problem posing siswa SMP pada materi SPLDV berada pada tingkat yang beragam, dengan kecenderungan masih berada pada tahap dasar. Temuan utama penelitian ini adalah bahwa siswa relatif lebih mampu mengidentifikasi informasi dan menyusun model matematika dibandingkan mengembangkan soal baru secara kreatif, terutama dalam mengaitkan SPLDV dengan konteks nyata. Hal ini sejalan dengan temuan penelitian sebelumnya yang menyatakan bahwa siswa cenderung lebih terampil pada problem posing terstruktur dibandingkan problem posing bebas atau kontekstual. Namun, penelitian ini memberikan kontribusi tambahan dengan menunjukkan secara spesifik bahwa kesulitan utama siswa terletak pada transisi dari model matematika ke bentuk cerita dan konteks kehidupan sehari-hari, sehingga menegaskan pentingnya pembelajaran SPLDV yang secara eksplisit melatihkan problem posing berbasis konteks nyata dan bimbingan bertahap.
Copyright (c) 2025 Rosiana Ervita Juliyanti, Cika Fitriya, Nolanda Juli Maryana, Danansia Angel Kameswari, Sutrisno Sutrisno (Author) https://creativecommons.org/licenses/by/4.0
Gamification and Improvement of Mathematical Creative Thinking: Systematic Literature Review
Mathematics education in the digital era faces fundamental challenges in developing students' mathematical creative thinking skills. The 2022 PISA data shows Indonesia's mathematics literacy score was 366, below the average of 472, indicating a significant gap in higher-order thinking skills. Gamification offers an innovative solution through reward mechanisms, challenges, and feedback that enhance intrinsic motivation. This systematic literature review conducted using PRISMA guidelines, analyzed 336 Scopus articles from 2018 to 2024 with VOSviewer, identifying 4 relevant articles. Results demonstrate gamification effectively increases computational thinking skills from 4% to 46%, academic achievement by 12%, and engagement to 94.1%. Furthermore, Gamification develops decomposition, abstraction, pattern recognition, and algorithmic problem-solving with optimal effectiveness through systematic student-centered design. Recommendations include developing mathematical creativity assessment instruments and conducting longitudinal studies on their sustained impact.
Copyright (c) 2026 Harum Isla Adila Siregar, Duano Sapta Nusantara, Rohati Rohati (Author) https://creativecommons.org/licenses/by/4.0
Analisis Kemampuan Literasi Matematika dalam Menyelesaikan Soal Pola Bilangan Siswa Kelas VIII
Abstract: This study aims to analyze the mathematical literacy skills of eighth-grade students at SMP Negeri 29 Makassar in solving number pattern problems. Mathematical literacy is a 21st-century skill that includes the ability to formulate, apply, and interpret mathematical concepts in real-life contexts. This study uses a descriptive qualitative approach with six subjects selected purposively based on categories of high, medium, and low mathematical literacy abilities. The research instruments consist of a mathematical literacy test on number pattern material and semi-structured interviews. Data analysis techniques were carried out through data reduction, data presentation, and conclusion drawing with reference to PISA mathematical literacy indicators, namely formulating, applying, and interpreting. The results showed that students with high abilities met almost all mathematical literacy indicators, students with moderate abilities met some indicators, while students with low abilities had difficulties with almost all indicators. These findings indicate the need to apply contextual literacy-based learning strategies to improve the quality of mathematics learning. Abstrak: Penelitian ini bertujuan untuk menganalisis kemampuan literasi matematika siswa kelas VIII SMP Negeri 29 Makassar dalam menyelesaikan soal pola bilangan. Literasi matematika merupakan keterampilan abad ke-21 yang mencakup kemampuan merumuskan, menerapkan, dan menafsirkan konsep matematika dalam konteks kehidupan nyata. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan enam subjek yang dipilih secara purposive berdasarkan kategori kemampuan literasi matematika tinggi, sedang, dan rendah. Instrumen penelitian terdiri atas tes literasi matematika pada materi pola bilangan dan wawancara semi-terstruktur. Teknik analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan mengacu pada indikator literasi matematika PISA, yaitu merumuskan, menerapkan, dan menafsirkan. Hasil penelitian menunjukkan bahwa siswa dengan kemampuan tinggi memenuhi hampir seluruh indikator literasi matematika, siswa dengan kemampuan sedang memenuhi sebagian indikator, sedangkan siswa dengan kemampuan rendah mengalami kesulitan pada hampir seluruh indikator. Temuan ini menunjukkan perlunya penerapan strategi pembelajaran berbasis literasi kontekstual untuk meningkatkan kualitas pembelajaran matematika.
Copyright (c) 2025 Suharti Suharti, Muhammad Rezki Teguh Imansyah, Fitriani Nur, Nursalam, A. Sriyanti (Author) https://creativecommons.org/licenses/by/4.0