EMTEKA: Jurnal Pendidikan Matematika

DEVELOPING SCRATCH GAME INTEGRATED INTERACTIVE E-LKPD TO MEASURE JUNIOR HIGH STUDENTS' MATHEMATICS COMPREHENSION

Sri Malisa, Nurul Anriani, Anwar Mutaqin — Fri, 29 May 2026 00:00:00 +0700

Students' mathematical conceptual understanding at the junior high school level remains relatively low, while learning media specifically designed to assess this ability are still limited. In addition, mathematics learning is often less varied, passive, and lacks the integration of technology-based educational games. This study aimed to develop an interactive Electronic Student Worksheet (E-LKPD) integrated with Scratch games to assess and enhance students' mathematical conceptual understanding. The study employed a Research and Development (R&D) approach using the Borg and Gall development model, which consists of nine stages: preliminary study, research planning, product design development, preliminary field testing, initial product revision, main field testing, further product revision, operational field testing, and final product revision. The research was conducted at SMPN 18 Serang City, involving 40 eighth-grade students selected through purposive sampling. Data were collected using expert validation questionnaires, student response questionnaires, and a mathematical conceptual understanding test. The results indicated that the developed E-LKPD achieved a validity score of 83% from material experts and 85% from media experts, both categorized as highly valid. The practicality test based on students' responses yielded a score of 76%, indicating that the product was practical. Furthermore, the effectiveness test resulted in a score of 83%, categorized as effective. These findings demonstrate that the Scratch-integrated interactive E-LKPD meets the criteria of validity, practicality, and effectiveness, making it suitable for use as both a learning medium and an assessment tool for measuring junior high school students' mathematical conceptual understanding.

Kemampuan pemahaman konsep matematika siswa SMP masih tergolong rendah, sementara media pembelajaran yang secara khusus digunakan untuk mengukur kemampuan tersebut belum banyak tersedia. Selain itu, pembelajaran matematika cenderung kurang bervariasi, bersifat pasif, dan belum memanfaatkan teknologi yang terintegrasi dengan permainan edukatif. Penelitian ini bertujuan mengembangkan E-LKPD interaktif yang terintegrasi game Scratch untuk mengukur sekaligus meningkatkan kemampuan pemahaman konsep matematika siswa SMP. Penelitian menggunakan metode Research and Development (R&D) dengan model Borg & Gall yang meliputi sembilan tahap, yaitu studi pendahuluan, perencanaan penelitian, pengembangan desain produk, uji coba lapangan awal, revisi awal produk, uji coba lapangan utama, revisi lanjutan produk, uji coba lapangan operasional, dan revisi akhir produk. Penelitian dilaksanakan di SMPN 18 Kota Serang dengan sampel sebanyak 40 siswa kelas VIII yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui angket validasi ahli, angket respons siswa, dan tes kemampuan pemahaman konsep matematika. Hasil penelitian menunjukkan bahwa E-LKPD yang dikembangkan memperoleh tingkat validitas sebesar 83% dari ahli materi dan 85% dari ahli media dengan kategori sangat valid. Hasil uji kepraktisan berdasarkan respons siswa memperoleh persentase sebesar 76% dengan kategori praktis. Adapun hasil uji keefektifan menunjukkan persentase sebesar 83% dengan kategori efektif. Temuan ini menunjukkan bahwa E-LKPD interaktif terintegrasi game Scratch memenuhi kriteria valid, praktis, dan efektif sehingga layak digunakan sebagai media pembelajaran sekaligus instrumen untuk mengukur kemampuan pemahaman konsep matematika siswa SMP.

DESIGN AND DEVELOPMENT OF ROBLOX-BASED CRAFTEDU BLOX FOR CONSTRUCTING AND DECOMPOSING CUBE STRUCTURES

Ahmad Rijal Hakim Fathulloh, Nuriana Rachmani Dewi — Mon, 01 Jun 2026 10:44:24 +0700

Mathematics learning on cube geometry in elementary schools still faces challenges, particularly in students’ conceptual understanding and spatial visualization abilities. These challenges are influenced by the limited use of learning media that primarily rely on two-dimensional representations, restricting opportunities for conceptual exploration. This study aimed to (1) design Roblox-based CraftEdu Blox digital learning media for teaching the construction and decomposition of cube structures and (2) determine the validity and feasibility of the developed media through expert evaluation. The study employed a Research and Development (R&D) approach using the ADDIE model limited to the analysis, design, and development stages. The participants were 54 sixth-grade students at SD Negeri Palebon 03. Data were collected through observations, interviews, initial ability tests, and expert validation instruments. The results indicated that CraftEdu Blox was successfully developed as a three-dimensional virtual learning environment that supports conceptual exploration through direct interaction with geometric objects, structured navigation, and interactive learning and assessment features. Expert validation results showed feasibility percentages of 94.00% for language, 95.38% for material, and 93.85% for media aspects, all categorized as highly feasible. These findings indicate that Roblox-based CraftEdu Blox is highly suitable for elementary mathematics learning and has the potential to support students’ conceptual understanding and spatial visualization in constructing and decomposing cube structures.

Pembelajaran matematika pada materi geometri kubus di sekolah dasar masih menghadapi berbagai tantangan, terutama pada pemahaman konsep dan kemampuan visualisasi spasial siswa. Tantangan tersebut dipengaruhi oleh keterbatasan penggunaan media pembelajaran yang masih didominasi representasi dua dimensi sehingga membatasi kesempatan siswa untuk melakukan eksplorasi konsep secara mendalam. Penelitian ini bertujuan untuk (1) merancang media pembelajaran digital CraftEdu Blox berbasis Roblox pada materi mengonstruksi dan mengurai bangun kubus serta (2) mengetahui validitas dan kelayakan media yang dikembangkan melalui penilaian para ahli. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan model ADDIE yang dibatasi pada tahap analisis, desain, dan pengembangan. Subjek penelitian terdiri atas 54 siswa kelas VI SD Negeri Palebon 03. Pengumpulan data dilakukan melalui observasi, wawancara, tes kemampuan awal, dan instrumen validasi ahli. Hasil penelitian menunjukkan bahwa CraftEdu Blox berhasil dikembangkan sebagai lingkungan belajar virtual tiga dimensi yang mendukung eksplorasi konsep melalui interaksi langsung dengan objek geometri, navigasi yang terstruktur, serta fitur pembelajaran dan evaluasi yang interaktif. Hasil validasi ahli menunjukkan persentase kelayakan sebesar 94,00% pada aspek bahasa, 95,38% pada aspek materi, dan 93,85% pada aspek media, yang seluruhnya berada dalam kategori sangat layak. Temuan ini menunjukkan bahwa CraftEdu Blox berbasis Roblox sangat layak digunakan dalam pembelajaran matematika sekolah dasar dan berpotensi mendukung pemahaman konsep serta kemampuan visualisasi spasial siswa pada materi mengonstruksi dan mengurai bangun kubus.

STUDENTS’ MATHEMATICAL COMMUNICATION SKILLS IN SOLVING DATA PRESENTATION PROBLEMS

Arjuna Yahdil Fauza Rambe, Rama Nida Siregar, Mariam Nasution, Suparni — Tue, 01 Sep 2026 00:00:00 +0700

Mathematical communication skills are an essential competency in mathematics learning because they help students organize information, represent data, and communicate ideas and problem-solving processes accurately. However, in data presentation topics, students still encounter difficulties in explaining solution procedures, creating visual representations, and using mathematical expressions correctly. This study aimed to analyze students' mathematical communication skills in solving data presentation problems based on the indicators of written text, drawing, and mathematical expression. This research employed a qualitative descriptive approach. The subjects were seventh-grade students of MTs Mamba’ul ‘Ulum, selected based on high, moderate, and low levels of mathematical communication skills. Data were collected through essay tests and semi-structured interviews and were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results showed that students in the high category were able to identify information, present data in tables and diagrams, and use mathematical expressions systematically and accurately. Students in the moderate category were able to communicate mathematical ideas fairly well, although they still made errors in representations and calculations. Meanwhile, students in the low category experienced difficulties in explaining procedures, presenting data visually, and constructing appropriate mathematical models. These findings indicate differences in mathematical communication skills across student categories, which influence the quality of mathematical problem-solving.

Kemampuan komunikasi matematis merupakan kompetensi penting dalam pembelajaran matematika karena membantu siswa mengorganisasi informasi, merepresentasikan data, serta mengomunikasikan ide dan proses penyelesaian masalah secara tepat. Namun, pada materi penyajian data masih ditemukan siswa yang mengalami kesulitan dalam menjelaskan langkah penyelesaian, membuat representasi visual, dan menggunakan ekspresi matematis secara benar. Penelitian ini bertujuan untuk menganalisis kemampuan komunikasi matematis siswa dalam menyelesaikan soal penyajian data berdasarkan indikator written text, drawing, dan mathematical expression. Penelitian menggunakan pendekatan deskriptif kualitatif. Subjek penelitian adalah siswa kelas VII MTs Mamba’ul ‘Ulum yang dipilih berdasarkan kategori kemampuan komunikasi matematis tinggi, sedang, dan rendah. Data dikumpulkan melalui tes uraian dan wawancara semi-terstruktur, kemudian dianalisis menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa kategori tinggi mampu mengidentifikasi informasi, menyajikan data dalam bentuk tabel dan diagram, serta menggunakan ekspresi matematis secara sistematis dan tepat. Siswa kategori sedang mampu mengomunikasikan ide matematika dengan cukup baik, meskipun masih melakukan kesalahan pada representasi dan perhitungan. Sementara itu, siswa kategori rendah mengalami kesulitan dalam menjelaskan prosedur, menyajikan data secara visual, dan menyusun model matematika. Temuan ini menunjukkan adanya perbedaan kemampuan komunikasi matematis yang memengaruhi kualitas pemecahan masalah matematika.

OPTIMIZING MATHEMATICAL PROBLEM SOLVING ABILITY THROUGH DEEP LEARNING INTEGRATION ORIENTED TOWARDS SELF-REGULATED LEARNING

Hana Lastiar Olivia Sagala, Ramlah, Aditya Prihandhika — Tue, 01 Sep 2026 00:00:00 +0700

Mathematical problem-solving ability is an essential competency in mathematics learning; however, research conducted during 2022–2025 consistently indicates that junior high school students’ problem-solving ability remains in the low category. Students tend to apply formulas without understanding the problem context and rarely verify their solutions. This study aims to examine: (1) whether there is a significant difference in mathematical problem-solving ability between students taught using the Deep Learning approach and those taught using a conventional approach; and (2) whether the improvement in mathematical problem-solving ability of students using the Deep Learning approach is better than that of students using the conventional approach. This study employed a quantitative method with a quasi-experimental design (Nonequivalent Pretest-Posttest Control Group Design), involving 61 eighth-grade students at SMP Negeri 1 Jatiwangi: 31 students in the experimental class (VIII-E) and 30 students in the control class (VIII-H). Data were collected through essay tests based on Polya’s problem-solving indicators and analyzed using independent samples t-test and Welch’s T’ test via IBM SPSS Statistics 26.0. The results show that: (1) there is a significant difference in posttest scores between the two classes (sig./2 = 0.0115 < 0.05), with the experimental class mean (56.42) higher than the control class (51.33); and (2) the improvement of the experimental class (N-Gain = 0.3013; moderate category) is significantly better than the control class (N-Gain = 0.1920; low category), based on Welch’s T’ test (sig./2 = 0.0015 < 0.05). These findings confirm that the Deep Learning effectively enhances students’ mathematical problem-solving ability.

Kemampuan pemecahan masalah matematika merupakan kompetensi penting dalam pembelajaran matematika; namun, penelitian yang dilakukan selama tahun 2022–2025 secara konsisten menunjukkan bahwa kemampuan pemecahan masalah siswa SMP masih berada pada kategori rendah. Siswa cenderung menerapkan rumus tanpa memahami konteks masalah dan jarang memverifikasi solusi mereka. Penelitian ini bertujuan untuk menguji: (1) apakah terdapat perbedaan signifikan dalam kemampuan pemecahan masalah matematika antara siswa yang diajar menggunakan pendekatan Deep Learning dan siswa yang diajar menggunakan pendekatan konvensional; dan (2) apakah peningkatan kemampuan pemecahan masalah matematika siswa yang menggunakan pendekatan Deep Learning lebih baik daripada siswa yang menggunakan pendekatan konvensional. Penelitian ini menggunakan metode kuantitatif dengan desain kuasi-eksperimental (Desain Kelompok Kontrol Non-ekuivalen Pretest-Posttest), yang melibatkan 61 siswa kelas delapan di SMP Negeri 1 Jatiwangi: 31 siswa di kelas eksperimen (VIII-E) dan 30 siswa di kelas kontrol (VIII-H). Data dikumpulkan melalui tes esai berdasarkan indikator pemecahan masalah Polya dan dianalisis menggunakan uji t sampel independen dan uji T Welch melalui IBM SPSS Statistics 26.0. Hasil menunjukkan bahwa: (1) terdapat perbedaan signifikan pada skor posttest antara kedua kelas (sig./2 = 0,0115 < 0,05), dengan rata-rata kelas eksperimen (56,42) lebih tinggi daripada kelas kontrol (51,33); dan (2) peningkatan kelas eksperimen (N-Gain = 0,3013; kategori sedang) secara signifikan lebih baik daripada kelas kontrol (N-Gain = 0,1920; kategori rendah), berdasarkan uji T Welch (sig./2 = 0,0015 < 0,05). Temuan ini menegaskan bahwa Deep Learning secara efektif meningkatkan kemampuan pemecahan masalah matematika siswa.

STUDENTS’ ERRORS IN SOLVING CALCULUS PROBLEMS ON INCREASING, DECREASING, AND CONCAVITY OF FUNCTIONS

Rizki Harahap, Rama Nida Siregar — Sun, 14 Jun 2026 11:28:12 +0700

Calculus is a fundamental course in mathematics education; however, many students experience difficulties that lead to errors in problem solving. This study aimed to identify and analyze students’ errors in solving calculus problems involving increasing functions, decreasing functions, and function concavity. A qualitative descriptive case study approach was employed involving 22 fifth-semester mathematics education students at UIN Sheikh Ali Hasan Ahmad Addary Padangsidimpuan during the 2024/2025 academic year. Data were collected through four essay-test items and semi-structured interviews with six purposively selected students representing different error categories. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings revealed three categories of errors: conceptual, operational, and factual errors. Operational errors were the most dominant, particularly in derivative calculations, algebraic manipulations, and interval determination. Conceptual errors occurred when students misinterpreted the meaning of first and second derivatives in determining function behavior, whereas factual errors were related to the incorrect use of mathematical symbols and notation. The errors were mainly influenced by insufficient conceptual understanding, lack of carefulness, and ineffective problem-solving practices. These findings provide important implications for calculus instruction by highlighting the need to strengthen conceptual understanding alongside procedural fluency. The study contributes to the literature on calculus error analysis by providing an in-depth examination of students’ difficulties in applying derivative concepts to analyze increasing functions, decreasing functions, and function concavity.

Kalkulus merupakan salah satu mata kuliah dasar dalam pendidikan matematika. Namun, banyak mahasiswa mengalami kesulitan yang menyebabkan terjadinya kesalahan dalam menyelesaikan masalah matematika. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis kesalahan mahasiswa dalam menyelesaikan soal kalkulus yang berkaitan dengan fungsi naik, fungsi turun, dan kecekungan fungsi. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif yang melibatkan 22 mahasiswa semester V Program Studi Pendidikan Matematika di UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan pada tahun akademik 2024/2025. Data dikumpulkan melalui empat butir soal uraian dan wawancara semi-terstruktur terhadap enam mahasiswa yang dipilih secara purposive untuk mewakili kategori kesalahan yang berbeda. Data dianalisis menggunakan model analisis interaktif Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan adanya tiga kategori kesalahan, yaitu kesalahan konseptual, kesalahan operasional, dan kesalahan faktual. Kesalahan operasional merupakan jenis kesalahan yang paling dominan, terutama dalam perhitungan turunan, manipulasi aljabar, dan penentuan interval. Kesalahan konseptual terjadi ketika mahasiswa salah menafsirkan makna turunan pertama dan turunan kedua dalam menentukan perilaku fungsi, sedangkan kesalahan faktual berkaitan dengan penggunaan simbol dan notasi matematika yang tidak tepat. Kesalahan-kesalahan tersebut terutama dipengaruhi oleh kurangnya pemahaman konseptual, rendahnya ketelitian, serta praktik pemecahan masalah yang kurang efektif. Temuan penelitian ini memberikan implikasi penting bagi pembelajaran kalkulus dengan menekankan perlunya penguatan pemahaman konseptual yang seimbang dengan kelancaran prosedural. Penelitian ini berkontribusi pada kajian analisis kesalahan dalam kalkulus melalui penyajian analisis mendalam mengenai kesulitan mahasiswa dalam menerapkan konsep turunan untuk menganalisis fungsi naik, fungsi turun, dan kecekungan fungsi.

ANALYSIS OF UNDERSTANDING OF MATHEMATICAL CONCEPTS IN HOTS QUESTIONS ON CIRCLES AT ISLAMIC BOARDING SCHOOLS

Fahrul Purnama, Indra Budiman, Dani Firmansyah — Sat, 20 Jun 2026 14:29:23 +0700

This study aims to explore in depth students’ mathematical conceptual understanding in solving Higher Order Thinking Skills (HOTS) problems on the topic of circles and to identify the error patterns and problem-solving strategies that emerge in an Islamic boarding school context. Mathematics learning in Islamic boarding schools presents unique challenges because students are required to balance academic learning with intensive religious and boarding-school activities, which may influence their learning experiences and conceptual understanding. The study employed a qualitative descriptive design supported by quantitative descriptive statistics. The participants were nine twelfth-grade students from a pesantren-based senior high school in Indramayu, who completed a HOTS-based conceptual understanding test and semi-structured interviews. Data were analyzed through the stages of reduction, presentation, and conclusion drawing, with source triangulation used to ensure data credibility. The results showed that 22% of students were classified in the high category, 56% in the medium category, and 22% in the low category, with an average score of 53 and a standard deviation of 26. Students in the high category were able to determine circle equations, center points, radii, intersection points, and visual representations accurately. In contrast, students in the medium category experienced difficulties in elimination, factorization, and visualization processes, while students in the low category struggled with algebraic operations and substitution procedures. These findings indicate that most students still require support in applying conceptual understanding to HOTS-based contextual problems. This study contributes to mathematics education by providing an in-depth description of students’ conceptual understanding, error patterns, and problem-solving strategies when solving HOTS-based circle problems in an Islamic boarding school setting.

Penelitian ini bertujuan mengungkap tingkat pemahaman konsep matematis siswa pesantren dalam menyelesaikan soal Higher Order Thinking Skills (HOTS) pada materi lingkaran serta memetakan karakter kesalahan dan strategi penyelesaian yang digunakan. Penelitian menggunakan pendekatan deskriptif kualitatif yang didukung analisis deskriptif kuantitatif dengan subjek sembilan siswa kelas XII pada salah satu SMA berbasis pesantren di Indramayu. Pengelompokan siswa ke dalam kategori tinggi, sedang, dan rendah dilakukan berdasarkan indikator pemahaman konsep matematis yang meliputi kemampuan menyatakan kembali konsep, merepresentasikan konsep, menerapkan prosedur, dan menyelesaikan masalah. Data dikumpulkan melalui enam soal uraian kontekstual dan wawancara semiterstruktur. Instrumen penelitian telah melalui proses validasi ahli sebelum digunakan. Data dianalisis melalui tahap reduksi, penyajian, dan penarikan kesimpulan dengan triangulasi sumber. Hasil penelitian menunjukkan bahwa 22% siswa berada pada kategori tinggi, 56% kategori sedang, dan 22% kategori rendah, dengan rata-rata skor 53 dan simpangan baku 26 yang menunjukkan adanya variasi kemampuan dan heterogenitas pemahaman konsep di antara siswa. Siswa kategori tinggi mampu menentukan persamaan lingkaran, pusat, jari-jari, posisi titik, dan titik potong kurva secara tepat. Siswa kategori sedang masih mengalami kesulitan pada proses eliminasi, pemfaktoran, dan visualisasi, sedangkan siswa kategori rendah mengalami kesulitan pada operasi aljabar dasar dan substitusi. Temuan ini menunjukkan bahwa sebagian besar siswa masih memerlukan penguatan pemahaman konsep untuk menyelesaikan soal HOTS secara efektif. Oleh karena itu, diperlukan strategi pembelajaran yang dapat memperkuat penalaran aljabar, kemampuan visualisasi, dan pemahaman konsep matematis guna meningkatkan kemampuan siswa dalam menyelesaikan soal HOTS.

FACTORS INFLUENCING JUNIOR HIGH SCHOOL STUDENTS' NUMERACY SKILLS IN SOLVING ELECTRICITY COST PROBLEMS

Thu, 02 Jul 2026 00:00:00 +0700

To support the SDGs, teachers can integrate numeracy problems based on real-life contexts, such as electricity costs. This study aims to describe junior high school students' numeracy skills in solving such problems and to identify the influencing factors. The participants were 152 eighth-grade students selected through purposive sampling, all of whom had mastered the prerequisite material. Data collection was conducted through students' written responses and interviews with selected students. The findings revealed that students' numeracy skills remain low, with a mean score of 32.57, falling into the requiring special intervention category. The contributing factors include unfamiliarity with numeracy problems, difficulties in comprehending contexts, tables, and stimuli, a lack of knowledge of appropriate mathematical tools, weak foundational numeracy skills, errors in data interpretation while reading, infrequent provision of numeracy problems by teachers, and students' anxiety when engaging with numeracy tasks. This study concludes that students' difficulties stem from limited contextual understanding and an inability to apply mathematical concepts appropriately. The implications underscore the need for teachers to provide more frequent exposure to contextual numeracy problems, incorporate explicit instruction on table reading and stimulus interpretation, and implement anxiety-reduction strategies within mathematics classrooms.

Untuk mendukung SDGs, guru dapat mengintegrasikan soal-soal numerasi berdasarkan konteks kehidupan nyata, seperti biaya listrik. Penelitian ini bertujuan mendeskripsikan kemampuan numerasi siswa sekolah menengah pertama dalam menyelesaikan soal-soal tersebut serta mengidentifikasi faktor-faktor yang memengaruhinya. Partisipan penelitian adalah 152 siswa kelas VIII yang dipilih melalui teknik purposive sampling, yang seluruhnya telah menguasai materi prasyarat. Pengumpulan data dilakukan melalui jawaban tertulis siswa dan wawancara dengan siswa terpilih. Temuan penelitian mengungkapkan bahwa kemampuan numerasi siswa masih rendah, dengan rerata skor 32,57 yang termasuk dalam kategori intervensi khusus. Faktor-faktor yang berkontribusi meliputi ketidakakrabans dengan soal numerasi, kesulitan dalam memahami konteks, tabel, dan stimulus, kurangnya pengetahuan tentang alat matematika yang tepat, lemahnya keterampilan numerasi dasar, kesalahan dalam menafsirkan data saat membaca, jarangnya pemberian soal numerasi oleh guru, serta kecemasan siswa ketika mengerjakan tugas numerasi. Penelitian ini menyimpulkan bahwa kesulitan siswa bersumber dari pemahaman konteks yang terbatas dan ketidakmampuan dalam menerapkan konsep matematika secara tepat. Implikasi dari temuan ini menekankan perlunya guru memberikan paparan yang lebih sering terhadap soal-soal numerasi kontekstual, mengintegrasikan pengajaran eksplisit tentang membaca tabel dan menafsirkan stimulus, serta menerapkan strategi pengurangan kecemasan di dalam kelas matematika.

EXPLORING THE RELATIONSHIP BETWEEN PREREQUISITE CONCEPTUAL UNDERSTANDING AND MATHEMATICAL CREATIVE THINKING IN STRAIGHT-LINE EQUATIONS

Nahdiatul Latifa, Aditya Prihandhika, David Pratama — Thu, 02 Jul 2026 20:50:27 +0700

This study was motivated by the still-low ability of students to understand prerequisite concepts and explore various problem-solving strategies in the topic of straight-line equations. The study aims to examine the relationship between the ability to understand prerequisite concepts and the mathematical creative thinking skills of junior high school students in the topic of straight-line equations. The study employed a quantitative approach with a correlational design involving 34 eighth-grade students at a private junior high school in Cirebon Regency. The sample was selected using purposive sampling. Data were collected through tests assessing conceptual understanding and mathematical creative thinking skills. Data analysis was conducted using the Spearman’s rank correlation test and K-Means Clustering. The analysis results indicate a significant positive correlation of moderate strength between conceptual understanding and mathematical creative thinking, with a correlation coefficient of 0.499. Analysis of student responses revealed that the characteristics of mathematical creative thinking do not differ significantly across different levels of conceptual understanding. These findings indicate that high conceptual understanding does not fully guarantee the optimal development of all indicators of mathematical creative thinking. The research results imply that mathematics instruction should not only emphasize conceptual mastery but also provide students with opportunities to explore various problem-solving strategies and develop new ideas in problem-solving.

Kemampuan siswa dalam memahami konsep prasyarat dan mengeksplorasi berbagai strategi penyelesaian pada materi persamaan garis lurus perlu ditingkatkan. Penelitian ini bertujuan untuk menganalisis hubungan antara kemampuan pemahaman konsep prasyarat dan kemampuan berpikir kreatif matematis siswa SMP. Penelitian menggunakan pendekatan kuantitatif dengan jenis korelasional terhadap 34 siswa kelas VIII di SMP NU Lemahabang. Data diperoleh melalui tes uraian kemampuan pemahaman konsep dan kemampuan berpikir kreatif matematis. Analisis hubungan antarvariabel dilakukan menggunakan uji Rank Spearman, lalu metode K-Means Clustering digunakan untuk mengelompokkan siswa berdasarkan tingkat kemampuan pemahaman konsep sehingga hubungan pada setiap kelompok dapat dianalisis. Hasil penelitian menunjukkan terdapat hubungan positif yang signifikan dengan kekuatan sedang antara kemampuan pemahaman konsep dan kemampuan berpikir kreatif matematis pada seluruh sampel. Setelah dilakukan pengelompokan menggunakan K-Means Clustering berdasarkan tingkat kemampuan pemahaman konsep, hubungan pada setiap klaster tidak menunjukkan signifikansi statistik. Analisis jawaban siswa menunjukkan bahwa karakteristik kemampuan berpikir kreatif matematis pada setiap klaster tidak sepenuhnya berbeda. Temuan ini mengindikasikan bahwa kemampuan pemahaman konsep yang tinggi belum sepenuhnya menjamin berkembangnya kemampuan berpikir kreatif matematis secara optimal. Oleh karena itu, pembelajaran matematika perlu memberikan kesempatan kepada siswa untuk mengeksplorasi berbagai strategi penyelesaian masalah.

THE EFFECT OF GEOGEBRA-ASSISTED DISCOVERY LEARNING ON MATHEMATICAL CONCEPT UNDERSTANDING IN STATISTICS LEARNING

Masroh Saragih, Elfira Rahmadani — Tue, 16 Jun 2026 00:00:00 +0700

This study aims to determine the effect of the Discovery Learning model assisted by GeoGebra on students' mathematical conceptual understanding ability in Statistics (Measures of Central Tendency) for Grade X students at SMA Negeri 1 Air Joman in the 2025/2026 Academic Year. This research employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The population consisted of all Grade X students, comprising 6 classes with a total of 206 students. The samples were Class X-2 as the experimental class and Class X-4 as the control class. After the learning process was completed, the posttest results showed that the experimental class achieved higher scores than the control class. Therefore, it can be concluded that students' mathematical conceptual understanding taught through the Discovery Learning model assisted by the GeoGebra application is better than that of students taught through the direct instruction model.

Penelitian ini bertujuan untuk mengetahui pengaruh model discovery learning berbantuan geogebra terhadap kemampuan pemahaman konsep matematis siswa pada materi Statistika (Ukuran Pemusatan Data) Kelas X SMA Negeri 1 Air Joman Tahun Ajaran 2025/2026. Jenis penelitian ini adalah penelitian kuantitatif, menggunakan metode penelitian quasy experiment dengan desain penelitian adalah Pretest-Posttest Control Group Design. Populasi pada penelitian ini seluruh siswa kelas X yang berjumlah 6 kelas sebanyak 206 siswa. Sampel yang diambil kelas X-2 sebagai kelas eksperimen dan kelas X-4 sebagai kelas kontrol. Setelah proses pembelajaran selesai dilaksanakan, diperoleh hasil posttest kelas eksperimen lebih tinggi dibanding kelas kontrol. Dengan demikian diperoleh kesimpulan bahwa kemampuan pemahaman konsep matematis siswa menggunakan model Discovery Learning berbantuan Aplikasi Geogebra lebih baik dibandingkan menggunakan model pembelajaran langsung.

PROFIT OPTIMIZATION OF KURING TOFU PRODUCTION IN SEMARANG USING THE SIMPLEX METHOD

Miftahur Rohmah, Annisa Fitriani, Muhamad Gani Rohman — Thu, 02 Jul 2026 00:00:00 +0700

The tofu industry continues to grow as part of the food business sector in Indonesia. However, tofu producers often make production decisions under limited raw materials, production capacity, and processing time, while production costs may change over time. Therefore, an optimization model is needed to help determine a production plan that can generate maximum profit. This study aims to determine the optimal production volume and maximum profit for white tofu and yellow tofu at Kuring Tofu Factory, Tengaran, Semarang Regency. This study applies linear programming using the simplex method, supported by POM-QM for Windows. Data were collected through interviews and direct observations related to raw material use, production capacity, production time, and profit from each product. The results show that the optimal solution is achieved by producing 20 batches of white tofu (X₁ = 20) and no yellow tofu (X₂ = 0), with a maximum profit of Rp10,566,000 per day. Compared with the factory’s current profit of approximately Rp10,000,000 per day, this model provides an additional profit of Rp566,000 per day, or 5.66%. The manual calculation produced the same result as POM-QM for Windows, indicating that the simplex method is consistent in determining the optimal production plan. These findings show that the simplex method can support production planning and resource allocation in tofu production businesses.

Industri tahu terus berkembang sebagai bagian dari sektor usaha makanan di Indonesia. Namun, produsen tahu sering kali mengambil keputusan produksi dengan keterbatasan bahan baku, kapasitas produksi, dan waktu pengolahan, sementara biaya produksi dapat berubah dari waktu ke waktu. Oleh karena itu, diperlukan model optimasi untuk membantu menentukan rencana produksi yang dapat menghasilkan keuntungan maksimum. Penelitian ini bertujuan untuk menentukan volume produksi optimal dan keuntungan maksimum pada produksi tahu putih dan tahu kuning di Pabrik Tahu Kuring, Tengaran, Kabupaten Semarang. Penelitian ini menerapkan pemrograman linear menggunakan metode simpleks dengan bantuan POM-QM for Windows. Data dikumpulkan melalui wawancara dan observasi langsung terkait penggunaan bahan baku, kapasitas produksi, waktu produksi, dan keuntungan dari setiap produk. Hasil penelitian menunjukkan bahwa solusi optimal dicapai dengan memproduksi tahu putih sebanyak 20 kali produksi (X₁ = 20) dan tidak memproduksi tahu kuning (X₂ = 0), dengan keuntungan maksimum sebesar Rp10.566.000 per hari. Dibandingkan dengan keuntungan pabrik saat ini yang sekitar Rp10.000.000 per hari, model ini memberikan tambahan keuntungan sebesar Rp566.000 per hari atau 5,66%. Perhitungan manual menghasilkan hasil yang sama dengan POM-QM for Windows, yang menunjukkan bahwa metode simpleks konsisten dalam menentukan rencana produksi optimal. Temuan ini menunjukkan bahwa metode simpleks dapat mendukung perencanaan produksi dan alokasi sumber daya pada usaha produksi tahu

ETHNOMATHEMATICAL EXPLORATION OF MARTABAK TELUR PREPARATION: A REPRESENTATION OF GEOMETRIC TRANSFORMATION CONCEPTS

Nabila Firda Rahmalia, Fuad Luky Atmaja — Fri, 03 Jul 2026 12:59:19 +0700

The gap between formal mathematics and cultural reality often creates cognitive barriers in geometry learning. This study aims to uncover the concepts of geometric transformation embedded in the production process of Tegal-style Martabak Telur. This research employs a qualitative exploratory approach with a case study design. Data were collected from three Martabak Telur vendors, selected via purposive sampling, using systematic participatory observation and high-precision visual documentation. The data were analyzed using the Miles and Huberman interactive model (reduction, presentation, and verification). The results indicate that the Martabak Telur making process is a concrete representation of dynamic geometry, encompassing: dilation in the dough-flattening technique, rotation and translation in managing heat distribution on the pan, and reflection in the symmetry of the cutting process. These findings hold significant pedagogical value as a foundation for Realistic Mathematics Education (RME), effectively bridging abstract geometric concepts through meaningful cultural contexts.

Kesenjangan antara matematika formal dan realitas budaya sering kali menimbulkan hambatan kognitif dalam pembelajaran geometri. Penelitian ini bertujuan untuk mengungkap konsep transformasi geometris yang terdapat dalam proses pembuatan Martabak Telur khas Tegal. Penelitian menggunakan pendekatan kualitatif eksploratif dengan desain studi kasus. Data dikumpulkan dari 3 (tiga) orang penjual Martabak Telur sebagai informan kunci yang dipilih melalui purposive sampling, melalui observasi partisipatif sistematis dan dokumentasi visual berpresisi tinggi. Data dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa proses pembuatan Martabak Telur merupakan representasi konkret dari geometri dinamis, yang meliputi: dilatasi pada teknik meratakan adonan, rotasi dan translasi dalam mengelola kematangan di wajan, serta refleksi pada simetri pemotongan produk. Temuan ini memiliki signifikansi pedagogis sebagai landasan pengembangan Realistic Mathematics Education (RME), yang efektif menjembatani konsep geometris abstrak melalui konteks budaya yang bermakna bagi siswa.

DEVELOPMENT OF AUGMENTED REALITY-BASED WORKSHEET TO IMPROVE THE GEOMETRIC THINKING ABILITY OF FIFTH GRADE ELEMENTARY SCHOOL

Kurnia Nabilah Far'hah, Puri Pramudiani — Fri, 03 Jul 2026 00:00:00 +0700

This study focused on the design and implementation of an Augmented Reality (AR)-integrated student worksheet (LKPD) aimed at improving fifth-grade students’ geometric thinking skills, particularly in learning about cubes and rectangular prisms. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 29 fifth-grade students from a public elementary school in Bekasi, Indonesia. Data were collected through observations, interviews, validation sheets, and pretest–posttest instruments. The validation results showed that the material aspect obtained 90% in the very valid category, the media aspect obtained 76% in the valid category, and the language aspect obtained 75% in the valid category. The results also indicated a significant improvement in students’ geometric thinking skills, with the mean score increasing from 58.86 on the pretest to 86.00 on the posttest. Furthermore, the Wilcoxon Signed Rank Test showed a significance value of p < 0.05, indicating a statistically significant difference between pretest and posttest scores. The effect size result (r ≈ 0.88) was categorized as very large, demonstrating a strong impact of the developed learning media on students’ geometric thinking skills. These findings indicate that the AR-based student worksheet is valid and effective in improving students’ geometric thinking skills. Therefore, the AR-based woorksheet can serve as an innovative learning medium for supporting mathematics learning in elementary schools.

PRE-SERVICE TEACHERS' RESILIENCE IN MATHEMATICAL PROBLEM POSING BASED ON MATHEMATICAL LITERACY ABILITY

Fri, 03 Jul 2026 23:58:21 +0700

This study aims to analyze the mathematical resilience of preservice teachers in posing mathematical problems based on their mathematical literacy ability. This research employed a descriptive qualitative approach, involving students of a mathematics education study program as the research subjects. The research instruments included a mathematical literacy test, a mathematical problem-posing task, a mathematical resilience questionnaire, and semi-structured interviews. The data were analyzed through data reduction, data presentation, categorization of findings, and conclusion drawing. The results indicate that preservice teachers with high mathematical literacy tend to demonstrate strong mathematical resilience, as reflected in their perseverance, self-confidence, strategic flexibility, and willingness to revise the problems they pose. In contrast, preservice teachers with low mathematical literacy tend to produce routine, less contextual problems and have trouble maintaining their strategies when facing obstacles. These findings affirm that mathematical resilience and mathematical literacy are two mutually supportive aspects in producing creative, contextual, and meaningful mathematical problem posing. The implications of this study point to the need to strengthen problem-posing-based learning in mathematics teacher education.

Penelitian ini bertujuan untuk menganalisis resiliensi matematis calon guru dalam pengajuan soal matematika berdasarkan kemampuan literasi matematika. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek mahasiswa program studi pendidikan matematika. Instrumen penelitian meliputi tes literasi matematika, tugas pengajuan soal (problem posing), angket resiliensi matematis, dan wawancara semi-terstruktur. Data dianalisis melalui reduksi data, penyajian data, kategorisasi temuan, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa calon guru dengan literasi matematika tinggi cenderung memiliki resiliensi matematis yang kuat, ditandai dengan ketekunan, kepercayaan diri, fleksibilitas strategi, dan kemauan merevisi soal. Sebaliknya, calon guru dengan literasi matematika rendah cenderung menghasilkan soal rutin, kurang kontekstual, dan mengalami kesulitan mempertahankan strategi ketika menghadapi hambatan. Temuan ini menegaskan bahwa resiliensi matematis dan literasi matematika merupakan dua aspek yang saling mendukung dalam menghasilkan pengajuan soal matematika yang kreatif, kontekstual, dan bermakna. Implikasi penelitian ini mengarah pada perlunya penguatan pembelajaran berbasis problem posing dalam pendidikan calon guru matematika.

MATHEMATICAL REASONING CHARACTERISTICS ACROSS ABILITY LEVELS IN METACOGNITIVE-BASED DEEP LEARNING

Rivka Larose Lubis, Ramlah Ramlah, Indra Budiman — Tue, 01 Sep 2026 00:00:00 +0700

Mathematical reasoning ability is an essential competency in mathematics learning; however, many students still experience difficulties in constructing arguments, applying concepts, and drawing logical conclusions. Metacognitive-based deep learning is expected to support reasoning development by encouraging students to plan, monitor, and evaluate their thinking processes. This study aimed to describe the characteristics and levels of junior high school students’ mathematical reasoning ability in a metacognitive-based deep learning environment. A descriptive quantitative approach was employed involving 31 seventh-grade students of SMP Yos Sudarso Karawang. Data were collected through a mathematical reasoning test consisting of two essay items based on four indicators: making conjectures, applying mathematical concepts, carrying out logical procedures, and drawing conclusions. The instrument met the criteria of validity, reliability, discrimination index, and difficulty index. The results showed that 6.45% of students were categorized as high, 70.97% as medium, and 22.58% as low. High-level students fulfilled all reasoning indicators, medium-level students showed weaknesses in procedures and conclusions, and low-level students experienced difficulties in concepts, procedures, and conclusions. These findings provide a deeper understanding of students’ mathematical reasoning characteristics across ability levels and may inform more reflective mathematics instruction.

Kemampuan penalaran matematis merupakan kompetensi penting dalam pembelajaran matematika, namun masih banyak peserta didik yang mengalami kesulitan dalam menyusun argumen, menerapkan konsep, dan menarik kesimpulan secara logis. Deep learning berbasis metakognitif diharapkan dapat mendukung pengembangan penalaran melalui kegiatan merencanakan, memantau, dan mengevaluasi proses berpikir. Penelitian ini bertujuan untuk mendeskripsikan karakteristik dan level kemampuan penalaran matematis peserta didik SMP dalam pembelajaran deep learning berbasis metakognitif. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan melibatkan 31 peserta didik kelas VII SMP Yos Sudarso Karawang. Data dikumpulkan melalui tes kemampuan penalaran matematis yang terdiri atas dua soal uraian berdasarkan empat indikator. Instrumen telah memenuhi kriteria validitas, reliabilitas, daya pembeda, dan indeks kesukaran. Hasil penelitian menunjukkan bahwa 6,45% peserta didik berada pada level tinggi, 70,97% pada level sedang, dan 22,58% pada level rendah. Peserta didik pada level tinggi memenuhi seluruh indikator penalaran, peserta didik pada level sedang masih menunjukkan kelemahan pada prosedur dan kesimpulan, sedangkan peserta didik pada level rendah mengalami kesulitan dalam konsep, prosedur, dan kesimpulan. Temuan ini memberikan pemahaman yang lebih mendalam mengenai karakteristik penalaran matematis pada setiap level kemampuan dan dapat menjadi pertimbangan dalam pembelajaran matematika yang lebih reflektif.

THE RELATIONSHIP BETWEEN MATHEMATICAL DISPOSITION AND SELF-REGULATED LEARNING TO MATHEMATICAL PROBLEM-SOLVING ABILITY

Nida Firdaus, Rika Sukmawati, Warsito Warsito — Tue, 01 Sep 2026 00:00:00 +0700

Problem-solving skills are one of the important competencies that students need to have, but they are still influenced by various factors such as mathematical disposition and self-regulated learning. This study aims to determine the relationship between mathematical disposition and self-regulated learning to mathematical problem-solving ability. The research uses a quantitative approach with a correlational method. The research sample amounted to 71 grade VII students who were determined using the Slovin Formula and selected using the Proportionate Stratified Random Sampling technique. Data collection was carried out through a mathematical disposition questionnaire, a self-regulated learning questionnaire and a mathematical problem-solving ability test. Data analysis uses Pearson correlation, multiple correlation, and multiple linear regression analysis. The results showed that mathematical disposition had a positive relationship with a low relationship rate with mathematical problem-solving ability with a correlation value of 0.361. Self-regulated learning has a positive relationship with a low relationship level with mathematical problem-solving ability with a correlation value of 0.311. Together, mathematical disposition and self-regulated learning had a positive relationship with a low relationship rate on mathematical problem-solving ability with a correlation value of 0.371 and a contribution of 13.7%. The results of this study show that mathematical problem-solving ability is influenced by various factors other than mathematical disposition and self-regulated learning.

Kemampuan pemecahan masalah merupakan salah satu kompetensi penting yang perlu dimiliki siswa, namun masih dipengaruhi oleh berbagai faktor seperti disposisi matematis dan kemandirian belajar. Penelitian ini bertujuan untuk mengetahui hubungan disposisi matematis dan kemandirian belajar terhadap kemampuan pemecahan masalah matematis. Penelitian menggunakan pendekatan kuantitatif dengan metode korelasional. Sampel penelitian berjumlah 71 siswa kelas VII yang ditentukan menggunakan Rumus Slovin dan dipilih memalui teknik Proporsionate Stratified Random Sampling. Pengambilan data dilakukan melalui angket disposisi matematis, angket kemandirian belajar dan tes kemampuan pemecahan masalah matematis. Analisis data menggunakan korelasi Pearson, korelasi berganda, dan analisis regresi linier berganda. Hasil penelitian menunjukkan dispossi matematis memiliki hubungan positif dengan tingkat hubungan rendah terhadap kemampuan pemecahan masalah matematis dengan nilai korelasi sebesar 0,361. Kemandirian belajar memiliki hubungan dengan positif dengan tingkat hubungan rendah terhadap kemampuan pemechan masalah matematis dengan nilai korelasi sebesar 0,311. Secara bersama-sama, disposisi matematis dan kemandirian belajar memiliki hubungan positif dengan tingkat hubungan rendah terhadap kemampuan pemecahan masalah matematis dengan nilai korelasi sebesar 0,371 dan kontribusi sebesar 13.7%. hasil penelitian ini menunjukkan kemampuan pemecahan masalah matematis dipengaruhi berbagai faktor selain disposisi matematis dan kemandirian belajar.

DEVELOPMENT OF MONOPOLY BOARD GAMIFICATION MEDIA BASED ON PROJECT-BASED LEARNING TO IMPROVE MATHEMATICAL CONCEPT UNDERSTANDING

Angel Ardila Suci Q A; Ni Nyoman Parwati, I Gde Wawan Sudatha — Tue, 01 Sep 2026 00:00:00 +0700

This study aims to develop a gamification board monopoly media based on Project Based Learning (PjBL) to improve mathematical concept understanding of elementary school students on solid geometry material. This research and development used the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The study was conducted at SDN Jatian 01 Jember with 25 fifth-grade students as subjects. The research instruments included material and media validation questionnaires using the Learning Object Review Instrument (LORI), a User Experience Questionnaire (UEQ) for teachers and students, and concept understanding tests (pretest–posttest). Results showed that the Polymath Space board monopoly media achieved a material validity score of 4.7 (95%, very valid) and media validity of 4.7 (93%, very valid). The UEQ practicality assessment from three teachers showed excellent ratings in attractiveness (2.06), efficiency (1.92), stimulation (2.00), and novelty (2.00). Students also rated the media positively, with excellent scores in clarity (2.07), appropriateness (2.02), stimulation (1.86), and novelty (2.04). The mean pretest score was 62.30 and posttest was 82.20. The Shapiro-Wilk normality test showed both data sets were normally distributed (sig. 0.620 and 0.697 > 0.05). The Levene homogeneity test indicated homogeneous variances (sig. 0.082 > 0.05). The paired sample t-test showed a significant improvement (sig. 0.000 < 0.05). The Cohen’s d effect size was 1.65 (large effect). Learning mastery based on KKM (score ≥ 75) reached 92%, categorized as very effective. This media is valid, practical, and effective in improving mathematical concept understanding.

Learning (PjBL) untuk meningkatkan pemahaman konsep matematika siswa sekolah dasar pada materi bangun ruang sisi datar. Penelitian pengembangan ini menggunakan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Penelitian dilaksanakan di SDN Jatian 01 Jember dengan subjek 25 siswa kelas V. Instrumen penelitian meliputi angket validasi materi dan media menggunakan Learning Object Review Instrument (LORI), User Experience Questionnaire (UEQ) untuk guru dan siswa, serta tes pemahaman konsep (pretest–posttest). Hasil penelitian menunjukkan media board monopoly Polymath Space memperoleh skor validitas materi 4,7 (95%, sangat valid) dan validitas media 4,7 (93%, sangat valid). Penilaian kepraktisan UEQ dari tiga guru menunjukkan kategori excellent pada daya tarik (2,06), efisiensi (1,92), stimulasi (2,00), dan kebaruan (2,00). Siswa juga menilai positif dengan kategori excellent pada kejelasan (2,07), ketepatan (2,02), stimulasi (1,86), dan kebaruan (2,04). Rata-rata pretest sebesar 62,30 dan posttest sebesar 82,20. Uji normalitas Shapiro-Wilk menunjukkan kedua data berdistribusi normal (sig. 0,620 dan 0,697 > 0,05). Uji homogenitas Levene menunjukkan varians homogen (sig. 0,082 > 0,05). Uji paired sample t-test menunjukkan peningkatan signifikan (sig. 0,000 < 0,05). Nilai effect size Cohen’s d sebesar 1,65 (efek besar). Ketuntasan belajar berdasarkan KKM (≥75) mencapai 92% dengan kategori sangat efektif. Media ini terbukti valid, praktis, dan efektif dalam meningkatkan pemahaman konsep matematika.

ANALYSIS OF THE DEEP LEARNING APPROACH TO MATHEMATICAL PROBLEM-SOLVING SKILLS AMONG EIGHTH-GRADE STUDENTS

Dewi Riska, Dadang Rahman Munandar, Iyan Rosita Dewi Nur — Tue, 01 Sep 2026 00:00:00 +0700

Mathematical problem-solving is a fundamental competency that should be fostered through mathematics instruction, as it enables students to interpret, analyze, and solve various problems systematically. Despite its importance, many students still encounter difficulties in selecting appropriate solution strategies and evaluating the accuracy of their solutions. This study aimed to examine the mathematical problem-solving skills of eighth-grade students following the implementation of the deep learning approach based on Polya's problem-solving framework. A descriptive qualitative design was employed, and the study was conducted at a junior high school in Karawang Regency, Indonesia, during the second semester of the 2025/2026 academic year. The participants consisted of 41 eighth-grade students. Data were collected through classroom observations, teacher interviews, documentation, and a mathematical problem-solving test. The findings revealed that the deep learning approach created an engaging learning environment that promoted students' active participation through discussion, collaboration, question-and-answer activities, and group presentations. The analysis further indicated that most students were able to understand the given problems, develop appropriate solution strategies, and implement the planned procedures correctly. However, some students continued to experience difficulties during the looking back stage because they rarely reflected on or verified both the solution process and the final results. Overall, the findings suggest that the deep learning approach provides meaningful, contextual, and reflective learning experiences that contribute to the development of students' mathematical problem-solving skills. Therefore, this approach has the potential to serve as an effective instructional alternative for strengthening mathematical problem-solving skills in mathematics education.

Kemampuan pemecahan masalah matematis merupakan kompetensi penting yang perlu dikembangkan dalam pembelajaran matematika karena membekali siswa dengan kemampuan memahami, menganalisis, dan menyelesaikan berbagai permasalahan secara sistematis. Meskipun demikian, masih banyak siswa yang mengalami kesulitan dalam menentukan strategi penyelesaian yang tepat serta melakukan refleksi dan verifikasi terhadap hasil yang diperoleh. Penelitian ini bertujuan mendeskripsikan kemampuan pemecahan masalah matematis siswa kelas VIII melalui penerapan pendekatan pembelajaran mendalam yang mengacu pada tahapan pemecahan masalah menurut Polya. Penelitian ini menggunakan metode deskriptif kualitatif dan dilaksanakan di salah satu sekolah menengah pertama di Kabupaten Karawang pada semester genap tahun ajaran 2025/2026 dengan melibatkan 41 siswa kelas VIII sebagai subjek penelitian. Data dikumpulkan melalui observasi, wawancara dengan guru, dokumentasi, serta tes kemampuan pemecahan masalah matematis. Hasil penelitian menunjukkan bahwa penerapan pendekatan pembelajaran mendalam mampu menciptakan proses pembelajaran yang lebih interaktif sehingga mendorong siswa untuk berpartisipasi aktif melalui kegiatan diskusi, kolaborasi, tanya jawab, dan presentasi hasil kerja. Analisis kemampuan pemecahan masalah matematis memperlihatkan bahwa sebagian besar siswa telah mampu memahami permasalahan, menyusun strategi penyelesaian, serta melaksanakan langkah-langkah penyelesaian secara tepat. Namun, sebagian siswa masih mengalami kesulitan pada tahap pengecekan kembali (looking back) karena belum terbiasa melakukan refleksi dan memverifikasi proses maupun hasil penyelesaian yang telah diperoleh. Temuan penelitian ini menunjukkan bahwa pendekatan pembelajaran mendalam mampu memberikan pengalaman belajar yang bermakna, kontekstual, dan reflektif sehingga mendukung perkembangan kemampuan pemecahan masalah matematis siswa. Dengan demikian, pendekatan pembelajaran mendalam berpotensi menjadi salah satu alternatif pembelajaran yang efektif untuk meningkatkan kemampuan pemecahan masalah matematis dalam pembelajaran matematika.

GREEN OPTIMA: AN ECOTHEOLOGY-BASED GAMIFICATION OF LINEAR PROGRAMMING TO IMPROVE STUDENTS’ CONCEPTUAL UNDERSTANDING

Siti Ulfah, Heni Pujiastuti — Tue, 01 Sep 2026 00:00:00 +0700

Madrasah implements the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC), which integrates religious and ecological values into learning to foster environmental responsibility. To support this initiative, an ecotheology-based interactive learning medium, Green Optima, was developed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model and evaluated for validity, practicality, and effectiveness. The study involved three experts (content, language, and media) for the validity assessment and 32 eleventh-grade Madrasah Aliyah students for the practicality and effectiveness testing. Data were collected using expert validation sheets, practicality and student response questionnaires, and a conceptual understanding test on linear programming. The results showed that Green Optima achieved an average validity score of 90.44% (very valid) and a practicality score of 83.75%. Its effectiveness was demonstrated by an improvement in students' conceptual understanding, with mean test scores increasing from 38.00 on the pretest to 77.81 on the posttest, yielding an N-gain of 0.66 (moderate category). Student responses reached 83.78%, particularly regarding the attractiveness of the learning medium and its integration of ecotheological values. These findings indicate that Green Optima is a valid, practical, and effective learning medium for improving students' conceptual understanding of linear programming while fostering ecological awareness. Furthermore, the findings suggest that Green Optima provides an innovative instructional approach by integrating gamification, mathematical concepts, and ecotheological values to promote contextual learning and advance education for sustainability in madrasas.

Madrasah menerapkan Kurikulum Berbasis Cinta (KBC) yang mengintegrasikan nilai-nilai religius dan ekologis dalam pembelajaran sebagai wujud tanggung jawab terhadap lingkungan. Untuk mendukung tujuan tersebut, dikembangkan media pembelajaran interaktif berbasis ekoteologi bernama Green Optima menggunakan model ADDIE (Analysis, Design, Development, Implementation, and Evaluation) yang selanjutnya dievaluasi berdasarkan aspek validitas, kepraktisan, dan efektivitas. Penelitian ini melibatkan tiga orang ahli, yaitu ahli materi, ahli bahasa, dan ahli media, untuk menguji validitas, serta 32 siswa kelas XI Madrasah Aliyah untuk menguji kepraktisan dan efektivitas media. Data dikumpulkan melalui lembar validasi ahli, angket kepraktisan dan respons siswa, serta tes pemahaman konsep pada materi program linier. Hasil penelitian menunjukkan bahwa Green Optima memperoleh skor validitas rata-rata sebesar 90,44% dengan kategori sangat valid dan skor kepraktisan sebesar 83,75%. Efektivitas media ditunjukkan oleh peningkatan rata-rata nilai siswa dari 38,00 pada pretest menjadi 77,81 pada posttest dengan nilai N-Gain sebesar 0,66 yang termasuk kategori sedang. Respons siswa mencapai 83,78%, terutama pada aspek kemenarikan media dan integrasi nilai-nilai ekoteologi. Temuan ini menunjukkan bahwa Green Optima merupakan media pembelajaran yang valid, praktis, dan efektif untuk meningkatkan pemahaman konsep matematis siswa pada materi program linear sekaligus menumbuhkan kesadaran ekologis. Selain itu, penelitian ini mengimplikasikan bahwa Green Optima dapat menjadi alternatif pembelajaran inovatif yang mengintegrasikan gamifikasi, konsep matematika, dan nilai-nilai ekoteologi untuk mendukung pembelajaran kontekstual serta memperkuat implementasi pendidikan berkelanjutan di madrasah.

NUMERACY LITERACY AND LEARNING STYLES: A SYSTEMATIC REVIEW OF ARTIFICIAL INTELLIGENCE TUTOR USE

Indri Margaretha, Duano Sapta Nusantara, Rohati Rohati — Tue, 01 Sep 2026 00:00:00 +0700

Despite the growing integration of Artificial Intelligence (AI) in education, there remains a critical gap in research that specifically synthesizes how AI tutors interact with diverse learning styles to influence students' numeracy literacy. Previous studies tend to address AI in education or learning styles in isolation, without examining their intersecting effects on numeracy outcomes. This study aims to map the profile of students' numeracy literacy across learning styles when using an AI tutor, analyze student interaction patterns with AI tutor features, and identify factors influencing numeracy literacy outcomes. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines, analyzing 14 peer-reviewed articles published between 2018 and 2025 from Scopus and ScienceDirect databases. Bibliometric analysis using VOSViewer identified four conceptual clusters with "numeracy literacy," "learning style," "artificial intelligence," and "ChatGPT" as central nodes. Findings reveal that AI tutors demonstrate significant potential to improve numeracy literacy with gains of 28.7%–32% across studies by adapting to Visual, Auditory, Read/Write, and Kinesthetic (VARK) learning preferences, with visual learners showing the highest gains. This review provides a novel synthesis by integrating AI tutor effectiveness with learning style perspectives in numeracy literacy, offering theoretical and

Meskipun integrasi kecerdasan buatan (AI) dalam pendidikan semakin meluas, masih terdapat kesenjangan penelitian mensintesis bagaimana AI tutor berinteraksi dengan berbagai gaya belajar untuk memengaruhi literasi numerasi siswa. Studi-studi sebelumnya cenderung mengkaji AI dalam pendidikan atau gaya belajar secara terpisah, tanpa meneliti efek persilangannya terhadap hasil numerasi. Penelitian ini bertujuan untuk memetakan profil literasi numerasi siswa ditinjau dari gaya belajar dalam penggunaan AI tutor, menganalisis pola interaksi siswa dengan fitur AI tutor, serta mengidentifikasi faktor-faktor yang memengaruhi hasil literasi numerasi. Systematic Literature Review (SLR) dilakukan mengacu pada panduan PRISMA , dengan menganalisis 14 artikel jurnal ilmiah yang diterbitkan antara tahun 2018- 2025 dari database Scopus dan ScienceDirect. Analisis bibliometrik menggunakan VOSViewer mengidentifikasi empat klaster konseptual dengan "literasi numerasi," "gaya belajar," "kecerdasan buatan," dan "ChatGPT" sebagai simpul sentral. Temuan menunjukkan bahwa AI tutor memiliki potensi signifikan dalam meningkatkan literasi numerasi dengan peningkatan 28,7%–32% lintas studi melalui adaptasi terhadap preferensi belajar Visual, Auditori, Read/Write, dan Kinestetik (VAK), dengan siswa visual menunjukkan peningkatan tertinggi. Tinjauan ini memberikan sintesis baru dengan mengintegrasikan efektivitas AI tutor dan perspektif gaya belajar terhadap literasi numerasi, sekaligus menawarkan implikasi teoritis dan praktis dalam mengembangkan strategi pembelajaran berdiferensiasi yang terintegrasi AI.

EFFECTIVENESS OF DEEP LEARNING BASED ON PROBLEM-BASED LEARNING ON STUDENTS' CRITICAL THINKING IN BRAIN ROT CONTEXT

Talenta Valentina Christi, Ramlah Ramlah, Indra Budiman — Tue, 01 Sep 2026 00:00:00 +0700

Mathematical critical thinking skills are essential competencies in mathematics education, yet their development among students remains suboptimal. This condition is compounded by the brain rot phenomenon arising from excessive digital content consumption and the dominance of conventional teaching practices that offer limited opportunities for deep cognitive engagement. This study aimed to analyze differences in the improvement of mathematical critical thinking skills between students taught through Deep Learning-oriented instruction using the Problem Based Learning (PBL) model and those taught through Teacher-Centered Learning (TCL) using the Direct Instruction model, while also describing students' critical thinking profiles based on gadget-use intensity categories.

A quasi-experimental method with a Nonequivalent Pretest–Posttest Control Group Design was employed. Participants comprised 92 tenth-grade students from SMA Negeri 2 Cileungsi, with 45 students in the experimental class and 47 in the control class, selected through purposive sampling. Data were collected via essay tests measuring mathematical critical thinking skills and questionnaires assessing gadget-use intensity. Analysis was conducted using the Shapiro–Wilk normality test, Levene's homogeneity test, and an independent samples t-test.

Results indicated a significant difference in the improvement of mathematical critical thinking skills between groups (t = −7.715; p = 0.000 < 0.05), favoring the PBL class. Additionally, students with high gadget-use intensity recorded lower mean pretest scores (47.73) compared to moderate (56.08) and low (64.52) intensity groups, suggesting that the brain rot phenomenon negatively impacts students' mathematical critical thinking skills.