EMTEKA: Jurnal Pendidikan Matematika

LEARNING SOURCES, STRATEGIES, AND SUPPORT PREFERENCES OF JUNIOR HIGH STUDENTS FOR THE 2026 MATHEMATICS TKA

2026-10-07T21:47:35+07:00

Penelitian ini bertujuan mengeksplorasi preferensi belajar siswa SMP Negeri 203 Jakarta dalam mempersiapkan Tes Kemampuan Akademik (TKA) Matematika 2026, mengidentifikasi faktor yang berkaitan dengan preferensi tersebut, serta mendeskripsikan peran guru dan sekolah dalam mendukung kesiapan siswa. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif eksploratif. Informan terdiri atas 9 siswa kelas IX, 2 guru matematika, dan 1 kepala sekolah yang dipilih melalui purposive sampling. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa memanfaatkan sumber belajar digital, seperti YouTube, TikTok, Instagram, dan platform pembelajaran daring, serta strategi non-digital berupa diskusi kelompok, bimbingan sebaya, dan bimbingan belajar. Preferensi tersebut berkaitan dengan faktor internal, meliputi motivasi, kepercayaan diri, dan kemandirian belajar, serta faktor eksternal berupa dukungan orang tua, teman sebaya, guru, dan fasilitas sekolah. Guru berperan menyediakan penjelasan, sumber belajar, dan pendampingan, sedangkan sekolah mendukung melalui program pendalaman materi dan fasilitas pembelajaran. Kebaruan penelitian terletak pada pemetaan preferensi belajar siswa dalam menghadapi TKA Matematika 2026 dengan mengintegrasikan perspektif siswa, guru, dan kepala sekolah dalam satu konteks sekolah.

EXPLORING FACTORS RELATED TO MATHEMATICAL PROBLEM SOLVING IN STATISTICS AT SMP NEGERI 2 CENTRAL JAKARTA

2026-10-07T22:55:28+07:00

This study aims to explore students' learning experiences in understanding and solving mathematical problems in statistics and identify factors related to the problem-solving process. The study used an exploratory mixed-methods design that integrates descriptive questionnaire data with qualitative interview data. Participants consisted of 34 ninth-grade students from one class at SMP Negeri 2 Central Jakarta in the 2023/2024 academic year. Questionnaire data were analyzed using mean scores and percentages based on a five-level Likert scale, while interview data were coded thematically to explain quantitative patterns. The results showed three main categories related to students' problem-solving experiences: internal factors, external factors, and independent learning strategies. The highest average score was found in the family and peer environment (3.95), followed by the school and teacher environment (3.78), problem-solving barriers (3.71), cognitive ability and conceptual understanding (3.46), independent learning strategies (3.34), and learning motivation (3.22). Students' main difficulties were related to understanding long word problems and selecting appropriate measures of central tendency. Interviews confirmed that peer discussions and teacher explanations helped some students understand the material, but peer interactions could also disrupt concentration. The contribution of this study lies in the integrated mapping of the relationship between cognitive, affective, environmental, and learning strategy factors in students' experiences solving statistical problems.

Penelitian ini bertujuan mengeksplorasi pengalaman belajar siswa dalam memahami dan menyelesaikan masalah matematika pada materi statistika serta mengidentifikasi faktor-faktor yang berkaitan dengan proses pemecahan masalah. Penelitian menggunakan desain mixed methods eksploratif yang mengintegrasikan data kuesioner deskriptif dengan data wawancara kualitatif. Partisipan terdiri atas 34 siswa kelas IX dari satu kelas di SMP Negeri 2 Jakarta Pusat tahun ajaran 2023/2024. Data kuesioner dianalisis menggunakan skor rata-rata dan persentase berdasarkan skala Likert lima tingkat, sedangkan data wawancara dikodekan secara tematik untuk menjelaskan pola kuantitatif. Hasil penelitian menunjukkan tiga kategori utama yang berkaitan dengan pengalaman pemecahan masalah siswa, yaitu faktor internal, faktor eksternal, dan strategi pembelajaran mandiri. Skor rata-rata tertinggi terdapat pada lingkungan keluarga dan teman sebaya (3,95), diikuti lingkungan sekolah dan guru (3,78), hambatan pemecahan masalah (3,71), kemampuan kognitif dan pemahaman konseptual (3,46), strategi pembelajaran mandiri (3,34), dan motivasi belajar (3,22). Kesulitan utama siswa berkaitan dengan pemahaman soal cerita yang panjang dan pemilihan ukuran pemusatan data yang sesuai. Wawancara memperkuat bahwa diskusi teman sebaya dan penjelasan guru membantu sebagian siswa memahami materi, tetapi interaksi sebaya juga dapat mengganggu konsentrasi. Kontribusi penelitian ini terletak pada pemetaan terpadu mengenai keterkaitan faktor kognitif, afektif, lingkungan, dan strategi belajar dalam pengalaman siswa menyelesaikan masalah statistika.

THE INFLUENCE OF CONTEXTUAL APPROACHES IN IMPROVING STUDENTS UNDERSTANDING OF MATHEMATICAL CONCEPTS

2026-10-07T23:10:47+07:00

This study examined the effect of Contextual Teaching and Learning (CTL) on students’ mathematical conceptual understanding of Systems of Linear Equations in Two Variables (SPLDV). The study employed a quantitative quasi-experimental design with a pretest-posttest control group. The participants were 46 eighth-grade students of SMP Negeri 1 Bonepantai, consisting of 23 students from Class VIII-1 as the experimental group and 23 students from Class VIII-2 as the control group. The two classes were selected as intact classes, and only students who completed the required research sequence, including the pretest and posttest, were included in the final analysis. The experimental group received CTL-based instruction, whereas the control group received conventional instruction. Data were collected using an essay test measuring mathematical conceptual understanding based on four indicators. The initial test consisted of seven items; following empirical validity testing, two invalid items were excluded, resulting in five valid items used in the analysis. The data were analyzed using analysis of covariance (ANCOVA), with the pretest score as the covariate and the posttest score as the dependent variable. The ANCOVA results showed a statistically significant difference in posttest conceptual-understanding scores between the two groups after controlling for pretest scores, F(1, 43) = 39.91, p < .001, with a partial eta squared of 0.481. These findings provide empirical evidence concerning the relationship between CTL-based instruction and students’ mathematical conceptual understanding in SPLDV within the studied classroom context.

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan pendekatan pembelajaran kontekstual terhadap pemahaman konsep matematika siswa, khususnya pada materi Sistem Persamaan Linear Dua Variabel di kelas VIII-1 dan VIII-2 SMP Negeri 1 Bonepantai. Penelitian ini menggunakan metode eksperimen kuantitatif dengan desain pretest-posttest control group. Populasi penelitian mencakup seluruh siswa kelas delapan, dan dua kelas dipilih secara acak menggunakan cluster random sampling. Kelas eksperimen menerima pembelajaran berbasis kontekstual, sedangkan kelas kontrol diajarkan menggunakan metode konvensional. Data dikumpulkan melalui tes berbasis uraian yang mengukur pemahaman konsep melalui empat indikator: menyatakan ulang konsep, menyajikan konsep secara matematis, menggunakan prosedur yang sesuai, dan menerapkan konsep dalam pemecahan masalah. Hasil analisis deskriptif dan inferensial, termasuk uji ANCOVA, mengungkapkan bahwa kelompok eksperimen mencapai skor rata-rata posttest yang lebih tinggi (52.65) dibandingkan dengan kelompok kontrol (45.65). Hasil uji-F (F* = 39,91 > Ftabel = 4,07) menunjukkan pengaruh yang signifikan dari pendekatan kontekstual terhadap pemahaman konsep siswa. Temuan ini menunjukkan bahwa pengajaran kontekstual, yang menghubungkan konsep matematika dengan situasi kehidupan nyata, berkaitan dengan perbedaan skor pemahaman konsep siswa dalam kondisi penelitian ini.

DEVELOPMENT OF A CANVA AI-ASSISTED MATHROOM LEARNING WEBSITE TO ENHANCE STUDENTS' SELF-REGULATED LEARNING

2026-10-07T23:33:14+07:00

This study aims to develop a website-based learning medium called MathRoom assisted by Canva AI for the topic of Algebraic Function Integration for Grade XI Senior High School students, as well as to determine its level of validity, practicality, and effectiveness in enhancing students' self-regulated learning. The study employed the 4D development model (Define, Design, Develop, Disseminate). The research subjects comprised 36 students of Class XI-B at a State Senior High School in Banten for the practicality and self-regulated learning tests, and another class of 36 students for the effectiveness test. Instruments used included expert validation sheets for content, media, and language; a self-regulated learning questionnaire; a practicality questionnaire; and pretest-posttest items. The results showed that the MathRoom media achieved a validity score of 95.25% (Very Valid), a practicality score of 86.59% (Very Practical), and a mean N-Gain Score of 0.81 (High category) with an effectiveness interpretation of 80.58% (Effective). Therefore, the MathRoom website learning media assisted by Canva AI proved to be valid, practical, and effective in enhancing students' self-regulated learning in the topic of Algebraic Function Integration.

Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis website bernama MathRoom yang dibantu oleh Canva AI pada materi Integral Fungsi Aljabar kelas XI SMA, serta mengetahui tingkat validitas, praktikalitas, dan efektivitas media tersebut dalam meningkatkan kemandirian belajar siswa. Penelitian ini menggunakan model pengembangan 4D (Define, Design, Develop, Disseminate). Subjek penelitian adalah siswa kelas XI-B SMAN di Banten yang berjumlah 36 siswa untuk uji praktikalitas dan kemandirian belajar, serta kelas lain untuk uji efektivitas dengan 36 siswa. Instrumen yang digunakan meliputi lembar validasi ahli materi, ahli media, ahli bahasa, angket kemandirian belajar, angket praktikalitas, serta soal pretest dan posttest. Hasil penelitian menunjukkan bahwa media MathRoom memperoleh tingkat validitas sebesar 95,25% (Sangat Valid), tingkat praktikalitas sebesar 86,59% (Sangat Praktis), dan tingkat efektivitas, diperoleh nilai N-Gain Score rata-rata sebesar 0,81 (kategori Tinggi) dengan tafsiran efektivitas sebesar 80,58% (Efektif). Dengan demikian, media pembelajaran website MathRoom berbantuan Canva AI dinyatakan valid, praktis, dan efektif untuk meningkatkan kemandirian belajar siswa pada materi Integral Fungsi Aljabar.

STUDENTS' ERRORS IN SOLVING JUNIOR HIGH SCHOOL MATHEMATICS TKA QUESTIONS BASED ON NEWMAN'S THEORY

2026-10-08T21:45:29+07:00

Indonesia’s persistently low mathematical literacy scores on international and national assessments motivate closer scrutiny of how students actually fail when solving mathematics problems, yet few studies have examined error patterns on the newly implemented national Mathematics Academic Ability Test (TKA) in relation to mathematical literacy indicators specifically. This study aims to identify and describe the mistakes made by junior high school students in solving Mathematics TKA items using Newman’s Error Analysis (NEA), and to examine how the resulting error patterns relate to mathematical literacy processes. A qualitative descriptive design was employed, with data collected through a written test covering four TKA content domains and semi-structured interviews with students purposively selected to represent each error category. The subjects were 24 students of class VIII at a public junior high school in Jambi. No reading errors were found; comprehension and transformation errors each accounted for 47.92% of cases, and process skill errors were the most frequent at 77.08%, while encoding errors were 46,88%. These findings suggest that students’ primary difficulty lies not in reading or basic comprehension, but in formulating an appropriate mathematical model, carrying out multi-step procedures, and communicating a complete final answer, processes closely tied to the employing and interpreting components of mathematical literacy, although time constraints and the single-class scope of this study mean these patterns should be interpreted with caution. The findings suggest that classroom practice combining contextual, non-routine problem solving with explicit model-building and answer-checking routines may help reduce these errors.

Rendahnya capaian literasi matematika Indonesia pada asesmen internasional maupun nasional mendorong perlunya kajian lebih mendalam mengenai bagaimana siswa sesungguhnya mengalami kesalahan dalam menyelesaikan soal matematika, namun masih sedikit penelitian yang mengkaji pola kesalahan pada Tes Kemampuan Akademik (TKA) Matematika yang baru diterapkan dalam kaitannya dengan indikator literasi matematika secara spesifik. Penelitian ini bertujuan mengidentifikasi dan mendeskripsikan kesalahan siswa SMP dalam menyelesaikan soal TKA Matematika menggunakan Newman’s Error Analysis (NEA), serta mengkaji keterkaitan pola kesalahan tersebut dengan proses literasi matematika. Penelitian ini menggunakan desain deskriptif kualitatif, dengan data dihimpun melalui tes tertulis yang mencakup empat konten TKA dan wawancara semi terstruktur dengan siswa yang dipilih secara purposive untuk mewakili setiap kategori kesalahan. Subjek penelitian adalah 24 siswa kelas VIII di salah satu SMP Negeri Jambi. Tidak ditemukan kesalahan membaca; kesalahan memahami dan mentransformasi soal masing-masing tercatat sebesar 47,92%, sedangkan kesalahan keterampilan proses paling banyak ditemukan yaitu 77,08%, sementara kesalahan penulisan jawaban sebesar 46,88%. Temuan ini menunjukkan bahwa kesulitan utama siswa bukan terletak pada membaca atau pemahaman dasar, melainkan pada memformulasikan model matematika yang tepat, melaksanakan prosedur bertahap, dan mengomunikasikan jawaban akhir secara lengkap, proses yang berkaitan erat dengan komponen menggunakan dan menafsirkan dalam literasi matematika, meskipun keterbatasan waktu tes dan cakupan penelitian pada satu kelas berarti pola ini perlu dimaknai secara hati-hati. Temuan ini mengindikasikan bahwa praktik pembelajaran yang memadukan soal kontekstual non-rutin dengan pembiasaan membangun model matematika secara eksplisit dan meninjau jawaban dapat membantu mengurangi kesalahan tersebut.

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

2026-10-07T21:01:59+07:00

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.