EMTEKA: Jurnal Pendidikan Matematika

ETHNOMATHEMATICS IN CONTEXTUAL LEARNING: IMPACT ON SECONDARY STUDENTS’ MATHEMATICAL REASONING AND PROBLEM SOLVING

Dian Febriana — 2026-03-01

This study aims to analyze the contribution of ethnomathematics in contextual mathematics learning to the development of junior secondary students’ mathematical reasoning and problem-solving skills using a Systematic Literature Review (SLR) approach following the PRISMA 2020 framework. A total of 15 selected articles were analyzed qualitatively based on relevance, recency, and full-text availability criteria. The results indicate that ethnomathematics is implemented through the exploration of local culture, integration of mathematical concepts into real-life contexts, and the development of contextual learning media. This approach supports the development of mathematical reasoning and enhances problem-solving skills through reflective processes. Furthermore, it creates more meaningful learning experiences, increases students’ motivation, and strengthens conceptual understanding. These findings provide an empirical basis for developing innovative, contextual, and culturally relevant mathematics learning.

Penelitian ini bertujuan menganalisis kontribusi etnomatematika dalam pembelajaran matematika kontekstual terhadap kemampuan penalaran dan pemecahan masalah siswa SMP melalui pendekatan Systematic Literature Review (SLR) dengan tahapan PRISMA 2020. Sebanyak 15 artikel terpilih dianalisis secara kualitatif berdasarkan kriteria relevansi, kebaruan, dan ketersediaan teks lengkap. Hasil kajian menunjukkan bahwa etnomatematika diterapkan melalui eksplorasi budaya lokal, integrasi konsep matematika dalam pengalaman nyata, serta pengembangan media kontekstual. Pendekatan ini terbukti mendukung penalaran matematis dan meningkatkan kemampuan pemecahan masalah secara reflektif. Selain itu, pembelajaran menjadi lebih bermakna, meningkatkan motivasi, serta memperkuat pemahaman konsep siswa. Temuan ini menjadi dasar pengembangan pembelajaran matematika yang inovatif, kontekstual, dan berbasis budaya lokal.

STRENGTHENING THE MATHEMATICAL LITERACY THROUGH PROBLEM POSING LEARNING WITH A WORD PROBLEM THEME

Tomy Syafrudin — 2026-03-01

Student mathematical literacy skills is depended teacher or prospective teacher skills to teach mathematical literacy. However, in reality, students' skills as prospective teachers in mathematical literacy are unable to do that. Therefore, a learning method is needed to facilitate the mathematical literacy skills of prospective teacher students. The aim of this research is to depict problem posing learning with a word problem theme that can strengthen the mathematical literacy skills of prospective teacher students. This qualitative research uses descriptive approach which conducted students on third and seventh grade of mathematics education study program for the 2023/2024 academic year. Validation sheet Observation sheets, response questionnaires, assignment sheet, and interview guide sheets are instrument for collecting data in this research. The results of the research show that the steps for learning problem posing with a word problem theme to strengthen students' mathematical literacy are consist of 2 steps. First; (1) choose a point, (2) List attribute to recall prior knowledge, (3) what -if-not-ing- to construct, (4) pose the problem, (5) analyze the problem, (6) communicate (7) emphasized by lecturer. Then second; (1) review, (2) project, (3) emphasized by lecturer. The second step is implemented for meeting after first step. The average validity percentage are 78% of the language content, 84% of mathematics content, and 80% of education content. The practicality of the design learning was 78,69%.

THE INFLUENCE OF TGT COOPERATIVE LEARNING ASSISTED BY WORDWALL ON STUDENTS’ LEARNING OUTCOMES IMPROVEMENT

Anisah Safaatin — 2026-03-01

This research is motivated by the low mathematics learning outcomes of students caused by the lack of variation in models and learning media used by teachers. The purpose of this study was to determine the influence, magnitude of influence, improvement and magnitude of improvement in student learning outcomes through the application of the TGT (Team Games Tournament) type cooperative learning model assisted by wordwall media. This study used a quantitative approach with a quasi-experimental design, specifically a pretest-posttest control group design. The sample consisted of two classes, namely class VIII-C as the experimental class and class VIII-F as the control class and sampling using random sampling techniques. Data collection techniques used in the form of pretest and posttest essay tests. Data analysis using the t-test to determine the difference in learning outcomes between the experimental and control classes, the effect size test to determine the magnitude of the effect of the treatment, and the N-Gain test used to measure the magnitude of the increase in learning outcomes. The results of this study indicate a significant influence with an effect size value of 0,39% indicating a high influence and an N-Gain of 0.719246 shows that there is a significant increase for the experimental class. Thus, the cooperative learning model of the TGT (Team Games Tournament) type assisted by wordwall media has proven to be influential and effective in improving mathematics learning outcomes significantly.

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar matematika siswa yang disebabkan oleh kurangnya variasi model dan media pembelajaran yang digunakan oleh guru. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh, besarnya pengaruh, peningkatan dan besarnya peningkatan hasil belajar siswa melalui penerapan model pembelajaran kooperatif tipe TGT (Team Games Tournament) berbantuan media wordwall. Penelitian ini menggunakan pendekatan kuantitatif dengan desain kuasi eksperimen, khususnya pretest-posttest control group design. Sampel terdiri dari dua kelas, yaitu kelas VIII-C sebagai kelas eksperimen dan kelas VIII-F sebagai kelas kontrol dan pengambilan sampel menggunakan teknik random sampling. Teknik pengumpulan data yang digunakan berupa tes essay pretest dan posttest. Analisis data menggunakan uji-t untuk mengetahui perbedaan hasil belajar antara kelas eksperimen dan kelas kontrol, uji effect size untuk mengetahui besarnya pengaruh perlakuan, dan uji N-Gain yang digunakan untuk mengukur besarnya peningkatan hasil belajar. Hasil penelitian ini menunjukkan adanya pengaruh yang signifikan dengan nilai effect size sebesar 0,39% yang menunjukkan pengaruh yang tinggi dan N-Gain sebesar 0,719246 menunjukkan adanya peningkatan yang signifikan untuk kelas eksperimen. Dengan demikian, model pembelajaran kooperatif tipe TGT (Team Games Tournament) berbantuan media wordwall terbukti berpengaruh dan efektif dalam meningkatkan pembelajaran matematika.

MODIFICATION OF ELEMENTARY SCHOOL MATHEMATICS QUESTIONS INTO CONTEXTUAL QUESTIONS BASED ON BENGKULU CULTURE

Saddam Khaliq — 2026-03-01

This research aims to develop a prototype of contextual elementary school mathematics problems based on Bengkulu culture by modifying seven conventional problems into authentic narratives that integrate local elements such as the renovation of the Jamik Mosque (mixed arithmetic), the average number of visitors to Soekarno's House (descriptive statistics), the area of the Anggut Atas rembulan batik cloth (area measurement), the volume of the Seluma durian lempuk packaging (cube volume), the circumference of the Rafflesia Kepahiang fence (circumference of a circle), the symmetry of the Besurek batik nail niche motif (transformation geometry), and the remaining spices (fractions). The Define-Develop phase focused on reconstructing the Merdeka curriculum document without field testing, resulting in an instrument that maintains conceptual rigor while enhancing affective relevance in line with Realistic Mathematics Education. The prototype is ready for dissemination as an inclusive teaching material, with implications for teacher training and digital media for elementary school mathematics learning in Bengkulu.

Penelitian ini bertujuan mengembangkan prototipe soal matematika kontekstual sekolah dasar berbasis budaya Bengkulu melalui modifikasi tujuh soal konvensional menjadi narasi autentik yang mengintegrasikan elemen lokal seperti renovasi Masjid Jamik (aritmetika campuran), rata-rata pengunjung Rumah Soekarno (statistik deskriptif), luas kain batik besurek rembulan Anggut Atas (pengukuran luas), volume kemasan lempuk durian Seluma (volume balok), keliling pagar Rafflesia Kepahiang (keliling lingkaran), simetri motif relung paku batik besurek (geometri transformasi), dan sisa bumbu pendap (pecahan). Tahap Define-Develop difokuskan pada rekonstruksi dokumen kurikulum Merdeka tanpa uji lapangan, menghasilkan instrumen yang mempertahankan rigor konseptual sambil meningkatkan relevansi afektif selaras dengan Realistic Mathematics Education. Prototipe siap diseminasi sebagai bahan ajar inklusif, dengan implikasi pelatihan guru dan media digital untuk pembelajaran matematika SD di Bengkulu.

INTERACTIVE E-MODULE BASED ON THE WISDOM OF THE BADUY TRIBE TO IMPROVE NUMERACY IN STATISTICS MATERIALS

Sri Wahdiani — 2026-03-13

This development research was motivated by students' low numeracy skills and the limited use of contextual teaching materials that integrate local wisdom in mathematics learning. This is evidenced by Indonesia's mathematics score in PISA 2022, which reached only 366, far below the OECD average of 472. Therefore, this study aimed to develop interactive e-modules based on the local wisdom of the Baduy tribe that are feasible, practical, and effective in improving students' numeracy skills in statistics. One of the contributing factors to low numeracy skills is the limited use of contextual and technology-based teaching materials, as well as learning approaches that have not fully emphasized Higher Order Thinking Skills (HOTS) and authentic problem-solving contexts. Therefore, integrating local wisdom and interactive digital media into teaching materials can be a relevant strategy to enhance students' numeracy skills. This study employed a Research and Development (R&D) approach using the ADDIE model. Data were collected through questionnaires and numeracy tests administered in the form of pretests and posttests based on AKM-type questions. Validation results from media, material, and education experts were all categorized as very feasible, while teacher and student responses were categorized as very practical. The effectiveness test using the N-gain score yielded 0.81, indicating high effectiveness. The integration of contextual cultural content, interactive features, and data visualization in the e-module can support students in understanding statistical concepts and solving real-world problems. Therefore, the developed product can serve as an alternative contextual digital learning resource to support numeracy-oriented mathematics learning in secondary schools.

Penelitian pengembangan ini melatar belakangi pada rendahnya kemampuan numerasi peserta didik dan terbatasnya penggunaan bahan ajar kontekstual yang mengintegrasikan kearifan lokal dalam pembelajaran matematika. Hal ini dibuktikan dengan skor matematika Indonesia pada PISA 2022 yang hanya mencapai 366, jauh di bawah rata-rata OECD sebesar 472. Oleh karena itu, penelitian ini tujuannya untuk memberi pengembangan e-modul interaktif berbasis kearifan lokal suku Baduy yang layak, praktis, dan efektif dalam meningkatkan kemampuan numerasi peserta didik pada materi statistika. Suatu faktor penyebab rendahnya kemampuan numerasi adalah terbatasnya penggunaan bahan ajar kontekstual berbasis teknologi, serta pendekatan pembelajaran yang belum sepenuhnya menekankan pada Higher Order Thinking Skills (HOTS) dan konteks pemecahan masalah autentik. Oleh karena itu, pengintegrasian kearifan lokal dan media digital interaktif ke dalam bahan ajar dapat menjadi strategi yang relevan untuk meningkatkan kemampuan numerasi peserta didik. Penelitian ini memakai suatu pendekatan Research and Development (R&D) dengan model ADDIE. Data dikumpul kan pada angket dan tes numerasi yang diberikan dalam bentuk pretest dan posttest berbasis soal tipe AKM. Hasil validasi dari ahli media, ahli materi, dan ahli pendidikan seluruhnya berkategori sangat layak, sementara respons guru dan peserta didik berkategori sangat praktis. Uji efektivitas menggunakan skor N-gain menghasilkan nilai 0,81 yang termasuk dalam kriteria tinggi. Pengintegrasian konten budaya kontekstual, fitur interaktif, dan visualisasi data dalam e-modul dapat membantu peserta didik dalam memahami konsep statistika dan menyelesaikan masalah kehidupan nyata. Dengan demikian, produk yang dikembangkan dapat dijadikan alternatif sumber belajar digital kontekstual untuk mendukung pembelajaran matematika berorientasi numerasi di sekolah menengah..

MATHEMATICAL PROCEDURAL FLUENCY OF STUDENTS IN SOLVING MATRIX PROBLEMS

I. Kristin — 2026-03-14

Mathematical procedural fluency is the ability of students to perform procedures flexibly, efficiently, and accurately. This study aims to determine the mathematical procedural fluency of students in solving matrix problems in class XI at SMK Negeri 1 Pontianak. The method used in this research is a descriptive method with a case study approach. There are 25 students from class XI Accounting at SMK Negeri 1 Pontianak as the subjects. Data collection techniques include measurement through descriptive tests, direct communication in the form of interviews, and documentation. The results show that the mathematical procedural fluency of students in solving matrix problems is classified as moderate, with a percentage of 64%. The conclusion of this study indicates that the mathematical procedural fluency is fairly good in solving matrix problems, but still needs improvement through more effective learning strategies focused on developing procedural mathematical abilities.

Kelancaran procedural matematis merupakan kemampuan siswa dalam melakukan prosdur secara fleksibel, efisien dan akurat. Penelitian ini bertujuan untuk mengetahui kelancaran prosedural matematis siswa dalam menyelesaikan masalah pada materi matriks kelas XI SMK Negeri 1 Pontianak. Metode yang digunakan dalam penelitian adalah metode deskriptif dengan pendekatan studi kasus. Dalam penelitian ini ada 25 siswa dari kelas XI Akuntansi SMK Negeri 1 Pontianak sebagai subjeknya. Teknik pengumpulan data yaitu meliputi pengukuran melalui tes uraian, komunikasi langsung berupa wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa kelancaran prosedural matematis siswa dalam pemecahan masalah khususnya pada materi matriks tergolong sedang dengan persentase 64 %. Kesimpulan penelitian ini menunjukkan bahwa kelancaran procedural matematis yang cukup baik dalam pemecahan masalah matriks namun masih perlu peningkatan melalui strategi pembelajaran yang lebih efektif dan terfokus pada pengembangan kemampuan prosedural matematis.

DEVELOPMENT OF ANIMATED VIDEO LEARNING MEDIA USE APPLICATION CANVA STEAM BASED FOR IMPROVING LEARNING OUTCOMES STUDENTS

Nadia Ulfah — 2026-03-15

This research is motivated by the lack of technology integration in learning which results in students having difficulty understanding the material, and leads to low learning outcomes. An innovation is needed to support the learning process which is expected to improve student learning outcomes. Therefore, the purpose of this study is to develop and assess the quality of learning media in the form of animated videos using the STEAM-based Canva application to improve student learning outcomes in the Enumeration Rules material. This research is a type of R&D development research with the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research subjects included one mathematics teacher and 35 students of class XI F1 of SMA Negeri 8 Muaro Jambi. The results showed that the developed media met the criteria of validity, practicality, and effectiveness. In terms of validation, the percentage of material feasibility reached 91.7% and the design reached 87.5%, which is classified as very valid. Meanwhile, the practicality of implementation , the teacher gave an assessment of 92% and students 90.9% which is also included in the very practical category. Meanwhile, the implementation of media effectiveness is seen from the student response questionnaire , which obtained a score of 88.42% in the very effective category. The results of the average difference test of student learning outcomes showed that the posttest score was better than the pretest score . The comparison results of the average N-Gain score of 0.65 with a percentage of 65% which is included in the fairly effective category. Thus, the STEAM-based animated video learning media using Canva is declared suitable for use in the learning process on the Enumeration Rules material for grade XI SMA because it meets the criteria of validity, practicality, and effectiveness.

Penelitian ini dilatarbelakangi oleh kurangnya integrasi teknologi dalam pembelajaran, yang menyebabkan siswa kesulitan memahami materi dan mengakibatkan prestasi belajar rendah. Diperlukan inovasi untuk mendukung proses pembelajaran yang diharapkan dapat meningkatkan hasil belajar siswa. Oleh karena itu, tujuan dari penelitian ini adalah untuk mengembangkan dan menilai kualitas media pembelajaran berupa video animasi menggunakan aplikasi Canva berbasis pendekatan STEAM untuk meningkatkan hasil belajar siswa dengan topik Aturan Penghitungan. Penelitian ini merupakan jenis studi Penelitian dan Pengembangan (R&D) menggunakan model ADDIE, yang terdiri dari lima tahap: analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian antara lain seorang guru matematika dan 35 siswa dari Kelas XI F1 SMA Negeri 8 Muaro Jambi. Hasil penelitian menunjukkan bahwa media yang dikembangkan memenuhi kriteria validitas, praktis, dan efektif. Dari segi validasi, persentase kelayakan material mencapai 91,7% dan desainnya mencapai 87,5%, keduanya tergolong sangat valid. Mengenai kepraktisan, guru memberikan peringkat 92% dan siswa memberikan 90,9%, keduanya termasuk dalam kategori sangat praktis. Sementara itu, efektivitas media, berdasarkan kuesioner respon siswa, memperoleh skor sebesar 88,42%, dikategorikan sangat efektif. Hasil uji coba sampel independen hasil belajar siswa menunjukkan bahwa nilai pasca tes lebih baik daripada nilai pra-tes. Perbandingan rata-rata skor N-Gain adalah 0,65, setara dengan 65%, yang dikategorikan sebagai cukup efektif. Dengan demikian, media pembelajaran video animasi berbasis STEAM yang dikembangkan menggunakan Canva dianggap layak untuk digunakan dalam pengajaran topik Aturan Penghitungan untuk siswa SMA Kelas XI karena memenuhi kriteria validitas, kepraktisan, dan efektivitas

DEVELOPMENT OF PROBLEM-BASED LEARNING E-LKPD WITH EDUCATIONAL GAMES ON INTEGERS

Anisya Destiana — 2026-03-15

At SMP Negeri 5 Terbanggi Besar, seventh-grade students still show low engagement and understanding of integer material. The student worksheets (LKPD) and textbooks used in learning are visually unattractive and lack interactivity, causing students to become bored easily and less motivated. In addition, the internet facilities available at the school have not been maximized to support more engaging and interactive technology-based learning. This research was conducted at SMP Negeri 5 Terbanggi Besar with seventh-grade students as the subjects. The objectives of this study are: (1) to describe the process of developing an electronic student worksheet (E-LKPD) based on Problem-Based Learning (PBL) supported by educational games using the ADDIE development model, and (2) to determine the validity and practicality of the developed E-LKPD. The development model used is ADDIE, consisting of five stages: Analyze, Design, Development, Implementation, and Evaluation. Data collection instruments include interview sheets, expert validation sheets, and student response questionnaires. Validation was carried out by three material experts and three media experts, while the practicality test was conducted with ten seventh-grade students. The result of this research is a PBL-based E-LKPD integrated with educational games to facilitate learning on integer material. The analysis stage identified the needs of teachers and students for learning media, while the design and development stages produced a visually appealing and interactive prototype. Evaluation was conducted through revisions based on feedback from experts and users. The average validation score was 86% (very valid), and the practicality test result was 90% (very practical), indicating that the E-LKPD is feasible and effective for use in the learning process.

Di SMP Negeri 5 Terbanggi Besar, siswa kelas VII masih menunjukkan keterlibatan dan pemahaman yang rendah terhadap materi bilangan bulat. LKPD dan buku cetak yang digunakan dalam pembelajaran kurang menarik secara tampilan dan minim interaktivitas, sehingga siswa cepat merasa bosan dan kurang termotivasi. Selain itu, fasilitas internet yang tersedia di sekolah belum dimaksimalkan untuk mendukung pembelajaran berbasis teknologi yang lebih menarik dan interaktif. Penelitian ini dilakukan di SMP Negeri 5 Terbanggi Besar dengan subjek siswa kelas VII. Tujuan dari penelitian ini adalah: (1) untuk mendeskripsikan proses pengembangan Lembar Kerja Peserta Didik Elektronik (E-LKPD) berbasis PBL yang didukung oleh game edukasi dengan menggunakan model pengembangan ADDIE, dan (2) untuk mengetahui validitas dan kepraktisan dari E-LKPD yang dikembangkan. Model pengembangan yang digunakan adalah ADDIE, yang terdiri dari lima tahap: Analyze, Design, Development, Implementation, dan Evaluation. Instrumen pengumpulan data meliputi lembar wawancara, lembar validasi ahli, dan angket respon siswa. Validasi dilakukan oleh tiga ahli materi dan tiga ahli media, sedangkan uji kepraktisan dilakukan kepada sepuluh siswa kelas VII. Hasil penelitian berupa E-LKPD berbasis PBL yang terintegrasi dengan game edukasi untuk memfasilitasi pembelajaran materi bilangan bulat. Tahap analisis mengidentifikasi kebutuhan guru dan siswa terhadap media pembelajaran, sementara tahap desain dan pengembangan menghasilkan prototipe yang menarik secara visual dan interaktif. Evaluasi dilakukan melalui revisi berdasarkan masukan dari ahli dan pengguna. Nilai rata-rata hasil validasi adalah 86% (sangat valid), dan hasil uji kepraktisan sebesar 90% (sangat praktis), sehingga E-LKPD ini dinyatakan layak dan efektif digunakan dalam proses pembelajaran.

DEVELOPMENT OF TEST INSTRUMENTS TO MEASURE MATHEMATICAL COMMUNICATION SKILLS OF MADRASAH IBTIDAIYAH STUDENTS

Elisha Farmah — 2026-03-16

Mathematical communication skills are fundamental competencies that students must have, but there are no valid and reliable test instruments to measure the mathematical communication skills of Madrasah Ibtidaiyah students specifically. This research aims to develop valid, reliable, and practical mathematical communication ability test instruments for Madrasah Ibtidaiyah students. The research uses a Research and Development (R&D) approach with the Plomp model which includes the initial investigation, prototype phase, and assessment phase. The research subjects consisted of 39 students of class V MIN 1 Cilegon City who were selected using the purposive sampling technique. The instrument was developed based on the theoretical framework of NCTM with four mathematical communication indicators in KPK and FPB materials. The developed instrument met psychometric standards with very high construct validity (correlation coefficient r > 0.80 for all question items) and high reliability (α = 0.861). The distribution of difficulty level showed one question item in the medium category (65.40%) and three questions in the very difficult category (15.90%-17.80%). The differentiating power showed that one question item was categorized as sufficient (0.341) while the other three items needed improvement. The instrument was successfully developed with adequate psychometric quality and can be used as an evaluation tool for mathematical communication skills at Madrasah Ibtidaiyah. Further research is suggested to expand the research sample and develop instruments for other mathematical materials.

Kemampuan komunikasi matematika merupakan kompetensi mendasar yang harus dimiliki siswa, namun tidak ada instrumen tes yang valid dan handal yang tersedia untuk secara khusus mengukur kemampuan komunikasi matematika siswa Madrasah Ibtidaiyah. Penelitian ini bertujuan untuk mengembangkan instrumen uji kemampuan komunikasi matematika yang valid, handal, dan praktis bagi siswa Madrasah Ibtidaiyah. Penelitian menggunakan pendekatan Research and Development (R&D) dengan model Plomp yang terdiri dari penelitian pendahuluan, fase pembuatan prototipe, dan fase penilaian. Subjek penelitian terdiri dari 39 siswa kelas lima MIN 1 Cilegon City yang dipilih menggunakan teknik purposive sampling. Instrumen ini dikembangkan berdasarkan kerangka teoritis NCTM dengan empat indikator komunikasi matematis pada materi KPK dan GCD. Instrumen yang dikembangkan memenuhi standar psikometri dengan validitas konstruksi yang sangat tinggi (koefisien korelasi r > 0,80 untuk semua item) dan keandalan tinggi (α = 0,861). Distribusi tingkat kesulitan menunjukkan satu item dalam kategori sedang (65,40%) dan tiga item dalam kategori sangat sulit (15,90%-17,80%). Kekuatan diskriminasi menunjukkan satu item dalam kategori yang memadai (0,341) sementara tiga lainnya membutuhkan perbaikan. Instrumen ini berhasil dikembangkan dengan kualitas psikometrik yang memadai dan dapat digunakan sebagai alat evaluasi kemampuan komunikasi matematika di Madrasah Ibtidaiyah. Penelitian di masa depan disarankan untuk memperluas sampel penelitian dan mengembangkan instrumen untuk materi matematika lainnya.

THE RELATIONSHIP BETWEEN SELF-REGULATED LEARNING AND STUDENT’S MATHEMATICS ACHIEVEMENT

Feni Apriliani — 2026-03-01

Mathematics learning achievement reflects students’ ability to understand and apply concepts; however, in reality, many students have not yet reached optimal results. This condition emphasizes the importance of considering internal factors that influence academic performance, one of which is self-regulated learning (SRL), defined as students’ ability to plan, monitor, and evaluate their learning process independently. This study aims to examine the relationship between SRL and students’ mathematics learning achievement. The method used is quantitative with an ex-post facto design. The population consisted of all seventh-grade students of SMPN 4 Klari in the 2024/2025 academic year, with a sample of 87 students selected using simple random sampling. The research instruments were an SRL scale and mathematics midterm exam scores, while data analysis was conducted using Spearman’s rank correlation test. The results showed a correlation coefficient (rs) of 0.308 with a significance level of 0.004 , indicating a significant positive (direct) relationship between SRL and mathematics learning achievement with a weak correlation. The results demonstrate that the higher the students’ SRL, the better their mathematics learning achievement.

Prestasi belajar matematika mencerminkan kemampuan siswa dalam memahami dan menerapkan konsep, namun kenyataannya masih banyak siswa yang belum mencapai hasil optimal. Kondisi ini menegaskan pentingnya memperhatikan faktor internal yang memengaruhi capaian akademik, salah satunya adalah self-regulated learning (SRL), yaitu kemampuan siswa dalam merencanakan, memantau, dan mengevaluasi proses belajar secara mandiri. Penelitian ini bertujuan untuk mengkaji hubungan antara SRL dan prestasi belajar matematika siswa. Metode yang digunakan adalah kuantitatif dengan desain ex-post facto. Populasi penelitian mencakup seluruh siswa kelas VII SMPN 4 Klari Tahun Ajaran 2024/2025, dengan sampel sebanyak 87 siswa yang dipilih melalui teknik simple random sampling. Instrumen penelitian berupa skala SRL dan nilai UTS matematika, sedangkan analisis data dilakukan menggunakan uji korelasi rank Spearman rho. Hasil penelitian menunjukkan koefisien korelasi (rs) sebesar 0,308 dengan taraf signifikansi 0,004 , yang menunjukkan adanya hubungan positif (searah) yang signifikan antara SRL dan prestasi belajar matematika dengan tingkat hubungan yang lemah. Hasil penelitian menunjukkan bahwa semakin tinggi tingkat SRL siswa, maka semakin baik prestasi belajar matematika yang dicapai.

DEVELOPING CONTEXTUAL MATHEMATICS TEACHING MATERIALS USING KVISOFT FLIPBOOK TO ENHANCE MATHEMATICAL LITERACY

Aulyanissa Tsaqifa Maharshall — 2026-03-01

Students’ mathematical literacy is an essential competency that needs to be developed to address the challenges of 21st-century learning. However, the limited availability of engaging teaching materials that are relevant to real-life contexts remains a major obstacle in improving this ability. This study aims to develop technology-based mathematics teaching materials using Kvisoft Flipbook Maker with a contextual approach to support students’ mathematical literacy skills in number pattern material for eighth-grade students at SMPN 1 Bayah. This research employed the Research and Development (R&D) method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The product developed is a flipbook-based mathematics teaching material that integrates indicators of mathematical literacy skills. The product validity test based on expert evaluations indicated that the developed teaching materials were highly valid, with validation scores of 89,16% from material experts, 92,5% from media experts, and 97,22% from education experts. The practicality test results showed that the product was highly practical, with a response rate of 99,44% from educators and 94,93% from students. Furthermore, the effectiveness test based on the N-Gain Score of 57,7% indicated that the product was moderately effective in improving students’ mathematical literacy skills. The findings demonstrate an improvement in students’ mathematical literacy before and after using the developed teaching materials. Therefore, the technology-based mathematics teaching materials developed using Kvisoft Flipbook Maker with a contextual approach are considered valid, practical, and sufficiently effective in supporting students’ mathematical literacy skills.

Kemampuan literasi matematis peserta didik merupakan kompetensi penting yang perlu dikembangkan untuk menghadapi tantangan pembelajaran abad ke-21. Namun, keterbatasan bahan ajar yang menarik dan relevan dengan konteks kehidupan sehari-hari masih menjadi kendala dalam meningkatkan kemampuan tersebut. Penelitian ini bertujuan untuk mengembangkan bahan ajar matematika berbasis teknologi menggunakan Kvisoft Flipbook Maker dengan pendekatan kontekstual guna mendukung kemampuan literasi matematis peserta didik pada materi pola bilangan di kelas VIII SMPN 1 Bayah. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Produk yang dihasilkan berupa bahan ajar matematika berbasis flipbook yang memuat indikator kemampuan literasi matematis. Hasil uji validitas produk berdasarkan penilaian para ahli menunjukkan bahwa bahan ajar yang dikembangkan berada pada kategori sangat valid, dengan persentase penilaian dari ahli materi sebesar 89,16%, ahli media 92,5%, dan ahli pendidikan 97,22%. Hasil uji kepraktisan menunjukkan bahwa produk termasuk kategori sangat praktis, dengan persentase respon pendidik sebesar 99,44% dan respon peserta didik 94,93%. Selanjutnya, hasil uji efektivitas berdasarkan N-Gain Score sebesar 57,7% menunjukkan bahwa produk berada pada kategori cukup efektif dalam meningkatkan kemampuan literasi matematis peserta didik. Hasil ini menunjukkan adanya peningkatan kemampuan literasi matematis sebelum dan sesudah penggunaan bahan ajar. Dengan demikian, bahan ajar matematika berbasis Kvisoft Flipbook Maker dengan pendekatan kontekstual dinyatakan layak, praktis, dan cukup efektif untuk mendukung peningkatan kemampuan literasi matematis peserta didik.

ANALYSIS OF DESCRIPTIVE QUESTIONS IN DAILY TESTS FOR THE MATHEMATICS SUBJECT IN NINTH GRADE OF JUNIOR HIGH SCHOOL

Aferbina Barus — 2026-03-01

The purpose of this study was to determine the quality of daily test items in mathematics subjects on SPLDV material for class IX in the 2024/2025 school year. The research method applied in this research is quantitative descriptive method, with samples in the form of 16 student answer sheets and question sheets. Data were collected through interviews conducted with Mathematics subject teachers, to find out the purpose and technique of preparing questions using documentation techniques copies of description question sheets and student answer sheets. Analysis of validity, reliability, difficulty level, and distinguishing power was carried out to determine the quality of the items. The results showed that in the validity analysis, there were 3 questions that were declared valid and one invalid. The results of the reliability analysis, the question was low with a Cronbach's Alpha value of 0,492, indicating weak inter-item consistency. The results of the difficulty level analysis showed that three questions were classified as easy (index 0,71–1,00), and one question was classified as moderate. And the results of the differentiating power analysis, the four description items have good differentiating power.

MATHEMATICAL CRITICAL THINKING SKILLS OFSEVENTH-GRADE STUDENTS IN SOLVING FRACTION PROBLEMS

Sugianto Sugianto — 2026-03-01

Mathematical critical thinking skills (MCTS) constitute an essential competence in mathematics learning, as they assist students in understanding concepts, analyzing problems, and drawing logical conclusions. However, various studies indicate that students’ mathematical critical thinking skills remain at a suboptimal level, particularly in the topic of fractions, which serves as a foundational concept for understanding more advanced mathematical ideas. This study aims to describe the mathematical critical thinking skills of seventh-grade students at MTs Al-Irsyad Riau in learning fractions based on the indicators of interpretation, analysis, evaluation, and inference. This research employed a descriptive method with a quantitative approach supported by qualitative analysis of students’ responses. The participants consisted of 33 seventh-grade students. Data were collected through an essay test comprising four questions designed based on indicators of mathematical critical thinking skills. The findings revealed that students’ mathematical critical thinking skills were at a moderate level, with an achievement percentage of 49.24%. Analysis based on the indicators showed that the skills of interpretation, analysis, evaluation, and inference were all within the moderate category, with the highest achievement found in the inference indicator. These findings indicate that students possess basic critical thinking abilities; however, their application in solving mathematical problems still requires further strengthening. Therefore, mathematics instruction needs to be designed to encourage reasoning activities, problem solving, and mathematical discussion in order to develop students’ critical thinking skills more optimally.

Keterampilan berpikir kritis matematis (KBKM) merupakan salah satu kemampuan penting dalam pembelajaran matematika karena berperan dalam membantu siswa memahami konsep, menganalisis permasalahan, serta menarik kesimpulan secara logis. Namun, berbagai penelitian menunjukkan bahwa kemampuan berpikir kritis matematis siswa masih berada pada tingkat yang belum optimal, khususnya pada materi pecahan yang menjadi dasar bagi pemahaman konsep matematika lanjutan. Penelitian ini bertujuan untuk mendeskripsikan keterampilan berpikir kritis matematis siswa kelas VII MTs Al-Irsyad Riau pada materi pecahan berdasarkan indikator interpretasi, analisis, evaluasi, dan inferensi. Penelitian ini menggunakan metode deskriptif dengan pendekatan kuantitatif yang didukung analisis kualitatif terhadap jawaban siswa. Subjek penelitian berjumlah 33 siswa kelas VII. Data dikumpulkan melalui tes uraian yang terdiri dari empat soal yang dirancang berdasarkan indikator keterampilan berpikir kritis matematis. Hasil penelitian menunjukkan bahwa KBKM siswa berada pada kategori cukup dengan persentase capaian sebesar 49,24%. Analisis berdasarkan indikator menunjukkan bahwa kemampuan interpretasi, analisis, evaluasi, dan inferensi seluruhnya berada pada kategori cukup, dengan capaian tertinggi pada indikator inferensi. Temuan ini menunjukkan bahwa siswa telah memiliki kemampuan dasar dalam berpikir kritis, namun penerapannya dalam menyelesaikan permasalahan matematis masih memerlukan penguatan. Oleh karena itu, pembelajaran matematika perlu dirancang untuk mendorong aktivitas penalaran, pemecahan masalah, serta diskusi matematis guna mengembangkan keterampilan berpikir kritis siswa secara lebih optimal.

ANALYSIS OF JUNIOR HIGH SCHOOL STUDENTS' MATHEMATICAL COMMUNICATION SKILLS ON SPLDV MATERIAL

Qory Septiani Arsandy — 2026-03-01

Mathematical communication skills remain a persistent challenge for many junior high school students, especially when they are required to represent ideas, explain reasoning, and connect mathematical concepts in the topic of Systems of Linear Equations in Two Variables (SLSV). This study specifically analyzes students' mathematical communication skills in the context of solving SLSV word problems using three main indicators of mathematical communication. This study uses a descriptive qualitative approach with quantitative support involving 20 ninth-grade students from the UPT SMP Negeri 27 Medan selected through purposive sampling. Data were collected through contextual SLSV word problems based on mathematical communication indicators and analyzed using the Miles and Huberman model. The results show that students' mathematical communication skills are generally at a moderate level with an average score of 75.3. In general, students are able to connect various mathematical representations and explain the basic concepts of SLSV, but difficulties remain in maintaining reasoning accuracy, procedural consistency, and correct solution interpretation. This study highlights the need for representation-based learning and problem-based learning to strengthen students' reasoning and communication processes in solving mathematical problems.

Kemampuan komunikasi matematika tetap menjadi tantangan yang terus-menerus bagi banyak siswa SMP, terutama ketika mereka dituntut untuk merepresentasikan ide, menjelaskan penalaran, dan menghubungkan konsep matematika dalam topik Sistem Persamaan Linear Dua Variabel (SPLDV). Penelitian ini secara khusus menganalisis kemampuan komunikasi matematis siswa pada konteks penyelesaian soal cerita SPLDV dengan menggunakan tiga indikator utama komunikasi matematis. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan dukungan kuantitatif yang melibatkan 20 siswa kelas sembilan dari UPT SMP Negeri 27 Medan yang dipilih melalui purposive sampling. Data dikumpulkan melalui soal cerita SPLDV kontekstual berdasarkan indikator komunikasi matematika dan dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa keterampilan komunikasi matematika siswa secara umum berada pada tingkat sedang dengan nilai rata-rata 75,3. Secara umum, siswa mampu menghubungkan berbagai representasi matematika dan menjelaskan konsep dasar SPLDV, tetapi kesulitan tetap ada dalam mempertahankan ketepatan penalaran, konsistensi prosedural, dan interpretasi solusi yang tepat. Penelitian ini menyoroti perlunya pembelajaran berbasis representasi dan pembelajaran berbasis masalah untuk memperkuat proses penalaran dan komunikasi siswa dalam memecahkan masalah matematika.

DEVELOPMENT OF PBL-TARL-BASED CIRCLE E-LKPD ON MIDDLE SCHOOL STUDENTS' PROBLEM-SOLVING ABILITIES

Hanif Roihan Fikri — 2026-03-01

This Research and Development (R&D) study aims to develop and evaluate the feasibility of an interactive e-LKPD based on Problem-Based Learning (PBL) integrated with the Teaching at the Right Level (TaRL) approach. The novelty of this study lies in combining PBL and TaRL to accommodate students’ diverse cognitive abilities. The research involved 22 eighth-grade students of SMP Negeri 2 Menes and employed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were collected using expert validation sheets, practicality questionnaires, and mathematical problem-solving tests on circle material. The results showed that the e-LKPD achieved a high level of validity, with an average expert validation score of 85%. The practicality level reached 90% based on teacher responses and 86.96% based on student responses, both categorized as very practical. Effectiveness testing using the N-Gain score showed an increase of 0.4412, which falls into the moderate category. In addition, the paired sample t-test yielded a significance value of 0.000 (p < 0.05), indicating a significant improvement in students’ mathematical problem-solving skills after using the e-LKPD. In conclusion, the integration of PBL and TaRL in this e-LKPD is proven to be valid, practical, and effective. This study contributes by providing an adaptive learning medium aligned with students’ initial ability levels, which can be implemented by educators to enhance problem-solving skills at the junior high school level.

Penelitian Research and Development (R&D) ini bertujuan untuk mengembangkan sekaligus menguji kelayakan e-LKPD interaktif berbasis Problem-Based Learning (PBL) yang diintegrasikan dengan pendekatan Teaching at the Right Level (TaRL). Kebaruan (novelty) penelitian ini terletak pada sinergi model PBL dan pendekatan TaRL yang dirancang secara spesifik guna memfasilitasi heterogenitas pemahaman kognitif siswa secara adaptif. Penelitian ini melibatkan sampel uji coba sebanyak 22 siswa kelas VIII di SMP Negeri 2 Menes. Proses pengembangan produk berlandaskan pada model instruksional ADDIE (Analysis, Design, Development, Implementation, Evaluation). Pengumpulan data dilakukan melalui instrumen lembar validasi ahli, angket kepraktisan, serta tes kemampuan pemecahan masalah matematis pada materi lingkaran. Hasil analisis data mengindikasikan bahwa e-LKPD memenuhi kriteria sangat valid dengan skor rata-rata validasi ahli materi dan media sebesar 85%. Tingkat kepraktisan produk berdasarkan respon guru dan siswa berturut-turut mencapai 90% dan 86,96% (kategori sangat praktis). Pengujian efektivitas melalui analisis N-Gain score menghasilkan peningkatan sebesar 0,4412 (kategori sedang). Lebih lanjut, uji paired sample t-test menunjukkan nilai signifikansi 0,000 (p < 0,05), yang mengonfirmasi adanya peningkatan kemampuan pemecahan masalah matematis secara signifikan pasca-penggunaan e-LKPD. Kesimpulannya, integrasi PBL dan TaRL dalam e-LKPD ini terbukti valid, praktis, dan efektif. Kontribusi utama dari penelitian ini adalah tersedianya alternatif media pembelajaran matematis yang adaptif terhadap tingkat kemampuan awal siswa, yang secara praktis dapat diimplementasikan oleh pendidik untuk mengoptimalkan kemampuan pemecahan masalah di tingkat sekolah menengah pertama.

THE DEVELOPMENT OF STUDENT WORKSHEETS TO GROW LEARNING MOTIVATION IN ADVANCED CALCULUS SUBJECTS

Muhammad Taqwa — 2026-03-01

Post of the COVID-19 pandemic, online learning and self-directed learning have become commonplace, including advanced mathematics courses. Learning requires students to have a strong motivation to participate in their studies. The development of Student Worksheets (SW) is a strategy that can augment student motivation. The aim of this study was to provide a valid, practical, and effective technique for improving student motivation. This research was developmental, focusing on Student Worksheets development using the Plomp paradigm, which includes: (1) initial investigation, (2) design, (3) realization/construction, (4) testing, evaluation, and revision, and (5) implementation. The subjects of this study were 20 students registered in the Mathematics Education Program at STKIP Andi Matappa. Research instruments: (1) validation sheet for student worksheets (2) practicality sheets for student worksheets and (3) Student motivation questionnaire. The study's findings are as follows: (1) the content validity score of the SW is 0.82, classifying it as very high; (2) the practicality score of the SW is 690, signifying it fulfills very practical criteria; (3) in descriptive analysis, the average student motivation is 122.35 with a standard deviation of 18.48, categorizing it as adequate. In inferential analysis, the median student learning motivation for individuals undergoing SW therapy is classified as adequate, suggesting that the LKM treatment substantially improves student motivation. This signifies that the advanced calculus Student Worksheets developed is valid, effective, and successful in augmenting student motivation.

Pasca Pandemi COVID-19, penggunaan pembelajaran daring dan belajar mandiri sudah lazim digunakan, termasuk mata kuliah matematika tingkat lanjut. Pembelajaran memerlukan motivasi yang kuat dari mahasiswa untuk berpartisipasi dalam studi mereka. Pengembangan Lembar Kerja Mahasiswa (LKM) merupakan strategi yang dapat meningkatkan motivasi mahasiswa. Tujuan penelitian ini adalah untuk menyediakan teknik yang valid, praktis, dan efektif dalam meningkatkan motivasi mahasiswa. Penelitian ini bersifat pengembangan, berfokus pada pengembangan perangkat lunak menggunakan paradigma Plomp, yang meliputi: (1) penyelidikan awal, (2) desain, (3) realisasi/konstruksi, (4) pengujian, evaluasi, dan revisi, serta (5) implementasi. Subjek penelitian ini adalah mahasiswa yang terdaftar dalam Program Pendidikan Matematika di STKIP Andi Matappa sebanyak 20 orang. Instrumen penelitian: (1) Lembar Validasi LKM; (2) Lembar Praktikalitas LKM; dan (3) Kuesioner motivasi mahasiswa. Temuan penelitian ini sebagai berikut: (1) skor validitas konten LKM adalah 0,82, dikategorikan sebagai sangat tinggi; (2) skor kepraktisan LKM adalah 690, menunjukkan bahwa LKM memenuhi kriteria sangat praktis; (3) Dalam analisis deskriptif, rata-rata motivasi mahasiswa adalah 122,35 dengan simpangan baku 18,48, yang dikategorikan sebagai memadai. Dalam analisis inferensial, median motivasi belajar mahasiswa yang telah diterapkan LKM diklasifikasikan kategori memadai, menunjukkan bahwa penerapan LKM secara signifikan meningkatkan motivasi mahasiswa. Hal ini menandakan bahwa LKM kalkulus lanjut yang dikembangkan valid, efektif, dan berhasil dalam meningkatkan motivasi mahasiswa.

IMPLEMENTATION OF TGT MODEL ASSISTED BY QUIZIZZ TO ENHANCE STUDENTS' MATHEMATICS LEARNING MOTIVATION

Ditya Rizqi Karunia Wati — 2026-03-19

Learning motivation is essential for students’ academic success, especially in mathematics, a subject commonly considered difficult. Classroom practices that are still teacher-centered may limit students’ participation and reduce interaction during learning activities. Therefore, an instructional strategy that encourages active involvement and creates a more engaging classroom atmosphere is needed. This study is intended to examine the improvement in students’ learning motivation by implementing the TGT model assisted with the support of Quizizz. The research applied a quantitative approach with a descriptive method utilizing a pre-experimental One-Group Pretest-Posttest design. The participants were 25 students drawn from grade VII F at MTs Negeri 4 Surabaya, selected by means of a random sampling technique. The data were obtained using a learning motivation survey instrument administered before and after the treatment, as well as observation sheets to assess the implementation process and students’ classroom activities. The findings reveal a rise in students’ learning motivation from 75% in the pretest to 90% in the posttest, while the implementation of learning and student activities reached 87.50%, categorized as very good. The results demonstrate that the TGT approach supported by Quizizz can foster a more interactive learning environment and contribute to improving students’ motivation within mathematics learning, especially in the topic of integers.

Motivasi belajar memegang peranan penting dalam menunjang keberhasilan siswa, khususnya dalam pembelajaran matematika yang kerap dianggap sulit dan menantang. Kondisi pembelajaran yang masih berfokus pada guru cenderung menyebabkan keterlibatan siswa menjadi terbatas, sehingga interaksi dalam proses belajar belum berjalan secara optimal. Oleh sebab itu, dibutuhkan strategi pembelajaran yang mampu mengaktifkan peran siswa sekaligus menghadirkan suasana kelas yang lebih menarik. Penelitian ini bertujuan untuk menguraikan peningkatan motivasi belajar siswa melalui penerapan model TGT yang dipadukan dengan Quizizz. Penelitian ini menerapkan pendekatan kuantitatif dengan metode deskriptif serta menggunakan desain pra-eksperimental One-Group Pretest–Posttest. Subjek penelitian berjumlah 25 siswa kelas VII F MTs Negeri 4 Surabaya yang dipilih melalui teknik acak. Data dikumpulkan melalui angket motivasi belajar yang diberikan sebelum dan setelah pembelajaran berlangsung, serta lembar observasi yang digunakan untuk menilai keterlaksanaan pembelajaran dan aktivitas siswa selama proses berlangsung. Hasil penelitian memperlihatkan bahwa motivasi belajar siswa meningkat dari 75% pada kondisi awal menjadi 90% setelah penerapan model, sementara aktivitas siswa berada dalam kategori sangat baik. Temuan ini menunjukkan bahwa penggunaan model TGT berbantuan Quizizz dapat mendukung terciptanya pembelajaran yang lebih aktif dan interaktif, sehingga berdampak positif terhadap peningkatan motivasi belajar siswa pada materi bilangan bulat.

THE EFFECT OF PBL ON STUDENTS’ MATHEMATICAL LITERACY BASED ON KOLB’S LEARNING STYLES

Rendy Tri Cahyadi — 2026-03-19

This study aims to examine the effect of the PBL model on students’ mathematical literacy skills and to describe variations in literacy achievement based on Kolb’s learning styles. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Pretest–Posttest Control Group Design. The sample consisted of 51 eighth-grade students from SMP Kebangsaan, South Tangerang City, divided into an experimental class and a control class. Data were collected using a mathematical literacy test based on the indicators of formulating, employing, interpreting, and reasoning, as well as Kolb’s learning style questionnaire. Data analysis involved descriptive and inferential statistics, including prerequisite tests, an independent sample t-test, and N-Gain analysis. The results indicated a significant difference in mathematical literacy skills between students taught using the PBL model and those taught using an expository approach (0,027 < 0.05). Furthermore, the N-Gain analysis revealed that students in the PBL class demonstrated higher improvement in mathematical literacy skills compared to the control class. Descriptive analysis based on learning styles showed variations in literacy achievement across learning style types, although no inferential analysis was conducted. These findings suggest that the PBL model is effective in enhancing students’ mathematical literacy skills.

Penelitian ini bertujuan untuk menganalisis pengaruh model PBL terhadap kemampuan literasi matematis siswa SMP serta mendeskripsikan variasi capaian literasi matematis berdasarkan gaya belajar David Kolb. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen semu dan desain Nonequivalent Pretest–Posttest Control Group Design. Sampel penelitian terdiri atas 51 siswa kelas VIII SMP Kebangsaan Kota Tangerang Selatan yang terbagi ke dalam kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui tes kemampuan literasi matematis berbasis indikator formulating, employing, interpreting, dan reasoning, serta angket gaya belajar Kolb. Analisis data dilakukan menggunakan statistik deskriptif dan inferensial, meliputi uji prasyarat, uji independent sample t-test, dan analisis N-Gain. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan kemampuan literasi matematis antara siswa yang memperoleh pembelajaran PBL dan pembelajaran ekspositori (0,027 < 0,05), serta peningkatan kemampuan literasi matematis siswa pada kelas PBL lebih tinggi dibandingkan kelas kontrol berdasarkan analisis N-Gain. Analisis deskriptif berdasarkan gaya belajar menunjukkan adanya variasi capaian literasi matematis antar tipe gaya belajar, meskipun tidak dianalisis secara inferensial. Temuan ini menunjukkan bahwa PBL efektif digunakan untuk meningkatkan kemampuan literasi matematis siswa SMP.

THE RELATIONSHIP BETWEEN MATHEMATICAL PROBLEM SOLVING ABILITY AND STUDENTS' MATHEMATICAL LITERACY ABILITY IN SOCIAL ARITHMETIC

Elsa Dwi Herawati — 2026-03-09

This study aims to analyze the relationship between mathematical problem-solving ability and mathematical literacy ability of eighth-grade students in junior high school on the topic of social arithmetic. The research uses a quantitative approach with a correlational method. The population of the study consists of all eighth-grade students in a junior high school in Karawang. The sample was selected using a simple random sampling technique with the Slovin formula, resulting in 100 students from a total population of 480 students. The research instrument consisted of essay tests with three questions to measure mathematical problem-solving ability and three questions to assess mathematical literacy ability. The analysis steps included normality testing, correlation testing, significance testing (t-test), and calculating the coefficient of determination to assess the contribution or effect of mathematical problem-solving ability on mathematical literacy ability. The results of the study show that there is a significant relationship between mathematical problem-solving ability and mathematical literacy ability of eighth-grade students in junior high school on the topic of social arithmetic, with a moderate level of relationship. Furthermore, mathematical problem-solving ability has an influence of 30.92% on mathematical literacy ability.

USING MATIFIC FOR MATHEMATICS LEARNING: SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS

Nursyifa Nursyifa — 2026-03-01

Research related to the use of the Matific platform in mathematics learning is still scattered with diverse focuses and contexts. The study aims to map the use of the Matific digital platform in mathematics learning through a Systematic Literature Review (SLR) combined with bibliometric analysis using the PRISMA protocol. The findings show that Matific is most widely used at the primary school level, with research concentrated in Brazil and Indonesia as the two countries with the highest number of publications. This platform consistently has a positive impact on student motivation and engagement in all studies reviewed, while improvements in student learning outcomes and conceptual understanding of mathematics are also widely reported, albeit with varying degrees of effectiveness depending on the different implementation contexts. These findings indicate that the effectiveness of Matific is highly dependent on the quality of pedagogical integration, teacher readiness, and the availability of technological infrastructure, rather than solely on the platform itself.

Penelitian terkait penggunaan platform Matific dalam pembelajaran matematika masih tersebar dengan fokus dan konteks yang beragam. Penelitian bertujuan untuk memetakan penggunaan platform digital Matific dalam pembelajaran matematika melalui Systematic Literature Review (SLR) yang dikombinasikan dengan analisis bibliometrik menggunakan protokol PRISMA. Temuan menunjukkan bahwa Matific paling banyak digunakan pada jenjang sekolah dasar, dengan penelitian yang terkonsentrasi di Brasil dan Indonesia sebagai dua negara dengan jumlah publikasi terbanyak. Platform ini secara konsisten memberikan dampak positif terhadap motivasi dan keterlibatan siswa pada seluruh studi yang ditinjau, sementara peningkatan hasil belajar dan pemahaman konseptual matematika siswa juga banyak dilaporkan meskipun dengan tingkat efektivitas yang bervariasi bergantung pada konteks implementasi yang berbeda. Temuan ini mengindikasikan bahwa efektivitas Matific sangat bergantung pada kualitas integrasi pedagogis, kesiapan guru, dan ketersediaan infrastruktur teknologi, bukan semata-mata pada platform itu sendiri.

SUPPRESSING ANXIETY AND IMPROVING ACHIEVEMENT: THE ROLE OF THE ADLX INTROFLEX TERPADU MODEL IN MATHEMATICS LEARNING

Naura Syifa Salsabila — 2026-03-02

Mathematics anxiety is a psychological obstacle that consistently decreases students' motivation and learning achievement, especially at the junior high school level. This study aims to analyze the influence of the Integrated ADLX Introflex model on mathematics learning outcomes and mathematical anxiety of junior high school students in Bandar Lampung. The study used a quantitative approach with a Quasi-Experimental Pretest-Posttest Control Group design, involving 79 students in grade VIII divided into 38 students in the experimental class and 41 students in the control class. The instruments used included a learning achievement test (α = 0.87) and a mathematical anxiety questionnaire (α = 0.89). The data were analyzed using MANOVA after the assumption of normality and homogeneity was met. Partial test results showed F = 56.907 (η² = 0.428) for learning achievement and F = 25.889 (η² = 0.254) for anxiety, both significant at p = 0.000. The MANOVA test yielded Pillai's Trace = 0.522 with p = 0.000, proving that the model had a simultaneous effect on both variables. This model is proven to integrate cognitive, affective, and spiritual dimensions holistically. It is recommended to replicate at different levels and triangulate anxiety instruments psychophysiologically to strengthen the validity of further research.

Mathematics anxiety represents a persistent psychological barrier that consistently undermines students' motivation and academic achievement, particularly at the junior secondary level. This study aimed to analyze the effect of the Integrated ADLX Introflex Terpadu model on mathematics achievement and mathematical anxiety among junior high school students in Bandar Lampung. A quantitative approach with a Quasi-Experimental Pretest-Posttest Control Group Design was employed, involving 79 eighth-grade students comprising 38 experimental and 41 control group participants. Instruments included a mathematics achievement test (α = 0.87) and a mathematics anxiety questionnaire (α = 0.89). Data were analyzed using MANOVA following confirmed assumptions of normality and homogeneity. Partial test results yielded F = 56.907 (η² = 0.428) for achievement and F = 25.889 (η² = 0.254) for anxiety, both significant at p = 0.000. MANOVA produced Pillai's Trace = 0.522 at p = 0.000, confirming simultaneous significant effects on both dependent variables. The model effectively integrates cognitive, affective, and spiritual dimensions holistically. Replication across different educational levels and psychophysiological triangulation of anxiety measurement instruments are recommended to strengthen the validity of future research.

ANALYSIS OF SELF-CONFIDENCE LEVELS AMONG NINTH-GRADE STUDENTS AT MTSs AL-ASYIROT USSYAFIIYYAH

Adinda Nisa Apriati — 2026-03-01

Kepercayaan diri (self-confidence) merupakan keyakinan individu terhadap kemampuannya dalam mengambil keputusan dan menyelesaikan tugas akademik. Penelitian ini bertujuan untuk menganalisis tingkat kepercayaan diri siswa kelas IX di MTs Al-Asyirotussafiiyyah dalam pembelajaran matematika menggunakan pendekatan kualitatif deskriptif. Instrumen yang digunakan berupa angket dengan indikator 1)percaya pada kemampuan diri sendiri; 2)bertindak mandiri dalam mengambil keputusan; 3)memliki konsep diri yang positif; 4)berani mengungkapkan pendapat. Hasil penelitian menunjukkan bahwa sebagian besar siswa masih kurang percaya diri terhadap kemampuan mereka, meskipun ada yang memiliki rasa percaya diri lebih tinggi. Kepercayaan diri terbukti memengaruhi keberhasilan pembelajaran matematika, sehingga diperlukan upaya untuk meningkatkannya

THE IMPACT OF MATHIGON MEDIA ON STUDENTS' LEARNING OUTCOMES IN INTEGER OPERATIONS: A QUASI-EXPERIMENTAL STUDY

Tantri Indriani — 2026-03-01

Mathematics learning on integer topics often faces challenges, such as low learning outcomes due to abstract teaching methods and limited student engagement. To address this, interactive digital learning media like Mathigon may be used. This quasi-experimental study aims to assess the impact of Mathigon media on students' mathematics learning outcomes in integer operations. The study used a nonequivalent control group design with 64 seventh-grade students selected through purposive sampling. One class (n=32) was assigned as the experimental group, receiving instruction using Mathigon media, while the control group (n=32) was taught using traditional methods. A validated learning outcomes test was used as the instrument. The results, analyzed using an independent sample t-test, indicated a significant difference in learning outcomes between the experimental and control groups (p<0.05). The experimental group had an average score of 75.71, while the control group had an average of 65.00. Thus, Mathigon media significantly improved students' learning outcomes on integer topics.

Pembelajaran matematika pada materi bilangan bulat masih menghadapi berbagai tantangan, seperti rendahnya hasil belajar siswa akibat metode pembelajaran yang abstrak dan keterbatasan keterlibatan siswa. Salah satu solusi untuk mengatasi permasalahan ini adalah dengan menggunakan media pembelajaran digital interaktif seperti Mathigon. Penelitian kuasi-eksperimental ini bertujuan untuk menilai pengaruh penggunaan media Mathigon terhadap hasil belajar matematika siswa pada materi operasi bilangan bulat. Penelitian ini menggunakan desain kelompok kontrol pretest-posttest yang tidak setara dengan sampel sebanyak 64 siswa kelas VII yang dipilih menggunakan purposive sampling. Satu kelas (n=32) dijadikan sebagai kelompok eksperimen yang diajarkan menggunakan media Mathigon, sedangkan kelompok kontrol (n=32) menggunakan metode pembelajaran tradisional. Instrumen yang digunakan adalah tes hasil belajar yang telah divalidasi. Hasil analisis menggunakan uji t sampel independen menunjukkan adanya perbedaan signifikan pada hasil belajar antara kelompok eksperimen dan kelompok kontrol (p<0.05). Rata-rata hasil belajar kelompok eksperimen adalah 75,71, sementara kelompok kontrol 65,00. Dengan demikian, dapat disimpulkan bahwa media pembelajaran Mathigon memiliki pengaruh signifikan terhadap hasil belajar matematika siswa pada materi operasi bilangan bulat.

MATHEMATICAL PROBLEM-SOLVING ABILITY BASED ON COGNITIVE STYLES WITH LAPS HEURISTIC-TIME TOKEN MODEL

Silpana Fauziah — 2026-04-08

The low mathematical problem-solving ability of students, as reflected in the PISA and National Assessment results, highlights the need for effective instructional models such as the LAPS-Heuristic with Time Token Arends to develop these skills. This study aims to compare students' mathematical problem-solving abilities between the LAPS-Heuristic-Time Token and Direct Instruction models, analyze the interaction between instructional models and conceptual tempo cognitive styles, and evaluate the differences in abilities based on cognitive styles using the LAPS-Heuristic-Time Token model. Using a quantitative approach with a factorial design experiment method, data were collected from the MFFT and problem-solving ability tests, analyzed using ANOVA. The results indicate that: (1) there is no significant interaction between instructional models and cognitive styles, (2) the LAPS-Heuristic-Time Token model is more effective than Direct Instruction, and (3) there are differences in problem-solving abilities based on cognitive styles. Reflective and quick students adapt well to both models, impulsive students perform better with Direct Instruction, while slow students are better suited to the LAPS-Heuristic-Time Token model. Additional interventions are needed to support impulsive and slow students according to their characteristics.

DEVELOPMENT OF E-MODULES BASED ON STAD TYPE COOPERATIVE LEARNING USING RACING GAMES ON SEQUENCES AND SERIES

Winda Febryanti — 2026-04-05

This study aims to develop an e-module based on cooperative learning of the STAD type assisted by racing games on the material of sequences and series. The background of this study is the lack of teaching materials used by students in learning, the available books are also different from the current curriculum used so they are rarely used. The learning is also still conventional so that students feel monotonous and have difficulty understanding the material. The research method used is the ADDIE model including analysis, design, development, implementation, and evaluation. At the analysis stage, interviews were conducted with educators and questionnaires were given to students to identify problems and needs, the design stage designed the e-module, the development stage conducted validation tests of materials and media as well as practicality tests to 15 students, and the evaluation stage was carried out at each stage to improve the e-module. The average result of material validation was 81% with a very valid category. The average result of media validation was 89% with a very valid category. The results of the practicality test got an average of 89.87% with a very practical category. This development provides opportunities for educators to integrate technology in cooperative learning in the learning process.

Keywords: Sequences and Series; E-module; Racing Games; STAD-Type Cooperative Learning; Development

AN ANALYSIS OF MATHEMATICAL COMMUNICATION SKILLS BASED ON SELF-CONFIDENCE AMONG STUDENTS

Musa — 2026-04-09

The importance of students' mathematical communication skills and good self-confidence can achieve a good level of communication. However, each student certainly has different self-confidence. The purpose of this study is to analysis mathematical communication skills based on students' self-confidence. This study uses qualitative. The subjects in this study were 6 students of class VII of SMP Negeri 3 Plered, data collection techniques used were self-confidence questionnaires, tests to measure mathematical communication skills, and interviews. The data obtained were then analyzed in 3 stages, namely data reduction, data presentation, and drawing conclusions. The results of the study showed that subjects with high self-confidence had high category mathematical communication skills by meeting 3 indicators of mathematical communication skills, namely stating everyday events into mathematical language or symbols and solving them, connecting real objects, images, and diagrams into mathematical ideas, explaining ideas, situations, and mathematical relations with real objects, images, graphs and algebra. Subjects with moderate self-confidence categories had high and moderate categories of mathematical communication skills. Subjects with a low self-confidence category have high category metamatic communication skills.

DEVELOPMENT OF A PROBLEM-BASED LEARNING-BASED MATHEMATICS E-MODULE USING FLIPBOOK MAKER ON NUMBER PATTERN MATERIAL

Fadila Taulanita Arif — 2026-04-05

This research is based on the problem found at SMPN 2 Batanghari through interviews and observations, lack of interest in students in understanding mathematical concepts and the importance of utilizing existing technology. Learning is only spurred by print media while the existing technological facilities and infrastructure are adequate such as tabs and Wi-Fi networks that can be used by students. The purpose of this research is to develop a Math E-Module learning media with the Problem Based Learning model and with the help of Flipbook Maker in the number pattern material. This E-Module is designed to contain a summary of the material, sample questions and qr code that is linked to the learning video. This research model uses the ADDIE (Analyze, Design, Development, Implementation, Evaluation) model. The results of this study in the form of a learning media for a Mathematical E-Module with a Problem Based Learning model and the help of a Flipbook Maker on the number pattern material developed with validation results and practicality tests. The material validation results obtained with an average presentation of 85% included in the very valid category, and the media validation results obtained with an average presentation of 91% included in the very valid category. It can be concluded that E-Module Mathematics with the Problem Based Learning model and the help of Flipbook Maker in the number pattern material is very valid and very practical.

DEVELOPMENT OF A TEACHING AT THE RIGHT LEVEL (TARL)-BASED E-LKPD ON SOCIAL ARITHMETIC TO IMPROVE STUDENTS’ CRITICAL REASONING SKILLS

Sinta Nuraeni — 2026-04-10

This study aims to develop an E-LKPD based on Teaching at the Right Level (TaRL) and to analyze the improvement of students’ critical reasoning skills. The study was conducted with 29 seventh-grade students of class VII B at MTs Ar-Rahmah, Tasikmalaya City, using a Research and Development (R&D) method with the ADDIE model, which includes the stages of analyze, design, development, implementation, and evaluation. Data were collected through observation, interviews, critical reasoning tests, and questionnaires, with instruments consisting of expert validation sheets, response questionnaires, and test items. The results showed that in the analyze stage, learning was still procedural and had not implemented differentiation. The design stage produced a differentiated E-LKPD consisting of three ability levels: need guidance, proficient, and advanced. In the development stage, the product was categorized as highly feasible, with material validity of 88%, media validity of 93%, and test instrument validity of 85%. The product was also considered highly practical based on teacher responses (84%) and student responses (80.86%). During the implementation stage, learning was conducted in three meetings. In the evaluation stage, there was a significant improvement in students’ critical reasoning skills, indicated by an increase in the mean score from 21.72 to 76.59, an N-Gain score of 0.70 (high category), and the paired sample t-test result showing p = 0.000 (<0.05). Therefore, the TaRL-based E-LKPD is effective in improving students’ critical reasoning skills.

Penelitian ini bertujuan untuk mengembangkan E-LKPD berbasis Teaching at the Right Level (TaRL) serta menganalisis peningkatan kemampuan bernalar kritis peserta didik. Penelitian dilaksanakan pada 29 peserta didik kelas VII B MTs Ar-Rahmah Kota Tasikmalaya dengan menggunakan metode Research and Development (R&D) model ADDIE yang meliputi tahap analyze, design, development, implementation, dan evaluation. Teknik pengumpulan data meliputi observasi, wawancara, tes kemampuan bernalar kritis, dan angket, dengan instrumen berupa lembar validasi ahli, angket respon, dan soal tes. Hasil penelitian menunjukkan bahwa pada tahap analyze, pembelajaran masih bersifat prosedural dan belum menerapkan diferensiasi. Tahap design menghasilkan E-LKPD terdiferensiasi dalam tiga level kemampuan, yaitu perlu bimbingan, cakap, dan mahir. Pada tahap development, produk dinyatakan sangat layak dengan persentase kelayakan materi 88%, media 93%, dan instrumen tes 85%. Produk juga tergolong sangat praktis berdasarkan respon guru sebesar 84% dan peserta didik sebesar 80,86%. Pada tahap implementation, pembelajaran dilaksanakan dalam tiga pertemuan. Tahap evaluation menunjukkan adanya peningkatan signifikan kemampuan bernalar kritis, ditandai dengan peningkatan rata-rata nilai dari 21,72 menjadi 76,59, nilai N-Gain sebesar 0,70 (kategori tinggi), serta hasil uji paired sample t-test menunjukkan p = 0,000 (<0,05). Dengan demikian, E-LKPD berbasis TaRL efektif dalam meningkatkan kemampuan bernalar kritis peserta didik.

ANALYSIS OF STUDENTS' DIFFICULTIES IN SOLVING ESSAY PROBLEMS BASED ON MATHEMATICAL CONNECTIONS REVIEWED BY SELF-CONFIDENCE

Wulan Sari — 2026-04-10

This study aims to identify and describe students’ difficulties in solving essay-type problems based on their mathematical connection abilities in relation to self-confidence. This research employs a qualitative approach using a case study method. The subjects of the study were nine eighth-grade students at SMPN 40 Pekanbaru. Data were collected through triangulation techniques, including a mathematical connection ability test, a self-confidence questionnaire, and structured interviews. Data analysis consisted of data reduction, data display, and conclusion drawing. The results show that students with high self-confidence are able to solve problems well and appropriately connect mathematical concepts. Students with moderate self-confidence still experience difficulties in determining correct solutions, lack accuracy in calculations, and do not complete solution steps thoroughly. Meanwhile, students with low self-confidence face difficulties in almost all aspects, particularly in understanding and applying mathematical concepts and in solving verbal problems. These findings indicate that self-confidence plays an important role in students’ mathematical connection abilities. Therefore, learning strategies that can enhance students’ self-confidence are needed to optimally develop their mathematical connection skills.

Penelitian ini bertujuan untuk mengidentifikasi dan mendeskripsikan kesulitan siswa dalam menyelesaikan soal uraian berdasarkan kemampuan koneksi matematis yang ditinjau dari self-confidence. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek penelitian adalah sembilan siswa kelas VIII SMPN 40 Pekanbaru. Pengumpulan data dilakukan melalui triangulasi, yaitu tes kemampuan koneksi matematis, angket self-confidence, dan wawancara terstruktur. Analisis data meliputi reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa dengan self-confidence tinggi mampu menyelesaikan soal dengan baik serta mengaitkan konsep matematis secara tepat. Siswa dengan self-confidence sedang masih mengalami kesulitan dalam menentukan solusi, kurang teliti dalam perhitungan, dan belum menyelesaikan langkah secara tuntas. Sementara itu, siswa dengan self-confidence rendah mengalami kesulitan pada hampir seluruh aspek, terutama dalam memahami dan menerapkan konsep matematika serta menyelesaikan soal verbal. Temuan ini menunjukkan bahwa self-confidence berperan penting dalam kemampuan koneksi matematis siswa. Oleh karena itu, diperlukan strategi pembelajaran yang dapat meningkatkan kepercayaan diri siswa agar kemampuan koneksi matematis berkembang secara optimal.

IMPROVING NUMERACY LITERACY WITH PROBLEM-BASED LEARNING INTEGRATED IN AUGMENTED REALITY MEDIA

Hafizha Arwa Dewanti — 2026-03-01

The numeracy literacy ability of students in Indonesia is still relatively low, which is reflected in the results of PISA and the Minimum Competency Assessment (AKM) which show that many students are able to solve procedural problems, but have difficulties when facing contextual problems that require data interpretation and mathematical reasoning. This study aims to analyze the improvement of students' numeracy literacy skills through the application of the Problem Based Learning (PBL) model integrated in Augmented Reality (AR) media. The study used a quantitative approach with a one-group pretest–posttest design. The subjects of the study were 29 students of grade VIII Ar-Rasyid SMP Muhammadiyah Ahmad Dahlan Metro who were selected using purposive sampling technique. Data were collected through a numeracy literacy test in the form of essay questions given before and after treatment, then analyzed using the Shapiro–Wilk normality test and the Wilcoxon test with the help of SPSS. The results showed that there was a significant improvement in students' numeracy literacy skills, which was shown by an increase in the average score from 18.52 in the pretest to 68.72 in the posttest and the significance value of the Wilcoxon test of 0.000 (<0.05). It can be concluded that PBL learning that is integrated in AR media is effective in improving students' numeracy literacy skills. The implications of this study show that the integration of problem-based learning approaches with AR technology can be an innovative strategy in mathematics learning to support the strengthening of students' numeracy literacy.

Kemampuan literasi numerasi siswa di Indonesia masih tergolong rendah, yang tercermin dari hasil PISA dan Asesmen Kompetensi Minimum (AKM) yang menunjukkan bahwa banyak siswa mampu menyelesaikan soal prosedural, tetapi mengalami kesulitan ketika menghadapi masalah kontekstual yang memerlukan interpretasi data dan penalaran matematis. Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan literasi numerasi siswa melalui penerapan model Problem Based Learning (PBL) yang terintegrasi dalam media Augmented Reality (AR). Penelitian menggunakan pendekatan kuantitatif dengan desain one-group pretest–posttest. Subjek penelitian adalah 29 siswa kelas VIII Ar-Rasyid SMP Muhammadiyah Ahmad Dahlan Metro yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui tes literasi numerasi berbentuk soal esai yang diberikan sebelum dan sesudah perlakuan, kemudian dianalisis menggunakan uji normalitas Shapiro–Wilk dan uji Wilcoxon dengan bantuan SPSS. Hasil penelitian menunjukkan bahwa terjadi peningkatan yang signifikan pada kemampuan literasi numerasi siswa, yang ditunjukkan oleh peningkatan skor rata-rata dari 18,52 pada pretest menjadi 68,72 pada posttest serta nilai signifikansi uji Wilcoxon sebesar 0,000 (<0,05). Dengan demikian, dapat disimpulkan bahwa pembelajaran PBL yang terintegrasi dalam media AR efektif dalam meningkatkan kemampuan literasi numerasi siswa. Implikasi penelitian ini menunjukkan bahwa integrasi pendekatan pembelajaran berbasis masalah dengan teknologi AR dapat menjadi strategi inovatif dalam pembelajaran matematika untuk mendukung penguatan literasi numerasi siswa.

ANALYSIS OF STUDENTS' MATHEMATICAL REASONING ABILITIES ON TWO-VARIABLE LINEAR INEQUALITY SYSTEM MATERIAL

Nabila Nabila — 2026-04-10

This study aims to describe students' mathematical reasoning abilities in the subject of Two-Variable Linear Inequality Systems (SPtLDV). This study was conducted because many students still have difficulty understanding the concepts and steps for solving SPtLDV, especially in understanding the relationship between variables and drawing logical conclusions from a mathematical problem. These difficulties often arise when students have to interpret mathematical statements into inequalities and describe the solution area on a coordinate plane. This study used a qualitative descriptive method with 14 students from class XI of SMA Negeri 12 Bandar Lampung as subjects. Data were collected through mathematical reasoning ability tests and interviews to explore the students' thinking processes. The results show that students' mathematical reasoning abilities vary. High-ability students are able to meet all reasoning indicators, from making assumptions, performing mathematical manipulations, providing reasons for solutions, to drawing correct conclusions. Students with moderate abilities were still lacking in writing down the steps of manipulation systematically and tended to make small errors in calculations. Meanwhile, students with low abilities had difficulty understanding basic concepts and often made mistakes in manipulating the variables x and y, resulting in inaccurate solutions.

Penelitian ini bertujuan untuk menggambarkan kemampuan penalaran matematis siswa dalam mata pelajaran Sistem Ketidaksetaraan Linear Dua Variabel (SPtLDV). Penelitian ini dilakukan karena banyak siswa masih mengalami kesulitan dalam memahami konsep dan langkah-langkah penyelesaian SPtLDV, terutama dalam memahami hubungan antara variabel dan menarik kesimpulan logis dari suatu masalah matematis. Kesulitan ini sering muncul ketika siswa harus menginterpretasikan pernyataan matematis menjadi ketidaksetaraan dan menggambarkan daerah penyelesaian pada bidang koordinat. Penelitian ini menggunakan metode deskriptif kualitatif dengan 14 siswa kelas XI SMA Negeri 12 Bandar Lampung sebagai subjek. Data dikumpulkan melalui tes kemampuan penalaran matematis dan wawancara untuk mengeksplorasi proses berpikir siswa. Hasil menunjukkan bahwa kemampuan penalaran matematis siswa bervariasi. Siswa dengan kemampuan tinggi mampu memenuhi semua indikator penalaran, mulai dari membuat asumsi, melakukan manipulasi matematis, memberikan alasan untuk solusi, hingga menarik kesimpulan yang benar. Siswa dengan kemampuan sedang masih kurang dalam mencatat langkah-langkah manipulasi secara sistematis dan cenderung membuat kesalahan kecil dalam perhitungan. Sementara itu, siswa dengan kemampuan rendah mengalami kesulitan memahami konsep dasar dan sering membuat kesalahan dalam memanipulasi variabel x dan y, yang mengakibatkan solusi yang tidak akurat.

THE EFFECT OF BLENDED LEARNING ASSISTED BY GOOGLE CLASSROOM ON MATHEMATICS LEARNING OUTCOMES

Indah Resti Ayuni Suri — 2026-03-01

This study was motivated by the low mathematics learning outcomes of students. Preliminary observations at MTs Muhammadiyah Sukarame showed that many eighth-grade students had not achieved the minimum mastery criteria (KKM). In addition, previous studies have reported that low student engagement and ineffective learning strategies contribute to poor mathematics learning outcomes. Therefore, an innovative learning model is needed. This study aimed to determine differences in mathematics learning outcomes between students taught using blended learning assisted by Google Classroom and those taught using conventional learning, based on students’ learning motivation levels. This study employed a quasi-experimental design with a population of 106 eighth-grade students at MTs Muhammadiyah Sukarame. The sample was selected using cluster random sampling. Data were collected through a mathematics learning outcomes test and a learning motivation questionnaire and analyzed using a two-way ANOVA test. The results showed that there was no interaction between the learning model and learning motivation (p-value = 0.848 > 0.05). However, students taught using blended learning assisted by Google Classroom achieved better mathematics learning outcomes compared to those taught using conventional learning.

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar matematika siswa. Hasil observasi awal di MTs Muhammadiyah Sukarame menunjukkan bahwa sebagian besar siswa kelas VIII belum mencapai Kriteria Ketuntasan Minimal (KKM). Selain itu, penelitian terdahulu juga menunjukkan bahwa rendahnya keterlibatan siswa dan kurang efektifnya strategi pembelajaran berkontribusi terhadap rendahnya hasil belajar matematika. Oleh karena itu, diperlukan inovasi dalam model pembelajaran. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar matematika antara siswa yang diajar menggunakan blended learning berbantuan Google Classroom dan siswa yang diajar menggunakan pembelajaran konvensional, ditinjau dari tingkat motivasi belajar siswa. Penelitian ini menggunakan desain quasi eksperimen dengan populasi seluruh siswa kelas VIII MTs Muhammadiyah Sukarame yang berjumlah 106 siswa. Sampel dipilih menggunakan teknik cluster random sampling. Data dikumpulkan melalui tes hasil belajar matematika dan angket motivasi belajar, kemudian dianalisis menggunakan uji ANOVA dua arah. Hasil penelitian menunjukkan bahwa tidak terdapat interaksi antara model pembelajaran dan motivasi belajar (p-value = 0,848 > 0,05). Namun demikian, siswa yang diajar menggunakan blended learning berbantuan Google Classroom memiliki hasil belajar matematika yang lebih baik dibandingkan dengan siswa yang diajar menggunakan pembelajaran konvensional.

DEVELOPMENT OF INTERACTIVE QUIZZES BASED ON AUGMENTED REALITY THROUGH USE TIKTOK FILTERS FOR REDUCE STUDENTS' MATH ANXIETY

Firlinda Priyantini — 2026-04-10

The research conducted is a development research that aims to develop Augmented Reality-based interactive quiz media through the use of TikTok filters to reduce students' mathematical anxiety. The development model used in this study is the ADDIE model which consists of five stages, namely analysis, design, development, implementation, and evaluation. The subjects of this study were seventh grade students of SMPN 2 Ciruas. The data collection instruments used were media feasibility questionnaire, media practicality, and media effectiveness. The feasibility test was conducted to 4 expert validators, namely 2 material expert validators and 2 media expert validators. The practicality test was conducted to 2 teachers and 30 students of grade VII of SMPN 2 Ciruas. The effectiveness test was conducted by 30 students of grade VII of SMPN 2 Ciruas. The results of the feasibility test by material experts amounted to 88.46% with very feasible criteria and the feasibility test by media experts amounted to 93.75% with very feasible criteria. The results of the media practicality test by the teacher were 96.15% with very feasible criteria and the student practicality test was 81.18% with very feasible criteria. The normality test results on (pre-survey) obtained a significance value of 0.134 and on (post-survey) obtained a value of 0.591. These results indicate that the significance value of pre and post . The results of the paired sample T-Test analysis showed that namely . It can be concluded that there is an effect of developing Augmented Reality-based interactive quiz media through the use of TikTok filters to reduce students' mathematical anxiety. Based on the results of the feasibility test, practicality, and effectiveness of the media, the media in the form of Augmented Reality-based interactive quiz through TikTok Filter Utilization can be used to reduce students' mathematical anxiety.

Keywords: Interactive Quiz; Augmented Reality; Mathematical Anxiety.

RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT INDEX TOWARD SELF-OBSERVATION AND SELF-JUDGMENT FACTOR SCORES

Rahma Faelasofi — 2026-04-12

Student academic achievement is one indicator in assessing the success of the educational process in higher education. Academic achievement is influenced not only by intellectual ability but also by various psychological factors related to students' self-regulation skills in managing the learning process. One component of self-regulation suspected to be related to academic success is self-observation and self-judgment. However, research specifically examining the relationship between these two constructs and student academic achievement is still limited. Therefore, this study aims to analyze the relationship between student academic achievement and self-observation and self-judgment factor scores. This study uses a quantitative approach with data obtained from students through a questionnaire instrument. The study population was third-semester students at four universities in Lampung Province, with the sampling technique used being cluster random sampling. Prior to the relationship analysis, the self-observation and self-judgment variables were tested using Confirmatory Factor Analysis (CFA). After the model was declared valid and fit by CFA, factor scores were calculated for each respondent. Next, the analysis of the relationship between self-observation and self-judgment factor scores and the Cumulative Grade Point Average (GPA) was conducted using robust regression. The results of the study showed that self-observation had a positive relationship with GPA, while self-judgment showed a negative relationship with GPA. However, both variables did not show a statistically significant effect on GPA. This finding indicates that although self-observation and self-judgment are important parts of self-regulation mechanisms, their contribution to GPA has not been proven significant in this study. This study provides an empirical overview of the relationship between psychological factors in the learning process and students' academic achievement.

Prestasi akademik mahasiswa merupakan salah satu indikator dalam menilai keberhasilan proses pendidikan di perguruan tinggi. Pencapaian prestasi akademik tidak hanya dipengaruhi oleh kemampuan intelektual, tetapi juga oleh berbagai faktor psikologis yang berkaitan dengan kemampuan regulasi diri mahasiswa dalam mengelola proses belajar. Salah satu komponen regulasi diri yang diduga memiliki hubungan dengan keberhasilan akademik adalah kemampuan self-observation dan self-judgment. Namun demikian, penelitian yang secara khusus mengkaji hubungan kedua konstruk dengan prestasi akademik mahasiswa masih terbatas. Oleh karena itu, penelitian ini bertujuan untuk menganalisis hubungan prestasi akademik mahasiswa dengan skor faktor self-observation dan self-judgment. Penelitian ini menggunakan pendekatan kuantitatif dengan data yang diperoleh dari mahasiswa melalui instrumen angket. Populasi penelitian ini adalah mahasiswa semester III pada empat perguruan tinggi di Provinsi Lampung, dengan teknik sampling yang digunakan adalah cluster random sampling. Sebelum dilakukan analisis hubungan, variabel self-observation dan self-judgment diuji menggunakan Confirmatory Factor Analysis (CFA). Setelah model dinyatakan valid dan fit dengan CFA, maka dapat dihitung skor faktor untuk setiap responden. Selanjutnya, analisis hubungan antar skor faktor self-observation dan self-judgment terhadap Indeks Prestasi Kumulatif (IPK) dilakukan menggunakan regresi robust. Hasil penelitian menunjukkan bahwa self-observation memiliki hubungan positif terhadap IPK, sedangkan self-judgment menunjukkan hubungan negatif terhadap IPK. Namun, kedua variabel tidak menunjukkan pengaruh yang signifikan secara statistik terhadap IPK. Temuan ini mengindikasikan bahwa meskipun kemampuan self-observation dan self-judgment merupakan bagian penting dari mekanisme regulasi diri, kontribusi terhadap IPK dalam penelitian ini belum terbukti secara signifikan. Penelitian ini memberikan gambaran empiris mengenai hubungan antara faktor psikologis dalam proses belajar dengan capaian akademik mahasiswa

GEOMETRIC THINKING OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING SIMILARITY PROBLEMS BASED ON GENDER DIFFERENCES

Sartika Tempola — 2026-03-02

This study aims to describe students’ geometric thinking processes in solving similarity problems based on gender differences using Polya’s problem-solving stages. This study was motivated by students’ difficulties in understanding geometric concepts and the lack of in-depth analysis of thinking processes in previous studies. A qualitative descriptive approach was employed with two ninth-grade students (one male and one female) selected purposively based on equivalent mathematical ability. Data were collected through Geometry Problem-Solving Tasks (GPST) and semi-structured interviews. Data were analyzed through reduction, display, and conclusion drawing, supported by triangulation techniques. The results indicate that female students demonstrate more systematic and reflective thinking, while male students show more flexible and intuitive strategies. These findings highlight that gender differences influence cognitive processes rather than final outcomes. The study contributes to a deeper understanding of students’ geometric thinking using Polya’s framework.

Penelitian ini bertujuan untuk mendeskripsikan proses berpikir geometris siswa dalam menyelesaikan masalah kesamaan berdasarkan perbedaan gender menggunakan tahapan pemecahan masalah Polya. Pendekatan deskriptif kualitatif digunakan. Subjek penelitian adalah dua siswa SMP dengan kemampuan matematika yang setara. Data dikumpulkan melalui tugas pemecahan masalah dan wawancara semi-terstruktur. Data dianalisis menggunakan reduksi, tampilan, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa perempuan cenderung lebih sistematis dan reflektif, sedangkan siswa laki-laki cenderung lebih fleksibel tetapi kurang terstruktur. Namun, keduanya mencapai solusi yang benar. Temuan ini menunjukkan bahwa perbedaan gender memengaruhi proses kognitif daripada hasil belajar.

ETHNOMATHEMATICAL EXPLORATION OF THE ENGKLEK GAME IN ELEMENTARY MATHEMATICS LEARNING

Rahmawati Aulia Yuliani — 2026-04-15

Mathematics learning in elementary schools is often perceived as abstract and less engaging for students, which can hinder their understanding of mathematical concepts. Integrating cultural elements into learning activities can help create more meaningful and contextual learning experiences. One approach is through ethnomathematics embedded in traditional games such as engklek. Therefore, this study aims to explore the ethnomathematical values in the traditional engklek game and examine its potential as a medium for teaching mathematics in elementary schools. This study employed a qualitative ethnographic approach. The research subjects consisted of elementary school teachers, students, and cultural experts selected through purposive sampling. Data were collected through interviews, observations, and documentation. The data were analyzed using qualitative analysis techniques, including data reduction, data display, and conclusion drawing. The results show that the traditional engklek game contains various mathematical concepts, including geometry, numbers, and measurement. These concepts can be observed in the patterns of the game field. The findings also indicate that using engklek as a learning medium can create contextual and engaging learning experiences, enhance students’ critical thinking skills, and promote collaboration and character values. Therefore, integrating ethnomathematics through traditional games can support meaningful and culturally relevant mathematics learning in elementary schools

Pembelajaran matematika di sekolah dasar seringkali dianggap abstrak dan kurang menarik bagi siswa, yang dapat menghambat pemahaman mereka terhadap konsep matematika. Mengintegrasikan unsur budaya ke dalam kegiatan pembelajaran dapat membantu menciptakan pengalaman belajar yang lebih bermakna dan kontekstual. Salah satu pendekatannya adalah melalui etnomatematika yang tertanam dalam permainan tradisional seperti engklek. Oleh karena itu, penelitian ini bertujuan untuk mengeksplorasi nilai-nilai etnomatematika dalam permainan tradisional engklek dan menguji potensinya sebagai media pengajaran matematika di sekolah dasar. Penelitian ini menggunakan pendekatan etnografi kualitatif. Subjek penelitian terdiri dari guru sekolah dasar, siswa, dan pakar budaya yang dipilih melalui pengambilan sampel bertujuan. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Data dianalisis menggunakan teknik analisis kualitatif, termasuk reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa permainan tradisional engklek mengandung berbagai konsep matematika, termasuk geometri, angka, dan pengukuran. Konsep-konsep ini dapat diamati dalam pola lapangan permainan. Temuan juga menunjukkan bahwa penggunaan engklek sebagai media pembelajaran dapat menciptakan pengalaman belajar yang kontekstual dan menarik, meningkatkan kemampuan berpikir kritis siswa, dan mendorong kolaborasi serta nilai-nilai karakter. Oleh karena itu, mengintegrasikan etnomatematika melalui permainan tradisional dapat mendukung pembelajaran matematika yang bermakna dan relevan secara budaya di sekolah dasar.

MATHEMATICAL CONNECTION ABILITY VIEWED FROM THE ADVERSITY QUOTIENT IN THE REACT LEARNING MODEL

Nura Milla Husna — 2026-04-16

This study aims to describe students' mathematical connection abilities in terms of adversity quotient types in the REACT learning model assisted by the Salatiga cultural ethnomathematics e-module. The research method uses a mixed method with an explanatory design. The population in this quantitative study was all VIII grade students of SMP N 10 Salatiga in the 2025/2025 academic year. The research sample was taken by cluster random sampling and obtained class VIII-H. The research subjects were taken based on the adversity quotient type using a purposive sampling technique in class VIII-H. The results of the study indicate that (1) adversity quotient has a positive effect on students' mathematical connection abilities, and (2) descriptions of mathematical connection abilities in terms of AQ in REACT learning assisted by the Salatiga cultural ethnomathematics e-module with a wordwall can be seen from each category of AQ types. Subjects with AQ climbers were able to fulfill three indicators of mathematical connections, namely 1) the connection between mathematics and real life, 2) the connection between mathematical materials, and 3) the connection between mathematics and other disciplines. Subjects with AQ campers were able to fulfill two indicators of mathematical connections, namely 1) the connection between mathematics and real life and 2) the connection between mathematical materials. Meanwhile, subjects with AQ quitters were only able to fulfill one indicator, namely 1) the connection between mathematics and real life.

Penelitian ini bertujuan untuk mendeksripsikan kemampuan koneksi matematis peserta didik ditinjau dari tipe adversity quotient pada model pembelajaran REACT berbantuan e-modul etnomatematika budaya Salatiga. Metode penelitian menggunakan mixed method dengan desain explanatory design. Populasi pada penelitian kuantitatif adalah seluruh kelas VIII SMP N 10 Salatiga tahun ajaran 2025/2025. Sampel penelitian diambil dengan cluster random sampling dan diperoleh kelas VIII-H. Subjek penelitian diambil berdasarkan tipe adversity quotient menggunakan teknik purposive sampling pada kelas VIII-H. Hasil penelitian menunjukkan bahwa (1) adversity quotient berpengaruh positif terhadap kemampuan koneksi matematis peserta didik, dan (2) deskripsi kemampuan koneksi matematis ditinjau dari AQ pada pembelajaran REACT berbantuan e-modul etnomatematika budaya Salatiga dengan wordwall dapat dilihat dari masing-masing kategori tipe AQ. Subjek dengan AQ climber mampu memenuhi ketiga indikator koneksi matematis yaitu 1) kaitan matematika dengan kehidupan sehari-hari, 2) kaitan antar materi matematika, dan 3) kaitan matematika dengan disiplin ilmu lain. Subjek dengan AQ campers mampu memenuhi dua indikator koneksi matematis 1) kaitan matematika dengan kehidupan sehari-hari dan 2) kaitan antar materi matematika. Sedangkan pada subjek dengan AQ quitter hanya mampu memenuhi satu indikator saja yaitu 1) kaitan matematika dengan kehidupan sehari-hari.