Kreano, Jurnal Matematika Kreatif-Inovatif
Kreano, Jurnal Matematika Kreatif-Inovatif a starting in 2024 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link [NEW HOME for KREANO]. MIGRATION OFFICIAL STATEMENT HERE Kreano, Jurnal Matematika Kreatif Inovatif is well-knowned as Jurnal Kreano. Jurnal Kreano is published by Mathematics Department of UNNES in collaboration with AMLI (SK Kemenkumham) [LoC]. Kreano publishes the research issues on mathematics education. This Journal are bi-annual publication, on June and December. Jurnal Kreano has ISSN published by LIPI. p-ISSN: 2086-2334; e-ISSN: 2442-4218, [International ISSN] Kreano has been indexed by: DOAJ | ResearchGATE | Dimension | Garuda-new Garuda 2010-2023 (see more). Citedness score on SCOPUS : 298 (see here) Kreano has been acredited (SINTA 2) (Certificate please see more).
The Effectiveness of Discovery Learning on Mathematical Reflective Thinking Skills Based on the Level of Learning Independence of High School Students
Research on mathematical reflective thinking skills has generally focused on improving learning outcomes through various instructional models. However, limited attention has been given to examining the role of learning independence as a moderating variable that may influence the effectiveness of the Discovery Learning model, particularly in the topic of Systems of Linear Equations in Two Variables (SPLDV). Therefore, this study aims to evaluate the effectiveness of the Discovery Learning model in enhancing the mathematical reflective thinking skills of senior high school students by considering learning independence as a moderating variable. This study employed a quantitative approach using a non-equivalent control group design, involving an experimental group taught through the Discovery Learning model and a control group taught using the expository learning model. Data were collected using a mathematical reflective thinking test and a learning independence questionnaire, both of which were validated and demonstrated satisfactory reliability. Data analysis included descriptive statistics, normality and homogeneity tests, and hypothesis testing using an independent-samples t-test, N-gain analysis, and two-way ANOVA. The results showed that the two groups had comparable initial abilities. However, after the intervention, a statistically significant difference was found, with the experimental group achieving higher post-test scores and greater N-gain improvement than the control group. Furthermore, students' mathematical reflective thinking skills differed significantly according to their level of learning independence, with students demonstrating high levels of learning independence achieving better performance. The interaction between the learning model and the level of learning independence was also found to have a significant effect on students' mathematical reflective thinking skills. These findings indicate that the Discovery Learning model is an effective instructional strategy for enhancing students' mathematical reflective thinking skills, particularly when supported by high levels of learning independence. Therefore, future research is recommended to investigate other moderating variables and to examine the effectiveness of this model across different mathematical topics and educational levels. Abstrak Penelitian mengenai kemampuan berpikir reflektif matematis umumnya berfokus pada peningkatan hasil belajar melalui berbagai model pembelajaran, namun masih terbatas dalam mengkaji peran kemandirian belajar sebagai variabel moderasi yang dapat mempengaruhi efektivitas model discovery learning, khususnya pada materi Sistem Persamaan Linear Dua Variabel (SPLDV). Oleh karena itu, penelitian ini bertujuan untuk menilai seberapa efektif model Discovery Learning dalam meningkatkan kemampuan berpikir reflektif matematika siswa SMA dengan mempertimbangkan kemandirian belajar sebagai variabel moderasi. Penelitian ini menggunakan pendekatan kuantitatif dengan desain kelompok kontrol non-ekuivalen, yang melibatkan kelompok eksperimen yang diajar melalui Discovery Learning dan kelompok kontrol yang diajar melalui model ekspositori. Data dikumpulkan menggunakan tes berpikir reflektif matematika dan kuesioner kemandirian belajar, yang keduanya telah divalidasi dan terbukti reliabel. Analisis data meliputi statistik deskriptif, uji normalitas dan homogenitas, serta pengujian hipotesis menggunakan uji t sampel independen, analisis N-gain, dan ANOVA dua arah. Hasil penelitian menunjukkan bahwa kedua kelas memiliki kesamaan dalam kemampuan awal, setelah diberi perlakuan, terdapat perbedaan signifikan dengan kelas eksperimen memperoleh skor post-test dan peningkatan N-Gain yang lebih tinggi daripada kelas kontrol. Selain itu, kemampuan berpikir reflektif matematika bervariasi secara signifikan berdasarkan tingkat kemandirian belajar, dengan siswa dengan kemandirian tinggi memperoleh hasil yang lebih unggul. Hubungan antara model pembelajaran dan tingkat kemandirian belajar pada keterampilan berpikir reflektif matematika juga terbukti signifikan. Penelitian ini menunjukkan bahwa model Discovery Learning efektif digunakan sebagai strategi pembelajaran untuk meningkatkan kemampuan berpikir reflektif matematis siswa. Oleh karena itu, penelitian selanjutnya disarankan untuk mengkaji variabel moderasi lainnya serta menguji penerapan model ini pada materi dan jenjang pendidikan yang berbeda.
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A Cross-Sectional Study on the Relationship Between Problem-Solving Ability and Types of Student Errors in Integral Calculus
Many undergraduate students still experience difficulties in solving integral calculus problems because learning tends to emphasize procedural manipulation rather than conceptual understanding. Previous studies have identified various types of errors in integral calculus; however, limited research has simultaneously examined the relationship between students’ problem-solving ability (PSA) and specific error types based on Newman’s Error Analysis (NEA) in integral calculus contexts. Therefore, this study aimed to analyze students’ PSA, identify the dominant types of errors in solving integral calculus problems, and examine the relationship between PSA and NEA error types. This study employed a cross-sectional descriptive-correlational design involving 74 undergraduate students enrolled in an Integral Calculus course at a university in Indonesia. Data were collected using an integral calculus problem-solving test designed based on Krulik and Rudnick’s problem-solving indicators and analyzed using Newman’s Error Analysis (NEA). Descriptive statistics were used to determine students’ PSA levels and dominant error types, while Spearman’s rho correlation test was applied to examine the relationship between PSA and NEA scores. The findings revealed that students’ PSA generally fell into the moderate category. Transformation error emerged as the most dominant error type, followed by process skill and comprehension errors, while reading and encoding errors were not observed. Transformation errors mainly occurred when students selected inappropriate integration techniques, such as applying substitution instead of integration by parts. Furthermore, the analysis showed a strong negative correlation between PSA and NEA scores , indicating that students with higher problem-solving ability tended to make fewer conceptual and procedural errors. These findings suggest that students’ difficulties in integral calculus are closely related to limitations in conceptual understanding, strategic reasoning, and representation transformation processes. The study contributes to mathematics education research by demonstrating how specific NEA error patterns are associated with students’ levels of problem-solving ability in integral calculus. The findings imply that integral calculus instruction should emphasize conceptual understanding, multiple mathematical representations, and structured problem-solving strategies to reduce dominant transformation and process skill errors. Future research is recommended to explore intervention-based or longitudinal designs to examine how instructional scaffolding and metacognitive training may improve students’ problem-solving performance in calculus learning. Abstrak Banyak mahasiswa masih mengalami kesulitan dalam menyelesaikan soal kalkulus integral karena pembelajaran lebih menekankan prosedur dibandingkan pemahaman konseptual. Penelitian sebelumnya telah mengidentifikasi berbagai jenis kesalahan dalam kalkulus integral, tetapi masih terbatas penelitian yang secara simultan mengkaji hubungan antara kemampuan pemecahan masalah (problem-solving ability/PSA) dan jenis kesalahan berdasarkan Newman’s Error Analysis (NEA). Penelitian ini bertujuan menganalisis kemampuan pemecahan masalah mahasiswa, mengidentifikasi jenis kesalahan dominan dalam penyelesaian soal kalkulus integral, serta mengkaji hubungan antara PSA dan jenis kesalahan berdasarkan NEA. Penelitian ini menggunakan desain cross-sectional dengan pendekatan deskriptif-korelasional yang melibatkan 74 mahasiswa pendidikan matematika yang menempuh mata kuliah Kalkulus Integral di salah satu universitas di Indonesia. Data dikumpulkan melalui tes pemecahan masalah kalkulus integral berdasarkan indikator Krulik dan Rudnick, kemudian dianalisis menggunakan Newman’s Error Analysis (NEA). Analisis deskriptif digunakan untuk menentukan tingkat PSA dan jenis kesalahan dominan, sedangkan uji korelasi Spearman’s rho digunakan untuk menguji hubungan antara PSA dan skor NEA. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah mahasiswa secara umum berada pada kategori sedang. Transformation error menjadi jenis kesalahan paling dominan, diikuti process skill error dan comprehension error, sedangkan reading error dan encoding error tidak ditemukan. Transformation error terutama terjadi ketika mahasiswa memilih teknik integrasi yang tidak sesuai, seperti menggunakan metode substitusi pada soal yang seharusnya diselesaikan dengan integral parsial. Hasil analisis juga menunjukkan hubungan negatif yang kuat antara PSA dan skor NEA (ρ = -0,787; p < 0,01), yang berarti mahasiswa dengan kemampuan pemecahan masalah lebih tinggi cenderung melakukan lebih sedikit kesalahan. Temuan ini menunjukkan bahwa kesulitan mahasiswa dalam kalkulus integral berkaitan dengan keterbatasan pemahaman konseptual, penalaran strategis, dan kemampuan transformasi representasi matematis. Implikasi penelitian ini menegaskan pentingnya pembelajaran berbasis problem solving, penggunaan multiple representations, dan penguatan pemahaman konseptual untuk mengurangi transformation error dan process skill error. Penelitian selanjutnya disarankan menggunakan desain intervensi atau longitudinal untuk mengkaji efektivitas scaffolding dan pelatihan metakognitif dalam pembelajaran kalkulus integral.
Analysis of Students' Mathematical Communication Skills in Terms of Student Resilience at BAN KALISA School Thailand
This study aims to analyze students’ mathematical communication skills based on their level of academic resilience in solving fraction-based word problems at Ban Kalisa School, Thailand. A descriptive qualitative approach was employed involving 20 fifth-grade students selected through purposive sampling. Data were collected using a resilience questionnaire, a mathematical communication test, and semi-structured interviews, and analyzed through data reduction, data display, and triangulation. The results show that 55% of students were classified as having moderate resilience, 35% high resilience, and 10% low resilience. Students with high resilience achieved the highest communication performance and demonstrated systematic problem-solving procedures, clear reasoning, and accurate use of mathematical symbols. In contrast, students with moderate resilience were able to obtain correct answers but provided limited explanations, while low-resilience students showed difficulties in both conceptual understanding and communication, often presenting incomplete procedures. These findings indicate that academic resilience significantly influences students’ mathematical communication skills, particularly in terms of persistence, clarity of explanation, and the ability to articulate reasoning. Therefore, resilience should be considered an essential factor in supporting the development of effective mathematical communication. Abstrak Penelitian ini bertujuan untuk menganalisis kemampuan komunikasi matematis siswa berdasarkan tingkat resiliensi akademik dalam menyelesaikan soal cerita berbasis pecahan di Ban Kalisa School, Thailand. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan melibatkan 20 siswa kelas V yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui angket resiliensi, tes komunikasi matematis, dan wawancara semi-terstruktur, kemudian dianalisis melalui reduksi data, penyajian data, dan triangulasi. Hasil penelitian menunjukkan bahwa 55% siswa memiliki resiliensi sedang, 35% resiliensi tinggi, dan 10% resiliensi rendah. Siswa dengan resiliensi tinggi menunjukkan kemampuan komunikasi matematis yang lebih baik, ditandai dengan penyajian langkah penyelesaian yang sistematis, penalaran yang jelas, serta penggunaan simbol matematika yang tepat. Sementara itu, siswa dengan resiliensi sedang mampu memperoleh jawaban yang benar namun kurang dalam memberikan penjelasan, sedangkan siswa dengan resiliensi rendah mengalami kesulitan baik dalam pemahaman konsep maupun komunikasi matematis, serta cenderung memberikan prosedur yang tidak lengkap. Temuan ini menunjukkan bahwa resiliensi akademik berperan penting dalam memengaruhi kemampuan komunikasi matematis siswa, terutama dalam aspek ketekunan, kejelasan penjelasan, dan kemampuan mengungkapkan proses berpikir. Oleh karena itu, resiliensi perlu menjadi perhatian dalam upaya meningkatkan kemampuan komunikasi matematis siswa.
Development of Ethnomathematics-Based Adventure Pocket Book with Nusantara Cultural Context to Enhance Numeracy Literacy
Students’ numeracy literacy skills are still not optimal, as students tend to rely on procedural problem-solving and experience difficulties in analyzing mathematical problems in real-world contexts. In addition, there is currently a lack of teaching innovations that integrate ethnomathematics and pocket books to enhance numeracy literacy.This study aims to develop an ethnomathematics pocket book with an adventure theme in the Nusantara culture to enhance students' numeracy literacy. This study uses the 4D (Define, Design, Develop, and Disseminate) development model. The research subjects consisted of 31 seventh-grade students at a public junior high school in Semarang. Data were collected through interviews, tests, and questionnaires, and analyzed both descriptively and qualitatively. Interviews were used to obtain information, tests were used to measure students’ numeracy literacy, and questionnaires were used to measure level of feasibility, readability, and student response. The results show the pocket book received a score of 91,05% on the feasibility test meeting the very feasible, a score of 87.84% on the readability meeting the easy to understand, and received a score of 96% on the student response meeting the excellent response. Pocket book also effectively enhance numeracy literacy based on the result of the individual completeness test and proportional level of mastery. The results of this development demonstrate that the adventure-themed ethnomathematics pocket book in Nusantara culture is capable of supporting the enhance of numeracy literacy and is feasible for application in mathematics learning. This research developed an ethomathematics-based adventure pocket book set in the cultural context of the Nusantara, contributes to cultural innovation in mathematics, encouraging students' cognitive development. Abstrak Kemampuan literasi numerasi siswa masih belum optimal, karena siswa cenderung bergantung pada penyelesaian masalah secara prosedural dan mengalami kesulitan dalam menganalisis permasalahan matematika pada konteks kehidupan nyata. Selain itu, saat ini masih kurang inovasi pembelajaran yang mengintegrasikan etnomatematika dan pocket book untuk mengembangkan literasi numerasi. Penelitian ini bertujuan untuk mengembangkan pocket book etnomatematika bernuansa petualangan di budaya Nusantara untuk meningkatkan literasi numerasi siswa. Penelitian ini menggunakan model pengembangan 4D (Define, Design, Develop, and Disseminate). Subjek penelitian terdiri dari 31 siswa kelas VII SMP Negeri yang berlokasi di Kota Semarang. Data dikumpulkan menggunakan wawancara, tes, kuisioner dan dianalisis secara deskriptif kualitatif dan kuantitatif. Hasilnya menunjukkan bahwa buku saku tersebut memperoleh skor 91,05% pada uji kelayakan yang memenuhi kriteria sangat layak, skor 87,84% pada uji keterbacaan yang memenuhi kriteria mudah dipahami, dan memperoleh skor 96% pada respons siswa yang memenuhi kriteria respons sangat baik. Buku saku juga secara efektif meningkatkan literasi numerasi siswa berdasarkan hasil ketuntasan rata-rata dan ketuntasan proporsi. Hasil pengembangan ini menunjukkan bahwa pocket book etnomatematika bernuansa petualangan di budaya Nusantara mampu mendukung pengembangan literasi numerasi dan layak untuk diterapkan dalam pembelajaran matematika. Penelitian ini mengembangkan buku saku petualangan berbasis etnomatematika berlatar budaya Nusantara yang berkontribusi terhadap inovasi budaya dalam matematika yang mendorong perkembangan kognitif siswa.
Analysis of Probabilistic Critical Thinking Skills of Students with High Mathematical Resilience
Probabilistic critical thinking skills are essential for students to master. Previous studies have generally examined mathematical critical thinking based on cognitive abilities, resulting in a gap in the literature regarding how students’ profiles of probabilistic critical thinking are viewed from an affective perspective, namely, mathematical resilience. The purpose of this study is to analyze the probabilistic critical thinking skills of students with high mathematical resilience. This study is a qualitative research conducted on students of the Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences, Semarang State University, with the research subjects being students of the Mathematics Education Bachelor's Program, Faculty of Mathematics and Natural Sciences, Semarang State University, in the second semester of the 2024/2025 academic year. There were three research subjects with high mathematical resilience. Data collection was conducted through tests, interviews, and questionnaires. Data were analyzed using: (1) data reduction; (2) data display; and (3) conclusion drawing/verification, while data validity was determined through triangulation, namely by comparing test results with interview results, as well as comparing the results of the research subjects. The results of this study indicate that the probabilistic critical thinking ability of subjects with high resilience meets the indicators of focus, situation, inference, and overview. However, they are still unable to meet the indicators of reason and clarity. The suggestion is that students need reinforcement in giving reasons for each step in problem-solving, as well as in providing further explanations when concluding. Theoretically, these findings enrich the literature on probabilistic critical thinking by integrating the affective dimension of mathematical resilience. Practically, these results serve as a guide for educators in designing learning interventions explicitly aimed at training students to articulate their reasoning and clarify their conclusions. Abstrak Kemampuan berpikir kritis probabilistik merupakan kemampuan esensial yang harus dikuasai mahasiswa. Kajian terdahulu umumnya meneliti berpikir kritis matematis berdasarkan kemampuan kognitif, sehingga terdapat kesenjangan literatur mengenai bagaimana profil berpikir kritis probabilistik mahasiswa ditinjau dari aspek afektif, yaitu ketangguhan matematis. Tujuan dalam penelitian ini adalah menganalisis kemampuan berpikir kritis probabilistik mahasiswa dengan resiliensi matematis tinggi. Penelitian ini merupakan penelitian kualitatif yang dilaksanakan pada mahasiswa program studi Pendidikan Matematika FMIPA Universitas Negeri Semarang, dengan subjek penelitian mahasiswa Program Studi Sarjana Pendidikan Matematika Fakultas Matematika dan Ilmu pengetahuan Alam Universitas Negeri Semarang semester dua tahun perkuliahan 2024/2025. Subjek penelitian sebanyak tiga mahasiswa dengan resiliensi matematis tinggi. Pengambilan data melalui tes, wawancara, dan angket. Data dianalisis menggunakan: (1) data reduction; (2) data display; dan (3) conclusion drawing/verification, sedangkan keabsahan data dilakukan melalui triangulasi yaitu membandingkan hasil tes dengan hasil wawancara, serta membandingkan hasil subjek-subjek penelitian. Hasil penelitian ini menunjukkan kemampuan berpikir kritis probabilistik subjek dengan resilisensi tinggi mampu memenuhi indikator focus, situation, inference, overview. Sedangkan untuk indikator reason dan clarity masih belum mampu. Saran yang diberikan perlu adanya penguatan mahasiswa dalam memberi alasan dalam setiap langkah dalam memecahkan masalah, serta dalam memberi penjelasan lebih lanjut dalam membuat kesimpulan. Secara teoretis, temuan ini memperkaya literatur berpikir kritis probabilistik dengan mengintegrasikan dimensi afektif ketangguhan matematis. Secara praktis, hasil ini menjadi panduan bagi pendidik untuk merancang intervensi pembelajaran secara eksplisit untuk melatih mahasiswa dalam mengartikulasikan alasan dan memperjelas kesimpulan.
Didactic Design Research on Two-Dimentional Shape Materials Based on Learning Obstacles in Grade VII Mathematics Learning
Geometric shapes are a prerequisite for achieving Phase D learning outcomes in the assessment criteria. However, difficulties were observed among Grade VIII at one of Junior High School in Semarang. The students were unable to solve problems related to geometric shapes in contextual or unconventional problems. This indicates that the students are experiencing learning difficulties with geometric shapes. Learning barriers describe the limitations individuals experience in understanding or mastering a concept within a learning topic. Therefore, this study was conducted to analyze students’ learning barriers in plane geometry, which will then serve as the basis for developing a didactic design in the form of instructional materials for plane geometry. The research subjects were 8 eighth-grade junior high school students and 1 mathematics teacher. This study employed a qualitative approach using the Didactical Design Research (DDR) methodology, which consists of three stages of analysis: (1) analysis of the didactic situation, (2) metadidactic analysis, and (3) retrospective analysis. This study focused on the analysis of the didactic situation. Learning barriers were analyzed through the results of the respondents’ ability tests, interviews, and observations of the learning process. The barriers identified were: a) Epistemological Barriers, where the subjects did not fully understand the concepts of area and perimeter; b) Ontogenetic Barriers, where the subjects did not master the prerequisite material; c) Didactic Barriers, where the learning process only included didactic situations in the form of action situations. The identified learning barriers were subsequently used as the basis for developing a didactic design. The didactic design, developed based on the learning trajectory while considering the identified learning barriers, was then validated by two supervising lecturers and two mathematics teachers from the school where this research was conducted. Abstrak Materi Bangun datar menjadi materi prasyarat untuk mencapai capaian pembelajaran fase D pada elemen pengukuran. Akan tetapi, kesulitan ditemukan pada Kelas VIII di salah satu SMP di Semarang. Peserta didik belum bisa menyelesaikan permasalahan berkaitan materi bangun datar pada permasalahan kontekstual atau permasalahan yang tidak biasa. Ini menunjukkan bahwa peserta didik mengalami suatu hambatan belajar pada materi bangun datar. Hambatan belajar menggambarkan adanya keterbatasan yang dialami individu dalam memahami atau menguasai suatu konsep pada suatu topik pembelajaran. Oleh karena itu, penelitian dilakukan untuk menganalisis hambatan belajar peserta didik pada materi bangun datar yang kemudian akan dijadikan dasar untuk menyusun desain didaktis berupa bahan ajar pada materi bangun datar. Subjek penelitian adalah 8 orang peserta didik kelas VIII SMP dan 1 orang guru matematika. Penelitian ini menggunakan penelitian kualitatif dengan desain penelitian Penelitian Desain Didaktis (Didactical Design Research) yang terdiri dari tiga tahap analisis, yaitu (1) analisis situasi didaktis (2) analisis metapedadidaktik, dan (3) analisis retrosfektif. Penelitian ini berfokus pada tahap analisis situasi didaktis. Hambatan belajar dianalisis melalui hasil tes kemampuan responden, wawancara, dan pengamatan terhadap proses belajar. Hambatan yang ditemukan, yaitu a) Hambatan Epistemologis, subjek tidak memahami konsep luas dan keliling secara utuh, b) Hambatan Ontogenik, subjek tidak menguasai materi prasyarat, c) Hambatan Didaktis, proses pembelajaran hanya memuat situasi didaktis berupa situasi aksi. Hambatan belajar yang ditemukan selanjutnya digunakan sebagai dasar pengembangan desain didaktik. Desain didaktik yang dikembangkan berdasarkan lintasan pembelajaran dengan mempertimbangkan hambatan belajar yang telah diidentifikasi selanjutnya divalidasi oleh dua dosen pembimbing dan dua guru matematika dari sekolah tempat penelitian ini dilakukan.
Development of Canva-Based Student Worksheets (LKPD) to Support Students’ Mathematical Communication Skills
Mathematical communication skills remain low, particularly in expressing ideas, using representations, and constructing logical arguments. Previous studies on Canva-based Student Worksheets (LKPD) mainly emphasized visual attractiveness and learning motivation, while the integration of mathematical communication indicators remains limited. This study aimed to develop a Canva-based LKPD integrated with a Problem-Based Learning (PBL) approach and examine its validity, practicality, and effectiveness in supporting students’ mathematical communication skills. The study employed a Research and Development (R&D) method using a modified 4D model consisting of Define, Design, and Develop stages. The participants were 30 eleventh-grade students from a public senior high school in Indonesia. Data were collected through validation sheets, mathematical communication tests, observation sheets, and questionnaires. The results showed that the LKPD was very valid, very practical, and moderately effective with an N-gain score of 0.48. These findings indicate that Canva-based visual-static LKPD can support mathematical communication in mathematics learning. Abstrak Kemampuan komunikasi matematis siswa masih tergolong rendah, terutama dalam mengemukakan ide matematis, menggunakan representasi, dan menyusun argumen logis. Penelitian sebelumnya mengenai Lembar Kerja Peserta Didik (LKPD) berbasis Canva umumnya lebih berfokus pada aspek kemenarikan visual dan motivasi belajar, sedangkan integrasi indikator komunikasi matematis dalam aktivitas LKPD masih terbatas. Penelitian ini bertujuan untuk mengembangkan LKPD berbasis Canva yang terintegrasi dengan pendekatan Problem-Based Learning (PBL) serta menguji validitas, kepraktisan, dan efektivitasnya dalam mendukung kemampuan komunikasi matematis siswa. Penelitian ini menggunakan metode Research and Development (R&D) dengan model 4D yang dimodifikasi menjadi tiga tahap, yaitu Define, Design, dan Develop. Subjek penelitian terdiri atas 30 siswa kelas XI SMA Negeri 9 Kendari. Data penelitian dikumpulkan melalui lembar validasi, tes kemampuan komunikasi matematis, lembar observasi, dan angket respons siswa. Hasil penelitian menunjukkan bahwa LKPD yang dikembangkan tergolong sangat valid, sangat praktis, dan cukup efektif dengan nilai N-gain sebesar 0,48. Temuan ini menunjukkan bahwa LKPD visual-statis berbasis Canva berpotensi mendukung kemampuan komunikasi matematis siswa dalam pembelajaran matematika.
Culture-Based AKM Contexts with Ethnomathematical Research Findings of the Gravestone Industry
Ethnomathematics research has primarily focused on exploring mathematical elements in culture and their application in learning. However, the use of local culture as context in the Minimum Competency Assessment (AKM) questions that measure students’ numeracy literacy skills remain limited and need to be further developed. In fact, the AKM framework identifies the socio-cultural context as one of the contexts for question development. This study aims to identify mathematical elements within the kijing (gravestone) industry (including tradition, tools, materials, production, distribution, and installation) to serve as context for AKM questions development using the Research and Development (R&D) method with the 4D model (Define, Design, Develop, Disseminate). In the Define stage, an ethnographic exploration was conducted through interviews and observations using maximal variation sampling, involving business owners, employees, and the community. The research data were transcribed, coded, and analyzed using source and technique triangulation based on industrial sub-topics. The resulting interpretations were mathematically analyzed in reference to the 2023 AKM framework. A key strength of this research lies in the credibility of the mathematical interpretations, which were evaluated by three high school mathematics teachers acting as raters through inter-rater reliability testing to ensure objectivity and strong consensus regarding the identified mathematical elements. The results identified mathematical elements across four domains (numbers, geometry, algebra, and data and uncertainty) and 27 learning progressions within the AKM framework. The Design stage involved analyzing the intersections and interconnections between domains, sub-domains, and learning progressions across various cultural contexts, resulting in six stimulus sets. The Develop stage encompassed the creation of 17 numeracy literacy items, which were validated by two expert lecturers; the results were categorized as "highly valid" (6 items) and "valid" (11 items). This was followed by revisions based on the feedback provided until the items were declared fit for use. Finally, the Disseminate stage was conducted through publication in a simple scientific forum and the distribution of the instruments to educational practitioners. The results of this study are expected to inspire teachers in developing AKM items based on cultural contexts. Abstrak Penelitian etnomatematika selama ini berfokus pada eksplorasi unsur matematika dalam budaya dan penerapannya dalam pembelajaran. Namun, pemanfaatan budaya lokal sebagai konteks soal Asesmen Kompetensi Minimum (AKM) yang mengukur kemampuan literasi numerasi peserta didik masih terbatas, meskipun konteks sosial budaya tercantum dalam framework AKM. Penelitian ini bertujuan mengidentifikasi unsur matematika pada industri kijing (batu nisan), meliputi aspek tradisi pemasangan kijing, alat, bahan, produksi, distribusi, dan pemasangan kijing, untuk digunakan sebagai konteks dalam pembuatan soal AKM melalui metode Research and Development (R&D) dengan model 4D (Define, Design, Develop, Disseminate). Pada tahap Define, dilakukan eksplorasi etnografi melalui wawancara dan observasi menggunakan teknik maximal variation sampling kepada pemilik usaha, karyawan, dan masyarakat. Data hasil penelitian ditranskrip, dikodekan dan dianalisis menggunakan triangulasi sumber dan teknik berdasarkan sub-topik industri kijing. Hasil interpretasi dianalisis secara matematis mengacu pada framework AKM 2023. Keunggulan penelitian ini terletak pada kredibilitas hasil interpretasi yang dinilai oleh tiga guru matematika SMA sebagai rater melalui uji reliabilitas inter-rater untuk menjamin objektivitas dan kesepakatan yang kuat terhadap temuan unsur matematika. Hasil penelitian mengidentifikasi unsur matematis pada empat domain matematika (bilangan, geometri, aljabar, serta data dan ketidakpastian) dan 27 learning progression dalam framework AKM. Tahap Design dilakukan analisis irisan dan keterkaitan antar domain, sub-domain, serta learning progression dalam berbagai konteks budaya yang menghasilkan enam stimulus soal. Tahap Develop mencakup pembuatan 17 butir soal literasi numerasi yang divalidasi oleh dua dosen ahli dengan hasil sangat valid (6 soal) dan valid (11 soal), diikuti dengan revisi soal sesuai masukan yang diberikan, hingga dinyatakan layak digunakan. Terakhir, tahap Disseminate dilakukan melalui publikasi pada forum ilmiah sederhana serta distribusi instrumen kepada praktisi pendidikan. Hasil penelitian ini diharapkan dapat menginspirasi guru dalam menyusun soal AKM berbasis konteks budaya.
Patterns of Mathematical Creative Thinking Process Based on Learning Styles in Graph Theory Learning
Graph theory demands creative problem-solving skills, but students still experience difficulties in producing solutions. Although learning styles have been widely studied in mathematics education, studies examining their influence on students' mathematical creative thinking processes in graph learning are still limited. This research aims to identify the characteristics of the mathematical creative thinking process based on learning styles in graph learning. The research uses a qualitative approach with test instruments, questionnaires and interviews. Based on the results of the questionnaire, six types of learning styles were obtained, namely visual, auditory, read/write, kinesthetic, combined auditory–kinesthetic, and combined read/write–kinesthetic. Subjects were selected using purposive sampling with one student taken for each type of learning style so that the total number of subjects was 6 students. The data analysis technique uses an interactive analysis model consisting of data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicate that students with various learning styles exhibit almost the same pattern of creative thinking processes in solving graph theory problems. This similarity can be seen in the preparation stage where the problem information has not been written completely, the incubation and enlightenment stages where they still have difficulty understanding and solving the concepts of bipartition graphs and isomorphic graphs, and the verification stage which shows that subjects tend to only re-check the answers they understand so that it depends on the fulfillment of the illumination stage. Thus, this pattern of mathematical creative thinking processes is a consideration for lecturers in providing appropriate learning strategies based on the learning styles of students. Abstrak Teori graf menuntut keterampilan pemecahan masalah kreatif, namun mahasiswa masih mengalami kesulitan dalam menghasilkan solusi. Meskipun gaya belajar telah banyak dikaji dalam pendidikan matematika, kajian yang menelaah pengaruhnya terhadap proses berpikir kreatif matematis mahasiswa pada pembelajaran graf masih terbatas. Penelitian ini bertujuan mengidentifikasi karakteristik proses berpikir kreatif matematis berdasarkan gaya belajar dalam pembelajaran graf. Penelitian menggunakan pendekatan kualitatif dengan instrumen tes, angket, dan wawancara. Berdasarkan hasil angket diperoleh enam jenis gaya belajar, yaitu visual, auditory, read/write, kinesthetic, gabungan auditory–kinesthetic, dan gabungan read/write–kinesthetic. Subjek dipilih dengan purposive sampling dengan setiap jenis gaya belajar diambil satu mahasiswa sehingga jumlah subjek sebanyak 6 mahasiswa. Teknik analisis data menggunakan model analisis interaktif yang terdiri dari pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa mahasiswa dengan berbagai gaya belajar menunjukkan pola proses berpikir kreatif yang hampir sama dalam menyelesaikan masalah teori graf. Kesamaan tersebut terlihat pada tahap persiapan yang belum menuliskan informasi secara lengkap, tahap inkubasi dan iluminasi yang masih mengalami kesulitan memahami serta menyelesaikan konsep graf tertentu, dan tahap verifikasi yang menunjukkan seluruh subjek telah memeriksa kembali jawabannya. Hasil ini menunjukkan bahwa pembelajaran teori graf perlu dirancang dengan strategi yang dapat membantu mahasiswa memahami konsep dan mengembangkan proses berpikir kreatif secara lebih optimal.
Development of Student Worksheet Based on Local Cultural Ethnomathematics on Quadrilateral and Triangle Topics
The lack of mathematics instructional materials integrating local culture has made geometry learning remain abstract and less contextual for students. In addition, the development of ethnomathematics-based student worksheet utilizing Pontianak local culture in quadrilateral and triangle topics is still limited. This study aimed to develop a valid and practical ethnomathematics-based student worksheet rooted in Pontianak local culture for seventh-grade students. The study employed a Research and Development (R&D) method using the Plomp model, consisting of preliminary research, prototyping, and assessment phases. Product validity was evaluated by six validators, including two content experts, two media experts, and two language experts, using content validity measured through Gregory’s Index. The practicality test involved 30 seventh-grade students and one mathematics teacher at a public junior high school in Sungai Kakap in the 2023/2024 academic year using user response questionnaires. The results showed that the developed student worksheet achieved a validity coefficient of 1.00, categorized as high validity in content, media, and language aspects. The practicality test obtained a percentage score of 82.72%, categorized as very practical. This study contributes to the development of an ethnomathematics-based student worksheet that integrates Pontianak local culture into quadrilateral and triangle topics. This student worksheet can serve as an alternative learning resource to facilitate more contextualized and culturally relevant mathematics learning that is closely connected to students' cultural experiences. Abstrak Kurangnya bahan ajar matematika yang mengintegrasikan budaya lokal menyebabkan pembelajaran geometri masih bersifat abstrak dan kurang kontekstual bagi peserta didik. Selain itu, pengembangan LKPD berbasis etnomatematika yang memanfaatkan budaya lokal Pontianak pada materi segiempat dan segitiga masih terbatas. Penelitian ini bertujuan mengembangkan LKPD berbasis etnomatematika yang berakar pada budaya lokal Pontianak yang valid dan praktis untuk peserta didik kelas VII. Penelitian menggunakan metode Research and Development (R&D) dengan model Plomp yang meliputi tahap penelitian pendahuluan, prototipe, dan penilaian. Validitas produk dinilai oleh enam validator yang terdiri atas dua ahli materi, dua ahli media, dan dua ahli bahasa menggunakan validitas isi melalui indeks Gregory. Uji kepraktisan dilakukan kepada 30 peserta didik kelas VII dan satu guru matematika di salah satu SMP Negeri di Sungai Kakap tahun pelajaran 2023/2024 menggunakan angket respons pengguna. Hasil penelitian menunjukkan bahwa LKPD memperoleh koefisien validitas sebesar 1,00 dengan kategori validitas tinggi pada aspek materi, media, dan bahasa. Hasil uji kepraktisan memperoleh persentase sebesar 82,72% dengan kategori sangat praktis. Penelitian ini berkontribusi dalam menyediakan LKPD berbasis etnomatematika yang mengintegrasikan budaya lokal Pontianak pada materi segiempat dan segitiga. LKPD ini dapat menjadi alternatif bahan ajar untuk mendukung pembelajaran matematika yang lebih kontekstual dan relevan dengan pengalaman budaya peserta didik.
Digital Trigonometry Worksheets: Integrating Computational Thinking and Palembang Local Wisdom to Support Students’ Numeracy Skill
Results from international assessments and previous studies indicate that students’ numeracy skills remain low, particularly in understanding trigonometric ratios and applying them to real-life situations. Computational Thinking (CT) has the potential to support numeracy skills by enabling students to solve problems logically, systematically, and efficiently. This condition is attributed to limited learning innovation. In addition, the integration of Palembang local wisdom contexts can make learning more meaningful by connecting mathematical concepts to students’ real-life experiences. This study aims to develop digital worksheet for trigonometry based on CT with Palembang local wisdom that is valid, practical, and effective in enhancing numeracy. Using design research method with development studies type, the stages consisted of preliminary research, development/prototyping, and assessment. The subjects were 34 tenth-grade students from one of the Madrasah Aliyah Negeri (MAN) in Palembang. Data were collected through validity and practicality questionnaires, as well as pretests and posttests. Results showed a validity score of 94% (very valid) and practicality of 92% (very practical). Moreover, the Wilcoxon Signed-Rank Test revealed a significant difference between students’ pretest and posttest numeracy scores (Asymp. Sig. = 0.000 < 0.05), indicating that the worksheet effectively supports students’ numeracy skills. Thus, the developed digital worksheets are valid, practical, and effective. Future research may test this on larger samples to verify consistency of results. Abstrak Hasil asesmen internasional dan penelitian terdahulu menunjukkan bahwa kemampuan numerasi peserta didik masih rendah, terutama dalam memahami perbandingan trigonometri dan menerapkannya pada kehidupan nyata. Kondisi ini disebabkan oleh terbatasnya inovasi pembelajaran. Computational Thinking (CT) berpotensi mendukung kemampuan numerasi dengan membantu peserta didik menyelesaikan masalah secara logis, sistematis, dan efisien. Selain itu, integrasi konteks kearifan lokal Palembang dapat membuat pembelajaran lebih bermakna dengan menghubungkan konsep matematika pada pengalaman nyata peserta didik. Penelitian ini bertujuan mengembangkan LKPD digital trigonometri berbasis CT dengan konteks kearifan lokal Palembang yang valid, praktis, dan efektif dalam mendukung kemampuan numerasi. Penelitian ini menggunakan metode design research jenis development studies dengan tahapan preliminary research, development/prototyping, dan assessment. Subjek penelitian ini adalah 34 peserta didik kelas X di salah satu Madrasah Aliyah Negeri (MAN) di Palembang. Data dikumpulkan melalui angket validitas dan kepraktisan, serta pretest dan posttest. Hasil penelitian menunjukkan bahwa LKPD digital yang dikembangkan memperoleh skor validitas sebesar 94% (sangat valid) dan kepraktisan sebesar 92% (sangat praktis). Selain itu, hasil uji Wilcoxon Signed-Rank menunjukkan adanya perbedaan yang signifikan antara skor pretest dan posttest kemampuan numerasi peserta didik (Asymp. Sig. = 0,000 < 0,05), mengindikasikan bahwa LKPD tersebut efektif dalam mendukung kemampuan numerasi peserta didik. Dengan demikian, LKPD digital yang dikembangkan terbukti valid, praktis, dan efektif. Penelitian selanjutnya dapat mengkaji penerapan LKPD digital ini pada subjek yang lebih banyak untuk melihat konsistensi hasil.
Integration of Ethnomathematics-Project-Based-Learning to Enhance Understanding of Geometric Transformations
Transformation geometry is an important topic in mathematics education. However, undergraduate instruction is often abstract and focused on procedures, which limits students’ conceptual understanding. Project-Based Learning and ethnomathematics are known to support meaningful learning. Nevertheless, studies that integrate ethnomathematics into a Project-Based Learning framework for teaching transformation geometry in mathematics education programs are still limited. This study aims to develop and evaluate an ethnomathematics-based PjBL model to improve students’ understanding of transformation geometry. The research employed a research and development (R&D) approach using the ADDIE model, encompassing the Analysis, Design, Development, Implementation, and Evaluation stages. The study was conducted with second-year undergraduate students enrolled in a Transformation Geometry course in the Mathematics Education program at Universitas PGRI Palembang. Ethnomathematical contexts drawn from local cultural practices, such as weaving patterns, wood carving motifs, and traditional architecture, were integrated into project-based learning activities. Data were collected through expert validation sheets, pretest–posttest instruments, observation sheets, and student response questionnaires. The results indicate that the developed learning model is valid, as evidenced by expert assessments of content, pedagogy, and media; practical, based on high levels of implementation and positive student responses; and effective, as shown by significant improvements in students’ transformation geometry learning outcomes. These findings suggest that integrating PjBL with ethnomathematics offers a contextually grounded and pedagogically robust approach to enhancing conceptual understanding of transformation geometry at the undergraduate level. Abstrak Geometri transformasi merupakan topik penting dalam pendidikan matematika. Namun, pembelajaran pada jenjang perguruan tinggi masih sering bersifat abstrak dan berfokus pada prosedur, sehingga membatasi pemahaman konseptual mahasiswa. Project-Based Learning dan etnomatematika telah dikenal mampu mendukung pembelajaran yang bermakna. Meskipun demikian, penelitian yang mengintegrasikan etnomatematika ke dalam kerangka Project-Based Learning untuk pembelajaran geometri transformasi pada program pendidikan matematika masih terbatas. Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi model Project-Based Learning berbasis etnomatematika guna meningkatkan pemahaman mahasiswa terhadap geometri transformasi. Penelitian ini menggunakan pendekatan penelitian dan pengembangan (Research and Development) dengan model ADDIE yang meliputi tahap analisis, perancangan, pengembangan, implementasi, dan evaluasi. Penelitian dilaksanakan pada mahasiswa semester dua yang mengikuti mata kuliah Geometri Transformasi pada Program Studi Pendidikan Matematika di Universitas PGRI Palembang. Konteks etnomatematika yang bersumber dari praktik budaya lokal, seperti motif tenun, ukiran kayu, dan arsitektur tradisional, diintegrasikan ke dalam kegiatan pembelajaran berbasis proyek. Data dikumpulkan melalui lembar validasi ahli, instrumen pretest–posttest, lembar observasi, dan angket respons mahasiswa. Hasil penelitian menunjukkan bahwa model pembelajaran yang dikembangkan bersifat valid berdasarkan penilaian ahli terhadap aspek materi, pedagogik, dan media; praktis berdasarkan tingkat keterlaksanaan yang tinggi dan respons positif mahasiswa; serta efektif yang ditunjukkan oleh peningkatan hasil belajar geometri transformasi mahasiswa secara signifikan. Temuan ini menunjukkan bahwa integrasi Project-Based Learning dengan etnomatematika menawarkan pendekatan pembelajaran yang kontekstual dan kuat secara pedagogis untuk meningkatkan pemahaman konseptual geometri transformasi pada jenjang perguruan tinggi.
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Word-Problem Solving Instruction and Motivation: Influences on Mathematics Performance, Self-Efficacy, and Self-Regulated Learning in Secondary Students
Although word problem-solving is widely recognized as central to mathematics education, existing intervention studies predominantly focus on cognitive outcomes, with limited empirical examination of non-cognitive variables such as self-regulated learning, self-efficacy, and the moderating role of students’ motivational orientation within experimental designs. This study investigates the influence of a word problem-solving (WPS) intervention on secondary school students’ mathematics performance, SRL, and self-efficacy, while examining the interaction effect of intrinsic and extrinsic motivation. A quasi-experimental pretest–posttest control group design was employed, involving 128 eighth-grade students from a private secondary school in Indonesia who were assigned to either a WPS class or a conventional problem-solving class. Mathematics performance was measured using an essay-based problem-solving test, while motivation, SRL, and self-efficacy were assessed through self-report questionnaires. Instrument validity was established through expert judgment and item–total correlation analysis, and reliability was confirmed using Cronbach’s alpha coefficients. Data were analyzed using multivariate analysis of covariance (MANCOVA), controlling for pretest scores, and effect sizes were calculated to determine the magnitude of the effects. The results indicate significant improvements across all dependent variables, with the WPS intervention demonstrating larger effect sizes (0.106 < η² < 0.650) than motivation alone (0.059 < η² < 0.243). Intrinsically motivated students benefited more from the intervention, exhibiting greater gains in self-regulation, self-efficacy, and mathematics performance than their extrinsically motivated peers. A significant interaction between instructional approach and motivation suggests that students’ motivational orientation influences intervention effectiveness. Despite its limitations, this study highlights the importance of integrating cognitive and non-cognitive factors, particularly self-efficacy and self-regulated learning, into mathematics instruction. Future research should employ randomized controlled trials with larger and more diverse samples, as well as longer intervention durations, to strengthen causal inference and generalizability. Abstrak Meskipun pemecahan masalah berbasis soal cerita (word problem-solving) secara luas diakui sebagai komponen sentral dalam pendidikan matematika, sebagian besar penelitian intervensi yang ada masih berfokus pada luaran kognitif, dengan keterbatasan kajian empiris terhadap variabel non-kognitif seperti self-regulated learning (SRL), efikasi diri, serta peran moderasi orientasi motivasi siswa dalam desain eksperimental. Penelitian ini bertujuan untuk mengkaji pengaruh intervensi pemecahan masalah berbasis soal cerita (Word Problem-Solving/WPS) terhadap performansi matematika, SRL, dan efikasi diri siswa sekolah menengah, sekaligus menelaah efek interaksi antara motivasi intrinsik dan ekstrinsik. Penelitian ini menggunakan desain kuasi-eksperimental pretest–posttest control group yang melibatkan 128 siswa kelas VIII dari sebuah sekolah menengah swasta di Indonesia, yang dibagi ke dalam kelas WPS dan kelas pemecahan masalah konvensional. Performansi matematika diukur menggunakan tes pemecahan masalah berbentuk soal uraian, sedangkan motivasi, SRL, dan efikasi diri diukur menggunakan kuesioner laporan diri. Validitas instrumen ditetapkan melalui penilaian ahli dan analisis korelasi item–total, sementara reliabilitas dikonfirmasi menggunakan koefisien Cronbach’s alpha. Data dianalisis menggunakan Multivariate Analysis of Covariance (MANCOVA) dengan mengontrol skor pretest, serta perhitungan ukuran efek untuk menentukan besarnya pengaruh. Hasil penelitian menunjukkan peningkatan yang signifikan pada seluruh variabel dependen, dengan intervensi WPS menunjukkan ukuran efek yang lebih besar (0,106 < η² < 0,650) dibandingkan pengaruh motivasi semata (0,059 < η² < 0,243). Siswa dengan motivasi intrinsik memperoleh manfaat yang lebih besar dari intervensi, yang ditunjukkan melalui peningkatan SRL, efikasi diri, dan performansi matematika yang lebih tinggi dibandingkan siswa dengan motivasi ekstrinsik. Interaksi yang signifikan antara pendekatan pembelajaran dan motivasi menunjukkan bahwa orientasi motivasi siswa memengaruhi efektivitas intervensi. Meskipun memiliki keterbatasan, penelitian ini menegaskan pentingnya integrasi faktor kognitif dan non-kognitif, khususnya efikasi diri dan self-regulated learning, dalam pembelajaran matematika. Penelitian selanjutnya disarankan menggunakan uji coba terkontrol secara acak dengan sampel yang lebih besar dan beragam, serta durasi intervensi yang lebih panjang, untuk memperkuat inferensi kausal dan generalisasi temuan.
Early Numeracy Skills as Predictors of Numeracy Assessment Performance: A Mixed-Methods Study Using the Early Grade Mathematics Assessment Framework
The 2018 PISA results show that Indonesian students' numeracy score is 379, far below the OECD average of 489. This score places Indonesian students' numeracy skills at the lower level (level 1 out of 6) where students are still far from the minimum competency level required to participate in modern society. Meanwhile, students' early numeracy skills are the foundation for further numeracy skills. Therefore, this study aims to analyze the influence of early numeracy skills on the minimum numeracy competency assessment and examine how children's thinking processes in understanding numeracy concepts that are given using the Early Grade Mathematics Assessment framework. This study uses the explanatory sequential mixed method design. A total of 18 second-grade students of SDN 218/IV Jambi City participated in the early numeracy assessment using the Early Grade Mathematics Assessment (EGMA) instrument and the numeracy Minimum Competency Assessment (MCA/AKM) phase A instrument. The linear regression results showed that early numeracy skills significantly influenced the results of the numeracy MCA (p=0.039) with a moderate contribution of 24.1%. Through in-depth interviews and observation, information was obtained that family involvement, the use of concrete objects, and counting strategies using physical methods have an important role in shaping children's numeracy skills. Integration of these findings emphasizes the importance of strengthening early numeracy skills with a concrete operational approach and the role of the learning environment in strengthening the numeracy skills of early grade students in elementary school. Abstrak Hasil PISA 2018 menunjukkan skor numerasi peserta didik Indonesia sebesar 379, berada jauh di bawah rata-rata OECD sebesar 489. Skor ini menempatkan kemampuan numerasi peserta didik Indonesia pada level bawah (level 1 dari 6) dimana peserta didik masih jauh dari tingkat kompetensi minimum yang diperlukan untuk berpartisipasi dalam masyarakat modern. Sementara, kemampuan numerasi awal peserta didik merupakan fondasi bagi keterampilan numerasi lebih lanjut. Oleh karena itu, penelitian ini bertujuan untuk menganalisis pengaruh kemampuan numerasi awal terhadap hasil asesmen kompetensi minimum numerasi dan menelaah bagaimana proses berpikir anak dalam memahami konsep numerasi yang diberikan menggunakan kerangka Early Grade Mathematics Assessment. Penelitian ini menggunakan metode explanatory sequential design. Sebanyak 18 peserta didik kelas II SDN 218/IV Kota Jambi mengikuti asesmen kemampuan numerasi awal menggunakan instrumen Early Grade Mathematics Assessment (EGMA) dan instrumen Asesmen Kompetensi Minimum (AKM) fase A. Hasil regresi menunjukkan kemampuan numerasi awal berpengaruh secara signifikan terhadap hasil AKM numerasi (p=0,039) dengan kontribusi moderat sebesar 24,1%. Melalui wawancara mendalam diperoleh informasi bahwa keterlibatan keluarga, penggunaan benda konkret, serta strategi berhitung menggunakan metode fisik memiliki peran penting dalam membentuk kemampuan numerasi anak. Integrasi kedua temuan ini menegaskan pentingnya penguatan kemampuan numerasi awal dengan pendekatan operasional konkret dan peran lingkungan sekitar untuk memperkuat kemampuan numerasi peserta didik kelas awal di sekolah dasar.
Exploring Mathematical Literacy Domains Through Banggai Yam Agricultural Practices: An Ethnographic Ethnomathematics Study
Ethnomathematics provides a meaningful approach to connecting mathematical concepts with learners’ cultural contexts; however, empirical evidence linking agricultural practices with mathematical literacy domains remains limited. This study aims to explore mathematical structures embedded in Banggai yam farming practices and examine their relevance to mathematical literacy development. This research employed a qualitative ethnographic approach conducted in Banggai Islands Regency, Indonesia. Data were collected through participant observation, in-depth interviews with farmers and traders, and documentation of farming activities. Data were analyzed using domain, taxonomic, and componential analysis to identify cultural categories and their underlying mathematical structures. The findings reveal that Banggai yam farming involves systematic mathematical reasoning reflected in local and formal measurement systems. Farmers use traditional units such as belek (≈150 seed pieces) to estimate planting needs and land area, demonstrating proportional reasoning and quantity relationships. Spatial reasoning is evident in zigzag and triangular planting patterns with consistent one-meter spacing, reflecting geometric structuring and spatial optimization. Farmers also apply estimation and numerical calculations to predict yields, measure planting depth, and determine economic value using both local units and kilograms. These practices align with key mathematical literacy domains, including quantity, space and shape, and uncertainty. This study contributes to ethnomathematics by demonstrating how cultural agricultural practices embody structured mathematical reasoning and provides a culturally relevant foundation for developing contextual and culturally responsive mathematics learning. Abstrak Etnomatematika menawarkan pendekatan yang bermakna untuk menghubungkan konsep-konsep matematika dengan konteks budaya peserta didik. Namun, bukti empiris yang mengaitkan praktik pertanian dengan domain literasi matematika masih terbatas. Penelitian ini bertujuan untuk mengeksplorasi struktur matematika yang terkandung dalam praktik budidaya ubi Banggai serta mengkaji relevansinya terhadap pengembangan literasi matematika. Penelitian ini menggunakan pendekatan etnografi kualitatif yang dilaksanakan di Kabupaten Banggai Kepulauan, Indonesia. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan petani dan pedagang, serta dokumentasi aktivitas budidaya. Data dianalisis menggunakan analisis domain, taksonomi, dan komponensial untuk mengidentifikasi kategori budaya beserta struktur matematika yang mendasarinya. Hasil penelitian menunjukkan bahwa praktik budidaya ubi Banggai mengandung penalaran matematis yang sistematis, yang tercermin dalam penggunaan sistem pengukuran lokal dan formal. Petani menggunakan satuan tradisional seperti belek (≈150 potong bibit) untuk memperkirakan kebutuhan bibit dan luas lahan, yang menunjukkan penerapan penalaran proporsional dan hubungan kuantitas. Penalaran spasial tampak pada pola tanam zigzag dan segitiga dengan jarak tanam yang konsisten sekitar satu meter, yang mencerminkan struktur geometris dan optimalisasi ruang. Petani juga menerapkan estimasi dan perhitungan numerik untuk memprediksi hasil panen, mengukur kedalaman tanam, serta menentukan nilai ekonomi menggunakan satuan lokal maupun kilogram. Praktik-praktik tersebut selaras dengan domain utama literasi matematika, yaitu kuantitas, ruang dan bentuk, serta ketidakpastian. Penelitian ini berkontribusi pada pengembangan etnomatematika dengan menunjukkan bahwa praktik pertanian berbasis budaya mengandung penalaran matematis yang terstruktur serta menyediakan landasan yang relevan secara budaya untuk mengembangkan pembelajaran matematika yang kontekstual dan responsif terhadap budaya.
Students Perspective on How to Construct Local Cultural-Based Ethnomathematics Problem Solving
Current mathematics learning shows that problem solving often remain procedural and are not closely connected to local cultural contexts. Students generally tend to seek answers directly without going through systematic stages of problem understanding and strategy planning. The purpose of this study is to analyze the problem-solving ability of a question in the social and cultural context of local wisdom in Bojonegoro Regency. The current study was qualitative descriptive through problem-solving tests and interviews in collecting the data. The test results are then analyzed and described in relation to their problem-solving ability following Polya's steps. The respondents of this study were 6th-semester students in which they were selected using a purposive sampling technique. Two subjects were selected, namely ST (subjects chategorized with high ability) and SR (subjects with low ability). The results of the study showed that the two subject had different ways in solving the problems in a question, where ST has structured ways in solving problems compared to SR who using Polya's steps. Another finding was that students found non-mathematical information beyond the mathematical information related to the problem. This non-mathematical information refers to the stories related to local cultural wisdom that inherent in the problem. It makes learning more meaningful and provides the students with new experiences. Contextual learning that incorporated ethnomathematics elements that acts as a bridge for the students in understanding interconnection among mathematics and their daily lives. This process comes regarding the respect for cultural diversification, especially to empower the students in the area of cognitive, social, emotional, and political. Through ethnomathematics approach, students' understanding of mathematical concepts can be reconstructed effectively. Based on these findings, further research need to be conducted regarding to the develop other indicators of problem solving. Abstrak Pembelajaran matematika saat ini menunjukkan bahwa proses pemecahan masalah masih sering bersifat prosedural dan terlepas dari konteks budaya lokal. Sebagian besar cenderung langsung mencari jawaban tanpa melalui tahapan pemahaman masalah dan perencanaan strategi secara sistematis. Tujuan dari penelitian ini adalah untuk melakukan analisis kemampuan pemecahan masalah pada soal dalam konteks sosial dan budaya kearifan lokal yang ada di kabupaten Bojonegoro. Penelitian ini merupakan penelitian deskriptif kualitatif dengan teknik pengumpulan data menggunakan tes pemecahan masalah dan wawancara. Hasil tes tersebut kemudian dianalisis dan dideskripsikan terkait dengan kemampuan pemecahan masalah dengan menggunakan langkah Polya. Subjek penelitian ini adalah mahasiswa semester 6 yang dipilih dengan menggunakan teknik purposive sampling. Terpilih dua subjek yaitu ST (subjek dengan kemampuan tinggi) dan SR (subjek dengan kemampuan rendah). Hasil penelitian menunjukkan bahwa kedua subjek memiliki perbedaan dalam menyelesaikan masalah, dimana subjek ST lebih terstruktur dalam menyelesaikan masalah dibandingkan dengan subjek SR dengan menggunakan langkah Polya. Selain itu, temuan penelitian yang lain adalah mahasiswa menemukan informasi non matematis di luar informasi matematis yang berkaitan dengan soal. Informasi non matematis yang dimaksudkan adalah cerita terkait budaya kearifan lokal yang ada pada permasalahan permaslahan. Hal ini menjadikan pembelajaran lebih bermakna dan memberikan pengalaman baru kepada mahasiswa. Pembelajaran kontekstual yang menggabungkan unsur etnomatematika berperan sebagai penghubung bagi siswa dalam memahami keterkaitan antara matematika dan kehidupan sehari-hari. Proses ini dilandasi oleh penghargaan terhadap keberagaman latar belakang budaya, yang bertujuan untuk memberdayakan mahasiswa secara kognitif, sosial, emosional, dan politis. Melalui pendekatan etnomatematika, pemahaman mahasiswa terhadap konsep-konsep matematika dapat dikonstruksi ulang dengan cara yang lebih efektif. Berdasarkan temuan ini, maka penelitian selanjutnya yag dapt dilakakan adalah mengembangkan indkator pemecahan masalah.
Visualization of Multivariable Calculus: Learning Needs Analysis for GeoGebra-Assisted Teaching Material Development
Students often struggle to visualize multivariable functions, interpret partial derivatives, and apply extrema, yet systematic needs analyses for designing meaningful Multivariable Calculus learning environments remain limited. This study aims to identify students’ learning needs as a foundation for developing GeoGebra-assisted materials. Using a qualitative descriptive approach within the Gravemeijer and Cobb design research framework, data were collected through a needs-analysis questionnaire administered to eight purposively selected university students who had completed the course. Results show that six of the eight students experienced moderate to high levels of difficulty, especially in visualizing multivariable functions and understanding partial derivatives. Students also reported that videos and lecturer explanations were helpful, and all expressed readiness to use GeoGebra-based materials. The findings indicate the importance of designing structured learning environments that integrate dynamic visualizations. This study provides the groundwork for subsequent teaching experiment and retrospective analysis cycles in developing valid and generalizable instructional designs. Abstrak Mahasiswa sering mengalami kesulitan dalam memvisualisasikan fungsi multivariabel, menafsirkan turunan parsial, dan menerapkan konsep nilai ekstrem, namun analisis kebutuhan yang sistematis untuk merancang lingkungan belajar Kalkulus Peubah Banyak masih terbatas. Penelitian ini bertujuan mengidentifikasi kebutuhan belajar mahasiswa sebagai dasar pengembangan bahan ajar berbantuan GeoGebra. Dengan pendekatan deskriptif kualitatif dalam kerangka penelitian desain Gravemeijer dan Cobb, data dikumpulkan melalui angket analisis kebutuhan yang diberikan kepada delapan mahasiswa terpilih yang telah menyelesaikan mata kuliah tersebut. Hasil menunjukkan bahwa enam dari delapan mahasiswa mengalami tingkat kesulitan sedang hingga tinggi, terutama dalam visualisasi fungsi multivariabel dan pemahaman turunan parsial. Mahasiswa juga menyatakan bahwa video dan penjelasan dosen membantu pemahaman, dan seluruhnya siap menggunakan bahan ajar berbasis GeoGebra. Temuan ini menjadi dasar bagi pelaksanaan teaching experiment dan analisis retrospektif untuk menghasilkan desain pembelajaran yang valid dan tergeneralisasi.
Preliminary Design of an Outdoor Mathematics Learning Model through Math Trails in the Cultural Tourism Context of Putri Pinang Masak Park Jambi
In Indonesia, mathematical learning designs that integrate outdoor learning with the context of local tourism are still very limited, despite the authentic opportunities such environments provide for relating mathematics to real life. The objective of this study is to design an outdoor learning-based mathematics learning model using the Indonesian Realistic Mathematics Education (PMRI) approach, in the context of the Putri Pinang Masak Park cultural tourism destination in the city of Jambi. The approach adopted was design research at the preliminary design stage, which encompassed curriculum analysis, exploration of the mathematical context at the location, and development of a math trail blueprint. The results of this study will show that the tourist environment provides a rich context for geometry, measurement, and proportional reasoning, thereby rendering learning more meaningful, mindful, and joyful. This design contributes to the development of contextual pedagogy and forms the basis for the prototyping and validation stages. Further research is necessary to ascertain the effectiveness of the design in learning practice. Abstrak Desain pembelajaran matematika di Indonesia yang telah mengintegrasikan outdoor learning dengan konteks pariwisata lokal masih sangat minim, sedangkan lingkungan tersebut menyediakan peluang yang autentik untuk mengaitkan matematika dengan kehidupan nyata. Tujuan dari penelitian adalah merancang model pembelajaran matematika berbasis outdoor learning dengan pendekatan Pendidikan Matematika Realistik Indonesia (PMRI), yang dikontekstualisasikan pada destinasi wisata budaya Putri Pinang Masak Park di Kota Jambi. Metode yang digunakan design research pada tahap preliminary design, yang memuat analisis kurikulum, eksplorasi konteks matematis di lokasi, serta pengembangan blueprint math trail. Hasil dari penelitian ini akan menunjukkan bahwa lingkungan wisata menyediakan konteks kaya untuk geometri, pengukuran, serta penalaran proporsional sehingga pembelajaran lebih meaningful, mindful, and joyfull. Desain ini memberikan kontribusi pada pengembangan pedagogi kontekstual dan menjadi dasar bagi tahapan prototyping serta validasi. Penelitian selanjutnya dapat menguji efektivitas desain dalam praktik pembelajaran.
Integrating SQ3R Strategies to Improve Mathematical Problem-Solving Capabilities in Material Triangles
Indonesian students often struggle with solving math problems, especially when it comes to geometry, like problems involving triangles. However, previous studies have mostly focused on SQ3R in reading comprehension or general mathematics learning, leaving a gap in its application to geometry-based problem-solving. This study aims to examine the effectiveness of integrating the SQ3R strategy to enhance students’ mathematical problem-solving abilities on triangle materials. The research used a quantitative-qualitative method with a quasi-experimental design, and included two groups: an experimental group and a control group. The students were from a seventh-grade class at SMP Negeri 4 Cimahi, and they were divided into the two groups based on purposeful selection. Data was gathered through problem-solving tests, classroom observations, and other records. The results showed that the group that used SQ3R improved much more in their problem-solving skills compared to the group that didn’t use it. The SQ3R method helped students break down problems, come up with plans, do calculations, and check their answers in a better way. This study highlights the need for active literacy-based strategies in mathematics instruction and suggests future research to explore the broader application of SQ3R in other mathematical topics and grade levels. Abstrak Keterampilan siswa Indonesia dalam pemecahan masalah matematika masih dianggap rendah, terutama dalam pelajaran geometri seperti segitiga. Namun, penelitian sebelumnya sebagian besar berfokus pada penerapan SQ3R dalam keterampilan membaca atau pembelajaran matematika secara umum, sehingga masih terdapat kesenjangan dalam penerapannya pada pemecahan masalah berbasis geometri. Penelitian ini bertujuan untuk menguji efektivitas integrasi strategi SQ3R dalam meningkatkan kemampuan pemecahan masalah matematis siswa pada materi segitiga. Penelitian ini mengambil pendekatan kuantitatif-kualitatif dan menerapkan metode kuasi eksperimen berjenis Non-equivalent Control Group Design. Sampel terdiri dari 72 siswa kelas VII di SMP Negeri 4 Cimahi yang dibagi menjadi kelompok eksperimen dan kontrol, keduanya dipilih secara purposif. Alat penelitian terdiri dari tes penyelesaian masalah, pengamatan, dan dokumentasi. Temuan penelitian menunjukkan peningkatan yang signifikan dalam kemampuan pemecahan masalah siswa pada kelompok eksperimen dibandingkan dengan kelompok kontrol. Strategi SQ3R terbukti berhasil mendukung siswa dalam memahami permasalahan, merancang solusi, melakukan perhitungan, dan memeriksa hasil secara terstruktur. Penelitian ini menegaskan pentingnya penerapan strategi berbasis literasi aktif dalam pembelajaran matematika serta merekomendasikan penelitian lanjutan untuk mengeksplorasi penerapan SQ3R pada topik matematika dan jenjang pendidikan lainnya.
Kaizala-Based Teaching Materials Oriented to Students' Numerical Ability and Interest in Learning
The current low level of students' numeracy ability has not been matched by the in-depth use of digital platforms such as Microsoft Kaizala. Therefore, this research aims to develop Mobile Learning-based teaching materials assisted by Microsoft Kaizala, focusing on students' numeracy ability and learning interest. The developed teaching materials were analyzed for their feasibility and effectiveness in improving students' numeracy ability and learning interest by two media experts and four material experts. The research utilized the Research and Development model ADDIE, involving 34 junior high school students in the city of Bandung. Instruments used included validation sheets, questionnaires, interviews, and numeracy skill tests. Data were analyzed using effect size, Pearson correlation, and descriptive statistics. The results of the research indicate: (1) The teaching materials are considered feasible by content experts and highly suitable by media experts; student responses fall into the excellent category. (2) Students' numeracy ability are categorized as moderate. (3) Students' learning interest is categorized as good. (4) The teaching materials are effective in improving students' numeracy ability. (5) There is no correlation between students' numeracy ability and learning interest. Therefore, the teaching materials can be utilized in mathematics learning based on m-learning. Integrating digital platforms into teaching materials can be a practical solution for teachers to optimize flexible and interactive numeracy learning. Abstrak Rendahnya kemampuan numerasi siswa saat ini belum diimbangi dengan pemanfaatan platform digital seperti Microsoft Kaizala secara mendalam. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan bahan ajar berbasis Mobile Learning berbantuan Microsoft Kaizala yang berorientasi pada kemampuan numerasi dan minat belajar siswa. Bahan ajar yang dikembangkan dianalisis kelayakan dan efektivitasnya pada kemampuan numerasi dan minat belajar siswa oleh dua orang ahli media dan empat orang ahli materi. Penelitian ini menggunakan metode Research and Development model ADDIE yang melibatkan 34 siswa SMP di Kota Bandung. Instrumen yang digunakan adalah lembar validasi, angket, wawancara, dan tes kemampuan numerasi. Data dianalisis menggunakan effect size, Pearson correlation, dan deskriptif. Hasil penelitian menunjukkan: (1) Bahan ajar termasuk kategori layak dari ahli materi dan sangat layak dari ahli media, berdasarkan respon siswa berada pada kategori sangat baik; (2) Kemampuan numerasi siswa termasuk dalam kategori sedang; (3) Minat belajar siswa termasuk dalam kategori baik; (4) Bahan ajar efektif untuk meningkatkan kemampuan numerasi siswa; dan (5) Tidak terdapat korelasi antara kemampuan numerasi dan minat belajar siswa. Sehingga bahan ajar dapat digunakan dalam pembelajaran matematika berbasis m-learning. Integrasi platform digital dalam bahan ajar dapat menjadi solusi praktis bagi guru untuk mengoptimalkan pembelajaran numerasi yang fleksibel dan interaktif.
Designing a STEM-Based Learning Trajectory on Tangent Lines to Parabolas Using a Football Context for Pre-Service Teachers
Understanding the concept of a tangent line to a parabola is an important topic but often a challenge for prospective mathematics teacher students when learning emphasizes procedures over conceptual understanding. This research aims to design a STEM-based learning trajectory (Hypothetical Learning Trajectory) to enhance students' mathematical flexibility skills. The research method uses design research with three stages: initial design, learning experiment (pilot and full implementation), and retrospective analysis. The research subjects consisted of pre service mathematics teacher students from two classes. The learning path includes three STEM activities: exploring the crossbar challenge video in soccer, algebraic analysis and visualization using Desmos, and constructing and verifying tangents analytically and graphically. Data were obtained through classroom observation, interviews, worksheets, and videos, and were analyzed qualitatively using triangulation and the constant comparison method. The results show that students move from intuitive reasoning toward formal understanding thru transitions in contextual, symbolic, and graphical representations. Revising the HLT results in a Local Instructional Theory (LIT) that strengthens students' thinking flexibility and conceptual understanding. The results suggest that subsequent studies could refine and implement this LIT across diverse mathematical topics or STEM-integrated learning environments to examine its broader impact on students’ representational and reasoning flexibility. Abstrak Pemahaman tentang konsep garis singgung pada parabola merupakan topik yang penting namun sering menjadi tantangan bagi mahasiswa calon guru matematika ketika pembelajaran lebih menekankan pada prosedur daripada pemahaman konseptual. Penelitian ini bertujuan untuk merancang lintasan belajar berbasis STEM (Hypothetical Learning Trajectory) guna meningkatkan kemampuan fleksibilitas matematis mahasiswa. Metode penelitian yang digunakan adalah design research yang terdiri atas tiga tahap: desain awal, eksperimen pembelajaran (uji coba awal dan implementasi penuh), serta analisis retrospektif. Subjek penelitian terdiri atas mahasiswa calon guru matematika dari dua kelas. Lintasan belajar yang dikembangkan meliputi tiga aktivitas berbasis STEM, yaitu mengeksplorasi video crossbar challenge dalam sepak bola, melakukan analisis aljabar dan visualisasi menggunakan Desmos, serta membangun dan memverifikasi garis singgung secara analitik dan grafis. Data diperoleh melalui observasi kelas, wawancara, lembar kerja mahasiswa, dan rekaman video, kemudian dianalisis secara kualitatif dengan teknik triangulasi dan metode perbandingan konstan. Hasil penelitian menunjukkan bahwa mahasiswa mengalami pergeseran dari penalaran intuitif menuju pemahaman formal melalui transisi representasi kontekstual, simbolik, dan grafis. Revisi terhadap HLT menghasilkan Local Instructional Theory (LIT) yang memperkuat keluwesan berpikir dan pemahaman konseptual mahasiswa. Hasil ini juga menunjukkan bahwa penelitian lanjutan dapat menyempurnakan dan mengimplementasikan LIT tersebut pada berbagai topik matematika atau lingkungan pembelajaran berbasis STEM untuk menelaah dampak yang lebih luas terhadap fleksibilitas representasional dan penalaran mahasiswa.
Development of Mathematics Learning Design Using AI-Based Deep Learning Approach to Enhance Students’ Digital Literacy
The deep learning approach has become a focus of national education policy to improve education quality in Indonesia and is being implemented in the current curriculum. However, studies developing holistic deep learning instructional designs supported by Artificial Intelligence (AI), particularly to enhance students’ digital literacy in mathematics, remain limited. This study aimed to develop a mathematics learning design using an AI-based deep learning approach to improve students’ digital literacy, specifically in the topic of elements and nets of cube and cuboid for Grade V. The study employed a Research and Development (R&D) method following the ADDIE development model: Analysis, Design, Development, Implementation, and Evaluation. The research subjects were 20 fifth-grade elementary school students from an elementary school in Surabaya. The research instruments consisted of an AI-based deep learning mathematics teaching module for the elements and nets of cube and cuboid topic in Grade V, a digital literacy questionnaire, and a student response questionnaire. The result of this study is a mathematics learning design using AI-based deep learning approach in the form of teaching module in the topic of elements and nets of cube and cuboid is successfully constructed. The teaching module was proven to be highly valid (validation score is 3.64), highly practical (practicality score is 3.39), and effective to enhance students’ digital literacy, with scores increasing from 66.70% to 73.98% (a 7.27% gain). The design aligns with core deep learning principles and supports conceptual understanding, meaningful knowledge construction, and active engagement through AI-based tools. This research contributes to the advancement of mathematics education by offering an implementable and pedagogically grounded mathematics learning design, providing a promising mathematics learning design for integrating AI-based deep learning approaches to enhance students’ digital literacy. Abstrak Pendekatan deep learning menjadi fokus kebijakan pendidikan nasional untuk meningkatkan kualitas pendidikan di Indonesia dan mulai diterapkan dalam kurikulum saat ini. Namun, penelitian yang mengembangkan desain pembelajaran deep learning secara holistik dengan dukungan Artificial Intelligence (AI), khususnya untuk meningkatkan literasi digital siswa dalam matematika, masih terbatas. Penelitian ini bertujuan untuk mengembangkan desain pembelajaran matematika dengan pendekatan deep learning berbasis AI sebagai upaya untuk meningkatkan literasi digital siswa, khususnya pada materi unsur-unsur dan jaring-jaring kubus dan balok kelas V. Penelitian ini menggunakan metode penelitian Research and Development (R&D) dengan model pengembangan Analysis, Design, Development, Implementation, dan Evaluation (ADDIE). Subjek penelitian ini yaitu 20 siswa kelas V SD di salah satu SD di Surabaya. Instrumen penelitian yang digunakan yaitu modul ajar matematika dengan pendekatan deep learning berbasis AI pada materi unsur-unsur dan jaring-jaring kubus dan balok untuk kelas V SD, angket literasi digital, dan angket respons siswa. Penelitian ini menghasilkan desain pembelajaran matematika dengan pendekatan deep learning berbasis AI berupa modul ajar materi unsur-unsur dan jaring-jaring kubus dan balok untuk kelas V SD. Modul ajar terbukti sangat valid (skor validasi yaitu 3.64), sangat praktis (skor kepraktisan yaitu 3.39), dan efektif dalam meningkatkan literasi digital siswa, dari skor 66.70% ke 73.98% (peningkatan sebesar 7.27%). Desain pembelajaran ini sejalan dengan prinsip pendekatan deep learning dan mendukung pemahaman konseptual, konstruksi pengetahuan yang bermakna, serta keterlibatan aktif siswa melalui alat berbasis AI. Penelitian ini berkontribusi terhadap perkembangan pendidikan matematika dengan menghadirkan desain pembelajaran matematika yang dapat diimplementasikan dan memiliki landasan pedagogis yang kuat, serta menyediakan desain pembelajaran matematika yang potensial dalam mengintegrasikan pendekatan deep learning berbasis AI untuk meningkatkan literasi digital siswa.
Interactive Visualization for Geometry Learning: The Impact of Augmented Reality on Students' Critical Thinking Skills
Students' critical thinking skills in geometry learning remain low due to the lack of visual media that can represent abstract concepts interactively and concretely. Conventional approaches often fail to stimulate students' cognitive engagement with geometric materials. This study aims to examine the impact of Augmented Reality (AR)-based media on enhancing students' critical thinking skills in geometry. A quasi-experimental method with a pretest-posttest control group design was employed, involving junior high school students in both experimental and control classes. The results revealed a significant improvement in the critical thinking abilities of students in the experimental class, particularly in the indicators of analysis and evaluation. It is concluded that AR visualization effectively supports a deeper and more critical understanding of geometry concepts. This study implies the importance of integrating AR technology into mathematics education to improve students' cognitive abilities and active learning.
Interactive Digital Teaching Materials Based on Numeracy: Development Studies on Statistical Material with The Context of Musi Banyuasin
Students' numeracy skills remain low, and some digital teaching materials are designed to support concentration and problem-solving through interactive features. In fact, students' Android devices have yet to be fully optimized for learning. This study aims to produce valid and practical digital teaching materials and to describe student responses after their use. The research followed the Plomp development model, consisting of four phases: preliminary investigation, design, realization, and test, evaluation, and revision. The subjects were 20 seventh-grade students from SMP Negeri 4 Jirak Jaya. Data were collected through questionnaires, observations, documentation, and interviews, and analyzed using descriptive quantitative and qualitative methods. The results show that the material is valid in terms of content, construction, language, and ICT, and is practical for use. Students' numeracy also improved to a good category. The digital material has potential effects on numeracy and is recommended for classroom use. Abstrak Kemampuan numerasi siswa masih rendah, dan beberapa materi pembelajaran digital dirancang untuk mendukung konsentrasi dan pemecahan masalah melalui fitur interaktif. Faktanya, perangkat Android siswa belum sepenuhnya dioptimalkan untuk pembelajaran. Studi ini bertujuan untuk menghasilkan materi pembelajaran digital yang valid dan praktis serta mendeskripsikan respons siswa setelah penggunaannya. Penelitian ini mengikuti model pengembangan Plomp, yang terdiri dari empat fase: preliminary investigation, design, realization, and test, evaluation, dan revision. Subjek penelitian adalah 20 siswa kelas tujuh dari SMP Negeri 4 Jirak Jaya. Data dikumpulkan melalui kuesioner, observasi, dokumentasi, dan wawancara, dan dianalisis menggunakan metode kuantitatif dan kualitatif deskriptif. Hasil penelitian menunjukkan bahwa materi tersebut valid dari segi isi, konstruksi, bahasa, dan TIK, serta praktis untuk digunakan. Kemampuan numerasi siswa juga meningkat ke kategori baik. Materi digital tersebut memiliki potensi pengaruh terhadap kemampuan numerasi dan direkomendasikan untuk digunakan di kelas.
E-Module Case Based Learning Assisted by Hypermedia For Support Literacy Statistics
Low levels of statistical literacy, as indicated by an average statistical literacy score of 40.6% among prospective teachers, are caused by a lack of connection between the theory taught in class and its application in real life. The integration of Case-Based Learning (CBL) with hypermedia can create an interactive and contextual learning environment, thereby enabling the development of statistical literacy. The objectives of this study include describing the development process, assessing the feasibility, and evaluating the effectiveness of hypermedia-assisted CBL e-modules in supporting statistical literacy. This study uses the Research and Development (R&D) method with reference to the Lee and Owens model. The research subjects consisted of three subject matter experts, three media experts, and 30 students from the Chemistry Education Study Program at a state university in Banten Province. Data were collected through interviews, questionnaires, and statistical literacy tests. Data analysis was performed using descriptive and inferential statistics. The development process went through the stages of needs analysis, design, development, implementation, and evaluation. The results showed that the hypermedia-assisted CBL-based e-module was feasible, practical, and effective in improving students' statistical literacy. This is evidenced by expert validation results showing a feasible category (78.5%), positive student responses (79%), and a significant increase in statistical literacy scores after using the e-module. These findings imply that the integration of CBL and hypermedia can be used as an alternative learning strategy that is more interactive and contextual to strengthen statistical literacy. This model is recommended for adoption in the development of digital learning media in statistics courses and similar fields that require data analysis skills. Abstrak Rendahnya tingkat literasi statistika ditandai dengan rata-rata skor literasi statistik sebesar 40,6% pada calon guru disebabkan oleh kurangnya keterhubungan antara teori yang diajarkan di kelas dengan penerapannya dalam kehidupan nyata. Integrasi Case-Based Learning (CBL) dengan hypermedia dapat menciptakan lingkungan pembelajaran yang interaktif dan kontekstual, sehingga memungkinkan berkembangnya literasi statistika. Tujuan penelitian ini meliputi mendeskripsikan proses pengembangan, menilai kelayakan, dan mengevaluasi efektivitas e-modul CBL berbantuan hypermedia dalam mendukung literasi statistika. Penelitian ini menggunakan metode Research and Development (R&D) dengan mengacu pada model Lee dan Owens. Subjek penelitian terdiri atas 3 ahli materi, dan 3 ahli media, serta 30 mahasiswa Program Studi Pendidikan Kimia di salah satu Perguruan Tinggi Negeri di Provinsi Banten. Data dikumpulkan melalui wawancara, angket, dan tes literasi statistika. Analisis data dilakukan menggunakan statistik deskriptif dan inferensial. Proses pengembangan melalui tahapan analisis kebutuhan, perancangan, pengembangan, implementasi, dan evaluasi. Hasil penelitian menunjukkan bahwa e-modul berbasis CBL berbantuan hypermedia layak, praktis, dan efektif dalam meningkatkan literasi statistika mahasiswa. Hal ini dibuktikan melalui hasil validasi ahli yang menunjukkan kategori layak (78,5%), respons mahasiswa yang positif (79%), serta peningkatan signifikan skor literasi statistika setelah penggunaan e-modul. Temuan ini mengimplikasikan bahwa integrasi CBL dan hypermedia dapat dijadikan alternatif strategi pembelajaran yang lebih interaktif dan kontekstual untuk memperkuat literasi statistika. Model ini direkomendasikan untuk diadopsi dalam pengembangan media pembelajaran digital pada mata kuliah statistik dan bidang serupa yang menuntut keterampilan analisis data.
Researching on the Knowledge of Teachers Who Teach Math for Secondary Level Student Understanding
Although mathematics teachers' expertise in understanding subject matter is widely believed to have a direct impact on students' comprehension and academic achievements, there remains limited empirical research that specifically examines how teachers' content knowledge contributes to student learning outcomes. This study aims to assess the importance of mathematics teachers' competence in the content knowledge required for teaching secondary school mathematics. The research involved 55 secondary mathematics teachers who specialize in SS-level subjects for grades 10–12. Participants were selected through a combination of purposive and convenience sampling, considering their subject expertise and availability. Data were collected using a validated 25-question mathematics subject knowledge test, administered over 60 minutes via EduSuite computer-assisted instruction (CAI) software. The test was designed to evaluate teachers' understanding of essential mathematics topics taught in schools. Data analysis involved descriptive statistics, frequency distributions, and one-way ANOVA to assess the variation in mathematics knowledge and classify achievement levels based on established benchmarks. The findings provide a comprehensive overview of teachers' proficiency in key areas, including algebraic patterns, functions and relationships, space, geometric shapes, measurement, operations, trigonometry, and geometry. These results underscore the significance of strengthening mathematics content knowledge as part of teacher professional development. This study provides a solid foundation for designing targeted training and education programs aimed at improving the quality of mathematics instruction at the secondary level. Future research is recommended to explore the effectiveness of such training programs in enhancing teacher competency and improving student outcomes across different educational settings. Abstrak Meskipun keahlian guru matematika dalam memahami materi pelajaran secara umum diyakini memiliki dampak langsung terhadap pemahaman dan pencapaian akademik siswa, namun masih terdapat keterbatasan penelitian empiris yang secara khusus mengeksplorasi sejauh mana pengetahuan konten guru berkontribusi terhadap hasil belajar siswa. Studi ini bertujuan untuk menilai pentingnya kompetensi guru matematika dalam penguasaan pengetahuan konten yang diperlukan untuk mengajar di tingkat sekolah menengah. Penelitian ini melibatkan 55 guru matematika sekolah menengah yang mengampu mata pelajaran tingkat Secondary School (SS) untuk kelas 10 hingga 12. Para peserta dipilih melalui kombinasi metode purposive dan convenience sampling, dengan mempertimbangkan keahlian dan ketersediaan mereka. Data dikumpulkan menggunakan tes pengetahuan konten matematika yang telah divalidasi, terdiri atas 25 butir soal, dan dilaksanakan selama 60 menit melalui perangkat lunak Computer-Assisted Instruction (CAI) EduSuite. Tes ini dirancang untuk mengukur pemahaman guru terhadap topik-topik esensial dalam kurikulum matematika sekolah menengah. Analisis data dilakukan menggunakan statistik deskriptif, distribusi frekuensi, dan analisis varians satu arah (ANOVA) untuk mengevaluasi variasi dalam tingkat pengetahuan serta mengklasifikasikan pencapaian berdasarkan tolok ukur yang telah ditetapkan. Temuan studi ini memberikan gambaran menyeluruh mengenai tingkat kecakapan guru dalam bidang-bidang utama seperti pola aljabar, fungsi dan relasi, ruang, bentuk geometris, pengukuran, operasi, trigonometri, dan geometri. Hasil tersebut menegaskan pentingnya penguatan pengetahuan konten matematika sebagai bagian integral dari pengembangan profesional guru. Studi ini menjadi landasan strategis untuk merancang program pelatihan dan pendidikan yang terfokus dalam rangka meningkatkan kualitas pembelajaran matematika di tingkat sekolah menengah. Penelitian lanjutan disarankan untuk mengevaluasi efektivitas program pelatihan tersebut dalam meningkatkan kompetensi guru dan mendukung pencapaian hasil belajar siswa di berbagai konteks pendidikan.
Mathematical Problem-Solving Ability from the Perspective of the Computational Thinking Approach
Computational thinking is a practical approach to solving mathematical problems that encourages students to think critically, creatively, and systematically. This type of research employs a descriptive, qualitative approach that aims to describe the mathematical problem-solving abilities of grade 9 students from private junior high schools in Malang, with a focus on computational thinking. The subjects of the study consisted of 6 students representing two high categories, two medium categories, and two low categories, based on the results of the mathematics exam. Data collection techniques include documents, such as student learning scores and tests to measure students' computational thinking abilities, as well as interviews to refine the test results. The data were then analysed based on computational thinking indicators, including decomposition, pattern recognition, generalisation, abstraction, and algorithmic thinking. In the final stage, a description of computational thinking-based problem-solving abilities is presented. The results showed that students in the high category met four of the five computational thinking indicators, except for the generalisation indicator. Students in the medium category met all indicators, while students in the low category only met two indicators: pattern recognition and abstraction. This study emphasises the importance of computational thinking in mathematics education, which aims to improve students' problem-solving skills. Further research may explore appropriate instructional models for the development of computational thinking. Abstrak Berpikir komputasional merupakan pendekatan praktis dalam memecahkan masalah matematika yang mendorong siswa untuk berpikir kritis, kreatif, dan sistematis. Jenis penelitian ini menggunakan pendekatan kualitatif deskriptif yang bertujuan untuk mendeskripsikan kemampuan pemecahan masalah matematika berbasis berpikir komputasional pada siswa kelas IX SMP Swasta di Malang. Subjek penelitian terdiri dari 6 siswa yang mewakili dua kategori tinggi, dua kategori sedang, dan dua kategori rendah, berdasarkan hasil ujian matematika. Teknik pengumpulan data meliputi dokumen, seperti nilai belajar siswa dan tes untuk mengukur kemampuan berpikir komputasional siswa, serta wawancara untuk menyempurnakan hasil tes. Data kemudian dianalisis berdasarkan indikator berpikir komputasional, meliputi dekomposisi, pengenalan pola, generalisasi, abstraksi, dan berpikir algoritmik. Pada tahap akhir, disajikan deskripsi kemampuan pemecahan masalah berbasis berpikir komputasional. Hasil penelitian menunjukkan bahwa siswa dalam kategori tinggi memenuhi empat dari lima indikator berpikir komputasional, kecuali indikator generalisasi. Siswa dalam kategori sedang memenuhi semua indikator, sedangkan siswa dalam kategori rendah hanya memenuhi dua indikator: pengenalan pola dan abstraksi. Studi ini menekankan pentingnya pemikiran komputasional dalam pendidikan matematika, yang bertujuan untuk meningkatkan keterampilan pemecahan masalah siswa. Penelitian lebih lanjut dapat menyelidiki model pembelajaran yang tepat untuk pengembangan pemikiran komputasional.
Development of Critical Thinking Instruments and Student Curiosity in Number Theory Course
This study aims to develop and test the validity and reliability of instruments that can measure critical thinking and curiosity of students in Number Theory course. This research is Research and Development (R&D) with ADDIE model, which consists of 5 stages, namely: analysis, design, development, implementation and evaluation. Data was collected from students who had taken the Number Theory course 40 students and 5 lecturers as expert validators. The instruments developed are in the form of tests and questionnaires consisting of several main indicators for each construct measured. Data collection instruments in the form of critical thinking test validation sheet and curiosity attitude with Likert scale. Data analysis techniques using inferential statistical analysis, namely by testing validity and reliability using the Q-Cochran statistical test . From the results of validation from experts about the validity of the construct and content obtained. The results showed that for construct validity obtained Asymp. Sig = 0.144 greater than α = 0.05, thus H0 is accepted and H1 is rejected and for content validity obtained Asymp. Sig = 0.287 is greater than α = 0.05, thus H0 is accepted and H1 is rejected, it is concluded that the students' mathematical critical thinking instrument is valid. The results of the validity and reliability test to students were obtained. For five test, all of them valid because rxy ≥ rkritis = 0.203. For the reliability of the question, it was obtained R11 = 0.807 and rkritis = 0.203, meaning R11 ≥ rkritis, the conclusion is that the question is reliable and has a very high reliability. For the curiosity questionnaire, the validity of the items by looking at the Corrected Item-Total Correlation. If there is an item whose value is below 0.2, it is said that the item is invalid. Of the 40 items, it can be said that all are valid because the Corrected Item-Total Correlation value is above 0.2 and for reliability, Cronbach's Alpha is obtained at 0.91 ≥ 0.05, which shows that the questionnaire instrument is reliable and has a very high category. The results showed that the critical thinking instrument and curiosity questionnaire are valid and reliable. This instrument can provide information about improving critical thinking skills and curiosity attitudes of students in Number Theory courses and the results can provide a basis for further research on the relationship between critical thinking, curiosity, and learning outcomes in mathematics or other disciplines. Abstrak Penelitian ini bertujuan untuk mengembangkan dan menguji validitas dan reliabilitas instrumen yang dapat mengukur kemampuan berpikir kritis dan rasa ingin tahu mahasiswa pada mata kuliah Teori Bilangan. Penelitian ini merupakan penelitian dan pengembangan (R&D) dengan model ADDIE, yang terdiri dari 5 tahap, yaitu: analisis, desain, pengembangan, implementasi, dan evaluasi. Data dikumpulkan dari mahasiswa yang telah mengambil mata kuliah Teori Bilangan sebanyak 40 mahasiswa dan 5 orang dosen sebagai validator ahli . Instrumen yang dikembangkan berupa tes dan angket yang terdiri dari beberapa indikator utama untuk setiap konstruk yang diukur. Instrumen pengumpulan data berupa lembar validasi tes kemampuan berpikir kritis dan angket sikap rasa ingin tahu dengan skala Likert. Teknik analisis data menggunakan analisis statistik inferensial, yaitu dengan melakukan uji validitas dan reliabilitas dengan menggunakan uji statistik Q-Cochran Hasil penelitian menunjukkan bahwa untuk validitas konstruk diperoleh nilai Asymp. Sig = 0,144 lebih besar dari α = 0,05, dengan demikian H0 diterima dan H1 ditolak dan untuk validitas isi diperoleh nilai Asymp. Sig = 0,287 lebih besar dari α = 0,05, dengan demikian H0 diterima dan H1 ditolak, maka disimpulkan bahwa instrumen berpikir kritis matematis siswa valid. Untuk reliabilitas soal diperoleh R11 = 0,807 dan rkritis = 0,203, berarti R11 ≥ rkritis, kesimpulannya soal tersebut reliabel dan memiliki reliabilitas yang sangat tinggi. Untuk kuesioner rasa ingin tahu, validitas item dengan melihat Corrected Item-Total Correlation. Jika ada item yang nilainya di bawah 0,2 maka dikatakan item tersebut tidak valid. Dari 40 item, dapat dikatakan semua valid karena nilai Corrected Item-Total Correlation di atas 0,2 dan untuk reliabilitas diperoleh Cronbach's Alpha sebesar 0,91 ≥ 0,05 yang menandakan bahwa instrumen kuesioner tersebut reliabel dan memiliki kategori sangat tinggi.Hasil penelitian menunjukkan bahwa instrumen berpikir kritis dan kuesioner curiosity adalah valid dan reliabel dan dapat digunakan dalam mata kuliah teori bilangan. Hasil penelitian ini dapat menjadi dasar untuk penelitian lebih lanjut mengenai hubungan antara berpikir kritis, curiosity, dan hasil belajar matematika atau disiplin ilmu lainnya.
Development of "LELI" Application to Enhance Mathematics Critical Thinking of Quality Generations in Society 5.0 Era
Students' mathematical critical thinking skills are one of the important competencies that need to be developed to face the challenges of the Society 5.0 era. However, conventional learning, which is less interactive, is often an obstacle to improving these abilities. This study aims to develop an interactive learning application called "LELI" to enhance junior high school students' mathematical critical thinking skills in the context of integer material. This type of research is a development approach utilizing the Research and Development (R&D) method in conjunction with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The subjects of this study were grade VII junior high school students in the Merdeka Curriculum. Data collection techniques included observation, unstructured interviews, and tests. Data collection instruments used expert validation sheets, student response questionnaire sheets, and pre-tests and post-tests. The results showed that the "LELI" application was valid (77%), very practical (95.95%), and effective in improving critical thinking skills, with the average student score increasing from 65% (good) to 85% (very good). Based on the results obtained, the "LELI" application is valid, practical, and effective in improving the critical thinking skills of junior high school students in learning mathematics on integer material. These findings suggest that the "LELI" application can be a strategic solution for educators to enhance critical mathematical thinking skills in alignment with the demands of the Society 5.0 era. Abstrak Kemampuan berpikir kritis matematis siswa menjadi salah satu kompetensi penting yang perlu dikembangkan untuk menghadapi tantangan era Society 5.0. Namun, pembelajaran konvensional yang kurang interaktif seringkali menjadi kendala dalam meningkatkan kemampuan tersebut. Penelitian ini bertujuan untuk mengembangkan aplikasi pembelajaran interaktif bernama "LELI" untuk meningkatkan kemampuan berpikir kritis matematis siswa SMP pada materi bilangan bulat. Jenis penelitian ini adalah pengembangan menggunakan metode Research and Development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Subjek penelitian ini adalah siswa kelas VII SMP pada kurikulum merdeka. Teknik pengumpulan data berupa observasi, wawancara secara tidak terstruktur, dan tes. Instrumen pengumpulan data menggunakan lembar validasi ahli, lembar angket respon siswa, serta pre-test dan post-test. Hasil menunjukkan aplikasi "LELI" valid (77%), sangat praktis (95,95%), dan efektif meningkatkan kemampuan berpikir kritis, dengan score rata-rata siswa meningkat dari 65% (baik) menjadi 85% (sangat baik). Berdasarkan hasil yang diperoleh, maka aplikasi "LELI" valid, praktis, dan efektif untuk meningkatkan kemampuan berpikir kritis siswa SMP pada pembelajaran matematika materi bilangan bulat. Temuan ini menunjukkan bahwa aplikasi “LELI” dapat menjadi solusi strategis bagi para pendidik untuk meningkatkan kemampuan berpikir kritis matematis yang sejalan dengan tuntutan era society 5.0.
The Effect of Students' Self-Efficacy on Students' Mathematical Communication Skills in Elementary School
The low mathematical ability of students is a major challenge that needs to be addressed in elementary school mathematics education. The goal of this study is to assess the impact of students' self-efficacy on their mathematical communication skills. The method in this study uses a quantitative approach with comparative causal types using correlation and regression analysis. The population in this study is fifth-grade students in Bandung, and the sample used is 84 fifth-grade students from one of the elementary schools in Bandung. The instruments used in this study were students' mathematical communication skills test questions, totaling 4 questions with the type of story questions on comparative material, and non-test instruments in the form of questionnaires related to students' self-efficacy. Data analysis in this study used SPSS 24 software to analyse the correlation and regression of students' self-efficacy and their mathematical communication skills. Additionally, a qualitative descriptive analysis was conducted on the students' responses regarding their mathematical communication skills. The research results indicate that, 1) there is a positive correlation between students' self-efficacy and their mathematical communication abilities with the correlation coefficient R = 0.219, which means that 4.8% of students' mathematical communication skills are determined by self-efficacy factors, 2) Students' self-efficacy has a positive effect on their mathematical communication skills with the regression equation y = 57.8 + 0.6x, which means that every time self-efficacy scores increase by 10 units, students' mathematical communication skills scores increase by 6 units. This research serves as a basis in the effort to create effective and meaningful mathematics learning by considering mathematical communication and students' self-efficacy. Abstrak Rendahnya kemmapuan matematis siswa menjadi tantang besar yang harus dikembangkan dalam pendidikan matematika sekolah dasar. Tujuan penelitian ini adalah untuk menilai dampak efikasi diri siswa terhadap kemampuan komunikasi matematis. Metode dalam penelitian ini menggunakan pendekatan kuantitatif dengan tipe kausal komparatif dengan menggunakan analisis korelasi dan regresi. Populasi pada penelitian ini adalah siswa kelas 5 di Bandung, dan sampel yang digunakannya adalah 84 siswa kelas 5 di salah satu sekolah dasar negeri di Bandung. Instrumen yang digunakan pada penelitian ini adalah soal tes keterampilan komunikasi matematis siswa, berjumlah 4 soal dengan jenis soal cerita pada materi perbandingan, dan instrumen non tes berupa kuesioner terkait self-efficacy siswa. Analisis data dalam penelitian ini menggunakan softwere SPSS 24 untuk menganalisis korelasi dan regresi efikasi diri siswa dan keterampilan komunikasi matematisnya. Selain itu, dilakukan analisis hasil jawaban siswa berkaitan dengan komunikasi matematias. Hasil penelitian menunjukkan bahwa, 1) terdapat korelasi positif antara efikasi diri siswa dengan kemampuan komunikasi matematisnya dengan koefisien korelasi R = 0.219, yang berarti bahwa 4.8% kemampuan komunikasi matematis siswa ditentukan oleh faktor efikasi diri, dan 2) efikasi diri siswa berpengaruh positif pada kemampuan komunikasi matematisnya dengan persamaan regresi y = 57.8 + 0.6x, yang berarti setiap kali skor efikasi diri meningkat 10 unit, skor keterampilan komunikasi matematis siswa meningkat 6 unit. Penelitian ini menjadi dasar dalam upaya menciptakan pembelajaran matematika yang efektif dan bermakna dengan memperhatikan komunikasi matematis dan self-efficacy siswa