Indiktika : Jurnal Inovasi Pendidikan Matematika
Indiktika : Jurnal Inovasi Pendidikan Matematika Journal with registered number ISSN 2655-2752 (print) and ISSN 2655-2345 (online) is a scientific journal managed and published by Department of Mathematics Education, Faculty of Teacher Training and Education Universitas PGRI Palembang. This journal has been accredited by SINTA 3 according to the letter Decree of the Director General of Higher Education, Research, and Technology, Number: 152/E/KPT/2023 dated September 25, 2023 regarding the Accreditation Rating of Scientific Journals for the period II of 2023, from Volume 5 December 2022. Indiktika Journal is an open access journal that publishes scientific articles such as research and development, quantitative, qualitative, experiment, correlation and regression, application of the theory, the study of critical analysis in the field of Mathematics Education or Mathematical Science. Indiktika Journal accepts articles to be published every June and December; 1) For the June issue, the deadline for receipt of articles is on April 1. 2) For the December issue, the deadline for receipt of articles is on October 1.
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Etnomatematika: Identifikasi Konsep Geometri pada Peralatan Nelayan Cumi-Cumi di Desa Ekor
This study aims to reveal the geometric concepts embedded in the squid fishermen’s equipment used in Ekor Village, North Maluku. A qualitative approach with an ethnographic method was employed because the study focused on the cultural practices of the fishing community related to the use of traditional fishing equipment. Data were collected through field observations, interviews, and documentation involving one fishing captain and three crew members who were directly engaged in squid fishing activities. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The findings indicate that various squid fishing tools contain identifiable geometric concepts. The fishing net reflects the concept of a square, while the arrangement of its mesh openings forms a square tessellation pattern, and the overall shape of the net resembles a truncated pyramid. The scoop net incorporates the concept of a circle in its frame, whereas its netting resembles a truncated cone. In addition, the basket used to store the catch exhibits the shape of a truncated cone. These findings demonstrate that mathematical concepts are not limited to formal educational settings but are also embedded in the fishing equipment used by coastal communities in their daily activities. This study contributes to the development of ethnomathematics research and provides implications for culturally responsive mathematics learning by utilizing squid fishing equipment as contextual learning resources in geometry instruction.
Copyright (c) 2026 Winda Syam Tonra, Soleman Saidi, Kusnadi Abd Muis, Dahlan Wahyudi, Wilda Syam Tonra https://creativecommons.org/licenses/by-sa/4.0
Mathematical Representations in Determining the Area of a Triangle: Visual Representation as a Cognitive Guide
Mathematical representation is a critical competency that prospective mathematics teachers must possess in order to understand concepts and solve problems effectively. However, previous studies still leave conceptual gaps in explaining how prospective mathematics teachers construct and coordinate representations as cognitive guidance mechanisms, particularly when calculating the area of a triangle. This study aims to uncover the involvement of visual representations and cognitive guidance during the process of solving problems involving the area of a triangle. This study employs an exploratory qualitative approach. Data were collected through problem-solving tests and semi-structured interviews with five subjects selected from 93 prospective participants. The data were analyzed based on the use of visual representations, the concept of coordinate transformation, plotting accuracy, and indications of cognitive guidance. The results revealed four characteristics of representation use: (1) no visual representation, incorrect coordinate transformation, failure to plot coordinate points, and no cognitive guidance; (2) visual representation, incorrect coordinate transformation, incorrect plotting of coordinate points, and cognitive guidance; (3) does not involve visual representations, correct coordinate transformations, does not plot coordinate points, and is not cognitively guided; and (4) involves visual representations, correct coordinate transformations, plots coordinate points accurately, and is cognitively guided. Visual representations help understand geometric structures and spatial relationships, while symbolic representations formalize computational procedures.
Copyright (c) 2026 Wayan Rumite, Lathifaturrahmah Lathifaturrahmah, Intan Buhati Asfyra https://creativecommons.org/licenses/by-sa/4.0
Pengembangan Media Pembelajaran Interaktif Algebra Go Menggunakan iSpring Suite pada Materi Bentuk Aljabar Kelas VII
This study was conducted to develop an Android-based learning application called Aljabar Go using the iSpring Suite platform, specifically for algebraic expressions. In addition to developing the application, this study also aimed to determine the extent to which the application meets standards of validity and practicality in its use. The approach used in this study was the Research and Development (R&D) method, following the ADDIE model which comprises five development stages. The research subjects consisted of 24 students from Class VII-C and one mathematics teacher. Data was collected via validation sheets and user response questionnaires, then analysed using a Likert scale. Based on the results obtained, the application received an average score of 3.50 from media experts, falling into the ‘highly valid’ category, and 3.34 from subject matter experts, falling into the ‘valid’ category. In terms of practicality, 89% of students gave a positive response, whilst 96% of teachers stated that the application was practical to use. Consequently, the Aljabar Go learning medium is deemed suitable for use as a support for the mathematics learning process, particularly for algebraic expressions
algebra; android; iSpring Suite; media interaktif; pembelajaran matematika
Copyright (c) 2026 Karman Tambiyo, Sarson W. Dj Pomalato, Putri Ekawaty Kobandaha https://creativecommons.org/licenses/by-sa/4.0
Motivasi Belajar Siswa melalui Media Snake and Ladder Game Berbasis Etnomatematika Palembang pada Pembelajaran Matematika
This study aims to describe the level of learning motivation among MTs students toward the use of Snake and Ladder Game media based on Palembang ethnomathematics in mathematics learning for Grade VIIA. This study employed a quantitative descriptive approach involving 20 MTs students in December 2025. The research instrument was a five-point Likert scale questionnaire consisting of 25 statement items, which had been tested for validity using Pearson correlation and for reliability using Cronbach’s Alpha, with a reliability coefficient of 0.82. The data were analyzed using descriptive statistics with the assistance of SPSS. The results showed a total score of 1650 out of a maximum score of 2000, with a percentage of 82.5%, which falls into the very high category. The dominant indicators of learning motivation included learning interest at 85%, self-confidence at 82%, curiosity at 80%, appreciation at 78%, and learning goals at 75%. These findings indicate that the use of Snake and Ladder Game media based on Palembang ethnomathematics, which integrates the geometry of songket motifs, the arithmetic context of the 16 Ilir market, and the cultural context of the Ampera Bridge, shows potential to support interactive, contextual, and enjoyable mathematics learning. The findings also suggest that this media can serve as a learning alternative that is relevant to students’ characteristics, particularly in supporting learning motivation through local cultural contexts. The implication of this study is that teachers may adapt ethnomathematics-based game media as one of the contextual and culturally integrated strategies in mathematics learning. Future studies are recommended to employ a quasi-experimental design or a mixed-methods approach to examine the effect of the media on students’ motivation and learning outcomes in greater depth.
Copyright (c) 2026 Luvi Antari luvi, Syaifuddin, Ummu Na'imah, Amrina Rizta, Rohman https://creativecommons.org/licenses/by-sa/4.0
Integrasi Realistic Mathematics Education, Culturally Responsive Teaching, dan Artificial Intelligence untuk Keterampilan 4C Abad 21: Sebuah Tinjauan Sistematis
This study aims to systematically review the literature on Realistic Mathematics Education (RME), Culturally Responsive Teaching (CRT), Artificial Intelligence (AI), and 21st-century skills (4C) to identify and bridge research gaps in mathematics education. The research employed a Systematic Literature Review (SLR) combined with bibliometric analysis using the PRISMA protocol and supported by VOSviewer and Biblioshiny software. From the Scopus database, 79 articles met the inclusion criteria and were analyzed based on publication trends, author collaboration networks, citation structures, and qualitative synthesis. The findings indicate a significant increase in research on RME and AI over the past decade, while the integration of CRT remains limited despite its philosophical alignment with RME. This study identifies five major research gaps—namely theoretical, empirical, methodological, population, and evidential. The integration of RME, CRT, and AI has strong potential to form an adaptive, contextual, and culturally responsive mathematics learning model that strengthens 21st-century competencies. These findings provide new directions for developing inclusive and technology-based mathematics education.
Copyright (c) 2026 Sondang Noverica, Sinta Dameria Simanjuntak https://creativecommons.org/licenses/by-sa/4.0
SYSTEMATIC LITERATURE REVIEW: DEVELOPMENT OF SCRATCH MEDIA ON STATISTICS MATERIAL TO TRAIN COMPUTATIONAL THINKING ABILITIES USING THE CONTEXT OF PALEMBANG SONGKET
The rapid advancement of digital technology in education has strengthened the role of computational thinking as an essential competency in 21st-century mathematics and statistics learning. Scratch, a block-based visual programming platform, is widely used to promote interactive learning and enhance students’ problem-solving and computational thinking skills. However, research on developing Scratch-based learning media specifically for statistics, particularly those integrating local cultural contexts, remains limited. This study conducts a Systematic Literature Review (SLR) to examine research published between 2020 and 2025 in Google Scholar and Scopus. Using PRISMA guidelines, eight relevant articles were selected based on predetermined inclusion criteria. The findings show that Scratch-based learning media are generally valid, practical, and effective in improving students’ computational thinking skills, conceptual understanding, and overall learning outcomes. Despite these positive results, the use of Scratch in statistics education is still less explored compared to other mathematics topics. Moreover, the integration of local cultural elements, such as Palembang Songket, into Scratch-based statistics learning media is rarely discussed. Therefore, this review highlights the need and potential for developing culturally integrated Scratch-based media to create meaningful, contextual, and engaging statistics learning aligned with 21st-century educational demands.
Copyright (c) 2025 Tuti Tuti, Dr.Tika Dwi Nopriyanti, M.Pd, Dr. Allen Marga Retta, M.Pd https://creativecommons.org/licenses/by-sa/4.0
Profil Pemahaman Konsep Siswa Kelas VIII SMP IT Al- Fahmi Palu dalam Menyelesaikan Soal Persamaan Garis Lurus Ditinjau dari Kemampuan Matematika
This study aims to describe the conceptual understanding profile of eighth-grade students at SMP IT Al-Fahmi Palu in solving linear equation problems, viewed from their mathematical ability. The research employed a qualitative descriptive approach. The participants included three eighth-grade students, each representing high, medium, and low mathematical ability levels, determined based on their math report card grades and teacher recommendations. Data were collected using written tests in the form of essay questions and semi-structured interviews. The data were analyzed through data condensation, data presentation, and conclusion drawing, with credibility ensured through time triangulation. The findings indicate that students with high mathematical ability can apply the concept of linear equations, represent them graphically, and relate linear equation concepts to social arithmetic. Students with medium mathematical ability can apply linear equation concepts and also connect them to social arithmetic. Meanwhile, students with low mathematical ability are only able to meet the indicators of applying linear equation concepts and relating them to social arithmetic.
Copyright (c) 2025 Sriwahyuni Agustina, Muh Hasbi, Alfisyahra, Sutji Rochaminah https://creativecommons.org/licenses/by-sa/4.0
Integrating Indonesian Realistic Mathematics Education (PMRI) and STEM Approaches in High School Students: A Systematic Literature Review
This study presents a Systematic Literature Review (SLR) on the integration of the Indonesian Realistic Mathematics Education (PMRI) and STEM approaches in mathematics learning. The review aims to map research trends, learning contexts, mathematical content, developed competencies, and key findings of studies published between 2015 and 2025. The review process involved identification, screening based on explicit inclusion and exclusion criteria, and thematic synthesis of articles obtained from reputable academic databases. Out of all identified articles, 15 studies passed a rigorous selection process and were analyzed in depth. The findings indicate that PMRI–STEM integration is commonly implemented through real-world contextual problems combined with investigative activities, mathematical modeling, and design-based projects. This approach has been applied across various topics, including geometry, measurement, algebra, trigonometry, and numeracy. The reviewed studies report positive contributions to conceptual understanding, problem-solving skills, mathematical literacy, creative thinking, and other higher-order thinking skills. In addition to its impact on students, several studies also highlight improvements in teachers’ competence in designing technology-supported contextual learning. Unlike previous reviews that examined PMRI or STEM separately, this study specifically focuses on their pedagogical integration in mathematics education. The review concludes that PMRI–STEM integration holds strong potential as an innovative and interdisciplinary framework aligned with 21st-century learning demands and recommends more systematic instructional designs and broader implementation across educational levels.
Copyright (c) 2025 Novi Susanti, Ratu Ilma Indra Putri, Nyimas Aisyah, Hartono Hartono https://creativecommons.org/licenses/by-sa/4.0
Pembelajaran Matematika Berbasis Augmented Visual Learning pada Materi Geometri untuk Meningkatkan Pemahaman Konsep Siswa Kelas 3 MI Al Ikhlas Parakan Kauman Kabupaten Temanggung
This study aims to examine the effectiveness of Augmented Visual Learning-based mathematics learning videos in improving the understanding of geometry concepts among third-grade MI students. The study uses a quantitative approach with a one-group pretest–posttest quasi-experimental design. The research subjects were 26 third-grade students of MI Al Ikhlas Parakan Kauman. Data were collected through pretest and posttest of geometric concept understanding as well as descriptive non-scale observations of student motivation and engagement. Data analysis was performed using a paired sample t-test and Normalized Gain (N-Gain) calculation. The results showed a significant increase in the average student score from 61.38 in the pretest to 82.73 in the posttest with a significance value of p < 0.001. The N-Gain value of 0.55 was in the moderate category, indicating that Augmented Visual Learning-based instructional videos were quite effective in improving students' understanding of geometric concepts. In addition, the observation results showed an increase in student motivation and engagement during the learning process. Thus, Augmented Visual Learning-based learning videos can be used as an alternative mathematics learning medium to help students understand geometric concepts more concretely and systematically.
Copyright (c) 2025 yoga prada https://creativecommons.org/licenses/by-sa/4.0
Transforming Inclusive Mathematics Pedagogy: Reconstructing Adaptive Fraction Learning Design through Design Research for Students with Special Needs
Inclusive education is a civilizational promise that guarantees the fundamental right of every individual to access knowledge without discrimination. This research focuses on developing an adaptive mathematics learning design for visually impaired and hearing-impaired students to strengthen numeracy literacy in fraction materials. The primary issue addressed is the low cognitive access of students with special needs toward visual and verbal instructions. This study was conducted using a design research method, specifically the validation study type. The research activities were carried out in three stages: the preparing for the experiment phase, the teaching experiment phase, and the retrospective analysis phase. Data collection techniques included observation, interviews, and documentation. The focus of this article refers to the forms of learning media used, the scaffolding required in learning activities, and other effective forms of assistance to aid student understanding. The results emphasize the effectiveness of assistance through the provision of visual illustrations using Augmented Reality (AR) technology for hearing-impaired students, as well as audiobooks and 3D tactile media for visually impaired students. The key findings indicate that interventions through "Activity 0" and the pacing compensatory principle are crucial in bridging sensory barriers.
Copyright (c) 2025 Agustiany Dumeva Putri, Riza Agustiani, Atika Zahra, Meily Agustin, Annisa Auliyah, Nela Salsabila, Muthi Hanifah https://creativecommons.org/licenses/by-sa/4.0
Validation of Mental Calculation Strategy Questionsfor Phase A Elementary School Students
Mental calculation strategy is essential for developing young learners’ number sense, flexibility, and efficiency in arithmetic. However, assessment instruments specifically designed to evaluate mental calculation performance in Indonesian primary education remain limited. This study aimed to develop and conduct a preliminary psychometric evaluation of an instrument for assessing second-grade students’ performance on mental calculation tasks in addition and subtraction. Using a quantitative approach with a preliminary instrument development and psychometric testing design, the study involved 34 second-grade students from Witama Nasional Plus Elementary School, Pekanbaru. The instrument consisted of 30 written items, including context-free and context-based tasks. Data were analyzed using item-total correlation, Cronbach’s Alpha, item difficulty, and point-biserial discrimination. The results showed that 20 items were valid and the instrument achieved acceptable internal consistency (Cronbach’s Alpha = 0.747). Most items were of moderate difficulty, while the discriminating power ranged from poor to very good. These findings indicate that the instrument has promising initial psychometric quality, although several items require revision before broader validation and application.
Copyright (c) 2026 Eni Mulyani, Zetra Hainul Putra, Jesi Alexander Alim, Yesi Martha Afrillia https://creativecommons.org/licenses/by-sa/4.0
Systematic Literature Review: Exploring Research Focus on Ratio and Proportion
Ratios and proportions are fundamental topics in mathematics education that students must master because they play an important role in the development of mathematical reasoning. The focus of this study is to examine and analyze previous research related to the learning of ratios and proportions in the period 2017–2022 through a Systematic Literature Review (SLR). A total of 19 relevant articles (13 Scopus, 6 Google Scholar) were selected using the Publish or Perish application. The results of the literature review show that students' ability to understand and solve ratio and proportion problems is still relatively low, especially in representing contextual situations in mathematical models, interpreting various representations, relating concepts to real life, and understanding the meaning of formula usage. The results of design research and experimental studies show that learning based on realistic contexts, inquiry approaches, games, and pattern identification strategies can consistently improve students' conceptual understanding and problem-solving abilities. These findings imply the importance of designing ratio and proportion learning that emphasizes active student involvement, the use of contexts that are close to real life, and the strengthening of conceptual understanding. Learning that is oriented towards exploration and conceptual meaning has the potential to be an effective strategy for improving the quality of ratio and proportion learning, especially at the junior high school level.
Copyright (c) 2025 Filian Yunita Sari, Zulkardi Zulkardi, Ratu Ilma Indra Putri, Ely Susanti https://creativecommons.org/licenses/by-sa/4.0
An Analysis of the Use of Augmented Reality in Mathematics Learning and Its Impact on Junior High School Students' Mathematical Literacy
This study investigates the use of Augmented Reality (AR) in mathematics education and its impact on students' mathematical literacy. The study employs a quantitative method with a quasi-experimental design for non-equivalent control groups. The research sample consisted of 68 students in Grade 8 at SMP Negeri 1 Sipirok. They were divided into two groups: one group conducted experiments using Augmented Reality tools, and the other was a control group taught using traditional methods. PISA indicators were used as the basis for the mathematical literacy test, which had been tested for its credibility and validity. Data analysis involved the use of normality tests, linearity tests, Pearson correlation, and simple linear regression. The tests used were in essay form. The results showed that the mathematical literacy of students in the experimental class fell into the good category with a mean score of 78.42. Meanwhile, the mathematical literacy of students using AR also fell into the good category, with a mean score of 82.57. The normality and linearity tests indicated a linear relationship and data with a normal distribution. The Pearson correlation coefficient showed a value of r = 0.684 with a significance level of 0.000, indicating a strong relationship between the use of AR and mathematical literacy. The regression results showed a coefficient of 0.615 and an R² coefficient of 0.468.
Copyright (c) 2026 Yulia Anita Siregar, Izwita Dewi, Hamidah Nasution https://creativecommons.org/licenses/by-sa/4.0
Gerakan Literasi Sekolah Kawasan Bantaran Sungai Musi Palembang Melalui Pembelajaran Matematika Berbantu Augmented Reality
The low level of student literacy affects their ability to understand mathematical contexts, particularly in determining appropriate strategies and solutions for problem-solving. This study aims to develop a didactical situation design assisted by Augmented Reality (AR) to improve students’ literacy skills as part of the School Literacy Movement, through an analysis of learning obstacles experienced by seventh-grade students. This research employs the Didactical Design Research (DDR) method, consisting of the prospective, metapedadidactic, and retrospective stages, involving 30 students from Grade 7.2 of SMP Negeri 47 Palembang in the 2025/2026 academic year, as well as the mathematics teacher in the class as respondents. The research data consisted of literacy tests, interviews, and mathematical learning designs, which were analyzed using qualitative interpretative techniques based on the theory of didactical situations. The results indicate that most students experienced difficulties in numerical literacy, particularly in understanding problem contexts and constructing mathematical models. The implementation of the AR-assisted didactical design in adidactical situations using the Pempek Tumpah context supported students’ understanding of the mathematical structures being studied. Metapedadidactic analysis revealed the need for adjustments to the didactical contract and refinement of the learning design through problem-solving activities aligned with students’ cognitive abilities. It can be concluded that the AR-assisted learning design has the potential to enhance students’ literacy skills in mathematics learning.
Copyright (c) 2026 ema marhamah, Nyiayu Fahriza Fuadiah, Destiniar, Anggria Septiani Mulbasari https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Perhatian Orang Tua dan Motivasi Belajar terhadap Prestasi Belajar Matematika Siswa Kelas VII di SMPN 2 Depok
Penelitian ini dilatarbelakangi oleh dominannya temuan penelitian sebelumnya yang menyatakan bahwa perhatian orang tua dan motivasi belajar berpengaruh terhadap prestasi akademik, namun masih terbatas kajian pada siswa kelas VII, khususnya dalam mata pelajaran matematika. Perbedaan konteks tersebut menimbulkan kebutuhan untuk menguji kembali hubungan kedua variabel tersebut. Penelitian ini bertujuan menganalisis pengaruh perhatian orang tua dan motivasi belajar terhadap prestasi matematika siswa kelas VII SMPN 2 Depok tahun ajaran 2024/2025. Penelitian menggunakan pendekatan kuantitatif dengan analisis regresi linier sederhana dan berganda. Sampel penelitian berjumlah 68 siswa yang dari dua kelas yang berbeda. Data diperoleh melalui kuesioner dan dokumentasi nilai ulangan harian, kemudian dianalisis menggunakan perangkat lunak statistik. Hasil penelitian menunjukkan bahwa perhatian orang tua (sig. 0,931 > 0,05) dan motivasi belajar (sig. 0,794 > 0,05) tidak berpengaruh signifikan terhadap prestasi matematika. Secara simultan diperoleh nilai F sebesar 0,911 dengan koefisien determinasi (R²) sebesar 0,28%, yang menunjukkan bahwa kedua variabel hanya menjelaskan proporsi variasi prestasi belajar yang sangat kecil. Hasil tersebut mengindikasikan bahwa kedua variabel bukanlah prediktor utama dalam konteks penelitian ini, sehingga diperlukan kajian lanjutan dengan desain dan model analisis yang lebih luas untuk memperoleh pemahaman yang lebih mendalam. Dengan demikian, secara empiris perhatian orang tua dan motivasi belajar tidak terbukti memiliki pengaruh yang signifikan terhadap prestasi matematika siswa kelas VII di SMPN 2 Depok pada tahun ajaran 2024/2025.
Copyright (c) 2025 Indah Fajar Puspaningrum, Maman Fathurrohman https://creativecommons.org/licenses/by-sa/4.0
Eksplorasi Konsep Geometri, Pengukuran, dan Himpunan dalam Warisan Budaya Lokal Borondong: Studi Etnomatematika di Kecamatan Ibun, Indonesia
Indonesia memiliki keragaman budaya lokal yang berpotensi dimanfaatkan sebagai konteks pembelajaran, termasuk melalui kajian etnomatematika pada makanan tradisional. Penelitian ini mengeksplorasi konsep-konsep matematika yang terkandung dalam proses pembuatan makanan tradisional Borondong di kecamatan Ibun kabupaten Bandung. Penelitian menggunakan pendekatan kualitatif dengan jenis etnografi fokus, dengan pengumpulan data melalui observasi, wawancara mendalam, dan dokumentasi. Analisis data dilakukan menggunakan analisis tematik, sedangkan keabsahan data dijaga melalui triangulasi sumber. Hasil penelitian menunjukkan bahwa proses pembuatan Borondong Ibun memuat berbagai konsep matematika yang dapat dikelompokkan ke dalam konsep geometri, transformasi geometri, pengukuran menggunakan satuan tidak baku, himpunan, serta perbandingan. Temuan ini berkontribusi pada pengembangan kajian etnomatematika berbasis kuliner tradisional dan memberikan implikasi sebagai sumber kontekstual dalam pembelajaran matematika yang bermakna, khususnya mengaitkan konsep matematika abstrak dengan pengalaman budaya peserta didik.
Copyright (c) 2025 Elis Nuraeni, Usman Aripin, Sri Nurwulan Aprilia, Indria Maulani https://creativecommons.org/licenses/by-sa/4.0
Developing Interactive Teaching Materials using Nearpod to Strengthen Students’ Mathematical Literacy
The low achievement of Indonesian students in international assessments such as the Programme for International Student Assessment (PISA) highlights the need for contextual and technology-based innovations in mathematics learning. This study aims to develop Nearpod-based interactive teaching materials that are valid, practical, and have a potential effect in strengthening junior high school students’ mathematical literacy. The research employed a formative evaluation approach consisting of the stages of preliminary study, self-evaluation, expert review, one-to-one, small group, and field test. The participants were 31 eighth-grade students from MTsN 1 Ogan Ilir, South Sumatra. Data were collected through walkthroughs, interviews, observations, and questionnaires, and analyzed using a qualitative descriptive method. The findings revealed that the developed teaching materials were valid in terms of content, construct, and language; practical for classroom implementation; and demonstrated a potential effect in enhancing students’ mathematical literacy through active engagement in the Formulate, Employ, and Interpret processes as outlined in the PISA 2022 framework. This result from students’ post-test work, which showed improved accuracy in modeling and interpreting the contextual problem. This study contributes a structured and literacy-oriented model for developing technology-based interactive teaching materials, which can serve as a reference for mathematics learning innovation in the 21st century.
Copyright (c) 2025 Septy Sari Yukans, Rahma Siska Utari, Dea Alvionita Azka, Dinda Audina Rahmah https://creativecommons.org/licenses/by-sa/4.0
Modul Ajar Terintegrasi Computational Thinking untuk Pembelajaran Matematika di Sekolah Dasar
Mengintegrasikan pemikiran komputasional (CT) ke dalam pendidikan matematika merupakan ciri khas implementasi kurikulum merdeka. Para pendidik sekolah dasar harus memiliki keterampilan yang diperlukan untuk memasukkan CT ke dalam rencana pembelajaran mereka, khususnya dalam pengajaran matematika. Modul pengajaran terintegrasi komputer untuk matematika sekolah dasar adalah hasil yang diharapkan dari fase pengembangan penelitian ini. Penelitian ini menggunakan model penelitian pengembangan ADDIE yang terdiri dari tahap analyze, design, development, implementation dan evaluation. Penelitian ini dilakukan sampai tahap development validasi ahli yang melibatkan tujuh pakar pembelajaran matematika SD sebagai validator. Modul ajar yang dikembangkan telah dinyatakan valid oleh pakar dengan rata-rata 80,16 yang dikategorikan valid. Penelitian selanjutnya diharapkan dapat melanjukan ketahap implementasi dan evaluasi sehingga modul ajar yang dikembangkan dapat digunakan pada pembelajaran matematika SD secara luas.
Copyright (c) 2025 Tanzimah, nora surmilasari, Selegi https://creativecommons.org/licenses/by-sa/4.0
Video Pembelajaran Berbasis Canva dengan Muatan Kearifan Lokal Palembang pada Materi Persamaan Linear Satu Variabel
Penelitian ini bertujuan untuk mengembangkan media video pembelajaran berbasis Canva yang mengintegrasikan kearifan lokal Palembang pada materi Persamaan Linear Satu Variabel (PLSV) bagi siswa tingkat SMP. Penelitian ini menggunakan model pengembangan ADDIE, yang mencakup tahapan analisis, perancangan, pengembangan, implementasi, dan evaluasi. Subjek penelitian melibatkan siswa kelas VII SMP Negeri 16 Palembang, dengan instrumen penelitian berupa lembar validasi ahli, angket respon peserta didik, serta tes hasil belajar. Hasil validasi dari ahli materi, bahasa, dan media menunjukkan bahwa media video pembelajaran yang dikembangkan tergolong sangat valid, dengan persentase 94,44% dari validator materi, 94,27% dari validator bahasa, serta 100% dari validator media. Pada uji coba kelompok kecil, media mendapatkan respon 66,87% (kategori menarik), sedangkan pada uji coba kelompok besar meningkat menjadi 88,72% (kategori sangat menarik). Uji coba kepada peserta didik memperlihatkan bahwa media tersebut menarik dan membantu pemahaman konsep secara kontekstual melalui integrasi budaya lokal Palembang. Selain itu, hasil tes belajar siswa menunjukkan bahwa media berbasis Canva ini efektif dalam meningkatkan pemahaman terhadap materi PLSV. Hasil tes akhir menunjukkan rata-rata nilai 80,15 yang termasuk dalam kategori baik. Dengan demikian, media video pembelajaran yang dikembangkan dapat menjadi alternatif inovatif, kontekstual, dan relevan dengan kebutuhan peserta didik, sekaligus mendukung penerapan pembelajaran berbasis kearifan lokal.
Copyright (c) 2025 Desvy Lira Fitriani, Ali Syahbana, Nyimas https://creativecommons.org/licenses/by-sa/4.0
Hubungan antara Pemahaman Konsep, Interpretasi Data, dan Penerapan Statistik terhadap Literasi Statistik Mahasiswa PGSD
Penelitian ini penting dilakukan untuk mengkaji secara mendalam keterkaitan antara pemahaman konsep, interpretasi data, dan penerapan statistik terhadap literasi statistik mahasiswa PGSD, agar dapat menjadi dasar pengembangan kurikulum dan strategi pembelajaran statistik yang lebih kontekstual dan bermakna. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Instrumen yang digunakan berupa angket literasi statistik yang telah divalidasi, mencakup tiga aspek utama yaitu pemahaman konsep, interpretasi data, dan penerapan statistik. Subjek penelitian berjumlah 119 mahasiswa semester lima Prodi PGSD yang sedang menempuh mata kuliah Statistika Pendidikan. Data dianalisis menggunakan teknik korelasi untuk mengetahui hubungan antarvariabel. Temuan penelitian ini mengindikasikan bahwa ketiga aspek tersebut saling berhubungan secara signifikan dengan literasi statistik mahasiswa. Secara parsial, aspek interpretasi data dan penerapan statistik memberikan kontribusi paling besar terhadap tingkat literasi statistik. Temuan ini menunjukkan pentingnya penguatan kemampuan interpretasi data dan penerapan statistik dalam pembelajaran sebagai upaya peningkatan literasi statistik mahasiswa PGSD.
Copyright (c) 2025 Syahrial, Nurhudayah Manjani, Elvi Mailani, Nina Afria Damayanti, Irawan Saragih https://creativecommons.org/licenses/by-sa/4.0
Analisis Kemampuan Berpikir Kritis Siswa SMP melalui Media Digital Wizer.me dengan Konteks Masjid Agung Palembang
Critical thinking skills are one of the important skills that must be improved in the learning process, especially in the subject of plane geometry. This study aims to analyze how junior high school students' critical thinking skills are developed through the digital media platform Wizer.me in the context of the Grand Mosque of Palembang. Four indicators are used: interpretation, analysis, evaluation, and inference. The method used in this study was descriptive with a qualitative and quantitative approach (mixed methods) with seventh-grade students as the subjects. The research instruments consisted of Wizer.me digital student worksheets, essay tests, interviews, and observations that had been validated by experts. The data were analyzed to determine the achievement of each indicator of students' critical thinking. The results of this study indicate that the use of Wizer.me media in mathematics learning can help students identify problems with an average score of 53.75 (moderate), analyze relevant information with an average of 70 (high), assess the correctness of calculations with an average of 34.75 (low), and draw logical conclusions with an average of 58.75 (moderate) overall critical thinking skills of 61.63, which is categorized as moderate. In this study, it can be concluded that interactive digital media-based mathematics learning with a real-world context can improve students' critical thinking skills. This is evidenced by the results of research combining digital media such as Wizer.me and the local context of the Grand Mosque of Palembang, which can help make the learning process more meaningful, encourage students to think more analytically, and serve as a reference for teachers to develop innovative and relevant learning strategies for students' lives.
Copyright (c) 2025 Dela Puspita Sari, Elsa Susanti, Weni Dwi Pratiwi, Nurdin Kamil, Yusuf Hartono https://creativecommons.org/licenses/by-sa/4.0
Kemampuan Komunikasi Matematis Siswa Ditinjau Dari pembelajaran Scaffolding dan Snowball Throwing
Riset ini bergerak dari kurangnya kualitas mengajar guru sehingga kemampuan komunikasi matematis siswa di MTsS Hifzhil Qur’an menjadi rendah. Sehingga perlu dilakukan penelitian yang menerapkan inovasi pembelajaran yaitu scaffolding dan snowball throwing, dan kemudian melihat perbedaan dari kedua pembelajaran ini terhadap peningkatan komunikasi matematis siswa. Penelitian ini merupakan penelitian eksperimen dengan desain post test only control group design. Adapun lokasi penelitian ini yaitu di MTsS Hifzhil Qur’an dengan populasi 126 siswa kelas VII, sedangkan sampel adalah siswa kelas VII 2 dan siswa kelas VII 3. Untuk mengumpulkan data yang dibutuhkan, peneliti menggunakan lembar tes komunikasi matematis siswa. Selanjutnya digunakan independent sample t test untuk menganalisis data tersebut. Hasil analisis data menunjukkan bahwa kemampuan komunikasi matematis siswa yang diajar dengan pembelajaran scaffolding memiliki perbedaan dengan kemampuan komunikasi matematis siswa yang diajar dengan pembelajaran snowball throwing dimana pembelajaran snowball throwing membuat komunikasi matematis siswa lebih meningkat daripada pembelajaran scaffolding. Dengan kata lain, kedua model pembelajaran yang diterapkan, scaffolding dan snowball throwing dapat menjadi alternatif pembelajaran untuk menyesaikan permasalahan terkait kemampuan komunikasi matematis siswa.
Copyright (c) 2026 Suci Dahlya Narpila, Izwita Dewi, Hamidah Nasution https://creativecommons.org/licenses/by-sa/4.0
Etnomatematika Pendopo Kongas Arum Kusumaning Bongso (Studi Etnografi pada Struktur Arsitektur dan Ornamen)
Pembelajaran matematika di Indonesia menghadapi tantangan signifikan, terutama karena sifatnya yang dianggap abstrak dan terlepas dari konteks budaya nyata siswa. Penelitian ini bertujuan untuk mengeksplorasi dan mengidentifikasi konsep etnomatematika yang terkandung dalam arsitektur tradisional Jawa pada Pendopo Kongas Arum Kusumaning Bongso di Tulungagung. Penelitian ini menggunakan pendekatan kualitatif dengan desain etnografi. Pengumpulan data dilakukan melalui observasi partisipatif, studi dokumentasi, dan wawancara mendalam dengan 2 informan meliputi budayawan dan juru kunci yang dipilih secara purposive. Data dianalisis menggunakan teknik interpretatif hermeneutik untuk mengungkap makna filosofis dan divalidasi melalui triangulasi metode serta sumber. Hasil utama menunjukkan bahwa arsitektur dan filosofi pendopo kaya akan konsep matematika. Temuan ini meliputi: (1) Konsep geometri fundamental seperti bangun datar persegi pada denah dan prisma trapesium pada struktur atap; (2) Konsep transformasi geometri (refleksi dan translasi) pada ornamen ukiran; serta (3) Konsep kesebangunan pada struktur tumpang sari dan kekongruenan pada panel langit langit. Temuan ini menyimpulkan bahwa Pendopo Kongas Arum Kusumaning Bongso merupakan sumber belajar matematika kontekstual yang otentik. Implikasinya, pemanfaatan etnomatematika ini dalam desain pembelajaran berpotensi menjembatani kesenjangan antara matematika formal dan realitas budaya, menjadikan pembelajaran lebih bermakna sekaligus memperkuat identitas budaya siswa.
Copyright (c) 2025 Novia Frisda Eldiana, Supriyono Supriyono, Slamet Arifin https://creativecommons.org/licenses/by-sa/4.0
Peningkatkan Kemampuan Pemecahan Masalah Siswa Melalui LKPD berbasis PMRI
Kemampuan pemecahan masalah merupakan inti dari literasi matematika, namun tantangan dalam memahami konsep abstrak geometri sering menjadi hambatan utama bagi siswa. Penelitian ini bertujuan untuk mengembangkan LKPD berbasis PMRI yang valid, praktis dan berpeluang meningkatkan kemampuan pemecahan masalah. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan ADDIE. Pengumpulan data dilakukan melalui observasi, wawancara, validasi ahli, angket kepraktisan dan penilaian kerja siswa. Hasil validasi ahli menegaskan bahwa perangkat yang dikembangkan memenuhi kriteria kevalidan tinggi (skor rata-rata > 4.0). Uji empiris di kelas VI SD IBA Palembang (n=32) menunjukkan bahwa perangkat ini praktis digunakan, yang dibuktikan dengan peningkatan tingkat keterlaksanaan pembelajaran dari kategori sedang menjadi tinggi. Analisis hasil tes mengungkapkan peningkatan kemampuan pemecahan masalah yang signifikan, terlihat peningkatan proporsi siswa yang mencapai kategori penguasaan "sangat baik" dari 15,6% menjadi 31,3%. Temuan ini menunjukkan bahwa LKPD berbasis PMRI berhasil menjembatani kesenjangan antara konsep geometri abstrak dan konteks nyata, sehingga memberdayakan siswa untuk merumuskan strategi pemecahan masalah yang lebih sistematis.
Copyright (c) 2025 Dewi Rawani, Dian Fitra https://creativecommons.org/licenses/by-sa/4.0
Desain Pembelajaran Pola Bilangan Menggunakan Inquiry Based Learning dengan Konteks Renang
Penelitian ini bertujuan untuk menghasilkan desain pembelajaran pola bilangan menggunakan pendekatan Inquiry Based Learning (IBL) dengan konteks renang sebagai inovasi dalam pembelajaran matematika yang bermakna dan kontekstual. Metode yang digunakan adalah design research dengan tiga tahap, yaitu preparing for the experiment, design experiment, dan retrospective analysis, dilaksanakan di kelas VIII SMPN 2 Telukjambe Timur, Karawang. Data dikumpulkan melalui penerapan desain di kelas, hasil pekerjaan lembar kerja peserta didik, tes hasil belajar, dan wawancara. Hasil penelitian menunjukkan bahwa desain pembelajaran IBL berkonteks renang membantu peserta didik memahami pola bilangan secara lebih konkret, meningkatkan keaktifan, serta kemampuan berpikir inkuiri melalui aktivitas eksploratif di LKPD. Temuan penelitian menegaskan bahwa desain pembelajaran yang dikembangkan efektif dalam mengembangkan pemahamannya mengenai pola bilangan pada lintasan renang dalam hasil Lembar Kerja Peserta Didik (LKPD). Kontribusi utama penelitian ini adalah menghasilkan rancangan desain pembelajaran yang dapat dijadikan acuan bagi guru dalam mengembangkan pembelajaran kontekstual berbasis IBL pada materi barisan dan deret di SMP.
Copyright (c) 2026 Adinda Sahira, Leli Nurlaeli, Kiki Nia Sania Effendi https://creativecommons.org/licenses/by-sa/4.0
Transformasi Digital dalam Pembelajaran Matematika: Studi Sistematisterhadap Aspek Kemampuan Matematis
Transformasi digital dalam pendidikan telah mengubah cara guru mengajar dan siswa belajar, termasuk dalam pembelajaran matematika. Penelitian ini bertujuan untuk mengidentifikasi jenis teknologi atau media digital yang digunakan dalam pembelajaran matematika, aspek kemampuan matematis yang menjadi fokus penelitian, serta implikasinya terhadap pengembangan pembelajaran di era digital. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan pendekatan PRISMA, mencakup 27 artikel yang dipublikasikan antara tahun 2020 hingga 2025. Hasil kajian menunjukkan bahwa media digital yang digunakan meliputi aplikasi interaktif seperti GeoGebra, Desmos, Wordwall, media berbasis augmented reality, e-modul, serta platform kolaboratif digital (Google Classroom, Microsoft Teams). Aspek kemampuan matematis yang paling sering diteliti adalah pemahaman konsep, pemecahan masalah, komunikasi matematis, kemampuan spasial, berpikir kritis, serta aspek afektif seperti motivasi dan self-efficacy. Hasil temuan ini menunjukkan aspek yang paling banyak diteliti tentang penggunaan media digital adalah berkaitan dengan pemahaman konsep yaitu sebanyak 22%. Temuan ini menunjukkan bahwa media digital memberikan kontribusi positif dalam meningkatkan kualitas pembelajaran matematika serta mendukung pencapaian kompetensi abad ke-21. Penelitian ini merekomendasikan integrasi teknologi secara strategis dan kontekstual dalam pembelajaran matematika, serta perlunya pengembangan media yang adaptif dan relevan dengan kebutuhan siswa.
Copyright (c) 2026 Ni Ketut Erawati, I Gde Wawan Sudatha, Made Hery Santosa, I Kadek Suartama https://creativecommons.org/licenses/by-sa/4.0
Trends and Strategies in Implementing RME and PJBL for Teaching Central Tendency: A Systematic Literature Review
Penelitian ini bertujuan untuk mengkaji tren penelitian terkini dan strategi yang paling efektif untuk mendukung kemampuan berpikir kritis siswa pada materi ukuran pemusatan data. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan mengumpulkan artikel-artikel yang relevan dari tahun 2018 hingga 2025, yang mengkaji tren dan strategi dalam konteks pembelajaran ukuran pemusatan data. Artikel-artikel yang relevan dikumpulkan dari berbagai basis data akademik terkemuka, seperti Scopus dan Google Scholar, dengan menggunakan kata kunci yang berkaitan dengan Realistic Mathematics Education (RME), Project Based Learning (PjBL), dan ukuran pemusatan data. Proses seleksi inklusi dilakukan dengan menyaring 1383 artikel yang relevan menjadi 175 artikel, dan setelah pemeriksaan lebih lanjut, 147 artikel dieliminasi berdasarkan kriteria relevansi. Akhirnya, 15 artikel dipilih untuk analisis lebih lanjut. Hasil utama penelitian ini menunjukkan bahwa RME dan PjBL menjadi dua pendekatan yang semakin populer dari tahun 2018 hingga 2025 dalam pengajaran ukuran pemusatan di kalangan peneliti, dengan strategi penggunaan konteks dunia nyata, proyek berbasis pembelajaran, dan integrasi teknologi dan etnomatematika dalam mendukung kemampuan berpikir kritis siswa.
Copyright (c) 2025 Allen Retta, Ratu Ilma Indra Putri, Zulkardi Zulkardi, Ely Susanti https://creativecommons.org/licenses/by-sa/4.0
Pengembangan Buku Ajar Teori Bilangan untuk Mendukung Pembelajaran Mandiri Mahasiswa
Penelitian pengembangan ini bertujuan untuk menghasilkan buku ajar Teori Bilangan di perguruan tinggi yang valid, praktis, serta memiliki efek potensial terhadap hasil belajar mahasiswa, sekaligus mendukung pembelajaran mandiri mahasiswa. Pengembangan buku ajar mengacu pada model ADDIE yang meliputi tahap analisis, perancangan, pengembangan, implementasi, dan evaluasi. Subjek penelitian terdiri atas 28 mahasiswa semester I Program Studi Pendidikan Matematika Universitas PGRI Palembang Tahun Akademik 2023/2024Instrumen penelitian yang digunakan terdiri atas lembar penilaian ahli untuk mengkaji tingkat kevalidan, angket tanggapan mahasiswa guna menilai kepraktisan, serta tes hasil belajar untuk mengetahui efek potensial dari penggunaan buku ajar. Hasil penelitian menunjukkan bahwa buku ajar Teori Bilangan yang dikembangkan dinyatakan valid berdasarkan penilaian para ahli. Buku ajar juga dinyatakan praktis dengan skor rata-rata kepraktisan sebesar 3,19 yang termasuk kategori baik. Selain itu, buku ajar memiliki efek potensial terhadap hasil belajar mahasiswa dengan persentase ketuntasan sebesar 75%. Struktur buku ajar yang sistematis, bertahap, dan dilengkapi tujuan pembelajaran, contoh soal, serta latihan mandiri pada setiap bab menunjukkan bahwa buku ajar ini mampu memfasilitasi pembelajaran mandiri mahasiswa dalam memahami konsep dan pembuktian pada mata kuliah Teori Bilangan.
Copyright (c) 2025 Marhamah Marhamah, Anggria Septiani Mulbasari, Destiniar Destiniar, Eka Fitri Puspa Sari https://creativecommons.org/licenses/by-sa/4.0
Efektivitas Penggunaan Media Wordwall untuk Materi Statistika kelas XI SMK
Teknologi memegang peranan krusial dalam transformasi dunia pendidikan, salah satunya melalui pemanfaatan media interaktif seperti Wordwall. Penelitian ini dilatarbelakangi oleh rendahnya minat dan kesulitan siswa dalam memahami matematika akibat pola pengajaran konvensional yang cenderung monoton dan minim integrasi perangkat elektronik. Sebagai solusi, penelitian ini mengkaji efektivitas penggunaan media Wordwall pada materi statistika bagi siswa kelas XI SMK Azzahro Palembang. Dengan menggunakan metode deskriptif kuantitatif, data dikumpulkan melalui teknik observasi, wawancara, tes, dan angket respons siswa. Hasil penelitian menunjukkan rata-rata hasil belajar siswa mencapai 80%, dengan tingkat respons positif sebesar 89,52%. Temuan ini mengindikasikan bahwa media Wordwall efektif digunakan dalam pembelajaran statistika serta memberikan pengalaman belajar baru yang diharapkan mampu berkontribusi pada peningkatan kualitas pendidikan matematika.
Copyright (c) 2025 Anisa Amalia, Nila Kesumawati, Jumroh Jumroh https://creativecommons.org/licenses/by-sa/4.0
E-Modul pada Materi Statistika untuk Menguatkan Literasi Statistika Siswa SMK
Literasi statistika diarahkan guna membekali individu dengan kecakapan dalam memahami, menafsirkan, menginterpretasikan, serta mengolah data statistik yang kerap ditemukan dalam aktivitas kehidupan. Sejalan dengan hal tersebut, penelitian ini difokuskan pada pengembangan e-modul statistika yang mampu memperkuat literasi statistika siswa SMK serta memenuhi aspek kevalidan, kepraktisan, dan efek potensial. Pendekatan penelitian yang diterapkan adalah Research and Development (R&D) melalui model ADDIE yang meliputi tahap analisis, perancangan, pengembangan, implementasi, dan evaluasi. Siswa kelas X AKL 1 SMK Muhammadiyah 2 Palembang sebagai subjek penelitian dengan jumlah 16 orang. Data dikumpulkan melalui lembar validasi, angket respons siswa, dan tes hasil belajar. Analisis data dilakukan untuk menilai tingkat kevalidan, kepraktisan, serta efek potensial produk yang dikembangkan. Hasil penilaian dari tiga validator menunjukkan bahwa e-modul memperoleh nilai rata-rata sebesar 89.16% dan termasuk dalam kategori sangat valid berdasarkan aspek media, materi, dan kebahasaan. Uji kepraktisan kepada peserta didik menghasilkan nilai rata-rata 84.28% dan termasuk dalam kategori sangat praktis ditinjau dari aspek tampilan, penyajian materi, dan kemudahan penggunaan, sehingga e-modul dinilai mudah digunakan serta dipahami. Selain itu, hasil tes belajar menunjukkan rata-rata pencapaian sebesar 72.39% dengan kategori baik. Dengan demikian, e-modul statistika yang dikembangkan memiliki efek potensial yang baik dalam memperkuat literasi statistika siswa SMK, khususnya pada kemampuan memahami, menentukan, dan menyajikan data. Temuan penelitian mengindikasikan bahwa penerapan teknologi pembelajaran yang sesuai dengan konteks materi berkontribusi secara signifikan terhadap proses dan hasil belajar.
Copyright (c) 2025 Anisah Putri Anisah, Misdalina Misdalina, Dina Octaria https://creativecommons.org/licenses/by-sa/4.0