MATHEMA: JURNAL PENDIDIKAN MATEMATIKA

The Effect Of The Guided Inquiry Learning Model On Students’ Mathematical Communication Skills

Tahta Zulfa Sya'bana — 2026-07-29

This quasi-experimental study aimed to analyze the effect of implementing the guided inquiry learning model on students’ mathematical communication skills. The research population consisted of all eighth-grade students of SMP Negeri 2 Sekampung Udik, East Lampung, in the 2025/2026 academic year, totaling 184 students. The sample of this study comprised students from classes VIII.3 and VIII.5, with 30 and 28 students respectively, selected using the cluster random sampling technique. The research design employed was a posttest-only control group design. The data analyzed were quantitative data on students’ mathematical communication skills obtained through an essay test on the topic of Systems of Linear Equations in Two Variables (SPLDV). Data analysis was conducted using a t-test. The results showed that students who learned using the guided inquiry learning model had higher mathematical communication skills than those who participated in conventional learning. Therefore, it can be concluded that the implementation of the guided inquiry learning model has a significant effect on students’ mathematical communication skills.

The Effect of Video Use in the Problem Based Learning Model on Students Mathemathical Representation Abilities

Sephia Virgiani Effendi — 2026-07-29

This study investigated the effect of video-assisted Problem-Based Learning (PBL) on students’ mathematical representation abilities. The study population consisted of all Grade VIII students of SMP Negeri 14 Bandar Lampung in the 2025/2026 academic year, encompassing eleven classes (VIII-A to VIII-K). Using purposive random sampling, 30 students from class VIII-I and 32 students from class VIII-J were selected as the research sample. The study adopted a pretest–posttest control group design, in which class VIII-J served as the experimental group and received video-assisted PBL, while class VIII-I served as the control group and received PBL without video assistance. Quantitative data were obtained through a mathematical representation ability test. The results of the t-test revealed that the increase in mathematical representation ability among students in the experimental group was significantly higher than that of students in the control group. Therefore, video-assisted PBL has a significant positive effect on students’ mathematical representation abilities.

The Effect of the Realistic Mathematics Education Approach on Students' Mathematical Communication Skills

Melda andini — 2026-07-29

This quasi-experimental research was conducted to examine the influence of the Realistic Mathematics Education (RME) approach on students’ mathematical communication abilities. The population of the study included all eighth-grade students of SMP Negeri 5 Bandar Lampung in the odd semester of the 2025/2026 academic year, consisting of 285 students. The research sample was determined through purposive sampling, involving class VIII.6 with 30 students as the experimental group and class VIII.7 with 31 students as the control group. The study applied a pretest–posttest control group design. Quantitative data on students’ mathematical communication skills were collected using a written test. The data were analyzed using descriptive statistical techniques and inferential analysis with a t-test. The findings revealed that students taught using the RME approach demonstrated a greater improvement in mathematical communication skills compared to those who received conventional instruction. Thus, it can be concluded that the application of the RME approach has a significant positive effect on students’ mathematical communication skills.

Profile of Mathematical Creative Thinking in Solving Number Pattern Problems of Grade VIII Students of SMPN 15 Palu Reviewed from the Student's Self-Efficacy

Yusrayudin — 2026-07-29

This qualitative research aims to obtain a description of the Profile of Mathematical Creative Thinking in Solving Number Pattern Problems of Grade VIII Students of SMP Negeri 15 Palu Reviewed from Student Self-Efficacy. The subjects of this study were one student who had high Self-Efficacy and one student who had Low Self-Efficacy. The instrument in this study was the researcher himself assisted by a Self-Efficacy Questionnaire, a mathematical problem-solving test and an interview guide. The data analysis techniques used included data condensation, data presentation, and conclusion drawing. The results of the study showed that subjects with High and Low Self-Efficacy at the stage of understanding the problem showed that the subjects fulfilled two indicators of creative thinking, namely the indicators of fluency and novelty. The stage of preparing a problem-solving plan showed that subjects with High Self-Efficacy fulfilled all three indicators of creative thinking, namely the indicators of fluency, flexibility and novelty, while subjects with Low Self-Efficacy only fulfilled two indicators of creative thinking, namely the indicators of Fluency and Flexibility. The stage of implementing the problem-solving plan shows that subjects with High and Low Self-Efficacy fulfill the three indicators of creative thinking, namely the indicators of fluency, flexibility, and novelty. The re-examination stage shows that subjects with High Self-Efficacy fulfill two indicators of creative thinking, namely the indicators of fluency and novelty. Subjects with Low Self-Efficacy also fulfill two indicators of creative thinking, namely fluency and flexibility.

The Effect of Problem Based Learning on Students' Mathematical Problem-Solving Skills and Self-Efficacy

Wahyu Sianipar — 2026-07-29

This study aims to determine the effect of the Problem Based learning model on mathematical problem-solving ability and self-efficacy of eighth-grade junior high school students in statistics material. Problem based learning is an innovative learning model that emphasizes the active involvement of students in the contextual problem-solving process, so it is believed to be able to encourage the development of critical thinking skills and increase students' self-confidence in their learning process and outcomes. This study used a quantitative approach with a one-group pretest-posttest pre-experimental design. The subjects in this study were 32 students of class VIII-G SMP Negeri 8 Yogyakarta who were selected through a purposive sampling technique. The research instrument consisted of a descriptive test to measure problem-solving ability and a Likert scale questionnaire to measure students' self-efficacy. The data obtained were analyzed descriptively and inferentially with a paired sample t-test. The results showed that there was an increase in the average score of problem-solving ability from 61.41 in the pretest to 81.84 in the posttest. Similarly, students' self-efficacy scores increased from an average of 45.41 to 71.22 after treatment. Statistical tests showed that the difference in scores was statistically significant (p < 0.001). These results indicate that the implementation of the Problem-Based Learning model significantly positively impacted students' problem-solving abilities and self-efficacy. Therefore, the PBL model can be used as a strategic alternative in mathematics learning to foster higher-order thinking skills and build self-confidence in completing academic tasks.

The Effect of a Problem-Based Learning Model Incorporating the Bintang Ajaib manipulative on Student Learning Outcomes and Activities

Robisha Zarifa Ribaah — 2026-07-29

This study aims to determine the effect of implementing the Problem-Based Learning (PBL) model, supported by the Bintang Ajaib teaching aids, on student learning outcomes and activities related to sequences and series in 10th grade at SMA NU Genteng Banyuwangi. This study employs a quantitative, quasi-experimental design, specifically a Nonequivalent Pretest-Posttest Control Group Design. The research sample consisted of an experimental class using the PBL model supported by the Bintang Ajaib teaching aids and a control class using conventional instruction. Data collection techniques included observation, documentation, and pretest and posttest assessments. Data analysis utilized the Shapiro-Wilk normality test, homogeneity test, and Independent Samples t-Test using SPSS version 27.0. The results showed a significance value (Sig. 2-tailed) of 0.007 < 0.05, so H₀ was rejected, and H₁ was accepted. The average learning achievement of students in the experimental class was 85.90, higher than that of the control class (79.39). In addition, student activity in the experimental class increased because students were more engaged in discussing, solving problems, and understanding concepts through concrete, engaging teaching aids. Thus, the Problem-Based Learning model, supported by the Bintang Ajaib teaching aid, is an effective alternative to mathematics instruction that improves student learning outcomes and engagement.

Analyzing Students’ Errors and Epistemological Obstacles in Sequences and Series

Marlina Wati — 2026-07-29

This study investigates students’ errors in solving sequence and series problems using Newman

Error Analysis (NEA) and examines the underlying epistemological obstacles. A descriptive

qualitative design was applied to 32 eleventh-grade students, with data collected through problem

solving tests and semi-structured interviews. The results show that transformation errors were the

most frequent (34.4%), followed by process skill errors (25.0%), comprehension errors (21.9%),

reading errors (12.5%), and encoding errors (6.2%). These findings indicate that students face

significant challenges in translating contextual problems into mathematical models and executing

accurate procedures. Furthermore, three types of epistemological obstacles were identified:

generalization, conceptual, and intuitive obstacles. This study contributes by integrating error

analysis with epistemological perspectives, providing deeper insights into students’ cognitive

processes. The findings offer practical implications for designing instruction that emphasizes

conceptual understanding and mathematical modeling

Analysis of Literacy Ability and Mathematical Problem-Solving Ability reviewed from Student Self-Efficacy

Nurma Izzati — 2026-07-31

The low levels of mathematical literacy and problem-solving skills among Indonesian students, as reflected in the 2022 PISA results, underscore the need for an in-depth study of the factors influencing these two skills, one of which is self-efficacy. This study aims to describe the characteristics of students’ mathematical literacy and mathematical problem-solving skills in relation to their level of self-efficacy. The study employed a qualitative method with a descriptive approach. The research subjects consisted of 26 eighth-grade students from Class VIII G at MTs Negeri 3 Cirebon, selected through purposive sampling; subsequently, three students were chosen based on high, moderate, and low self-efficacy categories. Data collection was conducted using a mathematical literacy test instrument, a mathematical problem-solving test instrument, and a self-efficacy questionnaire. Data analysis utilized the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions, and its validity was tested through triangulation of methods and sources. The results of the study indicate that students with high self-efficacy possess excellent mathematical literacy and problem-solving skills across nearly all indicators. Students with moderate self-efficacy exhibited an asymmetrical profile, showing weaknesses in the stages of understanding and formulating problems, yet strength in the planning and strategy implementation stages. Students with low self-efficacy demonstrated low ability across all indicators, with the most fundamental weaknesses in the stages of formulating problems and reviewing solution results. There is a consistent trend that the higher a student’s self-efficacy, the better their mathematical literacy and problem-solving skills. The problem-formulation and problem-understanding stages consistently emerge as the weakest points across all self-efficacy categories, thus requiring priority in the design of mathematics instruction.

Evaluating Character Education in Sekolah Penggerak Senior High Schools: Implications for Global Competitiveness

Fitri Kumala Dewi — 2026-07-31

Character education is widely recognized as a crucial element in enhancing educational quality in an increasingly competitive global context; however, evaluative studies that specifically investigate its implementation within the Sekolah Penggerak Program at the senior high school level remain limited. This study aims to evaluate the implementation of character education in the Sekolah Penggerak Program and to examine its outcomes and impact on students’ character development. An evaluative research approach was employed using the CIPPO model. The research was conducted at State Senior High Schools 4, 5, and 10 in Jambi City, involving principals or vice principals, teachers, and students as research participants. Data were collected through questionnaires and semi-structured interviews. Questionnaire data were analyzed using descriptive percentage analysis, while interview data were analyzed qualitatively through data reduction, data display, and conclusion drawing. The results reveal that character education has been implemented in a systematic and integrated manner through school policies, instructional practices, and school culture, with most achievement indicators classified as high to very high. Furthermore, the implementation contributes positively to students’ character development, particularly in the areas of integrity, discipline, collaboration, critical thinking, and digital literacy, thereby supporting improvements in educational quality aligned with contemporary global demands.

Statistical Learning Trajectory Using The Time Context Of Social Media Usage

Intan Permata Sari Nurullah — 2026-07-31

This study aims to design a statistical learning trajectory using social media usage time data as a starting point or learning context. The method used in this study is design research with the stages of preliminary design, design experiment and retrospective analysis. The subjects in this study were several samples of grade XI high school students. The results of this study are a hypothetical learning trajectory design in statistics learning using social media usage time data with a learning trajectory that is the time spent by students in using social media (Tiktok, Instagram and WhatsApp) to find the measure of central tendency, data location and distribution of single data and group data with agreed provisions. Students record the starting point and end point in the activity of recording students' social media usage time and finally students find a statistical formula.

The Effect of The Guided Discovery Learning Model on Students Mathematical Reasoning Skills

Stanley Gilbert Pangaribuan — 2026-07-31

This research was motivated by the gap between the importance of mathematical reasoning skills and
the reality that such skills remained relatively low among students in Indonesia. The research aimed
to determine the effect of the guided discovery learning model on students’ mathematical reasoning
skills. This research was conducted at SMP Negeri 13 Bandar Lampung during the even semester of
the 2025/2026 academic year. The eighth-grade students were distributed across 10 classes, two of
which were honors classes, namely VIII-3 and VIII-4; therefore, these two classes were excluded
from the research population. Consequently, the research population consisted of students in classes
VIII-1, VIII-2, and VIII-5 through VIII-10, totaling 8 classes. The research sample was selected using
cluster random sampling, with class VIII-2 as the control class and class VIII-7 as the experimental
class. The design used was a pretest-posttest control group design. The data in this research consisted
of quantitative data obtained through a mathematical reasoning skills test. Based on the results of data
analysis using the Mann-Whitney-U test, it was found that the increasing in mathematical reasoning
skills of students who participated in guided discovery learning was higher than students who
participated in conventional learning. Thus, it can be concluded that the guided discovery learning
model has an effect on students’ mathematical reasoning skills.

Meta-Analysis : The Influence of the Game Based Learning (GBL) Model On Students' Mathematics Learning Outcomes

Ade Dwi Oktaviani — 2026-07-31

Mathematics learning outcomes remain a challenge across various educational levels, highlighting the need for instructional approaches that enhance student engagement and understanding. One of the widely implemented approaches is Game Based Learning (GBL). This study aimed to examine the overall effect of GBL on students’ mathematics learning outcomes and to identify differences in effect sizes based on game type, sample size, and educational level through a meta-analysis approach. The study employed a meta-analysis method following the PRISMA guidelines. A total of 25 primary studies published between 2019 and 2026 that met the inclusion criteria were analyzed using JASP software. Effect sizes were calculated using Hedges’ g and synthesized through a random-effects model. The results revealed that GBL had a very large positive effect on mathematics learning outcomes, with a pooled effect size of 2.184 (95% CI [1.101, 3.268]; p < 0.001). Heterogeneity analysis indicated substantial variation among studies (Q = 1129.72; I² = 98.89%), leading to moderator analyses. The findings showed that game type (F = 0.1125; p = 0.740) and sample size (F = 0.073; p = 0.930) were not significant moderators of effect size variation. In contrast, educational level was found to be a significant moderator (F = 4.563; p = 0.009), with the largest effect size observed at the higher education level (g = 10.630). Publication bias analyses using Funnel Plot, Fail-Safe N (9076), and Trim and Fill indicated that the meta-analytic findings were highly robust and minimally affected by publication bias. These findings suggest that Game Based Learning is an effective instructional approach for improving students’ mathematics learning outcomes across different educational levels.

I The Impact of Computational Thinking Skills on Mathematics Learning – Systematic Literature Review

Adi Janes Ngingi — 2026-07-31

The demands of 21st-century education require students to possess higher-order thinking skills, with computational thinking (CT) being one of the core competencies. Although CT is crucial in helping students solve mathematical problems structurally, reality shows that students' CT skills remain moderate, and classroom instructions are predominantly procedural or rote-based. Objective:This study aims to systematically analyze and comprehensively map the impacts and research trends of integrating computational thinking into mathematics learning across various educational levels. Method: This study employed a Systematic Literature Review (SLR) method guided by the PRISMA framework. Literature searching was executed using the Scopus database, filtering for peer-reviewed journal articles, written in English or Indonesian, available in open-access format, and published between 2020 to 2028. Based on strict inclusion and exclusion criteria, the final selected articles were analyzed in-depth using bibliometric analysis and thematic synthesis. Results: The synthesis reveals that integrating CT into mathematics instructions yields significant positive impacts at elementary, junior, and senior high school levels. The core components of CT (decomposition, pattern recognition, abstraction, and algorithmic thinking) effectively enhance students' problem-solving capacities, logical reasoning, creativity, and learning motivation. Furthermore, the deployment of innovative approaches such as game-based learning, the 5E instructional model, TPACK, STEM, ethnomathematics, and digital tools (GeoGebra, Scratch, ChatGPT) consistently reinforces instructional efficacy. Nonetheless, critical challenges emerge, including variations in students' cognitive prior knowledge, constraints in assessment instruments, and teachers' misconceptions that narrow CT down strictly to computer programming or coding activities. Conclusion: The integration of CT serves as a vital bridge to transform mathematics pedagogy into a more explorative and meaningful experience, highlighting the urgent need for continuous teacher professional development and standardized CT assessment tools

Designing Mathematics Instruction Based on Problem-Based Learning to Improve the Mathematical Communication Skills of Eighth-Grade Junior High School Students

Faizah Tasya Nabila — 2026-07-31

This study aims to analyze the need to develop a Problem-Based Learning (PBL)-based mathematics instructional design to improve the mathematical communication skills of eighth-grade junior high school students. The study employed a descriptive approach and involved 31 eighth-grade students and a mathematics teacher at SMPN 2 Jakarta. Data were collected through observation, a mathematical communication skills test, a questionnaire, and interviews. The results of the study indicate that students’ mathematical communication skills remain low, particularly in constructing mathematical models, representing ideas in graphs, and explaining solutions in their own words. The average test score of 20.11 indicates that most students have not yet met the expected proficiency indicators. Furthermore, instruction remains teacher-centered, resulting in students being less active in communicating mathematical ideas. The results of the curriculum and conceptual analysis identified “Equations of Straight Lines” as a suitable topic to be developed through PBL-based instructional design. Thus, the results of this needs analysis serve as the basis for designing an instructional approach capable of facilitating the improvement of students’ mathematical communication skills.

Problem Based Learning Assisted by Wordwall in Improving Students Mathematical Reflective Thinking Skills

Siti Indah Tsuray'ya — 2026-08-01

Mathematical reflective thinking skills is one of the higher-order thinking skills that is important to develop because it helps students understand problems, determine solution strategies, and evaluate their thinking processes. However, this ability is still not optimal because students are not yet accustomed to reflecting on the problem-solving process. This study aims to analyze the effect of the Problem Based Learning (PBL) assisted by Wordwall on students' mathematical reflective thinking skill in statistics material. This study uses a quantitative approach with a quasi-experimental method and a pretest-posttest control group design. The research population consisted of 265 eighth-grade students of SMP Negeri 9 Bandar Lampung, with the sample selected using a cluster random sampling technique. The research data were obtained through a mathematical reflective thinking skill test and analyzed using the Mann–Whitney U test. The results showed that the mathematical reflective thinking skill of students who received learning using the PBL assisted by Wordwall was higher than that of students who received direct instruction learning. Thus, the PBL assisted by Wordwall has an effect on students' mathematical reflective thinking skills and can therefore be used as an alternative approach in mathematics learning.

Development of RCODE Learning Materials to Enhance Students’ Mathematical Creative Thinking Skills Based on Outcome-Based Assessment

Adi Candra Kusuma — 2026-08-03

This study aimed to develop RCODE learning materials based on Outcome-Based Assessment (OBA) to improve students’ mathematical creative thinking skills in Fourier series. The study employed a research and development approach based on the Plomp model, comprising the preliminary investigation, design, realization or construction, testing, evaluation, and revision phases. The developed products included a semester learning plan, student assignment plan, teaching module, student worksheets, a mathematical creative thinking skills test, observation sheets, a student response questionnaire, and validation instruments. A limited-scale trial was conducted involving 23 students enrolled in the Applied Bachelor’s Program in Electronics Engineering at the State Polytechnic of Malang. Data were collected through observations, interviews, questionnaires, and tests and were subsequently analyzed in terms of validity, practicality, and effectiveness. The validation results yielded an average score of 3.38 (82.5%), which was categorized as highly valid. The practicality assessment yielded an average score of 3.38 (84.5%), indicating that the learning materials could be implemented effectively and received positive responses from the students. The students’ average score increased from 56.78 on the pretest to 83.58 on the posttest, with an N-Gain score of 0.62, which was classified as moderate. The average achievement score for the indicators of mathematical creative thinking skills was 8.17. Therefore, the OBA-based RCODE learning materials were considered valid, practical, and effective in improving students’ mathematical creative thinking skills

Analysis of Learning Obstacles in Mathematical Connection Ability on Circle and Arc Material

Nafisa Alisya Rahma Alisya — 2026-08-04

Mathematical connection skills are essential in mathematics. Ideally, students connect concepts, relate mathematics to other fields, and apply them in daily life. However, these skills remain low, especially in circle material, such as the relationship between central and inscribed angles. This study describes learning obstacles related to mathematical connection skills in circles and arcs. The approach is descriptive qualitative. The research subjects consisted of 17 grade XI students and one mathematics teacher. Data collection instruments included a written test of 4 essay question with item validity coefficients ranging from 0.515to 0.796, where all items exceeded the threshold of 0.482, a learning experience questionnaire, and semi-structured interviews with teachers. The research findings identified three types of obstacles. Epistemological obstacles are evident in students' errors in understanding the relationship between central angles and inscribed angles (reversed), and erroneous arguments regarding the distance of a point to the center. Didactic obstacles stem from procedural and mechanistic learning, a lack of real-world application examples, and limited interactive learning resources. Ontogenic obstacles are reflected in difficulties visualizing word problems and errors in basic algebraic procedures. These three barriers collectively weaken mathematical connection skills, particularly in indicators of connections between mathematical concepts and the connection of mathematics to everyday life. This research contributes to mapping learning barriers, which can serve as an empirical basis for teachers and researchers in developing anticipatory didactic designs and interactive learning media to enhance students' mathematical connection skills in a more meaningful and sustainable manner.