MATHEMA: JURNAL PENDIDIKAN MATEMATIKA

Madura Batik Ethnomatematics: Mathematical Reasoning in Plane Figures

Shela Hardidesti Mariska, Retno Marsitin, Riski Nur Istiqomah Dinnullah — Sat, 24 Jan 2026 11:00:25 +0700

The ethnomathematics approach can simplify mathematical reasoning for students while introducing cultural knowledge. Mathematical concepts in culture are discovered through mathematical reasoning. This research is important to conduct because Madurese batik motifs contain the concept of flat shapes and mathematical reasoning which have the potential to become a source of contextual mathematics learning based on local culture.The purpose of this study is to describe students' mathematical reasoning in Madurese batik ethnomathematics, particularly in plane geometry, through mathematical reasoning indicators. This study adopted a qualitative descriptive research method. The researcher selected 20 participants as subjects and grouped them into high, medium, and low groups based on the results of the reasoning test answers that had the same tendency in writing steps and answers. Therefore, the interview process used two students per group. Data processing was carried out through descriptive analysis and triangulation analysis based on the test results, interviews, and field notes. The results were then reduced, followed by data presentation and conclusion drawing. The results of the study showed that the achievement of mathematical reasoning indicators with all students being able to make assumptions about problems, 16 students being able to prepare mathematical steps, 16 students being able to make conclusions about answers, and 3 students being able to provide arguments/reasons as truth. In addition, at high mathematical reasoning ability, students were able to fulfill all mathematical reasoning indicators. At medium mathematical reasoning ability, students were able to fulfill two mathematical reasoning indicators. At low mathematical reasoning ability, students were not able to fulfill the mathematical reasoning indicators.These results suggest that implementing ethnomathematics can facilitate students' mathematical reasoning. This research has implications for the development of ethnomathematics-based contextual mathematics learning that can enhance mathematical reasoning while preserving Madurese batik culture.

Development and Validation of Mathematical Critical Thinking Ability Instrument Using Rasch Measurement

Nur Afifah, Tasya Pebrianti, Syafika Ulfah — Sat, 24 Jan 2026 00:00:00 +0700

This instrument has been confirmed to be suitable for measuring students' mathematical thinking skills. It’s validity and reliability have been confirmed through verification, including Wright Map analysis conducted using Winstep software. This research is important to produce a valid, reliable, and Wright map instrument for mathematical critical thinking skills. A properly developed instrument will help measure students' abilities more accurately and objectively. This research utilized a quantitative methodology through the application of a survey approach, The data was obtained by applying a tool for measuring critical thinking skills in mathematics to 299 10th grade students at a secondary school in North Jakarta. This measurement instrument consists of three questions covering four indicators of critical thinking skills in mathematics. The measurement tool consists of three questions with four indicators of mathematical critical thinking skills. The validity test results show that all three questions are valid based on the three categories in the item fit order table. Additionally, in the reliability test using Cronbach's Alpha (KR-20), the results showed that the questions were reliable with a value of 0.75. The results of the Wright Map analysis showed two categories, namely indicators and gender. In the indicator category, students have difficulty in drawing conclusions from the results obtained, which are included in the inference indicator. Meanwhile, the gender category shows that female students have higher mathematical critical thinking skills than male students with a percentage value of 16.38%. Proven instruments can help teachers to accurately support and assess the development of students' cognitive abilities.
Keywords: validity, reliability, Wright map, Rasch, mathematical critical thinking skills.

Meta Analysis The Effect of Challenge Based Learning on Mathematics Thinking Ability

Alfauzan Ridho Zulfikri, Ardhi Prabowo, Scolastika Mariani, Isnaini Rosyida — Sat, 24 Jan 2026 11:13:23 +0700

This research aims to analyse the effect of implementing the Challenge Based Learning (CBL) model on students' mathematics thinking ability through a meta-analysis approach. Although mathematics plays an important role in developing students' mathematics thinking ability, international studies such as PISA show that mathematical skills in Indonesia are low. One strategy to improve these skills is through innovative learning models, one of which is CBL. CBL combines problem-based learning, project-based learning, and real-life contexts to solve relevant challenges. Based on a literature review, the application of CBL has been proven effective in improving mathematics thinking abilily such as creative thinking, critical thinking, mathematical reasoning, and numeracy literacy. Meta-analysis combines data from relevant studies by calculating the effect size to evaluate the impact. The results of the analysis show that the CBL model has a very high influence on students' mathematics thinking ability, with an average effect size of 4.028, which is classified as very high. The t-test also confirmed that there was a significant difference between the pretest and posttest scores (tcount = 35.05 > ttable = 19.97), confirming that CBL had an effect on improving mathematical thinking skills. Based on these findings, the CBL model is recommended as a learning model to improve mathematical thinking skills in mathematics education.

Meta Synthesis: Ethnomathematics-Based PISA Questions on Secondary School Students' Mathematical Literacy

Aida Istiqomah, Zaenuri Zaenuri, Scolastika Mariani, Isnaini Rosyida — Sat, 24 Jan 2026 11:17:55 +0700

Mathematical literacy is one of the skills assessed in the PISA test. The results of the PISA international assessment show that Indonesian students' mathematical literacy skills are not yet optimal. An effort to evaluate suboptimal mathematical literacy is to use questions with an ethnomathematics-based PISA framework. This study aims to synthesize various studies discussing ethnomathematics-based PISA questions used to assess the mathematical literacy of secondary school students. The research method used is a Literature Review with meta-synthesis techniques, which analyzes five selected articles published in 2020–2025 from the Scopus, Google Scholar, and Semantic Scholar databases. The inclusion criteria focused on qualitative studies with junior high and high school students as subjects that discussed mathematical literacy skills through a cultural context. The results of the study show that local cultural elements such as traditional food, Sidoarjo batik, and Gambang musical instruments are effective contextual media in connecting mathematical concepts with students' real lives. The most frequently appearing indicators of mathematical literacy are communication and mathematizing, while the indicators of reasoning and argument remain a major challenge for students. PISA questions with an ethnomathematics nuance are able to strengthen students' understanding of mathematics and instill local cultural values, thereby improving mathematical literacy. Thus, the integration of local culture in mathematics learning is an effective strategy for strengthening mathematical literacy skills and instilling cultural awareness in students in accordance with the PISA framework.

Systematic Literature Review: The Letter of the Ethnomathematics Approach in Improving Critical Thinking Skills

Faza Intan Azzahra, Nuriana Rachmani Dewi, Zaenuri Zaenuri, Walid Walid — Sat, 24 Jan 2026 11:22:44 +0700

This study aims to examine the implementation of the ethnomathematics approach in mathematics learning to improve the critical thinking skills of junior high and high school students. The method used is a Systematic Literature Review (SLR) of 19 relevant articles published between 2020 and 2025. Articles were selected through Google Scholar, Semantic, and Scopus with strict inclusion and exclusion criteria. The analysis shows that the integration of local cultural contexts with mathematics material significantly improves critical thinking skills through the interpretation of mathematical concepts in real life. The summary of findings highlights an increase in motivation, conceptual understanding, and analytical skills, symbol interpretation, and mathematical argumentation. Many studies report successful implementation through various innovative learning models such as inquiry-based learning, problem-based learning, and the use of digital media such as 3D e-modules, Android applications, and virtual reality that link local culture with mathematics material. These findings recommend an ethnomathematics approach as a contextual strategy to improve student engagement, understanding, and critical thinking skills.

Development of Mathematics Learning Media Using Kvisoft Flipbook Application for Linear Programming Material

Resdiana Safithri — Sat, 24 Jan 2026 11:28:47 +0700

This research aims to produce valid and practical mathematics learning media using the Kvisoft flipbook application for linear programming material, and to evaluate its potential effect on student learning outcomes. This study employed the ADDIE method (Analysis, Design, Development, Implementation, and Evaluation). Data collection techniques included observation, interviews, validation sheets, questionnaires, and a test consisting of 5 post-test questions. The validity test was conducted by material experts, media experts, language experts, as well as a material expert assessment of the post-test questions. The subjects of this study were 24 students from class XI 5 of SMA N 5 Jambi City. The small group product trial was conducted at the implementation stage with 10 students from class XI 2, while the large group trial was conducted on 24 students from class XI 4. The assessment results showed a percentage of 95.3% for material with a "very valid" category, 96% for media with a "very valid" category, and 96% for language with a "very valid" category. For practicality, the percentage obtained was 97% with a "very practical" category by the subject educator. In the small group trial stage, the Kvisoft flipbook learning media for linear programming material obtained a percentage of 97.69% with a "very practical" category, and in the large group trial stage, the practicality questionnaire percentage was 95.51% with a "very practical" category. For effectiveness, the percentage obtained was 87.50% with a "very effective" category. Based on the analysis results of the validator questionnaires, student and teacher responses, it can be concluded that the Kvisoft flipbook learning media for linear programming material for class XI is valid, practical, and has a potential effect on student learning outcomes.

Deep Learning Approach in Toraja Culture-Based Mathematics Learning and its Effect on Primary Students’ Problem-Solving Skills

Yanti Lisa Lambe, Suri Toding Lembang, Ranak Lince — Sat, 24 Jan 2026 11:34:01 +0700

This study aims to explore the Deep Learning approach in Toraja culture-based mathematics learning on the problem-solving skills of junior high school students. The research used an embedded sequential explanatory mixed methods design, with a quantitative approach as the primary method and a qualitative approach as supplementary. The subjects consisted of an experimental group and a control group. Quantitative data were collected through pre- and post-treatment essay tests and analyzed using ANCOVA, while qualitative data were obtained through interviews analyzed thematically. The results indicate that the Toraja culture-based Deep Learning approach had a significant effect on improving problem-solving skills (F(1,54)=48.206; p<.001) with a large effect size (ηₚ²=0.471). Qualitative data reinforce these findings by showing increased student engagement, reflection, and metacognitive awareness. The integration of Toraja culture into Deep Learning strengthens the meaning, relevance, and transfer of mathematical knowledge within students' socio-cultural context.

Analysis of Students' Creative Thinking Abilities in Mathematics Problems on Arithmetic Sequences and Series at SMA Negeri 1 Sedayu

Riska Natasi Br Ginting, Suhartati Suhartati, Naela Faza Fariha — Sat, 24 Jan 2026 11:40:10 +0700

This study employs a descriptive qualitative approach, utilizing a case study method, to explore students' creative thinking abilities in depth when solving mathematical problems related to arithmetic sequences and series. The research subjects were 35 grade X students of SMA Negeri 1 Sedayu who were selected using a purposive sampling technique. Data were collected through essay tests that measure four indicators of creative thinking abilities: fluency, flexibility, originality, and elaboration, as well as semi-structured interviews and documentation of student work results. Data validity was tested through triangulation and observational persistence. The results showed that most students were classified as creative to very creative (77.1%). Fluency and flexibility aspects dominated, while originality and elaboration still varied among students. This study emphasizes the importance of providing open-ended questions and reflective learning to improve mathematical creative thinking abilities.

Spatial Ability in Mathematics Learning: A Systematic Review from the Perspective of Technology and Learning Models

Sat, 24 Jan 2026 14:23:47 +0700

This study aims to examine the role of technology and learning models in improving students’ spatial abilities in mathematics learning. Using the Systematic Literature Review (SLR) method guided by the PRISMA framework, this study analyzed seven relevant articles published between 2020 and 2025 from reputable databases such as Google Scholar, Semantic Scholar, and SINTA. The findings indicate that various learning technologies, including GeoGebra, Augmented Reality (AR), Virtual Reality–based mobile learning, Math City Maps, and Adobe Flash, have a positive impact on supporting visualization, interaction, and students’ understanding of geometric and spatial concepts. In addition, constructivist-oriented learning models such as Problem Based Learning (PBL), Guided Discovery Learning, Contextual Teaching and Learning (CTL), the Van Hiele model, and Thinking Aloud Pair Problem Solving (TAPPS) provide more meaningful learning experiences by encouraging active exploration, discussion, and independent construction of spatial concepts. The results further demonstrate that the integration of interactive and immersive technologies with appropriate learning models produces a synergistic effect in enhancing students’ mathematical spatial abilities. These findings offer an important foundation for educators in designing mathematics instruction that is more innovative, contextual, and aligned with the characteristics of the digital generation. Future research is recommended to further investigate the effectiveness of specific combinations of technologies and learning models in authentic classroom settings

A Systematic Study: The Use of Artificial Intelligence and Search Engines in Mathematics Learning

Yuanda Oktrin Lay, Jailani — Sat, 24 Jan 2026 14:27:46 +0700

Mathematics education in the digital age faces new challenges and opportunities with the advent of technology. Artificial Intelligence and Search Engines have become tools that are often used in the process of searching for information and learning. This study aims to identify, map, and synthesize the latest scientific research on the role, impact, and challenges of using artificial intelligence and search engines in the context of mathematics education. The method used is a systematic study of 26 relevant articles from 2016 to 2025, which are included in the Q1, Q2, and Q3 indices, obtained through a selection process similar to the PRISMA guidelines. The results of the thematic analysis revealed several key findings: (1) There was a significant boom in research trends in 2024-2025, dominated by Generative AI research (such as ChatGPT). (2) The role of artificial intelligence has evolved from intelligent tutor systems (ITS) to dialogic personal tutors (chatbots) and adaptive learning platforms. (3) The role of traditional search engines as information retrieval tools is shifting and, in some cases, being replaced by generative AI capable of synthesizing answers. (4) Consistent positive impacts reported include increased motivation, problem solving, and self-efficacy, but these are offset by challenges related to accuracy, bias, and the urgent need for AI literacy among teachers and students. This study concludes that the state of mathematics learning technology is rapidly shifting toward AI-based systems, which requires pedagogical adaptation and further research on their integration in the classroom.

Prospective Mathematics Teachers’ Creativity in Developing Mathematics Problems Based on Ethnomathematics Context and AKM Framework

Eka Sulistyawati, Dwi Shinta Rahayu — Mon, 26 Jan 2026 09:53:04 +0700

Developing instrument tests is an important skill for prospective teachers. The implementation of the Merdeka Curriculum is a means to meet 21st-century skills, one of which is numeracy literacy. This study aims to describe the creativity of prospective teachers and the cognitive level of the developed mathematics problem oriented with Minimum Competency Assessment (AKM) using ethnomathematics context. This qualitative research employed a phenomenological approach, with subjects 7th-semester prospective teachers at an Islamic higher education. Stratified random sampling and maximum variation sampling techniques were used to select 12 students from 96 based on prerequisite course grades. Student creativity in constructing problems was assessed using rubrics based on creativity indicators: fluency, flexibility, and elaboration. The Gwet AC1 Coefficient was used to ensure agreement on the scoring results. Based on the fluency indicator, the results showed that the algebra content was the most difficult to develop, while the measurement and geometry content was the easiest. Based on the flexibility indicator, the majority of the problems were at the application level, and the fewest were at the reasoning level. Considering the level of problems, content on measurement & geometry, data & uncertainty, and algebra were least frequently developed into reasoning-level problems. Based on the problem type in the elaboration indicator, the majority of students developed problems that did not contain new additional information. The least frequently developed problem type was one that included additional information but was not necessary to solve the problem. The findings of this study imply the necessity of measuring teachers' numeracy literacy skills before students' numeracy literacy is developed and measured, as well as the importance of problem development training.

Analysis of Students’ Conceptual Understanding of Pythagorean Prerequisite Concepts

Retno Ayu Wulandari, Yelli Ramalisa, Duano Sapta Nusantara — Mon, 26 Jan 2026 10:03:59 +0700

This study aims to determine students' ability to understand the prerequisite material for Pythagorean concepts. The study was conducted using a descriptive qualitative approach. The subjects of this study were students of class VIII B at SMP Adhyaksa 1 in Jambi City. Data collection involved written tests, interviews, and documentation, followed by analysis through data reduction, data presentation, and the formulation of conclusions. Data analysis was conducted based on concept comprehension indicators, namely 1) restating a concept, 2) writing down concepts in various mathematical representations, 3) using certain procedures, and 4) applying a concept. Based on the findings, of the 14 students, 7 were classified as having low comprehension, 5 were categorized at a moderate level, and 2 students achieved a high level of comprehension. This shows that students' conceptual understanding abilities vary. The results of the study show that students' conceptual understanding of the prerequisite material on Pythagoras tends to be low, with 50% in the low category. Some students showed fairly good achievement in the indicators of restating concepts and representing concepts. However, students were still weak in the indicators of selecting and using specific procedures and applying concepts.

Unveiling Cognitive Dynamics and Classroom Culture: A Literature Review of Qualitative Research in Mathematics Education

Mon, 26 Jan 2026 10:12:05 +0700

This study aims to analyze the contribution of qualitative research approaches, particularly ethnography and case studies, in unveiling the interplay between classroom culture and students' mathematical thinking processes. Using a literature review method, this study synthesizes scholarly sources from 2015 to 2025 to deepen the understanding of how social context influences cognitive construction in mathematics education. The findings reveal that mathematical thinking is not an isolated cognitive activity but is deeply embedded in classroom culture. Ethnographic approaches effectively uncover the "hidden curriculum" and cultural norms that shape learning, while case studies provide granular insights into students' specific cognitive hurdles. The integration of these approaches with constructivist pedagogies, such as Realistic Mathematics Education (PMRI), offers a robust framework for creating more meaningful and culturally responsive learning environments. This study concludes that qualitative inquiry is essential for bridging the gap between individual cognition and social context, providing a humanistic perspective on mathematics education.

The The Effect of Problem Based Learning Integrated with Deep Learning on Students’ Mathematical Reasoning Ability

Zakiya Amalia Hartanto Putri, Hepsi Nindiasari — Mon, 26 Jan 2026 10:47:38 +0700

This study aims to determine the effect of the Problem Based Learning model integrated with Deep Learning on junior high school students’ mathematical reasoning ability, as well as the level of improvement after the learning intervention. This research employed a quantitative approach using a quasi-experimental One-Group Pretest–Posttest design. The sample consisted of one class of junior high school students who received problem-based learning with a deep learning approach over four sessions. The research instrument was a mathematical reasoning test administered before and after the intervention. Data were analyzed using descriptive statistics, normality testing, paired sample t-test, and N-Gain analysis. The results show that the Problem Based Learning model with Deep Learning has a significant effect on students’ mathematical reasoning ability, indicated by a significance value of p < 0.05. Furthermore, the N-Gain analysis revealed a moderate level of improvement. Thus, the Problem Based Learning model integrated with Deep Learning is effective in enhancing students’ mathematical reasoning ability.

A Meta Analysis – Factors That Influence the Level of Statistical Reasoning of Students in Indonesia

Amelia Destiana, Nurul Astuty Yensy — Mon, 26 Jan 2026 10:50:51 +0700

In today's digital world, Indonesian students face significant challenges with statistical reasoning, a crucial 21st-century skill needed for data interpretation and informed decision-making in academic and daily contexts. To address this educational gap, researchers conducted a comprehensive meta-analysis of 17 empirical studies published from 2012-2024, systematically examining various factors that influence students' statistical reasoning abilities in Indonesia. The study methodically categorized these influences into internal factors stemming from individual student characteristics and external factors related to environmental and instructional elements. The findings revealed that the implementation of Contextual Teaching and Learning (CTL) combined with Realistic Mathematics Education (RME) learning models had the most significant positive impact on enhancing students' statistical reasoning capabilities. These research results provide valuable evidence-based insights for educators, curriculum developers, and policymakers to create more effective educational frameworks and teaching strategies that can substantially enhance statistical literacy among Indonesian students, ultimately improving their capacity for data-driven decision-making in both formal educational settings and practical real-world applications.

Analysis of Instrument Quality in Measuring Mathematical Logical Thinking Ability

Mon, 26 Jan 2026 11:13:24 +0700

The ability to think logically in mathematics is a skill that must be developed through instruction. One strategy for developing this ability is the use of high-quality instruments. Therefore, this study aims to analyze the quality of a mathematical logical thinking ability test instrument in terms of its validity, reliability, difficulty index, and discriminating power using SPSS and Microsoft Excel. This research employed a quantitative method with an evaluative analysis approach. The subjects in this study were students of class VII.6 and VII.8 at SMPN 26 Bandarlampung. The instrument used was a descriptive test consisting of ten items, developed based on four indicators of logical thinking ability, namely the ability to interpret information, the ability to predict, the ability to solve problems, and the ability to draw conclusions. The results of this study indicate that: (1) the quality of the logical thinking ability test instrument meets the criteria for 100% validity; (2) the reliability of the logical thinking ability test instrument is 0.775, categorized as reliable; (3) the difficulty level analysis shows that nine items fall into the moderate category and one item falls into the easy category; (4) the discrimination power analysis shows that four items have good discriminating power and six items have fair discriminating power.

Students’ Mathematical Critical Thinking Skills and Self-Esteem as a Basis for PjBL–STEM

Cholifah, Nuriana Rachmani Dewi — Mon, 26 Jan 2026 11:21:26 +0700

Mathematical critical thinking skills are essential 21st-century competencies that must be developed through mathematics learning. However, results from international and national assessments indicate that these skills remain low among junior high school students. This study aims to describe the mathematical critical thinking skills and self-esteem of eighth-grade students at SMP Negeri 10 Semarang as a basis for designing innovative learning using a Project-Based Learning (PjBL) model with a STEM approach assisted by flipbook-based media. This study employed a descriptive quantitative design involving 31 eighth-grade students. Data were collected through a mathematical critical thinking skills test and an interview with a mathematics teacher. The results showed that the average score of students’ mathematical critical thinking skills was 31.77, with most students categorized at a low level. Interview findings indicated that students’ self-esteem tended to be moderate to low, characterized by low confidence, passive participation, and reluctance to engage with non-routine problems. These findings highlight the need for learning designs that simultaneously address cognitive and affective aspects through flipbook-assisted PjBL–STEM learning.

Bibliometric Analysis of Research on Mathematical Problem-Solving Ability Using VOSviewer and Google Scholar (2010–2025)

Laila Rahmi S, Pinta Deniyanti Sampoerno, Flavia Aurelia Hidajat — Mon, 26 Jan 2026 11:29:30 +0700

Mathematical problem-solving skills are a key competency of the 21st century and are an important focus in mathematics education. This study aims to map the development of research on mathematical problem-solving skills in the period 2010–2025 using a bibliometric approach based on Google Scholar. Data were collected through Harzing's Publish or Perish (PoP) using keywords related to mathematical problem solving/problem solving ability and exported in .CSV and .RIS formats. The metadata were then cleaned and normalized using Microsoft Excel, then analyzed using VOSviewer to produce network, overlay, and density visualizations. The results of the analysis show an increasing publication trend since 2015, peaking in 2021–2022, then declining in 2023–2025, which is thought to be influenced by the limited coverage of current data. Co-occurrence mapping formed several main clusters: (1) learning models and problem-solving development, (2) skills/abilities as learning outcomes, (3) educational context and learning influences, (4) problem-solving processes and strategies as well as affective factors (self-efficacy), and (5) assessment and ability indicators. The overlay findings indicate that current topics for 2021–2025 are shifting toward affective factors and self-regulation, such as self-efficacy, mathematical resilience, independence, and the study of strategies and processes. Overall, research is still dominated by cognitive and pedagogical factors, while integrative exploration of affective aspects and the development of comprehensive assessment instruments remain limited. This mapping provides a basis for formulating directions for further research and strengthening the design of learning and assessment of mathematical problem-solving skills.

Analysis of Test Instrument Quality in Measuring Computational Thinking Skills in Seventh Grade Junior High School Ratio Material

Mon, 26 Jan 2026 11:34:20 +0700

The integration of computational thinking in mathematics learning is essential to support 21st-century skills; however, assessment practices in schools still inadequately measure students’ thinking processes. This study aims to analyze the quality of a test instrument designed to measure junior high school students’ computational thinking ability on ratio material. A quantitative descriptive-evaluative method was employed involving 64 seventh-grade students. The instrument consisted of five contextual essay items developed based on computational thinking indicators: decomposition, pattern recognition, abstraction, generalization, and algorithmic thinking. Item analysis was conducted to examine validity, reliability, difficulty index, and discrimination power. The results indicate that all items were valid and the instrument showed high reliability (α = 0.81). The difficulty levels ranged from easy to moderate, while the discrimination power was categorized as sufficient to good. These findings demonstrate that the instrument is valid, reliable, and appropriate for measuring students’ computational thinking ability in mathematics learning at the junior high school level.

Improving Mathematics Achievement of Special Sports Class Students Through Project-Based Learning: A Quasi-Experimental Study

Meilani Putri Pertiwi, Christina Eva Nuryani, Koryna Aviory — Mon, 26 Jan 2026 11:37:02 +0700

This research aims to determine the effect of Project-Based Learning on mathematics learning achievement in Special Sports Class (SSC) students. This quasi-experimental study uses a posttest-only control design. Sampling was conducted using random sampling, with two classes selected as the experimental and control groups. The instruments used were validated learning achievement tests and observation sheets to measure the implementation of learning. Data analysis was performed using the t-test with normal and homogeneous assumptions. The results of the analysis of the implementation of learning were in the very good category with an average of 98.25%. Based on the hypothesis test, it was found that p-value = 0.000 < 0.05, so H₀ was rejected. This shows that the mathematics achievement of SSC students at SMA Negeri 1 Sewon is more influenced by the project-based learning model than the cooperative model.

Analysis of Students' Mathematical Misconceptions in Solving Contextual Problems in Fractional Number Material

Nurma Izzati, Siska Zahara — Mon, 26 Jan 2026 11:39:21 +0700

This study aims to describe the forms of mathematical misconceptions of students in solving contextual problems in fractional number material. The research used a descriptive qualitative approach and was carried out at SD Negeri 1 Gandasoli, Kuningan Regency. The subjects of the study were all students of class V totaling 39 people. Data was obtained through a written test in the form of contextual description questions about fractional numbers that have gone through the validity test stage. Based on the test results, students were classified into three levels of mathematical ability, namely high, medium, and low, then 9 students were selected as sample subjects for in-depth analysis. Data analysis is carried out through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show that students still experience various types of mathematical misconceptions, including misconceptions of translation, signs, calculations, systematic, concepts, and strategies. Misconceptions of translation and signs were found at all levels of mathematical ability, while calculating, systematic, and conceptual misconceptions appeared in students of medium and low ability. Strategic misconceptions are only found in students with low mathematical ability. These findings show that the complexity of misconceptions increases as students' mathematical ability levels decrease, so learning that emphasizes understanding concepts and meaningful problem-solving in fractional number material is needed.

Differentiated Learning Model Based on the Cambridge Curriculum: A Case Study of Self Regulated Learning Ability and Mathematics Learning Achievement

Nadya Amalia, Ismaini Sitompul, Muhammad Khaedir Lutfi, Ima Hilmiatur Rosidah — Mon, 26 Jan 2026 11:47:12 +0700

This study aims to analyze the implementation of a differentiated learning model based on the Cambridge Curriculum and its impact on students’ Self-Regulated Learning (SRL) skills and mathematics learning achievement. The research employed a mixed-methods approach with an embedded experimental design, in which quantitative and qualitative data were collected simultaneously to obtain a comprehensive understanding of the model’s effectiveness. The research subjects were Cambridge Lower Secondary students at a private school in Indonesia that implements the Cambridge Curriculum. The instruments used included a mathematics achievement test, an SRL questionnaire, and an observation checklist of learning activities.

The results indicate that the implementation of differentiated learning significantly improved students’ learning outcomes compared to conventional instruction, particularly in problem-solving skills and understanding of basic mathematical concepts. In addition, there was an improvement in students’ self-regulation abilities, including goal setting, selection of learning strategies, and self-reflection. It can be concluded that the integration of differentiated learning with the Cambridge Curriculum is effective in enhancing student engagement, learner autonomy, and academic achievement in mathematics learning.

Improving Integral Concept Understanding Ability through ICT: Systematic Literature Review

Lina Nurhayati, Nurmala Setianing Putri, Bill Chairy Rizki Bustaren — Mon, 26 Jan 2026 11:51:24 +0700

Understanding the concept of integral is critical for engineering students, particularly civil engineering students. Many civil engineering students struggle to understand the concept of antiderivatives and the procedure for calculating integral. The objective of this study was to examine if technology, especially information and communication technology (ICT), can significantly improve civil engineering students' knowledge of the integral. The research sample comprises ten studies that employ diverse research approaches to investigate the impact of integrating ICT, including GeoGebra, Maple, MATLAB, and Other technologies, on enhancing knowledge of integral concepts. The method employed was a Systematic Literature Review (SLR) that followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. ERIC, SCOPUS, and Google Scholar-indexed journals published between 2012 and 2023 were sampled. The findings revealed that studying with Maple and Integrating technology has a significant impact on helping students comprehend integrals. It is demonstrated by the effect size values of 1,23 and 1,26, respectively.

Quality Analysis of Mathematical Representation Test Instruments in Junior High School Statistics

Mon, 26 Jan 2026 12:42:53 +0700

This study aims to analyze the quality of an essay test instrument measuring students’ mathematical representation ability on eighth-grade statistics material, which was administered to ninth-grade students at SMP Negeri 1 Bandar Lampung. The analysis covers item validity, reliability, difficulty level, and discrimination index. This study employed a quantitative approach with a descriptive method. The research subjects were 27 ninth-grade students, while the object of the study consisted of six essay items on statistics that were developed based on indicators of mathematical representation ability. The results show that only three items (numbers 2, 4, and 6) meet the validity criteria, while items 1, 3, and 5 are invalid. The reliability coefficient of the instrument is 0.685, which falls into the moderate category and is therefore acceptable. All items are categorized as easy based on the difficulty index analysis. However, the discrimination index analysis indicates that all items have low discrimination power and thus fail to distinguish between high- and low-ability students. These findings imply that the instrument requires comprehensive revision, particularly in terms of difficulty level and item quality, in order to more accurately measure students’ mathematical representation ability in statistics.

Hypothetical Learning Trajectory Based on Realistic Mathematics Education in SPLDV Material: Implementation to Accommodate Differences in Junior High School Students' Initial Abilities

Miftahul Atiqoh, M Farhan Ainun Ihsani, Ulfah Zulaikha, Nining Setyaningsih — Thu, 29 Jan 2026 14:44:57 +0700

This study stems from the challenge of understanding the concept of SPLDV, which is generally still procedural and lacks meaning, as well as the diversity of students' initial abilities that influence their thinking processes and problem-solving strategies. The research method used was qualitative descriptive within the framework of Didactical Design Research (DDR) at SMP Muhammadiyah 5 Surakarta with three ninth-grade students representing high, medium, and low initial abilities as subjects. Data were collected through SPLDV concept comprehension tests and in-depth interviews. The results showed that the application of RME-based HLT helped students understand concepts gradually, starting from real contexts, situational models, mathematical models, to formal representations. Students with high initial abilities were able to fulfill all of Polya's problem-solving indicators, including the evaluation stage. Students with medium initial abilities were able to understand the problem and develop a plan but were not consistent in evaluating the results. Meanwhile, students with low initial abilities were only able to identify basic information without being able to model or implement a solution strategy. Overall, RME-based HLT proved to be effective in facilitating differences in students' initial abilities and improving their understanding of SPLDV concepts through a structured and contextual learning path.