Jurnal Math-UMB.EDU

VALIDITY AND PRACTICALITY OF ENGINEERING DESIGN THINKING-BASED STUDENT WORKSHEETS

2026-02-12T20:05:43+07:00

This study aims to determine the validity and practicality of Engineering Design Thinking (EDT)-based Student Worksheets (LKPD). The research employed a development research method using three of the four stages in the 4D (Four-D) development model, namely define, design, and develop. The research subjects consisted of one teacher and 29 students in the implementation class. The instruments used included expert validation sheets and practicality questionnaires. The results showed that the validity score of the LKPD reached 88.61%, which falls into the "very valid" category. The practicality score based on the teacher's assessment averaged 87.5%, while the students assessment averaged 85.3%, indicating a high level of practicality. Therefore, it can be concluded that the developed Engineering Design Thinking-based LKPD meets the criteria of being valid and practical for use in the learning process.

Keywords: Student Worksheets (LKPD), Engineering Design Thinking (EDT), Validity, Practicality.

MATHEMATICAL PROBLEM-SOLVING SKILLS AND STUDENTS' LEARNING INDEPENDENCE THROUGH PMRI BASED ON ENGINEERING DESIGN THINKING

2026-02-12T20:37:02+07:00

This study aims to observe the differences in students' mathematical problem-solving abilities and learning independence in learning with the Indonesian Realistic Mathematics Education (PMRI) approach based on Engineering Design Thinking (EDT), the Indonesian Realistic Mathematics Education (PMRI) approach, and conventional learning. This study is a quasi-experimental study with a pretest–posttest control group design. The study population was all seventh-grade students of SMP Negeri 7 Bengkulu City in the 2025/2026 academic year. Data analysis was carried out using one-way ANOVA. The results showed that there were significant differences in students' mathematical problem-solving abilities taught with the PMRI approach based on EDT, PMRI, and conventional learning (F = 3.629; p = 0.031 < 0.05). The average posttest of students' mathematical problem-solving abilities in the PMRI class based on Engineering Design Thinking was 28.75, the PMRI class was 26.84, and the conventional learning class was 24.42. In addition, there was a significant difference in student learning independence between the three learning groups (F = 3.734; p = 0.029 < 0.05). The average student learning independence in the EDT-based PMRI class was 73.94, higher than the PMRI class (68.95) and the conventional learning class (68.13). Based on these results, EDT-based PMRI learning is more effective in improving students' mathematical problem-solving abilities and learning independence.

Keywords: PMRI, Engineering Design Thinking (EDT), Mathematical Problem Solving Ability, Learning Independence.

DEVELOPMENT OF ESSAY INSTRUMENT TO MEASURE MATHEMATICAL CONCEPTUAL UNDERSTANDING ON SIMILARITY AND CONGRUENCE

2025-10-16T11:38:01+07:00

This study aims to develop a valid and reliable essay test instrument to assess mathematical conceptual understanding in ninth-grade junior high school students, focusing on similarity and congruence. Employing a modified 4D model (Define, Design, Develop, Disseminate), the research involved designing a test blueprint based on seven conceptual understanding indicators, expert validation using the Content Validity Ratio (CVR), and field testing to evaluate construct validity, reliability, item difficulty, and discrimination indices. The results indicated that all test items were valid, achieved a high reliability coefficient (α = 0.83), and exhibited varied difficulty and discrimination levels meeting established criteria. Consequently, this instrument is capable of comprehensively measuring students' conceptual understanding and serves as an effective assessment tool in mathematics education.

Keywords: Essay Instrument, Mathematical Conceptual Understanding, Similarity and Congruence.

DEVELOPMENT OF PROBLEM-BASED LEARNING INSTRUCTIONAL VIDEOS ON UNIFORM AND UNIFORMLY ACCELERATED LINEAR MOTION FOR JUNIOR HIGH SCHOOL STUDENTS

2026-01-03T14:50:27+07:00

Physics learning at the junior secondary school level on the topics of Uniform Linear Motion and Uniformly Accelerated Linear Motion often shows low conceptual understanding due to limited use of contextual and visual instructional media. This study aims to develop and examine the effectiveness of Problem-Based Learning (PBL) instructional videos in improving students’ conceptual understanding. The research employed a Research and Development approach using the ADDIE model and adopted a pre-experimental design with a one-group pretest–posttest involving 36 students as trial subjects. The instruments included expert validation sheets, conceptual understanding tests, and student response questionnaires. Data were analyzed using descriptive statistics, normality tests, paired-sample t-tests, and N-Gain analysis. The results showed that the instructional video product was categorized as highly feasible based on expert validation and student responses (89.7%). The students’ mean scores increased from 57.97 to 69.44, with a reduction in variance and standard deviation, indicating a more even distribution of conceptual understanding. The normality test confirmed that the data were normally distributed, and the paired-sample t-test revealed a significant difference between pretest and posttest scores (p < 0.001). The N-Gain value of 0.27 was in the low–moderate category, indicating initial effectiveness. Therefore, the developed PBL instructional videos indicate initial effectiveness in enhancing students’ conceptual understanding and can be considered a feasible instructional innovation for junior secondary school physics learning.

Keyword: learning video, Problem-Based Learning, conceptual understanding, junior high school physics, instructional innovation

IMPROVING INFORMATICS STUDENTS’ MATRIX ALGEBRA CONCEPTUAL UNDERSTANDING THROUGH A PYTHON-BASED LEARNING TRAJECTORY

2025-11-21T20:45:31+07:00

In matrix algebra courses, conceptual understanding remains low. This is due to the lack of integration and relevance of mathematics learning to their competency, namely informatics engineering. Learning trajectory instruction, characterized by sequential learning and Python computing applications relevant to students, provides a solution to improve students' matrix algebra conceptual understanding. The purpose of this study was to examine students' understanding of mathematical concepts in algebra by implementing a Python-based learning trajectory model. This study was a quasi-experimental study with posttest-only control group design. The sample was taken using a random sampling technique. A sample size of 69 students was selected, consisting of 33 students from the experimental class and 36 students from the control class. The results of this study present the difference in the average test scores for understanding matrix algebra concepts between the experimental and control classes. The t-test showed that t-test (3.469) > t-table (1.997), with α = 0.05 (df = 67), indicating that H₁ was accepted, stating that the Python-based Learning trajectory model is effective as an alternative learning strategy to strengthen students' matrix algebra conceptual understanding.

Keywords: Learning Trajectory; Python; Conceptual Understanding; Matrix Algebra

COLLABORATIVE LEARNING APPROACH TO MASTER KPK AND FPB CONCEPTS

2026-01-21T09:09:03+07:00

This research seeks to improve students' understanding of KPK and FPB concepts at SDN Cemerlang by addressing the constraints associated with the use of concrete media in mathematics instruction. Through the ADDIE model R&D method, Dakonball media based on Collaborative Learning was developed with 40 students. The validation results of material experts (93%), media (100%), and practitioners (93%) stated that the product is very feasible. The implementation showed a significant increase in learning outcomes, from an average of 35.13 pre-tests to 83.19 in the post-test. The results of the Paired Sample T-Test showed a significance value of 0.000, which is below the significance threshold (α = 0.05). With an N-gain of 0.73 (high category) and a positive response from students (90%), Dakonball media proved to be valid, practical, and statistically effective as an interactive mathematics learning solution in elementary schools.

Keywords: Collaborative Learning; Dakonball; KPK and FPB; Elementary School

ETHNOMATHEMATICS-BASED COGNITIVE ASSESSMENT MODEL FOR DYSCALCULIA STUDENTS

2026-02-06T10:43:53+07:00

This research is motivated by the learning difficulties experienced by students with dyscalculia in mathematics, particularly in understanding numerical concepts and performing basic arithmetic operations. This study aims to develop an ethnomathematics-based cognitive assessment model using the traditional congklak game and question cards to assess students' cognitive abilities in learning mathematics. This study uses the Research and Development (R&D) method with the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research participants were six seventh-grade students with dyscalculia identified through a screening test. The developed model was tested with content validity and reliability tests. Content validity was validated by two experts, namely a subject matter expert and a media design expert, to evaluate the content and feasibility of the assessment model design. The results showed that the model achieved a validity score of 96.88% from the media expert and 93.75% from the subject matter expert, indicating that the product is valid. Furthermore, the reliability test using Inter-Rater Reliability (ICC) produced a value of 0.892, indicating very high reliability. These findings suggest that an ethnomathematics-based cognitive assessment model can be used as an alternative tool to assess the cognitive abilities of students with dyscalculia in adding and subtracting integers through culturally relevant learning activities.

Keywords: Assessment cognitive; Ethnomathematics; Dyscalculia; Congklak

EXPLORING STUDENT PERCEPTIONS: VISUALIZING ABSTRACT CONCEPTS IN DESCRIPTIVE GEOMETRY USING GEOGEBRA

2026-01-14T16:15:08+07:00

Descriptive Geometry is a fundamental course that demands high-level spatial visualization skills, where students often face significant cognitive challenges in projecting three-dimensional (3D) objects onto two-dimensional (2D) planes using conventional methods. This study aims to deeply explore student perceptions regarding the use of the dynamic geometry software GeoGebra as a medium for visualizing abstract concepts in this course. Using a qualitative case study approach, this research involved 13 students from the mathematics education program at Universitas Negeri Jakarta. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings indicate that students perceive GeoGebra as a transformative pedagogical tool. Four main themes were identified: (1) GeoGebra serves as a conceptual bridge that translates abstract concepts into concrete and dynamic visual representations; (2) GeoGebra's interactive environment is considered far superior to the static paper-and-pencil method, offering accuracy, efficiency, and freedom to experiment; (3) The use of GeoGebra shifts the student's role from a passive recipient to an active learner engaged in independent exploration; and (4) Despite an initial learning curve, the challenge of mastering the software fosters the development of student agency and learning autonomy. This study concludes that GeoGebra effectively reduces the cognitive load associated with spatial visualization and enhances student engagement and conceptual understanding. The implications of these findings underscore the importance of planned technological integration into advanced geometry curricula to facilitate more meaningful learning.

Keywords: Descriptive Geometry; GeoGebra; Spatial Visualization; Student Perceptions; Dynamic Geometry Software

DEEP LEARNING IN IMPROVING STUDENTS' MATHEMATICAL CRITICAL THINKING: A SYSTEMATIC LITERATURE REVIEW

2026-01-25T18:06:16+07:00

Mathematical critical thinking skills are one of the essential competencies that students must have in 21st-century mathematics learning. However, learning practices in schools still tend to be oriented towards procedural mastery and formula memorization, so they are not optimal in developing students' higher-order thinking skills. One approach that is considered relevant to overcome this problem is deep learning, which emphasizes meaningful understanding, interrelationships between concepts, reflection, and the application of knowledge in real contexts. This study aims to analyze the implementation of deep learning in improving students' mathematical critical thinking skills. The research method used is a systematic literature review with a descriptive qualitative approach to relevant national articles. This study reviews 20 research articles obtained from the Google Scholar database with a publication range from 2025 to 2026. The results of the study show that deep learning is able to encourage students to analyze mathematical problems in depth, evaluate solution strategies, and construct logical mathematical arguments. Thus, deep learning has the potential to be an effective approach in improving the quality of mathematics learning.

Keywords: Deep Learning, Mathematics Learning, Mathematical Critical Thinking

CONTROVERSIAL ISSUES TO IMPROVE STUDENTS' MATHEMATICAL REASONING AND CRITICAL THINKING: A SYSTEMATIC LITERATURE REVIEW

2026-01-09T17:01:40+07:00

The rapid development of education in the digital era and the Industrial Revolution 4.0 requires students to master higher-order thinking skills such as reasoning and critical thinking, which are essential for solving complex mathematical problems. This study aims to analyze and describe the role of controversial issues in developing students’ mathematical reasoning and critical thinking skills. The research employed a Systematic Literature Review (SLR) with a descriptive qualitative approach. Articles were selected through a systematic search of Google Scholar, ResearchGate, Scopus, ERIC, and Web of Science using keywords related to controversial issues, mathematical reasoning, and critical thinking. The inclusion criteria consisted of national journal and international journal articles published between 2020 and 2025, focusing on mathematics learning contexts and discussing the relationship between controversial issues and higher-order thinking skills. A total of twenty relevant articles were selected and analyzed thematically to identify patterns related to controversial mathematical problems, reasoning processes, and critical thinking development. The results indicate that the integration of controversial issues in mathematics learning can stimulate constructive cognitive conflict, argumentative discussion, and reflective thinking, which contribute to the improvement of students’ mathematical reasoning and critical thinking skills. Topics such as conceptual misconceptions, contextual mathematical problems, and socio-scientific issues encourage students to analyze information, evaluate arguments, and construct logical solutions. In addition, several studies highlight the important role of teachers in designing and facilitating controversial problem-based learning to optimize these cognitive processes. Overall, controversial issues provide an effective pedagogical approach for fostering reasoning, analytical thinking, and reflective judgment as essential competencies in 21st-century mathematics education.

Keywords: Controversial Issues, Mathematical Reasoning, Critical Thinking.

ETHNOMATHEMATICS POP-UP BOOK ON GEOMETRY IN TRADITIONAL LAMPUNG HOUSES

2025-11-30T14:08:27+07:00

This study aims to develop an ethnomathematics-based pop-up book as a learning medium, integrating geometric concepts within the context of traditional Lampung houses, to enhance students' conceptual understanding of mathematics and to evaluate the responses of teachers and students as well as the effectiveness of the media. The research employed the Borg & Gall development model with seven steps: data collection, planning, initial draft development, preliminary testing, product revision, main field testing, and dissemination and implementation. Data were analyzed using qualitative and quantitative descriptive methods. Validation results indicated that the media fell into the "highly feasible" category, with a score of 90% from material and media experts. Small-scale testing received a "very interesting" response of 92%, while large-scale testing achieved a 94% positive response from 29 students. Improvement in conceptual understanding was evidenced by an N-Gain score of 0.89 (high category), and the media’s effectiveness was shown by an effect size of 1.06 (effective category). The findings imply that the ethnomathematics-based pop-up book is effective in supporting culturally responsive mathematics learning and can serve as an innovative and contextual alternative learning medium.

Keywords: Ethnomathematics; Geometry; Pop-Up Book; Research and Development; Traditional Lampung Houses

MATHEMATICS LEARNING USING THE TAPPS MODEL BASED ON MIND MAPPING: ITS IMPACT ON STUDENTS' MATHEMATICAL PROBLEM-SOLVING SKILLS

2026-03-13T22:18:37+07:00

Students’ mathematical problem-solving skills in Indonesia are still not optimal, so it is necessary to implement a learning model that can train structured thinking and increase student engagement. This study aims to determine the effect and magnitude of the effect of the Mind Mapping-based Thinking Aloud Pair Problem Solving (TAPPS) cooperative learning model on the mathematical problem-solving skills of seventh-grade MTs students in a city in Medan regarding algebra material. This is a quantitative study using a quasi-experimental method with a pretest–posttest control group design. The research sample consisted of two classes: an experimental class with 28 students and a control class with 28 students. The instrument used was a mathematical problem-solving ability test. Data analysis employed the t-test. Results from the independent samples t-test indicated p < 0.001 < 0.05, thus rejecting H₀. This improvement was indicated by an N-Gain value of 0.36, classified as moderate, and a coefficient of determination R² = 0.372, meaning that students’ mathematical problem-solving skills were influenced by the implementation of this learning model. Thus, the Mind Mapping-based TAPPS model can serve as an alternative approach to mathematics instruction to enhance students’ mathematical problem-solving skills.

Keywords: Learning Model; TAPPS; Mind Mapping; Mathematical Problem-Solving Ability

EKSPLORING JAMBI CULTURAL ELEMENTS IN DEVELOPING MATHEMATICS QUESTIONS THAT MEASURE THE COGNITIVE PSYCHOLOGY OF JUNIOR HIGH SCHOOL STUDENTS

2026-03-10T13:07:50+07:00

This study was motivated by the importance of integrating local culture into mathematics learning and developing assessment instruments that can measure students’ cognitive psychology, particularly critical thinking skills. The objective of this study was to develop mathematics problems based on Jambi cultural elements and to analyze junior high school students’ critical thinking skills as part of cognitive psychology. This study employed a Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The subjects of this study were ninth-grade students of Junior High School 4 Jambi City. Data were collected through interviews, tests, and questionnaires. The developed instrument consisted of ten mathematics problems based on Jambi cultural contexts and six indicators of critical thinking, namely interpretation, analysis, inference, evaluation, explanation, and self-regulation. The results showed that the developed instrument met the validity and reliability criteria. The validation results indicated that the material aspect obtained a score of 86.4% and the design aspect obtained 89.8%, both categorized as very valid. The reliability test using Cronbach’s Alpha showed a value of 0.743, indicating that the instrument had sufficient reliability. The field test results showed that students’ critical thinking skills reached an average score of 70.1%, which is categorized as high. These findings indicate that mathematics problems based on Jambi cultural elements are feasible and effective to be used as an instrument to measure students’ critical thinking skills in mathematics learning.

Keywords: Cognitve Psychology; Critical Thinking; Jambi Culture; ADDIE; SPLDV

ETHNOMATHEMATICS IN BANYUWANGI CULTURE FOR MATHEMATICS EDUCATION: EVIDENCE FROM A SYSTEMATIC LITERATURE REVIEW

2025-11-10T20:50:15+07:00

This study aims to examine the potential of Banyuwangi culture as a resource for mat matics learning through a Systematic Literature Review (SLR) approach. The review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol to ensure a systematic and transparent literature selection process. Literature searches were carried out in the Google Scholar and Garuda databases for publications published between 2020 and 2025 using keywords related to ethnomathematics, Banyuwangi culture, and mathematics learning. The inclusion criteria consisted of articles discussing elements of Banyuwangi culture containing mathematical concepts or their implementation in mathematics learning, while publications that were not relevant to the research context or were not available in full text were excluded. The selection process included identification, screening of titles and abstracts, full-text eligibility assessment, and quality appraisal of the studies. Based on this process, 13 articles met the criteria and were included in the analysis. The synthesis results indicate that various elements of Banyuwangi culture, such as Osing batik motifs, traditional dances, traditional house architecture, weaving crafts, and community traditions, contain mathematical concepts including geometry, symmetry, similarity, number patterns, and measurement. The integration of these cultural elements in mathematics learning contributes to improvements in cognitive learning outcomes, numeracy and literacy skills, learning motivation, and students’ character development, each measured using different instruments. These findings indicate that Banyuwangi culture has strong potential as a contextual and culturally responsive resource for mathematics learning.

Keywords: Ethnomathematics; Banyuwangi Culture; Learning Resources; Systematic Literature Review; Mathematics Learning