Media Pendidikan Matematika is a scholarly journal dedicated to publishing research findings, conceptual studies, literature reviews, and innovative practices in the field of mathematics education. The journal provides an academic platform for researchers, lecturers, teachers, students, and educational practitioners to disseminate ideas, empirical findings, and innovations that contribute to improving the quality of mathematics teaching and learning. The focus and scope of Media Pendidikan Matematika cover mathematics education at primary, secondary, and higher education levels. The journal publishes articles on mathematics teaching strategies, approaches, methods, and learning models; curriculum development; instructional materials and learning media; digital technology in mathematics education; assessment and evaluation; numeracy and mathematical literacy; problem-solving abilities; mathematical reasoning; mathematical communication; critical and creative thinking; and higher-order thinking skills. The journal also welcomes articles related to realistic mathematics education, ethnomathematics, STEM and STEAM education, inclusive mathematics education, mathematics teacher professional development, mathematical anxiety and disposition, problem-based and project-based learning, artificial intelligence in mathematics education, classroom action research, and other relevant issues that support the theoretical and practical advancement of mathematics education. Journal Title : MEDIA PENDIDIKAN MATEMATIKA Initial : MPM Frequency : 2 issues per year (June and December) P-ISSN : 2338-3836 E-ISSN : 2657-0610 Editor-in-Chief : Masjudin Managing Editor : Yuntawati Publisher : Program Studi Pendidikan Matematika FSTT Universitas Pendidikan Mandalika Contact : jmpm@undikma.ac.id Citation Analysis : Google Scholar, SINTA, Garuda
Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika
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Pengaruh Kemampuan Disposisi Matematis terhadap Kemampuan Berpikir Kritis Matematis Siswa
The primary objective of this study is to examine the extent to which mathematical disposition influences mathematical critical thinking ability. This study employed a quantitative approach with an explanatory research design. The sample consisted of 37 students from class VII-D at SMP Negeri 7 Kota Cirebon, selected through the cluster random sampling method. Two primary instruments were utilized that is a mathematical critical thinking test comprising 8 questions and a mathematical disposition questionnaire with 35 items, which has met the validity criteria and can be used to assess students' mathematical dispositions. Data analysis involved normality testing, Pearson correlation calculations, and F and t tests within a simple linear regression framework. The results indicate that the data are normally distributed, the variances are homogeneous, and both variables show a significant relationship with a correlation coefficient of 0.78. The results of this study indicate that mathematical disposition as an affective factor affects students’ mathematical critical thinking skills. Consequently, this factor can be considered in mathematics learning, assist teachers in selecting appropriate teaching strategies, and provide new insights into the role of mathematical disposition in supporting students’ mathematical critical thinking.
Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Minat Belajar dan Self-Regulated Learning terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas X MA pada Materi SPLTV
Mathematics learning plays an important role in developing students' problem-solving abilities. However, many students still experience difficulties, resulting in low learning interest and hindering their ability to manage their learning process independently (self-regulated learning). This study aims to analyze the influence of learning interest and self-regulated learning on students' mathematical problem-solving abilities, both partially and simultaneously. This study used a quantitative approach with a non-experimental survey method on 53 class X students of MA Manbaul Ulum Mojopurogede. The research instruments were a learning interest questionnaire, a self-regulated learning questionnaire, and an essay test on mathematical problem-solving abilities. Data were analyzed using the Kolmogorov-Smirnov normality test, linearity test, and simple and multiple linear regression tests. The results showed that learning interest had a significant effect with a contribution of 38.3% (=0.383; p<0.05), while self-regulated learning provided a larger contribution of 42.7% (=0.427; p<0.05). Simultaneously, both variables contributed 48.7% (=0.487; p<0.05) to mathematical problem-solving ability, with self-regulated learning being the more dominant factor. Therefor, learning interest and self-regulated learning are important factors that need to be considered in efforts to improve students' mathematical problem-solving abilities.
Analisis Kebutuhan Media Pembelajaran Berbasis Multimedia Interaktif pada Materi Statistika Kelas VIII SMP
Statistics learning at the junior high school level still faces challenges that affect students’ low interest and learning motivation; therefore, learning media that align with students’ characteristics are needed. This study aims to analyze the needs for interactive multimedia-based mathematics learning media on statistics material. This research is a preliminary study within the Research and Development (R&D) framework, focused on the Analysis stage. The study was conducted at SMP Negeri 1 Klari, Karawang Regency. The research subjects involved in the interview activities consisted of one mathematics teacher and three eighth-grade students selected using purposive sampling based on high, medium, and low academic ability levels as determined by the teacher’s assessment. Meanwhile, observation activities were conducted in one eighth-grade class to observe the implementation of mathematics learning in the classroom. Data were collected through interviews and observations, then analyzed using descriptive qualitative methods through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that statistics learning is still dominated by lecture-based methods using traditional media, while the utilization of digital media in the form of applications remains limited. The needs analysis findings suggest that the required media are interactive multimedia-based learning applications characterized by attractive visual displays, contextual presentation of materials, integration of videos and animations, and equipped with interactive practice questions and instant feedback. In addition, students showed a high preference for digital media that can be accessed independently. These findings serve as the basis for designing interactive multimedia learning media in the subsequent development stage.
Hubungan Self-efficacy dan Hasil Belajar Matematika: Studi Korelasional pada Siswa Kelas VIII SMP di Karawang
The mathematics achievement of junior high school students in Indonesia remains relatively low, and self-efficacy as one of the psychological factors influencing academic achievement has received significant attention in educational research. However, studies linking self-efficacy to learning outcomes using daily test scores as an indicator of achievement remain limited. This study aims to examine the relationship between self-efficacy and mathematics learning outcomes among 40 eighth-grade students who have completed the mathematics curriculum and taken daily quizzes at a junior high school in Karawang. The approach used in this study is quantitative with a correlational design. Self-efficacy was measured using a validated questionnaire adapted from Bandura’s scale, while learning outcome data were obtained from daily mathematics test scores. After the normality and linearity tests were met, the data were analyzed using Pearson’s Product-Moment correlation. The results indicate a positive and significant relationship between self-efficacy and mathematics learning outcomes ( ) in the high category. However, 95% of the students had not yet met the minimum passing score, suggesting that self-efficacy alone is insufficient without strong foundational skills and high-quality instruction. These findings underscore the need for instructional strategies that simultaneously strengthen students’ self-confidence and mathematical competence.
Development of Deep Learning-Based Digital Student Worksheet to Improve Ninth Grade Junior High School Critical Thinking Skills
This study aims to determine whether a Deep Learning-based Digital Student Worksheet to improve ninth grade junior high school students’ critical thinking skills and whether is valid, practical, and effective. This study employed the Research and Development (R&D) method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The product was evaluated using test instruments and questionnaires involving material experts, media experts, one grade IX mathematics teacher at UPT SMP Negeri 17 Medan, and 30 students of class IX-4. The developed product focused on geometric transformation material. The results showed that the product met the highly valid criterion. This was indicated by the average scores of 83.33% for material validation, 87.33% for media validation, 91.66% for pretest validation, 91.66% for posttest validation, and 92.39% for teaching module validation. The product also met the highly practical criterion, as shown by the students’ response questionnaire result of 89.42% and the teacher’s response questionnaire result of 100%. In terms of effectiveness, the product met the effective criterion because 93.33% of students achieved the Learning Objective Achievement Criteria in the posttest. It also supported the improvement of students’ critical thinking skills, as reflected in the posttest results for each indicator: interpretation 100%, analysis 100%, evaluation 84.79%, and inference 73.12%. Furthermore, the overall N-gain score was 0.85, categorized as high, while the N-gain scores for each indicator were also in the high category. Therefore, the developed product was determined to be valid, practical, and effective.
Model Creative Problem Solving Terintegrasi Teknologi dalam Pembelajaran Matematika: Sebuah Pola, Peluang, dan Tantangan
The implementation of the Creative Problem Solving (CPS) learning model integrated with technology has significantly transformed mathematics education. This innovation introduces new instructional patterns that present both opportunities and challenges, requiring educational institutions to adapt in order to maximize benefits and address emerging constraints. This study aims to examine the outcomes of technology based CPS in mathematics learning by mapping integration patterns, identifying implementation opportunities, and analyzing the challenges encountered. This research employed a Systematic Literature Review (SLR) method. The article search was conducted on October 15, 2025, across two major databases, Google Scholar and Scopus, using Harzing’s Publish or Perish. The search strategy combined the keyword “Creative Problem Solving” with technology-related terms in mathematics education and applied Boolean operators. Based on the selection and screening process, 27 articles met the inclusion criteria. The findings reveal two dominant patterns of CPS technology integration: web based and Learning Management System platforms such as Google Classroom and Google Sites (n=8), and mathematical visualization platforms such as GeoGebra and Desmos (n=6). Twenty-five of the 27 studies focused primarily on improving mathematical cognitive abilities, particularly creative thinking and problem-solving skills, along with several affective aspects. The results indicate that integrating CPS with technology contributes positively to mathematics learning outcomes. However, key challenges remain, including disparities in digital readiness among teachers and students, limited access to devices and stable internet connectivity, and the potential for increased cognitive load. This review maps CPS technology integration architectures and identifies prerequisites for effective implementation in mathematics education.
Efektivitas Model NHT Berbantuan GeoGebra terhadap Motivasi Belajar dan Pemecahan Masalah Siswa SMA
This study aimed to examine the effectiveness of the Numbered Heads Together (NHT) cooperative learning model assisted by GeoGebra on students’ learning motivation and mathematical problem-solving ability simultaneously. A quantitative approach with a quasi-experimental method was employed using a pretest–posttest non-equivalent control group design. The sample consisted of an experimental class taught using GeoGebra-assisted NHT and a control class taught using conventional learning. Data were collected through a mathematical problem-solving test and a learning motivation questionnaire, then analyzed using an independent t-test, N-Gain, and MANOVA. The independent t-test results showed no significant difference in students’ learning motivation between the experimental and control classes, while a significant difference was found in mathematical problem-solving ability. The N-Gain results indicated that problem-solving ability increased by 63% in the experimental class and 48% in the control class, showing a 15% advantage for the experimental class. However, learning motivation decreased by 0.1% in the experimental class and increased by 9% in the control class, both categorized as ineffective. The MANOVA results revealed a significant simultaneous difference between the two classes. Therefore, GeoGebra-assisted NHT was more effective in improving mathematical problem-solving ability but was not effective in enhancing students’ learning motivation.
Students' Spatial Ability in GeoGebra-Assisted Mathematics Learning: A Systematic Literature Review
Spatial ability is a curriculum requirement that must be accommodated in mathematics learning. This study aims to systematically examine students' spatial abilities in GeoGebra-assisted mathematics learning. The study was conducted using the Systematic Literature Review (SLR) method on 12 research articles from 2020–2025 and obtained through the Google Scholar and Crossref database with the help of the Publish or Perish application. The results of the study indicate that the research trend of students' spatial abilities in GeoGebra-assisted mathematics learning has increased in the last five years with a focus on the application of various innovative learning models such as Realistic Mathematics Education (RME), Problem-Based Learning (PBL), Project-Based Learning (PjBL), Van Hiele, and Discovery Learning. In conclusion, the integration of GeoGebra in mathematics learning is flexible, interactive, and relevant as an innovative strategy to strengthen students' spatial abilities.
Students' Mathematical Literacy in GeoGebra-Assisted Mathematics Learning: A Systematic Literature Review
Educational developments in the 21st century emphasize the importance of mathematics learning that can improve students' mathematical literacy. This study aims to systematically examine research trends related to students' mathematical literacy in GeoGebra-assisted mathematics learning. The method used is a Systematic Literature Review (SLR) of 12 articles published in the 2020–2025 period and obtained through the Google Scholar and Crossref database with the help of the Publish or Perish application using the keywords mathematical literacy and GeoGebra. The results of the study show that the use of GeoGebra in the last five years has been increasingly researched, with a focus on strengthening mathematical literacy through various innovative learning models, including Problem-Based Learning, Project-Based Learning, Discovery Learning, Realistic Mathematics Education, Think-Talk-Write, and the Missouri Mathematics Project. In conclusion, GeoGebra-assisted mathematics learning can improve students' mathematical literacy sustainably and in accordance with the context of 21st-century learning.
Eksplorasi Etnomatematika pada Aktivitas Menenun Desa Lailanjang dan Pengembangan Desain Pembelajaran Berbasis Budaya
One of the cultures that exists in Lailanjang Village is weaving, which incorporates mathematical concepts. Weaving and culture can serve as a bridge between culture and mathematics, known as ethnomathematics. This study aims to describe the ethnomathematics of weaving activities in Lailanjang Village, discover the mathematical concepts involved, and design mathematics learning tools in accordance with these mathematical concepts. This study was conducted in East Sumba Regency with four subjects. The research method used was exploratory qualitative with an ethnographic approach. The researcher was the main instrument for collecting data through interviews, observations, documentation, and field notes. Data effectiveness was ensured through triangulation of sources. The results of the study show that there are values contained in the weaving process, namely the values of solidarity and attachment, descent and cultural identity, ethnicity and cultural identity, ethics, high moral response, critical values, aesthetic values, and value of price. In addition, there is ethnomathematics in the weaving process, namely the activities of counting, measuring, localizing, designing, and explaining. The mathematical concepts included in these activities are addition, counting, social arithmetic, geometry, and geometric transformations. The theoretical contribution of this research is the strengthening of the conceptual foundation of ethnomathematics, the reconstruction of mathematics concepts based on local culture, the development of an ethnomathematics integration framework in learning trajectories, contributions to contextual mathematics education theory, and the strengthening of local identity in scientific perspectives.Therefore, all of these mathematical concepts can be addressed by designing learning tools
Analisis Kebutuhan Modul Ajar Berbasis Realistic Mathematics Education untuk Meningkatkan Kemampuan Representasi Matematis Peserta Didik
Mathematical representation skills are one of the key competencies that students need to possess in mathematics learning. However, various studies indicate that students’ mathematical representation skills remain relatively low, particularly in translating contextual problems into visual, symbolic, or verbal forms. This study aims to analyze the need for the development of teaching modules based on Realistic Mathematics Education (RME) to support students’ mathematical representation skills in the subject matter of linear equations and inequalities with one variable. This study employs a qualitative descriptive approach. The research subjects consist of two mathematics teachers and 32 eighth-grade students at MTs Negeri 1 Bengkalis. Data collection techniques included interviews and tests of mathematical representation skills. Data analysis was conducted through curriculum analysis, content analysis, and analysis of student characteristics. The research findings indicate that teachers have not yet developed teaching modules independently and still rely on learning materials obtained from the internet or colleagues. Additionally, students’ mathematical representation skills remain relatively low, with 31% demonstrating visual skills, 22% symbolic skills, and 47% verbal skills. The research findings indicate that there is a need to develop RME-based teaching modules that align with students’ characteristics, learning materials, and the requirements of the Merdeka Curriculum.
Integrasi STEM dalam Pembelajaran Matematika Abad ke-21: Sebuah Systematic Literature Review
The Science, Technology, Engineering, and Mathematics (STEM) approach has emerged as a prevailing paradigm in twenty-first-century mathematics education, consistently demonstrating its capacity to enhance students' higher-order thinking competencies. Despite the rapid proliferation of studies on STEM implementation in mathematics education, systematic reviews that comprehensively map research trends, implementation models, and their implications remain scarce. This study aims to analyze research trend patterns, forms of implementation, and the implications of the STEM approach in mathematics learning through a Systematic Literature Review (SLR) guided by the PRISMA protocol. Data were drawn from 28 Scopus-indexed articles published between 2020 and 2026. The novelty of this study lies in the systematic identification of three dominant patterns:(1) the predominance of PJBL/PBL as the primary implementation model; (2) an emerging shift in recent research (2025–2026) toward the integration of Artificial Intelligence (AI) and digital technology within STEM ecosystems; and (3) a consistent pattern of improvement in students' critical thinking, creativity, problem-solving skills, learning motivation, and engagement across diverse educational contexts and levels. These findings offer a conceptual map that serves as an empirical reference for researchers and practitioners in designing mathematics instruction that is innovative, meaningful, and responsive to the demands of the twenty-first century.
Students’ Errors in Solving Contextual Linear Programming Problems Based on Brodie’s Theory Viewed from Self-Efficacy
This study aims to analyze students’ errors in solving contextual mathematics problems on linear programming, based on Brodie’s theory, through the lens of students’ self-efficacy. Previous studies have generally used Newman Error Analysis and focused more on the procedural stages of problem-solving, whereas studies integrating Brodie’s theory with self-efficacy in solving contextual problems remain limited. This study offers a novel approach, an error analysis that integrates cognitive and affective aspects to gain a more comprehensive understanding of student errors. The study employs a qualitative case study design. It was conducted at a high school in Bulukumba, with a student population of 36. Subjects were selected purposively: three students representing the high-, moderate-, and low-self-efficacy categories. Research instruments included contextual problem-solving tests, a self-efficacy questionnaire, interviews, observations, and documentation. Data analysis was conducted using the Miles and Huberman model, with the stages of data reduction, data presentation, and conclusion drawing, and triangulation to ensure data validity. The results of the study indicate that students with high self-efficacy made only basic errors, such as errors in examples and failure to write conclusions. Students with moderate self-efficacy made basic errors, had missing information, and made appropriate errors, while students with low self-efficacy made a wider variety of errors, namely basic errors, appropriate errors, missing information, and partial insight. These findings indicate that self-efficacy influences the types and levels of errors students make when solving contextual problems. Therefore, improving self-efficacy needs to be a focus in mathematics learning to minimize problem-solving errors.
Integrasi Computational Thinking dan Teori APOS pada Pembelajaran Matematika: Sebuah Systematic Literature Review
This study aims to synthesize global research trends and theoretical developments regarding the integration of APOS (Action, Process, Object, Schema) Theory and Computational Thinking (CT) in mathematics education over the past decade. The method used is a Systematic Literature Review (SLR) of 18 reputable journal articles with a time span of 2016–2026. The results of the review indicate that the integration of CT and APOS is not merely a pedagogical choice, but an epistemological necessity that forms a complementary symbiosis. On the one hand, APOS provides a structured cognitive map that reveals the urgency of providing scaffolding at the Action and Process stages to prevent missing stages in students who are still stuck at the basic computational level. On the other hand, empirical findings support the implementation of the M-APOS model which is proven to significantly improve CT abilities with Cohen's d of 1.57 raises a critical reciprocal hypothesis: that the CT pillars are suspected to act as facilitators that activate the effectiveness of the transition between APOS stages. This study concludes that designing learning tools such as diagnostic instruments, modules, and digital worksheets that position CT as a cognitive entry point in the APOS traversal is an urgent priority. This adaptive instructional design is projected to transform students from mere mechanical calculators into autonomous, reflective problem solvers with systemic thinking capabilities.
Pengaruh Mathematical Beliefs dan Self Regulated Learning terhadap Kemampuan Berpikir Kritis Matematis
This study aims to determine the impact of mathematical beliefs and self-regulated learning on mathematical critical thinking skills, both partially and simultaneously. This study uses quantitative research with an associative method. The sample in this study was 42 grade X students at one of the public senior high schools in Tasikmalaya city who were randomly selected using a simple random sampling technique. Data obtained through a questionnaire on mathematical beliefs and self-regulated learning, as well as mathematical critical thinking ability tests, were analyzed using multiple linear regression with the help of IBM SPSS statistics 24 software. The results of the t-test showed that partially mathematical beliefs, self-regulated learning had a positive and significant effect on mathematical critical thinking skills. The results of the F-test showed that mathematical beliefs and self-regulated learning simultaneously had an effect on mathematical critical thinking skills by 32,1%, while 67,9% was influenced by other factors
Analisis Learning Trajectory Siswa dalam Mengonstruksi Pengetahuan Melalui Pemecahan Masalah Matematika Ditinjau dari Adversity Quotient
This study aimed to analyze students’ learning trajectories in constructing knowledge through mathematical problem solving viewed from adversity quotient (AQ). The problem context used ethnomathematics, namely the Putro Retno traditional Jambi wedding dais, connected to number patterns, particularly arithmetic sequences. This qualitative case study involved three Grade VIII students of SMP N 15 Muaro Jambi, selected purposively based on AQ categories: climber (S1), camper (S2), and quitter (S3). Data were collected through an AQ questionnaire, information-observation sheets, written problem-solving tests, think-aloud activities, and interviews. The data were analyzed through reduction, display, and conclusion drawing. The findings revealed different learning trajectories across AQ categories. S1 showed the most complete trajectory in the stages of problem solving. This student was able to construct knowledge through both assimilation and accommodation and adjust thinking when inconsistencies appeared. S2 generally followed the predicted trajectory. This student understood the problem and chose the strategy considered easiest, but did not recheck the solution. Accommodation occurred when S2 encountered inconsistent information. In contrast, S3 showed a trajectory dominated by assimilation. This student understood the problem only from visible information, did not correct errors, did not review the answer, and was not yet able to adjust thinking when inconsistencies emerged, resulting in disequilibrium. These findings indicate that AQ categories are associated with differences in students’ learning trajectories when constructing knowledge through mathematical problem solving. The study also suggests that teachers should consider students’ persistence and adaptive responses when designing problem-based mathematics learning in contextual and culturally meaningful classroom activities.
Pengaruh STEM-PBL Berbantuan Tangram terhadap Kemampuan Berpikir Kreatif Siswa Kelas IV SD
Creative thinking is one of the essential skills that should be developed in mathematics learning, particularly in geometry learning at the elementary school level. However, teacher-centered learning often limits students’ opportunities to explore various alternative solutions to mathematical problems. This study aimed to analyze the improvement of fourth-grade students’ creative thinking skills through the implementation of a STEM-based Problem-Based Learning (PBL) approach assisted by tangram media. This study employed a quantitative approach using a pre-experimental one-group pretest-postest design. The participants consisted of 28 fourth-grade students of SDN 13 Ampenan. Data were collected using a mathematical creative thinking test administered before and after the treatment. Data analysis included descriptive statistics, Shapiro-Wilk normality test, homogeneity test, and paired samples t-test. The results showed that the average score of students’ creative thinking skills increased from 76.43 in the pretest to 86.96 in the postest. The paired samples t-test revealed a significance value of 0.000 (p < 0.05), indicating a significant difference between students’ creative thinking skills before and after the treatment. These findings indicate that the STEM-based Problem-Based Learning approach assisted by tangram media can improve students’ creative thinking skills in geometry learning. Therefore, this approach may serve as an innovative alternative for fostering creative thinking skills among elementary school students.
Pola Kesalahan Berpikir Kritis Matematis pada Masalah Trigonometri Kelas X SMA Ditinjau dari Self-Efficacy
Mathematical critical thinking skills are considered one of the essential competencies in 21st-century learning. However, these skills have not developed optimally, particularly in trigonometry, which requires interpretation, visual representation, and mathematical reasoning abilities. In addition to cognitive aspects, mathematical critical thinking skills are also associated with affective factors, one of which is self-efficacy. This study aimed to describe the patterns of mathematical critical thinking errors of tenth-grade students in trigonometry based on their levels of self-efficacy. This study employed a descriptive qualitative approach. The participants were 25 tenth-grade students of SMAIT Thariq Bin Ziyad Bekasi in the 2025/2026 academic year who were grouped into high, moderate, and low self-efficacy categories. The research instruments included a self-efficacy questionnaire consisting of 26 statements and a mathematical critical thinking test in the form of three essay questions developed based on the indicators of interpretation, analysis, evaluation, and inference. Data analysis was conducted through data reduction, data presentation, and conclusion drawing based on the error patterns found in each indicator of mathematical critical thinking. The results showed that the highest percentage of errors occurred in the inference indicator (86.67%) and interpretation indicator (74.67%). Students with low self-efficacy tended to experience errors in most indicators of mathematical critical thinking, whereas students with high self-efficacy showed fewer and relatively minor errors. The findings indicate differences in the patterns of mathematical critical thinking errors based on students’ levels of self-efficacy in trigonometry
Analisis Bibliometrik Tren Penelitian Kemampuan Koneksi Matematika dalam Pendidikan Tahun 2020-2025
This study aims to provide a comprehensive mapping of the global research landscape regarding students' mathematical connection ability during the period of 2020–2025. The primary focus includes the distribution of publications, evolving research themes, and international collaboration patterns. The research employs a bibliometric analysis approach using VOSviewer software. Data was systematically retrieved from the Scopus database following PRISMA guidelines, resulting in a final sample of 864 articles within the Social Sciences domain for analysis. Publication volume showed a general upward trend, reaching a peak in 2024 with 177 articles. The United States, China, and Indonesia were identified as the leading contributors to the field. Keyword analysis reveals a significant thematic shift from traditional cognitive approaches toward the integration of digital technologies, computational thinking, artificial intelligence, and sustainability. The research network is multisentral; the United States and Spain possess the highest Total Link Strength (TLS = 42), acting as primary global hubs. Indonesia is recognized as a strategic regional node, facilitating research connections within Southeast Asia. Overall, these findings provide an empirical foundation for researchers and educators to understand the dynamics and future opportunities within the field of mathematics education
The Educational YouTube Use: Associations with Mathematical Understanding and Learning Autonomy
The use of digital learning resources has become increasingly relevant in mathematics education, particularly through educational YouTube content that offers flexible and visual learning support. However, its relationship with students’ mathematical conceptual understanding and learning autonomy still requires further empirical examination. This study aimed to analyze the relationship between the use of educational YouTube content and junior high school students’ mathematical conceptual understanding and learning autonomy. A quantitative approach with a correlational design was employed. The participants were 30 seventh-grade students of SMP IT Nurul Fadhilah, selected through simple random sampling from a population of 88 students. Data were collected using a Likert-scale questionnaire to measure the use of educational YouTube content and learning autonomy, and a written test to measure mathematical conceptual understanding. The data were analyzed using descriptive statistics, prerequisite tests, and Pearson product-moment correlation with the assistance of IBM SPSS Statistics. The results showed that the use of educational YouTube content had a positive and significant relationship with students’ learning autonomy (R = 0.385; p = 0.039), but it was not significantly related to mathematical conceptual understanding (R = 0.276; p = 0.148). These findings indicate that educational YouTube content is more closely associated with students’ autonomous learning behavior than with their direct conceptual understanding in mathematics.
Copyright (c) 2026 Cindy Kawilda Hasibuan, Machrani Adi Putri Siregar https://creativecommons.org/licenses/by-sa/4.0
Aktivasi MPCK Guru Matematika dalam Pembelajaran Geometri: Studi Komparatif pada Guru yang Telah dan Belum Mengikuti PPG
This study aims to describe and compare the activation of mathematics teachers' Mathematics Pedagogical Content Knowledge (MPCK) in geometry instruction in two observed cases: one teacher who had participated in the Professional Teacher Education Program (PPG) and one teacher who had not participated in PPG. This study used a comparative qualitative case study design involving two junior high school mathematics teachers with more than ten years of teaching experience. Both teachers taught the same topic, namely cubes in flat-sided solid geometry, in two different Grade 8 classes with 36 students in each class. Data were collected through video-based classroom observations, analysis of lesson plans and students' worksheets, and semi-structured interviews. The video data were transcribed, segmented into instructional episodes, coded using MPCK indicators, and triangulated with document and interview data. The findings show that the teacher who had participated in PPG displayed more varied MPCK activation, particularly in the use of concrete and visual representations, mathematical communication, classroom discussion, formative responses, and responses to students' misconceptions about edges, faces, cube nets, and surface area. In the observed cases, participation in PPG may be associated with more varied MPCK activation; however, this relationship cannot be interpreted causally because the study involved only two teachers in a limited context. The findings also indicate that Mathematical Content Knowledge (MCK) functions as an important foundation for MPCK, but MPCK becomes visible when content knowledge is transformed into representations, guiding questions, discussion, and formative feedback that support students' conceptual understanding
Copyright (c) 2026 Muhamad Badrul Mutammam, Evi Novita Wulandari, Frenza Fairuz Firmansyah, Ngizatul Afifah, Shima Kunaza Fazira, Arin Berliana Angrenani https://creativecommons.org/licenses/by-sa/4.0
Systematic Literature Review: Technology-Based Media that Support Critical Thinking Skills in Mathematics Learning
This study extensively reviews research on technology-based media used to support critical thinking skills in mathematics learning over the past ten years using accurate Scopus data. This study used a systematic literature review that includes six different steps, which analyzes 8 English language scientific articles published between 2016 and 2025. From the results of the selection of 8 articles that were analyzed descriptively qualitatively based on critical thinking skills, mathematics learning technology media in supporting critical thinking. Based on the research criteria, it is seen that research began in 2020-2025, with a dominance in 2022 and 2024 with 2 articles each. Most of the research was conducted at the junior high and senior high school levels, with the most prominent focus on algebra. This research is dominated by Jawa Island with 6 articles and experimental research methods and research & development dominate. In addition, technology based media referred to in learning include Interactive Digital Worksheets, Android-based Carom Game Comics, YouTube, the MathCityMap application, Assisted Video Animation, Augmented Reality, Smart Math learning media based on Articulate Storyline, and GeoGebra. This media explains the relationship between critical skills and mathematics learning, particularly in improving critical thinking skills. This research provides an opportunity to further explore technology-based media that have not yet been utilized.
Keefektifan Pembelajaran Berbasis Etnomatematika Permainan Tradisional Engklek pada Materi Bangun Datar di Sekolah Dasar
This study aims to analyze the effectiveness of learning using ethnomathematics-based instructional media developed through the modification of the traditional engklek game in teaching plane geometry at SD Negeri 1 Gondanglor, Lamongan Regency. This study employed a quantitative approach with a descriptive research design. The subjects of this study were ten second-grade students of SD Negeri 1 Gondanglor in the 2024/2025 academic year. Data were collected through questionnaires, observation sheets, and learning achievement tests. The results showed that: (1) students’ responses to the learning process obtained an average percentage score of 97%, which was categorized as very positive; (2) students’ learning activities were categorized as ideal because the allocation of learning time remained within the effectiveness tolerance limit of approximately 10%; (3) the teacher’s ability to manage the learning process obtained a final score of 96.6, which was categorized as very good; and (4) learning outcomes indicated that 90% of the students achieved the learning objectives with at least a good category. Based on these findings, it can be concluded that learning using ethnomathematics-based instructional media through the modification of the traditional engklek game in teaching plane geometry at SD Negeri 1 Gondanglor, Lamongan Regency can be considered effective because it fulfills four indicators of learning effectiveness, namely students’ responses, students’ learning activities, the teacher’s ability to manage the learning process, and the achievement of learning outcomes
Problem-Based Learning dalam Matematika Sekolah Menengah Kejuruan (SMK) Berbasis Masalah Kontekstual: Systematic Literature Review
Problem-Based Learning (PBL) is a pedagogical approach that fosters critical thinking, problem-solving skills, and contextual understanding. This Systematic Literature Review (SLR) examines the characteristics, effectiveness, challenges, and contextual integration of PBL in mathematics teaching and learning at vocational high schools. Using the PRISMA method, a total of 186 articles were retrieved from the ScienceDirect, Google Scholar, and ResearchGate databases. After applying strict inclusion criteria focusing exclusively on mathematics learning in peer-reviewed journal articles, 15 articles were selected for in-depth analysis. The findings indicate that PBL consistently improves critical thinking skills, mathematical problem-solving abilities, conceptual understanding, and mathematical literacy in vocational high school contexts. Key challenges include teachers’ readiness to design industry-aligned mathematical problems, the absence of workplace-context-based mathematics teaching materials, and time constraints. A critical research gap was identified: mathematics textbooks and teaching modules for vocational high schools are generally not designed based on workplace-context principles, particularly for the Hospitality Program, limiting meaningful connections between mathematics learning and industry practices and hindering deep learning. Future research should prioritize the development of industry-integrated mathematics modules that bridge Problem-Based Learning and workplace environments to enhance the relevance and authenticity of vocational mathematics learning.
Analisis Kemampuan Representasi Matematis Siswa MTs Muallimin Univa Medan Ditinjau Dari Habits Of Mind
Mathematical representation skills are important for every student to have because mathematics is a language and medium of interaction that requires a way of conveying it. Mathematics is habitual, which means that students' mathematical abilities will emerge according to their habits and thought patterns. There are many factors that influence students' mathematical representation abilities, including habits of mind. This research aims to analyze students' mathematical representation abilities in terms of five levels of habits of mind performance. This research uses descriptive qualitative approach. The population in the study were all students at MTs.Muallimin UNIVA Medan. Sampling was carried out using purposive sampling technique. The research sample was all students in class IX Visual 1 Fullday at the school with a total of 30 students. Instruments used: (1) mathematical representation ability test; (2) level habits of mind and (3) interviews. Data analysis was carried out using data triangulation. The research results show: (1) at the beginner's habits of mind performance level, students' mathematical representation abilities are not visible; (2) at the limited habits of mind performance level, students' mathematical representation abilities are visible but have no meaning; (3) at the developing habits of mind performance level, students' mathematical representation abilities are visible but there are still some errors; (4) at the level of proficient habits of mind performance, students' mathematical representation abilities are visible but still need a little improvement; (5) at the superior habits of mind performance level, students' mathematical representation abilities are visible and highly adequate in solving problems.
Rancangan Modul Ajar Kurikulum Merdeka Berbasis Pendekatan Kontekstual Untuk Meningkatkan Kecakapan Komunikasi Matematis
This study aims to develop a teaching module based on the contextual approach on the topic of relations and functions to enhance the mathematical communication skills of students in Phase D. The novelty of this module lies in the explicit integration of contextual approach components with mathematical communication indicators, including the ability to express ideas verbally, symbolically, through tables, and graphically in a structured manner in accordance with Phase D learning outcomes, and is designed to support student-centered learning and reinforce the Pancasila Student Profile as a key characteristic of the Merdeka Curriculum. This study is a Research and Development (R&D) study using the 4-D model, which includes the define, design, develop, and disseminate stages, though it is limited to the develop stage. The research instrument consists of a validation sheet to assess the module’s feasibility. The evaluation results from three validators showed an average score of 3.57 with a percentage of 89.33% in the “highly valid” category. These findings indicate that teaching modules developed systematically with the integration of a contextual approach have the potential to support the improvement of students’ mathematical communication skills in the topics of relations and functions and are relevant to the learning characteristics of the Merdeka Curriculum. Practically, this module can be used as an alternative learning tool to help teachers facilitate more meaningful and contextual learning, while academically, the results of this study contribute to the development of contextual approach-based teaching materials for mathematics learning in Phase D.
Perbedaan Peningkatan Kemampuan Berpikir Kritis dan Kreatif Matematis Siswa Melalui Penerapan Model PBL di SMP Nurul Huda Medan
This study aimed to analyze differences in the improvement of students' mathematical critical and creative thinking abilities between Problem Based Learning (PBL) and direct instruction. The study used a quasi-experimental method with a pretest-posttest control group design. The population was all eighth-grade students of SMP Nurul Huda Medan, and the samples were class VIII-A as the experimental group (28 students) and class VIII-B as the control group (29 students), selected through random sampling. Data were collected using essay tests measuring mathematical critical and creative thinking on similarity material, supported by observation and documentation. The data were analyzed using normalized gain, Kolmogorov-Smirnov normality test, Levene homogeneity test, Mann-Whitney test, independent sample t-test, and Pearson correlation. The results showed that PBL produced higher improvement than direct instruction. The mean N-gain of critical thinking was 0.479 in the PBL group and 0.381 in the direct instruction group, with Mann-Whitney significance of 0.003. The mean N-gain of creative thinking was 0.533 in the PBL group and 0.435 in the direct instruction group, with t-test significance of 0.013. Critical and creative thinking also had a strong positive correlation (r = 0.727; p = 0.000). Therefore, PBL is effective for improving students' mathematical critical and creative thinking abilities.
Instrumen Open Ended Sebagai Alat Diagnostik Hambatan Epistemologi pada Materi Bilangan Berpangkat: Systematic Literature Review
This study aims to synthesize current literature on the effectiveness of open ended instruments in detecting students’ epistemological obstacles, particularly in the topic of exponents. A Systematic Literature Review (SLR) using the PRISMA protocol was conducted on 15 relevant scientific articles published between 2020 and 2026 from the Google Scholar, ERIC, and Scopus databases. The synthesis reveals that epistemological obstacles in exponent material are hierarchical and cumulative in nature, with conceptual obstacles at the root that systematically give rise to procedural and operational obstacles. Open-ended instruments prove highly effective both as diagnostic tools and as stimulants for Higher Order Thinking Skills (HOTS), as their divergent characteristics transparently externalize students’ thinking processes. This study produces a triple-function model of open-ended instruments (diagnostic, stimulative, and formative) along with a conceptual framework linking open-ended instruments, epistemological obstacles, HOTS, and mathematical literacy. It is recommended that educational practitioners integrate open-ended instruments into periodic diagnostic assessments to mitigate learning obstacles at an early stage.
Pengembangan Augmented Reality 3D Berbasis Etnomatematika Gamelan Jawa Timur untuk Mengembangkan Kemampuan Visual-Spasial Siswa
Students’ understanding of geometric concepts at the junior secondary level (SMP/MTs) continues to face substantial challenges, particularly in visualization and spatial orientation. This study developed a 3D Augmented Reality (AR3D) learning medium integrated with the ethnomathematics of East Javanese gamelan to facilitate students’ exploration of three-dimensional geometric concepts through interactive and contextualized representations. The development followed the ADDIE model, comprising needs analysis, design, development, implementation, and evaluation stages. The AR3D medium enables object manipulation, observation from multiple perspectives, and the integration of mathematical patterns such as symmetry, transformations, and spatial relationships with the rhythmic and visual structures of gamelan instruments. The trial was conducted in two junior secondary schools in East Java, Indonesia, using a pretest–posttest design and involving expert validation and user responses to evaluate validity, practicality, and learning effectiveness. The results demonstrate that the developed medium meets the criteria of validity and practicality and is effective in enhancing students’ mathematical visual–spatial abilities. Through an immersive learning experience grounded in local cultural contexts, students were able to develop spatial understanding more accurately and flexibly. Overall, the findings confirm that AR3D learning media based on the ethnomathematics of East Javanese gamelan effectively promote students’ mathematical visual–spatial abilities while contributing to more meaningful and contextualized mathematics learning.
Efektivitas Pendekatan Saintifik terhadap Penalaran, Representasi Matematis, dan Kemandirian Belajar Siswa SD
Students' mathematical reasoning, representation, and learning independence remain important concerns in elementary mathematics because classroom activities often emphasize procedural answers rather than exploration, communication, and reflection. This study examined the effectiveness of the scientific approach compared with the contextual approach in improving these three competencies. A quasi-experimental method with a nonequivalent control group design was used. The participants were 60 sixth-grade students at an elementary school in East Lombok Regency during the second semester of the 2025/2026 academic year, consisting of 30 students in the scientific approach class and 30 students in the contextual approach class. Data were collected through mathematical reasoning tests, mathematical representation tests, and a learning independence questionnaire. The instruments were validated by experts and tested empirically before use. Data were analyzed using descriptive statistics, normalized gain, prerequisite tests, and independent samples t-tests. The results showed that the scientific approach produced higher gains in mathematical reasoning (N-Gain = 0.61), mathematical representation (N-Gain = 0.60), and learning independence (N-Gain = 0.56) than the contextual approach. The independent samples t-tests indicated significant differences between the two groups (p < 0.05). These findings suggest that the scientific approach effectively strengthens students' cognitive and metacognitive competencies through observing, questioning, experimenting, reasoning, and communicating activities.
Pengaruh Penggunaan ChatGPT terhadap Motivasi Belajar Matematika Siswa Kelas IX MTs. Qur'aniyah
This research gap provides the basis for conducting the present study to obtain empirical evidence regarding the effectiveness of ChatGPT in enhancing students’ mathematics learning motivation. This study aimed to analyze the improvement of mathematics learning motivation among ninth-grade students of MTs. Qur’aniyah after using ChatGPT as a learning companion. The study employed a quantitative approach with a One-Group Pretest–Posttest design. The sample consisted of 30 students selected through purposive sampling. Data were collected using a Likert-scale learning motivation questionnaire that had been tested for validity using the Pearson Product-Moment correlation and for reliability using Cronbach’s Alpha. Data analysis was conducted through descriptive statistics, the Kolmogorov–Smirnov normality test, the Paired Sample t-Test, and Effect Size (Cohen’s d) calculation. The findings revealed an increase in students’ mathematics learning motivation after the implementation of ChatGPT. The mean motivation score increased from 39.47 in the pre-test to 46.83 in the post-test. The Paired Sample t-Test yielded a significance value of 0.001 (p < 0.05), indicating that the improvement was statistically significant. Furthermore, the Effect Size analysis produced a Cohen’s d value of 0.66, which falls into the medium-to-large effect category. These findings suggest that the use of ChatGPT has a meaningful impact on improving students’ mathematics learning motivation by providing responsive, personalized, and easily accessible learning assistance. Therefore, ChatGPT has the potential to serve as an effective learning support tool for enhancing mathematics learning motivation in Islamic junior secondary schools.
Eksplorasi Proses Berpikir Komputasional Matematis SMP Siswa Ditinjau dari Disposisi Matematis: Studi Kasus Kualitatif
This study aims to analyze students’ mathematical computational thinking skills in solving problems on Systems of Linear Equations in Two Variables (SPLDV) based on their levels of mathematical disposition. The study contributes to mathematics education research by demonstrating that mathematical disposition significantly shapes the depth and coherence of students’ computational thinking processes. A qualitative approach with a case study design was employed, involving two ninth-grade students from a junior high school in Depok City in the 2025/2026 academic year, each representing high and low levels of mathematical disposition. The research instruments consisted of a mathematical disposition questionnaire and a descriptive test of computational thinking skills developed based on four indicators: decomposition, abstraction, algorithmic thinking, and generalization. Data were analyzed through data reduction, data display, and conclusion drawing, with triangulation between test results and interviews to ensure credibility. The findings reveal that students with high mathematical disposition were able to fulfill nearly all computational thinking indicators in a systematic and reflective manner. In contrast, students with low mathematical disposition encountered difficulties particularly in decomposition, constructing algorithmic procedures, and making generalizations. These findings provide empirical evidence that differences in mathematical disposition are associated with variations in problem-solving structure and reasoning quality. Therefore, mathematics instruction should be designed to develop cognitive skills while simultaneously fostering positive learning dispositions.
The Effect of Cognitive-Level-Based Differentiated Instruction on Students’ Learning Outcomes in Straight-Line Equations
This study examined the effect of cognitive-level-based differentiated instruction on Grade VIII students’ learning outcomes in straight-line equation material at SMPN 1 Sambelia. A quantitative quasi-experimental design with a nonequivalent control group pretest-posttest structure was employed. Two intact classes participated: Class VIII E as the experimental group (n = 27) and Class VIII F as the control group (n = 25). The experimental group received differentiated instruction organized around cognitive levels C1-C6 over two 90-minute meetings, while the control group received conventional lecture-based instruction. Learning outcomes were measured through pretest and posttest essay tests covering remembering, understanding, applying, analyzing, evaluating, and creating. The test was developed from a C1-C6 blueprint and scored using an analytical rubric with weighted indicators for each cognitive level. The experimental mean increased from 59.81 to 79.85, whereas the control mean increased from 61.32 to 76.16. Normality and homogeneity assumptions were met, and the independent samples t-test showed a significant posttest difference favoring the experimental group, t(50) = 3.653, p = 0.001, mean difference = 3.692, Cohen’s d = 1.01, η² = 0.21. The normalized gain was 0.50 for the experimental group and 0.38 for the control group, both in the moderate category. These findings indicate that differentiated instruction, when guided by diagnostic cognitive mapping and supported through active group tasks, can improve students’ conceptual and procedural achievement in straight-line equations. The study offers empirical support for adaptive mathematics instruction in heterogeneous junior secondary classrooms.
Students’ Mathematical Difficulties and Error Patterns in Arithmetic and Geometric Sequences and Series: A Systematic Literature Review
This study systematically examines students’ mathematical difficulties and error patterns encountered in learning arithmetic sequences and series. Using a Systematic Literature Review (SLR) approach, the literature search was conducted through international databases (Scopus), supporting databases (Google Scholar), and manual searches to ensure comprehensive coverage of relevant studies. Following the stages of identification, screening, and eligibility assessment, a total of 14 relevant empirical articles were selected for analysis. Data from these articles were extracted and analyzed using thematic analysis, focusing on types of mathematical difficulties, students’ error patterns, contributing factors, and remediation strategies reported in the literature. The findings indicate that students’ difficulties in arithmetic sequences and series are predominantly characterized by weak conceptual understanding, difficulties in transforming contextual problems into mathematical models, and reliance on formula memorization without deep understanding. The most frequently observed error patterns include misinterpretation of problems, incorrect selection and application of formulas, procedural errors in calculations, and failure to verify solutions. The underlying causes of these difficulties are generally associated with memorization-oriented instruction, limited use of mathematical representations, and insufficient exposure to non-routine problems. These findings highlight the importance of instructional approaches that emphasize conceptual understanding, problem-solving skills, and the development of metacognitive awareness in teaching sequences and series.
Pemetaan Lanskap Penelitian Kecemasan Belajar Matematika Tahun 2020–2025: Analisis Bibliometrik Menggunakan VOSviewer
This study maps the development and intellectual structure of math learning anxiety research using a bibliometric approach. Data were obtained from the Dimensions database (indexed from Scopus) covering publications from 2020 to 2025. Following the PRISMA framework (identification, screening, eligibility), a total of 127 peer-reviewed articles were initially identified, of which 94 articles met the final inclusion criteria. VOSviewer version 1.6.20 was used to generate co-occurrence network, overlay, and density visualizations. Results show a consistent annual increase in publications. Network visualization reveals a strong association between math anxiety and learning outcomes, confirming its role as a significant affective factor. Overlay analysis indicates a thematic shift from early keywords (test, outcome, ability) toward more recent topics (engagement, performance, self-efficacy, academic achievement). Density visualization confirms that student, mathematics, and mathematics anxiety are the most dominant terms, while technology and engagement appear as emerging but low-density themes. These findings confirm that bibliometric visualization effectively maps research trends and intellectual structures, offering a strategic basis for future research agendas.
Penerapan Problem Based Learning Berbantuan Kotak Perbandingan untuk Meningkatkan Hasil Belajar Matematika Siswa Sekolah Dasar
This study aimed to improve the mathematics learning outcomes of sixth-grade students at SD Negeri Umeanyar on the topic of ratios through the implementation of the Problem Based Learning (PBL) model supported by ratio box media. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The subjects were 28 sixth-grade students of SD Negeri Umeanyar in the 2025/2026 academic year. Data were collected using learning outcome tests in the form of pretests and posttests administered in each cycle. The data were analyzed using quantitative descriptive analysis by comparing students’ learning outcomes in the preliminary stage, Cycle I, and Cycle II. The results showed that the implementation of the Problem Based Learning model supported by ratio box media improved students’ mathematics learning outcomes significantly. In the preliminary stage, the students’ average score was 61.25, with a learning mastery rate of 32.14%. After the action in Cycle I, the average score increased to 73.57, with learning mastery reaching 67.86%. In Cycle II, the average score increased further to 85.36, with learning mastery reaching 89.29%. This improvement occurred because students became more active in learning activities, collaborated more effectively in group discussions, and understood ratio concepts more easily through concrete media. Therefore, the PBL model supported by ratio box media is effective for improving elementary students’ mathematics learning outcomes. This finding indicates that contextual and problem-oriented learning can strengthen students’ conceptual understanding in mathematics
Kemandirian Belajar Siswa Dalam Pembelajaran Matematika Model Blended Learning Berbasis Self Explaining Learning
This study aims to examine the level of students’ learning independence through the implementation of a blended learning model with a self-explaining learning approach in mathematics instruction. Learning independence is a key aspect in the digital era, requiring students to be more active, autonomous, and responsible in the learning process. Using a qualitative approach with a descriptive design, the research involved 34 students of SMPN 3 Waru, with data collected through a learning independence questionnaire, in-depth interviews, and observation. The findings revealed that most students were in the medium category (average score of 68.54%), with the highest percentage in the self-confidence aspect at 72.4% (high category) and the lowest in the discipline aspect at 63.6% (low category). These results indicate that the implementation of blended learning based on self-explaining learning can strengthen students’ independence, especially in terms of personal autonomy, although additional strategies are still needed to enhance responsibility and initiative, and overall, the study provides positive implications for the development of mathematics learning strategies that emphasize fostering student independence.
Analisis Kebutuhan Asesmen Kemampuan Pemecahan Masalah Matematika Berbasis Teslet untuk Siswa Sekolah Menengah Kejuruan
Problem-solving ability is an essential 21st-century competency required by vocational high school (SMK) students to face the increasingly complex and dynamic demands of the workforce. However, the current assessment practices in SMKs remain conventional and are inadequate in capturing students’ thinking processes comprehensively. This study aims to analyze the needs for a problem-solving assessment in mathematics, which will serve as the foundation for developing a testlet-based assessment instrument that aligns with students' vocational expertise and workplace relevance. A descriptive research method with both qualitative and quantitative approaches was employed, involving 338 students, 4 school principals, and 16 mathematics teachers from private SMKs in Brebes Regency. Data were collected through interviews, questionnaires, and observations. The findings reveal that the majority of students, teachers, and school principals recognize the need for an innovative assessment model that evaluates not only the final answers but also the stages of students’ problem-solving processes. A testlet-based assessment guided by Polya’s problem-solving theory is considered relevant and applicable to the SMK context, as it enhances student engagement, critical thinking skills, and the real-world application of mathematics. Nonetheless, challenges persist, including limited time, teacher readiness, and the need for targeted training and implementation guidelines. This needs analysis provides a solid foundation for designing a valid, contextually relevant assessment instrument that can enhance the quality of mathematics learning in vocational schools.
Analisis Kesalahan Siswa SMA Dalam Menyelesaikan Soal Materi SPLTV Berdasarkan Prosedur Kastolan
Previous studies have applied the Kastolan error analysis procedure to identify students' errors in solving mathematics problems. However, most studies have focused on prerequisite topics, particularly Systems of Linear Equations in Two Variables (SPLDV), or have examined students' errors in Systems of Linear Equations in Three Variables (SPLTV) based on specific characteristics, such as prior ability and gender. Consequently, comprehensive information regarding the general error patterns of senior high school students in solving SPLTV problems based on the Kastolan procedure remains limited. This study aims to analyze the errors made by high school students in solving SPLTV questions based on Kastolan's error analysis procedure, which includes conceptual, procedural, and technical errors. This study uses a qualitative descriptive method with 18 tenth-grade students at SMAIT Tahfizh Al-Fatih Pekanbaru as the research subjects. Data were collected through an essay test consisting of two contextual SPLTV questions. The results of the analysis show that technical errors (49.1%) in the fairly high category were the most frequent errors, followed by procedural errors (47.3%) in the fairly high category and conceptual errors (3.6%) in the very low category. The results of this study indicate that procedural and technical errors are the most common errors made by students in solving SPLTV questions, so educators need to pay attention to this so that these errors can be avoided in every mathematics question.
Tren Publikasi Penelitian Pendekatan Saintifik dalam Pendidikan: Analisis Bibliometrik Menggunakan VOSviewer
This study aims to analyze publication trends related to the scientific approach using bibliometric analysis. The analysis focuses on the development of publication numbers, citation trends, journal sources, productive researchers, and keyword co-occurrence patterns in scientific publications. The data were obtained from the Dimensions database for the period 2020–2025 using the keyword scientific approach. The document selection process followed the PRISMA flow, resulting in 9,861 articles for further analysis using VOSviewer version 1.6.20. The findings indicate that publications on the scientific approach have increased consistently over the years, accompanied by a growing number of citations. The network visualization reveals that scientific approach is associated with ability, but it is not directly connected to mathematics. This finding indicates a research gap in the integration of the scientific approach into mathematics learning oriented toward the development of students’ abilities. Meanwhile, the overlay visualization shows that framework, RBL-STEM, and technology have emerged as recent research trends. The density visualization further indicates that topics such as teacher, knowledge, and class have a high research density, whereas studies linking scientific approach, ability, and mathematics remain relatively limited. Therefore, this study provides a comprehensive overview of the development of scientific approach research and offers opportunities for future studies in the context of mathematics learning based on the scientific approach.
Development of an Interactive Google Sites-Based E-Module for Mathematical Literacy in Social Arithmetic
This study aimed to develop an interactive Google Sites-based e-module on social arithmetic and examine its validity, practicality, and effectiveness in supporting junior high school students’ mathematical literacy. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The study was conducted at SMP/MTs in Pemalang Regency during the 2025 academic year, involving 32 eighth-grade students in a limited trial. Data were collected through needs analysis questionnaires, expert validation sheets, student response questionnaires, and mathematical literacy tests. The validity of the product was assessed by material and media experts, while practicality was measured through student responses. Effectiveness was analyzed using pretest–posttest results, paired sample t-test, effect size, and N-Gain. The validation results showed that the e-module was highly valid, with a feasibility score of 92.5% from material experts and 90.3% from media experts. The practicality test showed a positive student response score of 89.6%, indicating that the e-module was easy to use, attractive, and helpful in understanding social arithmetic concepts. The effectiveness test showed an increase in students’ mean score from 56.40 in the pretest to 78.25 in the posttest, with an N-Gain score of 0.52 in the moderate category. These findings indicate that the Google Sites-based interactive e-module is valid, practical, and effective in supporting students’ mathematical literacy, particularly in interpreting contextual problems, formulating mathematical models, applying concepts, and communicating mathematical solutions
Pengembangan Media Pembelajaran Microsite Berbasis Pendekatan Deep Learning untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 4 Semanding
This study aimed to develop a deep learning-oriented microsite learning media that is valid, practical, and effective in improving mathematics learning outcomes on the topic of cubes and cuboids for eighth-grade students at SMP Negeri 4 Semanding. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The trial subjects consisted of 29 eighth-grade students selected through purposive sampling. Data were collected through observation, interviews, learning achievement tests, student response questionnaires, and documentation. The research instruments included material expert validation sheets, media expert validation sheets, pre-test and post-test instruments, and student response questionnaires. Data were analyzed using percentage techniques to determine the validity and practicality of the media, while effectiveness was measured using the N-Gain test. The results showed that the microsite learning media met the criteria of being highly valid, with material expert validation scores of 93% and 96%, and media expert validation scores of 80% and 93%. The practicality level reached 100% based on student responses. Furthermore, the average pre-test score of 37.76 increased to 89.83 in the post-test, with an average N-Gain score of 0.90 categorized as high. A total of 27 students achieved a high N-Gain category, while 2 students achieved a moderate category. These findings indicate that the developed microsite learning media is valid, practical, and potentially effective for supporting mathematics learning on cubes and cuboids.
Asesmen Formatif: Analisis Psikometrik Instrumen Menggunakan Model Rasch pada Materi Teorema Pythagoras
This study uses a quantitative approach that aims to analyze the psychometric characteristics of formative assessment instruments using the Rasch Model. The research sample consisted of 20 students. The instrument used was a multiple-choice test consisting of 20 questions on the Pythagorean Theorem. Data were analyzed using Winsteps to identify instrument reliability, item difficulty level, item fit, person measure, and student response patterns. The results showed that the instrument had a fairly good reliability with a Cronbach Alpha value of 0.70, person reliability of 0.67, and item reliability of 0.77. Analysis of item difficulty levels showed that there were 2 items in the very easy category, 7 items in the easy category, 8 items in the difficult category, and 3 items in the very difficult category. The results of the item fit analysis showed that most of the items were in accordance with the Rasch Model, although there is one item that needs to be revised because it does not meet the model suitability criteria. Analysis of student abilities showed that most students were in the medium to high ability category. In addition, the results of the Wright Map and Scalogram showed that the instrument had a fairly good ability to differentiate student abilities. Thus, the developed formative assessment instrument can be used to measure students' abilities in the Pythagorean Theorem material.
Analisis Analisis Kebutuhan Pengembangan Media Pembelajaran Interaktif H5P untuk Mendukung Literasi Numerasi Bilangan di Kelas V SD
The low numeracy literacy of elementary school students, particularly in number, remains a major problem, as reflected in the 2024 PISA (Philosophy of Mathematics and Natural Sciences) achievement, which is below the international average. Students tend to have difficulty understanding number concepts, interpreting data, and applying mathematical knowledge in real-life contexts. This study aims to analyze the need for developing H5P-based interactive learning media to improve the numeracy literacy of fifth-grade elementary school students. The study used a qualitative descriptive approach through needs analysis, involving 56 students and 8 elementary school teachers. Data collection techniques included numeracy literacy tests and questionnaires. The results showed that 84.3% of students experienced difficulty in solving contextual story problems, while only 48.18% of students were able to achieve numeracy reasoning skills. On the other hand, 86.4% of students expressed a high preference for interactive learning media such as videos, quizzes, and simulations, and 79.6% of students felt helped in understanding the material through these media. Teachers also expressed the need for media that could provide direct feedback and monitor student learning progress in real time. These findings demonstrate a strong need for the development of interactive, contextual, and adaptive H5P-based learning media. Therefore, it can be concluded that interactive learning media is needed by students and teachers to address low numeracy literacy. Thus, the development of H5P media has the potential to increase student engagement, motivation, and understanding in numeracy literacy, making it a suitable innovative solution for mathematics learning in elementary schools
Pengembangan Soal Literasi Matematis Konten Aljabar pada Konteks Sosial dan Saintifik Kelas VIII SMP/MTs
This study aims to develop reliable, valid, and mathematically literate algebra-based questions in social and scientific contexts for eighth-grade junior high school/MTs students. This is a research and development study that applied the Tessmer model, progressing through the preliminary stage, self-evaluation, prototyping (expert review, one-on-one, small group), and field testing. The results of this item development were tested in eighth-grade class 2 at SMPN 1 Banda Aceh, eighth-grade class 2 at SMPN 3 Banda Aceh, eighth-grade class 2 at SMPN 17 Banda Aceh, and eighth-grade class 1 at MTsN 1 Banda Aceh, with a total of 128 students participating in the test. The research instruments used were a validation sheet and a 15-item multiple-choice mathematical literacy test. The software used to determine reliability, validity, discriminant power, difficulty level, and distractor functionality was ITEMAN. This study successfully developed 15 test items, of which 13 were accepted with difficulty levels ranging from 0.30 to 0.70, discriminant power ≥ 0.30, and distractor functionality of at least 0.05. However, 2 items were discarded because they did not meet the established criteria. The analysis yielded a reliability value of 0.716, which falls into the high reliability category, meaning the test is suitable for assessing the extent to which students achieve the intended learning objectives. The developed items may serve as an assessment tool to support teachers in identifying students mathematical literacy
Pengembangan Media Flipbook untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis dan Minat Belajar Siswa
This research was conducted to develop a flipbook learning media and to analyze the improvement of students' mathematical problem-solving skills and learning interest after using the media. This study employed the Research and Development method based on the Multimedia Development Life Cycle model, which consists of the stages of concept, design, material collecting, assembly, testing, and distribution. The study involved 44 ninth-grade students of SMPN 5 Tasikmalaya, consisting of an experimental class and a control class. The instruments used were essay-type test questions and a learning interest questionnaire. The validation results indicated that the developed media was feasible for use in mathematics learning. Data analysis showed that the average N-Gain score of mathematical problem-solving skills was 0.51 in the experimental class and 0.37 in the control class, both of which were categorized as moderate. The hypothesis testing result showed a Sig. (1-tailed) value of 0.029, indicating that the improvement in mathematical problem-solving skills of students in the experimental class was better than that of students in the control class. In addition, students' learning interest in the experimental class increased after the use of the flipbook media. The effect size values for mathematical problem-solving skills and learning interest were 0.596 and 0.620, respectively, both of which were categorized as moderate. Based on these findings, the developed flipbook media was deemed feasible and effective as an alternative learning medium for improving students' mathematical problem-solving skills and learning interest
Pengaruh Pembelajaran Kooperatif Tipe STAD Berbasis Etnomatematika Permainan Congklak terhadap Pemahaman Konsep Matematis Siswa
This study aimed to examine the effect of the Student Teams Achievement Division (STAD) cooperative learning model integrated with ethnomathematics through the traditional congklak game on elementary school students’ mathematical conceptual understanding. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 36 fifth-grade students of SD Islam Kusumawardhana. The research instrument was a mathematical conceptual understanding test administered before and after the treatment. The results of the study showed that the experimental group achieved a higher mean posttest score of 82.78 compared to the control group, which obtained a mean score of 65.56. Based on the comparison between the pretest and posttest scores, the experimental group demonstrated an improvement of 32.50 points, whereas the control group showed an improvement of 15.84 points. The Independent Samples t-test revealed a significant difference between the experimental and control groups (t = 6.489, p < 0.05), with a Cohen's d value of 2.16, indicating a very large effect size. The t-test results indicated a significance value of 0.000 (< 0.05), demonstrating a statistically significant effect of the STAD learning model integrated with ethnomathematics through the congklak game on students’ mathematical conceptual understanding. Furthermore, the effect size value of 2.16 indicated a very large effect. Therefore, the STAD cooperative learning model based on the ethnomathematics of the traditional congklak game is effective in improving elementary school students’ mathematical conceptual understanding.
Pengaruh Pembelajaran Etnomatematika Berbasis Android pada Konteks Budaya Pamama terhadap Literasi Numerasi Siswa SMA
This study aimed to determine the effect of Android-based ethnomathematics learning using the EBS-PBM Apps application in the context of Pamama culture on improving the numeracy literacy of senior high school students. This study used a quasi-experimental method with a pretest-posttest control group design. The research was conducted in three senior high schools in Southwest Sumba Regency representing three cultural groups, namely Wewewa, Loura, and Kodi. The sample consisted of 132 students divided into experimental and control classes. The research instrument was a pre-test and post-test sheet used to measure students’ numeracy literacy. Data were analyzed using normality test, homogeneity test, paired sample t-test, and F-test. The results showed that all data were normally distributed and homogeneous, with the homogeneity significance value based on mean of 0.399 > 0.05. The paired sample t-test showed a significance value of less than 0.001 < 0.05 with a mean paired difference of -23.818 and t-count of -10.333, indicating a significant increase between pre-test and post-test scores. The F-test result showed that the F-count value was 1.501553886 and the F-table was 1.334382865, indicating significant differences between the experimental and control classes. Thus, Android-based ethnomathematics learning using the EBS-PBM Apps application in the context of Pamama culture significantly improved students’ numeracy literacy.
Peningkatan Kerja Sama dan Hasil Belajar Siswa Melalui Media Kartu Domino Timbangan
This research is motivated students of SD Negeri Perumnas 2 Waena who often play gaplek cards during recess. This shows that students have a high interest in card games and enjoy playing with friends. However, in mathematics learning on scales, student cooperation is still low and the learning outcomes of some students have not reached completeness. Therefore, learning is needed that utilizes student interests through group-based learning with the help of domino cards weighing media. This study aims to improve student cooperation and mathematics learning outcomes on scales. The method used is Classroom Action Research which is carried out in two cycles, namely planning, action implementation, observation, and reflection. The subjects of this study were 25 third-grade students of SD Negeri Perumnas 2 Waena. The instruments used were observation sheets to measure student cooperation and test sheets to measure learning outcomes. Success indicators are determined based on the Minimum Completion Criteria (KKM) of 70 for individual completeness and 70% for classical completeness. The results of the study showed that the percentage of student cooperation increased from 40% in the pre-action to 64% in cycle I and 92% in cycle II. Student learning outcomes also increased from 32% in the pre-action to 60% in cycle I and 96% in cycle II. Based on the results of the study, it can be concluded that group-based learning assisted by domino weighing cards can improve cooperation and mathematics learning outcomes of third-grade students of SD Negeri Perumnas 2 Waena on the material of weighing.
Analisis Kompetensi Strategis Matematis Siswa SMA dalam Menyelesaikan Masalah Statistika Bivariat
The purpose of this study is to analyze the mathematical strategic competence of high school students in solving bivariate statistics problems in terms of their strategic competence categories. The method used was descriptive with a quantitative approach. The research sample consisted of 33 eleventh-grade students at MAN Purwakarta in the second semester of the 2025/2026 academic year, selected through purposive sampling. The research instrument consisted of four essay questions developed based on strategic competence indicators, namely formulating, representing, and solving problems. The data were analyzed using descriptive statistics through calculations of the mean, standard deviation, maximum value, minimum value, and the percentage of achievement for each indicator. The analysis showed that the average strategic competence score of the students was 67.03 with a standard deviation of 14.63. Most students (69.70%) were in the moderate category, while 15.15% were in the high category and 15.15% were in the low category. The representation indicator obtained the highest achievement percentage at 81.4%, followed by the formulation indicator at 74.5%, and the problem-solving indicator at 54.3%. Overall, these findings indicate that students' strategic competence in bivariate statistics still needs further improvement, particularly in the problem-solving aspect. These results imply the need for instruction that emphasizes systematic, data-based problem-solving practice in bivariate statistics
Analisis Struktur Berpikir Siswa dalam Menyelesaikan Masalah Aljabar Berdasarkan Teori APOS
This study aims to analyze students’ thinking structures in solving algebraic problems based on APOS theory, which consists of action, process, object, and schema stages. This research employed a qualitative approach with a case study method. The subjects were 32 students of class VIII-6 at SMPN 27 Kota Tangerang in the 2026/2027 academic year. Data were collected through algebraic problem-solving tests, semi-structured interviews, and documentation of students’ written work. The data were analyzed through data reduction, data presentation, and conclusion drawing based on the indicators of APOS stages. The findings showed that students’ thinking structures varied according to their ability levels. High-ability students reached the action, process, and object stages because they were able to understand the problem information, determine variables, construct algebraic models, solve problems systematically, and provide appropriate conclusions. Moderate-ability students were generally at the action and process stages because they were able to construct algebraic models and perform calculations, but they had not fully reflected on the results as an integrated conceptual structure. Meanwhile, low-ability students remained at the action stage because they were only able to follow basic procedures without fully understanding the relationships among variables. These findings indicate that most students still need gradual and reflective algebra learning that emphasizes the development of conceptual understanding.
Analisis Kemampuan Berpikir Reflektif Matematis Siswa Ditinjau dari Kegigihan dan Ketekunan dalam Pemecahan Masalah Teorema Pythagoras
This study analyzes junior high school students' mathematical reflective thinking when viewed from the aspect of persistence and perseverance in solving mathematical problems. The focus was drawn from one research question concerning how students' reflective thinking appears in relation to their perseverance when working on Pythagorean theorem tasks. A qualitative case-study design was employed at SMP Negeri 1 Tanjung Morawa involving 29 students of class VIII-1, with 9 students selected purposively for deeper analysis based on variations in productive disposition. Data were collected through written reflective-thinking tests, a productive-disposition questionnaire, semi-structured interviews, observation, and documentation. The data were analyzed descriptively through reduction, coding, categorization, presentation, conclusion drawing, and triangulation. The findings show that students with strong persistence were more capable of identifying procedural and conceptual errors, revising inappropriate formulas, explaining the relationship among sides of a right triangle, and continuing the solution process until a more accurate answer was obtained. Students with moderate persistence began to recognize and correct errors but still needed guidance to justify their reasoning consistently. Students with weak persistence tended to stop at the first answer, relied on external help, and showed limited self-evaluation. The study concludes that persistence and perseverance support reflective mathematical thinking by sustaining students' efforts to review, evaluate, and improve their problem-solving processes
Hubungan Literasi Digital Siswa terhadap Implementasi Strategi Diferensiasi dalam Pembelajaran Matematika di Provinsi NTB
This study aims to analyze the level of students' digital literacy and its relationship with the implementation of differentiated instruction strategies in mathematics learning in West Nusa Tenggara (NTB) Province. This research uses a quantitative approach with a correlational design. The research sample consisted of 399 junior and senior high school students in NTB Province selected through purposive sampling. The research instrument was a questionnaire covering 8 dimensions of digital literacy and 3 dimensions of differentiated strategies. The results showed that: (1) the level of students' digital literacy in NTB Province was in the high category with a percentage of 66.9%; and (2) there was a significant relationship between students' digital literacy and the implementation of differentiated strategies in mathematics learning (r = 0.883, p < 0.05). Digital literacy contributed 88.3% to the implementation of differentiated strategies. These findings indicate that the higher the students' digital literacy level, the higher their perception of the implementation of differentiated strategies by mathematics teachers. This research recommends the integration of digital literacy strengthening in the planning and implementation of differentiated mathematics learning strategies.
Evaluating ChatGPT Response Quality in Ethnomathematics Learning
This study analyzes the quality of ChatGPT responses in generating ethnomathematical explanations in mathematics learning. A descriptive qualitative approach with a case study design was employed. The research participants consisted of one mathematics teacher and 30 eleventh-grade students at SMAI Nurul Huda. Data were collected through classroom observation, semi-structured interviews, and documentation of prompt-response transcripts. Two ethnomathematics-based plane geometry problems, related to a traditional engklek arena and a traditional-house pattern, were explored using ChatGPT through a text-based interface. The documented responses were evaluated based on three indicators: scientific accuracy, logical coherence, and cultural contextual relevance. The findings show that ChatGPT produced stronger responses in terms of scientific accuracy and logical coherence, particularly for lower-complexity problems. In Problem 2, 97% of the responses were categorized as accurate and 100% were highly coherent. In contrast, responses to the more complex Problem 1 were mostly categorized as fairly accurate and coherent, with 7% of the responses identified as inaccurate and incoherent. The weakest performance appeared in cultural contextual relevance, as 93% of responses to Problem 1 were less relevant and 100% of responses to Problem 2 were irrelevant. Observations and interviews further revealed that ChatGPT can increase student engagement and support procedural understanding, but it may also encourage dependence on instant answers if not accompanied by teacher guidance. Therefore, ChatGPT should be positioned as a supplementary learning tool whose use requires mathematical verification, prompt scaffolding, and explicit cultural reflection.
Desain Pembelajaran Deep Learning: Integrasi Contextual Teaching and Learning terhadap Peningkatan Komunikasi Matematis Siswa SMP
Mathematical communication skills are one of the essential competencies that need to be developed in mathematics learning; however, these skills remain relatively low among many junior high school students. This study aims to describe the implementation of a Deep Learning instructional design integrated with the Contextual Teaching and Learning (CTL) approach and to analyze the improvement of students’ mathematical communication skills in learning solid geometry, particularly cubes. This research employed a pre-experimental method with a One Group Pretest–Posttest Design involving 30 eighth-grade students at SMPIT Putri Al-Hanif Cilegon, selected through purposive sampling. The research instrument was a mathematical communication skills test that had met the criteria of validity, reliability, difficulty index, and discrimination power. The data were analyzed using N-Gain calculations, the Shapiro–Wilk normality test, and the Paired Sample t-Test. The results showed that the instructional design integrated the three dimensions of Deep Learning, namely meaningful learning, mindful learning, and joyful learning, with CTL learning syntax to develop mathematical communication indicators consisting of Written Text, Drawing, and Mathematical Expression. The average N-Gain score was 0.80, which was categorized as “high”, while the paired sample t-test results showed a t-value of |t| = 37.530 with a significance level of 0.000 < 0.05, indicating a significant improvement in students’ mathematical communication skills. Therefore, the findings of this study suggest that implementing a Deep Learning instructional design integrated with the Contextual Teaching and Learning (CTL) approach has the potential to enhance students' mathematical communication skills.
Analisis Kesalahan Pemecahan Masalah Matematis Siswa Pada Materi Tali Busur Lingkaran Berdasarkan Tahapan Polya
This study aims to improve students’ mathematical problem-solving abilities and learning activities through the application of the Problem Based Learning (PBL) model on circle material in class XI IPS-5 of SMA Negeri 3 Mataram. This research used Classroom Action Research (CAR) with the Kemmis and McTaggart model which consisted of two cycles, namely planning, action, observation, and reflection. The subjects of this study were 35 students of class XI IPS-5. Data collection techniques used were tests, observations, and documentation. The instruments used were mathematical problem-solving ability tests and student learning activity observation sheets. The results showed that the application of the Problem Based Learning (PBL) model was able to improve students’ mathematical problem-solving abilities. In cycle I, the average score of students reached 81.17 with classical completeness of 74.28%, while in cycle II the average score increased to 88.45 with classical completeness of 91.42%. Student learning activities also increased from the fairly active category in cycle I to the active category in cycle II. The increase occurred because students were actively involved in discussions, problem investigations, presentations, and reflections during the learning process. Thus, the application of the Problem Based Learning (PBL) model can improve mathematical problem-solving abilities and student learning activities on circle material.
Analisis Kemampuan Pemecahan Masalah Siswa SMA Melalui Pemodelan Matematika pada Permasalahan Geometri
This study aims to analyze high school students’ problem-solving abilities through mathematical modeling strategies in geometry problems. This research employed a descriptive qualitative approach involving 33 eleventh-grade students of SMA Negeri 12 Semarang, who were selected purposively based on variations in academic ability. Data were collected through written tests, observation, and in-depth interviews with nine selected students. The data were analyzed inductively by referring to the stages of mathematical modeling, namely understanding the problem context, mathematization, solving the mathematical model, interpreting the results, and validating the solution. The findings show that students’ ability to solve geometry problems through mathematical modeling varied according to the complexity of the problems. Students who answered correctly were able to identify relevant information, construct appropriate mathematical models, perform calculations, and interpret the results in accordance with the problem context. In contrast, students who answered incorrectly generally experienced difficulties in mathematization, applying geometry concepts, manipulating algebraic expressions, and validating final answers. The students’ success rate tended to decrease as the complexity of the problems increased. These findings indicate that transforming contextual problems into mathematical models and validating solutions are critical stages that require greater attention in mathematics learning based on mathematical modeling
Profil Berpikir Kritis Siswa dalam Menyelesaikan Tugas Numerasi Kontekstual pada Pembelajaran Matematika
This study aims to describe students' critical thinking skills through contextual numeracy tasks in mathematics learning. This study uses a descriptive qualitative approach. The research subjects consisted of four students from class IX B, selected purposively based on their critical thinking skills, namely two students with high abilities and two students with low abilities. Data collection techniques included tests in the form of contextual numeracy tasks on congruence and similarity, observation, semi-structured interviews, and documentation. Data validity was obtained through source triangulation. Data analysis was based on critical thinking indicators, which included interpretation, analysis, evaluation, and inference. The results showed that students with high critical thinking skills were able to meet all critical thinking indicators, as demonstrated by their ability to understand the context of the problem, determine the appropriate solution strategy, evaluate the calculation results, and draw logical conclusions according to the context of the problem. Conversely, students with low critical thinking skills still experience difficulties in several indicators, particularly evaluation and inference, where students tend to lack rechecking and are unable to provide contextual explanations for the numerical answers obtained. These findings indicate that contextual numeracy tasks can be used to reveal variations in student’s critical thinking processes during mathematics learning. The implication of this research is that teachers need to design contextual numeracy tasks that explicitly require studentsto engage in interpretation, analysis, evaluation, and inference, thereby enabling their critical thinking skills to develop optimally
Copyright (c) 2026 Eric Dwi Putra, Mochammad Fadil Djamali, Rini Nur Indah Sari, Diva Oliviya Mayantika, Selvita Risca Alifiana https://creativecommons.org/licenses/by-sa/4.0