Imajiner: Jurnal Matematika dan Pendidikan Matematika
Imajiner: Jurnal Matematika dan Pendidikan Matematika , ISSN 2685-3892 (online) adalah jurnal yang diterbitkan oleh Program Studi Pendidikan Matematika Universitas PGRI Semarang. Jurnal ini merupakan wahana untuk mempublikasikan hasil-hasil penelitian dalam lingkup matematika dan pendidikan matematika yang dikelola oleh Program Studi Pendidikan Matematika Universitas PGRI Semarang. Jurnal ini terbit enam kali dalam satu tahun yaitu pada bulan Januari, Maret, Mei, Juli, September, dan November. Journal Title Imajiner: Jurnal Matematika dan Pendidikan Matematika Frequency Enam kali dalam setahun ISSN 2685-3892 (online) Editor-in-chief Lukman Harun Publisher Program Studi Pendidikan Matematika Universitas PGRI Semarang Citation Google Schoolar | Garuda email : imajiner@upgris.ac.id Article Processing Charges (APCs)/ Article Publication Fee: IDR. 500.000
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Analisis Kemampuan Penalaran Matematika Ditinjau dari Gaya Kognitif Siswa SMP
This research aims to describe the mathematical reasoning abilities of class VIII SMP students on number pattern material. This type of research is qualitative descriptive research. This research was carried out at SMP N 3 Kaliwungu for the 2021/2022 academic year. The subjects of this research were class 8C students consisting of 4 students with details of 2 students with a field independent cognitive style and 2 students with a field dependent cognitive style. Subject selection was carried out by distributing the GEFT (Group Embedded Figures Test) questionnaire. The instruments used in this research were reasoning tests and interview guidelines. The instrument has been validated by experts before being used to determine whether or not the instrument is suitable for carrying out research. The validity of the data uses the triangulation method, namely comparing the results of the reasoning test with the results of the interview. Based on the research results, it was found that (1) subjects with a field independent cognitive style were able to fulfill all the reasoning indicators in number pattern material, (2) subjects with a field dependent cognitive style were able to fulfill only two indicators, namely making conjectures and carrying out mathematical manipulations. (3) subjects with a field dependent style cannot provide evidence of the correctness of the solution and cannot find patterns related to the problem presented.
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Keefektifan Pembelajaran “Game Digital” Menggunakan Kahoot terhadap Kemampuan Numerasi
This study aims to analyze the effectiveness of “Digital Game”-based learning with Kahoot! media on students’ numeracy skills. The method used is Quasi Experimental with Posttest Only Control Design. The study population included students of grade VII MTs N 1 Semarang, with two classes as samples: an experimental class that implemented “Digital Game” learning using Kahoot! and a control class that used traditional learning methods. Sample selection was done through cluster random sampling technique. Data were collected through observation to monitor student activity during the learning process, a post-test essay test to assess students’ numeracy skills, and documentation to obtain information such as student names, the learning process in class, and test scores. The results showed that the numeracy skills of students who participated in “Digital Game”-based learning using Kahoot! were higher than students who studied using conventional methods. In addition, there was an influence of student activity in learning using Kahoot! on their numeracy skills, and students in the experimental group achieved completion.
Efektifitas Model Pembelajaran Problem Based Learning Berbantuan Mit App Inventor terhadap Kemampuan Pemahaman Konsep Matematika
The purpose of this study was to determine the effectiveness of the Problem Based Learning learning model assisted by MIT App Inventor on the ability to understand mathematical concepts compared to conventional learning. This type of research is quantitative research. The population of this study was class VIII students of SMP Negeri 26 Semarang in the 2024/2025 academic year. The sample of this study was class VIII D and VIII F using the cluster random sampling technique. The data collection techniques used were test methods, documentation and interviews. The data analysis techniques used were t-test, n-gain test and classical completeness test. The results of this study obtained: (1) Students' understanding of mathematical concepts using the Problem Based Learning learning model assisted by MIT App Inventor is better than conventional learning models, (2) The application of the Problem Based Learning learning model assisted by MIT App Inventor is effective in improving students' mathematical understanding abilities. (3) Students' understanding of mathematical concepts using the Problem Based Learning learning model assisted by MIT App Inventor achieved classical completeness.
Efektivitas Pembelajaran Student Teams Achievement Division STAD Berbantuan Damdas Terhadap Pemahaman Konsep Matematis Siswa SMP
This study aims to determine the effectiveness of Student Teams Achievement Division (STAD) learning assisted by Damdas on the mathematical concept understanding of junior high school students. This research is a quantitative study with a Posttest-Only Control Design. The population in this study consists of seventh-grade students at SMP Negeri 4 Semarang. Using cluster random sampling technique, two classes were randomly selected as samples: class VII A as the experimental class and class VII B as the control class. Data collection techniques include observation, tests, and documentation. Data analysis techniques used in this study involve two stages: initial data analysis and final data analysis. The initial data analysis includes normality test, homogeneity test, and two-tailed t-test. The final data analysis includes normality test, homogeneity test, learning mastery test, simple regression test, and two-tailed t-test. The results of this study indicate that Student Teams Achievement Division (STAD) learning assisted by Damdas is effective in enhancing junior high school students' understanding of mathematical concepts. This is evidenced by the fulfillment of the three indicators of learning effectiveness: 1) Students' ability to understand mathematical concepts using STAD learning assisted by Damdas reaches the Minimum Completeness Criteria (KKM). 2) There is an influence of student activeness on the ability to understand mathematical concepts using STAD learning assisted by Damdas. 3) Students' ability to understand mathematical concepts using STAD learning assisted by Damdas is better than that of students using conventional learning methods.
Keefektifan Model Discovery Learning Berbantu Media Digital Terhadap Kemampuan Pemecahan Masalah Ditinjau dari Kemampuan Awal Matematis Siswa SMP
Mathematical problem-solving ability is a basic competency needed by students in the digital era. This study aims to test the effectiveness of the digital media-assisted Discovery Learning model on junior high school students' mathematical problem-solving abilities, especially their initial abilities. This study used a quasi-experimental method with a Nonequivalent Control Group Design. The subjects were eighth-grade students at SMP Negeri 29 Semarang, divided into a digital media-assisted Discovery Learning class and a conventional learning class. The instruments used were diagnostic tests and validated problem-solving ability tests. Data analysis included the Mann-Whitney U test, Spearman test, and Binomial test. The results of the Mann-Whitney U test showed a significant difference in problem-solving abilities between the two groups (p-value = 0.055). The average ranking of the experimental class was higher than the control class, strongly indicating superiority in stimulating problem-solving. The Spearman test produced a very strong coefficient (r = 0.969) between initial abilities and problem-solving outcomes in the experimental class, indicating the influence of initial abilities in the experimental class. The Binomial Test proved that 78.13% of students in the experimental class achieved both individual and class mastery, as indicated by a p-value = 0.0248 < a = 0.05. The test instrument in this study needs to be improved when creating problem-solving-oriented diagnostic questions, adjusting the posttest time to suit the difficulty level and number of questions.
Perbandingan Akurasi Model Eksponensial Hiperbolik dan Logistik dalam Peramalan Jumlah Penduduk Kota Surabaya
Rapid urbanization is putting demographic pressure on Surabaya City, the hub of Eastern Indonesia's trade, industry, education, and economic growth. Planning for sustainable development requires precise population estimates. The purpose of this study is to evaluate and contrast how well three mathematical models of population growth—the logistic, exponential, and hyperbolic models—predict Surabaya City's population. The differential equations of each model are used to handle secondary data in the form of a time-series of population figures from 2014 to 2024. The Mean Absolute Percentage Error (MAPE) value is used to assess the model's accuracy. The findings indicate that the logistic model yields a MAPE of 0.0119190%, the hyperbolic model yields a MAPE of 1.25509879%, and the exponential value yields a MAPE of 1.240023%. The logistic model was selected as the best model for long-term projections since it was the most accurate and had the lowest MAPE. According to the logistic model forecast estimates, Surabaya City's population is expected to reach 3,244,200 in 2035. It is envisaged that city governments would be able to use the research's suggestions as a scientific guide when creating population-responsive sustainable development policies.
Analisis Profil Kemandirian Belajar Matematika Mahasiswa Teknik Informatika Menggunakan Algoritma KMeans Clustering
Student dependence on lecturers in mathematics learning demonstrates a low level of independence, which in turn influences learning outcomes. This study aims to group students by the level of self-regulated learning in mathematics and to describe the characteristics of each group. The study used a quantitative descriptive exploratory design. Data were collected through questionnaires and analyzed using the k-means clustering algorithm and descriptive statistics. The results showed that 18.80% of students were in the low category, with responsibility indicators 78.66%, discipline 54.75%, self-control 80.31%, initiative 56.15%, motivation 73.00%, and self-confidence 67.29%. A total of 53.85% of students were in the medium category, with responsibility indicators 87.89%, discipline 63.94%, self-control 86.30%, initiative 69.95%, motivation 86.03%, and self-confidence 81.80%. Furthermore, 27.35% of students are in the high category with responsibility indicators 97.27%, discipline 82.55%, self-control 97.42%, initiative 87.27%, motivation 97.45%, and self-confidence 95.00%. Based on these results, it can be concluded that the level of student independence in learning mathematics is dominated by the medium category. Students in the high self-regulated learning category have very good abilities in the indicators of responsibility, self-control, motivation, and self-confidence. Meanwhile, in the medium and low categories, the indicators that need improvement are discipline, initiative, and self-confidence.
Pengaruh Disiplin Belajar Terhadap Kemampuan Penalaran Matematis Siswa pada Materi Bangun Ruang
This study aims to assess the level of students' learning discipline, their mathematical reasoning skills, and how much influence these disciplines have on reasoning skills on spatial building materials. Using a quantitative approach, the research design taken is correlational. All grade VIII students at MTs Maarif Sukakarya, Garut Regency, West Java, were involved as a population in this research. Meanwhile, the sample obtained through the purposive sampling method amounted to 28 students. Data collection was carried out using two main instruments, namely a learning discipline questionnaire and a test instrument to measure mathematical reasoning skills. Once the data is collected, the analysis is completed through descriptive and inferential statistical tests. Based on the results of the normality test, it showed an abnormal distribution of data, so the analysis was continued using the Spearman correlation test. The results showed that the level of students' learning discipline was in the medium category with a percentage of 70.58%, while their mathematical reasoning capacity was classified as very good at 84%. The results of the calculation of the Spearman correlation coefficient recorded a value of 0.400 with a significance level of 0.035, indicating a significant relationship between the two variables. This shows that learning discipline has a positive effect on students' overall mathematical reasoning skills.
Development of EModules Based On The Contextual Teaching and Learning Ctl Approach Using Geogebra for The Topics of Triangles and Quadrilaterals
This study aims to develop an e-module based on the Contextual Teaching and Learning (CTL) approach, supported by GeoGebra, on the topics of triangles and quadrilaterals, and to determine its validity, practicality, and effectiveness in terms of student learning outcomes. The research design employed is Research and Development (R&D) using the ASSURE development model. The research subjects were seventh-grade students at State Junior High School 2 Pekanbaru during the 2025/2026 academic year. Research instruments included validation sheets for subject matter experts and educational technology experts, a student response questionnaire, and a learning outcome test. The results of the subject matter expert validation yielded a percentage of 83.86%, and the educational technology expert validation yielded 87.58%; both fall into the “highly valid” category. The results of the practicality test on the small group yielded a percentage of 88.23%, and on the limited group, 88.75%; both fall into the “highly practical” category. Based on the data analysis results, the calculated t-value (8.2566) was greater than the critical t-value (1.6698) at a 5% significance level, with the average learning outcome of the experimental class (79.04) being higher than that of the control class (51.69), indicating a significant difference in learning outcomes. Thus, the CTL-based e-module supported by GeoGebra on the topics of triangles and quadrilaterals is deemed valid, practical, and effective for improving student learning outcomes, and can serve as an innovative teaching material alternative in mathematics education at the secondary school level.
Analisis Pemahaman Konsep Murid Ditinjau dari Kesiapan Belajar dalam Pembelajaran Discovery Learning Berbasis Gradasi Scaffolding
This study aimed to describe the conceptual understanding of high-, medium-, and low-ability students in Discovery learning based on graduated scaffolding on the topic of future value of annuities (prenumerando and postnumerando). The study employed a descriptive qualitative approach within a Lesson study framework conducted through two cycles (plan–do–see) involving eleventh-grade students at SMA Negeri 3 Malang. Deep analysis was applied to three subjects selected through purposive sampling based on the results of the diagnostic assessment. These three subjects represented three student ability groups: high (10 students), moderate (17 students), and low (8 students).Data were collected through diagnostic assessment, differentiated student worksheets, observations, documentation, and analysis of students’ work. The findings revealed that students’ conceptual understanding varied according to their learning readiness. High-ability students demonstrated flexible deductive–inductive thinking patterns, independently derived formulas, and accurately applied concepts to contextual problems. Medium-ability students showed guided linear thinking patterns through gradual scaffolding, whereas low-ability students exhibited fragmented thinking patterns with a higher dependence on teacher support. The Lesson study results indicated that Cycle 1, which implemented random grouping, was unable to optimally accommodate the diversity of students’ learning readiness, as reflected in uneven participation and the emergence of conceptual errors. Improvements implemented in Cycle 2 through the use of diagnostic assessment, readiness-based grouping, and graduated scaffolding-based worksheets resulted in more equitable student engagement and enhanced conceptual understanding. The findings emphasize that students cannot be treated uniformly. Effective mathematics instruction requires learning-readiness-based differentiation to create more adaptive, meaningful, and inclusive learning experiences that accommodate students’ diverse needs.
Prediktor Prestasi Belajar Matematika Siswa: Peran Motivasi Kecemasan dan SelfEfficacy
This study aims to determine the effect of learning motivation, mathematics anxiety, and self-efficacy on the mathematics achievement of seventh-grade students at SMP Negeri 3 Tegalombo. The data collection technique used was a questionnaire, which was distributed to all seventh-grade students at SMP Negeri 3 Tegalombo as respondents of this study. The sampling technique used was a saturated sample in which the entire population was sampled. Data analysis used descriptive analysis, classical assumption tests, multiple linear regression analysis, coefficient of determination, F-tests, and t-tests. The results of the prerequisite test show that the variables of learning motivation, mathematics anxiety, self-efficacy, and mathematics achievement are normally distributed, and there is no multicollinearity or heteroscedasticity. By testing the hypothesis, it is known that learning motivation, mathematics anxiety, and self-efficacy simultaneously have a positive and significant effect on the mathematics achievement of seventh-grade students at SMP Negeri 3 Tegalombo by 32.9%. Partially, the variables of motivation and self-efficacy influence mathematics learning achievement, but the variable of mathematics anxiety does not affect the mathematics achievement of seventh-grade students at SMP Negeri 3 Tegalombo.
Penerapan Model Pembelajaran Flipped Classroom Berbantuan Lumi Education Terhadap Kemampuan Pemecahan Masalah Matematis dan Kemandirian Belajar Siswa
This study aims to analyze the differences in students’ mathematical problem-solving abilities and learning independence between students taught using the Lumi Education-assisted flipped classroom model and students taught using the expository model on the topic of sequence and series applications. This research employed a quasi-experimental design with a quantitative approach, using a non-equivalent posttest-only control group design. The research sample was selected using cluster random sampling technique, with class XI Hosfour 1 as the experimental group and class XI Hosfour 2 as the control group. Data analysis was conducted using the R program, employing Hotelling's T² test for multivariate analysis, and Mann-Whitney and Independent T-test for univariate analysis. The results showed that: 1) there was a significant simultaneous difference between the two groups, with a p-value = 1.028×10⁻⁵ < 0.05, 2) there was a significant difference in mathematical problem-solving ability, with a p-value = 2.348×10⁻⁵ < 0.05, and 3) there was no significant difference in learning independence, with a p-value = 0.684 > 0.05. This study concludes that the Lumi Education-assisted flipped classroom model has a significant effect on mathematical problem-solving ability, while it has no significant effect on learning independence.
Hubungan Resiliensi Matematis dengan Komunikasi Matematis
Mathematical communication is a crucial student ability that remains insufficient in reality, necessitating supporting factors like mathematical resilience. This quantitative correlational study aims to examine the correlation between mathematical resilience and mathematical communication skills among Grade X students at SMK Negeri 2 Kotabumi in the 2025/2026 Academic Year. From a population of 277 students, a sample of 75 was selected using a proportional random sampling technique based on the Slovin formula with a 10% error tolerance. Data were collected via a mathematical resilience questionnaire and a mathematical communication skills test. Data analysis techniques included the Lilliefors normality test and the Rank Spearman correlation test. The normality test showed that the mathematical resilience data were normally distributed, while the communication skills data were not. Therefore, hypothesis testing shifted to non-parametric statistics using the Rank Spearman correlation test. The analysis yielded a correlation coefficient of 0.458 (moderate category) with an adequate significance value, leading to the rejection of the null hypothesis () and acceptance of the alternative hypothesis ().In conclusion, there is a positive and significant correlation between students' mathematical resilience and their mathematical communication skills. An increase in students' mathematical resilience will be followed by a tendency to improve their mathematical communication skills
Efektivitas Model Problem Based Learning Berbantu Kartu Soal Terhadap Pemahaman Konsep Siswa SMK
Conceptual understanding reflects the depth of students' comprehension of the meaning and underlying principles of a learning topic. Enhancing students' conceptual understanding is therefore a critical aspect of the teaching and learning process. This study aimed to examine the effectiveness of the Problem-Based Learning (PBL) model assisted by question cards in improving the conceptual understanding of vocational high school students. The research employed a quasi-experimental design conducted at SMK Swadaya Semarang, involving two groups of students who received different instructional treatments. The sample was selected using cluster random sampling. Data were collected through an essay-based written test designed to assess students' conceptual understanding of statistics. Data analysis was performed using an independent-samples t-test after fulfilling the prerequisite assumptions of normality and homogeneity. The normality test was conducted using the Shapiro–Wilk test, while the homogeneity of variance was examined using Levene's Test. The results indicated a statistically significant difference between the experimental and control groups sig = 0,000 < 0.001 and tvalue = 5,829 with tcritical = 1,994 so tvalue> tcritical leading to the rejection of the null hypothesis. Furthermore, the experimental group achieved a higher mean score (86.67) than the control group (83.33). These findings demonstrate that the implementation of the Problem-Based Learning model assisted by question cards is effective in enhancing students' conceptual understanding of statistics among Grade 10 vocational high school students
Pembelajaran Discovery Learning Berbantuan GeoGebra untuk Meningkatkan Pemahaman Matematis Siswa Ditinjau dari Gaya Belajar
Rendahnya pemahaman matematis siswa yang cenderung bersifat instrumental, yaitu sekadar menghafal prosedur tanpa memahami konsepnya, menjadi tantangan utama dalam pembelajaran transformasi geometri. Penelitian ini dilakukan untuk mengukur dampak penggunaan model discovery learning berbantuan GeoGebra terhadap peningkatan pemahaman matematis siswa. Selain itu, penelitian ini juga menganalisis apakah terdapat perbedaan peningkatan kemampuan tersebut jika ditinjau dari gaya belajar visual, auditorial, dan kinestetik siswa. Metode yang digunakan dalam penelitian ini adalah pra-eksperimen memakai rancangan one-group pretest-posttest dengan melibatkan 34 siswa kelas IX SMP sebagai sampel yang dipilih melalui teknik purposive sampling. Proses pengambilan data memanfaatkan kuesioner gaya belajar serta instrumen tes esai untuk mengukur kemampuan pemahaman matematis, yang selanjutnya dianalisis dengan uji paired sample t-test dan One-Way ANOVA. Hasil penelitian menunjukkan bahwa penerapan model discovery learning berbantuan GeoGebra efektif secara signifikan dalam meningkatkan pemahaman matematis siswa (Sig. < 0,001). Efektivitas ini ditunjukkan oleh kenaikan skor rata-rata dari 8,235 pada saat pretest menjadi 14,647 pada posttest, dengan peningkatan rata-rata N-gain yang berada pada kategori sedang. Peningkatan tersebut mencakup kemampuan memahami konsep, menghubungkan representasi, dan memberikan alasan matematis secara logis. Lebih lanjut, hasil uji ANOVA menunjukkan tidak terdapat perbedaan peningkatan pemahaman matematis yang signifikan (Sig. = 0,317) di antara ketiga kelompok gaya belajar. Hal ini mengindikasikan bahwa GeoGebra dalam sintaks discovery learning bersifat inklusif dan mampu memfasilitasi keberagaman karakteristik belajar siswa secara merata.
Pengaruh Research Based Learning RBL terhadap Motivasi Belajar Statistika Inferensial Mahasiswa
Penelitian dilakukan untuk mengkaji sejauh mana motivasi belajar siswa dalam mata kuliah statistika inferensial mengalami perubahan ketika mereka diberi tanggung jawab menyusun artikel ilmiah disertai pengambilan data langsung di lapangan. Pendekatan yang digunakan adalah kuantitatif dengan rencana retrospektif pretest-posttest. Subjek penelitian terdiri dari 22 mahasiswa yang diambil dari populasi sebanyak 50 mahasiswa S1 Pendidikan Matematika STKIP PGRI Lumajang angkatan 2024. Instrumen yang digunakan adalah angket motivasi belajar sebelum dan sesudah tugas penyusunan artikel. Analisis data menggunakan uji Paired Sample T-Test yang sebelumnya telah melalui uji prasyarat normalitas. Temuan penelitian mengungkapkan nilai signifikansi (2-tailed) sebesar 0,002 yang lebih kecil dari 0,05. Sehingga dapat disimpulkan bahwa terdapat perbedaan motivasi belajar yang nyata antara sebelum dan sesudah pemberian tugas lapangan. Peningkatan motivasi ini diduga kuat dipicu oleh pengalaman belajar kontekstual yang memungkinkan siswa melihat relevansi teori statistika dalam memecahkan masalah nyata.
Pengaruh Resiliensi Matematis terhadap Kemampuan Pemahaman Konsep Matematika Siswa di SMAS Trampil 2 Jakarta
Penelitian ini mengkaji bagaimana resiliensi matematis mempengaruhi siswa dalam hal memahami konsep matematika. Metode yang digunakan adalah pendekatan kuantitatif dengan desain penelitian korelasional analisis regresi sederhana. Subjek penelitian berjumlah 122 responden. Data diperoleh melalui tes mengenai kemampuan pemahaman konsep matematika dan kuesioner mengenai resiliensi matematis. Teknik menganalisis data dengan melakukan uji persyaratan seperti uji normalitas, uji linearitas, dan uji heteroskedastisitas, serta menggunakan analisis regresi linear sederhana. Penelitian menunjukkan bahwa data memiliki pola distribusi normal, hubungan antara variabel adalah hubungan linear, serta tidak ada gejala heteroskedastisitas. Persamaan regresi yang diperoleh adalah Ý = 15,669 + 0,054X. Analisis regresi menunjukkan bahwa kemampuan resiliensi matematis memengaruhi kemampuan pemahaman konsep matematika siswa secara positif dan signifikan (p < 0,05). Nilai koefisien determinasi sebesar 0,295 menunjukkan bahwa kemampuan resiliensi matematis berdampak sebesar 29,5% terhadap kemampuan memahami konsep matematika, sementara sisanya dipengaruhi oleh faktor-faktor lain. Jadi, bisa disimpulkan bahwa semakin tinggi resiliensi matematis yang dimiliki siswa, maka semakin baik pula kemampuan pemahaman konsep matematika mereka. Implikasi dari penelitian ini menunjukkan betapa pentingnya meningkatkan resiliensi matematis dalam pembelajaran agar kemampuan pemahaman konsep siswa menjadi lebih baik.
Eksplorasi Kemampuan Abstraksi Matematis Siswa SMP Negeri 2 Kajen dalam Materi Geometri Serta Implikasinya dalam Pembelajaran
This study aimed to explore the mathematical abstraction abilities of eighth-grade students at SMP Negeri 2 Kajen in the context of solid geometry, and to identify implications for instructional practice. A descriptive qualitative approach was employed, with three students selected through purposive sampling to represent a range of mathematical proficiency levels: high (S1), high-to-moderate (S2), and moderate (S3). Data were gathered through classroom observation and in-depth interviews, analysed using the Miles and Huberman framework, and validated through method triangulation. Abstraction ability was examined across four indicators adapted from Dreyfus (1991): representation, identification of geometric properties and elements, classification, and generalisation. Findings revealed a consistent gradient aligned with the cognitive hierarchy of the indicators: representation and property identification were relatively more developed than classification and generalisation. S1 demonstrated proficiency across all four indicators independently; S2 handled representation well but required prompting for abstract classification and generalisation; S3 could only operate at the visual level for representation and identification, while classification and generalisation had yet to emerge. Teacher-centred instruction and limited use of hands-on manipulatives were found to constrain the development of higher-order abstraction abilities. The study recommends incorporating open-ended questioning, integrating digital geometry tools, and applying adaptive scaffolding as strategies to progressively support the growth of mathematical abstraction in junior high school students.
Pengaruh SelfEfficacy Terhadap Pemecahan Masalah Aljabar Siswa dalam Pembelajaran Deep Learning
This research aims to analyze the influence of self-efficacy on the algebraic problem-solving abilities of 7th-grade students at MTs Muhammadiyah Ogan Lima during the 2025/2026 academic year, specifically regarding algebraic problem-solving through the implementation of a deep learning approach. The study employs a quantitative method with a correlational design. Using a saturated sampling technique, the entire population of 35 students was selected as the study's respondents. Data collection instruments consisted of a self-efficacy questionnaire and an algebraic problem-solving skills test. Simple linear regression was selected as the data analysis technique, following the fulfillment of all prerequisite assumptions regarding normality and linearity. The analysis results confirm a significant positive influence of self-efficacy on algebraic problem-solving ability. The regression equation obtained is Ŷ = -2,829 + 0,404X, while the significance test shows a calculated 2,791 which exceeds the critical 2,035 at a significance level of 0,05. The coefficient of determination 0,191 demonstrates that self-efficacy accounts for 19% of the influence on students' ability to solve algebraic problems, while 81% is attributed to external factors. Thus, high student self-efficacy is shown to correlate with a significant improvement in their algebraic problem-solving ability.
Penerapan Model Pembelajaran Kontekstual Berbantuan Komik Digital untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa
This study aims to analyze the contextual learning model assisted by digital comics in improving students' mathematical concept understanding ability. Quasi-experimental method was chosen as the method used and involved 26 students of class VIII D and 23 students of VIII A MTs Miftahul Falah. The instrument in this study was a descriptive test of conceptual understanding ability that had been validated and tested for reliability, and analyzed for its discrimination power and level of difficulty so that it was suitable for use. Data analysis was carried out by testing assumptions and hypothesis testing. The results of the analysis using the t' test (t accent) obtained a Sig. (One-Sided) value of 0.0035 <0.005, so H0 was rejected. Thus, the improvement in students' mathematical concept understanding ability using the contextual learning model assisted by digital comics was better than students using conventional learning.
Kearifan Geometris Betawi: Identifikasi Konsep Segitiga Dalam Ornamen Gigi Balang Melalui Pendekatan Etnomatematika
ABSTRAK Artikel ini bertujuan mengidentifikasi konsep geometri segitiga yang terkandung dalam ornamen Gigi Balang pada arsitektur rumah tradisional Betawi melalui pendekatan etnomatematika. Gigi Balang merupakan salah satu dari delapan ikon budaya Betawi yang ditetapkan melalui Peraturan Gubernur DKI Jakarta Nomor 11 Tahun 2017. Ornamen ini berbentuk susunan segitiga berjajar menyerupai gigi belalang dan biasanya dipasang pada lisplang rumah. Penelitian ini menggunakan pendekatan kualitatif dengan metode eksplorasi etnomatematika. Data dikumpulkan melalui observasi visual, dokumentasi foto, dan kajian literatur. Hasil kajian menunjukkan bahwa ornamen Gigi Balang memuat berbagai konsep geometri segitiga, di antaranya jenis segitiga sama kaki dan segitiga terbalik, sifat simetri, konsep sudut, serta pola pengulangan (translasi). Temuan ini diidentifikasi melalui analisis visual dan anotasi pada gambar ornamen asli. Selain makna matematis, ornamen ini juga menyimpan nilai filosofis mendalam, yaitu kejujuran, ketekunan, keberanian, dan keseimbangan hidup. Penelitian ini mengisi kekosongan riset tentang Gigi Balang dalam perspektif etnomatematika geometri serta menawarkan potensinya sebagai sumber belajar matematika kontekstual yang bermakna. Etnomatematika Betawi dapat menjadi jembatan antara pengetahuan akademis dan kearifan lokal. Kata Kunci: etnomatematika; gigi balang; geometri segitiga; budaya Betawi; pembelajaran matematika ABSTRACT This article aims to identify the geometric concepts of triangles contained in the Gigi Balang ornament on traditional Betawi houses through an ethnomathematics approach. Gigi Balang is one of the eight official Betawi cultural icons established by DKI Jakarta Governor Regulation Number 11 of 2017. The ornament consists of rows of triangles arranged side by side resembling grasshopper teeth and is typically installed on the fascia board (lisplang) of traditional houses. This study employs a qualitative approach with an ethnomathematics exploration method. Data were collected through visual observation, photographic documentation, and literature review. The findings reveal that the Gigi Balang ornament contains various triangle geometry concepts, including isosceles triangles, inverted triangles, symmetry properties, angle concepts, and repetition patterns (translation). These were identified through visual analysis and annotation on original ornament images. In addition to its mathematical significance, the ornament carries deep philosophical values, namely honesty, perseverance, courage, and balance in life. This research fills the research gap regarding the Gigi Balang ornament from the perspective of triangle geometry in ethnomathematics and highlights its potential as a contextual and meaningful source for mathematics learning. Ethnomathematics in the Betawi context can serve as a bridge between academic knowledge and local wisdom. Keywords: ethnomathematics; gigi balang; triangle geometry; Betawi culture; mathematics learning