SMARTH: Journal of Mathematics Education and Learning
Field Details Journal Title Journal of Mathematics Education and Learning Initials SMARTH Frequency 2 issues per year (April and October) DOI Prefix 10.66031/smarth by E-ISSN 3124-8667 Editor in Chief Agus Miftakus Surur Publisher CV. Ihsan Cahaya Pustaka Indexing Google Scholar | Copernicus | Garuda <div style="font-family: 'Segoe UI',Roboto,Arial,sans-serif; padding: 22px; margin-top: 22px; line-height: 1.8; background: radial-gradient(circle at top right,rgba(0,191,99,.10),transparent 30%),radial-gradient(circle at bottom left,rgba(0,168,87,.08),transparent 40%),linear-gradient(135deg,#ffffff,#F4FFF8); border-radius: 16px; box-shadow: 0 8px 22px rgba(0,0,0,.08); border-left: 5px solid #00BF63; border-top: 1px solid rgba(0,191,99,.18); position: relative; overflow: hidden;"> About the Journal SMARTH: Journal of Mathematics Education and Learning (e-ISSN: 3124-8667 ) is an international peer-reviewed open-access scholarly journal published by CV. Ihsan Cahaya Pustaka. The journal serves as a platform for disseminating original research articles, review papers, and innovative studies that contribute to the advancement of mathematics education across diverse educational contexts. SMARTH welcomes high-quality manuscripts covering mathematics teaching and learning, mathematical thinking, reasoning, problem solving, mathematical communication, mathematical literacy, curriculum studies, assessment and evaluation, ethnomathematics, technology-enhanced learning, artificial intelligence in education, digital learning environments, teacher professional development, and other emerging issues relevant to mathematics education. The journal aims to promote scholarly communication by publishing research that demonstrates scientific originality, methodological rigor, educational significance, and practical implications for improving mathematics education at local, national, and international levels. SMARTH is published biannually (April and October). All submitted manuscripts undergo an initial editorial screening followed by a rigorous double-blind peer-review process conducted by independent experts. Editorial decisions are based exclusively on academic quality, originality, ethical compliance, methodological soundness, and relevance to the journal's aims and scope. As an Open Access Journal, SMARTH is committed to ensuring the broad dissemination of scientific knowledge while maintaining high standards of publication ethics, editorial transparency, research integrity, and international scholarly publishing practices.
Analisis Pengaruh Efikasi Diri terhadap Kemampuan Berpikir Kritis Siswa SMP dalam Pemecahan Masalah Bangun Datar
Penelitian ini menganalisis pengaruh efikasi diri terhadap kemampuan berpikir kritis matematis siswa SMP dalam pemecahan masalah bangun datar menggunakan pendekatan kuantitatif dengan desain regresi linier sederhana. Data diperoleh melalui angket efikasi diri dan tes kemampuan berpikir kritis matematis, kemudian dianalisis melalui uji prasyarat dan uji hipotesis. Hasil menunjukkan bahwa efikasi diri berpengaruh signifikan terhadap kemampuan berpikir kritis matematis dengan koefisien regresi positif, yang mengindikasikan bahwa peningkatan efikasi diri diikuti peningkatan kualitas berpikir kritis matematis siswa. Nilai koefisien determinasi sebesar 35,2% menunjukkan kontribusi yang bersifat moderat, sedangkan 64,8% sisanya dipengaruhi oleh faktor lain seperti kemampuan awal matematika, motivasi belajar, metakognisi, strategi pembelajaran, dan kemampuan representasi matematis. Dengan demikian, berpikir kritis matematis merupakan konstruk multidimensional yang tidak dapat dijelaskan secara tunggal oleh faktor psikologis tertentu, sehingga penguatan efikasi diri perlu diintegrasikan dengan pengembangan aspek kognitif dan pedagogis dalam pembelajaran matematika yang menuntut aktivitas analisis, evaluasi, dan refleksi.
Copyright (c) 2026 Akbar Mukhtarom, Hiluka Yustinus (Author) https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Kepribadian dan Kecerdasan Emosional terhadap Keterampilan Metakognitif dalam Pembelajaran Matematika
Penelitian ini bertujuan menganalisis pengaruh kepribadian dan kecerdasan emosional terhadap keterampilan metakognitif siswa dalam pembelajaran matematika, serta mengidentifikasi kontribusi relatif masing-masing faktor dan pola interaksi keduanya dalam membentuk kapasitas metakognitif. Penelitian menggunakan pendekatan kuantitatif dengan metode survei. Sampel terdiri atas 200 siswa kelas VIII SMP di Kabupaten Tulungagung yang dipilih melalui teknik purposive sampling. Data dianalisis menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM). Hasil penelitian menunjukkan bahwa kepribadian berpengaruh positif dan signifikan terhadap keterampilan metakognitif (β = 0,35; t = 5,82; p < 0,05), demikian pula kecerdasan emosional yang menunjukkan pengaruh lebih dominan (β = 0,46; t = 7,11; p < 0,05). Kedua variabel secara bersama-sama menjelaskan 56% variasi keterampilan metakognitif (R² = 0,56), korelasi antar prediktor yang signifikan (r = 0,58; p < 0,05). Temuan ini menegaskan bahwa keterampilan metakognitif dalam matematika terbentuk melalui interaksi dinamis antara faktor kognitif, emosional, dan kepribadian sebagai satu sistem yang terintegrasi. Implikasi penelitian mengarah pada pentingnya pendekatan psikopedagogis holistik yang mencakup pengembangan regulasi emosi, refleksi diri, dan desain pembelajaran yang responsif terhadap karakteristik kepribadian siswa.
Copyright (c) 2026 Muhamad Muksin, Armania Tifany (Author) https://creativecommons.org/licenses/by-sa/4.0
Model Linear Break-Even Point: Optimasi Fungsi Laba dan Analisis Sensitivitas Parameter Biaya
Penelitian ini mengembangkan kajian matematis linear Break-Even Point (BEP) dalam kerangka analisis Cost–Volume–Profit melalui pendekatan analitis-teoretis. Fokus penelitian terletak pada formulasi hubungan matematis antara fungsi pendapatan, fungsi biaya, dan fungsi laba, serta penelaahan sifat titik impas sebagai batas kritis antara kerugian dan keuntungan. Metode yang digunakan berupa pemodelan aljabar, analisis fungsi linear, dan analisis sensitivitas parameter biaya tanpa menggunakan data empiris. Hasil kajian menunjukkan bahwa fungsi laba berbentuk linear dengan gradien contribution margin yang menentukan laju pertumbuhan laba terhadap volume produksi. Titik impas diperoleh sebagai rasio antara biaya tetap dan selisih harga jual terhadap biaya variabel, sehingga merepresentasikan tingkat produksi minimum agar usaha tidak merugi. Analisis sensitivitas memperlihatkan bahwa kenaikan biaya tetap dan biaya variabel mendorong BEP ke tingkat produksi yang lebih tinggi, sedangkan peningkatan harga jual menurunkannya secara nonlinier. Temuan ini menegaskan pentingnya stabilitas struktur biaya dalam menjaga keberlanjutan produksi. Secara teoretis, penelitian ini memperkuat landasan matematis BEP sebagai alat analisis strategis dalam perencanaan laba, evaluasi risiko biaya, dan pengambilan keputusan produksi yang rasional.
Copyright (c) 2026 Kayla Letaluhu, Hendri Nahumaru Daga (Author) https://creativecommons.org/licenses/by-sa/4.0
Validasi Instrumen Asesmen Literasi Matematis untuk Siswa Sekolah Menengah Pertama
Penelitian ini bertujuan untuk mengembangkan dan menguji kualitas instrumen asesmen literasi matematis pada materi geometri bangun datar untuk siswa SMP. Penelitian menggunakan pendekatan pengembangan instrumen dengan analisis kuantitatif. Subjek uji coba terdiri atas siswa kelas VIII SMP di Kabupaten Banyuwangi. Validitas isi dianalisis menggunakan Aiken’s V melalui penilaian ahli, sedangkan validitas konstruk diuji menggunakan Confirmatory Factor Analysis (CFA) dan reliabilitas dihitung menggunakan Construct Reliability (CR). Hasil penelitian menunjukkan bahwa seluruh butir instrumen memiliki nilai Aiken’s V pada rentang 0,78–0,91 yang berada di atas batas kelayakan. Hasil CFA menunjukkan model pengukuran memiliki goodness of fit yang baik dengan RMSEA = 0,049 serta indeks kesesuaian lainnya berada pada kategori fit. Seluruh indikator juga memiliki nilai loading factor dan t-value yang memenuhi kriteria, sedangkan nilai reliabilitas sebesar 0,78 menunjukkan konsistensi internal yang tinggi. Berdasarkan hasil tersebut, instrumen dinyatakan valid dan reliabel serta layak digunakan untuk mengukur literasi matematis siswa pada materi geometri bangun datar. Penelitian ini memberikan kontribusi dalam pengembangan instrumen asesmen berbasis bukti empiris untuk mendukung evaluasi pembelajaran matematika abad ke-21.
Copyright (c) 2026 Fatqurhohman, Dimas Sujiwo, Armalina Indarsih, Hidayati (Author) https://creativecommons.org/licenses/by-sa/4.0
Kemampuan Penalaran Matematis Siswa dalam Pembelajaran Berbasis Masalah: Studi Kasus di Sekolah Menengah Pertama
Penelitian ini bertujuan mendeskripsikan kemampuan penalaran matematis siswa dalam pembelajaran berbasis masalah pada materi geometri di sekolah menengah pertama. Penelitian menggunakan pendekatan kuantitatif dengan desain pretest–posttest yang diperkaya data kualitatif melalui observasi dan wawancara. Subjek penelitian adalah siswa kelas VIII yang mengikuti pembelajaran Problem-Based Learning (PBL). Hasil menunjukkan peningkatan signifikan kemampuan penalaran matematis, ditunjukkan oleh kenaikan skor rata-rata dari 36,8 (pretest) menjadi 73,6 (posttest) dengan nilai normalized gain 0,59 pada kategori sedang–tinggi serta korelasi tinggi antara pretest dan posttest (r = 0,87; p < 0,001). Peningkatan terjadi pada seluruh indikator penalaran, terutama kemampuan menarik kesimpulan dan memberikan justifikasi logis. Data kualitatif menunjukkan peningkatan keterlibatan siswa dalam diskusi, pemodelan masalah, dan refleksi. Temuan ini menegaskan bahwa PBL efektif mengembangkan kemampuan berpikir logis, analitis, dan reflektif siswa. Penelitian merekomendasikan penerapan PBL pada materi matematika lain dengan mempertimbangkan karakteristik individual siswa.
Copyright (c) 2026 Achmad Damar, Julya Ananta (Author) https://creativecommons.org/licenses/by-sa/4.0
Geometri Berbasis STEM dalam Pendidikan Calon Guru Matematika: Kajian Literatur Konseptual
Kompetensi calon guru matematika dalam konteks pembelajaran abad ke-21 menuntut penguasaan numerasi, representasi matematis, dan penalaran spasial yang terintegrasi secara interdisipliner. Kajian ini bertujuan mensintesis literatur mengenai pembelajaran geometri berbasis STEM dalam pendidikan calon guru matematika, mencakup lima dimensi utama: implementasi STEM, desain pembelajaran, pengembangan kompetensi, representasi matematis, serta integrasi dan tantangan. Metode yang digunakan adalah kajian literatur konseptual melalui penelusuran sistematis di Scopus, Web of Science, ERIC, dan Google Scholar terhadap publikasi periode 2020–2026. Hasil kajian menunjukkan bahwa implementasi STEM yang efektif mensyaratkan ekosistem pedagogis yang komprehensif, desain pembelajaran berbasis proyek yang terstruktur, serta integrasi teknologi visualisasi dinamis untuk mengembangkan kemampuan spasial dan representasi. Tantangan utama meliputi dualisme representasional dan ketegangan antara kreativitas dan rigor matematis. Kajian ini berkontribusi pada kerangka teoretis integratif yang menghubungkan numerasi, spasial, dan pedagogik STEM sebagai landasan penelitian empiris selanjutnya dalam pendidikan matematika.
Copyright (c) 2025 Duwi Purnama Sidik, Fatqurhohman Fatqurhohman, Siti Rofikoh (Author) https://creativecommons.org/licenses/by-sa/4.0
Pemahaman Konsep Matematika Siswa: Peran Kecemasan Belajar dan Kemandirian Belajar
Pemahaman konsep matematika merupakan kompetensi fundamental yang mendasari berpikir kritis dan pemecahan masalah, namun pencapaiannya sering terhambat oleh tingginya kecemasan belajar dan rendahnya kemandirian belajar siswa, sehingga pembelajaran cenderung prosedural dan kurang bermakna. Penelitian ini bertujuan menelaah pengaruh kecemasan belajar dan kemandirian belajar terhadap pemahaman konsep matematika serta mengeksplorasi peran strategi pembelajaran berbasis pengalaman, refleksi, dan konteks dalam memoderasi interaksi faktor kognitif dan non-kognitif. Penelitian menggunakan pendekatan critical literature review dengan mensintesis sepuluh artikel empiris dan teoretis terkini yang relevan. Analisis tematik dilakukan untuk mengidentifikasi pola hubungan, mekanisme pengaruh, dan implikasi pedagogis. Hasil kajian menunjukkan bahwa kecemasan belajar menurunkan motivasi, keterlibatan, dan kapasitas berpikir kritis siswa, sedangkan kemandirian belajar meningkatkan inisiatif, self-efficacy, dan pengelolaan strategi belajar sehingga mampu mereduksi dampak negatif kecemasan. Selain itu, strategi pembelajaran berbasis pengalaman dan refleksi memperkuat internalisasi konsep, menumbuhkan kemandirian, dan menurunkan kecemasan. Temuan ini menegaskan pentingnya strategi pembelajaran holistik yang secara simultan memperkuat kemandirian belajar, menekan kecemasan, dan mendorong keterlibatan aktif untuk meningkatkan pemahaman konsep matematika secara berkelanjutan.
Copyright (c) 2025 Taufany Witarto, Juliyanto Eka Saputra, Fidya Nur Rohayah (Author) https://creativecommons.org/licenses/by-sa/4.0
Penerapan Scaffolded Direct Instruction untuk Meningkatkan Pemahaman Konseptual Matematika Siswa
Pemahaman konseptual matematika merupakan kompetensi fundamental yang menopang kemampuan berpikir tingkat tinggi, namun masih menjadi tantangan utama dalam pembelajaran matematika di sekolah akibat dominannya pendekatan prosedural dan minimnya dukungan pedagogis yang membantu siswa membangun makna konsep secara mendalam. Penelitian ini bertujuan untuk meningkatkan pemahaman konseptual matematika siswa melalui penerapan scaffolded direct instruction pada materi relasi dan fungsi. Penelitian menggunakan desain penelitian tindakan kelas dengan model Pelton yang dilaksanakan dalam dua siklus dan melibatkan 21 siswa sekolah menengah atas. Data dikumpulkan melalui tes pemahaman konseptual dan lembar observasi aktivitas pembelajaran, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan adanya peningkatan bertahap pada rata-rata skor, ketuntasan klasikal, serta pencapaian setiap indikator pemahaman konseptual dari tahap pra-tindakan hingga Siklus II. Ketuntasan klasikal pada akhir Siklus II mencapai lebih dari 85%, sehingga memenuhi kriteria keberhasilan penelitian. Temuan ini menunjukkan bahwa scaffolded direct instruction efektif dalam meningkatkan pemahaman konseptual matematika siswa melalui penyajian materi yang terstruktur dan dukungan bertahap sesuai kebutuhan belajar. Dengan demikian, strategi ini dapat dijadikan alternatif pembelajaran yang adaptif dan berorientasi pada konstruksi makna konsep matematika secara bermakna.
Copyright (c) 2025 Montolalu Julia Christien, Titaley Manurung Shalaki, Findra Raoda (Author) https://creativecommons.org/licenses/by-sa/4.0
Machine Learning Evaluation of Junior High Student’s Math Representations in Complex Problem-Solving Tasks
Mathematical representation is central to problem solving, especially in tasks requiring Higher-Order Thinking Skills (HOTS), as students’ ability to construct and coordinate symbolic, visual, and verbal forms strongly influences conceptual understanding and solution flexibility. However, students with different mathematical ability levels demonstrate distinct representational preferences and constraints that shape their problem-solving effectiveness. This study investigates how high-, medium-, and low-ability students employ symbolic, visual, and verbal representations when solving HOTS problems, while also examining the cognitive and affective factors underlying these representational choices. A mixed-methods design was adopted, integrating quantitative analysis of students’ problem-solving performance with structured interviews to capture reasoning processes, representational strategies, and encountered difficulties. Six students representing high, medium, and low ability levels were purposively selected as research participants. The findings reveal clear differences in representational use: high-ability students flexibly integrated multiple representations, medium-ability students relied predominantly on symbolic procedures with limited translation across forms, and low-ability students tended to depend on verbal explanations with minimal formal representation. Notably, procedural fluency did not always correspond to strong conceptual flexibility. These results underscore the need for scaffolded, multi-representational instruction that explicitly supports translation among representations through guided prompts, visual supports, and collaborative problem-solving. Such pedagogical approaches are essential for strengthening conceptual understanding, enhancing cognitive flexibility, and improving students’ performance in HOTS-oriented mathematical problem-solving.
Copyright (c) 2025 Omidire Funkey, Abriey Mia Xavora, Fatqurhohman, Rahmad Bustanul (Author) https://creativecommons.org/licenses/by-sa/4.0
[RETRACTED] Enhancing Pre-Service Mathematics Teachers’ Numeracy Through Integrated STEAM Geometry: Bridging Creativity and Mathematical Precision
RETRACTION NOTICE This article has been formally retracted by the Editorial Board of SMARTH: Journal of Mathematics Education and Learning. Following a formal complaint and subsequent investigation, it was determined that this article involved the unauthorized use of an individual’s name and institutional affiliation. The individual concerned confirmed that they had no involvement in the authorship, review, or approval of this manuscript. This constitutes a serious breach of publication ethics, specifically authorship misrepresentation. In accordance with the guidelines of the Committee on Publication Ethics (COPE), the article has been withdrawn to maintain the integrity of the scholarly record. The content of this article should not be considered reliable and should not be cited. The Editorial Board regrets that this issue was not identified prior to publication and has implemented additional measures to strengthen the editorial and verification process.
Copyright (c) 2025 Jana Fenyvessi, Norvelyn Theodora Sylvenia, Rina Hafizah Siskawati, Syam Haerul (Author) https://creativecommons.org/licenses/by-sa/4.0
Evaluation of Junior High School Students’ Representation Skills in Differentiated Learning
Developing junior high school students’ conceptual understanding through coherent mathematical representations remains a persistent challenge, as conventional assessments tend to prioritize procedural accuracy while neglecting how students construct, connect, and integrate symbolic, visual, and verbal forms. Differentiated learning is designed to address learner diversity, yet its role in fostering representational competence and providing diagnostic insight is still insufficiently examined. This study evaluates students’ mathematical representation skills within differentiated learning environments by identifying representational patterns, variations across readiness levels, and the diagnostic value of representation-focused assessment. Using a qualitative approach, data were collected through analysis of students’ written work and semi-structured interviews in classrooms implementing differentiated mathematics tasks. Participants were categorized into high, moderate, and low representational readiness levels. The findings reveal substantial variability in representational quality and integration. High-readiness students demonstrated flexible coordination across multiple representations, while moderate- and low-readiness students tended to rely on single or fragmented forms. Although differentiated tasks increased engagement and learner choice, effective representational coherence required explicit and targeted scaffolding. Importantly, representation-focused assessment uncovered learning gaps, misconceptions, and conceptual weaknesses that were often overlooked by procedural evaluations. The study concludes that differentiated learning can support the development of representational competence, but its effectiveness depends on intentional scaffolding and diagnostic assessment practices that promote deeper, more equitable conceptual understanding in mathematics.
Copyright (c) 2025 Weijia Li Chen, Xiao-Li Chen, Puguh Darmawan, Fatqurhohman (Author) https://creativecommons.org/licenses/by-sa/4.0
Perceptions of Pre-Service Teachers of Mathematics on Peer-Feedback in Classroom Learning
Mathematics learning in higher education increasingly demands active, collaborative, and self-regulated learning; however, classroom practices often remain lecturer-centered, limiting students’ opportunities to reflect on their understanding and engage meaningfully with peers. Peer feedback is a collaborative instructional strategy with strong potential to address this gap by promoting dialogue, reflection, and shared knowledge construction. This study investigates pre-service teachers’ perceptions of peer feedback in mathematics learning, focusing on its contributions to conceptual understanding, engagement, motivation, collaboration, and self-regulated learning. A quantitative descriptive design was employed involving 20 pre-service teachers who participated in structured peer feedback activities over one academic semester. Data were collected using a 35-item Likert-scale questionnaire and analyzed through descriptive statistics, including mean scores and frequency distributions. The results indicate consistently positive perceptions across all indicators, with mean scores ranging from 3.30 to 3.50. Participants reported that peer feedback helped clarify mathematical concepts, deepen conceptual understanding, increase learning motivation and engagement, encourage collaborative interaction, and support reflective thinking. These findings suggest that well-structured peer feedback functions as an effective pedagogical complement to lecturer instruction, offering cognitive, motivational, and social benefits. Integrating peer feedback into mathematics classrooms can strengthen interactive learning environments and support the development of reflective, autonomous, and self-regulated future mathematics teachers.
Copyright (c) 2025 Siti Jamilah Noor, Noor Baiti Rahmatika, Juhairiah Lissa (Author) https://creativecommons.org/licenses/by-sa/4.0
Mathematical Representations of Students with Dyscalculia in Differentiated Learning Environments: A Conceptual Review
Students with dyscalculia experience persistent difficulties in numerical processing, number sense, relational understanding, and arithmetic procedures, which negatively affect their cognitive, affective, social, and functional development. Conventional mathematics instruction often fails to accommodate these diverse needs, resulting in low engagement, heightened mathematics anxiety, and weak conceptual understanding. This conceptual review synthesizes research on mathematical representation strategies for students with dyscalculia within differentiated learning contexts, with an emphasis on evidence-based approaches that support conceptual understanding and flexible problem solving. A comprehensive review of relevant scholarly literature was conducted, focusing on multimodal representations (concrete, pictorial, and symbolic) integrated within differentiated instruction and Universal Design for Learning (UDL) frameworks. The analysis highlights studies examining cognitive, affective, and functional outcomes in mathematics learning for students with dyscalculia. The findings indicate that the use of multimodal representations combined with differentiated learning reduces cognitive load, supports the progression from concrete to abstract thinking, and enhances problem-solving flexibility. In addition, these approaches help reduce mathematics anxiety, increase student engagement, strengthen self-confidence, and foster a more positive mathematical identity. This review proposes a conceptual framework to guide educators, parents, and practitioners in designing adaptive, inclusive, and evidence-based interventions, contributing to more equitable and sustainable mathematics instruction for students with dyscalculia.
Copyright (c) 2025 Fatqurhohman, Adnan Noor Malini, Ferdiano Mendyas (Author) https://creativecommons.org/licenses/by-sa/4.0
Profile of Junior High School Students' Critical Thinking Skills in Solving Geometric Problems Based on Cognitive Styles
Critical thinking is a fundamental competency in mathematics education, particularly in geometry, where students must interpret, analyze, evaluate, and draw inferences from abstract representations; however, these abilities can be influenced by differences in cognitive styles. This study examines the critical thinking profiles of eighth-grade students in solving plane geometry problems by exploring how field-independent (FI) and field-dependent (FD) cognitive styles shape problem-solving processes and outcomes. Cognitive styles were identified using the Group Embedded Figures Test (GEFT), and four students representing FI and FD styles with equivalent mathematical ability were purposively selected. Data were collected through geometry problem-solving tests and semi-structured interviews based on four indicators of critical thinking: interpreting, analyzing, evaluating, and inferring. The results show that FI students demonstrated more systematic, reflective, and autonomous problem-solving approaches, effectively integrating all critical thinking indicators. In contrast, FD students performed adequately in interpretation and basic analysis but experienced difficulties in higher-level processes, particularly evaluation and inference. Inference was identified as the most challenging indicator for students in both cognitive style groups. These findings underscore the influence of cognitive style on students’ critical thinking in geometry and highlight the need for differentiated instructional strategies. Open-ended tasks can support autonomy and deeper reasoning for FI students, while structured scaffolding and guided support are crucial for helping FD students develop higher-order thinking skills and achieve more equitable learning outcomes.
Copyright (c) 2025 Sadana Wicaksono, Ilhammudin Saputra, Syamsuddin Noor Hamzah (Author) https://creativecommons.org/licenses/by-sa/4.0
Optimalisasi Pembelajaran Matematika di Era Digital: Masalah dan Strategi
Transformasi digital telah membawa perubahan signifikan dalam pendidikan matematika di tingkat SMP, terutama dalam cara materi pembelajaran disampaikan, diakses, dan dipelajari oleh siswa. Meskipun pemanfaatan media digital semakin meluas, masih terdapat berbagai tantangan, seperti efektivitas pedagogis, kesesuaian dengan tujuan kurikulum, serta dampaknya terhadap pemahaman konseptual dan motivasi belajar siswa. Penelitian ini bertujuan untuk menganalisis secara kritis integrasi pembelajaran matematika digital dengan menyoroti pengaruhnya terhadap pemahaman konsep dan motivasi belajar siswa, tantangan implementasi, serta strategi pembelajaran yang efektif dan kontekstual. Metode penelitian yang digunakan adalah telaah pustaka kritis terhadap sumber-sumber ilmiah yang relevan dan kredibel di bidang pendidikan matematika digital, pembelajaran berbasis teknologi, dan desain instruksional. Hasil kajian menunjukkan bahwa media digital seperti video pembelajaran, aplikasi interaktif, gamifikasi, dan platform daring berpotensi meningkatkan pemahaman konseptual, keterlibatan, dan motivasi belajar siswa. Namun, efektivitasnya sangat bergantung pada kualitas desain instruksional, kompetensi guru, kesiapan siswa, serta dukungan kurikulum dan infrastruktur teknologi. Oleh karena itu, integrasi teknologi digital harus dirancang secara pedagogis untuk mendukung pembelajaran aktif, pemahaman mendalam, dan keterampilan berpikir tingkat tinggi.
Copyright (c) 2025 Nadia Christi Lintang, Melinda Surtila, Abdul Rahman Mustafa (Author) https://creativecommons.org/licenses/by-sa/4.0
Development of Student Worksheets Containing Ethnomathematics as Mathematics Teaching Materials for Class X of SMAN 1 Tulungagung
Mathematics learning in secondary schools often remains abstract and insufficiently connected to students’ cultural contexts, which can limit engagement and problem-solving skills; therefore, ethnomathematics offers a meaningful approach by linking mathematical concepts with local cultural practices. This study aimed to develop and evaluate the validity, practicality, and effectiveness of ethnomathematics-based Student Worksheets (LKPD) on geometry for Grade X students at SMAN 1 Tulungagung. The research employed a Research and Development (R&D) method using the 4-D model, consisting of the Define, Design, Develop, and Disseminate stages, in which the LKPD were designed by integrating local cultural elements of Batik Reog Kendang Tulungagung into geometry learning activities. The results showed that expert validation achieved a Content Validity Index (CVI) of 0.86, indicating very high validity, while practicality assessments from teachers and students yielded an average score of 89%, categorized as very good. Furthermore, post-test results demonstrated that 84.38% of students met the minimum mastery criterion, supported by classroom observations that revealed increased student engagement and active participation. In conclusion, the ethnomathematics-based LKPD developed in this study are valid, practical, and effective, providing a culturally responsive instructional approach that enhances students’ conceptual understanding and mathematical problem-solving abilities in geometry learning.
Copyright (c) 2025 Ardiansyah Dwi Rangga, Putra Trio Ramadani, Rahmadhani Eka Lestari (Author) https://creativecommons.org/licenses/by-sa/4.0