EduMa: Mathematics education learning and teaching
type: channel
description: Journal title EduMa: Mathematics Education Learning and Teaching Abbreviation EduMa ISSN 2502-5309 (e) 2086-3918 (p) Editor-in-Chief Widodo Winarso Managing Editor Arif Abdul Haqq & Sirojudin Wahid Publication frequency 2 times in a year (July & December) Type of peer-review Double-blind Indexing SINTA, Google Scholar, Garuda Journal Rank SINTA 3 (National Accreditation) Publishing Model Open Access (CC-BY 4.0) Publisher UIN Siber Syekh Nurjati Cirebon (Department of Tadris Matematika)
publisher: Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon
language: en
publication name: EduMa: Mathematics education learning and teaching
issn: 2086-3918
copyright: By submitting a manuscript to EduMa: Mathematics Education Learning and Teaching, the author(s) agree to the following terms: Copyright Retention and Licensing The author(s) retain the copyright of their work and grant EduMa the right of first publication. The article is simultaneously licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license allows others to share (copy and redistribute) and adapt (remix, transform, and build upon) the work for any purpose, provided that the original authorship and initial publication in this journal are properly cited. Author Rights: Authors are permitted and encouraged to disseminate their published article (e.g., in institutional repositories or on their personal websites). Authors retain the right to use their articles for any lawful purpose without requiring written permission from EduMa, provided that the original publication in this journal is clearly acknowledged. Website Content License: All content published on this website is licensed under a Creative Commons Attribution 4.0 International License. EduMa: Mathematics Education Learning and Teaching by https://journal1.uinssc.ac.id/index.php/eduma/index is licensed under a Creative Commons Attribution 4.0 International License.
items: Meta-Synthesis of Metacognition’s Role in Enhancing Mathematical Critical Thinking
items: Implementation of Geogebra in Improving Understanding of Geometry Concepts in Junior High School Students
items: The Influence of STEM Learning Approach on Mathematical Literacy Skills
items: Meta-Synthesis: The Effect of Problem-Based Learning Model on Students’ Mathematical Connection Ability
items: Meta-Synthesis: Improving Mathematical Problem-Solving Skills Through Problem-Based Learning Models
items: Meta-Analysis: The Effect of The Problem Based Learning Model in Improving Students' Mathematical Literacy
items: Analysis of Students' Cognitive Abilities Based on Gender and Learning Style
items: Meta-Synthesis: Problem-Based Learning in Improving Students' Mathematical Problem-Solving Skills
items: The Dominant Factor in Educational Digitalization Sustainability: Structural Equation Modeling of Technology Acceptance Versus Digital Literacy on Student Learning Outcomes
items: Meta Analysis: Learning Model Problem Based Learning (PBL) To Improve Mathematical Creative Thinking Skills
items: Evaluating the Impact of Computer-Based Testing with Tryout Methodology on Students Numeracy Literacy Development
items: Autonomous Learning In Mathematics Statistical Learning Materials For Junior High School Students
items: Inductive reasoning skills: Identification of student errors using APOS theory
items: Developing Algebra-Based Test Items for Measuring Students’ Mathematical Literacy
items: Students' Perceptions of JASP Use and Its Impact on Statistics Learning: A TAM-Based Study
items: Validity and Reliability Test of Mathematical Representation Ability Test Instruments in Mathematics Learning
items: Various Learning Models to Improve Students' Mathematical Literacy Skills
items: Validity Self-Regulated Learning Assessment on Student’s Mathematics Learning: Realibility Study
items: Developing Ethnomathematics-Based Worksheets for Junior High School: A Research and Development Approach
items: Development of Teaching Devices Based on Ethnomathematics and RME to Enhance Mathematical Literacy: Bibliometric
items: Mathematical Communication Skills and Mathematical Curiosity Students with intellectual disabilities: Bibliometric analysis
items: Exploring Grade VIII Students' Procedural Skills in Solving Pythagorean Problems
items: Evaluation of the CIPP Model for Integrated STEM Learning in STEM Institutions Based on the Mathematics Learning Processes and Outcomes
items: Integrating Higher-Order Thinking Skills in Mathematics Education: Development of Learning Tools for Patterns and Number Sequences
items: The Effect of Study Habits and Creative Thinking Disposition on Mathematical Creative Thinking Skills
items: Meta-Synthesis: The Use of Augmented Reality Technology as A Mathematics Learning Media
items: Trend Analysis of Character Education in Mathematics Learning in Indonesia Over A Decade
items: Rasch Model Analysis: Validity and Reliability of Context-Based Geometry Performance Assessment Instruments Jakarta Cultural Heritage
items: Implementation of H5P-assisted Teaching Materials on Mathematical Understanding Based on Learning Style
items: Implementation STEAM and Thematic Learning Models Assisted by STEMATIK Learning Media in Elementary School

Meta-Synthesis of Metacognition’s Role in Enhancing Mathematical Critical Thinking
type: item
description: This study aims to analyze and synthesize various research findings on the role of metacognition in developing students’ mathematical critical thinking skills. The method employed is a qualitative meta-synthesis using a systematic literature review approach on six published articles from 2020 to 2025 that are relevant to metacognition and critical thinking in mathematics learning. The analysis was conducted through thematic coding and cross-study interpretation to identify patterns, distinctions, and theoretical development directions. The synthesis results indicate that metacognition functions as a regulatory mechanism of intellectual awareness, guiding students to plan, monitor, and evaluate their thinking processes reflectively. The relationship between metacognition and critical thinking is reciprocal and hierarchical: metacognition serves as the foundation for critical thinking, while critical thinking reinforces metacognitive awareness through continuous reflection. These findings highlight a paradigm shift from metacognition as a teaching strategy to metacognition as a cognitive architecture. This study recommends the development of a conceptual model of the metacognitive–critical thinking cycle within mathematics learning contexts that are adaptive to students’ cognitive and cultural characteristics.
subject: Articles
  topic: section
subject: Metacognition
  topic: keywords
subject: Mathematical critical thinking
  topic: keywords
subject: Meta-Synthesis
  topic: keywords
creator: Dimas Ghulam Istiqlal
creator: Bambang Eko Susilo
creator: Scolastika Mariani
creator: Isnaini Rosyida
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 483
ending page: 495
doi: 10.24235/eduma.v14i2.24753

Implementation of Geogebra in Improving Understanding of Geometry Concepts in Junior High School Students
type: item
description: In the digital era, the integration of information and communication technology in education is essential for enhancing students' learning experiences. This study investigates the effectiveness of GeoGebra, a dynamic mathematics software, in improving eighth-grade students' understanding of geometric concepts at MTS Negeri 1 Maros. Employing a quasi-experimental design, the research involved two groups: an experimental class using GeoGebra and a control class utilizing conventional teaching methods. Data were collected through pre-tests, post-tests, and student questionnaires. Results indicated a significant improvement in the experimental class, with an average post-test score of 84.82 compared to 71.25 in the control class, and an N-Gain of 0.804 versus 0.636, respectively. Statistical analysis confirmed a significant difference between the two groups (p < 0.001), indicating that GeoGebra effectively enhances students' understanding of geometry. Additionally, student responses were overwhelmingly positive, with 82% expressing enjoyment in learning with GeoGebra. This study concludes that GeoGebra not only improves academic performance but also fosters a more engaging and interactive learning environment, making mathematics more accessible and enjoyable for students.
subject: Articles
  topic: section
subject: Geogebra
  topic: keywords
subject: Geometry
  topic: keywords
subject: Interactive Learning
  topic: keywords
creator: Nur Aisyah
creator: Nirfayanti Nirfayanti
creator: Dedy Setyawan
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 496
ending page: 509
doi: 10.24235/eduma.v14i2.24751

The Influence of STEM Learning Approach on Mathematical Literacy Skills
type: item
description: Mathematical literacy is an essential competency that students need to develop in the twenty-first century. However, the 2022 Programme for International Student Assessment (PISA) results indicate that Indonesian students continue to demonstrate relatively low levels of mathematical literacy. Therefore, effective instructional innovations are required to improve this competency, one of which is the Science, Technology, Engineering, and Mathematics (STEM) learning approach. This study aimed to examine the effectiveness of the STEM learning approach in improving students' mathematical literacy through a meta-analysis. Three relevant empirical studies were analyzed. The findings revealed that two studies produced high effect sizes, while one study produced a moderate effect size. The combined effect size was 1.220507, indicating a high overall effect of the STEM learning approach on students' mathematical literacy. Furthermore, the t-test results showed a statistically significant difference between students' pretest and posttest scores. The mean pretest score was 30.15, whereas the mean posttest score increased to 62.59. These findings demonstrate that the STEM learning approach has a significant positive effect on improving students' mathematical literacy.
subject: Articles
  topic: section
subject: Mathematical Literacy
  topic: keywords
subject: STEM-based mathematics learning
  topic: keywords
subject: Indonesian students
  topic: keywords
subject: PISA-oriented literacy
  topic: keywords
creator: Abdullah Abdullah
creator: Isnarto Isnarto
creator: Scolastika Mariani
creator: Isnaini Rosyida
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 472
ending page: 482
doi: 10.24235/eduma.v14i2.24750

Meta-Synthesis: The Effect of Problem-Based Learning Model on Students’ Mathematical Connection Ability
type: item
description: Mathematical connection ability plays a crucial role in enabling students to understand relationships among mathematical concepts, apply mathematical ideas in real-life contexts, and develop higher-order thinking skills. However, evidence from the field indicates that students’ mathematical connection ability remains relatively low due to instructional practices that emphasize procedural mastery rather than conceptual understanding. This study aims to analyze the effect of the Problem-Based Learning (PBL) model on students’ mathematical connection ability through a meta-synthesis approach. The meta-synthesis reviewed six primary research articles selected systematically from Google Scholar, ERIC, and reputable national and international journals published between 2020 and 2025. The findings reveal that PBL consistently enhances students’ mathematical connection ability through contextual problem-solving activities, the use of visual representations and learning media, and collaborative reflection. These results indicate that PBL is an effective instructional model for strengthening students’ mathematical connections in a meaningful and applicable learning environment.
subject: Articles
  topic: section
subject: Mathematical Connection Ability
  topic: keywords
subject: Problem-Based Learning
  topic: keywords
subject: Meta-Synthesis
  topic: keywords
creator: Syifaa’ Nurhidayah
creator: Putriaji Hendikawati
creator: Scolastika Mariani
creator: Isnaini Rosyida
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 463
ending page: 471

Meta-Synthesis: Improving Mathematical Problem-Solving Skills Through Problem-Based Learning Models
type: item
description: Mathematical problem-solving skills are an essential component of mathematics education and support the achievement of Sustainable Development Goal (SDG) 4 on Quality Education. Indonesian students still demonstrate relatively low performance in mathematics. According to the 2022 Programme for International Student Assessment (PISA), Indonesia achieved an average mathematics score of 379, ranking 68th out of 76 countries. This result highlights a substantial gap between expected global mathematical competencies and actual student performance. Innovative learning approaches are required to improve students’ abilities not only in obtaining correct answers but also in understanding, analyzing, and solving problems independently. One promising approach is Problem-Based Learning, which emphasizes contextual problems and student-centered learning. This study employed a Systematic Literature Review using the PRISMA framework to ensure a transparent and systematic literature selection process. A total of 210 articles were identified from Google Scholar, ScienceDirect, and DOAJ databases. After applying inclusion and exclusion criteria, 10 articles published between 2020 and 2025 were selected and analyzed using thematic synthesis techniques. The analysis focused on improving mathematical problem-solving skills and evaluating the effectiveness of the PBL model. The findings revealed that the implementation of PBL had a positive and significant impact on students’ mathematical problem-solving skills across elementary, junior high, and senior high school levels. In addition, PBL enhanced students’ conceptual understanding and collaboration skills, making it an effective strategy for mathematics learning.
subject: Articles
  topic: section
subject: Problem-Based Learning
  topic: keywords
subject: Mathematical Problem-Solving Skills
  topic: keywords
creator: Irma Nilta Muna
creator: Masrukan Masrukan
creator: Scolastika Mariani
creator: Isnaeni Rosyida
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 447
ending page: 462
doi: 10.24235/eduma.v14i2.24305

Meta-Analysis: The Effect of The Problem Based Learning Model in Improving Students' Mathematical Literacy
type: item
description: Mathematical literacy is important to help students solve problems in real life, but the achievement of Indonesian students is still low. The Problem Based Learning model is considered effective in improving mathematical literacy because it focuses on solving real problems and student activities. This study aims to analyze the effect of the Problem Based Learning model on improving students' mathematical literacy through a Meta-Analysis approach to five nationally accredited articles published in the 2020-2025 period. Based on the calculation results, the average pretest score was 45.85 and the posttest score was 75.58, so there was an increase after the Problem Based Learning model implementation. The average effect size in the high category, as determined by the effect size computation, was 2. 042. According to the t-test findings, before and after the Problem Based Learning approach was implemented, there was a noticeable change in the average scores of students' mathematical literacy on the pretest and posttest, specifically the calculated t value > t table = 7.530 > 1.656 This study's findings suggest that the issue is Mathematical literacy is significantly enhanced by based learning. However, several studies have shown that success is influenced by grade level and supporting media such as Geogebra and e-LKPD. Therefore, Problem-Based Learning can be a highly effective learning alternative for improving mathematical literacy. Its implementation needs to be continuously developed, taking into account learning design, technology integration, and teacher readiness to ensure optimal and sustainable results.
subject: Articles
  topic: section
subject: Problem Based Learning
  topic: keywords
subject: Mathematical Literacy
  topic: keywords
subject: Meta Analysis
  topic: keywords
creator: Ni’matul Janah
creator: Zaenuri
creator: Scolastika Mariani
creator: Isnaini Rosyida
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 435
ending page: 446
doi: 10.24235/eduma.v14i2.24032

Analysis of Students' Cognitive Abilities Based on Gender and Learning Style
type: item
description: This study aims to determine the differences in students' cognitive abilities based on gender and the influence of learning styles on cognitive abilities. Using a quantitative method with a One Shot Case Study design, the study involved 40 students of grade VIII MTsN 2 Cirebon. Data were collected through questionnaires and tests, then analyzed descriptively, sample independent t-tests, and simple linear regressions. The results showed that there was a difference in the average cognitive ability between male and female students. The average score of male cognitive ability is 85% and is in the high category. The average cognitive ability of students with visual, auditory, and kinesthetic learning styles is in the moderate category of around 65-66%. In addition, auditory learning styles have the highest influence on students' cognitive abilities, followed by visual and then kinesthetic learning styles.
subject: Articles
  topic: section
subject: Cognitive abilities
  topic: keywords
subject: learning style
  topic: keywords
subject: Gender
  topic: keywords
creator: Bayyinah Rismawati
creator: Hadi Kusmanto
creator: Hendri Handoko
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 427
ending page: 434
doi: 10.24235/eduma.v14i2.24026

Meta-Synthesis: Problem-Based Learning in Improving Students' Mathematical Problem-Solving Skills
type: item
description: This study aims to analyze and synthesize various research results regarding the application of the Problem-Based Learning (PBL) model in improving students' mathematical problem-solving skills at various levels of education. The approach used is a Systematic Literature Review (SLR) with a qualitative meta-synthesis method based on guidelines (Kitchenham, 2007). The data sources were obtained from ten relevant national and international scientific articles published between 2020 and 2025. The articles used in this study were five accredited national and international journal articles obtained from Publish or Perish and Google Scholar. The meta-synthesis results show that the PBL model consistently has a positive impact on improving mathematical problem-solving skills in various learning contexts. The findings also indicate that PBL contributes to the development of students' critical, reflective, and metacognitive thinking skills. The integration of digital technologies such as GeoGebra and Teachmint has been proven to strengthen the effectiveness of PBL, while a culture-based approach through ethnomathematics increases the contextual relevance of mathematics learning. However, the effectiveness of PBL is influenced by teacher readiness, learning time constraints, and student characteristics. This study confirms that Problem-Based Learning is an effective, adaptive, and contextual learning model for developing students' higher-order thinking skills. These findings are expected to serve as a reference for educators and curriculum developers in designing more collaborative, context-based mathematics learning strategies that are in line with the spirit of the Merdeka Curriculum.
subject: Articles
  topic: section
subject: PBL
  topic: keywords
subject: Mathematical Problem-Solving Skills
  topic: keywords
creator: Jezlina Hamid
creator: Arief Agoestanto
creator: Scholastika Mariani
creator: Isnaini Rosyida
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 416
ending page: 426
doi: 10.24235/eduma.v14i2.24025

The Dominant Factor in Educational Digitalization Sustainability: Structural Equation Modeling of Technology Acceptance Versus Digital Literacy on Student Learning Outcomes
type: item
description: This study examines the dominant factors influencing student learning outcomes in digital mathematics learning, focusing on Technology Acceptance and Digital Literacy. A unified model combining the Technology Acceptance Model (TAM) and Digital Literacy framework was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). The participants were 125 fifth-grade students from three public elementary schools in Cirebon. Data were collected through validated questionnaires measuring Perceived Ease of Use, Perceived Usefulness, Attitude, Digital Literacy, and mathematics learning outcomes. The findings showed that all hypothesized relationships were significant (p < 0.001). Digital Literacy had a stronger effect on learning outcomes (β = 0.415) than Technology Acceptance (β = 0.311), with the cognitive dimension contributing the most (β = 0.521). The results also indicated that Digital Literacy fully mediates its dimensions, while Technology Acceptance influences learning outcomes through sequential pathways involving perceived usefulness and attitude. The study concludes that Digital Literacy is the main predictor of learning outcomes in digital mathematics learning. Therefore, sustainable educational digitalization should prioritize strengthening students’ digital literacy competencies alongside technology adoption.
subject: Articles
  topic: section
subject: Digital Literacy
  topic: keywords
subject: Learning Outcomes
  topic: keywords
subject: Technology Acceptance Model (TAM)
  topic: keywords
subject: Structural Equation Modeling (SEM)
  topic: keywords
creator: Nur Indah Septia Ningsih
creator: Haryadi
creator: Bernadus Wahyudi Joko Santoso
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 401
ending page: 415
doi: 10.24235/eduma.v14i2.24024

Meta Analysis: Learning Model Problem Based Learning (PBL) To Improve Mathematical Creative Thinking Skills
type: item
description: Creative thinking skills are essential for all students. Each student must develop creative thinking skills to understand complex problems and generate diverse perspectives, ideas, and solutions. This study employed meta-analysis. The population comprised junior high school students. The samples used varied for each article reviewed. The total sample size was 148 students in the experimental class and 152 students in the control class. Hypothesis testing was conducted using a t-test.t. Calculations to test the hypothesis, obtained valuesamounting to 9.2176 whileof 1,649. Because for rejected, so it can be concluded that the average of the experimental class is more than the control class, this shows thatProblem Based Learning(PBL) as a learning model has a significant influence on students' mathematical creative thinking abilities. Based on research findings, the ModelProblem Based Learning(PBL) can be recommended as one of the learning approaches used in schools, especially to improve creative thinking skills.
subject: Articles
  topic: section
subject: Problem-Based Learning
  topic: keywords
subject: mathematical creative thinking
  topic: keywords
subject: meta-analysis
  topic: keywords
subject: mathematics education
  topic: keywords
creator: Kolili Kolili
creator: Stevanus Budi Waluya
creator: Bambang Eko Susilo
rights: Copyright (c) 2025 EduMa: Mathematics education learning and teaching https://creativecommons.org/licenses/by/4.0
date: 2025-12-30
publication date: 2025-12-30
starting page: 389
ending page: 400
doi: 10.24235/eduma.v14i2.22038

Evaluating the Impact of Computer-Based Testing with Tryout Methodology on Students Numeracy Literacy Development
type: item
description: This study investigates the impact of Computer-Based Testing (CBT) with a tryout methodology on students’ numeracy literacy development. The research aims to determine whether repeated exposure to digital tryout-style assessments can significantly improve students’ understanding and application of numeracy concepts. A quasi-experimental design was employed, involving 240 students from several grade levels, who were divided into experimental and control groups. The experimental group engaged in weekly CBT tryouts focused on numeracy problems, while the control group underwent traditional paper-based assessments over a six-week period. Pre- and post-intervention tests were conducted using standardized numeracy instruments to evaluate skills such as number sense, mathematical reasoning, problem-solving, and interpretation of quantitative information. The results showed a statistically significant improvement in the experimental group’s post-test scores compared to the control group (t(238) = 8.91, p < 0.001). The calculated effect size (Cohen’s d = 1.47) indicated a strong impact of the CBT tryout method on numeracy literacy development. Qualitative feedback from students in the experimental group also revealed higher engagement, reduced test anxiety, and increased familiarity with digital testing environments. These findings suggest that integrating CBT with a tryout methodology can serve as an effective instructional and assessment strategy to support numeracy development, particularly in preparing students for computer-based national and standardized tests.
subject: Articles
  topic: section
subject: Computer-Based Testing
  topic: keywords
subject: Tryout Methodology
  topic: keywords
subject: Numeracy Literacy
  topic: keywords
subject: Digital Assessment
  topic: keywords
subject: Mathematics Learning.
  topic: keywords
creator: Saluky Saluky
creator: Hadi Kusmanto
creator: Dzakiyyah Rosyidah S
rights: Copyright (c) 2025 EduMa: Mathematics education learning and teaching https://creativecommons.org/licenses/by/4.0
date: 2025-08-01
publication date: 2025-08-01
starting page: 380
ending page: 388
doi: 10.24235/eduma.v14i1.21637

Autonomous Learning In Mathematics Statistical Learning Materials For Junior High School Students
type: item
description: This study investigates students' learning autonomy in mathematics education, recognizing its importance in fostering critical thinking, problem-solving, and lifelong learning skills. A descriptive qualitative method was used to explore the level of independence among junior high school students in Cirebon Regency. The research involved 33 students who completed a learning independence questionnaire consisting of 30 items covering 8 indicators, such as initiative, responsibility, self-regulation, and goal-setting. Data were analyzed using a percentage formula to interpret student responses. The findings show that two indicators scored below the minimum sufficient level, indicating a lack of independence in certain aspects of learning. The remaining indicators met the sufficient criteria. Overall, the average percentage of student learning independence was 64.63%, which falls into the "sufficient" category. In terms of individual classification, 3 students demonstrated good independence, 22 were categorized as sufficient, 6 as poor, and 2 as very poor. These results suggest that while most students show a moderate level of autonomy, there remains a significant need for improvement. Teachers should implement learning strategies that promote self-directed learning and internal motivation to enhance students’ autonomy, particularly in mathematics, where independent learning is key to mastering complex concepts
subject: Articles
  topic: section
subject: Learning autonomy
  topic: keywords
subject: Mathematics
  topic: keywords
subject: Junior high school
  topic: keywords
creator: Jajang Rahmatudin
creator: Yaya S Kusumah
creator: Bambang Avip Priatna
rights: Copyright (c) 2025 EduMa: Mathematics education learning and teaching https://creativecommons.org/licenses/by/4.0
date: 2025-07-01
publication date: 2025-07-01
starting page: 274
ending page: 284
doi: 10.24235/eduma.v14i1.18441

Inductive reasoning skills: Identification of student errors using APOS theory
type: item
description: Math problem-solving mistakes made by students need to be treated more seriously since, if left unattended, they may affect students' comprehension of the following mathematical ideas. This study aims to identify students’ errors while attempting to solve mathematical problems of inductive reasoning ability on the material of powers and roots. This study adopts a qualitative method with descriptive research. The participants in this study were 24 students of class IX A at SMPN 2 Pelalawan. The research methods used are tests, interviews, and triangulation. The results showed that students had low inductive reasoning abilities so they made mistakes in solving problems. Based on the APOS theory (action, process, object, and schema), there are four student errors in solving math problems, namely: 1) incorrect interpretation: students do not grasp the meaning and objective of the questions; 2) conceptual error: misunderstood the multiplication of powers; 3) procedural errors: they occur when students conclude problems without adhering to a process; 4) Technical errors: Students frequently make errors while multiplying powers because they do not understand the concept. Regarding the APOS theory, based on the data analysis students only arrived at the first phase, namely the action phase
subject: Articles
  topic: section
subject: Apos theory
  topic: keywords
subject: Inductive reasoning
  topic: keywords
subject: Identification errors
  topic: keywords
creator: Ilham Muhammad
creator: Lilis Marina Angraini
creator: Syarul Ramadhan
rights: Copyright (c) 2025 EduMa: Mathematics education learning and teaching https://creativecommons.org/licenses/by/4.0
date: 2025-07-01
publication date: 2025-07-01
starting page: 260
ending page: 273
doi: 10.24235/eduma.v14i1.17227

Developing Algebra-Based Test Items for Measuring Students’ Mathematical Literacy
type: item
description: This study aims to develop valid and reliable algebra questions to assess students' mathematical literacy skills. Mathematical literacy is a key indicator in international assessments such as PISA, which emphasizes students' ability to apply mathematical concepts in real-world contexts. The research method used was development research (R&D) employing the 4D model: Define, Design, Develop, and Disseminate (implemented until the Develop stage). The instrument was constructed based on mathematical literacy indicators and validated through expert judgment using Aiken’s V. Empirical validation was conducted using Pearson Product Moment correlation and the reliability was tested using Cronbach’s Alpha. The results showed that all question items had correlation coefficients ranging from 0.513 to 0.836, exceeding the critical value of r (0.221), indicating good construct validity. The reliability test yielded a Cronbach’s Alpha of 0.712, suggesting strong internal consistency. These findings confirm that the developed algebra questions can be effectively used as an instrument to assess students’ mathematical literacy skills in a valid and reliable manner.
subject: Articles
  topic: section
subject: instrument development
  topic: keywords
subject: algebra
  topic: keywords
subject: mathematical literacy
  topic: keywords
subject: validity
  topic: keywords
subject: reliability
  topic: keywords
creator: Handayani Budi Utami
rights: Copyright (c) 2025 EduMa: Mathematics education learning and teaching https://creativecommons.org/licenses/by/4.0
date: 2025-07-01
publication date: 2025-07-01
starting page: 330
ending page: 343
doi: 10.24235/eduma.v14i1.21581

Students' Perceptions of JASP Use and Its Impact on Statistics Learning: A TAM-Based Study
type: item
description: This study aims to analyze the influence of students' perceptions regarding the use of the JASP application and its relationship to statistics learning outcomes through the Technology Acceptance Model (TAM) approach. The four main TAM constructs analyzed include perceived ease of use, perceived usefulness, attitude toward use, and behavioral intention to use. This research employed a quantitative associative method using simple and multiple linear regression analyses. The sample consisted of 90 fourth-semester PGSD UNM students who had completed a statistics course, selected through simple random sampling. The results indicate that three out of the four perception variables—perceived ease of use, perceived usefulness, and attitude toward use—significantly influenced students’ learning outcomes, with attitude toward use emerging as the strongest predictor. In contrast, behavioral intention to use did not show a significant effect. The multiple regression model revealed that the four TAM constructs collectively explained 55.7% of the variance in learning outcomes. These findings affirm that students’ positive perceptions of JASP have a tangible impact on academic achievement and support the effectiveness of the application as a learning tool for statistics in the PGSD context.
subject: Articles
  topic: section
subject: JASP
  topic: keywords
subject: Learning Outcomes
  topic: keywords
subject: Statistics
  topic: keywords
subject: TAM
  topic: keywords
subject: PGSD
  topic: keywords
subject: Technology Perception
  topic: keywords
creator: A. Muhajir Nasir
rights: Copyright (c) 2025 EduMa: Mathematics education learning and teaching https://creativecommons.org/licenses/by/4.0
date: 2025-07-01
publication date: 2025-07-01
starting page: 317
ending page: 329
doi: 10.24235/eduma.v14i1.21339

Validity and Reliability Test of Mathematical Representation Ability Test Instruments in Mathematics Learning
type: item
description: Mathematical Representation Ability (MRE) is one of the important competencies that need to be mastered by students in learning mathematics. One aspect that can affect students' MRE is the character or thinking patterns possessed by the students. This study aims to evaluate the level of validity and reliability of the test instrument designed to measure the mathematical representation ability of junior high school students in solving algebra problems. The method used is a quantitative descriptive method. Based on the results of the validity test using the Aiken's V formula, the four questions were said to be valid, which indicates that the instrument has very good validity and is suitable for use. Meanwhile, the results of the reliability test showed a correlation coefficient value of 0.795, which indicates a fairly good level of consistency in the reliability category so that it is considered reliable. Thus, this instrument is considered suitable for use by teachers in measuring students' mathematical representation abilities in algebra material.
subject: Articles
  topic: section
subject: Mathematical Representation Ability
  topic: keywords
subject: Test Instrument
  topic: keywords
subject: Validity and Reliability
  topic: keywords
subject: Algebra
  topic: keywords
subject: Mathematics Learning.
  topic: keywords
creator: Dika Dani Septiati
rights: Copyright (c) 2025 EduMa: Mathematics education learning and teaching https://creativecommons.org/licenses/by/4.0
date: 2025-07-31
publication date: 2025-07-31
starting page: 359
ending page: 370
doi: 10.24235/eduma.v14i1.21597

Various Learning Models to Improve Students' Mathematical Literacy Skills
type: item
description: Mathematical literacy is the ability to understand, formulate, and apply mathematical concepts in everyday life, particularly in solving real-world problems. Key indicators include mathematical thinking, problem-solving, communication, representation, argumentation, and the use of media or technology. This study explores learning models that enhance students’ mathematical literacy through a literature review. The findings show that models such as Problem-Based Learning (PBL), guided inquiry, and Project-Based Learning (PjBL) are effective. These models, which emphasize real-world problems, independent exploration, and student collaboration, help develop critical and creative thinking and strengthen the connection between mathematics and daily life.
subject: Articles
  topic: section
subject: mathematical literacy
  topic: keywords
subject: learning models
  topic: keywords
subject: Problem-Based Learning (PBL)
  topic: keywords
subject: Guided Inquiry
  topic: keywords
subject: Project-Based Learning (PjBL)
  topic: keywords
creator: Fransisca Tanjung Dian Pramesti
rights: Copyright (c) 2025 EduMa: Mathematics education learning and teaching https://creativecommons.org/licenses/by/4.0
date: 2025-07-31
publication date: 2025-07-31
starting page: 344
ending page: 358
doi: 10.24235/eduma.v14i1.21600

Validity Self-Regulated Learning Assessment on Student’s Mathematics Learning: Realibility Study
type: item
description: Self-Regulated Learning is a student's skill in regulating themselves during the learning process, including learning initiatives, goal setting, monitoring progress, and evaluating learning outcomes. The chosen learning strategy must be able to measure the extent of their mastery of the learning material and be able to make students aware of the importance of using learning strategies. This study aims to test the validity and reliability of the student self-regulated learning measurement assessment using SPSS software. The assessment was tested on 34 high school students. Based on the results of the validity test using the Pearson Product Moment technique, from 29 statements, all statements were declared valid. The decision taken was that no statements were made, because all statements were valid and represented all indicators of the self-regulated learning questionnaire. In addition, the Cronbach's Alpha value was obtained at 0.892. Therefore, the self-regulated learning questionnaire submitted was said to be reliable
subject: Articles
  topic: section
subject:
  topic: subjects
creator: Alifa Shafira Dina
rights: Copyright (c) 2025 EduMa: Mathematics education learning and teaching https://creativecommons.org/licenses/by/4.0
date: 2025-07-31
publication date: 2025-07-31
starting page: 371
ending page: 379
doi: 10.24235/eduma.v14i1.21605

Developing Ethnomathematics-Based Worksheets for Junior High School: A Research and Development Approach
type: item
description: Worksheets are frequently utilized as educational tools to assist teachers in learning. Integrating ethnomathematics into lessons enhances the significance of mathematics education. This study aims to develop ethnomathematics-based worksheets for junior high school students. The research employs a research and development methodology, following the stages of defining, designing, and developing as outlined by Thiagarajan. The participants include material experts, media experts, teachers, and junior high school students. The findings indicate that the worksheets are valid and suitable for further research. Feedback from teachers and students suggests that the worksheets are practical and effective. Observations from limited trials show that students and teachers are enthusiastic about learning.
subject: Articles
  topic: section
subject: Worksheet
  topic: keywords
subject: Ethnomathematics
  topic: keywords
subject: Culture
  topic: keywords
subject: TaRL
  topic: keywords
creator: Anggun Badu Kusuma
creator: Anton Jaelani
creator: Arifin Suryo Nugroho
rights: Copyright (c) 2025 EduMa: Mathematics education learning and teaching https://creativecommons.org/licenses/by/4.0
date: 2025-07-01
publication date: 2025-07-01
starting page: 285
ending page: 297
doi: 10.24235/eduma.v14i1.18820

Development of Teaching Devices Based on Ethnomathematics and RME to Enhance Mathematical Literacy: Bibliometric
type: item
description: This study aims to examine the development of teaching materials based on ethnomathematics and Realistic Mathematics Education (RME) to enhance students' mathematical literacy. The research employs the PRISMA method (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), encompassing the stages of identification, screening, eligibility, and inclusion of relevant literature. The literature review focuses on studies related to the integration of local culture into mathematics instruction through an ethnomathematics approach and the application of RME as a pedagogical strategy. The findings indicate that teaching materials incorporating ethnomathematics and RME are effective in improving students' conceptual understanding, critical thinking skills, and mathematical literacy. This study provides recommendations for curriculum developers and educators to integrate local cultural values into contextual and relevant mathematics learning.
subject: Articles
  topic: section
subject: Ethnomathematics
  topic: keywords
subject: Realistic Mathematics Education (RME)
  topic: keywords
subject: Teaching devices
  topic: keywords
subject: Mathematical literacy
  topic: keywords
creator: Salman Hanafi
creator: Sarwi Sarwi
creator: Onwardono Rit Riyanto
rights: Copyright (c) 2025 EduMa: Mathematics education learning and teaching https://creativecommons.org/licenses/by/4.0
date: 2025-07-01
publication date: 2025-07-01
starting page: 298
ending page: 316
doi: 10.24235/eduma.v14i1.20127

Mathematical Communication Skills and Mathematical Curiosity Students with intellectual disabilities: Bibliometric analysis
type: item
description: This research aims to conduct a bibliometric analysis of the literature on mathematical communication abilities in children with intellectual disabilities. The primary focus of this research is to develop an overview of recent developments in the field and identify dominant research trends and areas requiring more exploration. Bibliometric methods are used to collect and analyze data from primary literature sources in articles and journals indexed by Scopus from 1990 to 2024, which are related to mathematical communication skills in children with intellectual disabilities. This research will also pay attention to the methods or approaches generally used in this research and evaluate the impact of this literature on developing understanding and intervention in improving the mathematical communication skills of children with intellectual disabilities. The result of this research was that no research discussed the relationship between children's communication skills, mathematical curiosity, and intellectual disability
subject: Articles
  topic: section
subject: Bibliometric Analysis
  topic: keywords
subject: Intellectual Disability
  topic: keywords
subject: Mathematical communication
  topic: keywords
subject: Mathematical curiosity
  topic: keywords
creator: Arif Muchyidin
creator: Nanang Priatna
creator: Nurjanah Nurjanah
rights: Copyright (c) 2024 EduMa: Mathematics education learning and teachingâ€â€ https://creativecommons.org/licenses/by/4.0
date: 2024-12-01
publication date: 2024-12-01
starting page: 145
ending page: 164
doi: 10.24235/eduma.v13i2.18438

Exploring Grade VIII Students' Procedural Skills in Solving Pythagorean Problems
type: item
description: This study explores the procedural skills of grade VIII students in solving Pythagorean Theorem problems, focusing on the diversity of problem-solving steps and error patterns that emerge. A descriptive qualitative method was used in this study, with three students selected as subjects based on high, medium, and low levels of mathematical ability. Data were collected through problem-solving tasks and semi-structured interviews to comprehensively understand the students' approaches and strategies. The results showed that students with high procedural skills implemented problem-solving steps in a structured manner, while those with moderate skills often needed to be more consistent in recording critical steps. Students with low skills tended to bypass procedural structures and proceed directly to solutions, leading to a higher rate of errors. Error patterns varied by students' mathematical ability levels: high-ability students made no errors, medium-ability students exhibited errors in illustrations and procedural consistency, and low-ability students struggled with writing expressions and fully implementing steps. These findings emphasize the need for instructional approaches tailored to students' skill levels, such as structured learning and scaffolding, to strengthen procedural skills. A follow-up study with a broader sample is recommended to validate these findings and assess the effectiveness of instructional strategies for enhancing students' procedural skills across various mathematical topics.
subject: Articles
  topic: section
subject: Procedural skills
  topic: keywords
subject: geometry
  topic: keywords
subject: Pythagoras
  topic: keywords
subject: mathematics
  topic: keywords
subject: junior high school
  topic: keywords
creator: Ade Riska Sanjani
creator: Achmad Salido
creator: Akbar Nasrum
creator: Chairuddin Chairuddin
creator: Jahring Jahring
creator: Dian Ulfa Sari
rights: Copyright (c) 2024 EduMa: Mathematics education learning and teachingâ€â€ https://creativecommons.org/licenses/by/4.0
date: 2024-12-01
publication date: 2024-12-01
starting page: 165
ending page: 182
doi: 10.24235/eduma.v13i2.18719

Evaluation of the CIPP Model for Integrated STEM Learning in STEM Institutions Based on the Mathematics Learning Processes and Outcomes
type: item
description: This research was carried out at a STEM institution with a focus on evaluating the implementation of STEM Integrated learning. The aim of this research is to evaluate using the CIPP (Context, Input, Process, Product) model for STEM Integrated learning and assess students' learning achievements in the field of mathematics studies, as well as evaluate the effectiveness of the STEM Integrated learning process using the CIPP model in STEM institutions. The effectiveness of the learning process is assessed based on the level of achievement of learning objectives that have been set at the beginning of the learning period, namely in all aspects of STEM. This research adopts a qualitative approach using the CIPP model, which allows evaluation of aspects of context, input, process and product to achieve effective learning. Research participants involve students, STEM instructors. Primary data was collected through observation instruments, while secondary data was obtained from documentation and interviews. The results of the research show that the application of Integrated STEM learning in STEM-EC UPI can be categorized as good in the input component but can be categorized as quite good in the context, process and product components. This is due to the less than optimal mathematical aspects in the STEM Integrated approach in terms of instructor qualifications and aspect assessment results. mathematics students.
subject: Articles
  topic: section
subject: CIPP Model
  topic: keywords
subject: Evaluation
  topic: keywords
subject: STEM Integrated
  topic: keywords
creator: Agus Maqruf
creator: Tatang Herman
rights: Copyright (c) 2025 EduMa: Mathematics education learning and teaching https://creativecommons.org/licenses/by/4.0
date: 2024-12-01
publication date: 2024-12-01
starting page: 236
ending page: 247
doi: 10.24235/eduma.v13i2.16711

Integrating Higher-Order Thinking Skills in Mathematics Education: Development of Learning Tools for Patterns and Number Sequences
type: item
description: Integrating Higher-Order Thinking Skills in Mathematics Education: Development of Learning Tools for Patterns and Number Sequences. Employing the 4-D development model (Define, Design, Develop, Disseminate), this study aimed to develop and validate Higher Order Thinking Skills (HOTS)-based learning tools for number sequence patterns. The define stage identified needs and specifications, while the design stage focused on lesson plans, teacher manuals, student books, and worksheets. Developed tools underwent limited trials in a grade VIII class. The initial lesson plans required revision due to a low RVI (0.70), but after revision, achieved a satisfactory RVI (0.85). The teacher's manual demonstrated high validity (RVI = 0.871), indicating its readiness for instruction. Similarly, the student book required revision due to a low initial RVI (0.63) but achieved validity (RVI = 0.77) after revision. Worksheets also exhibited high validity (RVI = 0.80). All developed components (lesson plans, teacher manuals, student books, and worksheets) achieved RVI values above 0.75, signifying that these HOTS-oriented mathematics learning tools meet quality standards and are ready for use in HOTS-oriented mathematics instruction. This implementation is expected to enhance teaching and learning effectiveness, ultimately leading to optimal learning outcomes.
subject: Articles
  topic: section
subject: Development of Learning Tools
  topic: keywords
subject: Number Sequence Patterns
  topic: keywords
subject: Higher Order Thinking Skills
  topic: keywords
subject: Validation of Learning Tools
  topic: keywords
creator: Ega Gradini
creator: Edy Saputra
creator: Novita Rahmayanti
rights: Copyright (c) 2024 EduMa: Mathematics education learning and teachingâ€â€ https://creativecommons.org/licenses/by/4.0
date: 2024-12-01
publication date: 2024-12-01
starting page: 183
ending page: 195
doi: 10.24235/eduma.v13i2.18787

The Effect of Study Habits and Creative Thinking Disposition on Mathematical Creative Thinking Skills
type: item
description: This study aims to determine the effect of study habits and creative thinking disposition on mathematical creative thinking skill. The research method uses quantitative method. The population in this study is all of the seventh-grade students at Darul Ulum Gombong Junior High School in the odd semester of the 2022/2023 academic year totaling 57 students. The data collection technique used in this research are the test of mathematical creative thinking skill, study habits questionnaire and creative thinking disposition questionnaire. Data analysis techniques with analysis multiple regression. The results of this research are that there is a positive and significant effect between study habits and creative thinking dispositions on mathematical creative thinking skills.
subject: Articles
  topic: section
subject: Mathematical Creative Thinking Skill
  topic: keywords
subject: Study Habits
  topic: keywords
subject: Creative Thinking Disposition
  topic: keywords
creator: Nur Isrotun Nafisatulina
creator: Lilik Ariyanto
creator: Irkham Ulil Albab
rights: Copyright (c) 2024 EduMa: Mathematics education learning and teaching https://creativecommons.org/licenses/by/4.0
date: 2024-12-01
publication date: 2024-12-01
starting page: 209
ending page: 219
doi: 10.24235/eduma.v13i2.15484

Meta-Synthesis: The Use of Augmented Reality Technology as A Mathematics Learning Media
type: item
description: This study aims to review, analyze and classify articles that contain literature related to the use of augmented reality technology as a mathematics learning medium. Using meta-synthesis methodology, this research systematically reviews and interprets findings from various articles related to the integration of AR in mathematics education. Through extensive searches in the Scopus and Sinta databases, 15 relevant articles were selected based on predetermined inclusion criteria, including year of publication (2018-2023), focus on mathematics learning in schools, and the presence of AR output images. Conducting a literature review with specific keywords ('Augmented Reality in mathematics learning'). The analysis reveals AR applications/modules, visualizations, and worksheets as prevalent AR outputs in math learning. In particular, Unity 3D and Vuforia excel among diverse development tools, showcasing flexibility. The discussion underscores AR's potential for intuitive math visualizations, enhancing learning experiences, and improving comprehension of complex concepts. The main characteristics of AR are virtual environments, real-time interactivity, and 3D representation, with an attractive design that makes a positive contribution to mathematics education.
subject: Articles
  topic: section
subject: Augmented Reality
  topic: keywords
subject: Learning Media
  topic: keywords
subject: Math
  topic: keywords
subject: Meta Synthesis
  topic: keywords
creator: Laely Maghfiroh
creator: Scolastika Mariani
creator: Arief Agoestanto
rights: Copyright (c) 2024 EduMa: Mathematics education learning and teaching https://creativecommons.org/licenses/by/4.0
date: 2024-12-01
publication date: 2024-12-01
starting page: 220
ending page: 235
doi: 10.24235/eduma.v13i2.15823

Trend Analysis of Character Education in Mathematics Learning in Indonesia Over A Decade
type: item
description: Character education is a critical component in 21st-century education, serving not merely as a means to foster academic dimensions, but also as a foundational cornerstone in shaping moral and ethical values among students. This study aims to conduct a bibliometric analysis of recent developments and trends in character education research in mathematics learning in Indonesia over the past decade. The method utilized was bibliometric analysis, primarily condu cted through searches in the Dimensions database using the phrases "character education" and "mathematics education," following the PRISMA method. A total of 166 eligible articles were identified. Primary data were analyzed using Microsoft Excel and Mendeley's VOSviewer. The results indicated that publications related to character education in mathematics education in Indonesia fluctuated during 2014-2023, with the highest number of publications occurring in 2023. Semarang State University emerged as the institution with the most publications. The highest number of published articles came from the "Journal of Physics: Conference Series," while research demographics primarily focused on Central Java Province. Rochmad from Semarang State University was identified as the most influential author. Lastly, collaborative research primarily centered on "character education," with a particular emphasis on "Islamic values" and "learning materials," suggesting potential avenues for further investigation
subject: Articles
  topic: section
subject: Bibliometric
  topic: keywords
subject: Character Education
  topic: keywords
subject: Mathematics Education
  topic: keywords
creator: Yuni Fitriyah
creator: Wahyudin Wahyudin
creator: Turmudi Turmudi
creator: Hanifah Nurhayati
creator: Fitria Maghfiroh
rights: Copyright (c) 2024 EduMa: Mathematics education learning and teachingâ€â€ https://creativecommons.org/licenses/by/4.0
date: 2024-12-01
publication date: 2024-12-01
starting page: 115
ending page: 130
doi: 10.24235/eduma.v13i2.16337

Rasch Model Analysis: Validity and Reliability of Context-Based Geometry Performance Assessment Instruments Jakarta Cultural Heritage
type: item
description: The objective of this study is to examine the validity and reliability of performance evaluation rubrics when applied to Jakarta's cultural heritage structures, specifically focusing on the geometrical material. The Rasch Model, namely the Winstep version 3.73, will be utilized for analysis. The Rasch model offers benefits due to its ability to provide more precise estimations and identify flaws within the model. The rubric-based performance evaluation instrument is utilized to evaluate students' problem-solving abilities, with each problem being assigned a distinct rubric. A total of 381 students were sampled from two distinct schools located in North Jakarta and East Jakarta. The study's results indicate that the Cronbach's alpha value attained is 0.96, which is classified as excellent. The individual's dependability score is 0.91, which falls inside the excellent range. Similarly, the item's reliability score is 0.94, also classified as excellent. The item fit test conducted on the instrument indicates that there is no need to reject any items. The components in this performance evaluation instrument have strong validity and reliability, rendering it appropriate for evaluating student performance
subject: Articles
  topic: section
subject: Rasch Model
  topic: keywords
subject: Performance Assessment
  topic: keywords
subject: Geometry
  topic: keywords
subject:
  topic: keywords
creator: Bayu Gunawan
creator: Wardani Rahayu
creator: Tian Abdul Aziz
rights: Copyright (c) 2024 EduMa: Mathematics education learning and teachingâ€â€ https://creativecommons.org/licenses/by/4.0
date: 2024-12-01
publication date: 2024-12-01
starting page: 131
ending page: 144
doi: 10.24235/eduma.v13i2.18136

Implementation of H5P-assisted Teaching Materials on Mathematical Understanding Based on Learning Style
type: item
description: This study aimed to examine the impact of H5P-assisted teaching materials on students' mathematical understanding, with a focus on the role of learning styles. Utilizing a quasi-experimental design with a pretest-posttest control group model, the research was conducted among students from two homogeneous classes within the Mathematics Education Program at UIN Siber Syekh Nurjati Cirebon. The participants consisted of 99 students selected through purposive sampling based on their initial mathematical abilities to ensure comparability between groups. These participants were then divided into an experimental group, which utilized H5P interactive teaching materials, and a control group, which received conventional instruction. The findings indicated that students with a visual learning style exhibited significantly greater enhancements in mathematical understanding compared to those with auditory and kinesthetic learning styles after exposure to H5P-assisted materials. ANOVA and multiple comparison (LSD) tests revealed significant differences between the visual group and both the auditory and kinesthetic groups, with no significant differences between the latter two groups. These results highlight the importance of tailoring teaching materials to students' learning styles to enhance mathematics learning outcomes
subject: Articles
  topic: section
subject: Mathematical understanding
  topic: keywords
subject: Learning Style
  topic: keywords
subject: H5P
  topic: keywords
subject: Digital Teaching Materials
  topic: keywords
creator: Arif Abdul Haqq
creator: Hendri Handoko
creator: Anita Syafianti
rights: Copyright (c) 2024 EduMa: Mathematics education learning and teachingâ€â€ https://creativecommons.org/licenses/by/4.0
date: 2024-12-01
publication date: 2024-12-01
starting page: 196
ending page: 208
doi: 10.24235/eduma.v13i2.16608

Implementation STEAM and Thematic Learning Models Assisted by STEMATIK Learning Media in Elementary School
type: item
description: The aim of this research was to explain the component analysis of integrating STEAM and thematic learning using STEMATIK learning media, to describe the importance of using learning media in enhancing students’ independence and motivation to learn, and to present the results of using STEMATIK learning media as a tool for learning mathematics. The research method employed was a quasi-experiment. This study tested causal results to determine the influence of one variable on another. The product development process was based on the ADDIE model, which is a systematic approach that includes five different stages: analysis, design, development, implementation, and evaluation. The method used in this research was the descriptive, qualitative and quantitative method. The research results showed an increase in students’ independence and learning outcomes. The use of learning media can increase student activity in the classroom, thereby creating a conducive classroom condition.
subject: Articles
  topic: section
subject: Keyword
  topic: keywords
subject: learning media
  topic: keywords
subject: steam
  topic: keywords
subject: thematic
  topic: keywords
subject: elementary school
  topic: keywords
creator: Atika Azzahro Hazima
creator: Eko Prasetyo
creator: Aulia Hanif Annisa
creator: Ranti Maryanti
rights: Copyright (c) 2024 EduMa: Mathematics education learning and teaching https://creativecommons.org/licenses/by/4.0
date: 2024-12-01
publication date: 2024-12-01
starting page: 248
ending page: 259
doi: 10.24235/eduma.v13i2.16864