Jambura Journal of Mathematics Education
Journal Title Journal Abbreviation Frequency Publication Language DOI Online ISSN Editor-in-Chief Publisher Country OAI Address : Jambura Journal of Mathematics Education (JMathEdu) : Jambura J. Math. Educ. : Biannual (March and September) : English (preferable), Indonesia : https://doi.org/10.34312/jmathedu : 2721-7477 : Tedy Machmud : Department of Mathematics, Universitas Negeri Gorontalo : Indonesia : http://ejurnal.ung.ac.id/index.php/jmathedu/oai
Department of Mathematics, Universitas Negeri Gorontalo
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Pengembangan Media Pembelajaran Matematika SMP Berbasis Augmented Reality dengan Nuansa Etnomatematika Ukiran Toraja
The development of digital technology in education has encouraged the need for innovative learning media that are more interactive, contextual, and aligned with students’ needs. One promising effort is the integration of Augmented Reality (AR) technology with ethnomathematics, particularly Toraja carvings, to create more meaningful mathematics learning experiences. This study aims to develop AR-based mathematics learning media incorporating the ethnomathematical nuances of Toraja carvings and to examine its validity and practicality as a supporting tool for teaching mathematics in Grade IX of junior high school. The research employed a development study using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects consisted of 150 students from six junior high schools in Palopo City, selected through purposive sampling and random sampling techniques. The development process involved curriculum analysis, exploration of Toraja carving motifs relevant to geometric transformation topics, storyboard design and interactive flow development, and the creation of an AR prototype, which was then validated by experts and tested with students. The findings revealed that the developed media achieved an average validity score of 85.42%, categorized as highly valid, and an average practicality score of 77.82%, categorized as practical. These results indicate that the media is not only feasible in terms of content and presentation but also practical for use in mathematics learning. This study provides an innovative solution to enhance students’ engagement and to foster a more contextual and meaningful learning experience.
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Analisis Profil Literasi Matematis Siswa SMA Pada Materi Barisan Dan Deret Berbasis Level PISA
Mathematical literacy is an essential competence that students must acquire to solve problems situated in real-life contexts. However, numerous studies indicate that students’ mathematical literacy levels remain relatively low. This study aims to describe senior high school students’ mathematical literacy abilities in the topic of sequences and series and to identify their difficulties based on the distribution of test scores and the mathematical literacy processes involved. This research employed a descriptive design. The participants were tenth-grade senior high school students selected through purposive sampling. Data were collected using a mathematical literacy test developed based on the PISA framework and were anal ys ed through item score distribution analysis and qualitative analysis of students’ responses. The results indicate that the majority of students are at low to moderate levels of mathematical literacy. The analysis of score distribution per item reveals that students’ difficulties increase along with the complexity of the required mathematical literacy processes. The most prominent difficulty was found in the formulating process, which subsequently affected students’ performance in the employing and interpreting processes. In addition, limited prior mathematical knowledge also hindered students’ performance in the employing process. These findings provide a clear profile of students’ mathematical literacy and their difficulties, and may serve as a basis for teachers in designing instructional strategies that better support the development of mathematical literacy skills.
Meningkatkan Hasil Belajar Matematika Siswa Melalui Model Kooperatif Tipe NHT Berbantuan Media Berbasis Augmented Reality Pada Materi Kubus dan Balok
This study aims to improve students' mathematics learning outcomes in the topic of flat-sided solid shapes, specifically cubes and cuboids, through the application of the Numbered Heads Together (NHT) cooperative learning model combined with Augmented Reality (AR)-based learning media. The study used Action Research (CAR) based on the Kemmis and Mc. Taggart model, implemented in two cycles. Observations showed significant improvements in various aspects of learning. Teacher and student activities, initially in the Fair (CB) category, improved to Good (B) and Very Good (SB) categories. In the affective and psychomotor domains, the attitude and skills assessment results showed improvements from Fair (CB) to Good (B) and Very Good (SB). Meanwhile, cognitive learning outcomes obtained through written tests increased from 69.23% to 84.62%, indicating that most students had met the learning objectives. Thus, all assessment aspects had achieved success indicators in cycle II through the implementation of the Numbered Heads Together (NHT) cooperative learning model assisted by Augmented Reality-based learning media.
Meningkatkan Motivasi dan Hasil Belajar Matematika Siswa melalui Model Pembelajaran Kooperatif Tipe Teams Games Tournament
This study is a classroom action research aimed at improving students’ motivation and mathematics learning outcomes through the implementation of the cooperative learning model, Teams Games Tournament (TGT), on the topic of quadratic equations. The research subjects were 16 ninth-grade students of MTs Al-Mabrur Bone Raya. The study was conducted in two cycles, each consisting of the stages of planning, action implementation, observation, and reflection. Data collection techniques included observation, questionnaires, and achievement tests. The data were analyzed using both quantitative and qualitative descriptive methods. The results indicate that the application of the TGT model enhanced students’ motivation and mathematics learning outcomes. In Cycle I, 75% of students demonstrated high or very high learning motivation, with cognitive learning outcomes at 62.5%, affective at 76%, and psychomotor at 66%. Following improvements in Cycle II, learning motivation increased to 93.75%, cognitive achievement reached 81.25%, and affective and psychomotor scores both rose to 88%. Students also showed greater participation in discussions, increased willingness to ask questions, and improved accuracy in problem-solving. Therefore, the TGT cooperative learning model is effective in enhancing students’ motivation and learning outcomes in mathematics, while also fostering the development of positive skills and attitudes throughout the learning process.