Journal of Education and Learning Mathematics Research (JELMaR)
Jurnal Jelmar merupakan jurnal prodi matematika
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Wisnuwardhana Malang
Exploration Gamification of Trigonometric Equations in High School Studens within the Joyful Learning Framework
Trigonometric Equations are often viewed as a daunting prospect for high school students because they demand mathematical creativity and the discipline of memorizing rigid procedural formulas, thus triggering emotional unpreparedness at the beginning of learning. This study aims to explore in-depth the flow of students' emotions through the implementation of interactive gamification-based learning media entitled "Misi Penyelamatan Planet Alpha". Using a qualitative descriptive approach within the Joyful Learning framework, this research observed the behavior, interactions, and affective responses of 34 students of grade XI-2 SMAN 6 Kota Malang for the 2025/2026 academic year. Data were collected through direct observation by peer observers, distribution of questionnaires on the implementation of gamification, and in-depth interviews validated through data triangulation. The results show a dramatic shift in students’ emotional paradigm, a classroom atmosphere that was initially sluggish and passive successfully turning into an addictive, interactive, and cheerful arena of competition. The integration of trigonometric equations into the narrative of a secret-agent science fiction story successfully changes students’ perceptions of mathematical formulas from a burden of memorization into an urgent key code or instrument for solving contextual problems. Furthermore, three main triggers of students’ intrinsic happiness were found: dramatic narrative responses on the Canva AI platform, the effect of tension from mission success, and the development of learning resilience through intensive group discussions when confronting calculation errors. This study proves that placing students’ happiness and emotional engagement as the top priority is able to produce reasoning processes that are mathematical and meaningful without any element of coercion for students.
Copyright (c) 2026 Sizillia Noranda Mayangsari, Anis Nur Khamida, Daniah Mumtaza (Author) https://creativecommons.org/licenses/by-sa/4.0
Learning Design of Arithmetic Sequence Material Based on PMRI with the Context of the Roof of Banyuasin Traditional House
Arithmetic sequence is one of the important materials learned in class X. However, in practice, many students face difficulties in solving problems related to this material. Therefore, this researcher aims to design a learning trajectory or Hypothetical Learning Trajectory (HLT) with the approach of Indonesian Realistic Mathematics Education (PMRI), using the context of the Banyuasin Regency traditional house. The method used was design research with the research subjects of 24 students in class X of SMK Manggala Palembang. Data collection techniques include observation, interviews and analysis of student work results on Student Worksheets (LKPD). The results of the study show that the HLT developed is effective in helping students understand the concept of arithmetic sequences in depth, understand patterns, and be able to use the nth term formula in various contextual situations. The implementation of HLT based on local context also helps students to understand the material in a more meaningful and relevant way.
Copyright (c) 2025 Nadila Lasti, Zulkardi, Ely Susanti, Meryansumayeka (Author) https://creativecommons.org/licenses/by-sa/4.0
Exploring the Relationship Between Lateral Thinking and Creativity
This study aims to analyze the relationship between lateral thinking ability and creativity among high school students. A total of 158 students were assessed using lateral thinking and creative thinking tests to evaluate their skills. The results revealed a significant positive correlation between these two abilities, indicating that students with higher lateral thinking scores tend to have better creative thinking scores. Linear regression analysis showed that lateral thinking skills could be a significant predictor of student creativity. However, despite the regression model indicating a strong relationship, some data variation suggests that other factors, such as motivation or learning environment, may also influence creativity. This study highlights the importance of lateral thinking skills in fostering creativity and provides recommendations for further research to consider additional variables and employ more complex modeling approaches.
Copyright (c) 2025 Prima Cristi Crismono, Didik Sugeng Pambudi, Nurcholif Diah Sri Lestari, Abi Suwito (Author) https://creativecommons.org/licenses/by-sa/4.0
Application of Brain Based Learning Model to Reduce Mathematics Anxiety and Improve Student Learning Outcomes
Mathematic anxiety and low student learning outcomes are problems that need special attention, especially in the field of mathematics learning. The purpose of this study is to reduce students' mathematic anxiety level and improve their learning outcomes by applying the Brain Based Learning model. This type of research uses Classroom Action Research which consists of 2 cycles, namely planning, implementation or action, observation or observation, and reflection. The data collection techniques used were interviews, questionnaires, observations, tests, and documentation. The results of this study prove a decrease in students' mathematics anxiety, where in cycle I 10 students experienced high anxiety, while in cycle II there were no students who experienced high anxiety. In addition, student learning outcomes also increased from 63.64% including the sufficient category in cycle I, then in cycle II to 87.88% with a very good category. So this research proves that using the Brain Based Learning model can reduce mathematics anxiety and improve their learning outcomes.
Copyright (c) 2025 Tri Novita Irawati, Dinda Tria Winarsih, A. Mujib MT (Author) https://creativecommons.org/licenses/by-sa/4.0
Embodying Deep Learning in Pancasila Student Profile
Education in Indonesia faces challenges in shaping students' characters according to the values of the Pancasila Student Profile. The lack of learning approaches that support deep understanding and critical thinking skills is one of the main obstacles in the implementation of character education. This article examines the application of Deep Learning in learning as an innovative strategy to strengthen the internalization of Pancasila values. Using the literature study method, this study analyzes the concept of Deep Learning, the challenges of its implementation, and the opportunities for its application in the Indonesian education system. The results of the study indicate that Deep Learning can improve conceptual understanding, high-level thinking skills, and active student involvement in the learning process. Therefore, the integration of Deep Learning in Pancasila-based character education has the potential to be an effective solution in facing the challenges of 21st-century learning. This article provides recommendations for educators and policy makers in designing learning strategies that are more contextual, reflective, and oriented towards problem-solving.
Copyright (c) 2025 Jaja Jamaludin (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Culturally Responsive Teaching Approach of Sikambang Arts Through Plane Shapes Learning in Grade V of Elementary School
This study is a qualitative descriptive study conducted at SDN 153007 Sorkam, Tapanuli Tengah Regency, with the aim of describing the effectiveness of electricity use in teaching and learning activities and the application of the Culturally Responsive Teaching approach to flat geometry material using Sikambang Art in grade V. Data were collected through observation and interviews, which were then analyzed to obtain an overview of the learning conditions and student involvement. The results of the observation showed that the learning environment in this school was quite conducive, with facilities that supported the learning process. In implementing the local cultural approach, teachers introduced flat geometry through the Sikambang Art element, which succeeded in increasing students' interest and understanding of the material. Interviews with teachers revealed that this approach was effective in deepening students' understanding, although there were several challenges such as limited cultural-based teaching materials. Overall, this study shows that a local cultural-based approach can enrich the mathematics learning process and foster students' appreciation of their own culture, thereby increasing the effectiveness of learning in the classroom.
Copyright (c) 2025 Syafira Amalia Sinaga, Sukmawarti, Hidayat (Author) https://creativecommons.org/licenses/by-sa/4.0
Ethnomathematics Study in Tobacco Farming Mathematics in Balung Sub-District, Jember District
Ethnomathematics is the science that relates how mathematics exists within culture and examines the relationship between mathematics and cultural practices. The purpose of this study was to identify traditional calculations embedded in tobacco farming activities. This research employed a descriptive design with an ethnographic approach. The research subjects were tobacco farmers in Balung District, Jember Regency. Data collection methods included interviews and documentation, aiming to identify and document ethnomathematical practices applied in tobacco farming. Data were analyzed descriptively to describe and understand the application of ethnomathematical concepts within the context of tobacco farming. The findings revealed that tobacco farming activities involve various mathematical aspects, including counting, measuring, and calculating.
Copyright (c) 2025 Laela Qomaria, Eric Dwi Putra, Indah Rahayu Panglipur (Author) https://creativecommons.org/licenses/by-sa/4.0
Analysis of Students’ Numeracy Skills in Solving Problems on Fractional Materials at SD Muhammadiyah 1 Menganti
Numeracy ability is the benchmark of education in Indonesia. This study used a qualitative descriptive method to describe students’ numeracy abilities based on their initial mathematical abilities, categorized as high, medium, and low. The subjects were three students who represented each level of initial mathematics ability, namely high, medium, and low of 5th grade A from SD Muhammadiyah 1 Menganti. Data were collected through tests, interviews, and documentation and were analyzed through three stages: data reduction, data presentation, and conclusion drawing. The results show that students with high initial mathematical ability met all three numeracy indicators, those with medium initial ability met two indicators, and those with low initial ability met only one numeracy indicator.
Copyright (c) 2025 Enis Mulyasari, Liknin Nugraheni, Lydia Lia Prayitno (Author) https://creativecommons.org/licenses/by-sa/4.0
Implications of Problem Based Learning Model on Students' Critical Thinking Ability in Arithmetic Sequence
Effective education requires an approach that encourages ability to analyze critically, particularly when learning mathematics which is often considered challenging by students. Problem Based Learning model is considered capable of developing students' critical thinking abilities through real problem solving and collaboration. The purpose of this study is to find out how the Problem Based Learning approach affected the critical thinking abilities of Grade X students at SMAN 1 Driyorejo in the subject of arithmetic sequences throughout the 2024–2025 school year. The research employs an appropriate experimental design, namely the pretest-posttest control group design, and takes a quantitative approach. The sample includes two classes: class X-6 as the experimental group implementing the Problem Based Learning model, and class X-7 as the control group applying conventional teaching methods. Critical thinking assessments were used to gather data both before and after the intervention. To ascertain whether there was a significant difference between the two groups, the data were examined using a t-test. The findings indicated that the average pretest scores for the control and experimental classes were 31.91 and 58.71, respectively, while the average posttest scores were 46.48 and 90.05. Before testing the hypothesis, students' critical thinking test scores were checked for normality and homogeneity to ensure the data were normally distributed and had the same variance. The analysis results demonstrated that the Problem Based Learning model significantly improves students’ critical thinking abilities compared to conventional teaching approaches.
Copyright (c) 2025 Iftitakhul Izzaroh, Sunyoto Hadi Prajitno, Susilo Hadi, Lydia Lia Prayitno (Author) https://creativecommons.org/licenses/by-sa/4.0
Digital Teaching Materials Based Numeracy for Statistics Musi Banyuasin Context: Validity and Practicality Test
Numeracy skills can be supported by the use of digital teaching materials. One of them is digital teaching materials designed to support thinking skills to improve concentration and problem solving, with interesting features such as videos, images, and texts by only utilizing links and tools available on students’ Android mobile phones. This study aims to produce valid and practical digital teaching materials and describe students’ responses after using the digital teaching material. The subjects of this study were 24 students of grade VII of SMP Negeri 4 Jirak Jaya. This research procedure uses a research design based on the Plomp development model. The Plomp development procedure consists of 4 phases, namely preliminary study, design phase, realization phase, and test, evaluation and revision phases. Data collection techniques used are questionnaires, observations, documentation, and interviews. Questionnaires are used to assess the validity and practicality of digital teaching materials. Observations are used to measure the effectiveness of learning. The data analysis technique used in this study is descriptive, both quantitative descriptive and qualitative descriptive. Based on the results of data analysis, it was obtained that the developed digital teaching materials fall into the valid category when viewed from the aspects of content, construction, language, and ICT. In addition, numeracy-based digital teaching materials also fall into the practical category when viewed from the aspects of ease of use, attractiveness, challenges, and their application in mathematics learning.
Copyright (c) 2025 Leny Bariyah, Ely Susanti, Nyimas Aisyah (Author) https://creativecommons.org/licenses/by-sa/4.0
Impact of Discovery Learning Model on Students' Critical Thinking Skills in Mathematics Learning
Critical thinking abilities and mathematical content are closely related since students must use critical reasoning, analysis, and problem-solving techniques to grasp mathematical ideas. However, field data reveals that many students still experience difficulties in developing adequate mathematical critical thinking abilities. This study aims to investigate the influence of implementing the Discovery Learning model on students’ mathematical critical thinking skills. The research employed a quantitative approach with a quasi-experimental design. The population included all grade X students at SMAN 1 Driyorejo in the academic year 2024/2025. Through purposive sampling, two classes were selected as research samples: class X-1 as the control group taught using conventional learning methods such as lectures and repetitive practice, and class X-5 as the experimental group that received instruction through the Discovery Learning model. Data were collected through a posttest administered after the learning intervention. The instrument consisted of five story-based questions centered on arithmetic sequences, designed to assess students’ critical thinking in mathematics. The data analysis process began with the normality test using the Chi-Square method, followed by a homogeneity test using the F-test to validate statistical assumptions. Upon meeting these requirements, the t-test was conducted to examine the research hypothesis and compare the posttest results of both groups. The findings revealed that the Discovery Learning model had a significant positive impact on students’ mathematical critical thinking skills. Therefore, it is recommended that this model be utilized more broadly across various subject matters and educational levels to foster deeper engagement and critical thinking among students.
Copyright (c) 2025 Avida Nurisa Safitri, Nur Fathonah, Hanim Faizah, Lydia Lia Prayitno (Author) https://creativecommons.org/licenses/by-sa/4.0
Enhancing Students’ Mathematical Conceptual Understanding through Team Games Tournament with a Culturally Responsive Teaching Approach
This study uses the Teams Games Tournament (TGT) learning model and the Culturally Responsive Teaching (CRT) approach to enhance students’ understanding of mathematical concepts. Classroom action research is a study design conducted at SMP Negeri 20 Malang with 32 eighth-grade students as the subject group. The study consists of cycles of four stages: planning, action implementation, observation, and reflection. The instruments used are concept understanding tests, observation forms, and interview protocols. The average student score rose from 55.13 in the pre-cycle (28% completeness) to 75.38 in cycle I (63% completeness), indicating improved learning outcomes. However, cycle II must be carried out because it does not satisfy the Indicators of Success standards. In cycle II, they rose to 81.72 (84% completion). In addition to encouraging determined development, the TGT with CRT strategy encouraged students’ active participation in the learning process. It offered educational opportunities more in line with the students’ cultural backgrounds. Students’ comprehension of mathematical topics is thereby improved by using the CRT-based TGT learning approach.
Copyright (c) 2026 Nabilla Nur Amanah, Alifiani, Meilisa Novariana (Author) https://creativecommons.org/licenses/by-sa/4.0
Analyzing the Use of Snowball Throwing Model to Enhance Comprehension of Linear Functions: A Qualitative Study
This study aims to explore the teaching and learning process of linear functions through the implementation of the Snowball Throwing learning model. A qualitative approach was employed, with data collected via observations, in-depth interviews, and documentation of the learning activities. The findings reveal that the Snowball Throwing model’s syntax—including the delivery of material, group formation, group leader explanations, question writing and throwing, as well as group discussion and evaluation—creates an active and collaborative learning environment. This process encourages students to develop key indicators of mathematical conceptual understanding: the ability to restate the concept of linear functions in their own words, classify objects according to the concept’s characteristics, and provide accurate examples and non-examples. Moreover, students demonstrate the ability to represent the concept in various mathematical forms, such as graphs and algebraic expressions, and apply the concept effectively in solving contextual problems. The interactive question-and-answer sessions and group discussions prove effective in strengthening conceptual understanding and clarifying misconceptions. This study recommends the use of the Snowball Throwing model as a participatory teaching strategy to enhance student engagement and improve the quality of mathematical conceptual understanding, particularly in the topic of linear functions.
Copyright (c) 2025 Nur Ahmad Abiyoso, Surya Sari Faradiba, Anies Fuady (Author) https://creativecommons.org/licenses/by-sa/4.0
Mathematics Teachers’ Understanding of the Deep Learning Approach in Instructional Module Development
The era of disruption, characterized by rapid change and an overwhelming flow of information, demands a transformation in educational paradigms, particularly in the development of deep learning mindsets among elementary school teachers. This study aims to analyze mathematics teachers’ understanding of the deep learning approach as reflected in the preparation of teaching modules in Keerom Regency, Papua. A mixed methods approach with a sequential explanatory design was employed. Quantitative data were collected through a Likert scale questionnaire administered to ten elementary mathematics teachers, followed by qualitative data gathered through in depth interviews with selected teachers and document analysis of teaching modules. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using the interactive model of Miles and Huberman. The results indicate that 20% of teachers demonstrated a high level of understanding of deep learning, 60% were categorized at a moderate level, and 20% showed a low level of understanding. Teachers with a high level of understanding were able to integrate meaningful, mindful, and joyful learning elements into their teaching modules through student centered activities, authentic assessments, and reflective practices. In contrast, teachers with moderate and low levels of understanding tended to rely on procedural activities and conventional assessments, indicating limited implementation of deep learning principles. The integration of quantitative and qualitative findings reveals a strong consistency between teachers’ conceptual understanding and the quality of the teaching modules they developed. These findings highlight the need for continuous professional development and targeted mentoring to enhance teachers’ capacity to implement deep learning effectively in mathematics instruction.
Copyright (c) 2026 Sukmawati, Chelsi Yuliana S, Ria Ristiani (Author) https://creativecommons.org/licenses/by-sa/4.0
Error Analysis of Male and Female Students in Pythagorean Problems Based on Newman’s Error Analysis
Mathematics education plays a crucial role in equipping students with logical and analytical thinking skills. One of the topics that often presents difficulties is the Pythagorean theorem. This study aims to analyze the types of errors made by male and female students in solving Pythagorean problems based on the stages of Newman’s Error Analysis. A descriptive qualitative approach was employed at SMP PGRI 6 Malang, involving six selected participants from Class VIII A, consisting of three male students and three female students. Data were collected through written tests, structured interviews, and documentation, and then analyzed based on the five stages of Newman, namely reading, comprehension, transformation, process skills, and encoding. The results indicate that male students tend to make errors across almost all stages, primarily due to a lack of accuracy and a weak understanding of fundamental concepts. In contrast, female students demonstrate a significantly lower level of errors, as they are more accustomed to carefully examining the problem information before responding. Based on the findings, it was concluded that female students demonstrated better performance in solving Pythagorean problems, with only 13.3% making errors, compared to male students, of whom 46.7% made errors. Therefore, teachers are expected to design instructional strategies that are responsive to the learning characteristics of both male and female students. Therefore, teachers are expected to design learning strategies that are responsive to the differences in learning characteristics between male and female students.
Copyright (c) 2026 Nizar Septyanda, Retno Marsitin, Djoko Adi Susilo (Author) https://creativecommons.org/licenses/by-sa/4.0
Analyzing Students' Understanding of the Concepts of Congruence and Resemblance through the Design of Folklore HLTs
This study aims to analyze students' understanding of the concept of congruence and congruence through the design of Hypothetical Learning Trajectory (HLT) based on folklore. The research subjects were students of grade VIII at Ahlul Irfan Junior High School. Data were collected through observation, interviews, comprehension tests, and documentation during the learning process. Data analysis was conducted using data reduction, data presentation, and conclusion drawing techniques. The results showed that students with high ability were able to meet all indicators of understanding, such as restating concepts, categorizing objects, giving examples and non-examples, using various mathematical representations, choosing the right procedures, and applying concepts in problem solving. In contrast, students with low ability were only able to fulfill two indicators, namely restating concepts and categorizing objects based on certain characteristics, while they were not able to use representations, procedures, and logical reasoning in problem solving. This study reinforces the importance of using local cultural contexts in mathematics learning to address misconceptions and increase student engagement. Teachers are recommended to use folklore-based HLT as a contextual and interesting learning media, with special attention to assisting low ability students.
Copyright (c) 2025 Maftuhah, Eric Dwi Putra, Nur Hidayatin (Author) https://creativecommons.org/licenses/by-sa/4.0
Identification of Dyscalculia Characteristics Based on Mathematics Examination Results in Students with Physical Disabilities
This study aims to identify and describe the characteristics of dyscalculia in seventh-grade students with physical disabilities at SLB-BCD YPAC Jember. Students with physical disabilities often face dual challenges, namely physical limitations and potential specific learning difficulties such as dyscalculia. Using a descriptive qualitative approach, this study analyzed data from mathematics exam results, in-depth interviews with accompanying teachers, and classroom observations. The subjects were two students with physical disabilities who showed indications of learning difficulties in mathematics. The results showed clear manifestations of dyscalculia characteristics in both subjects. The main findings include: (1) difficulties in comparing and ordering numbers (numerical aspect); (2) weaknesses in visual-spatial perception for recognizing geometric shapes (geometric aspect); (3) procedural errors in basic arithmetic operations such as subtraction involving the concepts of place value and borrowing; and (4) difficulties in applying mathematical concepts to practical word problems. The conclusion of this study confirms that students with physical disabilities can exhibit complex dyscalculia profiles, which require individually tailored assessment strategies and learning interventions.
Copyright (c) 2025 Gilang Risqi Firmansyah, Lutfiyah, Nur Hidayatin (Author) https://creativecommons.org/licenses/by-sa/4.0
Development Instrument Evaluation Mathematics HOTS-Based for Prospective Junior High School Teachers
Higher-order thinking skills (HOTS) are essential for meeting the challenges of the 21st century. Therefore, these skills must be possessed by every individual engaged in the learning process. Students, as learners, need frequent practice to develop these skills. To facilitate this, prospective teachers should be capable of designing assessment instruments that foster higher-order thinking. However, in practice, teachers often struggle to create such instruments effectively, as it is a complex task. This study was initiated to address that challenge. It employed a research and development (R&D) approach using the 4D model: define, design, develop, and disseminate. The research subjects were 15 prospective mathematics teachers who developed HOTS-based test items, which were then tested on 79 seventh-grade students at Darul Akhwan International Junior High School. The developed items were evaluated for their validity and practicality through construct and empirical validity tests. The practicality was further assessed using reliability tests, item difficulty levels, and discrimination indices. The results showed that the instrument achieved 100% validity based on expert judgment. The reliability test yielded an rcount = 0.659, which exceeds the rtable = 0.2213; thus, the instrument is considered reliable. The discrimination index analysis revealed that 60% of the items were in the “fair” category, while the remaining 40% were categorized as “good.” Meanwhile, the difficulty level analysis showed that 15% of the items were “very difficult,” 65% were “difficult,” and 20% were “easy.” These results indicate that the instrument has an appropriate level of difficulty. In conclusion, the assessment instrument developed in this study is both valid and practical for evaluating students’ higher-order thinking skills.
Copyright (c) 2025 Umy Zahroh, Dewi Asmarani (Author) https://creativecommons.org/licenses/by-sa/4.0
Ethnomathematical Exploration of The Admission Schedule for The Five Timely Prayers
An introduction to the practice of the five daily prayers in islam has become an integral part of the lives of muslims worldwide. The adhan, the call to prayer, is recited five times daily, marking the designated times for worship. However, beyond its spiritual aspect, the adhan schedule also reflects a fascinating mathematical system, influencing and reflecting the relationship between time, geometry, and the daily lives of muslims. An ethnomathematical exploration of the adhan schedule for the five daily prayers from an ethnomathematics in the learning process can enrich teaching materials by connecting these aspects to students’ cultures. The method used in this study is a qualitative approach with an ethnographic approach, where data is collected through observation, interviews, and documentation.
Copyright (c) 2025 Indah Nur Wahidatun Niswatin, Lutfiyah, Indah Rahayu Panglipur (Author) https://creativecommons.org/licenses/by-sa/4.0
Ethnomathematics in Buying and Selling Transactions of Cracker Traders at Puger Market
This study examines the application of ethnomathematics in the buying and selling transactions of cracker traders at Puger Market, Jember Regency. Ethnomathematics is a study that integrates mathematical elements with community culture. The purpose of this study is to identify how mathematical practices, particularly arithmetic operations such as addition, subtraction, multiplication, and division, are applied contextually by traders in their daily economic activities. This study uses ethnography with a descriptive approach, collecting data through observation, interviews, and documentation. The results show that traders are able to calculate prices and change manually quickly and accurately, even without formal mathematics education. This suggests that the practice of counting in trading activities reflects the real application of mathematical concepts in everyday life and can be used as a source of contextual learning in schools.
Copyright (c) 2025 Jazilatul Khoiroh, Eric Dwi Putra, Frida Murtinasari (Author) https://creativecommons.org/licenses/by-sa/4.0
Problem-Solving Ability Through the Fast Feedback Method with a Student Answer Grouping Model
A common problem in mathematics learning is teachers' delays in providing feedback to students, thus slowing down the process of conceptual understanding. The Fast Feedback method allows teachers to respond quickly to students' answers during learning activities. This study aims to improve students' mathematical problem-solving skills through the Fast Feedback method with an answer grouping model. This study used a Classroom Action Research (CAR) approach implemented in three cycles with the stages of planning, implementation, observation, and reflection. The subjects were 42 students of SMP Harmoni School Terpadu Teluk Bintuni Regency, studying the Pythagoras Theorem. Data was collected through task cards, observation sheets, and documentation. The results showed an increase in students' problem-solving skills in each cycle. The number of students answering correctly increased from 31 students in cycle I to 38 students in cycle II, and 39 students in cycle III. Thus, the application of the Fast Feedback method with an answer grouping model has been proven to improve students' mathematical problem-solving skills. The Fast Feedback method using the answer grouping model is expected to be used in in-depth mathematics learning and have an impact on efforts to improve student learning outcomes.
Copyright (c) 2025 Sumarni, Retno Marsitin, Rosita Dwi Ferdiani (Author) https://creativecommons.org/licenses/by-sa/4.0
Development of Doratoon Video Learning Media Based on Local Wisdom for Students' Understanding of Fraction Concepts in Grade IV
This study aims to develop local wisdom-based video doratoon learning media for understanding the concept of fractions of grade IV students and determine the validity, practicality, and effectiveness of the learning media developed. The type of method used in this research is development (Research and Development) using the 4D development procedure model which consists of 4 stages namely Define (definition), Design (plaħning). Development (development), Dissemination (dissemination). This research uses instruments, namely validation sheets in the form of questionnaires or questionnaires given to validators of material experts, media experts, teacher responses, student responses, and tests of understanding of local wisdom-based fraction concepts given to students. The subjects in this study were media expert validators, material experts, teachers, and grade IV students totaling 20 people. Based on the trials conducted, the results of the validity of the learning media development were 97.22% with very valid criteria, and the validity of the learning material was 95% with very valid criteria. The results of the practicality level were 83% student response, and 92% teacher response with very practical criteria. For the level of effectiveness obtained by 89% very effective criteria, and on the n gain score of 74% with high criteria. So it can be concluded that the doratoon video learning media based on local wisdom for understanding the concept of fractions of fourth grade students.
Copyright (c) 2025 Nurhasanah Dwi Khodijah, Putri Juwita, Sukmawarti (Author) https://creativecommons.org/licenses/by-sa/4.0
Exploring Ethnomathematics In Saint Joseph Catholic Church, Jember
Mathematics is often perceived as an abstract science detached from daily life, whereas in reality, it grows and develops within the culture of society. The ethnomathematics approach seeks to reveal how mathematical concept, especially geometry, manifest within cultural practices and architectural works. This study aims to explore the application of geometric concepts in the architecture of Saint Joseph Catholic Church Jember as an integration of mathematics, culture, and spirituality. The research employed a qualitative approach with an ethnographic case study design through participatory observation, interviews, and visual documentation. The result show that various elements of the church building, such as the bell tower, triangular roof, arched windows, pillars, stained glass, and floor mosaics, contain geometric concepts such as plane figures, solid figures, symmetry, similarity, and geometric transformations including reflection, rotation, and translation. Each architectural element demonstrates not only mathematical order but also symbolic meanings such as balance, perfection, and eternity that reflect Catholic faith values. The findings affirm that ethnomathematics serves as a bridge between science, art, and cultural values, making mathematics learning more contextual, meaningful, and grounded in real life.
Copyright (c) 2025 Fabiana Triska Anlika, Marsidi, Indah Rahayu Panglipur (Author) https://creativecommons.org/licenses/by-sa/4.0
Leveraging Local Culinary Heritage as a Context for Learning Mathematics
This study investigates how a diverse set of traditional Malang foods—including Mendol Tempe, Bakwan Malang, Tempe Chips, Cwie Mie, Rawon, Bakso Bakar, Putri Salju cookies, and Orem-Orem—can function as culturally grounded contexts for developing students’ mathematical reasoning and model-construction competencies. Each food item reveals distinct mathematical structures: density and texture patterns in Mendol Tempe, irregular yet classifiable shapes in Bakwan Malang, fractal-like crisp patterns in Tempe Chips, proportional seasoning in Cwie Mie, time-based flavor development in Rawon, rotational symmetry in Bakso Bakar, geometric uniformity in Putri Salju, and combinatorial layering in Orem-Orem. Drawing on a philosophical perspective that positions mathematics as an interpretive lens for understanding real-world phenomena, students transition from sensory observation to formal modeling, constructing representations such as ratio models, time–intensity functions, geometric similarity models, rotational interval equations, and combinatorial structures. Findings indicate that embedding mathematical tasks in local culinary culture enhances conceptual understanding, promotes creative model construction, and strengthens culturally responsive pedagogical practices. This approach highlights the natural emergence of mathematical ideas from daily life experiences, making learning more meaningful, engaging, and contextually relevant.
Copyright (c) 2026 Rizki Afandi, Surya Sari Faradiba, Isbadar Nursit (Author) https://creativecommons.org/licenses/by-sa/4.0