Jurnal Pendidikan Matematika Universitas Lampung

Development of an Ethnomathematics-Based LKPD on Local Cultural of Jihat Ninek Depati Intan Kemalo Sari on the Material Flat Shapes

Novita Sari — 2026-03-31

This study aims to develop an ethnomathematics-based LKPD (student worksheet) based on the local culture of Jihat Ninek Depati Intan Kemalo Sari on the material flat shapes and to determine its level of validity and practicality. The method used in this study was Research and Development with the Plomp development model, which consists of the stages of initial investigation, development, and evaluation. A limited trial was conducted with 26 ninth-grade students at State Junior High School 14 Kerinci in the 2025/2026 academic year. The instruments used in this study included a validation sheet prepared by experts and a practicality questionnaire for teachers and students. The data were analyzed using the Aiken index to measure validity and percentage analysis to assess practicality. The results of this study indicate that the developed LKPD demonstrated a high level of validity, with an average score of 0.84, and a practicality level of 81%. However, this study is limited to the validity and practicality evaluation stages and does not include effectiveness testing. This limitation is due to time constraints and the scope of the research, which focuses on product development. Therefore, further research is recommended to examine the effectiveness of the developed LKPD in improving students’ learning outcomes and mathematical understanding through broader implementation. The findings of this study suggest that ethnomathematics-based LKPD can serve as an alternative teaching material that is relevant and meaningful, as it integrates mathematical concepts with local cultural values, while also supporting the strengthening of the Pancasila Student Profile in mathematics learning.

Analysis of the Impact of Smartphone on Cognitive-Domain Mathematics Learning Outcomes in Grade VI Elementary School

Intan Suryaningsih — 2026-03-31

Smartphone use among elementary school students is increasingly widespread, but is often misused for entertainment rather than learning. This is feared to affect learning outcomes, especially in mathematics. This study aims to analyze the impact of smartphone use on the cognitive domain of sixth-grade students' mathematics learning outcomes. This study uses a qualitative approach with a case study type. The research subjects consisted of five sixth-grade students with high, medium, and low learning outcomes categories, as well as sixth-grade teachers. Data collection techniques were carried out through observation, interviews, and documentation, while data analysis was carried out through data collection, data reduction, data presentation, and conclusions. The results of this study indicate that students with high learning outcomes use smartphones as a learning support tool so that it does not interfere with conceptual understanding. For students with medium learning outcomes, smartphones have a dual impact, namely helping in searching for information but also reducing learning focus. Meanwhile, for students with low learning outcomes, the dominant use of smartphones for entertainment has a negative impact on concentration, conceptual understanding, and independence in solving math problems. The conclusion of this study is that smartphones have a significant impact on students' mathematics learning outcomes, especially in the cognitive domain for students with high, medium, and low learning outcomes. The impact is dual in nature, namely it can be a supporter or an obstacle to learning, depending on the intensity, goals and how students utilize it.

The Effectiveness of Implementing the Problem Based Learning Model with a Contextual Approach on Students’ Numeracy Literacy Skills

Dewi Sartika — 2026-03-31

This study is motivated by students’ limited numeracy literacy skills, particularly in processing information, solving contextual problems, and evaluating mathematical results. It aims to explore the effects of integrating a Problem-Based Learning model with a contextual method on students’ literacy and numeracy skills. A nonequivalent pretest–posttest control group design employing a quasi-experimental method was utilized. The population consisted of all eighth-grade students at SMP Negeri 3 Pattallassang (State Junior High School 3 Pattallassang). The sample comprised class VIII.3 as the experimental group and class VIII.2 as the control group, selected using a random sampling technique. Data were collected through observation forms and a numeracy literacy test and were subsequently examined using descriptive and inferential statistics, including normality tests, homogeneity tests, and an independent-samples t-test. The results showed that students’ numeracy literacy skills taught using the direct instruction model were at a moderate level, whereas those taught using the problem-based learning model with a contextual approach were at a high level. This indicates a difference in the mean learning outcomes between the two groups. Furthermore, the relative efficiency analysis revealed that the problem-based learning model with a contextual approach was effective in improving the numeracy literacy skills of eighth-grade students at SMP Negeri 3 Pattallassang.

Students' Perceptions of a Canva-Based Web Learning Platform for Real Analysis: A Descriptive Quantitative Study

Rahman Nul Hakim — 2026-04-02

Real Analysis is often recognized as one of the most difficult subjects in undergraduate mathematics because of its abstract ideas and the requirement for precise proof methods. Despite its importance, the scarcity of interactive learning resources and the low English proficiency of students have impeded effective understanding. This research aims to investigate students' perceptions of Canva as a web-based learning platform to address these challenges in teaching Real Analysis. A descriptive quantitative approach was utilized, involving 34 students from the Mathematics Education program at Universitas Lambung Mangkurat, chosen through purposive sampling. Data were gathered using a Likert-scale questionnaire assessing three dimensions: content quality, speed and performance, and usability. The findings indicated that students responded overwhelmingly positively, with all metrics achieving scores in the "excellent" range, including content clarity, navigation ease, and platform responsiveness. These results suggest that Canva is a user-friendly platform that positively supports students' engagement and perceived understanding of abstract mathematical concepts. The implications of this study underscore Canva's potential as an accessible and innovative educational resource for improving digital learning experiences in advanced mathematics, motivating educators to integrate visually-oriented platforms into the creation of interactive and inclusive learning settings.

The Impact of the SAVI Approach Assisted by Macromedia Flash on Geometry Learning Outcomes of Students with Different Motivation Levels

Arie Purwa Kusuma — 2026-04-19

The rapid development of science and technology necessitates fundamental transformations in education, particularly through learning innovations that accommodate diverse learning styles, enhance active student engagement, and stimulate intrinsic motivation in mathematics learning. This study aims to examine the effectiveness of the SAVI (Somatic, Auditory, Visual, Intellectual) learning model assisted by Macromedia Flash in improving geometry learning outcomes among eighth-grade students. The research employed a quasi-experimental pretest-posttest design with a control group. A total of 55 students were selected through cluster random sampling and divided into an experimental group (SAVI + Macromedia Flash) and a control group (conventional learning). Learning motivation was measured using a validated questionnaire and categorized into high, medium, and low levels. Macromedia Flash was chosen as a digital medium for its ability to visualize abstract geometric concepts interactively and attractively, thereby facilitating students' understanding of complex material. Data were analyzed using two-way ANOVA to assess the effects of the learning model, motivation level, and their interaction on geometry learning outcomes. The results showed that the SAVI model assisted by Macromedia Flash was significantly more effective in improving geometry learning outcomes than conventional methods (p < 0.05). However, no significant effects were found for motivation level or its interaction with the learning model on learning outcomes. These findings confirm that SAVI-based learning innovations integrated with digital multimedia can optimize geometry learning outcomes evenly, regardless of students' initial motivation levels. This study highlights the practical value of interactive, technology-based approaches in advancing mathematics education.