Jurnal Pendidikan Matematika Universitas Lampung

Development of a Trigonometric Wheel to Improve Students' Mathematical Problem-Solving Ability

Kartono Kartono — 2026-06-24

This study aims to develop and evaluate the feasibility of the Trigonometric Wheel manipulative as an interactive learning medium to improve students’ mathematical problem-solving ability in trigonometry topics. This research employed the Research and Development (R&D) method using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation), carried out through the Implementation stage. The research subjects consisted of 30 eleventh-grade students at a public senior high school in Majalengka Regency during the 2024/2025 academic year. The instruments used included expert validation sheets, teacher and student response questionnaires, and a mathematical problem-solving ability test based on Polya’s indicators. The results of media expert validation showed an average score of 76.5% (Valid), while material expert validation reached 85.97% (Highly Valid). Teacher and student responses also indicated highly practical categories, with percentages of 90.54% and 88.61%, respectively. As part of the implementation phase, an embedded pre-test and post-test assessment was conducted, revealing an improvement in students' mathematical problem-solving ability with an average N-Gain score of 0.79 (high category). These findings indicate that the Trigonometric Wheel is valid, practical, and shows strong potential as an innovative learning medium that helps students understand trigonometric concepts visually and interactively while enhancing their problem-solving ability.

The Effect of Mathematical Anxiety and Self-Concept on Mathematical Critical Thingking Abilities Through Self-Efficacy

Weni Wihayningrum — 2026-06-28

This study aims to: (1) analyze the influence of mathematical anxiety on the self-efficacy of class VIII students of MTsN 6 Malang; (2) analyze the influence of self-concept on the self-efficacy of class VIII students of MTsN 6 Malang; (3) analyze the influence of mathematical anxiety on the mathematical critical thinking ability of class VIII students of MTsN 6 Malang; (4) analyze the influence of self-concept on the critical thinking ability of class VIII students of MTsN 6 Malang; and (5) analyze the influence of self-efficacy on the critical thinking ability of class VIII students of MTsN 6 Malang. This study uses an ex post facto quantitative approach. The research population was all class VIII students of MTsN 6 Malang consisting of 10 classes, while the research sample was taken using cluster random sampling technique in classes VIII D, VIII E, and VIII G. Data collection was carried out through questionnaires to measure mathematical anxiety, self-concept, and self-efficacy, as well as test questions to measure students' mathematical critical thinking ability. The data were analyzed using path analysis with the help of SPSS 25 and SmartPLS software. The results of the study showed: (1) The direct effect of mathematical anxiety on the self-efficacy of grade VIII students of MTsN 6 Malang was -0.295; (2) The direct effect of self-concept on the self-efficacy of grade VIII students of MTsN 6 Malang was 0.503; (3) The direct effect of mathematical anxiety on the mathematical critical thinking ability of grade VIII students of MTsN 6 Malang was -0.252; (4) The direct effect of self-concept on the mathematical critical thinking ability of grade VIII students of MTsN 6 Malang was 0.213; (5) The direct effect of self-efficacy on the critical thinking ability of grade VIII students of MTsN 6 Malang was 0.603.

An Ethnographic Study of Abacus Use Among Visually Impaired Individuals in Solving Addition and Subtraction Problems

Siti Mutmainah — 2026-06-29

This study explores the use of the abacus (sempoa) as a tactile learning tool by visually impaired elementary school students in solving addition and subtraction problems. Employing a qualitative case study approach with an ethnographic orientation, this research involved three visually impaired elementary school students selected through purposive sampling. The participants were chosen based on three criteria: having visual impairment, possessing prior experience in using the abacus, and being actively involved in learning addition and subtraction operations. Data were collected through participant observation, in-depth interviews, and analysis of modified abacus artifacts. The findings reveal that the abacus functions as a “tactile cognitive map,” enabling students to bridge abstract mathematical concepts and physical reality. Students employed a consistent two-handed technique, where the left hand guided place value and the right hand executed bead movements. Addition involved moving beads toward the center bar, whereas subtraction involved moving them away, reflecting complex mental restructuring during “carrying” and “borrowing” tasks. The effectiveness of abacus use depended on fingertip sensitivity, procedural consistency, and working memory. Ultimately, the abacus supported students’ independence, confidence, and participation in inclusive mathematics learning.

The Effect of Using Genially on Eighth-Grade Students’ Understanding of Mathematical Concepts in the Pythagorean Theorem

Zulfa Dwi Yanti Tangio — 2026-06-30

This study aims to determine the effect of using Genially media on students' understanding of mathematical concepts in Pythagorean theorem material for eighth grade. This research is a quantitative study with a quasi-experimental method using a pretest-posttest control group design. The population was all eighth-grade students of SMP Negeri 2 Limboto. The sample was selected using random sampling technique, consisting of an experimental class of 25 students who learned using Genially media and a control class of 25 students who learned using PowerPoint media. The instrument used was an essay test consisting of 10 questions that had been validated and declared reliable with Cronbach’s Alpha coefficient of 0.8751. The results showed that the average posttest score of the experimental class was 26.24, higher than the control class which was 21.56. Hypothesis testing using independent samples t-test obtained , while at significance level so was rejected and was accepted. The effect size calculation using Cohen's d yielded a value of 1.06 which falls into the strong effect category. The conclusion of this study is that there is a strong effect of using Genially media on students' understanding of mathematical concepts in Pythagorean theorem material.

The PBL Model in Statistics to Improve Eighth-Grade Students’ Mathematical Problem-Solving Skills

Sandrawati Djafar — 2026-06-30

This study aims to improve students’ mathematical problem-solving skills through the implementation of the Problem-Based Learning model in Statistics material. The research was conducted in class VIII-1 at SMP Negeri 2 Tibawa with 26 students. This study uses classroom action research. The data collection techniques used were observation and tests. The instruments in this study consisted of teacher activity observation sheets, student activity observation sheets, and written tests. The study was conducted in two cycles. The implementation of learning by applying the Problem-Based Learning model to Statistics material in class VIII at SMP Negeri 2 Tibawa improved mathematical problem-solving skills. This is indicated by the results showing that mathematical problem-solving skills increased from 34.62% in cycle I to 88.46% in cycle II.

Collaboration and Social Interaction in Mathematics Learning in Multicultural Classrooms: A Qualitative Case Study

Rina Agustina — 2026-07-10

Mathematics learning in multicultural classrooms requires collaborative interaction that accommodates students’ cultural and linguistic diversity. This study aims to explore how cultural diversity shapes collaboration and social interaction in mathematics learning in a multicultural classroom. This study employed a qualitative case study design. The participants were 16 undergraduate mathematics education students at a private university in Metro City, Indonesia. The classroom was categorized as multicultural because the students came from different cultural backgrounds and showed variations in language use, communication styles, ways of expressing opinions, and approaches to group discussion and mathematical problem solving. Data were collected through questionnaires, semi-structured interviews, participatory observation, and documentation. The questionnaire covered three aspects: students’ experiences and perceptions of multicultural classrooms, group dynamics in mathematical problem solving, and collaborative projects in mathematics learning. The data were analyzed through data reduction, categorization, interpretation, and conclusion drawing, with source and technique triangulation used to strengthen the credibility of the findings. The results show that cultural diversity did not directly determine students’ mathematical problem-solving ability, which was more strongly influenced by their understanding of the material. However, cultural diversity affected the communication process, discussion dynamics, and ways students expressed mathematical ideas. Differences in language, thinking styles, and communication patterns became the main challenges in group interaction. Nevertheless, most students were able to collaborate with peers from different cultural backgrounds. These findings indicate that multicultural mathematics classrooms require inclusive interaction strategies, heterogeneous grouping, and clear classroom communication to support effective collaboration and social interaction.