JPMI (Jurnal Pendidikan Matematika Indonesia)
type: channel
description: Jurnal Pendidikan Matematika Indonesia (JPMI) is a peer-reviewed scientific open access, with e-ISSN: 2477-8443, p-ISSN: 2477-5967 published by Institute for Managing and Publishing Scientific Journal, STKIP Singkawang. JPMI (Jurnal Pendidikan Matematika Indonesia) publishes research-based articles in the field of Mathematics Education. It is published twice a year, every March and September. The scope of the topics include but not limited to: 1) Mathematics in school and educational institutions and 2) Mathematics education in school and educational institutions. Please send the article to our OJS system. JPMI Indexed by: <a href="https://doaj.org/toc/2477-8443?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222477-8443%22%5D%7D%7D%5D%7D%7D%2C%22query%22%3A%7B%22match_all%22%3A%7B%7D%7D%7D%7D%2C%22size%22%3A100%2C%22sort%22%3A%5B%7B%22created_date%22%3A%7B%22order%22%3A%22desc%22%7D%7D%5D%2C%22_source%22%3A%7B%7D%7D" target="_blank">
publisher: STKIP Singkawang
language: en-US
publication name: JPMI (Jurnal Pendidikan Matematika Indonesia)
issn: 2477-5967
copyright: Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
items: An Ethnomathematics Study on Weaving Activities and Their Integration into Mathematics Learning in Lailanjang Village, East Sumba Regency
items: The Effectiveness of Contextual-Based Learning on the Mathematical Literacy Skills of Junior High School Students: A Meta-Analysis Study
items: Exploring Students’ Long-term Retention and Conceptual Mastery in Two-Dimensional Kinematics: A Descriptive Study
items: Cognitive Mechanisms of Rapid Counting in Traditional Market Traders: An Ethnomathematic Study at Pasar Baru Majenang
items: Research Trends in Mathematical Critical Thinking on Three-Variable Linear Equation Systems (2020-2025): A Systematic Literature Review
items: Exploring Students’ Mathematical Representation in Open-Ended Problems: A Study Based on Habits of Mind
items: Representation of Confirmation Bias in Geometry Learning in Islamic Boarding School Environment: Teachers' Perspective of Mathematics Learning at MTs Sarji Ar-Rasyid Situbondo
items: Analysis of Initial Ability and Visual Thinking Ability of Grade X High School Students in Trigonometry Competence
items: Enhancing Conceptual Understanding in Geometry through the Predict-Observe-Explain (POE) Model: A Quasi-Experimental Study in Secondary Education
items: Integration Problem Based Learning-Desmos: Its Impact on Students' Problem-Solving Skills and Learning Independence

An Ethnomathematics Study on Weaving Activities and Their Integration into Mathematics Learning in Lailanjang Village, East Sumba Regency
type: item
description: There are many Sumbanese, especially in Lailanjang Village, who engage in weaving activities, but they do not have a higher education. However, they are able to apply mathematical concepts in every weaving activity. In fact, if the community understands and is aware of it, weaving activities can be used as a culture-based mathematics learning activity that certainly has a beneficial influence in the world of education, especially in mathematics education. Ethnomathematics as a study of mathematical aspects related to culture, ethnomathematics comparatively studies mathematical practices from various human cultures. In the weaving activities carried out by the community in Lailanjang Village, many activities apply mathematical concepts ranging from how to design tools and equipment as a means for weaving, determining weaving time, calculating woven results, management to sales activities of weaving results. This study aims to describe ethnomathematics in weaving activities in Lailanjang Village, and related mathematical concepts and design learning tools for the mathematical concepts found. This research was conducted in East Sumba Regency, with four research subjects. The type of research is exploratory qualitative with an exploratory design. The researcher as the main instrument plays a role in collecting data through interview methods, observation, and documentation. Data validity uses source triangulation techniques. The results of the study indicate that there are values contained in weaving activities, namely social and kinship values, cultural and identity values, aesthetic values, religious or spiritual values, educational values, and economic values. Ethnomathematics in weaving activities in Lailanjang Village, Rindi District, East Sumba Regency includes the activities of calculating, measuring, localizing, designing, and explaining. From these activities, mathematical concepts can be identified. Mathematical concepts in Weaving Activities include the concep…
creator: Petronela Loda Atandima
creator: Wara Sabon Dominikus
creator: Aleksius Madu
rights: Copyright (c) 2026 JPMI (Jurnal Pendidikan Matematika Indonesia)
date: 2026-04-09
publication date: 2026-04-09
volume: 11
number: 2
starting page: 122
ending page: 144
doi: 10.26737/jpmi.v11i2.8294

The Effectiveness of Contextual-Based Learning on the Mathematical Literacy Skills of Junior High School Students: A Meta-Analysis Study
type: item
description: Contextual learning, which applies the PBL, CTL learning models and RME approach is one of strategy to improve students’ mathematical literacy skill. Over the past five years, there have been many studies on the effect of applying PBL, CTL, or RME on students’ mathematical literacy. However, these studies still report mixed results. Therefore, this study aims to examine the overall effect of applying contextual learning models/approach (PBL, CTL, and RME) on students’ mathematical literacy skill, as well as to axamine the effectiveness of using the learning models or approach based on the effect size produced. This study use a meta-analysis method with data collection using the PRISMA model and obtained 16 out of 214 studies published between 2020 and 2025 that met the inclusion criteria. The data analysis used Comprehensive Meta Analysis (CMA) software and a random effect model as the estimation model. Based on the results of calculating the combined effect size using Hedges’g formula and interpreting Cohen’s d, it can be concluded that the influence of contextual models or approaches on mathematical literacy was in the large effect category (ES=1,333) while the calculation of the the effect size of each model showed that the PBL model (ES=1,654) had a higher effect than CTL (ES=0,660) and RME (ES=1,313). The characteristics of the studies in this research were learning model/approach, sample size, and grade level. The results of the study characteristic analysis showed that, in general the learning models/approaches (Qb=4,428<5,991 ) and sample size (Qb=2,034<3,841) did not significantly affect the difference in effect size, but grade level (Qb=6,547<5,991) did affect the difference in effect size. Efektivitas Pembelajaran Berbasis Kontekstual Terhadap Kemampuan Literasi Matematis Siswa Sekolah Menengah Pertama: Studi Meta-Analisis ABSTRAK Pembelajaran yang berbasis kontekstual dengan menerapkan model pembelajaran PBL, CTL dan pendekatan RME merupakan salah satu s…
creator: Maria Stella Yosefina Galus
creator: Dadan Dasari
creator: Tia Purniati
rights: Copyright (c) 2026 JPMI (Jurnal Pendidikan Matematika Indonesia)
date: 2026-04-09
publication date: 2026-04-09
volume: 11
number: 2
starting page: 145
ending page: 158
doi: 10.26737/jpmi.v11i2.8722

Exploring Students’ Long-term Retention and Conceptual Mastery in Two-Dimensional Kinematics: A Descriptive Study
type: item
description: This study aims to comprehensively describe students’ understanding of projectile motion by analyzing the results of three essay-type questions. These questions were designed to measure conceptual understanding of the trajectory, the ability to separate horizontal and vertical components of motion, and the skill to apply basic quantitative calculations within the context of two-dimensional kinematics. The research employed a quantitative descriptive method, with data collected through written tests and direct observation of students’ answer patterns. This approach enabled the identification of dominant types of errors, both conceptual and procedural, thus providing a thorough picture of students’ overall understanding. A total of 67 eleventh-grade students participated in this study. All responses were classified into five accuracy categories: completely incorrect, partially correct, one correct, two correct, and entirely correct. Data analysis was carried out using percentage techniques to clearly and quantitatively present the distribution of students’ abilities in each category. The findings show that 74.63% of students still struggle to solve projectile-motion problems, particularly in separating the initial velocity components and determining an object’s position at a given time—tasks that require simultaneous understanding of vector concepts and motion equations. Only 7.46% of students were able to answer all questions correctly, while the remaining 17.91% fell into the partially correct to one-correct-answer categories. Based on these results, it can be concluded that students’ understanding of the basic concepts of projectile motion remains low and tends to rely on formula memorization rather than conceptual comprehension. Therefore, more systematic, contextual, and concept-focused learning strategies are needed to improve mastery of two-dimensional kinematics more effectively. Eksplorasi Retensi Jangka Panjang dan Penguasaan Konseptual Siswa dalam Kinematik…
creator: Hindi Risma Devita
creator: Reny Wahyuni
creator: Salsabila Defta Ramadhani
creator: Arifah Lutfiah Zahra
creator: Mochamad Imam Bhakti Luhur
creator: Nopran Pernandi
creator: Cindi Cantika
creator: Zulfajri Zulfajri
rights: Copyright (c) 2026 JPMI (Jurnal Pendidikan Matematika Indonesia)
date: 2026-04-09
publication date: 2026-04-09
volume: 11
number: 2
starting page: 159
ending page: 170
doi: 10.26737/jpmi.v11i2.8599

Cognitive Mechanisms of Rapid Counting in Traditional Market Traders: An Ethnomathematic Study at Pasar Baru Majenang
type: item
description: This study aims to analyze the cognitive mechanisms in the mental steps of fastcalculations of tradisional market traders through an ethnomathematics perspective. The study reveals the stages of thinking that enable traders to perform calculations quickly and accurately without relying on calculations tools. Using a qualitative approach with the Spradley ethnographic method, the study involved six traders at Pasar Baru Majenang who had 15-25 years of trading experience. Data were collected through participant observation, in-depth interviews, and documentation. The results of this study indicate that the traders’ fast calculation abilities are formed through long practical experience and involving four mental steps: (1) identifying information in the from of remembering quantity and prices; (2) selecting strategy through non-proportional reduction and simplification; (3) execution calculations by untilizing the properties of arithmetic operations; and (4) checking the reasonableness of the results as a from of monitoring to ensure calculation accuracy. The novelty of this study comfirms that these mental steps reprsent a structured practical mathematical system, which complements formal procedures through the adaptation of efficient cognitive strategies in economic activities. Practically, these findings contribute to educators’ efforts to integrate the trader’s “intuitive simplification” strategy into numeracy instruction. This aims to transform strudents’ learning orientation, shifting from being fixated on standard procedures to developing fiexible reasoning and adaptive self monitoring in various calculation contexts. Mekanisme Kognitif Berhitung Cepat Pedagang Pasar Tradisional: Studi Etnomatematika di Pasar Baru Majenang ABSTRAK Penelitian ini bertujuan untuk menganalisis mekanisme kognitif dalam langkah-langkah mental berhitung cepat pedagang pasar tradisional melalui perspektif etnomatematika. Penelitian ini mengungkap tahapan berpikir yang memungkinkan peda…
creator: Melisa Uswatun Hasanah
creator: Eko Yulianto
creator: Sinta Verawati Dewi
rights: Copyright (c) 2026 JPMI (Jurnal Pendidikan Matematika Indonesia)
date: 2026-04-10
publication date: 2026-04-10
volume: 11
number: 2
starting page: 171
ending page: 181
doi: 10.26737/jpmi.v11i2.8739

Research Trends in Mathematical Critical Thinking on Three-Variable Linear Equation Systems (2020-2025): A Systematic Literature Review
type: item
description: Mathematical critical thinking is an essential competence in mathematics learning; however, students still encounter substantial difficulties when solving Three-Variable Linear Equation Systems (SPLTV), particularly in modelling and drawing conclusions. This study aims to synthesize research characteristics, critical thinking indicators, students’ difficulties, and the contribution of instructional approaches to mathematical critical thinking in the SPLTV topic. The study employed a Systematic Literature Review (SLR) following the Triandini framework and PRISMA 2020 guidelines. Literature searching was conducted through Google Scholar, DOAJ, and ERIC for publications from 2020 to 2025, yielding 247 articles, of which 18 met the inclusion criteria and were analyzed using thematic synthesis. The findings indicate that students’ main difficulties are not related to algebraic manipulation but to higher-order cognitive processes, particularly transforming verbal representations into a system of equations and verifying the consistency of solutions. Interpretation and analysis indicators tend to emerge during initial modelling, whereas evaluation and inference are the most difficult aspects because students rarely re-examine procedures or interpret the meaning of solutions. Problem-based and contextual learning more consistently support critical thinking development than procedural instruction by promoting modelling activities, while visual representations and digital media assist students in evaluating solutions. These findings suggest that fostering critical thinking in SPLTV requires learning activities emphasizing contextual modelling, mathematical reasoning, and solution verification rather than merely practicing elimination and substitution procedures. Tren Penelitian Kemampuan Berpikir Kritis Matematis pada Sistem Persamaan Linear Tiga Variabel (2020-2025) : Tinjauan Literatur Sistematis ABSTRAK Kemampuan berpikir kritis matematis merupakan kompetensi penting dalam …
creator: Nenden Suryati
creator: Iyam Maryati
rights: Copyright (c) 2026 JPMI (Jurnal Pendidikan Matematika Indonesia)
date: 2026-04-10
publication date: 2026-04-10
volume: 11
number: 2
starting page: 182
ending page: 196
doi: 10.26737/jpmi.v11i2.8726

Exploring Students’ Mathematical Representation in Open-Ended Problems: A Study Based on Habits of Mind
type: item
description: This scholarly inquiry seeks to: (1) identify junior high school students' mathematical representation abilities in solving open-ended problems based on their habits of mind; and (2) analyze the relationship between students' mathematical representation abilities and habits of mind. The research subjects involved 30 students in class VIII A at SMP Negeri 13 Pontianak. This investigation implemented a quantitative descriptive method within a correlational approach. The primary research instrument was a test designed in the format of open-ended questions to measure mathematical representation abilities in similarity material, as well as a habits of mind questionnaire based on four indicators, persisting, thinking flexibility, metacognition, and creating, imagining, and innovating. The analysis results reveal that: (1) Among students with high levels of habits of mind, visual, symbolic, and verbal representation abilities were recorded at 23.8%, 54.3%, and 22.2%, respectively. Students with moderate habits of mind demonstrated higher visual (47.9%), symbolic (65.4%), and verbal (34.7%) representation abilities. Conversely, students with low habits of mind exhibited 46% visual, 67.6% symbolic, and 39.7% verbal representation abilities; and (2) These results indicate a tendency that is not entirely in line with the theoretical assumption that habits of mind contribute positively to mathematical representation ability. No significant correlation exists between students’ habits of mind and their mathematical representation ability in solving open-ended problems (p = 0.246; r = −0.218), with a negative correlation. This result suggests that these two variables likely measure relatively independent dimensions and are influenced by other mediating factors, so that improvements in habits of mind do not directly lead to improvements in mathematical representation ability in solving open-ended problems. Eksplorasi Kemampuan Representasi Matematis Siswa dalam Penyelesaian Soal Op…
creator: Callista Amalia Fitri
creator: Ade Mirza
creator: Yulis Jamiah
creator: Ahmad Yani T
creator: Dona Fitriawan
creator: Edy Yusmin
rights: Copyright (c) 2026 JPMI (Jurnal Pendidikan Matematika Indonesia)
date: 2026-05-15
publication date: 2026-05-15
volume: 11
number: 2
starting page: 197
ending page: 212
doi: 10.26737/jpmi.v11i2.8868

Representation of Confirmation Bias in Geometry Learning in Islamic Boarding School Environment: Teachers' Perspective of Mathematics Learning at MTs Sarji Ar-Rasyid Situbondo
type: item
description: This study aims to uncover the representation of confirmation bias in geometry learning within Islamic boarding school (pesantren) environments, particularly from the perspective of mathematics teachers at MTs Sarji Ar-Rasyid Situbondo. Geometry learning demands adequate visualization skills, conceptual understanding, and mathematical representation. However, instructional practices in pesantren settings remain predominantly teacher-centered, relying heavily on conventional lecture-based methods. Although various innovative approaches have been widely recommended in mathematics education literature, their implementation in pesantren environments remains considerably limited. This gap motivated the present study to examine how teachers' beliefs in the effectiveness of conventional methods can give rise to confirmation bias in instructional decision-making. This study employed a descriptive qualitative approach, with data collected through classroom observations and semi-structured interviews with two mathematics teachers and several students. Data analysis was conducted using the Miles and Huberman model, encompassing the stages of data reduction, data display, and conclusion drawing. The findings reveal that teachers tend to sustain lecture-based methods, perceiving them as the most effective approach based on prior teaching experience, environmental conditions, and students' habitual learning patterns in the pesantren. The most significant finding demonstrates that confirmation bias operates through teachers' cognitive frameworks, in which they interpret students' limited comprehension, diminished focus, and learning fatigue as consequences of internal student factors or pesantren conditions, rather than as potential indicators of weaknesses inherent in the lecture method itself. Although teachers are familiar with technology-based approaches such as GeoGebra, their implementation remains suboptimal due to limited facilities, deeply ingrained teaching habits, and c…
creator: Putri Ayu Ramadani
creator: Zainul Munawwir
creator: Lisma Dian Kartika Sari
rights: Copyright (c) 2026 JPMI (Jurnal Pendidikan Matematika Indonesia)
date: 2026-07-10
publication date: 2026-07-10
volume: 11
number: 2
starting page: 213
ending page: 226
doi: 10.26737/jpmi.v11i2.8892

Analysis of Initial Ability and Visual Thinking Ability of Grade X High School Students in Trigonometry Competence
type: item
description: This study investigated students’ prior knowledge, visual thinking ability, and the relationship between both aspects in learning trigonometry among tenth-grade students at SMAN 10 Pontianak. The study was motivated by the importance of prerequisite knowledge in supporting conceptual understanding and by the role of visual thinking in interpreting abstract trigonometric concepts. A qualitative approach with a case study design was employed. Six students from class X-A were selected purposively to represent high, moderate, and low levels of visual thinking ability. Data were collected through prior knowledge tests, visual thinking tests, and semi-structured interviews. Visual thinking was examined through four indicators: looking, seeing, imagining, and showing and telling. The data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that students’ prior knowledge and visual thinking ability were categorized into high, moderate, and low levels. Students with strong prior knowledge were generally able to construct accurate visual representations and apply concepts systematically. In contrast, students with limited prior knowledge experienced difficulties, particularly in the imagining stage, because they struggled to connect prerequisite concepts with visual problem-solving processes. The study indicates that prior knowledge contributes to the quality of students’ visual representations and influences the consistency of concept application in solving trigonometry problems. Therefore, strengthening prerequisite concepts is necessary to support the development of visual thinking skills in mathematics learning. Analisis Kemampuan Awal dan Kemampuan Berpikir Visual Peserta Didik Kelas X SMA pada Kompetensi Trigonometri ABSTRAK Penelitian ini bertujuan untuk menganalisis kemampuan awal, kemampuan berpikir visual, serta keterkaitan antara kemampuan awal dan kemampuan berpikir visual peserta didik kelas X SMAN 10 Pontian…
creator: Nur Khotibah
creator: Ahmad Yani T
creator: Agus Winarji
creator: Mohammad Rif'at
creator: Metia Novianti
rights: Copyright (c) 2026 JPMI (Jurnal Pendidikan Matematika Indonesia)
date: 2026-07-10
publication date: 2026-07-10
volume: 11
number: 2
starting page: 227
ending page: 238
doi: 10.26737/jpmi.v11i2.8899

Enhancing Conceptual Understanding in Geometry through the Predict-Observe-Explain (POE) Model: A Quasi-Experimental Study in Secondary Education
type: item
description: This study aims to determine the difference in the average conceptual understanding ability of students at SMP Negeri 8 Pontianak on flat-sided solid geometry material, particularly pyramids, between classes using the Predict-Observe-Explain (POE) model and Direct Instruction, as well as to determine the magnitude of the POE model's effect on students' conceptual understanding ability. This study uses a quantitative approach with a quasi-experimental research type in the form of a non-equivalent pretest-posttest control group design, involving 64 eighth-grade students at SMP Negeri 8 Pontianak. Data were collected through a conceptual understanding ability test and analyzed using an independent two-sample T-test and effect size. The results showed that there was a difference in conceptual understanding ability between students in both classes, with a value of <!--[if gte msEquation 12]><m:oMath><m:sSub><m:sSubPr><m:ctrlPr></m:ctrlPr></m:sSubPr><m:e><m:r>t</m:r></m:e><m:sub><m:r>value</m:r></m:sub></m:sSub><m:r>=3.639> </m:r><m:sSub><m:sSubPr><m:ctrlPr></m:ctrlPr></m:sSubPr><m:e><m:r>t</m:r></m:e><m:sub><m:r>table</m:r></m:sub></m:sSub><m:r>=1.99897</m:r></m:oMath><![endif]--> . In addition, the POE model had a large effect on students' conceptual understanding ability with an effect size value of 0.9098. The superiority of the POE model in conceptual understanding is attributed to its capacity to trigger cognitive conflict through direct exploration and to facilitate meaningful concept reconstruction. Per-indicator analysis showed that the greatest advantage of students in the POE class was on the indicator of connecting various mathematical concepts, followed by the indicator of presenting concepts through multiple mathematical representations and the indicator of restating concepts. Conversely, on the indicator of applying concepts algorithmically, the achievement of both classes was relatively similar, with the Direct Instruction class obtaining a slightly higher…
creator: Finanta Diva Sabila
creator: Ahmad Yani T
creator: Dona Fitriawan
creator: Dede Suratman
creator: Revi Lestari Pasaribu
rights: Copyright (c) 2026 JPMI (Jurnal Pendidikan Matematika Indonesia)
date: 2026-07-10
publication date: 2026-07-10
volume: 11
number: 2
starting page: 239
ending page: 257
doi: 10.26737/jpmi.v11i2.8867

Integration Problem Based Learning-Desmos: Its Impact on Students' Problem-Solving Skills and Learning Independence
type: item
description: This study was conducted to examine the effect of Problem-Based Learning (PBL) assisted by the Desmos application on students' problem-solving ability in linear equations material, reviewed from the perspective of student learning independence. The approach applied in this study is quantitative with a Pre-Experimental type and One Group Pre-test Post-test design. The subjects selected as the sample were students of class VIII A consisting of 32 students, chosen using the intake group random sampling technique. The instruments used to collect data were a problem-solving ability test and a learning independence questionnaire. The collected data were then analyzed using descriptive and inferential approaches. For inferential analysis, the Wilcoxon test was employed. Based on the data analysis, it can be concluded that the implementation of the PBL learning model assisted by the Desmos application significantly affected students' mathematical problem-solving ability on linear equations material in class VIII, with a significance value of p = 0.000 (p < 0.05). The overall effect size calculation yielded a value of r = 0.87 (high category). The implementation of PBL-Desmos created a more interactive learning process, facilitated students in understanding concepts through graphical visualization, and stimulated student engagement and reflection during problem-solving. Integrasi Problem Based Learning-Desmos: Dampaknya Terhadap Kemampuan Pemecahan Masalah dan Kemandirian Belajar Siswa ABSTRAK Penelitian ini bertujuan untuk menganalisis pengaruh problem-based learning (PBL) berbantuan aplikasi Desmos terhadap kemampuan siswa dalam memecahkan masalah materi persamaan garis lurus ditinjau dari kemandirian belajar siswa. Pendekatan yang diterapkan dalam penelitian ini bersifat kuantitatif dengan jenis Pre-Experimental dan desain One Group Pre-test-Post-test. Subjek yang dipilih sebagai sampel dalam penelitian ini adalah kelas VIII A yang terdiri dari 32 siswa, dan pemilihan dil…
creator: Eka Sariyanti
creator: Dede Suratman
creator: Nurfadilah Siregar
creator: Mohamad Rif’at
creator: Hamdani Hamdani
rights: Copyright (c) 2026 JPMI (Jurnal Pendidikan Matematika Indonesia)
date: 2026-07-10
publication date: 2026-07-10
volume: 11
number: 2
starting page: 258
ending page: 268
doi: 10.26737/jpmi.v11i2.8386