Afore : Jurnal Pendidikan Matematika

TELAAH KRITIS: BUKU MATEMATIKA UNTUK SMA KELAS X (EDISI REVISI 2023) KURIKULUM MERDEKA MATERI ANALISIS DATA

Nurfadilah, Kasmawati, Muhammad Ammar Naufal — Mon, 18 May 2026 00:00:00 +0700

This critical review aims to evaluate the Grade X Senior High School Mathematics textbook (2023 Revised Edition) of the Kurikulum Merdeka, specifically on the Data Analysis topic. This study employs a qualitative descriptive method using document analysis to assess various aspects, including the consistency of the conceptual map, the relevance of the material to learning objectives, the essence of the content, and the strengths and weaknesses of the book's substance. The findings indicate that the textbook generally covers the fundamental concepts of descriptive statistics and is highly relevant in supporting the development of students' data literacy and interpretation skills through real-life contexts. However, several significant weaknesses were identified, such as a conceptual map structure that is not fully hierarchical and lacks consistent connecting words, the use of unconventional terminology, and learning objectives that do not fully meet the ABCD (Audience, Behavior, Condition, Degree) operational criteria. Furthermore, some exercises still tend to emphasize routine calculation procedures rather than deep reasoning, and there is a high dependency on the teacher's ability to facilitate discussions. Based on these findings, it is recommended to revise the systematic structure of the material map, refine the learning objectives to be more measurable, and strengthen content that encourages Higher Order Thinking Skills (HOTS) through technology integration and reflective activities.

ANALISIS KESALAHAN SISWA KELAS VII SMP KATOLIK REGINA PACIS AIRMADIDI DALAM MENYELESAIKAN SOAL CERITA OPERASI HITUNG BILANGAN BULAT

Raymond Pesik, James U.L. Mangobi, Miftahul Jannah — Thu, 28 May 2026 00:00:00 +0700

The high rate of student mistakes in working through integer operation word problems formed the basis of this investigation. Solving word problems demands that learners comprehend the scenario, convert it into a mathematical representation, and execute computations correctly. The present study set out to map the categories of mistakes committed by students and trace their root causes through the lens of Newman’s Error Analysis framework. A descriptive qualitative methodology was applied throughout the research. Thirteen Grade VII students of SMP Katolik Regina Pacis Airmadidi served as research participants. Data were gathered via written examinations and follow-up interviews, then processed using the Miles and Huberman interactive model. Findings revealed an absence of reading errors across all participants. Encoding errors emerged as the most prevalent mistake type (60%), with process skills errors (47.69%), transformation errors (32.30%), and comprehension errors (30.76%) following in sequence. The aggregate error rate reached 34.15%. Contributing factors included insufficient grasp of problem content, careless computation particularly involving negative integers difficulty converting narrative problems into mathematical expressions, and unfamiliarity with structured solution writing. It is recommended that teachers cultivate students’ habit of recording systematic, step-by-step solutions and deepening their conceptual understanding of integer operations.

PENERAPAN MODEL PEMBELAJARAN KONTEKSTUAL UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DALAM MENYELESAIKAN SOAL CERITA STATISTIK SISWA SMA NEGERI 9 BANDA ACEH

Fia Sufina Sadhore Jhd, Nur Ainun, Cut Nurul Fahmi, Rini Sulastri, Khairul Asri — Wed, 10 Jun 2026 16:10:57 +0700

The low problem-solving skills of students in mathematical word problems form the basis of this study, as their difficulties lie not only in understanding concepts but also in interpreting problems and selecting appropriate solution strategies. This condition highlights the need for an instructional model that helps students connect material to real-life situations, such as the Contextual Teaching and Learning (CTL) model. This study aims to examine the effect of the CTL model on improving students’ problem-solving skills in statistical word problems. Using a quantitative approach with a one-group pretest-posttest design, the study involved 20 students from class XI-B of SMA Negeri 9 Banda Aceh as the sample. Data were collected through a 3-item essay test given in the pretest and posttest, and analyzed using normality test, homogeneity test, paired sample t-test, and N-gain test. The results showed an increase in the average score from 33.10 in the pretest to 55.10 in the posttest, with the paired sample t-test yielding a significance value of 0.000 < 0.05. Based on these findings, the alternative hypothesis is accepted, indicating that the Contextual Teaching and Learning model significantly improves students’ problem-solving skills in statistical word problems.

PENERAPAN MODEL KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN DAMPAKNYA TERHADAP PRESTASI BELAJAR MATEMATIKA PADA MATERI BANGUN RUANG SISI DATAR DI SMP NEGERI 2 LOLAYAN

Mohammad Fahrul Muhfito, Patricia V.J. Runtu, Ichdar Domu — Tue, 09 Jun 2026 00:00:00 +0700

Weak mathematics mastery among learners is a recurring issue in education, particularly in schools that still rely on one-way instruction. This study focused on determining whether there is a significant disparity in mathematics learning achievement between Grade VIII students using the Numbered Heads Together (NHT) cooperative approach and those receiving direct instruction, specifically on the topic of Flat-Sided Three-Dimensional Shapes. A quasi-experimental pretest-posttest control group method was used. Through random procedures, Class VIII B was designated as the experimental class and Class VIII C as the comparison class, with 16 students each. The evaluation instrument consisted of essay questions that had been tested for suitability. Data processing was conducted through an independent-samples t-test (α = 0.05). A t-value of 9.60 was obtained, exceeding ttable = 1.697, so the null hypothesis was successfully rejected. The final mean of the experimental class reached 76.00 compared to 48.25 in the comparison class, indicating that NHT implementation significantly elevates students' mathematics achievement.

PENGARUH MODEL PEMBELAJARAN KREATIF PRODUKTIF TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK KELAS X SMAN 1 SUNGAYANG

Hawatul Azizah, Isra Nurmai Yenti — Wed, 10 Jun 2026 00:00:00 +0700

The purpose of this study was to determine whether 10th-grade students at SMAN 1 Sungayang who used the creative-productive learning model and those who used the conventional learning model showed an improvement in their mathematical conceptual understanding. This study employed a pretest-posttest control group design and a quasi-experimental method. The study population consisted of 208 10th-grade students at SMAN 1 Sungayang during the 2025/2026 academic year. Sampling was conducted using simple random sampling. The test consisted of five essay questions. To test the hypothesis, a t-test was performed. Research results: the mean pretest score for the experimental group was 42.81, and for the control group, 37.96. The average post-test score for the experimental class was 83.12, while that of the control group was 76.56. When the hypothesis was tested using a t-test at α = 0.05, the calculated t-value > the critical t-value, indicating that 10th-grade students at SMAN 1 Sungayang who used the Creative Productive learning model demonstrated better mathematical conceptual understanding than those who used conventional learning.

KONSEP MATEMATIKA DALAM ALKITAB: STUDI DESKRIPTIF TENTANG BILANGAN, PENGUKURAN, GEOMETRI, RASIO, DAN PENALARAN MATEMATIS

Mikaus Gombo — Tue, 06 Oct 2026 00:00:00 +0700

Mathematics is a field of knowledge concerned with number, quantity, structure, space, measurement, relations, and reasoning. Although the Bible is not a mathematics textbook, a number of biblical passages contain counting activities, measures of length, weights and capacities, dimensions of objects, quantitative comparisons, and the calculation of resources. This study aims to describe mathematical concepts that can be identified in biblical texts and to explain contextual relationships between certain quantitative practices and the moral values associated with them. The study employs a qualitative descriptive approach using document study. Primary data consist of biblical passages that explicitly contain phenomena related to number, measurement, geometry, ratio, and estimation, while secondary sources include literature on the history of mathematics, biblical metrology, biblical studies, and qualitative research methodology. The analysis proceeds through textual description, historical contextualization, mathematical description, and limited interpretation. The findings indicate enumeration in the census of Israel; measurement and ratio in the dimensions of Noah’s Ark; standardization of measures and weights in Israelite law; the relationship between diameter and circumference in the description of the Molten Sea; and estimation in the parable of building a tower. The study concludes that the Bible does not teach formal mathematics as a discipline, but it contains quantitative phenomena that can be described mathematically when their historical, literary, and theological contexts are preserved. The clearest relationship between quantitative practice and moral value occurs in texts concerning honest measures and weights in the context of justice and integrity.

PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MELALUI PEMBELAJARAN SPLDV BERBANTUAN INTERACTIVE FLAT PANEL DAN CHATGPT PADA SISWA KELAS VIII SMPN 5 GEGERBITUNG

Ridha Desnita Luthfitasari, Rendi Muligar — Sun, 11 Oct 2026 12:02:32 +0700

Students’ mathematical problem-solving skills in Systems of Linear Equations in Two Variables (SPLDV) need to be improved through interactive learning that supports the exploration of solution strategies. This study aimed to analyze changes in students’ mathematical problem-solving skills through learning supported by an Interactive Flat Panel (IFP) and ChatGPT . A quantitative approach with a one-group pretest-posttest design was employed, involving 32 eighth-grade students at SMPN 5 Gegerbitung. The research instrument was a constructed-response test administered before and after the learning intervention. Data were collected through testing and analyzed using a paired-samples t-test, effect size, and normalized gain (N-gain). The results showed an increase in the mean score from 27.00 to 40.41 out of 48, with an N-gain of 0.64 (moderate category). The greatest improvement occurred in the indicator of checking the solution. Learning supported by IFP and ChatGPT has the potential to support mathematical problem-solving skills. Its implementation should include answer verification and teacher guidance.

PEMANFAATAN PERMAINAN TRADISIONAL UNTUK MENGEMBANGKAN LOGIKA MATEMATIKA ANAK USIA DINI DI KB RIYADHUL QORI'AH

Mohamad Bahrum, Ia Marwati, Siti Holijah, Rosid Bahar — Tue, 13 Oct 2026 18:15:49 +0700

Cognitive development, especially in terms of mathematical logic, is very important in early childhood as it forms the foundation for further learning. Although traditional games are a natural and enjoyable way to enhance the mathematical logic of early childhood in KB Riyadhul Qori'ah, they have not been well utilized in many early childhood education institutions. This research uses a comprehensive literature study approach and employs a hypothetical framework of Classroom Action Research (CAR) when applied. The hypothesis is that data was collected through observation and document analysis. Furthermore, the data were analyzed descriptively in both qualitative and quantitative ways. The results show that traditional games such as congklak, engklek, snake and ladders, and ball marbles have strong ethnomathematics elements and can significantly enhance children's counting skills, pattern recognition, classification, problem-solving, and spatial reasoning. Traditional games have proven to be useful as a fun and contextual learning medium for improving the mathematical logic intelligence of early childhood. This supports educational practices at KB Riyadhul Qori'ah.

PENGARUH MODEL DISCOVERY LEARNING DENGAN STRATEGI SCAFFOLDING TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA

Niar, La Ode Ahmad Jazuli , Mohamad Salam — Wed, 14 Oct 2026 00:00:00 +0700

The purpose of this research was to examine how the Discovery Learning model, when paired with a scaffolding strategy, influences students' understanding of mathematical concepts. The research followed a quantitative approach with a quasi-experimental design. All eighth-grade students formed the population. Two classes were chosen through purposive sampling and then assigned by random draw as the experimental class (VIII-F) and the control class (VIII-H). Students in the experimental class learned through Discovery Learning with scaffolding assisted by GeoGebra, whereas the control class learned through Discovery Learning alone, without scaffolding. A test was used to measure conceptual understanding, and observation sheets recorded how well the lessons were carried out. The data were analyzed descriptively and inferentially. The descriptive results show a mean score of 83.5333 (standard deviation 13.09576) for the experimental class and 77 (standard deviation 15.58742) for the control class. The t-test yielded t_value = 1.781, which exceeds the critical value t_value = 1.67065, indicating that the two classes differ in their conceptual understanding. It can therefore be concluded that Discovery Learning combined with scaffolding significantly affects students' mathematical conceptual understanding.