OMEGA: Jurnal Keilmuan Pendidikan Matematika
OMEGA: Jurnal Keilmuan Pendidikan Matematika ISSN : (print), 2828-8645 (online) Subjek : Pendidikan Matematika Frekuensi : 3 kali setahun Bahasa : Indonesia Pengindeks : Google Shcolar DOI :
Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan
Pengembangan LKPD Berbasis Etnomatematika Pada Alat Musik Tradisional Minangkabau Untuk Memaksimalkan Hasil Belajar Siswa
Research This research is motivated by the problems found in class IX Integrated MTsS Guguak Randah is that the LKPD used by educators is not yet culturally based, based on the national education system, educators should facilitate learning for students with local culture. Based on the information information obtained, the learning outcomes of students are relatively low, because there are still. Based on the information obtained, the learning outcomes of students are low, because there are still many students below the KKM set at school, namely 75. develop learning materials to help students in construct mathematical knowledge easily and interestingly. One of the teaching materials developed is the Ethnomathematics-Based Learner Worksheet (LKPD). Ethnomathematics on Minangkabau Traditional Musical Instruments. This research aims to produce Ethnomathematics-based LKPD on Minangkabau Traditional Musical Instruments in class IX MTsS Integrated Guguak Randah which meet the criteria of valid, practical and effective. This research is a Research and Development (R&D) with the ADDIE development model. The validity test is seen from a validation sheet consisting of six validators, namely material experts, educational technology experts, linguists and experts. validators, namely material experts, educational technology experts, linguists and cultural experts. then improved according to the validator's suggestions. Practicality test seen from the learner response questionnaire and the effectiveness test seen from the learning outcomes of students in the form of tests. learning outcomes in the form of tests. Data analysis techniques used to express the results of this study are 1) Validity Data Analysis, 2) Practicality Analysis, and 3) Effectiveness Analysis. Based on the development research that has been done based on the development research that has been carried out, the LKPD is obtained with a validity level of 83.48% which is very valid, for a practicality level of 87.38% which is very practical, and for an effectiveness level. is on very practical criteria, and for the effectiveness level 75% is on effective criteria. in the effective criteria. It can be concluded that the Ethnomathematics-Based LKPD on Minangkabau Traditional Musical Instruments in Class IX Integrated MTsS Guguak Randah which was developed met the valid, practical and effective criteria. developed meets the criteria of valid, practical and effective.
Copyright (c) 2026 Winda Maysa Istiqomah, Isnaniah Isnaniah, Junaedi Junaedi, M. Imamuddin https://creativecommons.org/licenses/by/4.0
Literature Review: Implementation of a Differentiated Problem-Based Learning Model to Improve Mathematical Literacy
Mathematical literacy is an essential competence in mathematics education; however, numerous studies indicate that students’ mathematical literacy in Indonesia remains at a low to moderate level. This study aims to systematically examine the condition and challenges of students’ mathematical literacy in Indonesia, the factors contributing to low mathematical literacy in conventional instruction, the implementation of Problem-Based Learning (PBL) integrated with differentiated instruction as a learning solution, as well as the strengths and limitations of applying differentiated PBL in mathematics learning. This study employed a literature review method by analyzing 21 relevant scientific articles published between 2023 and 2025. Data were analyzed using a qualitative descriptive approach through the classification and synthesis of research findings based on four analytical focuses. The findings reveal that low mathematical literacy is characterized by students’ difficulties in understanding contextual problems, modeling mathematical situations, and interpreting solutions. The main contributing factors include teacher-centered instruction, the dominance of procedural exercises, limited real-world contexts, and the lack of accommodation for students’ diverse characteristics. The implementation of differentiated PBL has been shown to effectively improve mathematical literacy and its supporting skills, although challenges remain in terms of lesson planning, time allocation, teacher readiness, and authentic assessment.
Copyright (c) 2026 Selpiana Selpiana, Alim Bahri Mahmul; Asdar Asdar https://creativecommons.org/licenses/by/4.0
Implementation of Project-Based Learning Models with a STEM Approach to Understanding Student Concepts in Spatial Geometry
Indonesian students' mathematical literacy skills remain low, especially in spatial geometry, which requires visualization and a deep understanding of concepts. Conventional learning methods that focus on procedures and memorizing formulas have not been able to facilitate optimal knowledge construction, giving rise to various misconceptions. This study aims to analyze the implementation of the Project-Based Learning (PjBL) model integrated with the STEM approach and its effect on students' conceptual understanding of spatial geometry. The research uses a qualitative approach with a literature review method of national and international journal articles published in the last ten years. The data were analyzed using content analysis to identify consistent patterns of findings related to PjBL-STEM in geometry learning. The synthesis results show that PjBL-STEM significantly improves students' conceptual understanding, mathematical creative thinking skills, and spatial visualization. Contextual project-based learning shifts the learning orientation from memorization to conceptual understanding through activities of designing, constructing, and analyzing real objects. PjBL-STEM is a relevant approach to improve conceptual understanding and develop 21st-century skills. Its success requires careful planning, adequate teacher competence, and facility support for sustainable implementation.
Copyright (c) 2026 Aslan Aslan, Jumalia Jumalia, Asdar Asdar https://creativecommons.org/licenses/by/4.0
Integrating Malay Cultural Practices into Mathematics Learning: Ethnomathematical Approaches Across Indonesia and Malaysia
This study is grounded in the premise that mathematical ideas are inseparable from cultural practices and that ethnomathematics can strengthen the relevance of school mathematics for learners in multicultural contexts. It addresses the persistent gap between students’ everyday cultural experiences and formal mathematics instruction in Indonesia and Malaysia, where mathematics is frequently presented as culturally neutral and decontextualized. The study aims to explore how Malay cultural heritage can be systematically integrated into mathematics learning and to identify culturally situated mathematical concepts that may support students’ conceptual understanding. Employing a qualitative ethnographic design, the researchers collected data through semi- structured interviews with teachers, students, and community members, participatory classroom observations, document analysis of instructional materials, and the examination of cultural artefacts. Data were transcribed and analyzed thematically through iterative reduction, categorization, and interpretive comparison across sites. The findings indicate that Malay architectural artefacts provide rich mathematical representations, particularly geometric forms and measurement-related concepts. Specifically, Maimoon Palace and Istana Jahar exhibit recurring structures such as rectangles, triangles, circles, semicircles, hexagons, octagons, and rhombuses, which align directly with curricular topics including perimeter, area, and volume. Overall, the study concludes that integrating Malay cultural artefacts into mathematics instruction offers a pedagogically robust and culturally responsive approach, with implications for enhancing engagement, supporting conceptual learning, and reinforcing cultural appreciation in the context of globalization
Copyright (c) 2026 Ramadhani Ramadhani, Hizmi Wardani, Yugi Diraga Prawiyata, Norzieha Mustapha, Norarida Norarida, Rafiki Ihsan, Alfira Alfira https://creativecommons.org/licenses/by/4.0
The Impact Of Multiplication Board Learning Innovation On The Multiplication Skills Of Third-Grade Elementary School Students
The ability to perform multiplication operations is one of the main foundations of mathematics learning in elementary school. However, many students still experience difficulties in understanding and mastering multiplication. This obstacle not only affects their low mathematics scores but also hinders their ability to solve more challenging problems at the next level. This study aims to examine the effectiveness of the Multiplication Board learning media innovation in improving the multiplication skills of third-grade elementary school students. The method used is experimental research with a Pretest-Posttest Control Group Design. The results of the study show a significant improvement. The conclusion of this study is that the Multiplication Board is effective in supporting mathematics learning, especially multiplication material, because it has been proven to improve students' calculation skills. Kemampuan mengerjakan operasi perkalian merupakan salah satu landasan utama dalam pembelajaran matematika di sekolah dasar. Meski begitu, masih banyak peserta didik yang mengalami hambatan dalam memahami serta menguasai perkalian. Kendala ini tidak hanya berpengaruh pada rendahnya nilai matematika, tetapi juga mengganggu kemampuan mereka ketika menghadapi soal-soal yang lebih menantang pada jenjang berikutnya. Penelitian ini bertujuan untuk menguji efektivitas inovasi media pembelajajan Papan Perkalian dalam meningkatkan kemampuan berhitung perkalian siswa kelas III Sekolah Dasar. Metode yang digunakan adalah penelitian eksperimen dengan desain Pretest-Posttest Control Group Design. Hasil penelitian menunjukkan adanya peningkatan signifikan. Kesimpulan penelitian ini adalah Papan Perkalian efektif dalam menunjang pembelajaran matematika, khususnya materi perkalian, karena terbukti mampu meningkatkan kemampuan berhitung siswa.
Copyright (c) 2026 Alyana Putri Eka Purwandini, M.Bambang Edi Siwanto https://creativecommons.org/licenses/by/4.0
Development of Canva-Based Digital Media for Teaching Mathematics: Counting Numbers Up to 10,000 in Grade IV Elementary School
This study aims to: a) Test the validity of Canva-based interactive mathematics learning media on whole number materials in elementary school ; and b) Test the practicality level of the learning media according to student responses. This study is a type of Research and Development (R&D) using the ADDIE Development model consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The Research subjects were fourth-grade elementary school students. The instruments used included validation sheets and practicality questionnaires. The validity test results from material and media experts obtained an average percentage of 87.58%, falling into the "Very Valid" category. The practicality test results through student response questionnaires obtained an average percentage of 95.04%, categorized as "Very Practical". Based on these results, the "Walacah" media is effective as a cognitive mediation tool to improve students' understanding of whole numbers up to 10,000.
Copyright (c) 2026 Annisa Salsabila, Annisa Siti Wardah, Salsa Amelia Putri, Tita Mahharani, Alfiana Nurussama, Teten Ginanjar Rahayu https://creativecommons.org/licenses/by/4.0
Development of a Realistic Mathematics Education (RME)-Based Learning Module on Trigonometry for Grade X Vocational High School (SMK) Students
This study aims to develop a learning module based on the Realistic Mathematics Education (RME) approach for Grade X vocational high school (SMK) students, focusing on the topic of Trigonometry. The research employs a Research and Development (R&D) design, adopting the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects comprised 72 Grade X students from SMK Negeri 2 Depok, divided into an experimental class and a control class. The research instruments included expert validation sheets, practicality questionnaires administered to both teachers and students, and observation sheets assessing the implementation fidelity of the RME-based learning module. The findings indicate that the developed module achieved a "very valid" level of validity, as evaluated by content experts (average score: 114) and media experts (average score: 82). Furthermore, the module was deemed practical by teachers (average score: 80) and students (average score: 78.28). Its effectiveness in the instructional process was confirmed by a high implementation fidelity rate of 90%. Consequently, the RME-based learning module is validated as valid, practical, and effective for use in Trigonometry instruction for vocational high school students.
Copyright (c) 2026 Rana Anjani https://creativecommons.org/licenses/by/4.0
Canva Media Development for Interactive Mathematics Learning Bar Chart Pictograms Based PBL
The purpose of this study was to examine the validity and practicality of Canva-based media through expert validation sheets and student response questionnaires. This study used 20 fourth-grade students from SDN 1 Nagrikaler as subjects, with questionnaires as the instrument used. The type of research used was R&D (Research and Development) with the ADDIE model (analysis, design, development, implementation, and evaluation). The results of the study showed that the Canva-based media “Pikgram” can be said to be very valid based on the results of the validity sheet for media experts with 97.72% and material experts with 95.16%. In addition, the Canva-based media “Pikgram” was also categorized as very practical based on the results of the student response questionnaire, which showed a score of 84.97%. This study also reinforced that the development of Canva-based digital media using the ADDIE model is feasible and can be used as a reference for the development of similar learning media.
Copyright (c) 2026 Damai Dwi Ramaddhina, Siti Nur Azizah, Ghaisani Shidqi Ramadhani, Alfiana Nurussama, Teten Ginanjar Rahayu https://creativecommons.org/licenses/by/4.0
Student-Centered Curriculum Innovation in the Digital Age
The digital era requires education systems to innovate curricula that are adaptive, relevant, and oriented toward learners’ needs in order to optimally develop 21st-century competencies. This study aims to analyze the concept of learner-needs-based curriculum innovation, its forms of implementation in digital learning processes, as well as the challenges and opportunities faced by educational institutions. This research employs a literature review approach by examining national and international journal articles published within the last five years that discuss personalized learning, educational technology integration, and the strengthening of students’ digital competencies. The findings indicate that curriculum innovation in the digital era does not merely emphasize technological integration, but also involves the recontextualization of learning objectives, content, and strategies to align with students’ characteristics, interests, and learning styles. Needs-based curricula have been shown to promote more participatory, collaborative, and meaningful learning through differentiation, project-based learning, and the use of digital platforms. Nevertheless, its implementation is still constrained by teachers’ limited digital literacy, infrastructure readiness, and disparities in technological access. This study concludes that curriculum innovation must be supported by continuous teacher capacity development, sustainable institutional policies, and collaboration among schools, government, and the wider community to build an inclusive digital learning ecosystem that is responsive to learners’ needs.
Copyright (c) 2026 Yenni Novita Harahap, Emilda Sulasmi https://creativecommons.org/licenses/by/4.0
Transformation of Number System Learning through an Interactive Number Stacking Game for Elementary School Students
This study aims to examine the effectiveness of an Interactive Number Stacking Game in improving elementary school students’ understanding of the number system, particularly place value concepts. The research employed a quantitative descriptive approach using a one-group pretest–posttest design. The subjects consisted of 34 fourth-grade students at SDN Jadi 2 in the 2024/2025 academic year. Data were collected through pretest and posttest instruments, student response questionnaires, and classroom observations. The pretest and posttest scores were analyzed descriptively to identify learning improvement, while questionnaire data were analyzed using percentage-based descriptive statistics. The results showed that the average pretest score was 81.47, which increased to 85.88 in the posttest, indicating a learning improvement of 5.42%. Based on the assessment criteria, student performance improved from the “Good” category to the “Very Good” category. In addition, questionnaire results revealed that students responded positively to the use of the Interactive Number Stacking Game, demonstrating high levels of interest and engagement during the learning process. Observational data further supported these findings, showing increased student participation and active involvement. These findings indicate that the Interactive Number Stacking Game is effective as an alternative learning media to support students’ conceptual understanding of place value in elementary mathematics learning.
Copyright (c) 2026 Rachmalia Vinda Kusuma, Saeful Mizan https://creativecommons.org/licenses/by/4.0
Analisis Persepsi Siswa Terhadap Penerapan Problem Based Learning Dalam Pembelajaran Matematika SMA
Penelitian ini bertujuan untuk menganalisis persepsi siswa terhadap penerapan Problem Based Learning (PBL) dalam pembelajaran matematika di Sekolah Menengah Atas (SMA). Dalam konteks pendidikan yang terus berkembang, PBL dikenal sebagai pendekatan yang mendorong siswa untuk aktif terlibat dalam proses pembelajaran dengan memecahkan masalah nyata. Penelitian ini menggunakan kuesioner kualitatif bersifat open-ended untuk menggali pendapat dan pengalaman siswa mengenai efektivitas dan manfaat PBL. Data dikumpulkan dari beberapa siswa di kelas yang telah menerapkan PBL. Teknik analisis data menggunakan teknik analisis tematik yang meliputi proses pengkodean, kategorisasi, dan pemaknaan data. Hasil analisis menunjukkan bahwa sebagian besar siswa memiliki persepsi positif terhadap PBL, yang berhubungan langsung dengan peningkatan motivasi, keterlibatan, dan pemahaman konsep matematika. Temuan ini menegaskan pentingnya penerapan metode pembelajaran inovatif seperti PBL untuk meningkatkan kualitas pembelajaran matematika. Penelitian ini diharapkan dapat memberikan rekomendasi yang berguna bagi guru dalam implementasi PBL di kelas.
Copyright (c) 2026 Aifa Batari, Desi Fitrianingsih, Rika Afrilia, Enika Wulandari https://creativecommons.org/licenses/by/4.0
Analysis of Factors Enhancing Students to Persist Studying in The Mathematics Education Study Program
The sustainability of students' studies in the Mathematics Education Study Program is a crucial concern, especially amidst the various academic and non-academic challenges they face. This study aims to analyze the factors that motivate students to persist in studying in the Mathematics Education Study Program at Universitas PGRI Wiranegara (UNIWARA) Pasuruan, describe students' experiences in maintaining their study commitment, and identify the internal and external factors that most influence students' decisions to complete their studies. This study uses a qualitative descriptive approach with 17 active students selected through proportional random sampling. Data collection was conducted through questionnaires, semi-structured interviews, and documentation using method triangulation techniques. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that students' internal motivation is the most dominant factor that encourages them to persist in college, characterized by an interest in mathematics education, clear career goals, and personal commitment. These factors are strengthened by external support from family, lecturers, and peers, as well as students' resilience in facing academic challenges. The campus environment and administrative and academic systems play a role as supporting factors that help the study process run smoothly. The findings of this study indicate that student study sustainability is the result of an interaction between internal and external factors, with internal motivation as the main foundation in maintaining student commitment to study in the Mathematics Education Study Program.
Copyright (c) 2026 Novia Isnaini Ramadina, Supriyo Supriyo https://creativecommons.org/licenses/by/4.0
Instilling the Concept of Scale and Comparison in Elementary School Matematics Lessons
Mathematics instruction at the elementary school level requires meaningful conceptual understanding so that students are not only able to memorize formulas but also apply mathematical concepts in their daily lives. One topic that demands deep conceptual comprehension is the concept of ratio. However, various studies indicate that elementary school students still experience difficulties in understanding the concepts of ratio and scale. This study aims to review research findings and relevant literature related to the embedding of ratio concepts in elementary mathematics learning. The method employed is a literature review, examining scientific journals, conference proceedings, and relevant books. The results of the review show that students’ difficulties are influenced by their cognitive developmental characteristics, as they are at the concrete operational stage, by instructional practices that remain abstract, and by the limited application of contextual learning approaches. Furthermore, the teacher’s role as a facilitator and provider of scaffolding, the use of appropriate instructional strategies, and the integration of ratio concepts with real-life contexts play an important role in enhancing students’ conceptual understanding. Meaningful mathematics learning is therefore key to embedding ratio concepts in a comprehensive and sustainable manner among elementary school students.
Copyright (c) 2026 Cony Fahriza Davina Putri, Syafirah Fiqri, Yuvitha Disha Maulidha, Azamul Fadhly Noor Muhammad https://creativecommons.org/licenses/by/4.0
Analysis of Factors Causing Students' Low Creative Thinking Abilities in Learning Mathematics: A Literature Review
This study aims to analyze and identify various previous research findings regarding factors contributing to students' low creative thinking skills. This study used a literature review method with a qualitative descriptive approach. Data were obtained from 13 previous research journals published between 2019 and 2025. The results of the study indicate that there are four main factors that play a role: cognitive, affective or psychological, environmental, and instructional factors. Cognitive factors include a lack of divergent thinking skills, flexibility, and understanding of mathematical concepts. Affective and psychological factors include low intrinsic motivation, self-efficacy, self-confidence, and high levels of math anxiety that hinder students' courage to think openly and try new ideas. Environmental factors include a lack of support from teachers and peers, as well as a learning environment that does not encourage freedom of expression. Instructional factors are related to the application of learning methods that are still conventional and do not challenge students' creative thinking skills. These findings confirm that improving mathematical creative thinking skills requires a holistic approach through strengthening student motivation and self-confidence, creating a supportive learning environment, and implementing innovative learning strategies oriented towards the creative thinking process.
Copyright (c) 2026 Alya Eka Yatri, Usman Mulbar https://creativecommons.org/licenses/by/4.0
Analisis Pemahaman Mahasiswa Prodi Pendidikan Matematika Terkait Kemampuan Matematika Siswa Menengah Pertama dan Menengah Atas Serta Faktor-Faktor yang Mempengaruhinya
This study aims to analyze the understanding of Mathematics Education Study Program students towards the mathematical abilities of Junior High School (SMP) and Senior High School (SMA) students, as well as the factors that influence them. This study uses a descriptive quantitative approach with 35 fifth semester students of the Mathematics Education Study Program as research subjects. Data were collected using a questionnaire compiled based on indicators of students' understanding of mathematical abilities, problem-solving and mathematical reasoning abilities, pedagogical reflections of prospective teachers, and internal and external factors that influence students' mathematical abilities. Data were analyzed descriptively using percentages and classified into understanding criteria. The results showed that students' understanding of junior high school students' mathematical abilities was in the good category with a percentage of 82.04%, understanding of high school students' mathematical abilities was 82.71%, understanding of problem-solving and mathematical reasoning abilities was 81.58%, students' pedagogical reflection was 81.18%, and understanding of factors that influence students' mathematical abilities was 81.49%. Overall, the research results indicate that students have a good understanding of their role as prospective mathematics teachers, although some areas still require strengthening, particularly understanding student difficulties with specific material and developing ongoing pedagogical reflection. These findings are expected to inform the evaluation and development of the curriculum for prospective mathematics teachers.
Copyright (c) 2026 Hizmi Wardani, Desniarti Desniarti, Ramadhani Ramadhani, Nana Yuniar https://creativecommons.org/licenses/by/4.0
Analysis of Students' Learning Difficulties in Geometry and Measurement Learning at the Elementary School Level.
This study aims to analyse the learning difficulties experienced by primary school students in geometry and measurement. This study was conducted through a literature review of various scientific articles published in the last five years that discuss difficulties, strategies, and solutions in geometry learning at the primary school level. The results of the study show that the main difficulties experienced by students include an inability to understand abstract concepts, limited spatial abilities, and difficulties in relating two-dimensional and three-dimensional shapes. In addition, a poor understanding of standard units and the use of measuring instruments are also major contributing factors. External factors such as traditional teaching methods, limited visual media, and minimal use of technology exacerbate these problems. Several solutions identified as effective include the application of the Realistic Mathematics Education (RME) approach, the use of visual media such as Geoboard and Augmented Reality, and gamification and contextual learning strategies. The results of this analysis have important implications for primary school teachers to improve their pedagogical competence and conceptual understanding in geometry and measurement learning, as well as to encourage more interactive, concrete, and meaningful learning innovations for students.
Copyright (c) 2026 Marsya Grace Lady Waruwu, Naomi Meiati Sinaga, Aisyah Putri, Riska Inriani Zai, Arsya Medika Butar Butar, Sindi Miranda Br. Manullang, Doni Irawan Saragih https://creativecommons.org/licenses/by/4.0
Development of Matific-Assisted Mathematics E-Modules to Increase Elementary School Students' Learning Interest
This study aims to develop a Matific-assisted mathematics e-module to increase elementary school students' learning interest in plane geometry. The method used is research and development (R&D) with the ADDIE model. The resulting e-module product was validated by material experts and media experts to determine the level of validity, then tested through implementation to determine the practicality and effectiveness of the product on fourth-grade students at SDIT Al-Azhar Kediri. The results of the study indicate that the Matific-assisted mathematics e-module is valid, practical, and effective to be used to increase elementary school students' learning interest. The results of the material expert validation show a percentage of 80% in the "valid" category, while the media expert validation shows 86.4% in the "very valid" category. The practicality of the e-module is shown through the results of teacher responses of 86.6% and student responses of 85.7%, both of which are in the "very practical" category. The effectiveness of the e-module was analyzed by comparing the mean value of learning interest before and after using the e-module which showed an increase from 66.94 to 80.95 with a significance value of the Paired Sample T-Test of 0.001 < 0.05 and an N-Gain value of 0.40 in the "quite effective" category.
Copyright (c) 2026 Putri Melinda Rahmawati, Ananda Nadhifah Yustikarinda, Dita Apriselia Ratna Shinta, Ummu Sholihah, Eni Setyowati https://creativecommons.org/licenses/by/4.0
Analysis of Students Spatial Thinking Ability Improvement Through Story Maps Learning Using the Wilcoxon Signed Rank Test
Spatial thinking is an important skill in geography learning, but student learning outcomes often show variations influenced by learning methods and media. This study aims to analyze the improvement of students' spatial thinking skills through the use of StoryMaps media using the non-parametric Wilcoxon Signed Rank Test. The study was conducted with a descriptive quantitative approach through pretest and posttest measurements on 30 students. Data were analyzed using the Shapiro–Wilk test to test for normality and the Wilcoxon test to see differences in abilities before and after learning. The results of the analysis showed a Z value of -4.793 with a significance of 0.000. Since the significance value of 0.000 <0.05, it was concluded that there was a significant increase in students' spatial thinking skills after participating in StoryMaps-based learning. These findings indicate that interactive geospatial media can make a real contribution to improving students' spatial understanding. Thus, the use of StoryMaps can be an effective alternative learning media, while further evaluation needs to consider additional variables to optimize learning outcomes.
Copyright (c) 2026 Davina Aulia Putri, Hafiziani Eka Putri https://creativecommons.org/licenses/by/4.0
Systematic Literature Review: Efektivitas Pembelajaran Berpendekatan Konstruktivisme Dalam Meningkatkan Komunikasi Matematis Siswa
This Systematic Literature Review (SLR) examines the effectiveness of constructivist approaches in enhancing students' mathematical communication skills. Following the PRISMA protocol, seven relevant articles published between 2020 and 2025 were analyzed. The findings indicate that constructivist learning significantly improves mathematical communication across various educational levels through models such as contextual learning, problem-based learning, and interactive multimedia. Key characteristics include active student participation, social interaction, and the teacher's role as a facilitator. Supporting factors for this effectiveness include student collaboration and innovative media usage, whereas traditional models and unfavorable external factors serve as primary constraints. It is recommended that educators optimize the implementation of constructivist approaches to foster sustainable improvements in students' mathematical communication abilities.
Copyright (c) 2026 I Gusti Kade Krisna Dana, I Gusti Putu Sudiarta https://creativecommons.org/licenses/by/4.0
Optimizing Profits for ‘Meledak Food and Drink’ Restaurant Business in Tondano Using the Simplex Method
The 'Food and Drink' restaurant is one of the Micro, Small, and Medium Enterprises (MSMEs) that is growing in Tondano. In the restaurant business, price issues and limited raw materials for production also affect sales which can cause profits to be less than optimal. This study was conducted with the aim of formulating a solution to the problem of optimizing profits in Micro, Small, and Medium Enterprises (MSMEs) from the 'Food and Drink' restaurant business. The simplex method is a way to solve linear programming problems where the repetition of mathematical procedures is carried out to test corner points until an optimal solution is found. The data used in this study is the data obtained from the results of interviews with the 'Food and Drink' restaurant business. Based on research through the simplex method linear programming, the results of the optimization calculation are that the 'Food and Drink' restaurant must increase the number of geprek chicken production by 1 portion and lalapan chicken by 12 portions per day. so that a maximum profit of Rp 2,652,000.00 is obtained.
Copyright (c) 2026 Indah Chairun Nisa, Anesty G. Hutajulu, Marcellina S Liu, Mikha Rajagukguk, Nopsi Kilaaku, Harly M Karamoy, Suci C Laode https://creativecommons.org/licenses/by/4.0
Analysis of the Sales Optimization Model at Neo Café Using the Simplex Method
Competition in the culinary business sector requires entrepreneurs to manage their resources optimally in order to increase revenue. Neo Cafe, a business operating in the food and beverage industry, faces challenges in determining the optimal combination of menu sales due to limitations in cooking time, service time, and the availability of supporting materials. This study aims to analyze sales optimization at Neo Cafe using Linear Programming with the Simplex method. A quantitative approach is employed by formulating an objective function to maximize revenue, along with constraints that reflect the operational conditions of Neo Cafe. Data were obtained through observation of the production and sales processes of three main menu items: chicken rice, French fries, and butterscotch coffee. The analysis results indicate that the optimal solution is achieved by producing 100 servings of butterscotch coffee per day, while the other menu items are not produced. This production combination generates a maximum daily revenue of IDR 1,800,000 while satisfying all defined constraints. The findings demonstrate that the application of the Simplex method can provide optimal solutions for production and sales decision-making, thereby contributing to improved operational efficiency and increased business revenue.
Copyright (c) 2026 Indah Chairun Nisa, Carmen Laring Tendean Kalalo, Andhika Albert Kojo, Anugerah Julio Hizkia Kumendong, Gerald Sunantepar Pakala, Riedel Jonathan Langitan, Tessy Angraini Mokodanga https://creativecommons.org/licenses/by/4.0
Exploring the Concept of Ethnomathematics in the Decorative Varieties of Balinese Endek Woven Cloth
This study aims to explore the ethnomathematical concept embedded in the decorative patterns of Balinese Endek woven fabric through an analysis of its motifs, production processes, and the mathematical meanings represented by the artisans. The research employed a qualitative ethnographic approach conducted at Endek Sekar Jepun in Denpasar. Data were collected through participatory observation, in-depth interviews, and visual documentation of motifs and weaving processes using traditional non-machine looms (ATBM). The results show that Endek decorative patterns are composed of basic geometric shapes such as rhombuses, triangles, squares, and organic curves resembling bamboo shoots. These motifs apply mathematical concepts including symmetry, pattern repetition, proportion, and scale, which reflect order, balance, and the symbolic meanings of Balinese culture. The artisans’ weaving practices demonstrate intuitive applications of mathematical principles, serving as concrete examples of ethnomathematical practice. These findings have implications for culturally grounded mathematics education, the development of contextual learning materials, and the preservation of Balinese cultural heritage through systematic documentation of Endek motifs
Copyright (c) 2026 Serly Nur Rahmadhani, Cecilia Celina Wijaya, I Gusti Ayu Made Srinadi https://creativecommons.org/licenses/by/4.0
Perbandingan Nilai UTS Dan UAS Pembelajaran Matematik SD -1 Mahasiswa Semester III Program Studi Pendidikan Guru Sekolah Dasar
This study aims to find out the Difference in Mid-Semester Exam Scores (UTS) and Final Semester Exam Scores (UAS) Mathematics Learning for Elementary -1 Students in Semester III of the Elementary School Teacher Education Study Program (PGSD), Teacher Training and Education College of Terang Bangsa (STKIP) for the 2025/2026 Academic Year. The research used was an independent sample t-test to see if there was a difference or comparison between the Mid-Semester Exam (UTS) and the Final Semester Exam (UAS) of the elementary -1 mathematics learning course. A sample of 11 third semester students consisting of 3 males and 8 females data was taken from the Mid-Semester Exam Score (UTS) and Final Semester Exam Score (UAS) of the mathematics learning course for the elementary school -1 Academic Year 2025/2026. The results of the analysis show that the Mid-Semester Exam Score (UTS) is in the poor category, the Final Semester Exam (UAS) score is in the fairly good category. The results of the study showed that there was a significant difference between the Mid-Semester Exam Score (UTS) and the Final Semester Exam (UAS) Grade for Elementary School Mathematics Learning -1 Academic Year 2025/2026. The recommendation in this study is that there is a significant difference between the mid-semester exam score (UTS) and the Final Semester Exam (UAS) score, so it is highly expected that the relevant parties will improve it even more.
Copyright (c) 2026 Johanis Pao Ali https://creativecommons.org/licenses/by/4.0
Case Study of Student Learning Difficulties in Mathematics Learning at MTs Muallimin Univa Medan
This study aims to describe the types of mathematics learning difficulties experienced by students at MTs Muallimin Univa Medan and the contributing factors. The research method used is descriptive qualitative. The research subjects consisted of 7th- grade students and mathematics teachers. Data collection was conducted through classroom observations, in-depth interviews, and diagnostic test analysis. The results showed that the students' main difficulties included difficulty in understanding abstract concepts, weaknesses in basic arithmetic operations, and low contextual problem-solving abilities. The factors causing these difficulties stem from internal factors (low motivation and math anxiety) and external factors (less varied teaching methods and lack of learning support at home).
Copyright (c) 2026 Minta Ito Simamora, Sartika Wati, Fadhlul ‘Aini, Rodiah Rodiah https://creativecommons.org/licenses/by/4.0
Kemampuan Literasi Numerasi Siswa Kelas 3 SD Pada Materi Operasi Hitung Bilangan Cacah
The purpose of this study was to determine the numeracy literacy skills of 3th grade students in the material of arithmetic operations of whole numbers. This study used a descriptive method with a qualitative approach. This study was conducted on 10 3th grade students of SDN 101739 Sei Mencirim. The data collection technique used was a test instrument in the form of literacy-based story questions given to 10 research subjects to determine students' numeracy literacy skills, interviews conducted with students and also interviews with 3th grade elementary school homeroom teachers as supporting data about students' numeracy literacy skills. Based on the results of the study that has been conducted on 20 students, the following results were obtained: 1) 5 out of 10 students have a low level of numeracy literacy skills because they get a score below 65, 2) 4 out of 10 students have a medium level of numeracy literacy skills because they get a score below 85, and 3) 1 out of 10 students has a high level of numeracy literacy skills because they get a score above 85.
Copyright (c) 2026 Ilham Nazaruddin, Ronald Mahmud S, Ery Novita Sari, Sundariany Sundariany, Fitriyani Fitriyani https://creativecommons.org/licenses/by/4.0