Jurnal Ilmiah Matematika (JIMAT)

Penalaran Kreatif (Creative Reasoning) Matematis Siswa Dalam Menyelesaikan Masalah Matematika Ditinjau Dari Gaya Kognitif Field Dependent Dan Field Independent

2026-10-15T05:48:55+07:00

This study aimed to describe students’ mathematical creative reasoning processes in solving mathematical problems in relation to field-dependent and field-independent cognitive styles. A descriptive qualitative design was employed. The participants were 25 tenth-grade students at SMA IT Nurul Hasan in Ternate, Indonesia. Four students were selected for in-depth analysis: two with a field-dependent cognitive style and two with a field-independent cognitive style. The research instruments comprised the Group Embedded Figures Test (GEFT), used to identify cognitive styles, and a mathematical creative reasoning test. Data were collected through tests and interviews and analyzed through data reduction, data display, and conclusion drawing. The findings showed that both field-independent students were able to construct a sequence of problem-solving steps and reach correct conclusions through four thinking stages: specializing, generalizing, conjecturing, and convincing. Their reasoning met the three aspects of mathematical creative reasoning adopted in this study: flexibility, mathematical foundation, and plausibility. In contrast, both field-dependent students demonstrated the same four thinking stages but met only the flexibility aspect. These findings indicate differences in the fulfillment of mathematical creative reasoning aspects among the students with the two cognitive styles, despite the identification of the same thinking stages.

Analisis Tingkat Academic Buoyancy Mahasiswa Calon Guru Sekolah Dasar Pada Mata Kuliah Konsep Dasar Matematika

2026-10-15T06:03:35+07:00

Primary Teacher Education (PGSD) students continue to struggle with mastering fundamental mathematical concepts and are prone to math anxiety, which can hinder problem-solving abilities and negatively impact learning outcomes. This study aims to describe the level of academic buoyancy among PGSD students at Campus VI of Universitas Negeri Makassar. A quantitative approach with a descriptive design was employed. The sample consisted of 115 students from the Class of 2025 who had enrolled in the "Basic Mathematical Concepts" course, selected via simple random sampling. The results reveal that the academic buoyancy level of these prospective primary school teachers falls into the moderate category, with a mean score of 75.40. Furthermore, academic buoyancy levels varied across the measured dimensions: the commitment dimension (mean score 22.8) fell into the high category; the composure dimension (mean score 14.53) was moderate; the confidence dimension (mean score 15.30) was high; the coordination dimension (mean score 7.26) was moderate; and the self-control dimension (mean score 13.06) was high. Based on these findings, it is recommended that lecturers create a supportive learning environment and implement collaborative learning and scaffolded problem-solving strategies to strengthen students' composure and coordination, as well as to examine the relationships between academic buoyancy, math anxiety, and academic achievement in the Basic Mathematical Concepts course.

Deskripsi Peningkatan Kemampuan Literasi Matematika Mahasiswa melalui Model Problem Based Learning Ditinjau dari Kemampuan Awal Matematika

2026-10-15T06:11:52+07:00

The ability to use mathematics to understand and solve contextual problems is an essential competency that needs to be developed in undergraduate Basic Mathematics courses. Learning should provide students with opportunities not only to master mathematical concepts and procedures but also to apply their mathematical knowledge in meaningful situations. This study aimed to describe the improvement in students’ mathematical literacy after participating in Problem-Based Learning (PBL) and to examine this improvement according to students’ initial mathematical ability, as measured by their pretest scores. The study employed a descriptive quantitative approach with a one-group pretest–posttest design. The participants were 37 students enrolled in the Science Education Study Program who were taking a Basic Mathematics course covering the topic of ratios. Data were collected using a constructed-response mathematical literacy test administered before and after the learning intervention. The research procedure consisted of one pretest session, four sessions of Problem-Based Learning, and one posttest session. The data were analyzed descriptively using minimum and maximum scores, means, standard deviations, and normalized gain (N-gain), with the results further described according to initial mathematical ability groups. The results showed that the mean score increased from 61.51 on the pretest to 80.08 on the posttest, representing an improvement of 18.57 points and an N-gain of 0.48, which falls within the moderate category. Improvements were also observed among students with low, moderate, and high initial mathematical ability, with respective N-gain values of 0.47, 0.50, and 0.47, all of which were in the moderate category. These findings indicate that Problem-Based Learning has the potential to support the development of mathematical literacy among students with diverse levels of initial mathematical ability. The findings may inform the design of Basic Mathematics instruction that integrates contextual problems and takes students’ initial abilities into consideration.

Pengaruh Metakognisi, Efikasi Diri, Disposisi Produktif, dan Motivasi Terhadap Prestasi Belajar Matematika

2026-10-15T06:19:56+07:00

Several factors believed to influence mathematics learning achievement are metacognition, self-efficacy, productive disposition, and learning motivation, therefore this study aims to determine how much the influence of metacognition, self-efficacy, roductive Disposition, motivation to student mathematics learning achievement. This research is a quantitative ex-post facto type. The population in the study were all VIII grade students of SMPN 6 Moncongloe in the even semester of the 2023/2024 academic year, the sample used in this study were 80 students with systematic proportional random sampling technique. The instruments used were metacognition questionnaire, self-efficacy, roductive Disposition, and learning motivation. Data analysis techniques used descriptive statistics and inferential statistics with path analysis. (1) Descriptive research results show that the average value of metacognition is 143.80 in the moderate category. The average value of self- efficacy is 58.01 in the moderate category. The mean value of roductive Disposition is 91.86 in the moderate category. The average value of motivation is 70.48 in the high category and the value of learning achievement is 77.40 in the high category. (2) The results of inferential research show that metacognition, self- efficacy, roductive Disposition and learning motivation have a positive and significant effect on learning achievement. (3) The variables of metacognition, self- efficacy, roductive Disposition have a positive but insignificant effect on learning achievement through learning motivation. (4) The influence of metacognition, self-confidence, roductive Disposition directly to students' mathematics learning achievement is better than the indirect effect through learning motivation.

Evaluasi Pembelajaran Matematika Berpusat Pada Siswa Pada Materi Peluang Dengan Model Context, Input, Process, and Product (CIPP)

2026-10-15T06:31:10+07:00

This study evaluated the implementation of student-centered mathematics learning on probability within Indonesia’s Merdeka Curriculum. A descriptive evaluative design used the Context, Input, Process, and Product (CIPP) model. Participants were 20 Grade 10 students and one mathematics teacher at SMA Negeri 3 Halmahera Timur during the first semester of 2025/2026. Data were collected through teacher observation, student observation, and documentation and converted into percentages of maximum scores. Recalculation of the source records yielded 62.03% for Context (good), 62.50% for Input (good), 80.77% for Process (very good), and 76.00% for Product (good). The Process score combined teacher scores of 25/36 and student scores of 521/640 using maximum-score weighting; the mean across the four CIPP components was 70.33% (good). Student participation in discussion, presentation, and reflection was relatively strong, whereas resource readiness and the traceability of context measurement require improvement. Because the study did not use pretests, posttests, a comparison group, or an independent measure of conceptual mastery, the findings do not establish a causal effect of student-centered learning on achievement. The evaluation supports improving media and learning resources, consistent rubrics, learning-outcome assessment, and repeated observation.

Model Matematika Dinamika Misinformasi dengan Intervensi Fact-Checking pada Interaksi Digital

2026-10-26T03:55:44+07:00

Misinformation can persist in digital interactions even after corrections have been provided, highlighting the need for an analytical measure of intervention intensity capable of changing its dynamical regime. This study develops a three-state mathematical model consisting of individuals who do not believe misinformation and are not undergoing active correction, individuals who believe misinformation, and individuals who have received corrective information. Fact-checking intervention is modeled as a constant additional correction rate. The analysis encompasses conservation and positive invariance, equilibria, local stability, bifurcation, center manifold analysis, sensitivity analysis, and numerical simulations using the fourth-order Runge–Kutta method. The model yields a persistence index that decreases with increasing fact-checking intensity and an explicit intervention threshold. Under the assumed simulation parameters, this threshold is 0.20. Below the threshold, increasing intervention intensity reduces the equilibrium proportion of individuals believing misinformation but does not eliminate its persistence. At the threshold, two equilibrium branches exchange stability through a transcritical bifurcation, and the system exhibits critical slowing down. Simulations up to time 3000 show that the scaled values of misinformation prevalence, the corrected state, and the distance from the misinformation-free equilibrium approach asymptotic constants of 0.5, 2, and 2.5, respectively. Above the threshold, the misinformation-free equilibrium becomes stable. Numerical verification using step sizes of 0.02 and 0.01 yields conservation errors on the order of 10^-14 and differences between numerical trajectories on the order of 10^-13. These findings distinguish subcritical interventions, which merely reduce misinformation persistence, from supercritical interventions, which induce a change in the dynamical regime. All model parameters and initial conditions are assumed for simulation purposes and are not estimated from empirical data on digital platform users.

Analisis Dinamika Risiko Kredit, Efisiensi Operasional, dan Likuiditas terhadap Profitabilitas PT. Bank Mandiri (Persero) Tbk. Menggunakan Regresi Linear Ganda

2026-10-31T10:53:16+07:00

This study aims to examine the relationship between credit risk, operational efficiency, and liquidity with the profitability of PT Bank Mandiri (Persero) Tbk. using multiple linear regression. This research employs a quantitative approach with an associative research design, based on secondary data consisting of quarterly financial ratios from the first quarter of 2015 to the second quarter of 2026, totaling 46 observations. Credit risk is measured using the Gross Non-Performing Loan (NPL) ratio, operational efficiency using the Operating Expenses to Operating Income (BOPO) ratio, liquidity using the Loan to Deposit Ratio (LDR), and profitability using Return on Assets (ROA). Data analysis was conducted using RStudio, covering descriptive statistics, multiple linear regression, significance testing, coefficient of determination, and classical assumption tests. The results indicate that BOPO has a negative and significant relationship with ROA, while LDR has a positive and significant relationship. Gross NPL does not have a statistically significant relationship with ROA. Simultaneously, the three independent variables have a significant relationship with ROA, with a coefficient of determination of 82.85%. However, the classical assumption tests indicate the presence of heteroscedasticity and autocorrelation in the residuals, requiring the results to be interpreted with caution. Overall, operational efficiency is closely associated with Bank Mandiri's profitability. Future research is recommended to employ methods suitable for time-series data characteristics, incorporate additional internal and external banking variables, and extend the observation period or include multiple banks to obtain more comprehensive findings.