Jurnal Penalaran dan Riset Matematika

STUDENTS’ PERCEPTIONS OF MATHEMATICS AS A “FRIGHTENING” SUBJECT

Andi Mulawakkan Firdaus — 2025-10-30

This study aims to explore students’ perceptions of mathematics as a “frightening” subject and to identify the factors influencing such perceptions. The research was conducted in senior high schools across Maros Regency, South Sulawesi, using a mixed-methods approach. Data were collected through a Likert-scale questionnaire to quantitatively measure students’ perceptions, and semi-structured interviews with students and teachers to gather qualitative insights. The findings reveal that the majority of students hold negative perceptions of mathematics, characterized by anxiety, stress, and a lack of self-confidence in learning. Contributing factors include monotonous teaching methods, pressure from teachers and the school environment, and unpleasant learning experiences. Teachers also acknowledged challenges in changing students’ perceptions due to curriculum demands and limited instructional time. This study recommends the implementation of more contextual, enjoyable, and student-centered teaching approaches to transform negative perceptions into positive ones. These findings provide valuable input for policymakers, educators, and curriculum developers in designing mathematics instruction that is more student-friendly and focused on meaningful learning experiences.

THE EFFECT OF THE TRADITIONAL MA'GURECCENG GAME IN IMPROVING THE NUMERACY SKILLS OF STUDENTS AT SD NEGERI 24 PANDANG-PANDANG

Asmaul Husna — 2025-10-30

Elementary school students need to have numeracy skills from an early age because these skills are an important foundation for solving various everyday problems that require logical thinking. The main objective of this study was to identify the relationship between the use of the traditional game Ma'gurecceng and the level of numeracy skills of students studying at SD Negeri 24 Pandang-Pandang. The use of the traditional game Ma'gurecceng is considered relevant as a learning medium that not only attracts students' interest but is also effective in strengthening their numeracy skills. The research was conducted using a quantitative method with a pre-experimental design in the form of a one-group pre-test-post-test. All 12 fifth-grade students at SD Negeri 24 Pandang-Pandang were selected as participants using a saturated sample method. Data were collected through written tests involving pre-tests and post-tests as well as student response questionnaires. Furthermore, data processing used the Wilcoxon test to compare pre-test and post-test scores. Statistical tests proved that after participating in learning activities with the Ma'gurecceng game, students' numeracy skills increased significantly. The average post-test score (81.58) was higher than the pre-test score (49.92), while the Wilcoxon test using SPSS gave a result (Sig.) of 0.002 (p < 0.05). The questionnaire data showed that 57.5% of respondents "strongly agreed," 42.5% "agreed," with no "disagree" or "strongly disagree" responses. The research findings confirm that the application of the traditional Ma'gurecceng game has a beneficial contribution to improving students' numeracy skills.

DEEP LEARNING-BASED JIGSAW: BOOSTING STUDENT ENGAGEMENT AND PERFORMANCE IN STATISTISC LEARNING

Deka Anjariyah — 2025-10-30

Learning statistics remains a persistent challenge for many junior high school students due to abstract concepts and limited engagement in traditional classrooms. Therefore, improving students’ understanding and motivation in statistics learning requires innovative learning models that promote active, meaningful participation. This study investigates the impact of a novel deep learning-based Jigsaw model on Grade VIII students’ engagement and statistics learning outcomes at SMPN 2 Mojosari. Integrating principles of mindful, meaningful, and joyful learning, the model emphasizes understanding, application, and reflection to foster deeper cognitive engagement. Using a quantitative one-shot case study design with 32 students, data were gathered through student activeness questionnaires and statistics achievement tests. Findings reveal that this approach significantly enhances student activeness, promoting collaboration and critical thinking during discussions, presentations, and reflections. Most students demonstrated medium to high engagement levels, while average learning outcomes surpassed the school’s minimum mastery criteria. Given the urgent need to improve statistical literacy and student motivation in junior high schools, the deep learning-based Jigsaw model offers a promising, effective alternative strategy to traditional teaching methods. This research contributes valuable evidence supporting innovative, student-centered learning in mathematics education.

EMPOWERING YOUNG LEARNERS: TALKING STICK WITH QUESTION BOX MEDIA TO BOOST MATHEMATICS ACHIEVEMENT

Putri Nial — 2025-10-30

This study investigates the effect of the Talking Stick learning model supported by Question Box media on third-grade students’ mathematics achievement at SDN 65 Pajalesang, Palopo City. Employing a pre-experimental One-Group Pretest-Posttest Design with 23 participants, the research utilized mathematics achievement tests, observation sheets, and response questionnaires. Findings revealed a significant improvement in learning outcomes, with average scores rising from 50.00 to 80.52 and an N-Gain of 0.4354 (moderate category). The Wilcoxon Signed Rank Test indicated a significance value of < 0.001, confirming a substantial difference before and after treatment. Students also demonstrated increased motivation, activeness, and confidence in learning. The novelty of this study lies in integrating the Talking Stick model with Question Box media to stimulate active participation and comprehension. The results contribute to innovative mathematics pedagogy by demonstrating an effective, engaging approach to improving elementary students’ learning outcomes.

TEAM QUIZ LEARNING MODEL: IMPROVING ELEMENTARY SCHOOL STUDENTS' MATHEMATICAL COGNITIVE LEARNING OUTCOMES

Johannis Takaria — 2025-10-30

This study aims to examine the effect of the Team Quiz learning model on improving fourth-grade students’ mathematical cognitive learning outcomes in flat shape material at SD Inpres 55 Ambon. Using a quasi-experimental one-group pretest-posttest design, data were analyzed through the Wilcoxon non-parametric test due to non-normal and non-homogeneous distributions. The results yielded a significance value of 0.000 < 0.05, indicating a significant difference before and after the implementation. N-Gain analysis showed high improvement for 2 students (0.71), moderate for 16 students (0.42), and low for 3 students (0.25). These findings confirm that the Team Quiz model effectively enhances mathematical cognitive outcomes. The novelty of this study lies in integrating a competitive and collaborative learning approach to strengthen student engagement and motivation. The results contribute to evidence-based innovations in mathematics education, emphasizing active learning strategies that foster deeper understanding and improved academic performance.

DESCRIPTION OF MATHEMATICAL PROBLEM-SOLVING ABILITY REVIEWED FROM THE LEARNING READINESS OF GRADE VII STUDENTS OF UNISMUH MAKASSAR MIDDLE SCHOOL

Sitti Rahmah Tahir — 2025-10-30

This study aims to: (1) describe the mathematical problem-solving ability in terms of the learning readiness of seventh-grade students of SMP Unismuh Makassar, (2) analyze how students with low, medium, and high learning readiness fulfill the four problem-solving indicators according to Polya (understanding the problem, making a plan, implementing the plan, and re-checking), and (3) identify the problem-solving stages that are most influenced by the level of learning readiness. This study uses a qualitative approach with a descriptive design. The data analysis technique uses the Miles and Huberman interactive model through three stages: data condensation, data presentation, and drawing conclusions. The results of the study show different patterns in problem-solving ability based on the level of learning readiness: (1) students in the low learning readiness category show limitations in three stages, only able to fulfill the indicator "making a plan" well, but not yet able to fulfill the indicators "understanding the problem," "implementing the plan," and "re-checking"; (2) students in the medium learning readiness category showed better abilities, able to fulfill three indicators ("making a plan," "implementing a plan," and "re-checking") well, although they were still not fully able to fulfill the "understanding the problem" indicator; (3) students in the high learning readiness category showed a unique pattern with strengths in the understanding and planning aspects, able to fulfill the "understanding the problem" and "making a plan" indicators well and correctly, but were not yet fully able to fulfill the "implementing a plan" and "re-checking" indicators.