Bansi: Journal of Mathematics Education

Perbandingan Model Numbered Heads Together (NHT) Dan Model Jigsaw Learning Terhadap Kemampuan Pemahaman Konsep Matematis

Eldha Pernianosa — 2026-07-15

This research is motivated by the low ability to understand mathematical concepts of class X students of SMAN 1 Batusangkar. Students have difficulty re-explaining the material, do not understand the use of formulas, and learning is less varied. To overcome this, the Numbered Heads Together (NHT) and Jigsaw Learning learning models are used to improve understanding of mathematical concepts. The purpose of this study is to determine whether the improvement in understanding of mathematical concepts of students taught using the Jigsaw Learning model is better than the improvement in understanding of mathematical concepts of students taught using the Numbered Heads Together (NHT) learning model. This study uses a quantitative method with a Quasi Experimental design of the Pretest-Posttest Control Group Design type. The study population was all class X students of the 2024/2025 academic year, with a simple random sampling technique. The instrument used was a mathematical concept understanding test. The results of data analysis using the t-test showed that the Jigsaw Learning model provided better improvement than NHT

Penerapan Model Pembejaran Flipped Classroom Untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa Kelas VIII di MTsN 4 Tanah Datar

Rahmi Rahmadhani — 2026-07-15

The main problem of this research is the low mathematical conceptual understanding of eighth-grade students at MTsN 4 Tanah Datar in mathematics learning. This can be seen from observations and the results of the final summative exam of even-semester seventh-grade students in the 2024/2025 academic year. The purpose of this study was to determine whether students' mathematical conceptual understanding using the Flipped Classroom model is better than students' mathematical conceptual understanding using conventional learning.The type of research used by the researcher was a Quasi-Experimental with a Randomized Control Group Only Design. The research method used was quantitative. The population in this study were all eighth-grade students at MTsN 4 Tanah Datar in the 2024/2025 academic year. Class sampling was carried out using the Simple Random Sampling technique, with class VIII C as the experimental class and class VIII A as the control class. The instrument used in this study was a mathematical conceptual understanding test. The data were obtained from the results of the mathematical concept comprehension test. The data analysis used a t-test.The results showed that the average score for students in the experimental class was 72.5, while the average score for the control class was 55.2. Using α = 0.05, the calculated t (4.53183) was greater than the t (table) (1.645), thus rejecting H0. This suggests that students' mathematical co’ncept comprehension skills using the Flipped Classroom learning model are better than those using conventional learning in grade VIII MTsN 4 Tanah Datar.

Analisis Pseudo Komunikasi Matematis Siswa dalam Menyelesaikan Soal Cerita pada Elemen Aljabar Fase F

Erisya Ramadani — 2026-07-15

This study was motivated by the phenomenon that students have limited ability to process information effectively and often exhibit pseudo-thinking when solving mathematical problems. Based on preliminary observations conducted at SMAN 1 Batusangkar, students tended to solve problems through spontaneous, uncontrolled, speculative, and pseudo-thinking processes. Therefore, this study aimed to investigate students' pseudo-thinking processes in mathematical communication while solving word problems in the algebra domain at SMAN 1 Batusangkar. This study employed a qualitative exploratory research design. The participants consisted of 52 students from classes XI F.6 and XI F.7 at SMAN 1 Batusangkar. Data were collected through written tests and interviews. The primary research instrument was the researcher, while the supporting instruments included a mathematical communication test on polynomial topics and an interview guide. In-depth interviews were subsequently conducted with eight selected students. The data were analyzed through data reduction, data presentation, and conclusion drawing, while methodological triangulation was employed to ensure the validity of the findings. The results revealed two types of students' pseudo-thinking processes in mathematical communication when solving word problems in the algebra domain. The first was Procedural Correct Pseudo-Thinking, in which students were able to represent real-life situations using mathematical language or symbols but were unable to explain mathematical ideas and relationships in written form using algebraic expressions or interpret mathematical models in their own words. The second was Conceptual Incorrect Pseudo-Thinking, in which students initially failed to demonstrate appropriate mathematical communication in their written responses but were able to recognize and correct their mistakes after engaging in reflective questioning.

Kajian Teoritis tentang Visualisasi Spasial Siswa dalam Pembelajaran Bidang Ruang

Rasmayona Rasmayona — 2026-07-15

Spatial visualization is a fundamental ability that determines student success in understanding solid geometry. However, in reality, this ability is still relatively low among Indonesian students. This article aims to theoretically examine the conditions, components, influencing factors, and effective learning approaches for developing students' spatial visualization abilities in solid geometry learning. The method used is a systematic literature review of eight national journals published between 2020 and 2025. The results show: (1) students' spatial visualization ability is weakest in the components of spatial perception, spatial visualization, and mental rotation; (2) influencing factors include learning styles, self-efficacy, teaching methods, and gender; (3) the Van Hiele learning model assisted by virtual media has proven to be the most effective in improving spatial ability. This study proposes a three-pillar framework for holistic spatial visualization development: structured pedagogy, dynamic media, and student affective development.

Pendekatan Gamifikasi, Game-Based Learning, dan Desain Lingkungan Belajar Aktif dalam Konteks Pendidikan Dasar di Indonesia

Ahmad Dzaki — 2026-07-15

Mathematics instruction at the elementary school level is frequently characterized by rigid and rote-oriented practices, often generating mathematics anxiety among students. This article comprehensively explores transformative strategies to turn mathematics classrooms into joyful, participatory, and meaningful learning environments for primary-school-aged children. Drawing on a systematic literature review of 68 scientific sources from Scopus, ERIC, Google Scholar, and Indonesian national repositories (2020–2025), the study synthesizes current empirical evidence on the effectiveness of gamification, game-based learning, active learning environments, and constructivist approaches to mathematics education. The theoretical framework encompasses Vygotsky's social constructivism, Piaget's developmental theory, and Csikszentmihalyi's Flow Theory. Findings consistently demonstrate that play-based approaches enhance intrinsic motivation (d = 0.49–0.67), reduce mathematics anxiety, and improve learning outcomes. Within the Indonesian context, the Merdeka Curriculum presents significant policy opportunities, though infrastructure disparities and teacher capacity gaps remain central challenges. Comparative insights from Finland, Singapore, and Japan reinforce the argument that a culture of mathematical play represents a globally proven pedagogical investment.