Tautologi: Journal of Mathematics Education

ANALISIS HASIL ASESMEN SUMATIF AKHIR SEMESTER GANJIL DAN TINGKAT KESUKARAN BUTIR SOAL MATEMATIKA KELAS VII TAHUN PELAJARAN 2025/2026

Salnia Ramadani — 2026-05-20

This study aims to analyze the results of the Assessment and the level of difficulty of the Final Summative Assessment items of the Odd Semester in Mathematics for seventh grade students in the 2025/2026 academic year. A descriptive quantitative method was used, using the level of difficulty and frequency distribution techniques. The research subjects consisted of 138 seventh grade students in five classes (7A, 7B, 7C, 7D, and 7E). The assessment instrument consisted of 20 multiple-choice questions. The results showed that the overall average score was 43.51 with a standard deviation of 18.03. The mastery level was only 28.3% (39 students completed), while 71.7% (99 students) did not reach the KKTP threshold set by the school (score 55). Analysis of the level of difficulty of the questions showed that items 10 and 18 had the lowest percentage of correct answers, indicating the highest level of difficulty. This study recommends the application of contextual and meaningful learning approaches and interactive media to improve students' conceptual understanding.

ASESMEN HUMANISTIK DAN MEANINGFUL LEARNING DALAM PEMBELAJARAN MATEMATIKA: PERSPEKTIF PSIKOLOGIS SISWA SMP

Khaerun Nisa — 2026-05-20

This study aims to explore students’ psychological experiences in mathematics learning and to understand how to understand how assessment practices influence students’ learning experiences and meaningful learning. The study employed a qualitative method with a phenomenological approach at SMP Muhammadiyah Pinrang. Participants were selected through purposive sampling, consisting of three eighth-grade students and one mathematics teacher as a key informant. Data were collected through semi-structured interviews, naturalistic observation, and documentation. Data analysis was conducted phenomenologically by repeatedly reading interview transcripts, identifying meaning units, grouping them into essential themes, and interpreting the meaning of participants’ experiences. The findings revealed four essential themes: (1) mathematics anxiety and fear of making mistakes, (2) fluctuating learning motivation, (3) meaningful learning through conceptual and contextual connections, and (4) implicit humanistic assessment practices through teacher support. The findings indicate that mathematics learning is not only related to cognitive aspects but also closely associated with students’ psychological conditions. Meaningful learning tends to emerge when students can connect mathematical concepts with prior knowledge and real-life experiences, while supportive teacher responses contribute positively to students’ emotional experiences in learning mathematics. However, humanistic assessment practices have not yet been implemented systematically and remain limited to informal teacher support. This study is expected to contribute to the development of more empathetic and process-oriented assessment practices in mathematics learning.

PEMETAAN TREN PENELITIAN LITERASI MATEMATIKA MELALUI SYSTEMATIC LITERATURE REVIEW DAN ANALISIS BIBLIOMETRIK

Abdul Rahman — 2026-05-20

Mathematical literacy is an essential 21st-century competency that plays a crucial role in supporting individuals’ abilities to reason, solve problems, and make data-driven decisions across various real-life contexts. Along with the growing global attention to mathematical literacy, particularly through international assessments such as the PISA, research in this field has expanded rapidly in both quantity and scope. However, findings reported across different journals remain fragmented, highlighting the need for a systematic mapping to obtain a comprehensive overview of research trends, distributions, and future directions in mathematical literacy studies. This study aims to examine the relevance of mathematical literacy as a focus for future research, identify research trends and distributions, and explore the theoretical and practical implications for subsequent studies. The research employed a Systematic Literature Review combined with bibliometric analysis of 268 Scopus-indexed articles published up to December 15, 2025. The literature selection process followed the PRISMA framework, while bibliometric mapping and visualization were conducted using VOSviewer software. The results indicate a significant upward trend in publications since 2016, peaking in the 2023–2025 period, suggesting that mathematical literacy remains a highly relevant and prominent topic in mathematics education research. Geographically, Indonesia emerged as the largest contributor and a central hub in international research collaboration networks. Keyword co-occurrence analysis revealed the dominance of themes related to mathematical literacy, students, gender differences, psychology, PISA, and controlled studies. Nevertheless, notable research gaps persist, particularly regarding the integration of digital learning media. These findings provide important theoretical and practical foundations for the advancement of future research and instructional innovations in mathematical literacy.

EKSPLORASI AKTIVITAS BUDAYA PANRE BESSI SEBAGAI KONTEKS PEMBELAJARAN GEOMETRI BERBASIS HOTS

Arsyika — 2026-05-20

This study aims to identify geometric elements in the cultural activities of Panre Bessi in the Massepe community and to describe their potential as a geometry learning context based on Higher Order Thinking Skills (HOTS). This research employed a mixed methods approach with a Sequential Exploratory Design. Data were collected through observation, interviews, and documentation involving three Panre Bessi practitioners, as well as HOTS tests administered to 18 Grade VII students of SMP Negeri 2 Tellu Limpoe. The data were analyzed descriptively. The results showed that Panre Bessi activities contain geometric elements, including circular shapes, similarity and scale, ratio and proportion, as well as changes in geometric forms during the blade-forming process. The quantitative results indicated that 11.1% of students were in the high category, 61.1% in the moderate category, and 27.8% in the low category. Students’ analytical ability (C4) was better than evaluation ability (C5), as reflected in the ability to identify geometric elements reaching 83.3%, while the ability to evaluate disproportionate tool shapes only reached 44.4%. Thus, Panre Bessi cultural activities have the potential to be used as a contextual geometry learning setting that supports students’ HOTS, especially in the aspects of analysis (C4) and evaluation (C5).

RESPON MAHASISWA PENDIDIKAN MATEMATIKA TERHADAP PENGGUNAAN YOUTUBE SEBAGAI MEDIA PEMBELAJARAN DARING[

Vernita Sari — 2026-05-21

YouTube, as a digital platform, has significant potential to support online learning because it provides engaging audio-visual content, is easily accessible, and allows students to review learning materials repeatedly. In addition, YouTube can increase students’ learning interest and create a more flexible learning experience. Therefore, lecturers are expected to be more creative in developing interesting, enjoyable, and interactive learning environments, and YouTube can serve as one of the effective media to achieve this goal. This study aimed to determine students’ responses toward the use of YouTube as an online learning medium. The findings are expected to serve as evaluation material for improving the learning process in the future. This research employed a descriptive quantitative design using a student response questionnaire to collect the required data. The results showed that the overall average percentage of all indicators reached 76.83% based on responses from 21 students of the Mathematics Education Study Program who completed the questionnaire. These findings indicate that Mathematics Education students had positive responses toward the use of YouTube as an online learning medium. Therefore, this positive response is expected to support students in carrying out the learning process more effectively and optimally. However, despite the positive responses, the use of YouTube as a learning medium still requires attention to several aspects, such as visual appearance, video quality, creativity in presentation, and the clarity of material delivery, in order to attract students and improve their understanding of the learning videos provided.