Jurnal Pengembangan Pembelajaran Matematika (JPPM)
Jurnal Pengembangan Pembelajaran Matematika (JPPM) is a scientific journal published by Pusat Studi Pengembangan Pembelajaran Matematika Sekolah, UIN Sunan Kalijaga Yogyakarta incorporating with Asosiasi Dosen Matematika dan Pendidikan Matematika (Admapeta) Perguruan Tinggi Agama Islam. It published twice a year (in February & August). This publication is available online via open access. This journal focuses on research in mathematics education including teaching and learning, teacher education, educational technology, educational developments, STEM, from many kinds of research such as survey, research and development, experimental research, classroom action research.
Pusat Studi Pengembangan Pembelajaran Matematika
The effectiveness of microlearning on student engagement and learning outcomes in educational statistics courses
The Educational Statistics course is often seen as challenging for students, leading to low engagement and learning outcomes. This study aims to analyze the effectiveness of microlearning implementation to optimize student engagement and learning outcomes in the Education Statistics course, identify changes in the dimension of student engagement through the implementation of microlearning, analyze the relationship between student engagement and learning outcomes, and develop an effective microlearning implementation model in the Education Statistics course. Using a quasi-experimental design with a pretest-posttest control group, the study involved 66 students divided into an experimental group (n = 32) who received microlearning-based learning and a control group (n = 34) using traditional methods. Data were collected using the Student Engagement Questionnaire (SEQ), pretest-posttest statistical learning outcomes, digital activity log analysis, and semi-structured interviews. The results showed a significant increase in the engagement rate of the experimental group compared to the control (t = 4.87, p < 0.001) with a large effect size (Cohen's d = 0.79). MANOVA's analysis showed a significant increase in four dimensions of engagement: behavioral (F = 18.34, p < 0.001), cognitive (F = 21.56, p < 0.001), emotional (F = 15.89, p < 0.001), and social engagement (F = 12.45, p < 0.001). The implementation of microlearning resulted in significant improvements in learning outcomes (t = 5.23, p < 0.001) and statistical knowledge retention (F = 19.76, p < 0.001). Thematic analysis of qualitative data identified five factors that support the effectiveness of microlearning: (1) flexibility of content access, (2) visualization of complex concepts, (3) immediacy of feedback, (4) personalization of learning, and (5) integrated collaboration. This study recommends a tiered microlearning implementation model for educational statistics courses that can be adapted for various higher education contexts.
Copyright (c) 2025 Muhammad Jainuri https://creativecommons.org/licenses/by-sa/4.0
Development of pjbl-based teaching modules to improve critical and creative thinking skills
This study aims to develop a Project Based Learning (PjBL)-based teaching module to enhance students’ critical and creative thinking skills on the topic of the Pythagorean Theorem. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The module was validated by five experts, resulting a score of 0.71, categorized as very valid. The module was tested on 38 eighth-grade students at SMP Negeri 11 Cirebon. The effectiveness test showed a significant improvement in students’ critical and creative thinking abilities, with N-Gain scores of 0.56 and 0.57 respectively, both categorized as moderately effective. The Wilcoxon test showed a significance value of 0.000 for both skills, indicating a significant difference between pretest and posttest scores. Additionally, student responses to the module were highly positive, with an average score of 85.91%. Based on these results, the developed PjBL-based teaching module is considered feasible and effective for enhancing higher-order thinking skills in mathematics learning.
Copyright (c) 2025 ina yuliana, Toheri, Bayu Sukmaangara https://creativecommons.org/licenses/by-sa/4.0
Students’ probabilistic thinking level in solving probability problems reviewed from Honey Mumford’s learning style
Students' difficulties in solving probabilistic problems occur due to their lack of knowledge and understanding of probability concepts. Probabilistic thinking skills are essential to enhance students' ability to solve probabilistic problems in everyday life. This qualitative research aims to describe student’s levels of probabilistic thinking in solving probability problems reviewed from Honey Mumford's learning style. The research subjects consisted of eight ninth-grade students from a State Tsanawiyah Madrasah of Batu City. The primary instrument in this study was the researcher, supported by additional instruments such as probabilistic thinking test and a task-based interview guide. Data were collected through written tests, task-based interviews, and documentation. Data analysis was carried out using the constant comparative method which includes the stages of reduction, categorization, synthesis, and substantive theory preparation. The results showed that students with activist and pragmatist learning styles met all indicators at level 1 of subjective thinking, while reflector and theorist students showed wider variations up to level 3 if informal quantitative thinking and some at level 4 of numerical thinking. This finding implies that differences in learning styles contribute to student’s probabilistic thinking abilities at each level.
Copyright (c) 2025 A'yun Khurrotul, Ulfa Masamah https://creativecommons.org/licenses/by-sa/4.0
Optimization of geometric thinking through interactive worksheets: a scoping review
Geometric thinking is a crucial aspect of mathematics education, particularly in developing visualization skills, understanding geometric concepts, and problem-solving abilities. This study aims to explore the role of interactive worksheets (Lembar Kerja Peserta Didik, LKPD) in optimizing geometric thinking through a scoping review. Using a scoping review approach, a search was conducted in the credible Google Scholar database with the keywords “Interactive Worksheets,” “Geometric Thinking,” and “Mathematics Education.” The study specifically focused on research conducted in the context of Indonesia to understand the local implementation and outcomes. Articles were selected through abstract screening, full-text reading, and the application of inclusion criteria. The findings reveal that interactive worksheets significantly enhance students' geometric thinking by leveraging elements such as gamification, dynamic visualization, and technology-based interactive exercises. Research trends in Indonesia are dominated by experimental design and technological development, yet gaps persist, including a lack of long-term trials, limited focus on primary education, and insufficient diversity in the indicators of geometric thinking. This study recommends further research employing longitudinal approaches, exploring cutting-edge technologies such as AI and AR, and developing worksheets tailored to various educational levels. This study provides comprehensive insights into the potential of interactive worksheets to support the development of geometric thinking in the Indonesian context while identifying challenges that need to be addressed to enhance their effectiveness in mathematics education.
Copyright (c) 2025 Rina Oktaviyanthi, Selvi Kadun https://creativecommons.org/licenses/by-sa/4.0
Differences in mathematical problem-solving skills based on computational thinking in problem-based learning and conventional learning
Problem solving ability with Computational Thinking strategy is important for students. The study aims to determine the differences in mathematical problem solving ability with computational thinking on statistics material through the Problem Based Learning (PBL) model and conventional methods in class VII MTs Daarul Uluum Blitar. The study was conducted with a quasi-experiment through a pretest-posttest design with nonequivalent control group. Saturated samples were used in the study with class VII-B as the experimental class by implementing PBL and class VII-C as the control class. Data collection was carried out with a computational thinking ability test: decomposition, pattern recognition, abstraction, and algorithms to solve mathematical problems on statistics material. An independent sample t-test was conducted to answer the problem formulation. The results showed a significance value (2-tailed) of 0.019 (α <0.05), with an average pretest and posttest of the experimental class of 49 and 63, while the control class was 32 and 54. These findings indicate that the PBL model is effective in improving mathematical problem solving abilities based on computational thinking.
Copyright (c) 2025 Alifah Shofia Fuadah; Taufiq Satria Mukti; Achmad Firmansyah https://creativecommons.org/licenses/by-sa/4.0
Pengembangan modul ajar materi statistika SMA/MA berbasis Asesmen Kompetensi Minimum (AKM) dan moderasi beragama
Literasi numerasi serta moderasi beragama adalah dua konsep yang menjadi isu strategis nasional saat ini. Kedua konsep tersebut dapat diintegrasikan dalam pembelajaran matematika melalui internalisasi nilai-nilai moderasi beragama dan literasi numerasi pada materi statistik. Tujuan dari penelitian ini adalah untuk mengeksplorasi materi statistika SMA/MA berbasis Asesmen Kompetensi Minimum (AKM) dan moderasi beragama. Jenis penelitian yang digunakan dalam penelitian pengembangan ini adalah Model Plomp. Hasil penelitian masing-masing langkah Model Plomp adalah 1) Buku ajar yang tersedia belum memiliki kecukupan materi numerasi dan moderasi beragama, 2) Modul berbasis AKM dan Moderasi Beragama menjadi hal yang perlu dikembangkan untuk mengatasi permasalahan, 3) Modul berbasis AKM dan Moderasi Beragama memperoleh nilai validasi sangat baik dari expert dengan rata-rata persentase keidealan sebesar 86,429% ,respon baik dari siswa dengan rata-rata persentase sebesar 74,82% , mendapatkan nilai ketuntasan klasikan dalam numerasi sebesar 78,95%, mendapatkan indeks moderasi beragama sebesar 79,37%. Media pembelajaran berbasis AKM dan moderasi beragama pada materi Statistika dikembangakan menggunakan Model Plomp dan telah memenuhi kriteria valid berdasarkan penilaian ahli, kriteria praktis berdasarkan respon positif siswa, serta kriteria efektif berdasarkan persentase ketuntasan baik dalam numerasi maupun moderasi beragama.
Copyright (c) 2025 Nurul Arfinanti, Burhanuddin Latif, Nidya Ferry Wulandari, Gamal Abdul Nasher Al Hajid https://creativecommons.org/licenses/by-sa/4.0
Problem-based learning on creative thinking skills in basic mathematics learning
This study aims to find out how much the influence of the Problem Based Learning (PBL) learning model on students' creative thinking ability in mathematics learning in elementary school. The research carried out is using a quantitative approach and the method used in this study is quasi-experimental. The research design used in this study is posttest only control design. This study compares the experimental class that applies the Problem Based Learning learning model with the control class that applies the Discovery Learning model. The population in this study is 74 students. The sample consisted of 49 students in grade IV of SDN Jurang Mangu Timur 02 with class IV B as an experimental class of 24 students and class IV C as a control class of 25 students. The data collection technique uses tests and documentation. The results showed that the average score of the experimental class was (84.70) higher than the average value of the control class of (71.00), with the calculation of (6.887) > ttable (2.013) at a significance of 0.000 < 0.05, then H0 was rejected and H1 was accepted. This shows that there is an influence of the Problem Based Learning learning model on students' creative thinking ability in elementary school grade IV mathematics learning.
Experiments; Problem Based Learning; Creative Thinking Ability; Mathematics.
Copyright (c) 2025 Fatkhul Arifin, Fitria Khoiru Sidqi https://creativecommons.org/licenses/by-sa/4.0
Exploring ethnomathematics-based multicultural education as a child-friendly approach in Banyumas: focusing on multiplication and geometry
The ethnomathematics approach in primary education offers the potential to conceptualize mathematics learning in a contextual, reflective, and culturally based manner. However, the integration of local culture into Indonesia's mathematics curriculum remains sporadic and lacks a systematic structure. This study aims to describe the implementation of ethnomathematics in multicultural education in primary schools in Banyumas, focusing on the use of Ngapak’s non-standard units in multiplication operations and the utilization of traditional games such as engklek and dam-daman in teaching geometry. Using a qualitative approach with a descriptive type, this study involved teachers, students, and school principals from three primary schools in Banyumas. Data were collected through semi-structured interviews, participatory observations, and document analysis, which were then interactively analyzed through data reduction, data presentation, and conclusion drawing. The study results show that: 1) the use of non-standard units such as unting, sangga, and selingget in multiplication operations enriches students' conceptual understanding by linking mathematics to real-life practices such as trade and agriculture, 2) the engklek game strengthens geometry concepts through representations of squares, rectangles, and triangles, while the dam-daman game contributes to the development of critical thinking, problem-solving skills, and spatial strategies, 3) this study proves that the ethnomathematics approach not only increases student engagement in learning but also contributes to academic achievement, with mastery levels ranging from 92% to 95% and average scores between 87 and 89.
Copyright (c) 2025 Desi Setiyadi, Ani Rusilowati, Trimurtini https://creativecommons.org/licenses/by-sa/4.0
Level penalaran aljabar siswa dalam menyelesaikan soal model PISA ditinjau dari gaya kognitif Witkin
Algebraic reasoning is the process of generalizing mathematical ideas through logical reasoning, involving patterns, variable relationships, and the analysis of abstract structures to construct valid mathematical arguments. This qualitative research aims to examine the levels of students' algebraic reasoning in solving PISA model problems in terms of Witkin's cognitive styles. The research subjects were six eighth-grade students from MTsN Kota Batu. Data were collected through written tests, think-aloud protocols, task-based interviews, and documentation. Data analysis was conducted using the constant comparative method, encompassing the stages of reduction, categorization, synthesis, and the development of substantive theory. The results showed that students with a field-dependent cognitive style could identify patterns and regularities but struggled to design variables and formulate equations as part of the generalization process, resulting in their algebraic reasoning being classified at level 1. In contrast, students with a field-independent cognitive style were able to perform mathematical symbolization, generalize, and formulate equations, but were inconsistent in defining variables and did not utilize the derived formulas to solve problems, placing their algebraic reasoning at level 2. These findings indicate that differences in students' cognitive styles influence their abilities to comprehend, formulate, and apply algebraic reasoning concepts, including selecting appropriate problem-solving strategies and maintaining consistency in mathematical generalizations.
Copyright (c) 2025 Mohammad Arul Sholehuddin Nursirot, Ulfa Masamah, Abdussakir https://creativecommons.org/licenses/by-sa/4.0
Upaya meningkatkan hasil belajar matematika peserta didik melalui model pembelajaran discovery learning
Mathematics learning plays a crucial role in developing students' logical and analytical thinking skills. The 2022 PISA results indicate that Indonesia still lags in mathematical proficiency, partly due to the use of less innovative teaching methods. This study aims to determine the effectiveness of the Discovery Learning model in improving students' mathematics learning outcomes. The research method employed was classroom action research using Ernest T. Stringer's model, which consists of the Look, Think, and Act stages. The study was conducted in class X E at MAN 2 Bantul with 36 students. The results showed a significant improvement in learning outcomes after the implementation of Discovery Learning, with the average score increasing from 65.81 to 81.53 and the completion rate rising from 39% to 81%. The analysis using the Paired Sample t-Test indicated a significance value of 0.000 < 0.05, confirming that Discovery Learning is effective in enhancing learning outcomes. The implications of this study suggest that the Discovery Learning model can serve as an alternative to enhance student engagement and understanding in mathematics learning. Educators are encouraged to implement this method more broadly and receive support from schools in providing interactive learning media and relevant training.
Copyright (c) 2025 Adib Ashabulabib, Suparni, Suryantana https://creativecommons.org/licenses/by-sa/4.0
Exploring justification in solving mathematics problems in a facebook group
Facebook is a popular platform that supports the development of critical thinking skills through its discussion feature. One of these potentials is its use to encourage mathematical discussions and explore justification skills in solving problems. Mathematical justification skills include providing logical reasons for the steps in solving problems. This study aims to explore the mathematical justification of Facebook users in answering questions uploaded in Facebook groups. The justification levels refer to Back, Mannila, and Wallin: assumption, vague/broad statement, rule, procedural description, and own explanation. This study used a qualitative approach with an explorative research design. The study participants were 222 members of the SMP (Solution of Mathematics Problem) Facebook forum. Data were obtained through documentation of uploaded questions, comments from forum members, and non-participatory online observation. This study analyzed answers to three geometry problems uploaded in the forum, with six people selected as research subjects based on the diversity of their justification patterns. The results showed variations in the level of mathematical justification of forum members, from assumption to own explanation. Factors influencing differences in justification levels include understanding mathematical concepts and critical thinking skills. These findings indicate that Facebook can effectively encourage mathematical discussions and improve critical thinking skills.
Copyright (c) 2025 Imam Rofiki, Alfi Syahrin Siregar https://creativecommons.org/licenses/by-sa/4.0
Pengembangan bahan ajar matematika dengan model challenge based learning terintegrasi etnomatematika Islam bagi siswa madrasah tsanawiyah
Penelitian ini merupakan penelitian pengembangan Bahan Ajar Matematika dengan Model Challenge Based Learning Terintegrasi Etnomatematika Islam bagi siswa Madrasah Tsanawiyah. Bahan ajar matematika yang dikembangakan adalah pada pokok bahasan bangun ruang. Penelitian pengembangan ini bertujuan untuk: (1) Untuk menghasilkan bahan ajar matematika dengan Model Challenge Based Learning Terintegrasi Etnomatematika Islam bagi siswa Madrasah Tsanawiyah. (2) Untuk menganalisis kelayakan bahan ajar matematika dengan Model Challenge Based Learning Terintegrasi Etnomatematika Islam bagi siswa Madrasah Tsanawiyah yang dikembangkan. (3) Untuk mengetahui apakah bahan ajar matematika dengan Model Challenge Based Learning Terintegrasi Etnomatematika Islam dapat meningkatkan religiusitas dan hasil belajar siswa Madrasah Tsanawiyah. Penelitian ini menggunakan jenis penelitian pengembangan (Research and Development) yang memuat tiga tahap, yaitu (1) pendefinisian (define), (2) perancangan (design), dan (3) pengembangan (develop). Subyek penelitian adalah siswa kelas VIII Madrasah Tsanawiyah YMI Wonopringgo. Teknik pengumpulan data dilakukan dengan cara melakukan observasi, angket, dan tes hasil belajar. Teknik analisis data yang digunakan yaitu analisis kevalidan bahan ajar dan analisis data kepraktisan bahan ajar. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan: (1) valid, setelah melalui proses validasi, (2) praktis, karena adanya respon yang baik mengenai Bahan ajar matematika dengan Model Challenge Based Learning Terintegrasi Etnomatematika Islam dari siswa, dan (3) Bahan ajar matematika dengan Model Challenge Based Learning Terintegrasi Etnomatematika Islam dapat meningkatkan religiusitas dan hasil belajar siswa Madrasah Tsanawiyah.
Copyright (c) 2025 Heni Lilia Dewi https://creativecommons.org/licenses/by-sa/4.0
Keberhasilan siswa kompetisi sains madrasah nasional dalam menyelesaikan masalah matematika terintegrasi Islam pada materi segitiga
This study aims to describe the success of Madrasah Science Competition students at the national level in solving Islamic integrated math problems on triangle material. The research was conducted qualitatively on 5 students at the Madrasah Tsanawiyah (MTs) / equivalent level who participated in the Madrasah Science Competition (KSM) at the national level and successfully solved Islamic integrated mathematics problems on triangle material. The research instrument was a triangle problem given during the National KSM in 2023. The results showed the existence of two strategies that lead to success, namely success with complex mathematical proficiency and success with simple mathematical proficiency. In addition, the strategy of registering students with simple mathematical proficiency was found, namely listing from smallest to largest and listing from largest to smallest. This research contributes to science in the form of a description of students' success in solving triangle problems with various solution strategies. The results of this study are useful as guidelines in designing learning designs or tools that lead to student success in solving Islamic integrated mathematics problems.
Copyright (c) 2024 Imam Rofiki Rofiki, Muhammad Zia Alghar https://creativecommons.org/licenses/by-sa/4.0
The effect of differentiated learning using the PBL model on students' ability to understand mathematical concepts
Understanding mathematical concepts (PKM) is crucial and needs to be achieved first by students so that they can understand the material they are studying well and can learn advanced material. The results of the initial study at SMA Negeri 6 Tanjungpinang showed that students had not been able to master mathematical concepts well. Implementing differentiated learning combined with the problem-based learning (PBL) model is a solution teachers can offer to overcome student problems. This research aims to determine the effect of differentiated learning using the PBL model on students' PKM abilities at SMA Negeri 6 Tanjungpinang. A quasy experimental with a non-equivalent control group design was applied in this research. The research samples were classes X.1 and X.2, selected from all class X SMA Negeri 6 Tanjungpinang through cluster sampling techniques. Pretest-posttest was chosen as the data collection technique. Data were analyzed using an independent sample t-test with a significance level of 5%. The results of the research show that differentiated learning with the PBL model has a significant influence on students' PKM abilities.
Ability to Understand Mathematical Concepts
Copyright (c) 2024 Tasya Ambarini, Nur Izzati, Nur Asma Riani Siregar https://creativecommons.org/licenses/by-sa/4.0
Development of stem-collaborative learning based arithmetic teaching material for enhancing students' critical thinking
The online learning methods used during the pandemic have impacted students' ability to communicate, collaborate, and build interpersonal relationships, which are crucial for developing collaborative skills. Students face limitations in receiving feedback and direct guidance from classmates and teachers, which affect the development of their collaborative skills. This research aims to develop STEM-Collaborative based teaching materials for arithmetic learning that can enhance students' critical thinking abilities. Research and development (R&D) approach was employed in this study using the 4-D development model. The development stages involved identification, design, and development. The research population consisted of 10th-grade students in a Vocational High School in the Bondowoso region. The research sample was selected using cluster random sampling technique, including individual trials, small group trials, and field test. Data was collected through expert validation sheets, questionnaires, and students' critical thinking ability tests. The research produced products in the form of Student Worksheets, Lesson Plans, and STEM-Collaborative Learning-based Assessment of Critical Thinking. The results showed that the developed instructional materials were valid based on expert evaluations. According to student assessments, the developed instructional materials were highly practical with a score percentage of 86%. The test results demonstrated a high improvement in students' critical thinking (n-gain = 0,703). There was a significant difference in students' critical thinking abilities between the experimental group and the control group (p < 0,05). Therefore, the developed instructional materials can be considered effective in fostering students' critical thinking. The implementation of STEM-Collaborative learning from these teaching materials has provided a positive contribution to enhancing students' critical thinking skills.
Copyright (c) 2024 NAFIDATUN NIKMAH, Musbikhin, Arif Sapta Mandala https://creativecommons.org/licenses/by-sa/4.0
Meta-analysis : RME impact on critical thinking skills of junior high school students
Critical thinking is an ability needed in facing revolution 4.0 and society 5.0, so it is important for students to be equipped with these abilities. PISA results and previous studies results show that students critical thinking skills are still low, so a learning approach is needed to improve them. The purpose of this study is to determine the effect of Realistic Mathematics Education (RME) on critical thinking skills of junior high school students from previous research articles. The research method used is meta-analysis. The results of the study through the calculating of the t-test and effect size obtained a value of t_hitung = 27,67 > 1,96 = t_tabel which means that the average critical thinking abilty of students with RME is higher than the average critical thinking ability of students with expository learning, so there is a significant inluence between mathematical critical thinking ability of junior high school students who use learning, with a large effect is 2,905 which is included in the interpretation’s category is very large. The implications of this research can be a reference for educators that Realistic Mathematics Education (RME) can improve junior high school students' mathematical critical thinking skills.
Copyright (c) 2024 Fairuz Hanan Nurintya, Scolastika Mariani, Arief Agoestanto, Sugiman https://creativecommons.org/licenses/by-sa/4.0
Media pembelajaran komik webtoon terintegrasi profil pelajar pancasila dan rahmatan lil alamin materi aritmetika sosial
Proses pengajaran matematika yang masih berpacu pada buku ajar cetak serta kurangnya pemanfataan teknologi berupa inovasi media pembelajaran pada penerapan Kurikulum Merdeka jenjang SMP/MTs menjadikan pengajaran matematika terkesan membosankan dan monoton bagi peserta didik. Hal tersebutlah yang menjadi landasan pada penelitian ini. Penelitian ini bertujuan untuk: 1) menghasilkan media pembelajaran komik webtoon terintegrasi Profil Pelajar Pancasila dan Profil Pelajar Rahmatan lil Alamin pada materi aritmetika sosial; 2) mengetahui validitas media pembelajaran komik webtoon terintegrasi Profil Pelajar Pancasila dan Profil Pelajar Rahmatan lil Alamin pada materi aritmetika sosial yang dikembangkan; dan 3) mengetahui respon peserta didik terhadap kehadiran media pembelajaran komik webtoon terintegrasi Profil Pelajar Pancasila dan Profil Pelajar Rahmatan lil Alamin pada materi aritmetika sosial. Hasil penelitian sebagai berikut: 1) terciptanya produk media pembelajaran berupa komik webtoon terintegrasi Profil Pelajar Pancasila dan Profil Pelajar Rahmatan lil Alamin pada materi aritmetika sosial. Nilai-nilai P5PPRA yang terintegrasikan pada media pembelajaran komik webtoon adalah gotong royong, bernalar kritis, kreatif, syura, muwatanah, tasamuh, dan tathawwur wa ibtikar; 2) hasil validasi ahli materi memperoleh skor 1,00 dan hasil validasi ahli media mendapatkan skor 0,97 yang keduanya memenuhi kriteria validitas “sangat tinggi” tehadap media pembelajaran komik webtoon yang dikembangkan; dan 3) respon peserta didik terhadap kehadiran media pembelajaran komik webtoon terintegrasi Profil Pelajar Pancasila dan Profil Pelajar Rahmatan lil Alamin pada materi aritmetika sosial secara keseluruhan termasuk kriteria “sangat baik” dengan perolehan persentase 86,2% pada aspek tampilan, 86,2% pada aspek materi, 87,9% pada aspek efektivitas, dan 83,6% pada aspek kepuasan.
Copyright (c) 2024 ilma sururina https://creativecommons.org/licenses/by-sa/4.0
Multiple regression analysis: effects of math anxiety and self-regulated learning on learning outcomes
Student learning outcomes are not only influenced by cognitive factors but also affective factors. This study used a research design to investigate the influence of math anxiety and self-regulated learning on student learning outcomes. The population of this study was all secondary schools in Yogyakarta. The sample used consisted of 187 female students and 127 male students in grades X, XI, and XII. Data were obtained through student learning outcomes and the distribution of affective scales to students to obtain data on math anxiety and self-regulated learning. The analysis concluded that math anxiety and self-regulated learning influence student learning outcomes. The effect of math anxiety and self-regulated learning on female students is 86.7% and on male students is 15.8%. There is a model to calculate the effect obtained based on the analysis, namely Ŷ = -9,077 + 0,455 X1 + 0,826 X2 for female students and Ŷ = 0,815 X1+ 0,480 X2 for male students.
Copyright (c) 2024 Syifa Maharani Priharvian, Safina Putri Diana, Sintha Sih Dewanti https://creativecommons.org/licenses/by-sa/4.0
Analisis kemampuan argumentasi matematis siswa pada materi bangun ruang sisi datar ditinjau dari kemampuan awal matematika
The aim of the research is to determine the level of students' argumentation ability to solve surface area and volume problems based on students' initial mathematical abilities. This research focused to discover new things that students do in solving problems based on the level of Toulmin argumentation ability. The methodology for taking subjects in this research was purposive, namely by categories of students with high, medium and low abilities, looking at the students' report cards. Students with a high level of initial argumentation can state claims, evidence and reasoning well but are less able to provide rebuttals. Students with a medium initial level of argumentation are only able to state claims and data well. Meanwhile, students with a low level of initial argumentation always make wrong claims and are not able to show evidence, reasoning and rebuttal to support their claims. High entry level students' argumentation abilities are at level 2 except for the rebuttal component, the rebuttal component is at level 0 where students tend to be unable to make counterclaims and unable to reject false statements. Students' argumentation abilities are not all students' initial argumentation abilities are at level 1, where students' ability to make claims and evidence is at level 2 while the ability to make rebuttals is at level 0. Students' initial argumentation abilities are low at level 0 where students are not able make claims, evidence, reasoning, and rebuttal well.
Argumentasi, Claim, Evidence, Reasoning, Dan Rebuttal
Copyright (c) 2024 Mara Samin Lubis, Nur Ainun Lubis https://creativecommons.org/licenses/by-sa/4.0
Efektivitas model LC 7E dengan metode TSTS terhadap kemampuan berpikir kritis dan minat belajar peserta didik
The purpose of this study is to evaluate the efficacy of the learning cycle. 7E (LC 7E), LC 7E with TSTS method, and conventional method of learning on critical thinking skills and interest in learning. The type of research is quantitative with the research design is nonequivalent control group design. The independent variables are LC 7E and LC 7E with the TSTS method. The dependent variables are critical thinking ability and interest in learning. The population are VII grade students at MTs Negeri 9 Bantul and the samples are class VII C, VII B, and VII A. The research instruments used were data collection instruments in the form of critical thinking ability tests and learning interest scales as well as learning instruments in the form of learning modules dan LKPD. The data analysis used for critical thinking ability data is Kruskall Wallis test while for learning interest data is One Way Test Anova test and followed by Scheffe Test. The research results show that in terms of critical thinking abilities (1) LC 7E is no more effective than the conventional model, (2) the LC 7E with the TSTS method is no more effective than the conventional model, and (3) the LC 7E with the TSTS method is no more effective than the LC 7E. Meanwhile, in terms of interest of learning shows that (4) Learning C 7E is more effective than the conventional model, (5) LC 7E model with the TSTS method is more effective than the conventional model, and (6) the Learing Cycle 7E with the TSTS method is not more effective than the LC 7E.
Copyright (c) 2024 Sayidatul Maghfiroh Az Zahra -, Suparni https://creativecommons.org/licenses/by-sa/4.0
Innovation of CBL-STEM based teaching materials integrated learning videos on creative thinking skills
Kemampuan berpikir kreatif siswa di Indonesia tergolong rendah, oleh karena itu perlu adanya tindakan dalam meningkatkan kemampuan berpikir kreatif siswa. Bahan ajar inovatif menjadi salah satu tindakan yang dapat dilakukan. Penelitian ini bertujuan untuk mendeskripsikan proses pengembangan bahan ajar berbasis CBL-STEM terintegrasi video pembelajaran terhadap kemampuan berpikir kreatif siswa kelas VIII. Metode penelitian yang digunakan adalah metode Research and Development dengan model 4D yang terdiri dari define, design, develop, dan disseminate. Sampel pada penelitian ini yaitu siswa kelas VIII D SMPN 3 Semarang sebagai kelompok kontrol dan kelas VIII E SMPN 3 Semarang sebagai kelompok eksperimen. Teknik pengumpulan data yang digunakan adalah tes dan angket dengan teknik analisis data yaitu teknik analisis deskriptif secara kualitatif dan kuantitatif serta beberapa uji statistik yaitu uji normalitas, uji homogenitas, uji t, uji z, uji kesamaan dua rata-rata, dan uji N-Gain. Penelitian ini memperoleh hasil yaitu persentase skor rata-rata uji kelayakan yaitu 93,30%, persentase skor rata-rata uji keterbacaan yaitu 97,25%, efektif terhadap kemampuan berpikir kreatif siswa, dan persentase skor rata-rata respon siswa yaitu 95,5%. Kesimpulan dari penelitian ini adalah bahan ajar yang dikembangkan sangat layak, mudah dipahami, efektif terhadap kemampuan berpikir kreatif, dan mendapatkan respon yang sangat baik dari siswa. Selanjutnya, saran yang diajukan yaitu bahan ajar yang dikembangkan dapat dijadikan sebagai salah satu bahan ajar di sekolah.
Copyright (c) 2024 Raivo Simarmata, Adi Satrio Ardiansyah https://creativecommons.org/licenses/by-sa/4.0
Development of liveworksheet assisted teaching materials for students' mathematical problem-solving ability
Problem-solving ability is one of the hard skills that students need to solve everyday math problems. The learning model is felt to be in line with the ability to solve mathematical problems, namely the problem-based learning model because learning can be oriented to the ability to solve various problems, especially those related to the application of learning materials in everyday life. This study aims to develop teaching materials in the form of student worksheets with a problem-based learning model assisted by Liveworksheet on students' mathematical problem-solving abilities. This study used the development research method in two stages, namely preliminary design and formative evaluation design which was conducted on 50 junior high school students. Data collection techniques used are content validity by expert judgement and test. The instruments are expert assessment sheet and question sheet after content validity being conducted. Data analysis is done by finding the average of expert validation and learning achievement score. It is continued by comparing the score of validity and effectivity criteria. The results show that the student worksheets assisted by Liveworksheets and the developed mathematical problem-solving abilities are categorized as very valid and effective.
Copyright (c) 2023 Renata Teddy Ronny, Wahyu Hidayat https://creativecommons.org/licenses/by-sa/4.0
HOTS problem-based learning design to enhance mathematical reasoning abilities
ABSTRAK Penelitian ini bertujuan untuk mengetahui apakah Problem-Based Learning (PBL) berbasis HOTS berpengaruh pada kemampuan penalaran matematis siswa kelas VIII MTsN 3 Nganjuk. Penelitian ini, eksperimen semu dilakukan dengan menggunakan rancangan posttest only control group design. Instrumen penelitian terdiri dari Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kegiatan Siswa (LAS), lembar observasi, dan soal tes penalaran matematis yang dikembangkan berdasarkan indikator kemampuan penalaran matematis dengan kategori C4, C5 dan C6 berdasarkan Bloom’s Taxonomy. Sebelum diterapkan, semua instrumen divalidasi oleh ahli untuk selanjutnya dianalisis menggunakan menggunakan kategori validitas. Instrumen yang telah divalidasi diterapkan di kelas VIII-I sebagai kelas eksperimen dan VIII-J sebagai kelas kontrol berdasarkan teknik pemilihan sample simple random sampling. Menurut hasil penelitian, kemampuan penalaran matematis siswa di kelas eksperimen memperoleh kategori sangat tinggi pada indikator mengajukan sebuah dugaan dan menemukan pola berdasarkan masalah yang diberikan. Sedangkan pada indikator kemampuan penalaran matematis lainnya memperoleh kategori tinggi. Secara deskriptif, skor posttest siswa di kelas eksperimen lebih tinggi dibandingkan skor posttest siswa di kelas kontrol. Hal ini diperkuat melalui hasil analisis data menggunakan uji t-independent sample yang menunjukkan bahwa terdapat perbedaan rata-rata penalaran matematis siswa antara yang menggunakan model PBL berbasis HOTS dengan model konvensional. Berdasarkan uji t-one sampel dapat diketahui bahwa model PBL berbasis HOTS efektif terhadap kemampuan penalaran matematis siswa. Model pembelajaran PBL berbasis HOTS ini dapat diterapkan oleh pendidik untuk melatih kemampuan penalaran matematis siswa dan kemampuan siswa dalam menyelesaikan soal HOTS ataupun sebagai ide kreatif dalam pelaksanaan pembelajaran dengan setting model PBL. Kata Kunci: Model Pembelajaran, Problem Based Learning, HOTS, Kemampuan Penalaran Matematis. ABSTRACT This study aims to determine whether HOTS Problem Based Learning has an effect on class VIII MTsN 3 Nganjuk's mathematical reasoning skills. Use of a quasi-experimental design with a posttest-only control group was made. Research instruments consisted of Learning Implementation Plan (RPP), Student Activity Sheets (LAS), observation sheets, and mathematical reasoning test questions which were developed based on mathematical reasoning indicators ability with categories C4, C5, and C6 based on Bloom’s Taxonomy. Before being applied, all instruments were validated by experts for further analysis. Validated instruments were applied to VIII-I class as experimental class and VIII-J as control class based on the simple random sampling technique. The findings demonstrate that students' capacity for mathematical thinking in the experimental class obtained a very high category on the indicator of making an assumption and finding patterns based on the given problems. Meanwhile, the others mathematical reasoning abilities indicator are in the high category. Descriptively, the experimental class students' posttest scores outperformed those of the control class students. This is reinforced through the results of data analysis using independent sample t-test which shows that there is a difference in the average mathematical reasoning abilities in both classes. Based on one sample t-test, HOTS-PBL model is effective on students’ mathematical reasoning abilities. This HOTS-PBL model can be applied by teachers to enhance students’ mathematical reasoning abilities and students’ abilities in solving HOTS question or as creative ideas in implementing learning by setting PBL model. Keywords: Learning model, problem based learning, HOTS, Mathematical reasoning ability.
Copyright (c) 2024 Eka Sulistyawati, Mildasari Saiful Zahro, Erni Septianawati https://creativecommons.org/licenses/by-sa/4.0
Learning sets theory using gaple cards: a study of east java ethnomathematics
Students' interest in learning mathematics in Indonesia still needs to be improved. Efforts can be made by providing creative learning in the classroom, one of which is by linking mathematics and culture, known as ethnomathematics. Ethnomathematics can be used as a learning innovation to motivate students to learn mathematics. Therefore, this study aims to explore the concept of mathematics in one of the traditional game cultures still developing in Malang, East Java, namely Gaple. Gaple cards can be used as a media for learning mathematics in set material linked through the Realistic Mathematics Education (RME) approach. This study used a descriptive qualitative method with an ethnographic approach, which describes the results of the ethnomathematics exploration of the Gaple card game. Data collection uses observation, interviews, literature review, and photo documentation to explore ethnomathematics elements on gaple game cards. Exploration results were obtained by observing the number of points on each gaple card, namely the concept of universal sets, intersections, unions, and complements. These results are then packaged in a table of learning activities by implementing the three stages of the RME approach.
Copyright (c) 2023 Violina Almaghfiroh, Muhammad Irfan Afandy, Marhayati Marhayati https://creativecommons.org/licenses/by-sa/4.0
Pengaruh metode integrated worked example terhadap kemampuan pemecahan masalah dan cognitive load
ABSTRAK Masalah dalam pembelajaran matematika seringkali digunakan untuk melatih kemampuan pemecahan masalah dan disajikan dalam worked example yang memuat komponen gambar, simbol, serta tulisan. Cognitive load theory berfokus menghasilkan desain pembelajaran yang memfasilitasi kemampuan pemecahan masalah peserta didik. Penelitian ini bertujuan untuk mengetahui pengaruh metode integrated worked example dalam pembelajaran statistika terhadap (1) kemampuan pemecahan masalah; (2) tingkat cognitive load selama fase pembelajaran dan fase tes; dengan pendekatan penelitian komparasi antara integrated worked example dan non-intgerated worked example. Jenis penelitian yang digunakan adalah eksperimen kuasi dengan melibatkan 64 peserta didik kelas 8 sebagai partisipan penelitian. Uji hipotesis dalam penelitian ini menggunakan Analysis of Covariate (ANCOVA) dengan nilai signifikansi 0,05. Dengan pengendalian kovariat kemampuan awal sebelum eksperimen, hasil penelitian menunjukkan bahwa metode integrated worked example memberikan pengaruh yang lebih baik ditinjau dari kemampuan pemecahan masalah peserta didik. Ditinjau dari cognitive load, baik selama fase pembelajaran maupun fase tes, metode integrated worked example lebih baik dalam mereduksi cognitive load. Penelitian ini menyimpulkan bahwa penyajian materi pembelajaran harus memperhatikan adanya komponen yang perlu diintegrasikan sehingga memfasilitasi siswa untuk memahami isinya.
Copyright (c) 2024 Rizqi Anisa, Endah Retnowati https://creativecommons.org/licenses/by-sa/4.0
Apakah pembelajaran diferensiasi mengakibatkan cognitive load tinggi?
Cognitive load theory menjelaskan pentingnya analisis kemampuan awal siswa dalam desain pembelajaran karena perbedaan kemampuan awal mengindikasikan perbedaan tingkat cognitive load yang dialami selama kegiatan pemecahan masalah. Adanya diferensiasi metode pembelajaran diduga lebih efektif sebagai pendekatan pembelajaran berdasarkan divergenitas tingkat kemampuan awal siswa. Penelitian ini bertujuan untuk menguji apakah terdapat perbedaan efektivitas pembelajaran statistika dengan metode diferensiasi dan pembelajaran non-diferensiasi ditinjau dari kemampuan pemecahan masalah dan cognitive load siswa. Metode diferensiasi yang dikembangkan adalah dengan memberikan metode pembelajaran sesuai kategori tingkat kemampuan awal, yaitu jika rendah (metode worked example), sedang (metode faded example), dan tinggi (metode problem solving block). Penelitian quasi experiment dengan desain penelitian posttest only grup design ini melibatkan 60 siswa (novice) kelas VIII SMP dalam pembelajaran statistika berorientasi kemampuan pemecahan masalah. Menggunakan uji ANCOVA dengan nilai pretest sebagai variabel kovariat diperoleh bahwa pembelajaran diferensiasi sama efektifnya dengan pembelajaran non-diferensiasi ditinjau dari pencapaian kemampuan pemecahan masalah. Namun, pembelajaran diferensiasi dapat menurunkan cognitive load siswa selama kegiatan pembelajaran.
Copyright (c) 2023 Rosita Nurul Aini, Endah Retnowati https://creativecommons.org/licenses/by-sa/4.0
Pengaruh pendekatan faded example secara kolaboratif terhadap kemampuan pemecahan masalah dan cognitive load
Kemampuan pemecahan masalah sebagai salah satu tujuan pembelajaran matematika yang menjadi perhatian para guru karena memfasilitasi siswa untuk lancar dalam memecahkan masalah memerlukan strategi tertentu. Sementara itu, pembelajaran matematika juga bertujuan memfasilitasi siswa untuk berinteraksi dengan siswa lain dalam pembelajaran kolaboratif. Penelitian ini bertujuan untuk menguji apakah strategi pembelajaran faded example dapat diterapkan dalam pembelajaran kolaboratif, khususnya untuk materi dengan tingkat intrinsic cognitive load relatif rendah. Di dalam desain faded example, siswa belajar dengan melengkapi langkah-langkah pemecahan masalah secara bertahap. Di dalam desain problem solving only, siswa hanya diberi masalah matematika untuk dipecahkan tanpa ada stimulasi langkah-langkah pemecahan tertentu. Melalui randomisasi individu beserta eksperimen desain faktorial 2 x 2, terbentuk empat kelompok yaitu: siswa dengan strategi pembelajaran (1) faded example secara kolaboratif, (2) faded example secara individu, (3) problem solving secara kolaboratif, dan (4) problem solving secara individu. Dengan Analysis of Variance (ANOVA), hasil penelitian menunjukkan bahwa strategi pembelajaran dalam desain faded example atau problem solving sama efektifnya dalam hal memfasilitasi penguasaan kemampuan pemecahan masalah, dan juga menghasilkan tingkat cognitive yang sama; baik ketika dipelajari secara kolaboratif maupun individu. Penelitian ini menyimpulkan bahwa apabila materi pemecahan masalah memuat kompleksitas yang rendah, guru dapat memilih menggunakan desain faded example sebagai alternatif desain problem solving. Guru juga dapat memilih strategi kolaboratif karena hasil kemampuan yang dicapai pun tidak lebih rendah jika menggunakan strategi individu.
Dea Qurrotaa'yun Putri Maharani Borahima
Copyright (c) 2023 Dea Qurrotaa'yun Putri Maharani Borahima, Endah Retnowati https://creativecommons.org/licenses/by-sa/4.0
Pre-service teachers’ inquisitiveness in mathematics learning
Inquisitiveness is a critical thinking disposition that is important in the inquiry process because it relates to the tendency to ask questions. However, studies on inquisitiveness in the domain of mathematics learning are still limited. Several previous studies have only explained inquisitiveness based on general attitudes without involving the context of the field of mathematics. This study aims to describe the inquisitiveness of mathematics prospective teacher students which is showed in asking questions. This research is a qualitative research with prospective teacher students at Universitas Pesantren Tinggi Darul Ulum as the participants. The research data was collected through tests, observations, and interviews. The results of the study show that the tendency of prospective mathematics teacher students to ask effective questions when responding to information in mathematical problems is still low. Prospective teachers cannot always ask questions even if they do not understand the rationale behind a statement. Another finding from this study is that even though prospective teachers can ask questions in discussion, their questions cannot meet the inquisitiveness criteria because they are less successful in developing in-depth understanding.
Copyright (c) 2023 Ulumul Umah, Ana Rahmawati https://creativecommons.org/licenses/by-sa/4.0
Investigasi pemanfaatan google classroom dalam pembelajaran matematika di madrasah:
The purpose of this article is to review, analyze and classify articles related to the use of google classroom in learning mathematics in madrasas. Furthermore, this article presents a systematic and comprehensive analysis of research related to the use of Google Classroom. The method used in this study is a systematic literature review in which the stages are the identification stage, the screening stage, the feasibility assessment stage and the inclusion stage. Of the 4920 articles searched through the Google Scholar database in the 2020-2022 range, only 11 articles met the requirements for further study and extracted the information contained in them. The results of the review found that (1) the use of Google classroom has been carried out in several provinces in Indonesia; (2) the implementation, development and effectiveness of using Google Classroom are quite diverse; (3) research approaches related to the use of google classroom include quantitative, qualitative, mixed methods and development; (4) the use of google classroom has a positive impact on students; (5) methods for evaluating the effectiveness of using Google Classroom can be done through pretest posttest, giving questionnaires and interviews; (6) Most of the topics discussed in mathematics are generally general, only a few discuss specific topics. In general, the results of this study are expected to encourage further research on the development of information technology services other than Google classroom related to their use in mathematics learning in madrasas, student learning experiences in participating in mathematics learning using google classroom, factors that contribute to student satisfaction when using google classroom services in learning mathematics and even the negative impacts and disadvantages of using google classroom in learning mathematics.
Copyright (c) 2024 Arsyil Waritsman, Anna Mulyana, Jumrana https://creativecommons.org/licenses/by-sa/4.0
Application of video-assisted online interactive learning to improve student mathematics learning outcomes
Rapid technological developments should support improving the quality of learning, one of which is online learning. . Online learning is carried out because learning in class is limited by space and time, thus limiting learning interactions. This study aims to describe and analyze student learning outcomes in mathematics by using video-assisted online interactive learning. Classroom Action Research (CAR) is used in this study with some stages namely preparation, action, observation, and reflection. The results of online learning using interactive videos are cycle I on student learning outcomes that obtain scores exceeding the minimum completeness score of 57% and are said to be complete. However, there are still 43% of students who obtain learning outcomes that are less than the minimum standard of completeness or have not been completed. The cause of this is the initial adaptation of students to using media that is packaged interactively. It was continued in the second cycle of learning to produce a learning completeness percentage of 86% for students who had exceeded the minimum standard of mastery scores. This shows an increase from cycle I to cycle II. In cycle II, the process of adaptation and the active participation of students began to have an impact on learning outcomes. Continuing in cycle III shows that the number of students who complete learning reaches 86%, the same as in cycle II, but there are still differences. Cycle II to Cycle III experienced an increase in the average value of learning outcomes, namely cycle II of 76.36; in cycle III, it increased to 78.79. These results indicate that online interactive learning using video can improve student mathematics learning outcomes.
Copyright (c) 2023 Agus Miftakus Surur Surur, Muhammad Khoiril Akhyar, M.Ubaidillah Ridwanulloh, Hasna Binta Mohamed, Hatira Günerhan https://creativecommons.org/licenses/by-sa/4.0