EduMa: Mathematics education learning and teaching
Journal title EduMa: Mathematics Education Learning and Teaching Abbreviation EduMa ISSN 2502-5309 (e) 2086-3918 (p) Editor-in-Chief Widodo Winarso Managing Editor Arif Abdul Haqq & Sirojudin Wahid Publication frequency 2 times in a year (July & December) Type of peer-review Double-blind Indexing SINTA, Google Scholar, Garuda Journal Rank SINTA 3 (National Accreditation) Publishing Model Open Access (CC-BY 4.0) Publisher UIN Siber Syekh Nurjati Cirebon (Department of Tadris Matematika)
Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon
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Evaluating the Impact of Computer-Based Testing with Tryout Methodology on Students Numeracy Literacy Development
This study investigates the impact of Computer-Based Testing (CBT) with a tryout methodology on students’ numeracy literacy development. The research aims to determine whether repeated exposure to digital tryout-style assessments can significantly improve students’ understanding and application of numeracy concepts. A quasi-experimental design was employed, involving 240 students from several grade levels, who were divided into experimental and control groups. The experimental group engaged in weekly CBT tryouts focused on numeracy problems, while the control group underwent traditional paper-based assessments over a six-week period. Pre- and post-intervention tests were conducted using standardized numeracy instruments to evaluate skills such as number sense, mathematical reasoning, problem-solving, and interpretation of quantitative information. The results showed a statistically significant improvement in the experimental group’s post-test scores compared to the control group (t(238) = 8.91, p < 0.001). The calculated effect size (Cohen’s d = 1.47) indicated a strong impact of the CBT tryout method on numeracy literacy development. Qualitative feedback from students in the experimental group also revealed higher engagement, reduced test anxiety, and increased familiarity with digital testing environments. These findings suggest that integrating CBT with a tryout methodology can serve as an effective instructional and assessment strategy to support numeracy development, particularly in preparing students for computer-based national and standardized tests.
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Autonomous Learning In Mathematics Statistical Learning Materials For Junior High School Students
This study investigates students' learning autonomy in mathematics education, recognizing its importance in fostering critical thinking, problem-solving, and lifelong learning skills. A descriptive qualitative method was used to explore the level of independence among junior high school students in Cirebon Regency. The research involved 33 students who completed a learning independence questionnaire consisting of 30 items covering 8 indicators, such as initiative, responsibility, self-regulation, and goal-setting. Data were analyzed using a percentage formula to interpret student responses. The findings show that two indicators scored below the minimum sufficient level, indicating a lack of independence in certain aspects of learning. The remaining indicators met the sufficient criteria. Overall, the average percentage of student learning independence was 64.63%, which falls into the "sufficient" category. In terms of individual classification, 3 students demonstrated good independence, 22 were categorized as sufficient, 6 as poor, and 2 as very poor. These results suggest that while most students show a moderate level of autonomy, there remains a significant need for improvement. Teachers should implement learning strategies that promote self-directed learning and internal motivation to enhance students’ autonomy, particularly in mathematics, where independent learning is key to mastering complex concepts
Inductive reasoning skills: Identification of student errors using APOS theory
Math problem-solving mistakes made by students need to be treated more seriously since, if left unattended, they may affect students' comprehension of the following mathematical ideas. This study aims to identify students’ errors while attempting to solve mathematical problems of inductive reasoning ability on the material of powers and roots. This study adopts a qualitative method with descriptive research. The participants in this study were 24 students of class IX A at SMPN 2 Pelalawan. The research methods used are tests, interviews, and triangulation. The results showed that students had low inductive reasoning abilities so they made mistakes in solving problems. Based on the APOS theory (action, process, object, and schema), there are four student errors in solving math problems, namely: 1) incorrect interpretation: students do not grasp the meaning and objective of the questions; 2) conceptual error: misunderstood the multiplication of powers; 3) procedural errors: they occur when students conclude problems without adhering to a process; 4) Technical errors: Students frequently make errors while multiplying powers because they do not understand the concept. Regarding the APOS theory, based on the data analysis students only arrived at the first phase, namely the action phase
Developing Algebra-Based Test Items for Measuring Students’ Mathematical Literacy
This study aims to develop valid and reliable algebra questions to assess students' mathematical literacy skills. Mathematical literacy is a key indicator in international assessments such as PISA, which emphasizes students' ability to apply mathematical concepts in real-world contexts. The research method used was development research (R&D) employing the 4D model: Define, Design, Develop, and Disseminate (implemented until the Develop stage). The instrument was constructed based on mathematical literacy indicators and validated through expert judgment using Aiken’s V. Empirical validation was conducted using Pearson Product Moment correlation and the reliability was tested using Cronbach’s Alpha. The results showed that all question items had correlation coefficients ranging from 0.513 to 0.836, exceeding the critical value of r (0.221), indicating good construct validity. The reliability test yielded a Cronbach’s Alpha of 0.712, suggesting strong internal consistency. These findings confirm that the developed algebra questions can be effectively used as an instrument to assess students’ mathematical literacy skills in a valid and reliable manner.
Students' Perceptions of JASP Use and Its Impact on Statistics Learning: A TAM-Based Study
This study aims to analyze the influence of students' perceptions regarding the use of the JASP application and its relationship to statistics learning outcomes through the Technology Acceptance Model (TAM) approach. The four main TAM constructs analyzed include perceived ease of use, perceived usefulness, attitude toward use, and behavioral intention to use. This research employed a quantitative associative method using simple and multiple linear regression analyses. The sample consisted of 90 fourth-semester PGSD UNM students who had completed a statistics course, selected through simple random sampling. The results indicate that three out of the four perception variables—perceived ease of use, perceived usefulness, and attitude toward use—significantly influenced students’ learning outcomes, with attitude toward use emerging as the strongest predictor. In contrast, behavioral intention to use did not show a significant effect. The multiple regression model revealed that the four TAM constructs collectively explained 55.7% of the variance in learning outcomes. These findings affirm that students’ positive perceptions of JASP have a tangible impact on academic achievement and support the effectiveness of the application as a learning tool for statistics in the PGSD context.
Validity and Reliability Test of Mathematical Representation Ability Test Instruments in Mathematics Learning
Mathematical Representation Ability (MRE) is one of the important competencies that need to be mastered by students in learning mathematics. One aspect that can affect students' MRE is the character or thinking patterns possessed by the students. This study aims to evaluate the level of validity and reliability of the test instrument designed to measure the mathematical representation ability of junior high school students in solving algebra problems. The method used is a quantitative descriptive method. Based on the results of the validity test using the Aiken's V formula, the four questions were said to be valid, which indicates that the instrument has very good validity and is suitable for use. Meanwhile, the results of the reliability test showed a correlation coefficient value of 0.795, which indicates a fairly good level of consistency in the reliability category so that it is considered reliable. Thus, this instrument is considered suitable for use by teachers in measuring students' mathematical representation abilities in algebra material.
Various Learning Models to Improve Students' Mathematical Literacy Skills
Mathematical literacy is the ability to understand, formulate, and apply mathematical concepts in everyday life, particularly in solving real-world problems. Key indicators include mathematical thinking, problem-solving, communication, representation, argumentation, and the use of media or technology. This study explores learning models that enhance students’ mathematical literacy through a literature review. The findings show that models such as Problem-Based Learning (PBL), guided inquiry, and Project-Based Learning (PjBL) are effective. These models, which emphasize real-world problems, independent exploration, and student collaboration, help develop critical and creative thinking and strengthen the connection between mathematics and daily life.
Validity Self-Regulated Learning Assessment on Student’s Mathematics Learning: Realibility Study
Self-Regulated Learning is a student's skill in regulating themselves during the learning process, including learning initiatives, goal setting, monitoring progress, and evaluating learning outcomes. The chosen learning strategy must be able to measure the extent of their mastery of the learning material and be able to make students aware of the importance of using learning strategies. This study aims to test the validity and reliability of the student self-regulated learning measurement assessment using SPSS software. The assessment was tested on 34 high school students. Based on the results of the validity test using the Pearson Product Moment technique, from 29 statements, all statements were declared valid. The decision taken was that no statements were made, because all statements were valid and represented all indicators of the self-regulated learning questionnaire. In addition, the Cronbach's Alpha value was obtained at 0.892. Therefore, the self-regulated learning questionnaire submitted was said to be reliable
Developing Ethnomathematics-Based Worksheets for Junior High School: A Research and Development Approach
Worksheets are frequently utilized as educational tools to assist teachers in learning. Integrating ethnomathematics into lessons enhances the significance of mathematics education. This study aims to develop ethnomathematics-based worksheets for junior high school students. The research employs a research and development methodology, following the stages of defining, designing, and developing as outlined by Thiagarajan. The participants include material experts, media experts, teachers, and junior high school students. The findings indicate that the worksheets are valid and suitable for further research. Feedback from teachers and students suggests that the worksheets are practical and effective. Observations from limited trials show that students and teachers are enthusiastic about learning.
Development of Teaching Devices Based on Ethnomathematics and RME to Enhance Mathematical Literacy: Bibliometric
This study aims to examine the development of teaching materials based on ethnomathematics and Realistic Mathematics Education (RME) to enhance students' mathematical literacy. The research employs the PRISMA method (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), encompassing the stages of identification, screening, eligibility, and inclusion of relevant literature. The literature review focuses on studies related to the integration of local culture into mathematics instruction through an ethnomathematics approach and the application of RME as a pedagogical strategy. The findings indicate that teaching materials incorporating ethnomathematics and RME are effective in improving students' conceptual understanding, critical thinking skills, and mathematical literacy. This study provides recommendations for curriculum developers and educators to integrate local cultural values into contextual and relevant mathematics learning.
Mathematical Communication Skills and Mathematical Curiosity Students with intellectual disabilities: Bibliometric analysis
This research aims to conduct a bibliometric analysis of the literature on mathematical communication abilities in children with intellectual disabilities. The primary focus of this research is to develop an overview of recent developments in the field and identify dominant research trends and areas requiring more exploration. Bibliometric methods are used to collect and analyze data from primary literature sources in articles and journals indexed by Scopus from 1990 to 2024, which are related to mathematical communication skills in children with intellectual disabilities. This research will also pay attention to the methods or approaches generally used in this research and evaluate the impact of this literature on developing understanding and intervention in improving the mathematical communication skills of children with intellectual disabilities. The result of this research was that no research discussed the relationship between children's communication skills, mathematical curiosity, and intellectual disability
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Exploring Grade VIII Students' Procedural Skills in Solving Pythagorean Problems
This study explores the procedural skills of grade VIII students in solving Pythagorean Theorem problems, focusing on the diversity of problem-solving steps and error patterns that emerge. A descriptive qualitative method was used in this study, with three students selected as subjects based on high, medium, and low levels of mathematical ability. Data were collected through problem-solving tasks and semi-structured interviews to comprehensively understand the students' approaches and strategies. The results showed that students with high procedural skills implemented problem-solving steps in a structured manner, while those with moderate skills often needed to be more consistent in recording critical steps. Students with low skills tended to bypass procedural structures and proceed directly to solutions, leading to a higher rate of errors. Error patterns varied by students' mathematical ability levels: high-ability students made no errors, medium-ability students exhibited errors in illustrations and procedural consistency, and low-ability students struggled with writing expressions and fully implementing steps. These findings emphasize the need for instructional approaches tailored to students' skill levels, such as structured learning and scaffolding, to strengthen procedural skills. A follow-up study with a broader sample is recommended to validate these findings and assess the effectiveness of instructional strategies for enhancing students' procedural skills across various mathematical topics.
Evaluation of the CIPP Model for Integrated STEM Learning in STEM Institutions Based on the Mathematics Learning Processes and Outcomes
This research was carried out at a STEM institution with a focus on evaluating the implementation of STEM Integrated learning. The aim of this research is to evaluate using the CIPP (Context, Input, Process, Product) model for STEM Integrated learning and assess students' learning achievements in the field of mathematics studies, as well as evaluate the effectiveness of the STEM Integrated learning process using the CIPP model in STEM institutions. The effectiveness of the learning process is assessed based on the level of achievement of learning objectives that have been set at the beginning of the learning period, namely in all aspects of STEM. This research adopts a qualitative approach using the CIPP model, which allows evaluation of aspects of context, input, process and product to achieve effective learning. Research participants involve students, STEM instructors. Primary data was collected through observation instruments, while secondary data was obtained from documentation and interviews. The results of the research show that the application of Integrated STEM learning in STEM-EC UPI can be categorized as good in the input component but can be categorized as quite good in the context, process and product components. This is due to the less than optimal mathematical aspects in the STEM Integrated approach in terms of instructor qualifications and aspect assessment results. mathematics students.
Integrating Higher-Order Thinking Skills in Mathematics Education: Development of Learning Tools for Patterns and Number Sequences
Integrating Higher-Order Thinking Skills in Mathematics Education: Development of Learning Tools for Patterns and Number Sequences. Employing the 4-D development model (Define, Design, Develop, Disseminate), this study aimed to develop and validate Higher Order Thinking Skills (HOTS)-based learning tools for number sequence patterns. The define stage identified needs and specifications, while the design stage focused on lesson plans, teacher manuals, student books, and worksheets. Developed tools underwent limited trials in a grade VIII class. The initial lesson plans required revision due to a low RVI (0.70), but after revision, achieved a satisfactory RVI (0.85). The teacher's manual demonstrated high validity (RVI = 0.871), indicating its readiness for instruction. Similarly, the student book required revision due to a low initial RVI (0.63) but achieved validity (RVI = 0.77) after revision. Worksheets also exhibited high validity (RVI = 0.80). All developed components (lesson plans, teacher manuals, student books, and worksheets) achieved RVI values above 0.75, signifying that these HOTS-oriented mathematics learning tools meet quality standards and are ready for use in HOTS-oriented mathematics instruction. This implementation is expected to enhance teaching and learning effectiveness, ultimately leading to optimal learning outcomes.
The Effect of Study Habits and Creative Thinking Disposition on Mathematical Creative Thinking Skills
This study aims to determine the effect of study habits and creative thinking disposition on mathematical creative thinking skill. The research method uses quantitative method. The population in this study is all of the seventh-grade students at Darul Ulum Gombong Junior High School in the odd semester of the 2022/2023 academic year totaling 57 students. The data collection technique used in this research are the test of mathematical creative thinking skill, study habits questionnaire and creative thinking disposition questionnaire. Data analysis techniques with analysis multiple regression. The results of this research are that there is a positive and significant effect between study habits and creative thinking dispositions on mathematical creative thinking skills.
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Meta-Synthesis: The Use of Augmented Reality Technology as A Mathematics Learning Media
This study aims to review, analyze and classify articles that contain literature related to the use of augmented reality technology as a mathematics learning medium. Using meta-synthesis methodology, this research systematically reviews and interprets findings from various articles related to the integration of AR in mathematics education. Through extensive searches in the Scopus and Sinta databases, 15 relevant articles were selected based on predetermined inclusion criteria, including year of publication (2018-2023), focus on mathematics learning in schools, and the presence of AR output images. Conducting a literature review with specific keywords ('Augmented Reality in mathematics learning'). The analysis reveals AR applications/modules, visualizations, and worksheets as prevalent AR outputs in math learning. In particular, Unity 3D and Vuforia excel among diverse development tools, showcasing flexibility. The discussion underscores AR's potential for intuitive math visualizations, enhancing learning experiences, and improving comprehension of complex concepts. The main characteristics of AR are virtual environments, real-time interactivity, and 3D representation, with an attractive design that makes a positive contribution to mathematics education.
Trend Analysis of Character Education in Mathematics Learning in Indonesia Over A Decade
Character education is a critical component in 21st-century education, serving not merely as a means to foster academic dimensions, but also as a foundational cornerstone in shaping moral and ethical values among students. This study aims to conduct a bibliometric analysis of recent developments and trends in character education research in mathematics learning in Indonesia over the past decade. The method utilized was bibliometric analysis, primarily condu cted through searches in the Dimensions database using the phrases "character education" and "mathematics education," following the PRISMA method. A total of 166 eligible articles were identified. Primary data were analyzed using Microsoft Excel and Mendeley's VOSviewer. The results indicated that publications related to character education in mathematics education in Indonesia fluctuated during 2014-2023, with the highest number of publications occurring in 2023. Semarang State University emerged as the institution with the most publications. The highest number of published articles came from the "Journal of Physics: Conference Series," while research demographics primarily focused on Central Java Province. Rochmad from Semarang State University was identified as the most influential author. Lastly, collaborative research primarily centered on "character education," with a particular emphasis on "Islamic values" and "learning materials," suggesting potential avenues for further investigation
Rasch Model Analysis: Validity and Reliability of Context-Based Geometry Performance Assessment Instruments Jakarta Cultural Heritage
The objective of this study is to examine the validity and reliability of performance evaluation rubrics when applied to Jakarta's cultural heritage structures, specifically focusing on the geometrical material. The Rasch Model, namely the Winstep version 3.73, will be utilized for analysis. The Rasch model offers benefits due to its ability to provide more precise estimations and identify flaws within the model. The rubric-based performance evaluation instrument is utilized to evaluate students' problem-solving abilities, with each problem being assigned a distinct rubric. A total of 381 students were sampled from two distinct schools located in North Jakarta and East Jakarta. The study's results indicate that the Cronbach's alpha value attained is 0.96, which is classified as excellent. The individual's dependability score is 0.91, which falls inside the excellent range. Similarly, the item's reliability score is 0.94, also classified as excellent. The item fit test conducted on the instrument indicates that there is no need to reject any items. The components in this performance evaluation instrument have strong validity and reliability, rendering it appropriate for evaluating student performance
Implementation of H5P-assisted Teaching Materials on Mathematical Understanding Based on Learning Style
This study aimed to examine the impact of H5P-assisted teaching materials on students' mathematical understanding, with a focus on the role of learning styles. Utilizing a quasi-experimental design with a pretest-posttest control group model, the research was conducted among students from two homogeneous classes within the Mathematics Education Program at UIN Siber Syekh Nurjati Cirebon. The participants consisted of 99 students selected through purposive sampling based on their initial mathematical abilities to ensure comparability between groups. These participants were then divided into an experimental group, which utilized H5P interactive teaching materials, and a control group, which received conventional instruction. The findings indicated that students with a visual learning style exhibited significantly greater enhancements in mathematical understanding compared to those with auditory and kinesthetic learning styles after exposure to H5P-assisted materials. ANOVA and multiple comparison (LSD) tests revealed significant differences between the visual group and both the auditory and kinesthetic groups, with no significant differences between the latter two groups. These results highlight the importance of tailoring teaching materials to students' learning styles to enhance mathematics learning outcomes
Implementation STEAM and Thematic Learning Models Assisted by STEMATIK Learning Media in Elementary School
The aim of this research was to explain the component analysis of integrating STEAM and thematic learning using STEMATIK learning media, to describe the importance of using learning media in enhancing students’ independence and motivation to learn, and to present the results of using STEMATIK learning media as a tool for learning mathematics. The research method employed was a quasi-experiment. This study tested causal results to determine the influence of one variable on another. The product development process was based on the ADDIE model, which is a systematic approach that includes five different stages: analysis, design, development, implementation, and evaluation. The method used in this research was the descriptive, qualitative and quantitative method. The research results showed an increase in students’ independence and learning outcomes. The use of learning media can increase student activity in the classroom, thereby creating a conducive classroom condition.
Model-Eliciting Activities (MEAs) Approach to Mathematical Problem Solving Ability at MA DDI Alliritengae
This experimental research aims to assess the impact of the Model-Eliciting Activity (MEAs) learning approach on the mathematical problem-solving abilities of class XI students at MA DDI Alliritengae. Utilizing a quasi-experimental method with a Non-Equivalent Control Group Design, the study involved pre-test and post-test evaluations of both control and experimental groups. Simple Random Sampling was employed for sample selection. The research revealed that, initially, students in both groups exhibited low mathematical problem-solving abilities. Post-test results indicated that while the control group showed only minor improvements, remaining mostly at low or medium criteria, the experimental group demonstrated significant improvements, with most indicators reaching a high category. Hypothesis testing yielded a sig. (2-tailed) value of 0.000, indicating a significant effect of the MEAs approach on students' mathematical problem-solving skills. Thus, the study concludes that the MEAs approach effectively enhances mathematical problem-solving abilities, outperforming traditional lecture methods
Analyzing Mathematical Problem-Solving Abilities in Set Theory: A Case Study of Seventh-Grade Students
This study aims to analyze and describe the mathematical problem-solving abilities of students in set theory, specifically within a seventh-grade class at a private school in Bandung. The research employed a qualitative case study approach, collecting data through tests and documentation. A diagnostic test served as the primary instrument for evaluating students' problem-solving skills. The findings reveal distinct patterns in how students approach mathematical problems, correlating with their achievement levels. High-achieving students consistently followed Polya's four stages of problem-solving: understanding the problem, devising a plan, carrying out the plan, and looking back to reflect on their solution. In contrast, moderate-achieving students generally adhered to the first two stages, namely understanding the problem and carrying out the plan, often omitting the reflective stage. Low-achieving students predominantly focused on the initial stage of understanding the problem, struggling to advance beyond this point. The study highlights that the ability to understand the problem is the most developed skill among students, as it is the step where most students succeeded. However, devising a plan was identified as the most challenging aspect, with the fewest students able to correctly formulate a strategy for solving the problems. These findings suggest that while understanding is a common strength, there is a need for targeted interventions to improve students' abilities to plan and execute problem-solving strategies effectively
The Development of Students’ Worksheet Based on RME For the Topic Circle in Junior High School
The purpose of this research was to produce a students’ worksheet based on Realistic Mathematics Education for the topic circle in 8th grade at SMPN 01 Kota Bengkulu which was valid and practical. The type of this research was Research & Development using 3 steps of 4D model namely define, design, and develop. The instrument of this research consisted of validity sheets and practically sheets. Vallidity was done by two validators. Practicallity has been tested to 35 students in class VIII.2 at SMPN 1 Kota Bengkulu for the odd semester of academic year 2019/2020. From the research that has been done, it showed the development of students’ worksheet based on Realistic Mathematics Education for the topic circle in 8th included in the category: (1) valid based on 40 items which consisted of 12 material items, 20 contruction items, and 8 language items with the avarage score 4,11 and it was known from: (a) students’ worksheet showed the correctness and suitability according to the sequences of Realistic Mathematics Education syntax on material validation, (b) on the construction validity it showed that the studens’ worksheet was containing good font type and interesting images which made the students’ worksheet easy to read, (c) the sentences were simple, clear, easy to understand, and suit the rule of indonesioan language on languange validation. (2) very practical with the avarage score 4,51 which was known by instruction, steps, images, and the problem in students’ worksheet that were understandable and easy to use by students.
Students’ Motivation in Learning Mathematics Using Uno Math Media
Learning motivation is one of the important aspects in learning mathematics. Students with high motivation will enable enthusiasm and tend to obtain high mathematics learning achievement. Students often feel bored in learning mathematics because mathematics learning is abstract and difficult. Learning by utilizing games in several studies has proven to have a positive effect on learning mathematics. This study aims to describe students' motivation to learn mathematics after using Uno Math media. This study used a quantitative approach with descriptive method. The population in this research were all grade X students in one of the high senior schools in Semarang. Sampling was conducted using random sampling technique in which class X MIPA 1 was selected as the research sample with a total of 25 students, consisting of 5 male students and 20 female students. The results showed that students' motivation to learn mathematics reached 69.96% in the high category. Teachers can make use of Uno Math media in learning mathematics to help students understand formulas, and make students not bored in learning mathematics because there is a new method in teaching mathematics with fun
Development of Web-Based Interactive Learning Media on Quadratic Equation Materials
Web-based interactive learning media can help students in the learning process because of the easy access provided, one of which is by using Power Point and iSpring. The purpose of this research is to develop web-based interactive learning media containing quadratic equation material that is valid and practical so that it is useful for honing students' abilities in solving quadratic equation problems. The purpose of this research is to produce web-based interactive learning media that is suitable for the topic of quadratic equations, and uses a modified 4D development model consisting of three stages, namely determining objectives and strategies, designing products, and developing products. The data collected in this study were obtained through validation sheets and student questionnaires. After the validation process, peerteaching was carried out on several students. Based on the validity test results, the web-based interactive learning media on quadratic equation material has met the validity criteria. It is expected that this learning media can help students in learning quadratic equation material more interactively
Analyzing Students' Cognitive Process of Mathematical Problem Solving for Mathematical Literacy
Math education aims to develop thinking skills and promote problem-solving using math. Unfortunately, students often find it dull, leading them to rely on memorization instead of grasping concepts. Mathematical literacy involves using math in everyday situations, requiring reasoning and concept application. This study used a descriptive qualitative method to explore how eighth-grade students approach math literacy problems from a cognitive perspective. The instruments used in this research include tests, interviews, observations, and documentation. Subjects were chosen by giving numeracy problems to 25 AKM program participants, and then three subjects were selected for in-depth interviews based on cognitive level. Data analysis involved data reduction, examining results and semi-structured interview responses for verbal expressions of thinking processes related to math literacy at different cognitive levels. Based on the results of this research, subjects with high abilities demonstrated a deep understanding of the problems, organized information very well, used prior knowledge and experience to make attempts, and engaged in reflection and evaluation of the answers obtained. In summary, students with varying cognitive levels showed good math literacy skills, as evidenced by all three subjects successfully meeting the descriptors of the thinking process when solving math literacy problems
Comparison of Problem Based Learning and Guided Discovery Learning in Terms of Students’ Mathematical Problem-Solving Ability
Indonesian students' problem solving abilities are currently still low. One of the reasons is because the learning model applied by the teacher is not student-centered. Several learning models that can be used include the Problem Based Learning (PBL) and Guided Discovery Learning (GDL) models. This study is quasi-experimental research. This study was conducted in the eight grade at SMPN 4 Bengkulu City for the 2021–2022 academic year. Two experimental groups were selected randomly from eight classes. After performing normality and homogeneity tests, a sample of class A was made up of 31 students who received Problem Based Learning (PBL) model treatment and class C was made up of 30 students who received Guided Discovery Learning (GDL) model treatment. In this study, two types of data analyses—descriptive data analysis and inferential analysis—were used. The data on the students’ problem-solving ability before and after treatment were described using descriptive analysis. The t-test of two independent sample means, which compares the means of two separate samples, was used to compare differences in the efficacy of learning models with PBL and GDL on students' ability to solve mathematical problems. The result shows that the ability to solve mathematical problems on average using the PBL model and the GDL approach is equivalent
The Influence of Implementing Realistic Mathematics Learning Model on The Mathematics Learning Outcomes
The low learning outcomes of students at Nurul Ilmi Padangsidimpuan Private Junior High School in learning mathematics are caused by implementation of conventional learning processes so that students become passive and do not participate in the learning process. For this reason, the Realistic Mathematics Learning (RML) model was chosen as a solution to overcome the problem of low student learning outcomes. This study aims to determine whether there is an increase in the mathematics learning outcomes of class VII students at Private Junior High School Nurul Ilmi Padangsidimpuan in material of linear equations through the RML model and to determine the effectiveness of the RML model on mathematics learning outcomes. The method used in this study is a quasi-experimental method using a pretest-posttest control group research design. The research subjects were class VII students of Private Junior High School Nurul Ilmi Padangsidimpuan Semester I of the 2022/2023 Academic Year with a total of 30 students. The data collection technique was carried out by testing using multiple choice questions of 20 validated questions. Data analysis techniques are quantitative descriptive analysis and inferential analysis. The increase in mathematics learning outcomes for each group was calculated using N-gain analysis and the percent effectiveness of the RML model was calculated by comparing it to conventional learning models. Based on the results of the study, it was found that the RML model had an effect on the mathematics learning outcomes of class VII students at Nurul Ilmi Padangsidimpuan Private Junior High School. The increase in the mathematics learning outcomes of the experimental group was 43.84% and the control group was only 37.5%. So that the results of learning mathematics in the experimental group is better than the control group. The RML model has an effectiveness percentage of 6.67% for improving mathematics learning outcomes for class VII students of Private Junior High School Nurul Ilmi Padangsidimpuan. Thus, the application of the RML model is very suitable and effective for learning mathematics at the junior high school level.
Multimodal Interactive Flipbook Arias Model-Based for Critical Thinking Skills
Multimodal interactive flipbook is a digital-based learning aid which utilizes technological advances with learning materials presented in the text, images, audio, video, website, and web-based or interactive. Thus, this study aims to examine the effectiveness of multimodal interactive flipbooks based on the ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) to improve students' critical thinking skills. This development study uses ADDIE model (Analysis, Design, Development, Implementation, Evaluation). It focuses on the Implementation and Evaluation stages to measure the effectiveness of the developed product in improving critical thinking skills. The data collection used a learning outcome test oriented critical thinking skill, then analyzed using descriptive and N-gain statistics. The results show that the interactive flipbook based on the ARIAS learning model is effectively implemented to improve the critical thinking skills of the mathematics education study program students of Universitas Muhammadiyah Sorong, who are significantly less critical to critical
The Effectiveness of the ASSURE Learning Model Assisted by Google Classroom in Improving Students' Mathematical Literacy in Transformational Materials
In theory, the Google Classroom-assisted ASSURE learning model can improve students' mathematical literacy in learning mathematics because the Google Classroom-assisted ASSURE learning model can be adapted to the material to be delivered to students, student conditions, available resources and competencies that students can master. The purpose of this study was to determine the effectiveness of the google classroom-assisted ASSURE learning model in increasing students' mathematical literacy. This study used a quantitative method using a Pretest-Posttest Control Group Design with a population of class IX students at SMPN 1 Gempol. The sample of this research was class IX D as the experimental class and class IX B as the control class which were selected through cluster random sampling technique. Learning process data were obtained using implementation observation sheets while students' mathematical literacy data were obtained through students' mathematical literacy tests and questionnaires. The results of data analysis show that the ASSURE learning model assisted by Google Classroom is effective in increasing students' mathematical literacy.