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All Journal Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Bhinneka: Jurnal Bintang Pendidikan dan Bahasa
Rani Nuldiva Situmorang
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics

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Analysis of Students’ Mathematical Reasoning Ability in Quadratic Functions through the Use of Desmos Adinda Muhfyana; Chelsea Rivera Pasaribu; Dave Marcellino Sancia; Dwi Octa Marcellita Girsang; Mariatul Kiftia Shakila; Tiara Sondang Sianipar; Rani Nuldiva Situmorang
JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM Vol. 5 No. 1 (2026): April : JURRIMIPA: Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurrimipa.v5i1.8974

Abstract

This study aims to analyze students’ mathematical reasoning abilities in quadratic function material through the use of Desmos. The research employed a qualitative descriptive approach using a case study and usability testing method. Data were collected through post-tests and interviews involving students’ responses in solving quadratic function problems. The analysis focused on several indicators of mathematical reasoning, including procedural skills, conceptual understanding, and analytical ability. The results show that students generally demonstrate adequate procedural reasoning, particularly in substitution and computation tasks. They are also able to relate algebraic representations to geometric interpretations, such as determining intercept points and analyzing the direction of parabolas. However, limitations were found in conceptual understanding, especially in identifying graph characteristics without relying on procedural steps. The use of Desmos significantly supports the development of students’ mathematical reasoning by providing real-time visualization, facilitating exploration of function parameters, and enabling verification of results. Overall, Desmos contributes to enhancing procedural, conceptual, and analytical dimensions of mathematical reasoning, although its effectiveness depends on proper instructional design.
Penerapan LKPD Berbasis Project Based Learning pada Materi Translasi melalui Proyek Teselasi untuk Meningkatkan Kemampuan Berpikir Kreatif Matematis Peserta Didik Annisa Qoyyima; Desi Ajarah; Mariatul Kiftia Shakila; Rani Nuldiva Situmorang
Bhinneka: Jurnal Bintang Pendidikan dan Bahasa Vol. 4 No. 2 (2026): Bhinneka
Publisher : Universitas Palan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/bhinneka.v4i2.1778

Abstract

This study aims to describe students’ mathematical creative thinking skills through the use of Project-Based Learning (PBL)-based Student Worksheets (LKPD) on the topic of translation via a tessellation project. The study employed a quantitative descriptive approach supported by qualitative data in the form of documentation of students’ project outcomes. The research subjects consisted of 20 students divided into 10 groups. Data were collected through the assessment of tessellation projects and documentation of students’ work, which were analyzed based on indicators of mathematical creative thinking skills, namely fluency, flexibility, originality, and elaboration. The results of the study indicate that students were able to generate various ideas in designing tessellation patterns, employ diverse pattern-arrangement strategies, and develop works demonstrating a visual understanding of the concept of translation. Elaboration skills were evident in the development of details, neatness, and refinement of the works, while originality was evident in the variety of motifs and designs produced by each group. Project-based learning provided students with the opportunity to explore ideas, collaborate in groups, and connect mathematical concepts with tangible products. The implementation of Project-Based Learning (PBL) in local curriculum materials through a tessellation project also helps students understand the concept of translation more concretely through activities involving the design and creation of repeating patterns. Overall, this approach facilitates the development of students’ creative mathematical thinking skills regarding the topic of translation and provides a more active, meaningful, and student-centered learning experience.
Co-Authors Adinda Muhfyana Annisa Qoyyima Chelsea Rivera Pasaribu Dave Marcellino Sancia Desi Ajarah Dwi Octa Marcellita Girsang Mariatul Kiftia Shakila Tiara Sondang Sianipar