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All Journal Eduma : Mathematics Education Learning and Teaching
Hadi Kusmanto
Universitas Islam Negeri Siber Syekh Nurjati Cirebon

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Evaluating the Impact of Computer-Based Testing with Tryout Methodology on Students Numeracy Literacy Development Saluky Saluky; Hadi Kusmanto; Dzakiyyah Rosyidah S
EduMa: Mathematics education learning and teaching Vol. 14 No. 1 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.21637

Abstract

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.
Analysis of Students' Cognitive Abilities Based on Gender and Learning Style Bayyinah Rismawati; Hadi Kusmanto; Hendri Handoko
EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/4c4fpc06

Abstract

This study aims to determine the differences in students' cognitive abilities based on gender and the influence of learning styles on cognitive abilities. Using a quantitative method with a One Shot Case Study design, the study involved 40 students of grade VIII MTsN 2 Cirebon. Data were collected through questionnaires and tests, then analyzed descriptively, sample independent t-tests, and simple linear regressions. The results showed that there was a difference in the average cognitive ability between male and female students. The average score of male cognitive ability is 85% and is in the high category. The average cognitive ability of students with visual, auditory, and kinesthetic learning styles is in the moderate category of around 65-66%. In addition, auditory learning styles have the highest influence on students' cognitive abilities, followed by visual and then kinesthetic learning styles.
Co-Authors Bayyinah Rismawati Dzakiyyah Rosyidah S Hendri Handoko Saluky Saluky