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All Journal Reforma: Jurnal Pendidikan dan Pembelajaran MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Firza Mufti Aulia
Universitas Islam Negeri Sultan Syarif Kasim Riau
Education Languange, Linguistic, Communication & Media Mathematics Other

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Quality Analysis of Evaluation Instruments for Junior High School Students’ Mathematical Conceptual Understanding Abdur Rahman Hakim; Rena Revita; Firza Mufti Aulia; Ade Irma
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 1 (2026): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v11i1.10253

Abstract

This study investigates the quality of evaluation instruments developed to measure junior high school students’ mathematical conceptual understanding, with a focus on the topic of numbers. The research employed a quantitative descriptive method involving thirty-two seventh-grade students from a junior high school in Pekanbaru. Data were obtained through essay-based assessments consisting of three items aligned with specific indicators of mathematical conceptual understanding and cognitive domain levels. The analysis examined validity, reliability, difficulty level, and discrimination power. The findings show that all three items achieved high validity, although the overall reliability coefficient was categorized as low. The difficulty level varied, with one item classified as easy and two as moderate. Discrimination power also differed among items, with one item having poor discrimination, one adequate, and one good. These results highlight the importance of conducting systematic quality testing to ensure that evaluation instruments are valid, reliable, and appropriately calibrated for assessing students’ conceptual understanding in mathematics.
Examining Mathematical Communication Ability in Geometric Transformation: An Analysis of Student Test Results Firza Mufti Aulia; Hasanuddin; Abdur Rahman Hakim
Reforma: Jurnal Pendidikan dan Pembelajaran Vol. 15 No. 2 (2025): Reforma: Jurnal Pendidikan dan Pembelajaran
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/reforma.v15i2.1248

Abstract

The purpose of this research is to analyze students' mathematical communication ability (MCA) through test questions on geometry transformation material that contains MCA indicators. This research uses a descriptive quantitative approach, by measuring the validity of the questions, then giving test questions to students, calculating student scores, and grouping them by category, and analyzing student answers. The research was conducted at a senior high school in Indragiri Hilir, the research sample was class 12 students majoring in mathematics and science as many as 20 people, with the assessment method and research instruments namely open description questions. The test questions given have been tested for validity using the Aiken index, and are in accordance with the MCA indicators set. The results of the study based on student test scores obtained 20% of high category students, 65% of medium category students, and 15% of low category students in solving MCA test questions. From the results of this study, it is necessary to strengthen learning to facilitate students' MCA.
The A Meta-Analysis of Project-Based Learning’s Effect on Mathematical Communication Skills Across Educational Levels and Group Sizes Abdur Rahman Hakim; Hasanuddin; Firza Mufti Aulia; Jung Won Lee
Reforma: Jurnal Pendidikan dan Pembelajaran Vol. 15 No. 2 (2025): Reforma: Jurnal Pendidikan dan Pembelajaran
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/reforma.v15i2.1250

Abstract

Mathematical Communication Skills (MCS) play a vital role in helping students structure their thinking and express mathematical ideas clearly and logically. Unfortunately, this skill remains relatively low due to limited interaction during instruction and the dominance of teacher-centered learning models. One innovative approach believed to address this issue is Project-Based Learning (PjBL), which positions students as active agents in the learning process. Numerous studies have indicated that PjBL can enhance MCS; however, it remains unclear which educational level and group size are most optimal for its implementation. This study aims to analyze the overall effect of PjBL on students’ MCS, as well as its impact across educational levels and sample sizes. A meta-analysis was conducted on eight published articles selected using PRISMA guidelines and analyzed using the Comprehensive Meta-Analysis (CMA) software. Effect sizes were calculated using Hedge’s g to measure the magnitude of the difference between the experimental and control groups. The results revealed that PjBL had a significant and moderately (0,785) effective impact on MCS, with students taught through PjBL demonstrating an average of 78.38% higher MCS compared to those in conventional learning environments. The highest effectiveness was found at the junior high school level, which aligns with Piaget’s view that students at this stage are in the concrete operational stage and are more responsive to activity-based and collaborative learning. Furthermore, PjBL was more effective when applied in smaller group sizes, as it allowed for more intensive interaction and support. However, the limited number and diversity of studies analyzed indicate a need for further research with broader coverage and more in-depth moderator analysis to obtain a more comprehensive understanding.
Co-Authors Abdur Rahman Hakim Abdur Rahman Hakim Abdur Rahman Hakim Ade Irma Hasanuddin Hasanuddin, H. Jung Won Lee Rena Revita