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All Journal Attractive : Innovative Education Journal JURNAL MUARA PENDIDIKAN
Akhsanul In’am
Universitas Muhammadiyah Malang, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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ANALYSIS OF WRITTEN MATHEMATICAL COMMUNICATION SKILLS VIA PROBLEM BASED LEARNING IN STORY PROBLEMS Makrifatul Khoiriyah; Yus Mochamad Cholily; Alfiani Athma Putri Rosyadi; Akhsanul In’am
Jurnal Muara Pendidikan Vol. 10 No. 2 (2025): Jurnal Muara Pendidikan, Vol 10 Issue 2, Desember 2025
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v10i2.3462

Abstract

Mathematical communication skills are crucial for mathematics learning, especially in understanding and solving word problems, which require conceptual understanding and systematic delivery of ideas. One way to help students acquire these skills is by implementing problem-based learning (PBL) methods, which enable them to be actively involved in the problem-solving and exploration process. This study aims to analyze students' written mathematical communication skills through the application of PBL to solving word problems. Subjects and Methods: The research method used was descriptive qualitative with 8 seventh-grade students as subjects. Data were collected through written tests, observations, and documentation, then analyzed based on three main indicators: concept visualization, use of mathematical symbols, and the ability to write explanations systematically. Results: According to the study, students were generally in the high category in written mathematical communication, with an average score of 78, but there were differences among students: four students were in the high category (83-100), one student in the medium category (75), and three students in the low category (58-67). Students in the high category were able to write solutions coherently and clearly, while students in the low category still had difficulty constructing mathematical arguments. PBL can help students in written mathematical communication, especially in understanding and solving story problems.
Islamic Religious Education As a Praxis of Transformative Learning, Critical Pedagogy, and the Social Praxis of Faith Anwar Sadat; Akhsanul In’am; Romelah Romelah
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2652

Abstract

This study aims to reconceptualize Islamic Religious Education (IRE) as a praxis of transformative learning, critical pedagogy, and the social praxis of faith. It responds to prevailing learning practices that remain largely normative and doctrinal, emphasize cognitive aspects, and maintain a dichotomy between religious texts and social realities conditions that have made IRE less responsive to social contexts. This research employs a qualitative approach in the form of a library study, using descriptive-critical analysis of various sources relevant to the research focus. The findings indicate that IRE, as a praxis of transformative learning, contributes to the formation of students’ moral character, spiritual development, and social responsibility through the use of media such as Learning Management Systems, Virtual Reality, flipped classroom models, and dialogic-reflective approaches. As a praxis of critical pedagogy, IRE fosters the development of critical and reflective thinking skills, while also cultivating students’ social awareness. This is implemented through problem-based learning, strategies such as “power of two” and “make a match,” deliberative (musyawarah) learning practices, and wisdom-oriented pedagogical approaches. Furthermore, as a social praxis of faith, IRE integrates students’ attitudes, behaviors, and social practices through methods such as experiential learning, service learning, collaborative learning strategies, and by positioning teachers as role models.
Co-Authors Alfiani Athma Putri Rosyadi Anwar Sadat Makrifatul Khoiriyah Romelah Romelah Yus Mochamad Cholily