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All Journal Jurnal Cendekia : Jurnal Pendidikan Matematika FARABI: Jurnal Matematika dan Pendidikan Matematika
Elfrida Olo Mau
Universitas Katolik Widya Mandira Kupang
Computer Science & IT Decision Sciences, Operations Research & Management Education Mathematics

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Comparison of Mathematics Learning Outcomes of Seventh Grade Junior High School Students between DL and PBL Models based on Midterm Test Scores Elfrida Olo Mau; Stiven Aloysius Tnesi; Guido Stefano Jomar; Meryani Lakapu
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 8 No 2 (2025): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v8i2.1195

Abstract

This study aims to compare the effectiveness of the Discovery Learning (DL) and Problem-Based Learning (PBL) models on the mathematics learning outcomes of seventh-grade junior high school students, as measured by midterm exam scores. The background of this study is based on the low international achievement of Indonesian students in mathematics and the dominance of conventional approaches in the learning process. The method used is a quantitative comparative approach with a quasi-experimental design. The sample consists of two classes, each receiving either the DL or PBL model. Data were collected through documentation of MTE scores and analyzed using normality, homogeneity, and independent two-sample t-tests. The analysis results showed that both data sets were normally distributed and homogeneous. The t-test yielded a significance value of 0.823 (p > 0.05), indicating no significant difference in mathematics learning outcomes between students taught using the DL model and those taught using the PBL model. The effect size calculation (Cohen’s d = 0.18) indicated a very small effect. These findings indicate that the effectiveness of the two models is relatively balanced, and learning success is more influenced by non-instructional factors such as learning style and student motivation. Therefore, teachers are advised to choose a learning model that suits the characteristics of their students. This study suggests further research with a broader scope and a mixed-methods approach to gain a more comprehensive understanding. These results are important as a reference for selecting contextual learning strategies.
Analisis Kesalahan Siswa dalam Menyelesaikan Soal Cerita Matematika pada Materi Aljabar Elfrida Olo Mau; Kristoforus Djawa Djong; Agapitus Hendrikus Kaluge
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 10 No 3 (2026): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 10 Nomor 3 Tahun 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v10i3.4876

Abstract

Penelitian ini bertujuan untuk mendeskripsikan jenis kesalahan dan faktor penyebab kesalahan siswa dalam menyelesaikan soal cerita matematika pada materi aljabar berdasarkan prosedur Newman. Penelitian ini menggunakan pendekatan kualitatif dengan desain deskriptif. Penelitian dilaksanakan di SMPK Santa Maria Assumpta Kupang dengan subjek tiga siswa kelas VII-B yang dipilih secara purposive berdasarkan hasil tes awal dengan mempertimbangkan variasi dan dominasi kesalahan. Data dikumpulkan melalui tes tertulis dan wawancara semi-terstruktur, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji menggunakan triangulasi teknik. Hasil penelitian menunjukkan bahwa tidak ditemukan kesalahan membaca pada seluruh subjek. Kesalahan yang ditemukan meliputi kesalahan pemahaman, transformasi, keterampilan proses, dan penulisan jawaban akhir. Kesalahan pemahaman terjadi karena siswa belum mampu memahami informasi dan hubungan antarbesaran dalam soal secara menyeluruh. Kesalahan transformasi ditunjukkan oleh ketidakmampuan siswa mengubah permasalahan verbal ke dalam model atau persamaan aljabar. Kesalahan keterampilan proses terjadi karena siswa melakukan prosedur dan operasi perhitungan yang tidak tepat serta tidak sistematis. Sementara itu, kesalahan penulisan jawaban akhir terjadi karena siswa tidak mengaitkan hasil perhitungan dengan konteks pertanyaan. Faktor penyebab kesalahan meliputi rendahnya pemahaman konsep aljabar, kesulitan menggunakan variabel dan menyusun persamaan, rendahnya kepercayaan diri, kebiasaan terburu-buru, kurangnya pemeriksaan ulang, serta faktor lingkungan belajar. Dengan demikian, kesalahan siswa saling berkaitan dan cenderung berlanjut dari tahap pemahaman hingga penulisan jawaban akhir, sehingga pembelajaran perlu menekankan pemahaman soal dan pemodelan matematika secara bertahap.
Co-Authors Agapitus Hendrikus Kaluge Guido Stefano Jomar Kristoforus Djawa Djong Meryani Lakapu Stiven Aloysius Tnesi