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All Journal JPMI (Jurnal Pembelajaran Matematika Inovatif) JME (Journal of Mathematics Education)
Khikmatus Shahrin Maghfiroh
Universitas Islam Malang
Mathematics

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Problem-Based Learning within UbD Framework to Enhance Mathematical Conceptual Understanding of Circle Equation Khikmatus Shahrin Maghfiroh; Indhiadma Parnata; Alifiani Alifiani
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2787

Abstract

This study aims to explore and describe the implementation of PBL within the Understanding by Design (UbD) framework to enhance students' mathematical conceptual understanding of the circle equation. This research employed a mixed-methods approach with a sequential explanatory design. The subjects were 30 eleventh-grade students at SMAN 4 Malang. Quantitative data were collected through pre-test and post-test, while qualitative data were gathered through questionnaires, observations, interviews, and documentation. The results showed a significant improvement in students' conceptual understanding, with the mean score increasing from 6.06 (pre-test) to 8.21 (post-test). The paired sample t-test revealed a statistically significant difference with a large effect size (Cohen's d = 1.131). Questionnaire results indicated that students responded positively to the implementation, particularly appreciating the clarity of learning objectives, the alignment between assessments and instruction, the use of contextual problems, and the support of visual media and collaborative activities. This study contributes a validated instructional design that mathematics teachers can adopt to improve the quality of mathematics instruction at the senior high school level.
Exploring student’s mathematical representation ability in deep learning-integrated problem-based learning on circle equations Indhiadma Parnata; Khikmatus Shahrin Maghfiroh; Alifiani Alifiani; Lailatul Badriyah
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 4 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i4.32043

Abstract

Mathematical representation ability is a fundamental competency for senior high school students. This study aims to describe students' mathematical representation abilities in deep learning integrated with the Problem-Based Learning model. A descriptive qualitative approach was employed, involving 36 Grade XI students at SMAN 4 Malang. Data were collected through written tests based on mathematical representation ability indicators and analyzed across representation: verbal, pictorial, and symbolic. The results reveal uneven abilities across representation types: symbolic representation was most consistently fulfilled, though with varied strategies; pictorial representation was spatially constructed but incomplete in metric annotation; verbal representation exhibited the greatest variation, with only high-ability students capable of articulating contextual geometric conclusions. These findings confirm that symbolic proficiency does not guarantee comprehensive representational competence. This study contributes an empirical profile of students' mathematical representation in a PBL context, serving as a reference for teachers in designing balanced instruction across representation types.
Co-Authors Alifiani, Alifiani Indhiadma Parnata Lailatul Badriyah