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All Journal Abimanyu: Journal of Community Engagement JME (Journal of Mathematics Education)
Akhyar H.M. Tawil
Universitas Tadulako
Arts Economics, Econometrics & Finance Education Engineering Mathematics Social Sciences

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ANALYSIS OF EIGHTH-GRADE STUDENTS’ MATHEMATICAL CONNECTION ABILITY IN SOLVING STATISTICS WORD PROBLEMS BASED ON MATHEMATICAL ABILITY Feliks Eka Putra Tadayu; Alfisyahra Alfisyahra; Pathuddin Pathuddin; Akhyar H.M. Tawil
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (January - June)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2761

Abstract

This study aims to analyze students’ mathematical connection abilities in solving statistics word problems based on their levels of mathematical ability (high, medium, and low). A qualitative descriptive approach was employed involving eighth-grade students at SMPN 9 Palu. Data were collected through written tests and semi-structured interviews and analyzed using the Miles and Huberman model. The findings reveal qualitative differences in how students construct mathematical connections. High-ability students demonstrate well-structured and flexible connections by integrating statistical concepts, arithmetic operations, and real-life contexts. Medium-ability students are able to establish connections, but these tend to be procedural and lack conceptual depth. In contrast, low-ability students exhibit fragmented understanding and experience difficulties in linking concepts, representations, and real-life applications. This study highlights that mathematical connection ability is closely related to the depth of conceptual understanding rather than merely procedural competence. The novelty of this study lies in revealing distinct patterns of mathematical connections across different ability levels within the specific context of statistics word problems. The findings provide implications for designing instructional strategies that explicitly support the development of mathematical connections in classroom practice.
Pelatihan Desain Modul Ajar Berdiferensiasi Bagi Guru-Guru SD Inpres 1 Tondo I Nyoman Murdiana; Sukayasa Sukayasa; Muh Habi; Pathuddin Pathuddin; Fajriani Fajriani; Akhyar H.M. Tawil
Abimanyu : Jornal of Community Engagement Vol 7 No 1 (2026): February 2026 (In Press)
Publisher : Universitas Negeri Surabaya

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Abstract

Differentiated learning is one of the learning approaches in the implementation of the Independent Curriculum (IKM). Discussions with the principal of SD Inpres 1 Tondo during the guidance of the 8th Batch of Teaching Campus Students (August-December 2024) revealed that most elementary school teachers in the Tondo sub-district were unable to develop differentiated teaching modules. This community service activity was held on September 1, 2025, at SD Inpres 1 Tondo. The training participants consisted of teachers from SD Inpres 1 Tondo, SD Inpres 2 Tondo, SD LIK Layana, and SD Alkhairat Tondo, with a total of 30 participants. This community service activity aimed to provide understanding and practical knowledge to the participants so they could design differentiated teaching modules. The training methods used were presentations, discussions, and mentoring. Data was collected by giving individual assignments to create differentiated teaching modules for a topic to be taught. The collected data was analyzed using percentage analysis. Observations and Q&A sessions during the training indicated that participants were highly enthusiastic about participating, and all participants understood how to develop differentiated teaching modules. Data analysis revealed that the average participant's ability to develop differentiated teaching modules was very good, with a score of 86.67.
Co-Authors Alfisyahra Fajriani Fajriani Feliks Eka Putra Tadayu I Nyoman Murdiana Muh Habi Pathuddin Sukayasa