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All Journal Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram JME (Journal of Mathematics Education)
Syarif Hidayatullah
Universitas Negeri Yogyakarta
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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The Implementation of the Problem Based Learning Model with a Contextual Approach to Improve Middle School Students Creative Thinking Skills Vita Rizky; Elly Arliani; Syarif Hidayatullah
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.v11i1.2777

Abstract

This study aims to analyze the effectiveness of implementing the Problem-Based Learning (PBL) model with a contextual approach in improving students’ mathematical creative thinking skills. This research employed a pre-experimental design using a one-group pretest–posttest approach involving 30 eighth-grade students in Yogyakarta, selected through purposive sampling techniques. The research instruments consisted of a creative thinking skills test and observation sheets. The results showed a significant difference between students’ pretest and posttest scores based on the paired-sample t-test (p-value = 0.0001 0.05). Furthermore, the one-sample t-test results indicated that the average creative thinking ability of students had reached the predetermined mastery criteria (p-value = 0.0001 0.05). The proportion test also demonstrated that classical learning mastery was achieved (p-value = 0.010 0.05), with at least 75% of students reaching the mastery criteria. Thus, it can be concluded that the integration of the PBL model with a contextual approach is effective in enhancing students’ mathematical creative thinking skills and supports active engagement in learning
ICT-Based Mathematics Learning Assessment: A Systematic Review of Effectiveness, Challenges, and Pedagogical Impacts Syarif Hidayatullah; Elly Arliani; Kana Hidayati
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.16987

Abstract

The importance of integrating Information and Communication Technology (ICT) into mathematics learning lies in its potential to enhance students’ critical thinking, problem-solving, and logical reasoning skills. Conventional assessments often face limitations in providing personalized and dynamic feedback. This study aims to examine the effectiveness, challenges, and pedagogical impacts of ICT-based mathematics assessment through a systematic review of literature published between 2020 and 2025. The research method employed is a Systematic Literature Review (SLR) following the PRISMA guidelines. Data were collected from the Scopus, WoS, ERIC, and Google Scholar databases using relevant keywords. The selection process involved identification, screening, eligibility assessment, and inclusion, resulting in n=15 articles for comprehensive analysis. The findings indicate that ICT-based assessment is effective in measuring cognitive domains, particularly conceptual understanding (33.3%), problem solving (26.7%), and learning outcomes (26.7%), while other aspects remain limited mathematical reasoning and self-assessment (13.3%). Furthermore, challenges in implementing ICT-based mathematics assessment include the design and development of instruments, technical and infrastructural limitations, teachers’ readiness and competencies, as well as student characteristics and the context of online learning. ICT-based assessment in mathematics also provides five main pedagogical impacts: enhancing student engagement and motivation, offering feedback and self-reflection, fostering cognitive and problem-solving skills, improving learning efficiency, and promoting pedagogical innovation.
Co-Authors Elly Arliani Kana Hidayati Vita Rizky