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All Journal Teorema: Teori dan Riset Matematika Journal of Didactic Mathematics Saber: Jurnal Teknik Informatika, Sains dan Ilmu Komunikasi
Resy Nirawati
Institut Sains dan Bisnis Internasional Singkawang
Computer Science & IT Education Mathematics

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Enhancing students’ mathematical literacy ability through the implementation of the Needham learning model assisted by GeoGebra Resy Nirawati; Fitriani Fitriani
Journal of Didactic Mathematics Vol 7, No 1 (2026): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v7i1.2726

Abstract

This study investigates the impact of limited learning models, conventional instructional methods, and minimal utilization of interactive technology on low mathematical literacy. It highlights a research gap in integrating the Needham model with GeoGebra for teaching linear equations. The study’s objective was to compare the mathematical literacy improvement of students taught with the Needham model supported by GeoGebra versus those receiving conventional instruction. Additionally, it aimed to assess the implementation of the Needham model assisted by GeoGebra. A quasi-experimental design with a nonequivalent pretest–posttest control group was employed. The study’s population comprised 124 eighth-grade students at State Junior High School 8 Singkawang. Purposive sampling was used to select class VIII A (25 students) as the experimental group and class VIII B (25 students) as the control group. Data analysis techniques utilized included normalized gain, t-test, and implementation percentage. The results revealed that the experimental group (N-Gain = 0.65) outperformed the control group (0.32), demonstrating a statistically significant difference (tcount = 3.243 > ttable = 2.01, p < 0.05). This indicates that students taught with the Needham model supported by GeoGebra exhibited greater improvement in mathematical literacy compared to those taught with conventional methods. The implementation of the Needham model assisted by GeoGebra was categorized as very good, exceeding the 90% threshold. Specifically, 92.37% of students achieved the desired level in the first session and 96.85% in the second session. The study concludes that the Needham model assisted by GeoGebra significantly enhances students’ mathematical literacy in learning systems of linear equations in two variables.
Pengaruh Model Student Facilitator and Explaining (SFE) Terhadap Kemampuan Komunikasi Matematis Siswa Syalma Nazahwa Oktafialda; Safrihady Safrihady; Resy Nirawati
Teorema: Teori dan Riset Matematika Vol 10, No 2 (2025): September
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v10i2.19611

Abstract

Komunikasi matematis memiliki peranan penting dalam pembelajaran matematika karena dengan kemampuan komunikasi siswa dapat menyatakan ide atau gagasan matematisnya, namun pada kenyataannya komunikasi matematis siswa masih rendah. Salah satu alternatif penyelesaian masalah tersebut adalah dengan menerapkan model Student Facilitator and Explaining (SFE). Penelitian ini bertujuan: 1) Mengetahui apakah terdapat pengaruh model pembelajaran Student Facilitator and Explaning (SFE) terhadap kemampuan komunikasi matematis siswa kelas V SDN 23 Singkawang, 2) Mengetahui seberapa besar pengaruh model Student Facilitator and Explaning (SFE) terhadap kemampuan komunikasi matematis siswa kelas V SDN 23 Singkawang, 3) Mengetahui bagaimana keterlaksanaan model Student Facilitator and Explaning (SFE) terhadap kemampuan komunikasi matematis siswa kelas V SDN 23 Singkawang. Jenis penelitian ini adalah kuantitatif dengan desain The Nonequivalent Posttest-Only Control Group. Sampel penelitian terdiri dari dua kelompok: kelas V A (eksperimen) dan kelas V B (kontrol), masing-masing terdiri dari 25 siswa dipilih dengan teknik purposive sampling. Teknik pengumpulan data menggunakan soal essay dan lembar observasi. Teknik analisis data menggunakan uji independent sample t-test, uji effect size, dan uji rata-rata. Hasil penelitian menunjukkan: 1)Terdapat pengaruh model Student Facilitator and Explaining (SFE) terhadap kemampuan komunikasi matematis siswa kelas V SDN 23 Singkawang, dibuktikan dengan uji Independent Sample T-test diperoleh  sebesar 7,51 dan  sebesar 1,67, 2) Model Student Facilitator and Explaining (SFE) berpengaruh besar terhadap kemampuan komunikasi matematis siswa kelas V SDN 23 Singkawang, dibuktikan dengan uji effect size sebesar 2,24, 3) Keterlaksanaan model Student Facilitator and Explaining (SFE) menunjukkan skor rata-rata baik, dengan rata-rata keseluruhan sebesar 89.
Penerapan model Pembelajaran Project Based Learning Berbantuan Video Animasi dalam Meningkatkan Kemampuan Pemecahan Masalah pada Pelajaran IPAS kelas X Fridollin Fridollin; Wahyuni Oktavia; Resy Nirawati
SABER : Jurnal Teknik Informatika, Sains dan Ilmu Komunikasi Vol. 3 No. 4 (2025): Oktober: Jurnal Teknik Informatika, Sains dan Ilmu Komunikasi
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/saber.v3i4.3256

Abstract

This study aims to examine the application of the Project Based Learning (PjBL) model assisted by animated videos in improving problem-solving skills in Natural and Social Sciences (IPAS) subjects. The study used a quasi-experimental approach with a one-group pretest and posttest design. The subjects were 30 fifth-grade elementary school students selected as samples. The research instruments included a problem-solving ability test and an observation sheet for the implementation of learning. The results showed a significant increase in students' problem-solving skills after being treated through the PjBL model assisted by animated videos. The average posttest score was higher than the pretest, so it can be concluded that this learning strategy is effective in improving student learning outcomes. The use of animated videos helped students to visualize abstract concepts and engage more actively in the learning process. In addition, the results of observations of the implementation of learning showed that students became more active, enthusiastic, and able to work together in groups to complete the project. Student activity increased gradually, starting from the project planning stage, information collection, to the presentation of results. The teacher acted as a facilitator who provided direction and guidance, while students were directly involved in each process. This indicates that the integration of technology-based media supports collaborative and student-centered learning. Therefore, the implementation of the Project-Based Learning model with animated videos is not only effective in improving problem-solving skills but also fosters overall student engagement in science learning. Therefore, this learning model can be recommended as an innovative strategy to enhance problem-solving skills in primary education.
Co-Authors Fitriani Fitriani Fridollin Fridollin Safrihady Safrihady Syalma Nazahwa Oktafialda Wahyuni Oktavia