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All Journal MES: Journal of Mathematics Education and Science Mandalika Mathematics and Educations Journal
Johannes Gultom
Universitas Negeri Yogyakarta
Mathematics

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Desain Soal Cerita Matematika dengan Strategi Instruksional Solve It! Pada Materi Sistem Persamaan Linear Tiga Variabel Wina Octaviani; Johannes Gultom; Nurul Bayyinah
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10635

Abstract

Problem-solving skills are an important aspect that students must acquire both in learning and in everyday life. This is in line with the high standards set by the CCSS that students must have the ability to reason and apply mathematical thinking to world problems and challenges. One way to measure and improve problem-solving skills in mathematics classes is by providing story problems. The purpose of this study is to analyze, design, and develop a product in the form of a mathematical story problem design using the Solve It! learning strategy on the material of three-variable linear equation systems. The research method used is design and development research (DDR). The product was designed and tested on students, then evaluated based on the results of the trials that have been carried out. The development used is testing at a higher level with the diversity and needs of students in inclusive classes. As well as using PISA standard mathematical story problems to train students' problem-solving skills with simple instructions at each step of the solution. The results obtained can equip mathematics teachers with a student worksheet model for teaching three-variable linear equation systems with appropriate strategies to improve the mathematical problem-solving skills of students with learning disabilities.
ANALISIS PERBEDAAN INDEKS PRESTASI KUMULATIF MAHASISWA PENDIDIKAN MATEMATIKA BERDASARKAN TIPE KEPRIBADIAN EKSTROVERT DAN INTROVERT Yana Tasya Damanik; Irvan Irvan; Johannes Gultom
MES: Journal of Mathematics Education and Science Vol 10, No 2 (2025): Edisi April
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v10i2.10513

Abstract

This research is a quantitative research employing an ex post facto approach aimed at examining the differences in Grade Point Average (GPA) of mathematics education students based on extrovert and introvert personality types. Data collection was conducted online using a validated personality questionnaire consisting of 20 items, distributed via the Google Form platform. The research sample comprised 28 students, including 14 extroverted and 14 introverted individuals. Data analysis involved a normality test using the Kolmogorov-Smirnov test and a hypothesis test using the Independent Samples t-test. The results showed that there was no significant difference in the GPA of mathematics education students between extrovert and introvert personality types. Therefore, personality type does not significantly influence students' academic achievement in terms of GPA within this context.
Co-Authors Irvan, Irvan Nurul Bayyinah Wina Octaviani Yana Tasya Damanik