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All Journal Jurnal Pendidikan Matematika (JPM) Mandalika Mathematics and Educations Journal
Lalu Wahyu Rizaldi
Universitas Negeri Yogyakarta
Education Mathematics Social Sciences

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Pengembangan Model Pembelajaran Realistik Matematik Berbasis Etnomatematika Rumah Adat Suku Sasak Berorientasi Pada Koneksi dan Pemahaman Konsep Matematika Peserta Didik SMP Lalu Wahyu Rizaldi; Marsigit
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.v7i4.10664

Abstract

Penelitian ini bertujuan mengembangkan Model Pembelajaran Matematika Realistik Berbasis Etnomatematika Rumah Adat Suku Sasak yang berorientasi pada kemampuan koneksi dan pemahaman konsep matematika peserta didik SMP. Pengembangan model dievaluasi melalui tiga aspek, yaitu validitas, kepraktisan, dan keefektifan. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Instrumen penelitian terdiri atas lembar validasi, lembar kepraktisan untuk pendidik dan peserta didik, lembar observasi keterlaksanaan pembelajaran, serta tes kemampuan koneksi dan pemahaman konsep matematika. Data dianalisis secara kuantitatif-kualitatif dan kuantitatif-inferensial. Hasil validasi menunjukkan model dan perangkat pembelajaran berada pada kategori valid dengan skor kevalidan rata-rata di atas 80%. Uji kepraktisan menunjukkan skor penilaian pendidik 84,28% dan peserta didik 81,96%, dengan keterlaksanaan pembelajaran di atas 80%. Uji keefektifan melalui one sample t-test memperoleh nilai sig. (1-tailed) < 0,05, menandakan model efektif meningkatkan kemampuan koneksi dan pemahaman konsep matematika peserta didik dengan nilai rata-rata ≥ 71. Dengan demikian, model yang dikembangkan valid, praktis, dan efektif untuk diterapkan dalam pembelajaran matematika SMP berbasis budaya lokal Sasak.
Students’ Mathematical Critical Thinking Skills And Difficulties in Solving Geometry Problems: An Analysis Rahmawati; Lalu Wahyu Rizaldi
Jurnal Pendidikan Matematika (JPM) Vol 11 No 2 (2025): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v11i2.24423

Abstract

Critical thinking is widely recognized as a key competence in mathematics education; however, many students still struggle to apply it when solving problems. This suggests that the role of critical thinking in mathematics learning needs to be examined more closely. This study describes the overall level of students’ mathematical critical thinking skills and investigates the challenges they experience in utilizing these skills during the process of solving geometry problems. A mixed-methods research design was employed involving 76 junior high school students aged 13–14 years. The quantitative phase utilized a paper-and-pencil test to provide an overview of students’ mathematical critical thinking levels, while the qualitative phase explored the specific difficulties students encountered in applying these skills during problem solving. The findings indicate that students’ mathematical critical thinking skills were at a moderate level, with an overall mean score of 65.62. Of the 76 students involved in the study, 13 students (17.1%) were classified in the low category, 50 students (65.8%) were in the medium category, and 13 students (17.1%) were categorized at the high level. The main difficulties identified were related to reasoning coherence, unit representation, and conclusion formulation. The results of this study are expected to provide valuable insights for mathematics teachers in designing more effective instructional strategies to foster students’ critical thinking in geometry learning.
Co-Authors Marsigit Rahmawati