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All Journal Jurnal Pendidikan Matematika (JPM) SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM)
Septri Amelia Simamora
Universitas Negeri Medan
Education Mathematics Social Sciences

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THE IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS' MATHEMATICAL REPRESENTATION ABILITY THROUGH DEEP LEARNING ASSISTED BY DESMOS ON THE TOPIC OF TWO-VARIABLE LINEAR EQUATION SYSTEMS (SPLDV) Gusti Magdalena Br. Siburian; Nur Hafizah Nasution; Romaulika Situmorang; Septri Amelia Simamora; Budi Halomoan Siregar
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.11205

Abstract

ABSTRACT Mathematical representation skills play a crucial role in enabling students to comprehend, express, and communicate mathematical ideas effectively. However, students’ representation abilities in the topic of Systems of Linear Equations in Two Variables (SLETV) remain insufficient, indicating the need for more engaging and innovative instructional approaches. This study aimed to examine the effect of a Deep Learning approach supported by Desmos on students’ mathematical representation skills. The novelty of this research lies in integrating Deep Learning principles with the Desmos application in SLETV instruction at the junior high school level. A quasi-experimental method employing a pretest–posttest control group design was implemented. The participants were 30 eighth-grade students from SMP IT Permata Hati Tebing Tinggi, divided into an experimental group and a control group. Data were collected through mathematical representation tests administered before and after the intervention and analyzed using normality, homogeneity, and Independent Samples t-tests. The findings revealed that the experimental group achieved a significantly higher posttest mean score than the control group, with t(28) = 16.8 and p < .001. These results indicate that Deep Learning instruction supported by Desmos has a positive and significant impact on enhancing students’ mathematical representation skills in learning SLETV. ABSTRAK Kemampuan representasi matematis merupakan keterampilan penting yang membantu siswa memahami dan mengomunikasikan konsep matematika. Namun, kemampuan tersebut pada materi Sistem Persamaan Linear Dua Variabel (SPLDV) masih relatif rendah sehingga diperlukan pembelajaran yang lebih inovatif. Penelitian ini bertujuan menganalisis pengaruh pembelajaran Deep Learning berbantuan Desmos terhadap kemampuan representasi matematis siswa. Kebaruan penelitian terletak pada integrasi pendekatan Deep Learning dan aplikasi Desmos pada pembelajaran SPLDV di tingkat SMP. Penelitian menggunakan metode eksperimen semu dengan desain pretest-posttest control group. Subjek penelitian terdiri atas 30 siswa kelas VIII SMP IT Permata Hati Tebing Tinggi yang dibagi ke dalam kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui tes kemampuan representasi matematis sebelum dan sesudah pembelajaran, kemudian dianalisis menggunakan uji normalitas, homogenitas, dan Independent Samples T-Test. Hasil penelitian menunjukkan bahwa rata-rata posttest kelas eksperimen lebih tinggi dibandingkan kelas kontrol dengan nilai t(28) = 16,8 dan p < 0,001. Temuan ini menunjukkan bahwa pembelajaran Deep Learning berbantuan Desmos berpengaruh positif dan lebih efektif dalam meningkatkan kemampuan representasi matematis siswa pada materi SPLDV.
Improving understanding of mathematical concepts through Contextual Teaching and Learning (CTL): A case study at junior high school 14 Pematangsiantar Putri Nazwa; Dian Elita Apriani; Gusti Magdalena Br. Siburian; Romaulika Situmorang; Septri Amelia Simamora; Yarti Melvina Rambe; Yesnita Aprilia; Budi Halomoan Siregar
Jurnal Pendidikan Matematika (JPM) Vol 11 No 1 (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.v11i1.23382

Abstract

Problem solving is a sequence of mental processes for resolving an issue varying from comprehending the problem to reassessing the outcomes of addressing the problem. The purpose of this study was to determine the mathematical problem-solving abilities of students with high, medium, and low metacognitive approaches. This investigation is a descriptive study using a qualitative method. The participants in this research were students of the 10th grade of Maarif Lawang High School, comprising 6 individuals. Data gathering methods in the shape of assessments and paired discussions. Data interpretation methods are carried out through data collection, data compression, data display, and inference drawing. The findings revealed that learners in the high category fulfilled all signs ranging from the first to the fourth, and learners in the moderate categories fulfilled one to three signs on each query. In contrast, learners in the low category only met one distinct sign on each provided query. The inference is that learners in the high category fulfill all metacognitive signs, learners in the moderate category fulfill only three signs, and learners in the low category fulfill various signs. Recommendations for future researchers are encouraged to conduct further investigations with progressively extensive and diverse participants to ensure the acquired information is more comprehensive.
Co-Authors Budi Halomoan Siregar Dian Elita Apriani Gusti Magdalena Br. Siburian Nur Hafizah Nasution Putri Nazwa Romaulika Situmorang Yarti Melvina Rambe Yesnita Aprilia