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All Journal Jurnal Elemen Prima: Jurnal Pendidikan Matematika
Ida Dwijayanti
University of PGRI Semarang
Education Mathematics Other

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THE EFFECTIVENESS OF IMPLEMENTING A DIFFERENTIATED INSTRUCTION TEACHING MODULE THROUGH A PROBLEM-BASED LEARNING MODEL IN IMPROVING STUDENTS PROBLEM-SOLVING SKILLS Dwi Rahma Khauliyani; Ida Dwijayanti; Sugiyanti Sugiyanti
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/76mx2587

Abstract

This study aims to examine the effectiveness of a differentiated learning module based on Problem-Based Learning (PBL) in improving students’ mathematical problem-solving skills on the topic of Systems of Two-Variable Linear Equations (SPLDV). Using a quantitative approach with a pretest–posttest control group design, the research involved an experimental class that received instruction using the differentiated PBL-based module and a control class that followed conventional learning. Primary data were obtained from pretest and posttest scores, while secondary data consisted of expert validations and student response questionnaires. The results showed that the module met the feasibility criteria based on evaluations from material and media experts. Statistical analysis indicated that the experimental class demonstrated significantly higher improvement than the control class. The independent t-test confirmed a significant difference in posttest scores, the classical mastery level exceeded the 75% threshold, and the N-Gain score fell into the high category. These findings suggest that the differentiated PBL-based learning module is effective and suitable for enhancing students’ mathematical problem-solving abilities
Contextual numeracy learning through a culturally responsive–ethnomathematics (CReM) model using Joglo Jompongan architecture Westhy Devananda Putri; Ida Dwijayanti; Nizaruddin Nizaruddin
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33130

Abstract

Although research on culturally responsive pedagogy and ethnomathematics continues to grow, empirically grounded models for systematically integrating cultural contexts into numeracy-oriented geometry instruction remain limited. This study aimed to develop and evaluate a contextual numeracy learning model based on Culturally Responsive–Ethnomathematics (CReM) using the architectural features of the Joglo Jompongan. Research and Development (R&D) with design thinking was employed with 22 junior high school equivalent learners at a Community Learning Activity Center (Package B). Data were collected through interviews, classroom observations, and student activity sheets and were analyzed descriptively. The findings indicate notable improvements in students’ understanding of plane and solid geometry, as well as in their ability to connect mathematical concepts with culturally situated contexts. High levels of learning engagement and cultural awareness were also observed. Embedding geometric ideas within familiar architectural elements supported students’ construction of mathematical meaning from lived experiences, offering an adaptable framework for culturally responsive and conceptually grounded numeracy instruction.
Co-Authors Dwi Rahma Khauliyani Nizaruddin Nizaruddin Sugiyanti Sugiyanti Westhy Devananda Putri