Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika
Kartini
Universitas Riau, Indonesia
Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Development of contextual-based mathematics teaching materials to facilitate students' mathematical problem-solving ability on systems of linear inequalities in two variables Ulfania Julisa; Maimunah; Kartini
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.4132

Abstract

This study was motivated by students’ low mathematical problem-solving ability, particularly in solving contextual problems related to systems of linear inequalities in two variables. Students often experience difficulties in understanding problems, constructing mathematical models, drawing graphs, and determining the solution region because learning materials tend to emphasize procedural exercises rather than systematic problem-solving stages. This study aims to develop contextual-based mathematics teaching materials on systems of linear inequalities in two variables to facilitate Phase E students’ mathematical problem-solving ability. This research employed a Research and Development (R&D) design using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The developed product was validated by three mathematics education experts and tested through one-to-one evaluation, a small group trial involving six students, and a field test involving 35 students. The instruments used were validation sheets and student response questionnaires. The validation results showed an average score of 95.27%, categorized as very valid. The practicality test obtained an average score of 89.16% in the small group trial and 92.96% in the field test, both categorized as very practical. These findings indicate that the contextual-based mathematics teaching materials are valid and practical for use in learning systems of linear inequalities in two variables and can serve as an alternative teaching material to facilitate students’ mathematical problem-solving ability.
The Improving students' mathematics learning outcomes through problem-based learning Rara Priananda; Kartini; Maimunah; Zahratul Banat
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 3 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i3.3358

Abstract

The low level of students' mathematics learning outcomes served as the primary motivation for this study. This research aimed to improve the mathematics learning outcomes of ninth-grade students at Babussalam Junior High School, Pekanbaru, through the implementation of the Problem-Based Learning (PBL) model. The study employed a Classroom Action Research design consisting of two cycles, each comprising the stages of planning, action, observation, and reflection. The participants were 24 students from class IX.3 during the even semester of the 2024/2025 academic year. Data were collected using mathematics achievement tests administered at the end of each cycle. Data analysis focused on comparing students' learning outcomes across the pre-cycle, Cycle I, and Cycle II. The results indicate a significant improvement in students' mathematics learning outcomes following the implementation of the PBL model. The percentage of students achieving the expected level of learning mastery increased from 25% in the pre-cycle to 45.83% in Cycle I, and further rose to 91.66% in Cycle II. These findings demonstrate that the Problem-Based Learning model is effective in improving students' mathematics learning outcomes. Therefore, the application of PBL can be considered a viable instructional approach for enhancing mathematics achievement at the junior secondary level.
Co-Authors Maimunah, Maimunah Rara Priananda Ulfania Julisa Zahratul Banat