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All Journal Jurnal Elemen Media Pendidikan Matematika Jurnal Kependidikan Ki Hajar Dewantara
Yuntawati
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Computer Science & IT Education Environmental Science Mathematics Social Sciences Other

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Development of GeoGebra in problem-based learning to enhance students' mathematical critical thinking skills Ade Kurniawan; Masjudin; Yuntawati; Eliska Juliangkary; Reny Amalia Permata; Syahrir; Ahmad Muzaki
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.33246

Abstract

This study is motivated by students' low critical thinking skills, particularly in three-dimensional geometry. Moreover, the limited availability of effective interactive learning media impedes the development of these skills. Three-dimensional geometry requires a more engaging and interactive approach to enhance understanding. This study aims to develop GeoGebra-based learning media within the Problem-Based Learning model to enhance students' critical thinking skills in mathematics. The research method employed is Research and Development using the ADDIE design model. The study subjects consist of eighth-grade students. The research instruments include validation sheets, practicality questionnaires, and tests. The validation results indicate that the GeoGebra validation score is reaching 95.16% (highly valid). The practicality test showed an average score of 96.09% (highly practical). The obtained N-Gain score of 0.7655 (high category) indicates an improvement in students' critical thinking abilities. The findings of this study conclude that the use of GeoGebra in PBL-based learning is effective in enhancing students' mathematical critical thinking skills and can serve as an innovative alternative for teaching three-dimensional geometry. The findings of this study have positive implications for enhancing students' critical thinking skills through the integration of interactive learning tools such as GeoGebra, which can improve engagement and understanding in mathematics.
Pengaruh Pembelajaran Inquiry Berbantuan Video Animasi terhadap Minat Belajar dan Pemahaman Matematika SD Novia Alifah Fauzia; Masjudin; Yuntawati
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.16921

Abstract

This study aims to examine the impact of an inquiry-based learning model supported by animated videos on elementary school students’ learning interest and conceptual understanding in mathematics. The background of this research highlights difficulties in mathematical literacy at SDN 4 Pringgabaya, particularly in geometry, which may stem from the conventional teaching methods commonly used. The research employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. A total of 50 fifth-grade students from SDN 4 Pringgabaya participated in the study, divided into two groups: the experimental group, which received inquiry-based learning with animated video support, and the control group, which received conventional instruction. The instruments used were a learning interest questionnaire and a conceptual understanding test, both administered as pretests and posttests. Data were analyzed using the Shapiro-Wilk normality test, Independent Samples T-Test or Mann-Whitney U for hypothesis testing, and the N-Gain test to measure improvement. The findings reveal that the inquiry-based learning model with animated video support had a significant effect on students' learning interest (Sig. 0.000 < 0.05). However, the impact on conceptual understanding did not reach statistical significance (Sig. 0.411 > 0.05), likely due to initial differences in student ability between the groups. Nonetheless, the N-Gain analysis showed a medium-to-high improvement in the experimental group (0.6826), while the control group remained in the low category (0.0498). Thus, the model proved effective in increasing students’ interest in learning and had a positive impact on their mathematical conceptual understanding.
Analisis Kemampuan Literasi Matematika Siswa Berbasis Self Confidence dalam Pemecahan Masalah Sistem Persamaan Linear Tiga Variabel Kelas X SMA Hang Tuah 3 Mataram Afra Nisaa Ba’i Atun; I Ketut Sukarma; Yuntawati
Jurnal Kependidikan Ki Hajar Dewantara Vol. 3 No. 2 (2026): Jurnal Kependidikan Ki Hajar Dewantara (Jurnal KHD)
Publisher : Lembaga Pusat Kegiatan Belajar Masyarakat (PKBM) Tunas Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jurnalkhd.v3i2.211

Abstract

Mathematical literacy is essential for students to formulate, employ, and interpret mathematics in various contextual problems. This study aimed to describe students’ mathematical literacy skills based on their levels of self-confidence in solving three-variable linear equation system problems among tenth-grade students at SMA Hang Tuah 3 Mataram. The study employed a descriptive qualitative approach. The initial participants were 10 students who completed a self-confidence assessment and a mathematical literacy test. Subsequently, six students were purposively selected as the main subjects, consisting of two students in the high category, two in the moderate category, and two in the low category. Data were collected through a self-confidence questionnaire, a mathematical literacy essay test, and semi-structured interviews. Data analysis involved data reduction, data presentation, and conclusion drawing, while data credibility was examined through technique triangulation. The findings showed that students with high self-confidence tended to fulfil all three indicators of mathematical literacy: formulating problems mathematically, employing mathematical concepts, facts, procedures, and reasoning, and interpreting and evaluating results. Students with moderate self-confidence were able to formulate problems and apply mathematical procedures but were not yet consistent in interpreting results. Students with low self-confidence experienced difficulties in almost all indicators and were unable to explain their solutions independently. Therefore, higher self-confidence tended to be accompanied by better mathematical literacy skills
Co-Authors Ade Kurniawan Afra Nisaa Ba’i Atun Ahmad Muzaki Eliska Juliangkary I Ketut Sukarma Masjudin, Masjudin Novia Alifah Fauzia Reny Amalia Permata Syahrir Syahrir