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All Journal Rangkiang Mathematics Journal
Muhammad Zaini
Universitas Negeri Padang
Mathematics Other

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Analysis of the Implementation of Merdeka Curriculum in Mathematics Learning Based on Jean Piaget's Cognitive Development Theory in Junior High School Nadya Fitriani; Muhammad Zaini
Rangkiang Mathematics Journal Vol. 4 No. 1 (2025): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v4i1.66

Abstract

This study aims to analyze the implementation of Merdeka Curriculum in mathematics learning in junior high schools based on Jean Piaget's cognitive development theory. The Merdeka Curriculum is designed to provide freedom for educators to arrange learning relevant to student needs, especially in mathematics subjects, which are often considered challenging. This research uses a qualitative approach with a case study type. The subject is a mathematics teacher. Data were obtained through document analysis and interviews, then analyzed descriptively through data reduction, data presentation, and conclusion drawing. To ensure data validity, source triangulation was carried out. The results showed that implementing the Merdeka Curriculum in mathematics learning supports students' formal operational cognitive development stage. The project-based approach and problem-solving at the core of the Merdeka Curriculum can develop logical, abstract, and analytical thinking skills essential in mathematics. However, several obstacles were found in the implementation, such as teachers‘ lack of understanding of learning strategies by students’ cognitive development stage, and limited interactive learning facilities. This research recommends comprehensive training for mathematics teachers to improve their ability to implement cognitive development-based learning strategies and the provision of adequate supporting facilities. With the right strategy, implementing the Merdeka Curriculum in mathematics learning in junior high schools can be more optimal in improving students' cognitive abilities.
The Effect of Problem-Based Learning Model on Junior High School Students' Self-Efficacy in Mathematics Muhammad Zaini; Yerizon Yerizon; Abel Garcia Arlis; Nadya Fitriani
Rangkiang Mathematics Journal Vol. 4 No. 2 (2025): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v4i2.67

Abstract

Mathematics is an important part of science education and plays an important part in lots of aspects of life. However, students' low self-efficacy in mathematics is often an obstacle in learning. Low self-efficacy can inhibit students' confidence in solving problems and impact on their learning outcomes. One method that might be utilized to improve students' self-efficacy is the Problem-Based Learning (PBL) model. This search aims to analyze the impact of PBL models on their self-efficacy in learning mathematics. This research used quasi-experiment method with Nonequivalent Posttest Only Control Group design. The research sample consisted of fifty-two seventh grade students of SMP IT Madani Islamic School Payakumbuh who were divided into experimental and control groups. The experimental group was treated with PBL model, while the control group used conventional learning. Data was collected through self-efficacy questionnaire and analyzed descriptive and inferential statistical tests. The findings revealed that pupils who studied with PBL models had higher self-efficacy compared to students who used conventional learning models. In conclusion, the application of PBL can increase students' self-efficacy in learning mathematics because this method encourages active involvement, contextual problem solving, and reflection on the thinking process. This research shows the urgency of implementing PBL in mathematics learning to significantly improve students' confidence and learning outcomes.
The Influence of the Discovery Learning Model Assisted by Articulate Storyline on Students' Mathematical Resilience Abel Garcia Arlis; Yerizon; Muhammad Zaini
Rangkiang Mathematics Journal Vol. 5 No. 1 (2026): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v5i1.70

Abstract

This research seeks to examine how the Discovery Learning approach, when supported by Articulate Storyline, impacts students' resilience in mathematics. In an educational landscape rapidly evolving due to technological progress, a key priority for educators is to leverage ICT advancements to elevate teaching and learning standards. This research was conducted at SMAN 2 Rambatan on grade XI students, focusing on mathematics subjects, especially inverse functions and function composition. A quasi-experimental model was applied, structured around a nonequivalent control group design that collected data solely through posttests. Respondents comprised 51 students, divided into experimental (26) and control (25) groups. Data were collected using a 30-item instrument designed to evaluate resilience in mathematics. The analysis revealed that the Discovery Learning model, when supported by Articulate Storyline, significantly enhanced students' mathematical resilience compared to traditional teaching methods (p = 0.031). This finding confirms the importance of developing mathematical resilience through interactive and technology-based learning approaches, which can help students face challenges in the mathematics learning process. This study advances the development of innovative instructional strategies to enhance student academic performance within the framework of 21st-century education.
Co-Authors Abel Garcia Arlis Nadya Fitriani Yerizon Yerizon Yerizon