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All Journal Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika
Santy Setiawati
Universitas Lampung, Indonesia
Mathematics

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A Qualitative analysis of teacher feedback and student motivation in statistics didactic design Tina Yunarti; Annisa Mutiarani; Santy Setiawati; Niki Pujarwati
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.v9i1.3347

Abstract

Teacher feedback plays an important role in supporting students’ learning motivation, particularly when it is integrated into the learning process through a well-structured didactic design. However, feedback in statistics learning is often still predominantly evaluative and has not been systematically used to guide students’ learning processes. This study aims to identify the types of teacher feedback provided to students in Class VII-A of SMP Negeri 26 Bandar Lampung and to describe students’ learning motivation after receiving feedback within a statistics didactic design. This research employed a qualitative case study design involving 31 seventh-grade students in the even semester of the 2023/2024 academic year. Data were collected through field notes, Likert-scale questionnaires on teacher feedback and student learning motivation, and interviews. The data were analyzed descriptively to identify patterns of teacher feedback and students’ motivational responses. The findings indicate that verbal feedback was the dominant form of feedback provided by the teacher. The most frequently observed feedback indicators were timely, specific, and process-focused feedback. In addition, students with high and moderate mathematical ability tended to show higher learning motivation than students with low mathematical ability. These findings suggest that process-oriented teacher feedback can support students’ motivation in learning statistics, especially when it is embedded in a structured didactic design.
The effect of the guided inquiry learning model on the improvement of students’ mathematical problem-solving ability Benazir Shafa Imani; Pentatito Gunowibowo; Santy Setiawati
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 2 (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.v9i2.4473

Abstract

Students’ mathematical problem-solving ability remains relatively low, as reflected in their difficulties in understanding problems, connecting relevant concepts, and evaluating and drawing conclusions from their solutions. This study investigated the effect of the guided inquiry learning model on the improvement of students’ mathematical problem-solving ability. A quasi-experimental method with a pretest-posttest control group design was employed. The population comprised 252 eighth-grade students at SMP Negeri 9 Bandar Lampung. Through purposive sampling, 26 students from class VIII-E were selected as the experimental group, while 28 students from class VIII-C were selected as the control group. Data were collected using a mathematical problem-solving ability test and analyzed using the Mann-Whitney U test. The results showed that students who participated in guided inquiry learning achieved greater improvement in mathematical problem-solving ability than those who participated in conventional learning. These findings demonstrate that the guided inquiry learning model has a significant effect on improving students’ mathematical problem-solving ability.
Co-Authors Annisa Mutiarani Benazir Shafa Imani Niki Pujarwati Pentatito Gunowibowo Tina Yunarti