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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 discovery learning model on students' mathematical reflective thinking skills Adinda Putri Salsabila; Sugeng Sutiarso; 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.v9i2.4181

Abstract

Students’ mathematical reflective thinking skills remain limited, particularly in understanding problems, connecting mathematical concepts, evaluating solution processes, and drawing conclusions when solving linear equations in one variable. This quasi-experimental study investigated the effect of guided discovery learning on students’ mathematical reflective thinking skills. The population comprised 183 eighth-grade students at SMP Negeri 2 Sumberejo. Through cluster random sampling, class VIII.2, comprising 30 students, was selected as the experimental group, while class VIII.3, comprising 31 students, was selected as the control group. A pretest-posttest control group design was employed, and data were collected using a test of mathematical reflective thinking skills. Improvement was measured using N-Gain scores and compared through an independent-samples t-test. The experimental group obtained a higher mean N-Gain score (0.62) than the control group (0.54). The hypothesis test also showedthat the calculated t-value (2.65) exceeded the critical value (1.67) at the 5% significance level. These findings indicate that guided discovery learning produced a significantly greater improvement in students’ mathematical reflective thinking skills than conventional learning, particularly in connecting concepts and evaluating solutions.
Co-Authors Adinda Putri Salsabila Annisa Mutiarani Niki Pujarwati Sugeng Sutiarso Tina Yunarti