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Pulukadang, Rosiah Juliati
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Education Mathematics Other

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STUDI PERBEDAAN MODEL PROJECT BASED LEARNING BERBASIS PROYEK MATH ON THE STREET DAN PEMBELAJARAN LANGSUNG PADA HASIL BELAJAR MATEMATIKA SISWA MATERI PERBANDINGAN Walean, Virgina Vreisy; Regar, Vivian Eleonara; Pulukadang, Rosiah Juliati
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2493

Abstract

This study aims to compare students’ learning outcomes on ratio material through two different models, namely the Project Based Learning model and Direct Instruction. The research was conducted at SMP Negeri 1 Modoinding using a quasi-experimental design with a Pretest Posttest control group model. The PjBL class as the experimental group followed project-based learning involving field observation activities, while the Direct Instruction class as the control group received learning through teacher explanations and practice exercises. The research instrument was a learning outcomes test administered before and after the treatment. The data were analyzed through normality testing, homogeneity testing, and a t-test to determine whether there was a significant difference between the two classes. The results showed that the mean Posttest score of the experimental class (83.72) was significantly higher than the control class (76.08), with t-value = 3.958 > t-table = 2.011 (α = 0.05). Students who were involved in field projects appeared to better understand the concept of ratios because they processed the data they collected themselves, so that the learning process felt closer to real-life situations. These findings indicate that the implementation of PjBL based on the Math On The Street project has a positive effect on students’ learning outcomes, especially on ratio material, and can be an alternative form of learning that is more meaningful compared to the Direct Instruction model
KESIAPAN GURU DALAM MENGIMPLEMENTASIKAN ASESMEN DIAGNOSTIK PADA PEMBELAJARAN MATEMATIKA DI SMP NEGERI 4 TONDANO Damopolii, Matthew Clay Immanuel; Pulukadang, Rosiah Juliati; Pitoy, Cori
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2505

Abstract

This study aims to determine teachers’ readiness in implementing diagnostic assessment in mathematics learning at SMP Negeri 4 Tondano. This research employed a qualitative approach with a case study design. The subjects of the study consisted of three mathematics teachers who had implemented diagnostic assessment in their teaching. Data collection techniques included in-depth interviews, classroom observations, and documentation of diagnostic assessment instruments and blueprints. The data were then analyzed using the interactive data analysis model by Miles and Huberman, which involves data reduction, data display, and conclusion drawing. To ensure data validity, source and technique triangulation were applied. The results showed that teachers’ readiness falls into the sufficient category. Two teachers (Mathematics Teacher 1 and Mathematics Teacher 2) have understood the concept, developed instruments, implemented, and evaluated diagnostic assessment well, although there are still challenges related to students’ readiness. Meanwhile, one teacher (Mathematics Teacher 3) has not implemented diagnostic assessment formally. The instruments developed include test blueprints and cognitive test items; however, they do not yet fully cover non-cognitive assessment components and comprehensive evaluation instruments
Co-Authors Damopolii, Matthew Clay Immanuel Pitoy, Cori Vivian E. Regar Walean, Virgina Vreisy