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All Journal Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika
Nurain Suryadinata
Universitas Lampung, Bandar Lampung, Indonesia
Mathematics

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The effect of the discovery learning model on students' mathematical communication skills Fitri Tiara Sani; Pentatito Gunowibowo; Nurain Suryadinata
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.v9i2.4478

Abstract

The demands of 21st-century learning identify mathematical communication skills as an essential competency that needs to be developed through active and meaningful learning models. This study aimed to determine the effect of implementing discovery learning on students’ mathematical communication skills. This study employed a quasi-experimental method with a quantitative approach and a pretest--posttest control group design. The population consisted of all eighth-grade students in the regular program at SMP Negeri 10 Bandar Lampung during the 2025/2026 academic year and was distributed across six classes. The research sample was selected using purposive sampling and consisted of class VIII-6, with 30 students, as the experimental class and class VIII-10, with 30 students, as the control class. Data were collected using a mathematical communication skills test. The results showed that discovery learning had a significant effect on students’ mathematical communication skills. The Mann--Whitney U test yielded Zcount = −3.21 < Zcritical = −1.64 at the 0.05 significance level; therefore, H0 was rejected. In addition, the mean N-Gain score of students in the discovery learning class (0.69) was higher than that of students in the conventional learning class (0.53), indicating that students taught through discovery learning demonstrated greater improvement in mathematical communication skills.
The effect of guided discovery learning on students' analytical thinking skills in relations and functions Yanuar Sofyan Erlangga; Agung Putra Wijaya; Nurain Suryadinata
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.v9i2.4513

Abstract

Analytical thinking skills are essential for students to dissect complex mathematical structures, yet teacher-centered learning often fails to foster these higher-order cognitive processes. This study examined the effect of the Guided Discovery Learning (GDL) model on eighth-grade students’ analytical thinking skills in Relations and Functions. Using a quasi-experimental non-equivalent control-group design, two intact eighth-grade classes at SMP Negeri 19 Bandar Lampung were selected through cluster random sampling: class VIII.E (n1 = 32) as the experimental group receiving GDL instruction and class VIII.F (n2 = 32) as the control group receiving direct instruction. Data were collected using a pretest and posttest consisting of four validated essay prompts aligned with Anderson and Krathwohl’s revised Bloom’s taxonomy indicators. Data were analyzed using descriptive statistics and an independent-samples t-test on N-gain scores. The results revealed that students instructed with GDL achieved a significantly higher mean posttest score (M = 68.44, SD = 8.12) and a higher mean N-gain (MN-gain = 0.37, SD = 0.12, medium category) than students in the control group (M = 61.25, SD = 7.45; MN-gain = 0.26, SD = 0.11, low category). The independent-samples t-test confirmed a significant difference in N-gain between the two groups (t(62) = 3.824, p < 0.001, two-tailed). Furthermore, the intervention yielded a large effect size (Cohen's d = 0.96). Analysis of specific indicators showed that the greatest improvement occurred in the differentiating indicator, followed by organizing and attributing. These findings suggest that GDL effectively enhances students’ analytical thinking skills by providing structured scaffolding during mathematical exploration.
The use of mathematics comics in a problem-based learning model on students’ mathematical communication skills Rahma Meirani; Nurhanurawati; Nurain Suryadinata
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.v9i2.4752

Abstract

This study aimed to determine the effect of integrating mathematics comics into the Problem-Based Learning (PBL) model on students' mathematical communication ability. The population consisted of all eighth-grade students at SMP Negeri 4 Bandar Lampung during the second semester of the 2025/2026 academic year, distributed across ten classes (VIII-A to VIII-J). The sample was selected using cluster random sampling, resulting in Class VIII-F as the experimental class with 28 students and Class VIII-I as the control class with 28 students. This study employed a pretest–posttest control group design. The experimental class was taught using the PBL model integrated with mathematics comics, while the control class was taught using the PBL model without mathematics comics. The quantitative data consisted of N-Gain scores obtained from pretests and posttests measuring students' mathematical communication ability. The Mann–Whitney U test yielded Z = −4.15, indicating that the improvement in the experimental class was significantly greater than that in the control class. These findings demonstrate that integrating mathematics comics into the PBL model significantly improves students' mathematical communication ability.
Co-Authors Agung Putra Wijaya Fitri Tiara Sani Nurhanurawati Pentatito Gunowibowo Rahma Meirani Yanuar Sofyan Erlangga