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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Edukasi Matematika dan Sains Al-Jabar : Jurnal Pendidikan Matematika Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Basicedu JETL (Journal Of Education, Teaching and Learning) Jurnal Basicedu Jurnal Edukasi dan Penelitian Matematika
Jamaan, Elita Zusti
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Aerospace Engineering Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Social Sciences

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Impact of a constructivist approach on students' mathematical communication ability: A quasi-experimental study Putri, Syilvi Jania; Jamaan, Elita Zusti
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i1.26137

Abstract

Purpose: Mathematics is a compulsory subject in education due to its extensive application in daily life. However, in reality, many students still face difficulties in understanding and learning mathematics. One of the key competencies in mathematics education that students need to master is mathematical communication skills. This study aims to analyze the effect of applying the constructivism approach on the mathematical communication skills of grade VIII students at SMP Negeri 1 Bayang Utara. Method: This study uses a quasi-experimental method with a randomized control group only design. The population in this study is all grade VIII students, and the sampling technique is carried out by saturated samples. The sample consisted of two classes, namely an experimental class that used a constructivist approach and a control class that used conventional learning methods. The research instrument is in the form of an essay test that measures students' mathematical communication skills. Findings: The results showed that the average mathematical communication ability of students in the experimental class (81.67) was higher than that of the control class (71.64). Statistical tests with t-tests showed that there was a significant difference between the two groups at a real level of α = 0.05. This proves that the constructivism approach has a significant positive influence on students' mathematical communication skills. Significance: The results of this study show that the constructivist approach enhances students' mathematical communication skills by encouraging active knowledge construction through interaction and exploration. This helps students convey mathematical ideas more effectively, improving their ability to explain problems clearly and logically. These findings imply that the constructivist approach can support the improvement of mathematical learning outcomes, particularly in communication skills, which are essential for developing critical thinking and problem-solving abilities.
Analysis of Mathematical Problem Solving Ability of Junior High School Students Based on Polya's Stages in View of Math Anxiety Levels Lutfiah, Ulfa; Yarman, Yarman; Fauzan, Ahmad; Jamaan, Elita Zusti
JETL (Journal of Education, Teaching and Learning) Vol 10 (2025): Special Issue
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i2.7854

Abstract

This study aims to describe mathematics anxiety, the factors that cause it, and the mathematical problem solving ability of junior high school students based on Polya's stages and the level of mathematics anxiety. Using a case study approach with qualitative methods, the research involved 66 eighth-grade students at SMP Negeri 24 Padang, with 14 selected as subjects representing low, moderate, and high levels of anxiety. The instruments used include math anxiety questionnaire, math problem solving test, and interviews. The results showed that: (1) 68.2% of students experience moderate anxiety, 18.2% low, and 13.6% high; (2) Students' math anxiety is due to difficulty understanding formulas, exam pressure, and low self-confidence and doubts about abilities which affect motivation and performance; (3) Students' abilities at Polya’s stages vary, with 61% able to understand the problem, 44% able to devise a plan, 8% able to carry out the plan, and 6% able to look back; (4) Students with low math anxiety able to follow all stages of Polya. Cognitively they are able to strategize logically, somatically there is no physical disturbance, and attitudinally they show high self-confidence; (5) Students with moderate anxiety show variations in ability. They understand the problem, but procedural errors often occur. Somatic symptoms such as tension disrupt focus, and attitudinally appear hesitant and lack confidence; (6) Students with high anxiety are only able to understand the problem. Their cognition is limited, somatic symptoms such as trembling, and attitudinally they tend to be afraid of failure and reluctant to try.
PENGEMBANGAN E-MODUL BERBASIS PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN LITERASI MATEMATIS Putri, Nadya Deriska Dwi; Jamaan, Elita Zusti; Fauzan, Ahmad; Irwan, Irwan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.11986

Abstract

Literasi matematis adalah kemampuan yang esensial bagi generasi saat ini dan mendatang. Namun, berdasarkan PISA 2018, PISA 2022, dan hasil observasi di SMAN 1 Padang dan SMAN 10 Padang, kemampuan literasi matematis peserta didik masih rendah. Penelitian ini bertujuan untuk mengembangkan bahan ajar berupa e-modul berbasis Problem Based Learning, dengan harapan dapat meningkatkan kemampuan literasi matematis peserta didik kelas XI SMA. Hasil penilaian awal dan literatur menunjukkan bahwa tingkat literasi matematis peserta didik masih tergolong rendah. Hal ini disebabkan oleh kurangnya pengalaman dengan pemecahan masalah berbasis literasi serta ketiadaan bahan ajar yang sesuai. Penelitian ini menggunakan metode penelitian pengembangan dengan Model Plomp yang meliputi tiga fase: penelitian pendahuluan, pengembangan atau pembuatan prototipe, dan tahap evaluasi. Kualitas produk yang dikembangkan dievaluasi berdasarkan kriteria yang diusulkan oleh Nieveen, yaitu kevalidan, kepraktisan, dan keefektifan. Pengumpulan data dilakukan dengan menggunakan berbagai instrumen yang meliputi lembar validasi, angket, lembar observasi, pedoman wawancara, dan tes. Berdasarkan penilaian para ahli, e-modul berbasis Problem Based Learning memenuhi kategori sangat valid. Aspek kepraktisan mencapai kategori sangat praktis ditinjau dari observasi keterlaksanaan e-modul berbasis Problem Based Learning, angket respon peserta didik, dan angket respon pendidik. Selanjutnya efektifitas e-modul berbasis Problem Based Learning dalam meningkatkan kemampuan literasi matematis mencapai kriteria sangat efektif, yang ditunjukkan dari hasil tes literasi matematis dengan rata-rata pencapaian indikator di atas 60% dan tingkat ketuntasan belajar peserta didik lebih dari 70% pada tahap field test. Implikasinya, e-modul berbasis PBL efektif mendukung literasi matematis dan layak diterapkan lebih luas di sekolah menengah.
Lumi Education–Assisted Problem-Based Mathematics Modules to Foster Students’ Mathematical Problem-Solving and Scientific Reasoning Juarsa, Erlan; Jamaan, Elita Zusti
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14386

Abstract

This research aimed to develop mathematics teaching modules based on Problem-Based Learning (PBL) with Lumi Education assistance to enhance students' mathematical problem-solving abilities. The development research employed the Plomp model, consisting of preliminary investigation, prototyping, and assessment phases. Data collection utilized interviews, questionnaires, checklists, and mathematical problem-solving ability tests. The resulting teaching module and student worksheets demonstrated excellent validity with validity scores of 3.64 and 3.62, respectively, across content feasibility, presentation, graphic, and language aspects. Practicality assessment revealed 91% student response during small group evaluation and 85.36% during field testing, both rated as highly practical. Additionally, educator responses reached 93% practicality rating. The module proved effective with an average percentage of 71.87% in enhancing students' mathematical problem-solving abilities. This research concludes that the PBL-based teaching module assisted by Lumi Education for matrix material is valid, practical, and effective for improving mathematical problem-solving skills among vocational high school students.
Co-Authors Afniati, Ilhami Ahmad Fauzan Armiati Asmar, Ali Hamdani, Vikri Hifzhi, Husnul I Made Arnawa Ikhtiara, Putri Zuliarti Irwan Irwan Juarsa, Erlan Juniati, Helmira Permana, Dony Purwoko, Agus Putri, Nadya Deriska Dwi Putri, Syilvi Jania Putri, Windi Pratama Suherman, Suherman Ulfa Lutfiah, Ulfa Yarman Yarman, Yarman Yerizon Yerizon Yorend, Yollanda Zafirah, Hana