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All Journal Jurnal Edukasi Matematika dan Sains Al-Jabar : Jurnal Pendidikan Matematika 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 Education Mathematics 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, No 2 (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.
Co-Authors Afniati, Ilhami Ahmad Fauzan Armiati Asmar, Ali Hamdani, Vikri Hifzhi, Husnul I Made Arnawa Ikhtiara, Putri Zuliarti Juniati, Helmira Permana, Dony Purwoko, Agus Putri, Syilvi Jania Putri, Windi Pratama Suherman, Suherman Ulfa Lutfiah, Ulfa Yarman Yarman, Yarman Yerizon Yerizon Yorend, Yollanda Zafirah, Hana