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All Journal Jurnal Ilmiah Multidisiplin Ilmu
Alfi Uwatul Husna
Muhammadiyah Kalasan Senior High School
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Differentiated Assessment and Digital Visualization for Enhancing Students’ Reasoning in Conic Sections Learning M.M. Endang Susetyawati; Deny Hadi Siswanto; Alfi Uwatul Husna
Jurnal Ilmiah Multidisiplin Ilmu Vol. 3 No. 5 (2026): Oktober : Jurnal Ilmiah Multidisiplin Ilmu (JIMI)
Publisher : CV. Denasya Smart Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69714/zvr64m66

Abstract

This descriptive qualitative study, supplemented by quantitative data, evaluated advanced mathematics instruction and assessment on conic sections for Grade XII (Phase F) students. The participants included one teacher and 12 students. Data were collected through semi-structured interviews, direct observations, and document analysis. Findings revealed uneven conceptual mastery (mean: 74.17), with hyperbolas identified as the most challenging topic. Students struggled to transform algebraic equations into graphical models, where only 50.00% accurately identified essential characteristic points. Furthermore, performance on contextual problem-solving (mean: 65.83) was significantly lower than on procedural tasks (mean: 80.00). The integration of dynamic digital visualization enhanced visual comprehension, achieving a higher mean score (82.08) compared to written assessments (73.75). Continuous and differentiated assessment demonstrated a positive learning progression, increasing mean scores from diagnostic (64.58) to final tests (79.17) with 83.33% mastery. Consequently, evaluating conic sections requires continuous, differentiated approaches combining technology-assisted visualization and contextual tasks to foster higher-order mathematical reasoning.
Co-Authors Deny Hadi Siswanto M.M. Endang Susetyawati