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All Journal Jurnal Riset Pendidikan Matematika Jurnal Elemen InfoTekJar : Jurnal Nasional Informatika dan Teknologi Jaringan Juring (Journal for Research in Mathematics Learning) Nizhamiyah Beta: Jurnal Tadris Matematika JURNAL MATHEMATIC PAEDAGOGIC MES: Journal of Mathematics Education and Science Journal of Didactic Mathematics Journal of Educational Experts (JEE) Mosharafa: Jurnal Pendidikan Matematika Jurnal Didactical Mathematics Al Khawarizmi: Jurnal Pendidikan Matematika Jurnal Riset Teknologi dan Inovasi Pedidikan (JARTIKA) Jurnal Didaktik Matematika
Muhammad Daut Siagian
Universitas Singaperbangsa Karawang
Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN GAME BASED LEARNING BERBANTU EDUCAPLAY TERHADAP HASIL BELAJAR MATEMATIKA SISWA Fitria Dwi Khaerunnisa; Muhammad Daut Siagian; Ekasatya Aldila Afriansyah
AL KHAWARIZMI: Jurnal Pendidikan Matematika Vol. 6 No. 2 (2026): Juli 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/kjpm.v6i2.5354

Abstract

Abstrak: Penelitian ini bertujuan menguji perbedaan hasil belajar matematika antara siswa yang mengikuti Game Based Learning berbantuan Educaplay dan Teacher Centered Learning serta mengukur besar pengaruhnya. Penelitian menggunakan metode kuasi eksperimen dengan desain nonequivalent pretest-posttest control group. Sampel terdiri atas 82 siswa kelas VIII yang dipilih melalui purposive sampling, masing-masing 41 siswa pada kelas eksperimen dan kontrol. Instrumen berupa lima soal uraian materi peluang yang telah diuji validitas, reliabilitas, daya pembeda, dan tingkat kesukarannya. Data dianalisis melalui uji Shapiro-Wilk, Levene, independent-samples t-test, dan Cohen’s d. Rata-rata posttest kelas eksperimen mencapai 75,12, sedangkan kelas kontrol 60,66. Pengujian menghasilkan t(80) = 4,79, p < 0,001, dan selisih rata-rata 14,46. Nilai Cohen’s d sebesar 1,06 termasuk kategori tinggi. Hasil ini menunjukkan bahwa Game Based Learning berbantuan Educaplay menghasilkan perbedaan signifikan dengan pengaruh praktis yang besar terhadap hasil belajar materi peluang. Kata Kunci: Game Based Learning; Educaplay; hasil belajar matematika; kuasi eksperimen Abstract: This study examined differences in mathematics learning outcomes between students taught through Educaplay-assisted Game-Based Learning and Teacher-Centered Learning and measured the magnitude of the effect. A quasi-experimental method with a nonequivalent pretest-posttest control group design was used. The purposively selected sample comprised 82 eighth-grade students, with 41 students in each class. The instrument consisted of five essay items on probability that had been tested for validity, reliability, discrimination, and difficulty. Data were analyzed using the Shapiro-Wilk test, Levene’s test, an independent-samples t-test, and Cohen’s d. The experimental class achieved a posttest mean of 75.12, while the control class achieved 60.66. The analysis yielded t(80) = 4.79, p < .001, and a mean difference of 14.46. Cohen’s d was 1.06, indicating a large effect. These results show that Educaplay-assisted Game-Based Learning produced a significant difference and a large practical effect on probability learning outcomes.  Keywords: Game-Based Learning; Educaplay; mathematics learning outcomes; quasi-experimental
Diagnostic Analysis of Eleventh-Grade Students' Errors in Solving Quadratic Function Problems Based on Newman's Error Analysis Kholifatul Aulia; Rikayanti; Muhammad Daut Siagian
Juring (Journal for Research in Mathematics Learning) Vol. 9 No. 1 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v9i1.39904

Abstract

This study aims to describe the characteristics and types of errors made by eleventh-grade high school students, along with their percentages of occurrence at each stage of Newman's Error Analysis (NEA), when solving quadratic function problems. A descriptive qualitative method supported by percentage analysis of student errors was employed. The research subjects consisted of 30 eleventh-grade high school students selected using purposive sampling. Data were collected through a validated open-ended diagnostic test and analyzed using the Miles and Huberman model. The analysis results show that errors occurred at all stages of the NEA, with the following average percentage distributions: reading errors at 4.7%, comprehension errors at 66.7%, transformation errors at 63.3%, process skill errors at 73.3%, and Encoding errors at 78.0%. Reading errors had the lowest frequency, while students' main difficulties were observed at the process-skills and final-answer-writing stages, particularly in contextual problems and algebraic manipulation involving fractions. Students' errors were systematic and hierarchical, with deficiencies at the transformation and process-skills stages as the dominant factors contributing to students' failure to produce accurate final answers. The findings recommend strengthening students' conceptual understanding of the vertex, factoring of quadratic functions, and basic procedural algebra skills in classroom instruction.
The Effectiveness of SAVI Approach-based Teaching Materials Oriented to Mathematical Connection Ability Muhammad Daut Siagian; Suwanto Suwanto; Rini Sulastri
Didaktik Matematika Vol 7, No 2 (2020): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v7i2.17239

Abstract

This study aims to analyze the effectiveness of SAVI approach-based teaching materials developed for mathematical connection ability. This study was research and development. The subjects were 36 Grade 8 students and a mathematics teacher and the objects were the SAVI approach-based teaching materials oriented to the mathematical connection ability. The effectiveness of the teaching materials measured by four aspects: (1) the observation of the teacher's ability to manage the learning should at least be in the "good" category, (2) six of the eight aspects of students activities are within the ideal time interval, (3) the students' mastery learning are fulfilled both individually and classically, and (4) the student and teacher questionnaire responses show positive responses. The results revealed that the effectiveness criteria were fulfilled. The observation of the teacher's ability to manage the learning was in the very good category (4.22). The student activities in learning was within the threshold for achieving the ideal time. Also, The students mathematical connection ability satisfied the mastery learning individually and classically (84.11%). The teacher and student questionnaire responses showed positive responses. Thus, the SAVI approach-based teaching materials oriented to mathematical connection ability are feasible as a learning resource for students in learning mathematics.
Co-Authors Ade Evi Fatimah Agung Prasetyo Abadi Asri Ode Samura, Asri Ode Darari, Muhammad Bazlan Ekasatya Aldila Afriansyah Emilianus Jehadus Evi Adelina Nasution Fauzi, KMS Muhammad Amin Fitria Dwi Khaerunnisa Habibi R. P. Negara Hana Auriel Sharon Siahaan Kholifatul Aulia Lia Ardiansari Marzuki Marzuki Metrlitna Br Sembiring Reny Khaerany Nisfiary Rikayanti Rikayanti Rini Sulastri Rini Sulastri Siregar, Rosliana Sri Yunita Ningsih Sutirna Suwanto Suwanto Suwanto Suwanto Syahlan, Syahlan Tamur, Maximus Tommy Tanu Wijaya Winmery Lasma Habeahan Yasifati Hia