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All Journal Mandalika Mathematics and Educations Journal JME (Journal of Mathematics Education)
Rochmah, Ngganiyatur
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Mathematics

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STUDENTS' MATHEMATICAL PROBLEM-SOLVING ABILITY THROUGH THE CORE–RME MODEL VIEWED FROM FIELD DEPENDENT AND FIELD INDEPENDENT COGNITIVE STYLES Rochmah, Ngganiyatur; Walida, Sikky El
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (January - June)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2694

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan pemecahan masalah matematika siswa dalam Sistem Persamaan Linear Tiga Variabel (SPLTV) melalui penerapan model pembelajaran CORE–RME (Connecting, Organizing, Reflecting, Extending) dalam hal gaya kognitif Field Independent (FI) dan Field Dependent (FD). Penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas (CAR) yang dilakukan dalam dua siklus pada siswa kelas XA di sebuah SMA swasta di Kabupaten Malang. Data dikumpulkan melalui tes kemampuan pemecahan masalah matematika, observasi, wawancara, dan Tes Gambar Tertanam Kelompok (GEFT), kemudian dianalisis secara deskriptif, kualitatif, dan kuantitatif. Hasil penelitian menunjukkan bahwa penerapan model CORE–RME mampu meningkatkan kemampuan pemecahan masalah matematika siswa, yang ditunjukkan dengan peningkatan penguasaan dari 73,5% pada siklus I menjadi 81,4% pada siklus II. Aktivitas siswa dan implementasi pembelajaran juga meningkat pada setiap tahapan CORE–RME. Dari segi gaya kognitif, siswa FI lebih mandiri dalam mengembangkan strategi penyelesaian, sedangkan siswa FD mengalami peningkatan melalui bimbingan dan interaksi kolaboratif. Dengan demikian, model pembelajaran CORE–RME efektif dalam meningkatkan kemampuan pemecahan masalah matematika siswa pada materi SPLTV dengan mengakomodasi perbedaan gaya kognitif.
Deep Learning Pedagogy dalam Perspektif Konstruktivisme: Systematic Literature Review terhadap Pemahaman Konseptual Rochmah, Ngganiyatur; Alifiani, Alifiani
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11332

Abstract

The development of modern education requires a paradigm shift in learning from mere knowledge transfer to a meaningful learning process oriented towards conceptual understanding. However, classroom learning practices are still dominated by surface learning that emphasizes memorization rather than deep conceptual understanding. This condition highlights the importance of applying pedagogical approaches that can foster active student involvement in knowledge construction, such as deep learning pedagogy rooted in constructivism principles. This study aims to systematically review various studies examining the relationship between deep learning pedagogy, constructivism, and students' conceptual understanding. The study was conducted using the Systematic Literature Review (SLR) method with PRISMA guidelines for articles published in 2021–2025, resulting in 15 relevant articles for thematic analysis. The results show that the integration of deep learning pedagogy and constructivism effectively improves conceptual understanding through project-based, problem-based, and reflective learning. The conclusion of the study confirms that the synergy of these two approaches strengthens the interconnection between concepts, develops critical thinking, and shapes independent and reflective learners in line with the demands of modern education.
Co-Authors Alifiani, Alifiani Walida, Sikky El