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All Journal PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Mejuajua Jurnal Edu Research Progressive of Cognitive and Ability Blantika : Multidisciplinary Journal Journal of Biology, Chemistry, Mathematics and Physics Education Tepak Sirih : Jurnal Pengabdian Kepada Masyarakat Madani International Journal of Applied Learning and Research in Algebra SJME (Supremum Journal of Mathematics Education)
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The Effect of The Student Facilitator and Explaining Cooperative Learning Model on The Mathematical Problem-Solving Ability of Grade IX Students at Junior High School Tiga Hati Kepenuhan Hulu Purba, Rika Wulandari Br; Arcat, Arcat; Afri, Lusi Eka
Jurnal Biochamp Vol 2 No 2 (2025): Agustus
Publisher : Science, Technology and Education Care (STEDCA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61761/biochamp.2.2.59-64

Abstract

This study aims to determine the effect of the cooperative learning model, Student Facilitator and Explaining, on students' mathematical problem-solving abilities in Grade IX of SMP Tiga Hati Kepenuhan Hulu. The research employed a quantitative approach with a quasi-experimental design. The study subjects were Grade IX students divided into two groups: the experimental group, which was taught using the Student Facilitator and Explaining model, and the control group, which was trained using a conventional learning model. Data were collected through a mathematical problem-solving ability test. The hypothesis testing results showed that the t-value (2.37) was greater than the t-table value (2.12) at a significance level of α = 0.05. Therefore, H₀ was rejected and H₁ was accepted. This indicates a significant effect of the Student Facilitator and Explaining cooperative learning model on students’ mathematical problem-solving abilities
PENDAMPINGAN SISWA DALAM MEMAHAMI MATERI OPERASI BILANGAN DAN PECAHAN DI RUMAH QUR’AN AL-KHOIR RAMBAH Arcat, Arcat; Eka Afri, Lusi
Tepak Sirih : Jurnal Pengabdian Masyarakat Madani Vol. 4 No. 2 (2025): Tepak Sirih : Jurnal Pengabdian Kepada Masyarakat Madani
Publisher : LPPM Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jpmm.v4i2.3812

Abstract

Tiga hal yang menjadi inti masalah pada mitra yaitu rendahnya kemampuan matematika siswa, kurangnya pemahaman siswa terhadap kemampuan apa yang wajib dikuasai sebagai dasar dalam memahami matematika, terakhir kurangnya pendampingan kepada siswa dalam menyelesaikan soal-soal terkait dasar-dasar matematika yaitu materi operasi bilangan, pecahan dan bilangan berpangkat. Solusi yang akan dilakukan pada kegiatan ini adalah memberikan Sosialisasi mengenai kemampuan dasar yang harus dikuasai siswa untuk memahami matematika, Memberikan Sosialisai mengenai kemampuan yang diperlukan dan memberikan pendampingan dan bimbingan kepada siswa dalam menyelesaikan soal-soal terkait materi-materi tersebut. Secara singkat tahapan dari kegiatan ini adalah persiapan, pelaksanaan dan pelaporan.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TEKNIK WRITE-PAIR-SQUAR TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA SMA NEGERI 2 BANGKINANG Arcat, Arcat
SJME (Supremum Journal of Mathematics Education) Vol 1 No 1 (2017): Januari 2017
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v1i1.547

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan model pembelajaran kooperatif teknik Write Pair Square (WPS) terhadap kemampuan pemahaman konsep siswa. Penelitian ini dilakukan di Kabupaten Kampar tepatnya di Bangkinan Barat, Riau. Penelitian ini menggunakan metode Eksperimen dengan desain penelitian Two-Group Posttest Only Design. Pengambilan sampel dengan menggunakan teknik simple random sampling dengan mengundi semua kelas populasi. Penelitian ini menyimpulkan bahwa ada pengaruh penerapan model pembelajaran kooperatif teknik WPS terhadap kemampuan pemahaman konsep matematis siswa kelas X SMAN 2 Bangkinang Barat.
PENDAMPINGAN OLIMPIADE MATEMATIKA: STRATEGI PENGUATAN PENALARAN SISWA DAN KOMPENSI GURU PEMBINA SMP NEGERI 3 RAMBAH HILIR Afri, Lusi Eka; Arcat, Arcat; Najmi, Zhafirah; Yuliana, Rika
Mejuajua: Jurnal Pengabdian pada Masyarakat Vol. 5 No. 2 (2025): Desember 2025
Publisher : Yayasan Penelitian dan Inovasi Sumatera (YPIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/mejuajuajabdimas.v5i2.274

Abstract

A systematic mentoring relevant to the demands of mathematics olympiads based on reasoning. The purpose of this activity is to enhance students’ reasoning abilities, develop a cotextualized olympiad learning module, and strengthen the competencies of teacher coaches. The implementation method uses a participatory-educative approach, actively engaging both students and teachers at every stage of the activities. The activities consisted of training, simulated, and competitive motivation sessions based role models. Evaluation was conducted throught pre test and post test, observation, and perception survey. The result show that there were an increase inthe average score of student’s reasoning by 52% and the accuracy rate of answers increases from 47,8% to 82,5%. This improvements were supported by mentoring strategy used, which includes habituation of a gradual approach, pattern identification, and the application of systematic critical thinking logic. Qualitative results futher indicated that 85% of student reported greather confidence and 90% benefited simulation question. The learning module proved effective in assisting teachers to improve their mentoring techniques and facilitating students’ understanding of the material. The growth of intrinsic motivation shows that 70% of student are motivated to participate in similar competitions in the future. These findings confirm that directed mentoring based on logical exercises and reflection is effective not only in improving student’s readiness to face olympiads but also has potential to bulid a culture of critical learning and independent coaching in schools.
Investigating Students’ Mathematical Problem-Solving Errors on Relations and Functions Through Newman’s Error Analysis Barokah, Aulia; Arcat, Arcat; Nurrahmawati, Nurrahmawati
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i1.1944

Abstract

Purpose – Students’ mathematical problem-solving ability remains low, particularly in the topic of relations and functions, as evidenced by frequent errors in solving problem-solving tasks. This study aims to identify and analyze the types of errors made by eighth-grade students in solving mathematical problem-solving questions on relations and functions using Newman’s Error Analysis. Methodology – This study employed a qualitative, descriptive research design. The participants were 29 Grade VIII.6 students from State Junior High School 1 Rambah. Data were collected through written problem-solving tests, semi-structured interviews, and documentation. The data were analyzed using Newman’s Error Analysis framework, which includes reading, comprehension, transformation, process skills, and encoding stages, following the steps of data reduction, data display, and conclusion drawing. Findings – The results indicated that the least frequent error was reading errors (36.2%), followed by comprehension errors (91.4%) and transformation errors (89.7%). The most frequent errors were process skills errors and encoding errors, each occurring in 100% of students’ responses. These findings suggest that students experience significant difficulties in executing mathematical procedures and expressing final answers correctly. Novelty – This study provides a detailed error profile of students’ problem-solving processes on relations and functions using Newman’s Error Analysis, highlighting critical stages where students consistently fail. Significance – The findings benefit mathematics teachers, curriculum developers, and researchers by providing insights into common student errors and supporting the development of instructional strategies that utilize students’ errors as learning resources to improve problem-solving ability.
Linking Representation and Reasoning: An Analysis of Mathematical Communication in Algebraic Word-Problem Solving Najmy, Zhafirah; Nurrahmawati, Nurrahmawati; Arcat, Arcat; Afri, Lusi Eka
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i1.1945

Abstract

Purpose – Mathematical communication is essential in 21st-century mathematics learning because it enables students to represent, explain, and interpret ideas when solving contextual problems. This study aimed to describe seventh-grade students’ mathematical communication in solving algebraic word problems. Methodology – A qualitative descriptive design was used. Seventh-grade students at SMP Negeri 3 Rambah Hilir were purposively selected to represent high-, middle-, and low-achieving groups based on classroom performance and test results. Data were collected using an algebraic word-problem written test and semi-structured interviews. Analysis followed data reduction, data display, and conclusion drawing. Mathematical communication was examined using three indicators: (1) translating contexts/diagrams into mathematical language or models; (2) explaining mathematical ideas and relationships in writing; and (3) reading and interpreting written mathematical representations. Findings – Students’ mathematical communication was low. High-achieving students met all indicators, producing accurate representations and coherent written reasoning. Middle-achieving students generally met indicators (1) and (3), but their written explanations (indicator 2) were incomplete or unclear. Low-achieving students struggled across indicators, particularly in forming algebraic models and interpreting representations, leading to incorrect or incomplete solutions. The results highlight the need for explicit scaffolding of representation, written explanation, and interpretation in algebraic word-problem instruction. Novelty – This study offers an indicator-based profile of mathematical communication in algebraic word-problem solving across achievement levels using combined test and interview evidence. Significance – The findings support teachers and curriculum developers in designing learning activities and assessments that strengthen communication, representation, and reasoning in junior secondary algebra.
Co-Authors Annajmi, Annajmi Barokah, Aulia Gustami, Susi Hera Deswita Lusi Eka Afri Marfi Ario Najmi, Zhafirah Najmy, Zhafirah Nurrahmawati Nurrahmawati Purba, Rika Wulandari Br Ratri Isharyadi, Ratri rika septianingsih Rika Yuliana, Rika Riska Novia Sari, Riska Novia Sa’dah, Nella Rodiya Sohibun -, Sohibun Sri Mulyaningsih Suryani , Pitri Wahyuni, Tri Sari