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PATOGE geometry transformation board: A teaching aid to enhance junior high school students' conceptual understanding Waluyo, Mohamad; Nawfa, Zulfatun
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 2 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i2.21017

Geometric transformation is a vital mathematics topic that should be learned at the junior high school level. Students often consider This material difficult because it is abstract and lacks concreteness. One effort to overcome this difficulty is by using teaching aids. This study aims to develop a geometric transformation board teaching aid to improve the conceptual understanding of 9th-grade junior high school students. This research employs a research and development method. The research sample consists of 17 9th-grade junior high school students. The results show that using the geometric transformation board teaching aid can enhance the conceptual understanding of 9th-grade students. The average student learning outcomes evidence this increase from 57.65 to 79.41. This study implies that PATOGE can effectively make abstract mathematical concepts more concrete and easier to understand.

Analysis of Students’ Mathematical Reasoning in Solving Pythagorean Theorem Problems Suyanti, Dwi; Waluyo, Mohamad
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 8 No 1 (2024): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v8i1.2897

The purpose of this research is to describe students' understanding of the concept of the Pythagorean theorem. This research was carried out at Muhammadiyah 7 Bayat Middle School. This research uses descriptive qualitative research methods. The data collection technique is written test questions. The subjects of this research consisted of 20 class VIII students. The data analysis techniques used are data reduction, data presentation and conclusions. The results of this research were that 45% of students were able to solve questions on applying questions (C3), in the good category 25%, and 30% in the fair category. In the analysis questions (C4), 50% were in the very good category, 30% in the good category, and 20% in the fair category. In the evaluation questions (C5), 25% were in the very good category, 45% in the good category, and 30% in the fair category.

Pengaruh Kemandirian Belajar, Gender, dan Keyakinan Matematika terhadap Pembuktian Matematika Yuliana, Wahyu; Waluyo, Mohamad
Edumatica : Jurnal Pendidikan Matematika Vol 14 No 2 (2024): Edumatica: Jurnal Pendidikan matematika (Agustus 2024)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v14i2.33764

This research aims to determine the influence of learning independence, gender, and mathematical beliefs on mathematical proof. This research uses a survey method with correlational analysis. The population in this study were students from one of the Ngawen 1 High Schools and sampling using the Purposive Sampling technique for this research was students in classes X.6, X.8, and XI.9. The instruments used are mathematics proof tests and non-test instruments in the form of independence learning questionnaires and mathematics beliefs questionnaires using the Linkert Scale. Data analysis was carried out using the SPSS 23.0 program, consisting of descriptive analysis, data analysis prerequisite tests, and hypothesis testing. This research concludes that together learning independence, gender, and mathematical beliefs have an effect on mathematical proofs, learning independence has a positive effect on mathematical proofs, gender has no effect on mathematical proofs, mathematical beliefs have no effect on mathematical proofs, students in class X.6, X.8 and XI.9 SMA N 1 Ngawen.

Peningkatan Kemampuan Percaya Diri dalam Pembelajaran Matematika Melalui Problem Based Learning Berbantuan Quiziz pada Peserta Didik Kelas X Parahita, Dinda Kusala; Waluyo, Mohamad; Sumadi, Sumadi
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Al-Madrasah Vol. 8, No. 3 (Juli 2024)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v8i3.3546

Tujuan penelitian ini adalah untuk meningkatkan kemampuan percaya diri dalam pembelajaran matematika melalui Problem Based Learning berbantuan quiziz pada peserta didik kelas X. berdasarkan hasil observasi awal pada siswa kelas X-5 di sekolah SMA Negeri 1 Sukoharjo, rasa percaya peserta didik masih tergolong kurang yaitu di bawah 75%. Hal ini dapat dilihat pada sikap siswa dalam proses pembelajaran. Masih banyak siswa yang takut untuk mengemukakan pendapat, jawaban, ide, dan pertanyaan secara tegas. Siswa masih sulit untuk memberanikan diri apabila di minta untuk maju ke depan melakukan presentasi hasil pembelajarannya. Penelitian Tindakan Kelas (PTK) yang dilaksanakan di SMA Negeri 1 Sukoharjo. Subyek dalam penelitian ini adalah peserta didik kelas X-5 sejumlah 36 peserta didik. Tindakan Kelas, setiap siklus meliputi perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Teknik pengumpulan data informasi dalam penelitian ini menggunakan observasi dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan dari siklus I dan II. Indikator persentase peningkatan yaitu rata-rata persentase pada siklus I yaitu 51,8% menjadi 82,8% pada siklus II. Sehingga dapat disimpulkan berdasarkan hasil yang diperoleh dari siklus I dan II bahwa kemampuan percaya diri dalam pembelajaran matematika meningkat melalui Problem Based Learning berbantuan quiziz pada peserta didik kelas X.

PENGARUH PENGGUNAAN MODEL PROBLEM BASED LEARNING (PBL) TERHADAP HASIL BELAJAR MATEMATIKA MATERI BANGUN DATAR DAN BANGUN RUANG BAGI SISWA KELAS II SD MUHAMMADIYAH 23 SURAKARTA PADA SEMESTER II TAHUN PELAJARAN 2023/2024. Martrianingrum, Anggih; Waluyo, Mohamad
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i4.35336

Tujuan dari penelitian ini untuk memperbaiki hasil belajar matematika siswa kelas II SD Muhammadiyah 23 Surakarta pada semester kedua tahun pelajaran 2023/2024 dalam materi bangun ruang dan bangun. Hasil belajar sebelum penelitian ini dilakukan menunjukkan nilai yang kurang maksimal. Hasil ulangan Matematika dengan materi bangun datar dan bangun ruang siswa SD Muhammadiyah 23 Surakarta pada semester kedua tahun pelajaran 2023/2024 adalah 33% dari 28 siswa yang tuntas. Penelitian tindakan kelas sangat penting dilakukan untuk melaksanakan pembelajaran perbaikan. Penelitian ini terdiri dari dua siklus, di mana setiap siklus memiliki empat fase. Variabel bebas dari penelitian ini adalah model Problem Based Learning dan variabel terikat adalah hasil belajar matematika. Data penelitian diperoleh melalui tes, kemudian dianalisis secara deskriptif komparatif untuk membandingkan hasil belajar matematika siswa sebelum dan sesudah siklus. Temuan peneliti ini meningkatnya nilai rata-rata kelas sebelum tindakan dari 62, menjadi 86 setelah tindakan. Jumlah siswa yang tuntas dari 9 menjadi 24. Berdasarkan temuan dalam penelitian ini, dapat disimpulkan bahwa penerapan model Problem Based Learning berhasil meningkatkan hasil belajar siswa pada materi bangun datar dan bangun ruang. Penelitian ini dapat dikatakan sukses karena berhasil mencapai target kinerja, yaitu 75% siswa memperoleh nilai di atas KKM (Kriteria Ketuntasan Minimal).

PENGARUH PENGGUNAAN MODEL PROBLEM BASED LEARNING (PBL) TERHADAP HASIL BELAJAR MATEMATIKA MATERI BANGUN DATAR DAN BANGUN RUANG BAGI SISWA KELAS II SD MUHAMMADIYAH 23 SURAKARTA PADA SEMESTER II TAHUN PELAJARAN 2023/2024 Martrianingrum, Anggih; Waluyo, Mohamad
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i4.35682

Tujuan dari penelitian ini untuk memperbaiki hasil belajar matematika siswa kelas II SD Muhammadiyah 23 Surakarta pada semester kedua tahun pelajaran 2023/2024 dalam materi bangun ruang dan bangun. Hasil belajar sebelum penelitian ini dilakukan menunjukkan nilai yang kurang maksimal. Hasil ulangan Matematika dengan materi bangun datar dan bangun ruang siswa SD Muhammadiyah 23 Surakarta pada semester kedua tahun pelajaran 2023/2024 adalah 33% dari 28 siswa yang tuntas. Penelitian tindakan kelas sangat penting dilakukan untuk melaksanakan pembelajaran perbaikan. Penelitian ini terdiri dari dua siklus, di mana setiap siklus memiliki empat fase. Variabel bebas dari penelitian ini adalah model Problem Based Learning dan variabel terikat adalah hasil belajar matematika. Data penelitian diperoleh melalui tes, kemudian dianalisis secara deskriptif komparatif untuk membandingkan hasil belajar matematika siswa sebelum dan sesudah siklus. Temuan peneliti ini meningkatnya nilai rata-rata kelas sebelum tindakan dari 62, menjadi 86 setelah tindakan. Jumlah siswa yang tuntas dari 9 menjadi 24. Berdasarkan temuan dalam penelitian ini, dapat disimpulkan bahwa penerapan model Problem Based Learning berhasil meningkatkan hasil belajar siswa pada materi bangun datar dan bangun ruang. Penelitian ini dapat dikatakan sukses karena berhasil mencapai target kinerja, yaitu 75% siswa memperoleh nilai di atas KKM (Kriteria Ketuntasan Minimal).

Effects of Problem-Based and Guided Inquiry Learning on Vocational Students’ Critical Thinking Skills Meilani, Rosa; Nurcahyo, Adi; Waluyo, Mohamad
Jurnal Inovasi Matematika Vol 8 No 1 (2026): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.563

In the modern era, critical thinking is a key skill for success in both academic and professional contexts. This study investigates the critical thinking abilities of Vocational High School (SMK) students, which remain relatively low, as reflected in their difficulties solving contextual problems and presenting logical mathematical reasoning. The research aims to examine the effects of the Problem-Based Learning (PBL) and Guided Inquiry (GI) models on students’ critical thinking skills in learning circle geometry. Using a quasi-experimental design, the study involved 11th-grade students at SMK Negeri 1 Boyolali. Class XI MPLB 2 served as the experimental group using the PBL model, while Class XI PM 2 acted as the control group using the GI model. Data were collected through pre-tests, post-tests, and documentation, and analyzed using the independent samples t-test, normality test, and N-Gain test. The results showed a significant difference between the two groups: the PBL class achieved a higher average post-test score (60.91) than the GI class (43.28). The t-test results (t = 4.461, p < 0.05) confirmed that PBL was more effective than GI in improving students’ critical thinking skills, although both models produced outcomes in the low N-Gain category.

Development of GeoGebra-Based PjBL Activities Containing Ethnomathematics in Spatial Geometry to Improve Mathematical Communication Falah, Fajrul; Waluyo, Mohamad
Proceeding International Conference on Mathematics and Learning Research 2025: Proceeding International Conference on Mathematics and Learning Research
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

The low mathematical communication skills of junior high school students, particularly in presenting mathematical ideas and arguments in writing, form the background of this study. As a solution, a Project-Based Learning (PjBL) activity that integrates ethnomathematics content and is assisted by GeoGebra software was developed. This research is a development study (R&D) that adopted the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The aim of this research is to develop ethnomathematics-based Project-Based Learning activities and teaching tools assisted by GeoGebra on the topic of three-dimensional flat-sided shapes (cubes, cuboids, prisms, and pyramids), as well as to test their validity. The ethnomathematics context used is the architecture of the Dieng Temple to study the concept of surface area. The resulting product was assessed by subject matter and media experts. The validation results show an average score of 0.8542, which falls into the highly valid category. Therefore, the developed learning product is declared valid and feasible for use to support mathematical communication.

Assessment of Mathematics Proof Construction: Preservice Mathematics Teacher Training and Upper Secondary School Students Waluyo, Mohamad; Sutama, S; Setyaningsih, Nining
Proceeding International Conference on Mathematics and Learning Research 2025: Proceeding International Conference on Mathematics and Learning Research
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Constructing valid mathematical proofs is a fundamental yet persistent challenge for students. This study investigates the developmental trajectory of proof construction abilities among Indonesian students, spanning from upper secondary school (Grades 10-11) to undergraduate mathematics levels. Adopting a descriptive cross-sectional design, data were collected from 479 participants using open-ended proof construction tasks and a survey on proof perception. The results reveal a pervasive dominance of empirical proof schemes, where students rely on specific numerical examples rather than generalized logical arguments. Notably, formal proof construction was virtually non-existent at the secondary level, highlighting a significant pedagogical gap. While the frequency of formal proof attempts increased among university students, valid execution remained limited, indicating a disconnect between students' strategic knowledge and their normative understanding of "correct" proof. Furthermore, findings show a critical misalignment between perception and performance; students often recognized formal algebraic arguments as superior yet reverted to empirical methods in practice. The study concludes that the transition from inductive to deductive reasoning does not occur naturally and requires explicit instructional interventions to bridge the cognitive rupture between secondary calculation-based mathematics and tertiary formal reasoning.

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