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All Journal (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Mosharafa: Jurnal Pendidikan Matematika
Yuspriati, Devi Nurul
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Education Mathematics Other

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Analysis of Mathematical Problem Solving Ability of XI Class Vocational Students on Composition Function Material Gunawan, Muhamad; Yuspriati, Devi Nurul
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 1 (2024): VOLUME 7 NUMBER 1, MARCH 2024
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v7i1.19360

Abstract

This study aims to find out how well vocational students solve mathematical problems based on the composition function material. Mathematical problem solving ability is an ability that must be mastered by students because this ability is the core of mathematics. The location of this research is at SMK TI Garuda Nusantara and the main object of research is class XI students totaling 32 people in one class. The author used a descriptive qualitative approach. Several test questions were used as data collection methods. of 32 students in one class. It can be said that only 9 people were able to complete the test questions and get a good rating on each indicator. The results show that the problem solving ability of students in class XI of SMK TI Garuda Nusantara is classified as sufficient or moderate. This is very clear from the fact that only 28% of students who achieved perfect scores in the good category. 56% were rated medium, and 16% were rated low. The acquisition of the highest indicator value is in problem solving ability, while the lowest indicator is in the indicator of understanding the problem, this is due to the lack of understanding of basic mathematical concepts in students. In order for students' problem-solving skills to improve, researchers suggest that further research should use learning models or media that can help students understand mathematical concepts.
Metacognitive Scaffolding in Problem-Based Learning: A Pathway to Developing Higher-Order Thinking Skills Hutajulu, Masta; Setiyawan, Andri; Yuspriati, Devi Nurul
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3558

Abstract

Kemampuan Berpikir Tingkat Tinggi (HOTS) siswa dalam pembelajaran matematika masih rendah, khususnya pada kemampuan menganalisis, mengevaluasi, dan mencipta. Penelitian ini bertujuan menguji pengaruh Problem-Based Learning yang diperkaya dengan scaffolding metakognitif (PBL-MS) terhadap peningkatan HOTS siswa. Penelitian kuasi-eksperimental dengan desain pretest–posttest control group melibatkan 60 siswa kelas X SMA Negeri 15 Bandung yang dibagi ke dalam kelompok eksperimen (PBL-MS) dan kontrol (PBL). Data kemampuan HOTS dikumpulkan melalui tes tertulis berbentuk esai berdasarkan taksonomi Bloom revisi. Hasil penelitian menunjukkan bahwa peningkatan HOTS siswa pada kelompok PBL-MS berada pada kategori sedang (N-Gain = 0,51), sedangkan kelompok PBL berada pada kategori rendah (N-Gain = 0,30), dengan perbedaan yang signifikan (Sig. 2-tailed < 0,05). Temuan ini menunjukkan bahwa integrasi scaffolding metakognitif dalam PBL lebih efektif dalam meningkatkan kemampuan HOTS siswa. Students’ Higher-Order Thinking Skills (HOTS) in mathematics learning remain low, particularly in analyzing, evaluating, and creating skills, indicating the need for instructional strategies that can better support students’ thinking processes. This study aimed to examine the effect of Problem-Based Learning enriched with metacognitive scaffolding (PBL-MS) on improving students’ HOTS. A quasi-experimental study with a pretest–posttest control group design was conducted at SMA Negeri 15 Bandung, involving 60 tenth-grade students divided into an experimental group (PBL-MS) and a control group (PBL). HOTS data were collected using an essay-based written test developed based on the revised Bloom’s taxonomy, covering analyzing, evaluating, and creating indicators. The results showed that the improvement in HOTS of students taught using PBL-MS was in the moderate category (N-Gain = 0.51), while students taught using PBL alone achieved a low category (N-Gain = 0.30). Statistical analysis indicated a significant difference between the two groups (Sig. 2-tailed < 0.05). These findings indicate that integrating metacognitive scaffolding into Problem-Based Learning provides a stronger effect on improving students’ higher-order thinking skills.
Co-Authors Andri Setiyawan Gunawan, Muhamad Masta Hutajulu