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The impact of high school students’ enthusiasm for game-based learning (GBL) on their enthusiasm for mathematics learning Panjaitan, M. Azhari; Dasari, Dadan
Jurnal Gantang Vol 9 No 2 (2024): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v9i2.7324

The low interest of students in mathematics learning can negatively impact their academic performance. Game-based learning has been implemented to increase students' interest and enthusiasm for studying mathematics. This study aims to analyze the impact of high school students' enthusiasm for game-based learning on their enthusiasm for mathematics learning. The research uses a quantitative method through an online questionnaire distributed to 216 West Sumatra and North Sumatra high school students. Data were analyzed using binary logistic regression to understand the effect of game-based learning on students' enthusiasm for mathematics. The results show that students' enthusiasm for game-based learning through traditional and online games significantly influences their interest in mathematics learning, with a model accuracy rate of 90.7%. Additionally, the game-based learning approach boosts students' interest and facilitates collaboration and critical thinking skills. This study concludes that game-based learning is an effective method for enhancing students' enthusiasm for mathematics, and it is recommended that teachers integrate this approach into high school mathematics curricula.

ANALYSIS OF SEVENTH-GRADE JUNIOR HIGH SCHOOL MATHEMATICS TEXTBOOKS ON ALGEBRA USING THE PRAXEOLOGY APPROACH Panjaitan, M. Azhari; Naufal, Nasrul; Herman, Tatang
Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 2
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v7i2.13231

Algebra material in mathematics learning plays a crucial role as the foundation for abstract thinking among junior high school students. However, obstacles in task design in textbooks often hinder students' understanding of basic algebra concepts. This study aims to analyze the algebra material in Grade VII mathematics textbooks using a praxeological approach. The research method employed is qualitative descriptive, consisting of observation through selection, categorization, coding, and in situ analysis. The analyzed textbook is the Grade VII Mathematics book published by the Ministry of Education and Culture in the 2017 revised edition. It was chosen due to its widespread use in schools across Indonesia. The main findings indicate that among the four task designs analyzed, many present epistemological and didactic obstacles, such as a lack of emphasis on fundamental algebra concepts and the presentation of unsystematic material. As a solution, this research proposes an alternative task design that focuses on contextual illustrations, independent exploration, and visualizations to enhance learning effectiveness. Although empirical validation has not yet been conducted, the findings provide a foundational framework for developing better algebra learning materials in the future. The implications of this research are expected to assist textbook developers and teachers in creating content that more effectively supports student learning.

Pendampingan Guru Sekolah Menengah dalam Penerapan ICT untuk Asesmen Pembelajaran Dahlan, Jarnawi Afgani; Kusumah, Yaya Sukjaya; Monariska, Erma; Jalal, Ariyanti; Maknun, Churun Lu'lu'il; Ernawati; Ikram, Fadhil Zil; Panjaitan, M. Azhari; Tupamahu, Pieter Z.; Silitonga, R. H. Yanti
Sipakaraya : Jurnal Pengabdian Masyarakat Vol 4 No 1 (2025): Sipakaraya : Jurnal Pengabdian Masyarakat
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/sipakaraya.v4i1.5428

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mengatasi permasalahan rendahnya pemanfaatan teknologi informasi dan komunikasi (ICT), khususnya dalam kegiatan evaluasi dan asesmen pembelajaran oleh guru di sekolah mitra. Permasalahan ini dapat ditinjau dari dua aspek utama, yaitu keterbatasan pengetahuan dan keterampilan guru dalam menggunakan platform digital untuk evaluasi dan asesmen, serta belum dikenalnya potensi kecerdasan buatan (AI) dalam menunjang penilaian pembelajaran yang efektif dan efisien. Melalui kegiatan pengabdian berupa pendampingan atau pelatihan ini, diharapkan para guru di sekolah mitra tidak hanya memperoleh pemahaman konseptual tentang pentingnya integrasi teknologi dalam evaluasi dan asesmen pembelajaran, tetapi juga memiliki keterampilan praktis untuk menerapkannya secara langsung dalam konteks kelas mereka masing-masing. Kegiatan pengabdian dilaksanakan secara hybrid yang berpusat di SMK TIK Al-Islam Purwakarta. Kegiatan dilaksanakan pada hari Sabtu, 23 Agustus 2025 dengan 27 guru yang mengikuti kegiatan. Adapun guru-guru yang mengikuti kegiatan ini berasal dari tiga sekolah yaitu SMA Al Jundiyah, SMA Dzakiyun 2, dan SMK TIK Al Islam. Hasil pelaksanaan serta evaluasi terhadap kegiatan pengabdian masyarakat yang telah dilaksanakan menunjukkan bahwa indikator keberhasilan kegiatan pengabdian, yaitu materi, narasumber, pelaksanaan kegiata, serta dampak manfaat, sudah terpenuhi sehingga kegiatan pendampingan atau pelatihan terkait pemanfaatan ICT dalam asesmen pembelajaran dapat dikatakan sukses dan berhasil. Kegiatan pendampingan atau pelatihan berhasil dalam menambah wawasan dan pengetahuan serta keterampilan terkait ICT dalam Pendidikan, utamanya mengenai pemanfaatannya dalam asesmen pembelajaran. Selain itu, para responden juga memberikan komentar yang positif terhadap pelaksanaan kegiatan dan berharap kegiatannya dapat dilaksanakan secara berkala.

IDENTIFIKASI HAMBATAN BELAJAR SISWA PADA MATERI KONSEP PERSAMAAN DAN PERTIDAKSAMAAN NILAI MUTLAK SATU VARIABEL Panjaitan, M. Azhari; Rosjanuardi, Rizky
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 3 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i3.7180

Penelitian ini dilaksanakan di Sekolah Menengah Atas (SMA). Adapun tujuan penelitian ini adalah mengidentifikasi hambatan-hambatan belajar siswa pada konsep persamaan dan pertidaksamaan nilai mutlak satu variabel. Penelitian ini menggunakan metode kualitatif dengan paradigma interpretif dan paradigma kritis. Subjek penelitian merupakan siswa kelas X Sekolah Menengah Atas Swasta (SMAS) di Kota Bandung Provinsi Jawa Barat. Subjek dipilih berdasarkan materi yang sudah dipelajari mengenai persamaan dan pertidaksamaan nilai mutlak satu variabel. Pengumpulan data menggunakan tes dan wawancara. Tes terdiri dari 4 soal tentang materi persamaan dan pertidaksamaan nilai mutlak satu variabel yang telah divalidasi oleh ahli matematika. Setelah siswa menyelesaikan tes, peneliti mengamati jawaban siswa dan memilih beberapa siswa untuk dilakukan wawancara. Berdasarkan hasil penelitian, siswa mengalami tiga jenis hambatan belajar yaitu hambatan epistemologis, ontogenik, dan didaktis. Siswa mengalami hambatan epistemologis karena pemahaman konsep yang tidak lengkap dan tidak terbiasa menerapkan konsep matematika yang satu ke konsep matematika yang lain. Kemudian, siswa juga mengalami hambatan belajar secara ontogenik karena tidak memahami konsep persamaan dan pertidaksamaan nilai mutlak sat variabel. Selain itu, proses pembelajaran yang dilakukan oleh guru juga menjadi faktor dimana siswa mengalami hambatan didaktis. Hasil dari penelitian ini mengilustrasikan dari keadaan kondisi siswa saat mempelajari persamaan dan pertidaksamaan nilai mutlak satu variabel. Dengan temuuan hasil penelitian, diperlukan adanya desain didaktis terhadap materi persamaan dan pertidaksamaan nilai mutlak sat variabel yang dapat meminimalisir terjadinya hambatan-hambatan belajar yang telah teridentifikasi.

The impact of high school students’ enthusiasm for game-based learning (GBL) on their enthusiasm for mathematics learning Panjaitan, M. Azhari; Dasari , Dadan
Jurnal Gantang Vol 9 No 2 (2024): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v9i2.6923

The low interest of students in mathematics learning can negatively impact their academic performance. Game-based learning has been implemented to increase students' interest and enthusiasm for studying mathematics. This study aims to analyze the impact of high school students' enthusiasm for game-based learning on their enthusiasm for mathematics learning. The research uses a quantitative method through an online questionnaire distributed to 216 West Sumatra and North Sumatra high school students. Data were analyzed using binary logistic regression to understand the effect of game-based learning on students' enthusiasm for mathematics. The results show that students' enthusiasm for game-based learning through traditional and online games significantly influences their interest in mathematics learning, with a model accuracy rate of 90.7%. Additionally, the game-based learning approach boosts students' interest and facilitates collaboration and critical thinking skills. This study concludes that game-based learning is an effective method for enhancing students' enthusiasm for mathematics, and it is recommended that teachers integrate this approach into high school mathematics curricula.

Didactic Transposition of Absolute Value in Calculus Courses: Analyzing Curricula, Textbooks, and Classroom Instruction Panjaitan, M. Azhari; Turmudi, Turmudi; Dahlan, Jarnawi Afgani
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp388-402

Didactic Transposition of Absolute Value in Calculus Courses: Analyzing Curicula, Textbooks, and Classroom Instruction. Objective; This study aimed to analyze the knowledge to be taught in absolute value learning as part of the didactic transposition process. Method; A qualitative approach with a descriptive design was employed to examine curriculum documents and calculus textbooks as primary data sources. The research adopted a didactic transposition and praxeological framework to analyze the structure of absolute value instruction. The methodology included document selection based on inclusion criteria, content analysis of absolute value concepts in textbooks, comparison with theoretical praxeology models, and expert validation to ensure alignment with established mathematical and pedagogical principles. Triangulation was applied by analyzing multiple textbooks and curricula to enhance validity and reliability. Findings; The study results indicate that learning absolute value requires comprehensive material to bridge the transition of knowledge from school to university. Differential calculus textbooks introduce the absolute value concept with an initial definition as a non-negative value that geometrically represents distance, followed by a piecewise definition commonly found in high school textbooks. Content analysis reveals that task techniques related to absolute value material predominantly focus on perceptual, algebraic, and operational aspects, while graphical visualization is lacking, which hinders a thorough conceptual understanding. This highlights the contrast between the procedural approach in schools and the conceptual approach in universities, emphasizing the necessity of comprehensive materials to prevent learning obstacles. Conclusion; The findings emphasize the need for a more comprehensive presentation of absolute value in university calculus textbooks to support a smooth transition from school to higher education. The analysis revealed that while absolute value is introduced conceptually, the lack of graphical representation limits students' understanding. Additionally, inconsistencies between curriculum documents and learning materials indicate the necessity of aligning instructional resources. To prevent learning obstacles, it is recommended that absolute value content in differential calculus textbooks be presented in a complete and structured manner, integrating both procedural and conceptual approaches. Keywords: knowledge to be taught, absolute value, didactic transposition.

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