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All Journal Statistika AKSIOMA: Jurnal Program Studi Pendidikan Matematika International Journal of Elementary Education JISAE (Journal of Indonesian Student Assesment and Evaluation) Equals : Jurnal Ilmiah Pendidikan Matematika Jurnal Riset Pembelajaran Matematika Sekolah Mosharafa: Jurnal Pendidikan Matematika Griya Journal of Mathematics Education and Application COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Unnes Journal of Mathematics Education Jurnal Riset Pendidikan Matematika Jakarta Lattice Journal : Journal of Mathematics Education and Applied Euclid Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Edumaspul: Jurnal Pendidikan Mathema: Jurnal Pendidikan Matematika
Pinta Deniyanti Sampoerno
Universitas Negeri Jakarta
Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Mathematics Public Health Social Sciences Other

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Pengaruh Model Brain Based Learning Berbantuan Geogebra Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Ditinjau dari Self-Efficacy Nasution, Sofyan Husein; Sampoerno, Pinta Deniyanti; Hidajat, Flavia Aurelia
Lattice Journal : Journal of Mathematics Education and Applied Vol. 5 No. 2 (2025): Desember 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/lattice.v5i2.10498

Abstract

This research is motivated by the low ability to understand mathematical concepts of vocational high school students, this is indicated by students still not being able to make mistakes in writing orders in matrices, using the operating rules of matrices, and being less careful in identifying information presented in questions. The purpose of this study is to determine the effect of the brain-based learning model with GeoGebra on students' mathematical concept understanding abilities based on the level of students' self-efficacy. This research method is a quasi-experimental research design with a 2x2 factorial design by level. The research samples taken were students of class XI BR and XI RPL of SMK Negeri 12 North Jakarta, as well as students of class XI TKR and XI TKJ of SMK Negeri 54 Central Jakarta with a total sample of 96 students, divided into 48 experimental classes and 48 control classes, which will be further divided according to the level of self-efficacy possessed by each student. The research instruments used were self-efficacy questionnaire sheets and mathematical context understanding skills test sheets. The data analysis applied in this study includes several tests: Normality Test, Homogeneity Test, effect size test, two-way ANOVA Test, and t-Test. The results of this study are: The ability to understand mathematical concepts of students who are given a brain-based learning model with Geogebra is higher than the conventional learning model, there is an interaction between the learning model and the level of self-efficacy of students; the ability to understand mathematical concepts of students who are given a brain-based learning model is higher than those given a conventional model at a high self-efficacy level; and there is no difference in the ability to understand mathematical concepts between the two models in the low self-efficacy group..  Penelitian ini dilatarbelakangi rendahnya kemampuan pemahaman konsep matematis peserta didik SMK, hal ini ditandai peserta didik masih belum dapat kesalahannya dalam menuliskan ordo pada matriks, penggunaan kaidah operasi dari matriks, serta kurang teliti dalam mengidentifikasi informasi yang dipaparkan dalam soal. Adapun tujuan penelitian ini ialah mengetahui pengaruh model brain based learning dengan geogebra terhadap kemampuan pemahaman konsep matematis peserta didik berdasarkan tingkat self-efficacy peserta didik. Metode penelitian ini ialah quasi eksperimen dengan desain penelitian desain factorial 2x2 by level. Sampel penelitian yang diambil ialah siswa kelas XI BR dan XI RPL SMK Negeri 12 Jakarta Utara, serta siswa kelas XI TKR dan XI TKJ SMK Negeri 54 Jakarta Pusat dengan banyak keseluruhan sampel sebesar 96 peserta didik, yang terbagi atas 48 kelas eksperimen dan 48 kelas kontrol, yang nantinya dibagi lagi sesuai dengan tingkat self-efficacy yang dimiliki setiap peserta didik. Instrumen penelitian yang digunakan ialah lembar angket self-efficacy dan lembar tes keterampilan pemahaman konteks matematika. Analisis data yang diterapkan penelitian ini ialah meliputi beberapa uji: Uji Normalitas, Uji Homogenitas, uji size effect, Uji ANAVA dua arah, dan Uji-t. Hasil dari penelitian ini ialah: Kemampuan pemahaman konsep matematis peserta didik yang diberi model brain based learning dengan geogebra lebih tinggi daripada model pembelajaran konvensional, terdapat interaksi dari model pembelajaran dengan tingkat self-efficacy peserta didik; kemampuan pemahaman konsep matematis peserta didik yang diberi model brain based learning lebih tinggi daripada diberi model konvensional pada tingkat self-efficacy tinggi; serta tidak terdapat perbedaan kemampuan pemahaman konsep matematis antar kedua model pada kelompok self-efficacy rendah.
Eksplorasi Kesalahan Siswa pada Materi Aljabar di SMP: Systematic Literature Review Vivied Eka Pratiwi; Sampoerno, Pinta Deniyanti; Aziz, Tian Abdul
Griya Journal of Mathematics Education and Application Vol. 5 No. 4 (2025): Desember 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i4.975

Abstract

An educator must conduct error analysis to determine the extent to which students understand the lesson. Furthermore, student error analysis can also be used as evaluation material and as a consideration in subsequent learning. The purpose of this study was to review literature related to error analysis in junior high school algebra material. This research is a Systematic Literature Review. Data collection was conducted by reviewing articles that have the research topic of error analysis theory in junior high school algebra problems. Data collection came from journals indexed by Sinta for the past 5 years. The obtained articles were 16 articles that met the criteria. Based on the search results, it was found that the analysis theory frequently used to conduct error analysis in algebra material is the costalan theory with three indicators: conceptual errors, procedural errors, and technical errors. The types of errors that appear range from misinterpreting algebraic elements to misapplying correct concepts. Therefore, a possible solution is to create learning activities that emphasize active student involvement to help students understand the concepts of algebra
Bibliometric Analysis of Research on Mathematical Problem-Solving Ability Using VOSviewer and Google Scholar (2010–2025) Laila Rahmi S; Pinta Deniyanti Sampoerno; Flavia Aurelia Hidajat
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1223

Abstract

Mathematical problem-solving skills are a key competency of the 21st century and are an important focus in mathematics education. This study aims to map the development of research on mathematical problem-solving skills in the period 2010–2025 using a bibliometric approach based on Google Scholar. Data were collected through Harzing's Publish or Perish (PoP) using keywords related to mathematical problem solving/problem solving ability and exported in .CSV and .RIS formats. The metadata were then cleaned and normalized using Microsoft Excel, then analyzed using VOSviewer to produce network, overlay, and density visualizations. The results of the analysis show an increasing publication trend since 2015, peaking in 2021–2022, then declining in 2023–2025, which is thought to be influenced by the limited coverage of current data. Co-occurrence mapping formed several main clusters: (1) learning models and problem-solving development, (2) skills/abilities as learning outcomes, (3) educational context and learning influences, (4) problem-solving processes and strategies as well as affective factors (self-efficacy), and (5) assessment and ability indicators. The overlay findings indicate that current topics for 2021–2025 are shifting toward affective factors and self-regulation, such as self-efficacy, mathematical resilience, independence, and the study of strategies and processes. Overall, research is still dominated by cognitive and pedagogical factors, while integrative exploration of affective aspects and the development of comprehensive assessment instruments remain limited. This mapping provides a basis for formulating directions for further research and strengthening the design of learning and assessment of mathematical problem-solving skills.
Pengembangan Buku Ajar Berbasis Realistic Mathematics Education pada Pokok Bahasan Teorema Pythagoras untuk Siswa SMP Tika Kurnia Amaliyah; Pinta Deniyanti Sampoerno; Dwi Antari Wijayanti
JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol. 10 No. 1 (2026): Jurnal Riset Pembelajaran Matematika Sekolah
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpms.101.10

Abstract

Penelitian ini dilakukan untuk mengembangkan bahan ajar berupa buku ajar berbasis RME pada pokok bahasan teorema Pythagoras untuk siswa kelas VIII SMP. Metode penelitian yang digunakan adalah metode penelitian pengembangan ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Subjek uji coba adalah siswa kelas IX SMPN 1 Tarumajaya. Berdasarkan hasil analisis kebutuhan pada tahap analysis, pokok bahasan yang dipilih siswa adalah teorema Pythagoras. Instrumen penilaian yang digunakan berupa instrumen validasi dan angket yang diberikan kepada ahli materi, ahli bahan ajar, guru matematika, dan siswa. Pengujian dilakukan melalui tahap validasi serta uji coba kelompok terbatas dan uji coba lapangan. Pada tahap validasi, produk memperoleh skor dari ahli materi, ahli bahan ajar, dan guru matematika masing-masing sebesar 3,69; 3,82; dan 3,97 yang ketiganya masuk pada kategori sangat layak. Pada uji coba kelompok terbatas, diperoleh peniaian dari siswa dan guru masing-masing sebesar 3,65 dan 3,84 yang keduanya termasuk kategori sangat layak. Pada uji coba lapangan, penilaian dari siswa dan guru masing-masing sebesar 3,68 dan 3,84 yang keduanya juga termasuk kategori sangat layak. Berdasarkan hasil tersebut, buku ajar berbasis RME pada pokok bahasan teorema Pythagoras untuk siswa kelas VIII SMP ini dinyatakan sangat layak untuk digunakan dalam proses pembelajaran matematika.
Efektivitas Desain Didaktis Materi Lingkaran Berbasis Realistic Mathematics Education terhadap Kemampuan Pemahaman Konsep Matematis Ellis Salsabila; Mimi Nur Hajizah; Pinta Deniyanti Sampoerno
Jurnal Riset Pendidikan Matematika Jakarta Vol. 7 No. 2 (2025): Jurnal Riset Pendidikan Matematika Jakarta Volume 7, Nomor 2, Tahun 2025
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpmj.v7i2.61476

Abstract

This study aims to examine the effectiveness of a didactical design-based teaching material grounded in Realistic Mathematics Education (RME) on the topic of circles in improving students’ conceptual understanding of mathematics. The study employed a quasi-experimental approach with a nonequivalent control group design. The participants consisted of 60 eighth-grade students from a junior high school, divided into the experimental group using RME-based learning modules and the control group receiving conventional, teacher-centered instruction. The main instrument was a conceptual understanding test developed based on six indicators: restating concepts, providing examples and non-examples, classifying, representing, explaining relationships among concepts, and applying procedures meaningfully. Results revealed that the experimental group achieved a higher mean N-gain (0.74, high category) compared to the control group (0.30, low–moderate category). The t-test showed a significant difference (p < 0.001) with a large effect size (Cohen’s d = 1.47). Analysis by indicator indicated significant improvements across all aspects, particularly in explaining conceptual relationships and mathematical representation. These findings confirm that RME-based didactical design materials effectively enhance students’ conceptual understanding of circles by facilitating meaningful rediscovery through real-world contexts and progressive mathematical modeling. Practically, the study suggests that mathematics teachers can adopt RME designs as an alternative instructional approach to promote deeper, contextual, and communicative learning in geometry.
Co-Authors Aris Hadiyan Wijaksana Azzahra, Yuvita Dwi Antari Wijayanti Dwi Jeanita Sengkey Ellis Salsabila, Ellis Flavia Aurelia Hidajat, Flavia Aurelia Gufron, Ahmad Gusnia, Farida Haeruman, Leny Dhianti Hajizah, Mimi Nur Hakim, Lukman El Khoirunnisa , Mustika Laila Rahmi S Lukita Ambarwati Lukman El Hakim Maemonah, Maemonah Meidianingsih, Qorry Meilani, Ajeng Nasution, Sofyan husein Nurjanah, Egi Annisa Pakpahan, Ruth Yolanda Sari Permana, Agus Agung Rahmi, Fathur Rizka A Silvira Hakim Siti Anisah Sofiatun, Siti Sofyan Husein Nasution Tian Abdul Aziz Tika Kurnia Amaliyah Tri Fauji Vera Maya Santi Vivied Eka Pratiwi Yusufira Aldona