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All Journal Jurnal Edukasi dan Penelitian Matematika Journal on Mathematics Education
Elniati, Sri
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PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK DI KELAS VIII SMP NEGERI 16 PADANG Kurniati, Dian; Elniati, Sri
Jurnal Edukasi dan Penelitian Matematika Vol 13, No 1 (2024): Maret
Publisher : Departemen Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pmat.v13i1.15783

Abstract

The ability to solve mathematical problems is very important in the learning process. However, tests conducted during observation at SMPN 16 Padang proved that this ability is still at a low level. This study examines the mathematical problem solving ability of students in grade VIII of SMPN 16 Padang using the Problem Based Learning (PBL) approach.  The research design applied was Nonequivalent Posttest Only Control Group Design. The sample was selected by simple random sampling. The t-test analysis on the final test obtained a P-value of 0.024 which indicates that the PBL model is more effective than direct learning in solving mathematical problems.Keywords: Problem Based Learning Model, Mathematical Problem Solving Abilities, Direct Learning
PENGARUH PENDEKATAN RME TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK KELAS VIII DI SMPN 1 GUNUNG TALANG Azizah, Rahmi; Elniati, Sri
Jurnal Edukasi dan Penelitian Matematika Vol 13, No 1 (2024): Maret
Publisher : Departemen Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pmat.v13i1.15784

Abstract

Students should learn mathematical problem-solving. This is still lacking in classrooms. For this, Realistic Mathematics Education (RME) was used. This study will examine if the approach used to teach VIII graders at SMPN 1 Gunung Talang is better than the standard approach. This pseudo-experimental study uses Nonequivalent Posttest-Only Control Group Design. This study examined SMP 1 Gunung Talang VIII graders' demographics. Basic random sampling picked class VIII-1 as the experimental group and class VIII-2 as the control group. Math problem-solving ability test data analysis yielded a 0.00 P-value. At a significance threshold (α) of 0.05, the null hypothesis (H0) is rejected as the P-value is below α. RME pupils outperform Conventional students in class VIII SMPN 1 Gunung Talang.Keywords– Mathematical Problem Solving Abilities, RME
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK KELAS XI FASE F SMA NEGERI 8 PADANG Hasanah, Uswatun; Elniati, Sri
Jurnal Edukasi dan Penelitian Matematika Vol 13, No 1 (2024): Maret
Publisher : Departemen Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pmat.v13i1.15785

Abstract

Proficiency in mathematical communication is crucial for students to develop, encompassing both verbal and written forms. Students' mathematical communication abilities are still rather low. The Think Pair Share cooperative learning methodology was used to address this issue. This learning paradigm has been implemented and evaluated in class XI Phase F at SMA Negeri 8 Padang. The research design is a quasi-experiment with random sampling using a Non-equivalent posttest-only control group design. A P-value of 0.005 was derived from the Mann Whitney test. Research has demonstrated that pupils utilizing the Think Pair Share cooperative learning model outperform those using traditional learning methods in class XI Phase F SMA Negeri 8 Padang.Keywords: Mathematic communication skill, Think Pair Share, Conventional Learning
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SQUARE TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK KELAS VIII SMPN 29 PADANG Listari, Yumi Fardila; Elniati, Sri
Jurnal Edukasi dan Penelitian Matematika Vol 13, No 1 (2024): Maret
Publisher : Departemen Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pmat.v13i1.15786

Abstract

In learning mathematics, mathematical communication is crucial for students. However, currently the ability of students in class VIII of SMPN 29 Padang is not good in mathematical communication. The Think Pair Square (TPSq) cooperative learning model can overcome this problem. This research compares the mathematical communication skills of students who applied the TPSq approach with conventional learning. This research is a pseudo-experiment through Nonequivalent Posttest-Only Control Group Design. The results proved that students who applied the TPSq model had higher mathematical communication skills compared to conventional learning.Keywords: Mathematical Communication Skills, Cooperative Learning, Think Pair Sqaure, Conventional Learning
Analytical rubrics for mathematical representation behaviour assessment: Development, validation, and cross-cultural application Harisman, Yulyanti; Asra, Aqilul; Hafizatunnisa; Elniati, Sri; Adnan, Mazlini
Journal on Mathematics Education Vol. 16 No. 4 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i4.pp1137-1166

Abstract

Mathematical representation plays a pivotal role in students’ understanding, reasoning, and problem-solving processes. Despite its centrality in mathematics education, systematic approaches to assessing representational behavior remain limited, particularly within diverse cultural and curricular contexts. Existing assessment practices often emphasize cognitive outcomes, overlooking affective, psychomotor, and meta-representational dimensions that shape students’ mathematical understanding. Addressing this gap, the present study developed and validated an analytical rubric designed to assess mathematical representation behavior comprehensively across these four domains. Grounded in the Educational Design Research (EDR) framework, the rubric was constructed through four iterative stages—reflection, recording, grouping and naming, and application. Six mathematics education experts from Indonesia and Malaysia participated in the validation process, while empirical data were collected from 42 undergraduate students who had completed a geometry course. The analysis revealed strong content validity, with Aiken’s V coefficients ranging from 0.78 to 0.93 and full expert agreement, confirming the rubric’s clarity and relevance in evaluating representational behaviors. The rubric categorized student performance into three levels—Eikasia, Dianoia, and Intellectus—providing a nuanced diagnostic framework for assessing students’ mathematical representation. This study contributes to the field by introducing a cross-culturally grounded assessment tool that integrates cognitive, affective, psychomotor, and meta-representational perspectives. The findings highlight the rubric’s potential as both a formative and diagnostic instrument, enhancing the precision of assessment and offering insights for improving mathematics instruction and future digital-based evaluation practices.
Co-Authors Adnan, Mazlini Asra, Aqilul Azizah, Rahmi Dian Kurniati Hafizatunnisa Listari, Yumi Fardila Uswatun Hasanah Yulyanti Harisman