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All Journal International Journal of Evaluation and Research in Education (IJERE) e-Jurnal Perspektif Ekonomi dan Pembangunan Daerah Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Journal of Education and Learning (EduLearn) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Educational Science and Technology Jurnal Pendidikan Matematika Vidya Karya Jurnal Gantang JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pembangunan Berkelanjutan Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Ilmiah Sekolah Dasar JURNAL INOVASI EDUKASI Psychology, Evaluation, and Technology in Educational Research Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Al Jahiz: Journal of Biology Education Research Jurnal Pengabdian Sains dan Humaniora Riemann : Research of Mathematics and Mathematics Education Biodik: Jurnal Ilmiah Pendidikan Biologi Media Pendidikan Matematika Edumaspul: Jurnal Pendidikan Jurnal Didaktik Matematika
Syaiful Syaiful
Departement Of Magister Mathematics Education, Universitas Jambi, Jl. Raden Mattaher, Jambi Timur 36123, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Implementing Jambi Culture-Based Interactive E-Book with Toontastic 3D Animation Using RME to Improve Learning Interest Mujahidawati Mujahidawati; Asih Nur Ismiatun; Syaiful Syaiful; Novferma Novferma; Febbry Romundza
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25672

Abstract

This study aims to examine the effectiveness of implementing a Jambi culture-based interactive e-book integrated with FILATOD, a Toontastic 3D animation-based learning medium, using the Realistic Mathematics Education (RME) approach to improve students’ learning interest in mathematics. This study employed a quasi-experimental design with a pretest–posttest control group involving 64 students of SMPN 7 Muaro Jambi. Data were collected using a learning interest questionnaire and classroom observation sheets. The results showed that the experimental group experienced a significant increase in learning interest, with the mean score improving from 66.31 in the pretest to 84.47 in the posttest, while the control group increased from 65.84 to 72.06. Independent-samples t-test analysis indicated a significant difference between the two groups (p < 0.05), with a very large effect size (d = 1.28). These findings demonstrate that integrating Jambi cultural contexts, Toontastic 3D animation, and RME specifically improves students’ learning interest by connecting mathematical concepts to familiar local experiences, presenting contextual problems through engaging animated narratives, and guiding students to construct mathematical understanding from realistic situations. The combination of these three elements strengthens students’ attention, curiosity, enjoyment, participation, and persistence during mathematics learning. Therefore, culturally contextualized digital learning media supported by animation and RME can serve as an innovative instructional strategy to enhance students’ affective engagement and improve the quality of mathematics learning.
PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MELALUI MODEL INQUIRY BASED LEARNING PADA MATERI BARISAN DAN DERET Sinta Idamawati. S; Syaiful Syaiful; Mujahidawati Mujahidawati
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.12496

Abstract

Mathematical communication skills are an essential aspect of mathematics learning as they enable students to express ideas, concepts, and problem-solving processes systematically. However, in practice, students’ mathematical communication skills are still relatively low, particularly in understanding and interpreting mathematical concepts in various representations. This condition reveals a gap between curriculum expectations, which emphasize mathematical communication skills, and classroom practices that are still dominated by conventional learning methods with limited student engagement. Therefore, a learning model that can actively involve students in the learning process is required. This study aims to determine the improvement in the mathematical communication skills of 10th-grade students through the application of the Inquiry-Based Learning (IBL) model to the topic of sequences and series. The method used was a quasi-experimental study with a pretest-posttest control group design. The sample consisted of 58 students, comprising 28 students in the experimental class and 30 students in the control class. Data collection was conducted using a mathematical communication skills test administered before and after the intervention. The results showed that the average N-Gain for mathematical communication skills in the experimental class was 0.76, categorized as high, while in the control class it was 0.20, categorized as low. The results of the Paired T-Test indicated a significant difference in students’ mathematical communication skills before and after the intervention (Sig. = 0.008 < 0.05). Thus, it can be concluded that the Inquiry-Based Learning model is effective in improving students’ mathematical communication skills in the topic of sequences and series. ABSTRAK Kemampuan komunikasi matematis merupakan salah satu aspek penting dalam pembelajaran matematika yang berperan dalam membantu siswa mengungkapkan ide, konsep, dan penyelesaian masalah secara sistematis. Namun, kenyataan di lapangan menunjukkan bahwa kemampuan komunikasi matematis siswa masih tergolong rendah, terutama dalam memahami dan menginterpretasikan konsep matematis dalam berbagai bentuk representasi. Kondisi ini menunjukkan adanya kesenjangan antara harapan kurikulum yang menekankan keterampilan komunikasi matematis dengan kenyataan di kelas yang masih didominasi pembelajaran konvensional yang kurang melibatkan aktivitas berpikir aktif siswa. Oleh karena itu, diperlukan model pembelajaran yang mampu meningkatkan keterlibatan siswa secara aktif dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan komunikasi matematis siswa kelas X melalui penerapan model Inquiry Based Learning (IBL) pada materi barisan dan deret. Metode yang digunakan adalah quasi experiment dengan desain pretest-posttest control group. Sampel pada penelitian berjumlah 58 siswa yang terdiri dari 28 siswa kelas eksperimen dan 30 siswa kelas kontrol. Pengumpulan data dilakukan dengan tes kemampuan komunikasi matematis yang dilakukan sebelum dan sesudah perlakuan. Hasil penelitian menunjukkan bahwa rata-rata N-Gain kemampuan komunikasi matematis siswa pada kelas eksperimen sebesar 0,76 dengan kategori tinggi, sedangkan pada kelas kontrol sebesar 0,20 dengan kategori rendah. Hasil uji Paired T-Test menunjukkan adanya perbedaan yang signifikan antara kemampuan komunikasi matematis siswa sebelum dan sesudah perlakuan (). Dengan demikian dapat disimpulkan bahwa model Inquiry Based Learning efektif dalam meningkatkan kemampuan komunikasi matematis siswa pada materi barisan dan deret.
The Effect of The Implementation of PBL and Inquiry Models on The Mathematical Literacy Ability Siti Nujuliya Rohmah; Nizlel Huda; Syaiful
Riemann: Research of Mathematics and Mathematics Education Vol. 6 No. 3 (2024): EDISI DESEMBER
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/reimann.v6i3.46

Abstract

The learning techniques applied during the independent curriculum era require learning innovations that will be applied in learning, one of which is by implementing the PBL learning model and also the Inquiry model, where the application usually uses the direct instruction model. This study explains how the influence of students' mathematical literacy skills with the material taught, namely algebraic forms, with the learning model applied in each predetermined experimental class. True Experimental Design is a learning method used by researchers, Pretest-Posttest Control Group Design is the data obtained used by researchers. The results of the study found that the application of the inquiry learning model tends to provide a greater tendency towards students ' mathematical literacy skills compared to PBL and direct learning. In accordance with the results of the one-way ANOVA test and Tukey's follow-up test. The significant results obtained from the similarity test showed an increase in students' mathematical literacy skills, namely 0.727> 0.05. The hypothesis was found  accepted, with the results of the difference in the average influence of students' mathematical literacy test scores on the application of PBL, inquiry, and direct instruction learning models.
Eksplorasi Kemampuan Berpikir Metaforis Matematis Siswa dalam Pembelajaran Creative Problem Solving Annisa Latifah; Syaiful Syaiful; Fiki Alghadari
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18543

Abstract

Mathematical metaphorical thinking ability is essential for students to transform abstract concepts into more concrete ideas, thereby facilitating in-depth understanding and connections between mathematical topics. This research aims to explore of mathematical metaphorical thinking ability of eighth-grade students when they engage in the Creative Problem Solving (CPS) learning process. The CPS model was chosen because its structured thinking stages especially the Idea Finding phase are expected to trigger a strong divergence thinking process in metaphor formation. This study used a qualitative approach with eighth-grade students as the purposefully selected subjects. Data were collected through a mathematical metaphorical thinking ability test instrument followed by semi-structured interviews to identify the level and type of metaphors used. The results of the analysis show that the CPS learning environment successfully activated and mapped the use of various mathematical metaphors in students. Students who showed high metaphorical ability tended to construct more original and relational metaphors, which played an important role in complex problem-solving. Conversely, students with moderate ability mostly used conventional or functional-structural metaphors to clarify initial understanding. The conclusion of this study confirms that the integration of CPS is an effective strategy for identifying and honing the potential for mathematical metaphorical thinking in junior high school students, providing a basis for improving mathematics teaching strategies centered on creativity.
Exploring student's mathematical reasoning in solving probability problems based on Polya's theory Dania Noviyla; Kamid; Syaiful; Nizlel Huda
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 3 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i3.3388

Abstract

Mathematical reasoning is a fundamental competency in mathematics learning, particularly in solving probability word problems that require systematic and logical thinking. One widely used framework to support problem solving is Polya's problem-solving theory, which consists of four stages: understanding the problem, devising a plan, carrying out the plan, and reviewing the solution. This study aims to analyze students' mathematical reasoning abilities in solving probability word problems based on Polya's steps. Polya's theory is employed as an analytical framework to examine how students reason through probability tasks. The study adopted a qualitative descriptive approach involving tenth-grade students at a vocational high school in Jambi City. Data were collected through probability word problem tests, interviews, and classroom observations. The findings indicate that students' mathematical reasoning abilities vary across the stages of Polya's problem-solving process. At the understanding stage, most students were able to identify relevant information, although some experienced difficulties with probability terminology. During the planning stage, only a small number of students could formulate systematic solution strategies. In the execution stage, many students performed basic calculations correctly, but errors emerged when applying formulas to more complex problems. The reviewing stage was the least practiced, resulting in many undetected errors. These results suggest that while students possess basic problem-solving skills, they require further guidance to develop systematic and reflective reasoning. Therefore, reinforcing each stage of Polya's problem-solving process is essential for improving students' mathematical reasoning in solving probability word problems.
Co-Authors -, Maison Ajeng Riana Lestari Anna Noviyani Annisa Aprilia Annisa Latifah Arman Delis Asih Nur Ismiatun Asni Johari Asrial Asrial Baehaqi Bambang Hariyadi Damris Muhammad Dania Noviyla Dania Noviyla Dewi Iriani Dina Anggrayni Dwi Agus Kurniawan Elza Triani Emi Andriyani Evita Anggereini Evita Anggraeni Fergi Faranijza Fatri Fiki Alghadari Gesela Marisa Halimatus Sa&#039;adiah Hamzah Haryanto Haryanto Hendra Sofyan Henri Henri Herta Astri Yudika Sinurat Indah Kencanawati Jefri Marzal Jodion Siburian Kamid Kamid, Kamid Krisna Wati Kurnia Prantauwati Lailatul Auliah M Rusdi M.Mukhlas Adi Putra Maemonah, Maemonah Mhd azmi zulkarnain Muhaimin Muhaimin Muhammad Haris Effendi Hasibuan Muhammad Iqbal Anshori Muhammad Rusdi Mujahidawati Mujahidawati Muslim Muslim Neni Neni Netrilina Netrilina Nizlel Huda Nizlel Huda novferma, novferma Nurfadilah Nurfadilah Pengki Yudistira Prima Soheti Rayandra Asyhar Renita Renita Resdiana Safithri Revis Asra Rido Ilham Widodo Rina Kusuma Dewi Romundza, Febbry Roseli Theis Sabila Eka Septi Sariyani SN Sekar Olivia Yenti Silfiani Indri Simatupang, Gugun M Sinta Idamawati. S Siswahyudianto Siti Hodijah Siti Karlina Sari Siti Nujuliya Rohmah Siti Rohana Slamet Ngadino Sofnidar - Sri Mariana Suci Aprillya Sufri Sufri Suratno Suwaji Suwaji syamsurizal syamsurizal Titin Masturoh Trysna Indah Utama Ulfa Husnah Wahyu Adi Pratama Yantoro, Y Yelli Ramalisa