Article Per Year (5 Year)
p-Index From 2021 - 2026
5.504
P-Index
This Author published in this journals
All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Infinity P2M STKIP Siliwangi Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika PRISMA ABDIMAS SILIWANGI Journal on Education FIBONACCI: Jurnal Pendidikan Matematika dan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Risenologi Jurnal Padegogik Mosharafa: Jurnal Pendidikan Matematika JES-MAT (Jurnal Edukasi dan Sains Matematika) Jurnal Pengabdian Sains dan Humaniora Hexagon: Jurnal Ilmu dan Pendidikan Matematika Jurnal Infinity
Masta Hutajulu
IKIP Siliwangi
Arts Humanities Chemistry Computer Science & IT Education Engineering Library & Information Science Mathematics Social Sciences Other

Published : 49 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 49 Documents
Search

 1   2   3   4   5 
Increasing Mathematical Literacy and Numeracy Abilities with Problem-Based Learning Model Through Technological Pedagogical Content Knowledge Hutajulu, Masta; Minarti, Eva Dwi
Hexagon: Jurnal Ilmu dan Pendidikan Matematika Vol. 2 No. 1 (2024): April
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/hexagon.v2i1.6163.

Abstract

The background of this research was that nowadays high school students are required to have a significant understanding and appreciation of mathematics. The fact was that students experience difficulties in learning mathematics, including their mathematical literacy and numeracy abilities. The aim of this study was to investigate the significance of the effect of the PBL learning model using TPACK on students' mathematical literacy and numeracy abilities; The method used in this research was quasi-experimental. The statistical analysis tool used was the MANOVA test which is used to analyze two dependent variables (mathematical literacy and numeracy abilities) simultaneously. Then used the t-test of two independent and dependent samples. The research sample was class XI at one of the public high schools in the city of Bandung, consisting of 2 classes. The results showed that the achievement and improvement of mathematical literacy and numeracy abilities jointly owned by students in the two learning groups showed a significant difference. The conclusions obtained in this study were: (1)there were differences in achievement and improvement in mathematical literacy and numeracy abilities simultaneously between students who received the PBL learning model using TPACK and a scientific approach; (2)there was no difference in increasing mathematical literacy abilities between students who get the PBL learning model using TPACK and scientific; (3)there was a difference in increasing mathematical numeracy abilities between students who get the PBL learning model using TPACK and scientific.
Artificial Intelligence-Based Mathematics Learning Training for Vocational High School Students Kadarisma, Gida; Minarti, Eva Dwi; Hutajulu, Masta; Sarinignsih, Ratna
Jurnal Pengabdian Sains dan Humaniora Vol. 4 No. 2 (2025): 2025 October Edition
Publisher : Fakultas Keguruan dan Ilmu Pendidikan-Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpsh.v4i2.9691

Abstract

The rapid development of Artificial Intelligence (AI) technology has brought significant changes to the field of education, particularly in the teaching and learning of mathematics. The growing demand for AI integration in education calls for immediate action to equip both students and teachers with the necessary understanding and skills. However, initial analysis indicates that the majority of students and teachers at the partner school still lack a clear understanding of how to effectively utilize AI in the learning process. This community service activity aimed to enhance the understanding of vocational high school (SMK) students in utilizing AI technology to support more interactive and effective mathematics learning. The program was conducted in the form of a training session at SMKN 1 Cihampelas, involving 80 students. The implementation methods included the delivery of basic AI concepts, demonstrations of AI-based applications (such as ChatGPT, Photomath, and MathSolver), as well as hands-on practice and discussion sessions. Evaluation results showed that students responded positively, with 77% demonstrating an understanding of AI application in mathematics learning. This activity is expected to serve as an initial step toward the sustainable integration of AI technology in the vocational school environment
Analisis Kesalahan Siswa SMK Dalam Menyelesaikan Soal Kecakapan Matematis Pada Materi Bangun Ruang Hutajulu, Masta; Senjayawati, Eka; Minarti, Eva Dwi
Mosharafa: Jurnal Pendidikan Matematika Vol. 8 No. 3 (2019): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v8i3.573

Abstract

Latar belakang penelitian ini adalah siswa SMK membutuhkan suatu keahlian, kemampuan atau kecakapan untuk mengaplikasikan setiap kompetensi termasuk kecakapan matematis dalam dunia kerja. Kecakapan matematis dinilai sangat penting dan dibutuhkan dalam meningkatkan kualitas dirinya. Tujuan penelitian ini untuk melihat hasil analisis kesalahan siswa SMK dalam menyelesaikan soal kecakapan matematis pada materi bangun ruang. Subyek yang digunakan adalah 5 orang siswa kelas XII di SMK TI Pembangunan Cimahi. Bentuk pengambilan data yaitu pemberian soal tes dengan indikator berbeda pada setiap butir soal. Penelitian ini merupakan sebuah studi pendahuluan. Dari rekapitulasi perhitungan yang telah dilakukan, didapat bahwa persentase kesalahan yang paling banyak dilakukan siswa yakni 80 % pada indikator adaptive reasoning (penalaran adaptif), dimana siswa masih melakukan kesalahan dilihat dari aspek konseptual sebesar 30%, aspek prosedural juga 30% serta aspek teknik 20%. Sedangkan persentase kesalahan yang paling sedikit dilakukan siswa yakni 20 % pada indikator procedural fluency (kelancaran prosedural), dimana siswa tidak melakukan kesalahan dilihat dari aspek konseptual, tetapi pada aspek prosedural melakukan kesalahan 10% serta aspek teknik juga 10%. The purpose of this study was analyzing the answers of Vocational students on a mathematical proficiency test in three-dimensional geometry. The subjects of this study were 12th-grade students in SMK TI Pembangunan Cimahi. The data obtained from giving a test with indicators of students' mathematical proficiency that is different in each item question. This is a preliminary study. Based on the recapitulation of the results in the analysis and calculations that have been made, it was found that the most percentage of errors made by students is 80% on adaptive reasoning indicators, where students still make mistakes seen from conceptual aspects by 30%, procedural aspects also 30% and technical aspects 20%. While the least percentage of errors is 20% on procedural fluency indicators, where students do not make mistakes on conceptual aspects, but on procedural aspects and technical aspects make mistakes of 10%.
Improving Students' Mathematical Understanding Ability Through Canva Assisted Problem-Based Learning Model on Straight Line Equations Nurfalah, Ilma; Supardi, Alfi Fani; Al Mawaddah, Azkia Mudrikah; Silviani, Rina; Sunaryo, Pranestya Rachmaeny; Hutajulu, Masta
Al-Khawarizmi Vol 7 No 2 (2023): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jppm.v7i2.16547

Abstract

This study aims to determine whether there is an increase in students' mathematical understanding if learning is carried out using the scientific method compared to problem-based learning methods on straight line equations material. This research was conducted at SMP Negeri 5 Cimahi. This study uses a quantitative and descriptive qualitative approach. Learning outcomes data is used as a parameter to measure the increase in mathematical understanding ability. The results showed an increase in students' mathematical understanding abilities when learning using problem-based learning methods increased by 18% compared to scientific methods.
Artificial Intelligence-Based Mathematics Learning Training for Vocational High School Students Kadarisma, Gida; Minarti, Eva Dwi; Hutajulu, Masta; Sarinignsih, Ratna
Jurnal Pengabdian Sains dan Humaniora Vol. 4 No. 2 (2025): October 2025 Edition
Publisher : Fakultas Keguruan dan Ilmu Pendidikan-Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpsh.v4i2.9691

Abstract

The rapid development of Artificial Intelligence (AI) technology has brought significant changes to the field of education, particularly in the teaching and learning of mathematics. The growing demand for AI integration in education calls for immediate action to equip both students and teachers with the necessary understanding and skills. However, initial analysis indicates that the majority of students and teachers at the partner school still lack a clear understanding of how to effectively utilize AI in the learning process. This community service activity aimed to enhance the understanding of vocational high school (SMK) students in utilizing AI technology to support more interactive and effective mathematics learning. The program was conducted in the form of a training session at SMKN 1 Cihampelas, involving 80 students. The implementation methods included the delivery of basic AI concepts, demonstrations of AI-based applications (such as ChatGPT, Photomath, and MathSolver), as well as hands-on practice and discussion sessions. Evaluation results showed that students responded positively, with 77% demonstrating an understanding of AI application in mathematics learning. This activity is expected to serve as an initial step toward the sustainable integration of AI technology in the vocational school environment
Meningkatkan kemampuan berpikir kreatif matematis siswa MTs melalui pendekatan problem solving berbantuan geogebra Kharisma, Wafa; Hutajulu, Masta; Amelia, Risma
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 8 No. 5 (2025): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v8i5.28760

Abstract

This study aims to determine the effectiveness of the implementation of the GeoGebra-assisted Problem Solving approach on the mathematical creative thinking ability of MTs students. This study used a mixed methods with a Convergent Parallel design. Quantitative data were obtained through pretest and posttest tests, while qualitative data were obtained through student response questionnaires. The research subjects consisted of two classes, namely the experimental class and the control class, each consisting of 25 students. The research instruments included a descriptive test of mathematical creative thinking ability and a student response questionnaire. The t-test results showed a significant difference between the posttest results of the experimental class and the control class with a significance value of 0.001 < 0.05, which means that the implementation of the GeoGebra-assisted Problem Solving approach had a positive effect on improving students' mathematical creative thinking ability. In addition, the questionnaire results showed a very positive response to the implementation of this approach on the indicators of motivation, understanding, interest, and activeness. Thus, the GeoGebra-assisted Problem Solving approach can encourage students' creativity, activeness, and conceptual understanding in mathematics learning.
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.
Developing a Technology-Integrated Picture and Picture Model Assisted by Enuma and Wordwall for Early Reading and Learning Interest Atikaharni, Wulan; Wikanengsih, Wikanengsih; Hutajulu, Masta
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i1.53516

Abstract

This study aims to develop and test the effectiveness of the Picture and Picture learning model assisted by the Enuma and Wordwall application and to assess the level of feasibility and practicality based on expert validation and user responses, and the effect of its application on students' learning interest in first grade elementary school. The research method used is Research and Development (R&D) with the Borg and Gall stages which include ten product development steps. The research subjects consisted of two first grade classes at SD IT Insan Kamil and Bina Insan Cendekia as the experimental and control classes with a pretest-posttest design. Data collection techniques included reading ability tests, learning interest questionnaires, observations, and interviews. Statistical analyses were determined based on normality testing results, with parametric tests applied to normally distributed data and nonparametric alternatives used otherwise. This approach ensured methodological rigor and strengthened the validity of the findings and N-Gain calculations. The findings of this study indicate that the developed learning model has been assessed as very feasible and practical through validation by experts and practitioners. The application of the Picture and Picture model assisted by Enuma and Wordwall can significantly improve students’ early reading ability, as reflected in the significant difference in posttest scores between groups, although the N-Gain improvement between classes was not statistically significant (Sig=0.216). Furthermore, students' learning interest also increased descriptively, reaching the moderate category. Thus, this learning model has proven effective as an innovative alternative for improving early literacy in elementary school students.
Effectiveness of Learning Models Think Talk Write Assisted Canva app in Increase Critical Thinking and Collaboration Skills Elementary School Students Arianti, Novi; Samsudin, Asep; Hutajulu, Masta
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The demands of 21st-century learning emphasize critical thinking, creativity, communication, collaboration, and digital literacy. The Think Talk Write (TTW) learning model is known to be effective in developing students' thinking and communication skills, but its implementation in elementary schools still faces obstacles, particularly the lack of engaging visual media and suboptimal technology integration. This study aims to describe how the use of Canva can transform the implementation of the TTW model to make it more relevant to the needs of 21st-century learning. The study used a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation. The results show that the integration of Canva at each stage of the TTW model can make the learning process more visual, interactive, and collaborative. In the Think stage, Canva provides visual stimuli that strengthen the process of understanding information. In the Talk stage, digital collaboration features allow students to discuss and build ideas together. In the Write stage, students can compose text creatively with the support of various design elements. This study concludes that the use of Canva provides significant added value to the TTW model, making it more adaptive to digital literacy and 21st-century competencies.
Co-Authors Adi Nurjaman Aflich Yusnita Fitrianna Agung Nugraha Agustiana, Wina Ahmad Hasya Al Hafizh Al Mawaddah, Azkia Mudrikah Andri Setiyawan Angela Marentina Simarmata Arianti, Novi Aritonang, Paulani Sucahya Br Asep Ikin Sugandi Asri Adi Putri Atikaharni, Wulan Cindy Noviani Deni Hermawan Diana Wijayanti Diana Wijayanti, Diana Eka Senjayawati Eka Senjayawati, Eka Eko Hendi Prabowo Epul Saepudin Eriska Sonia Eva Dwi Minarti Eva Dwi Minarti Eva Dwi Minarti, Eva Dwi Fadly Samsudin Fitriani, Zulfa Dasti Gida Kadarisma Hani, Enur Harianti, Ayu Heris Hendriana Heris Hendriana Heris Herdiana Ifat Fatimah Zahro Ika Wahyu Anita Kadarisma, Gida Kharisma, Wafa Linda Linda Lismayanti, Neng Louise M Saija Luvy Sylviana Zanthy M Alviyan Mudzaqi M. Rizky Hadi Wibowo Marchasan Lexbin E.J.R Maulida, Nurpradesa Mulyana, Irpan Ningrum, Nadia Putri Ayu Nirwati Angela Al Ghani Nur Suryanah Nurfalah, Ilma Nurhidayah, Nita Nurpradesa Maulida Pertiwi, Citra Megiana Puji Nurfauziah Putri, Adisha Savira Rudiana Putri, Asri Adi R. Mekar Ismayani Rahayu, Dewi Sintia Ratni Purwasih, Ratni Rindawanti, Wulan Riosanddy Narazetha Risma Amelia, Risma Rosi Oktavia Rustella, Friska Samsudin, Asep Sarinignsih, Ratna Seni Nuryanti Silviani, Rina Siti Chotimah Sofiah, Andita Aulia Sucahya Br Aritonang, Paulani Sunaryo, Pranestya Rachmaeny Supardi, Alfi Fani Syahpitri, Dita Tommy Tanu Wijaya Wahyu Hidayat Wikanengsih Wikanengsih Wulan Rindawanti Yulianti, Vivian Yuspriati, Devi Nurul Zulfa Dasti Fitriani