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All Journal Jurnal Analisa al-Afkar, Journal For Islamic Studies Teorema: Teori dan Riset Matematika Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Widya Balina :Jurnal Ilmu Pendidikan dan Ekonomi Jurnal Perspektif Jurnal Wacana Ekonomi Journal Civics and Social Studies Polinomial : Jurnal Pendidikan Matematika Al-Muyassar: Journal of Arabic Education Mathema: Jurnal Pendidikan Matematika
Wati Susilawati
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Arts Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Penerapan Deep learning Berbantuan Wizer.me untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Peserta Didik Rizka Rimadiani Gumilar; Wati Susilawati; T. Tutut Widiastuti
Teorema: Teori dan Riset Matematika Vol 10, No 2 (2025): September
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v10i2.20218

Abstract

Kemampuan pemecahan masalah memfasilitasi potensial terhadap peningkatan kualitas pendidikan matematika, relevan dengan pembelajaran abad ke-21, Namun, di lapangan kemampuan tersebut, masih tergolong rendah, sehingga diperlukan inovasi pembelajaran yang tepat untuk meningkatkannya. Penelitian bertujuan untuk menganalisis kemampuan pemecahan masalah matematika berdasarkan gender (laki-laki dan perempuan) melalui desain pendekatan deep learning dengan bantuanWizer.me. Metode penelitian yang digunakan adalah quasi experiment dengan sampel peserta didik kelas VII di salah satu SMPN kota Bandung. Kelas yang terpilih sebagai sampel yaitu VII-08 (kelas eksperimen 1 pembelajaran deep learning dengan Wizer.me), VII-09 (kelas eksperimen 2 pembelajaran deep learning saja), dan VII-11 (kelas kontrol pembelajaran konvensional). Instrumen yang digunakan meliputi tes kemampuan pemecahan masalah matematis dan instrumen non-tes wawancara, observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa nilai N-Gain pada kelas Eksperimen 1 sebesar 0,76 (tinggi), Eksperimen 2 sebesar 0,73 (tinggi), dan kelas Kontrol sebesar 0,36 (sedang). Uji ANOVA dua jalur menunjukkan perbedaan signifikan antar kelas, namun tidak ada perbedaan signifikan berdasarkan gender. Meski demikian, terdapat interaksi signifikan antara kelas dan gender, yang menunjukkan bahwa efektivitas model pembelajaran dipengaruhi oleh jenis kelamin peserta didik. Secara spesifik, peningkatan tertinggi terjadi pada peserta didik perempuan di kelas Eksperimen 2. Temuan ini menegaskan pentingnya mempertimbangkan faktor gender dalam perancangan strategi pembelajaran berbasis teknologi. Dengan demikian, penerapan deep learning berbantuan Wizer.me mencerminkan pemanfaatan strategi pedagogis modern yang sejalan dengan tuntutan era digital efektif meningkatkan kemampuan pemecahan masalah matematis peseta didik.
Analysis of Learning Obstacles in Mathematical Connection Ability on Circle and Arc Material Nafisa Alisya Rahma Alisya; Iyon Maryono; Wati Susilawati; Rifa Rizqiyani; Wildatus Sholihah
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 2 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i2.2711

Abstract

Mathematical connection skills are essential in mathematics. Ideally, students connect concepts, relate mathematics to other fields, and apply them in daily life. However, these skills remain low, especially in circle material, such as the relationship between central and inscribed angles. This study describes learning obstacles related to mathematical connection skills in circles and arcs. The approach is descriptive qualitative. The research subjects consisted of 17 grade XI students and one mathematics teacher. Data collection instruments included a written test of 4 essay question with item validity coefficients ranging from 0.515to 0.796, where all items exceeded the threshold of 0.482, a learning experience questionnaire, and semi-structured interviews with teachers. The research findings identified three types of obstacles. Epistemological obstacles are evident in students' errors in understanding the relationship between central angles and inscribed angles (reversed), and erroneous arguments regarding the distance of a point to the center. Didactic obstacles stem from procedural and mechanistic learning, a lack of real-world application examples, and limited interactive learning resources. Ontogenic obstacles are reflected in difficulties visualizing word problems and errors in basic algebraic procedures. These three barriers collectively weaken mathematical connection skills, particularly in indicators of connections between mathematical concepts and the connection of mathematics to everyday life. This research contributes to mapping learning barriers, which can serve as an empirical basis for teachers and researchers in developing anticipatory didactic designs and interactive learning media to enhance students' mathematical connection skills in a more meaningful and sustainable manner.
Co-Authors Achmad Fudhaili Adam Malik Agus Suhendra Ahmad Subarna Ahmad Zahid Andri Irawan Anne Aulia Syalsabilla Dadang Apandi Elsy Nabila Hamdan Sugilar Hamdani, Nizar Alam Ida Ayu Putu Sri Widnyani Ida Rosyidah Iyon Maryono Jihad, Asep Juariah Juariah Kartika Dewi Mudjib, Ridho Muhammad Ridho Abdul Rozaq Muhbib Muhbib Nafisa Alisya Rahma Alisya Nur’Afianti Nur’Afianti Rahayu Kariadinata Rahayu, Yayu Nurhayati Ridha Abdullah Rifa Rizqiyani Rita Herawati Rizka Rimadiani Gumilar Roby Salim Sabila Nurul Islam Sobarningsih, Nunung T. Tutut Widiastuti Titin Fatimah Wastralangkara, Wailah Wajra Wildatus Sholihah Wufron Wufron