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All Journal Jurnal Media Infotama Jurnal Inovasi Teknologi Pendidikan Delta-Pi : Jurnal Matematika dan Pendidikan Matematika Indonesian Journal of Science and Mathematics Education Jurnal Pendidikan Matematika (Kudus) Jurnal Penelitian Pembelajaran Matematika Sekolah Arithmetic : Academic Journal of Math Journal of Intelligent Computing and Health Informatics (JICHI) Computer and Informatics Education Review Jurnal Riset Pendidikan Matematika Jakarta Makara Journal of Technology Journal of Community Empowerment Mathema: Jurnal Pendidikan Matematika
Della Maulidiya
Universitas Bengkulu
Arts Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Public Health Other

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PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SMP NEGERI 2 KOTA BENGKULU Nadia, Nadia; Yensy , Nurul Astuty; Utari, Tria; Maulidiya, Della; Stiadi, Elwan
JP2MS Vol 8 No 3 (2024): Desember
Publisher : Program Studi S1 Pendidikan Matematika FKIP Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jp2ms.8.3.429-439

Abstract

Penelitian ini bertujuan untuk mengetahui adanya pengaruh yang signifikan penerapan model pembelajaran Discovery Learning terhadap kemampuan pemahaman konsep matematis pada materi garis dan sudut kelas VII SMP Negeri 2 Kota Bengkulu. Jenis penelitian ini adalah penelitian eksperimen semu dengan desain penelitian One Group Pretest-Posttest Design. Populasi pada penelitian ini adalah seluruh siswa kelas VII SMP Negeri 2 Kota Bengkulu tahun pelajaran 2022/2023. Sampel penelitian ialah kelas VII E yang diambil dengan menggunakan teknik Purposive Sampling. Pengumpulan data pada penelitian ini menggunakan instrumen tes kemampuan pemahaman konsep matematis yang berbentuk soal uraian. Hasil penelitian menunjukkan bahwa rata-rata hasil tes sebelum dan tes setelah Discovery Learning terkait kemampuan pemahaman konsep matematis diperoleh sebesar 44,70 dan 77,55, kemudian dilakukan uji paired t-test dan diperoleh nilai thitung > ttabel yaitu 10,53 > 2,05, sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan model pembelajaran Discovery Learning terhadap kemampuan pemahaman konsep matematis siswa kelas VII SMP Negeri 2 Kota Bengkulu.
Post-Pandemic Trends in Mathematics Education: A Bibliometric Study on the Flipped Classroom Approach (2022-2024) Griffin Lurim Sebastian Sihite; Della Maulidiya; Yaniasih Yaniasih; Ekawati Marlina; Elwan Stiadi
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 7 No. 2 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i2.144

Abstract

Flipped classroom pedagogy has emerged as an innovative approach in mathematics education, promising to enhance student engagement, deepen conceptual understanding, and improve learning outcomes. This study aimed to map the research landscape of flipped classrooms in mathematics education from 2022 to 2024 through a bibliometric analysis of 253 publications retrieved from the ERIC database. The bibliometric analysis, using Biblioshiny, revealed a significant disparity in author productivity, with a small group of researchers contributing a disproportionate share of publications. Furthermore, the study identified key journals and analyzed the co-occurrence of keywords, revealing two major research clusters: core pedagogical themes and the integration of technology and contemporary challenges. The analysis highlighted the influence of high-impact journals, particularly those from the United Kingdom and the United States, on the field. These findings underscore the need to encourage collaboration among researchers, diversify funding sources, and promote equitable access to research publications to ensure a more inclusive and impactful research landscape in flipped classroom mathematics education.
Identifying Cognitive Conflict in Junior High School Students: An Exploratory Case Study on Pythagorean Theorem Problem Solving Rahayu, Siti Tri; Maulidiya, Della; Utari, Tria; Lestary, Ratnah
Jurnal Pendidikan Matematika Vol 9, No 1 (2026): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v9i1.34671

Abstract

Learning difficulties experienced by students in geometry, particularly with the Pythagorean Theorem, often stem from deep-seated misconceptions and epistemological resistance to new information. Addressing students' misconceptions begins with a deep understanding of the cognitive conflicts they are experiencing. Identifying these conflict mechanisms is an initial diagnostic step for designing effective and sustainable learning strategies. This study aims to deeply describe how specific misconceptions in the Pythagorean Theorem trigger cognitive conflict types (Type I, Type II, and Type III) in students. The research used a descriptive qualitative approach with exploratory case study type. The research subjects were six students from 28 grade IX students at SMPN 11 Bengkulu City, who were then analysed through written tests, observation of physical symptoms (video recordings), and semi-structured interviews. The research findings identified that all types of cognitive conflict appeared in the subjects. Type I Conflict (Initial Concept vs. New Environment) is triggered by the inability to model the geometric decomposition problem and the misidentification of the hypotenuse, resulting in anomalous outcomes that challenge students' initial beliefs. Type II Conflict (New Concept vs Old Environment/Habits) arises when an incorrect procedural schema (R1) is maintained despite the student's potential to activate the correct concept (C2). Meanwhile, Type III Conflict (Initial Concept vs New Concept) is internal, dominant in problems involving special triangle ratios, and signifies a conflict between the dominant general Pythagorean schema and the specific ratio schema that has not yet been stably assimilated. This research underscores the importance of learning strategies in a planned manner that can eliminate the cognitive conflict through instructional design, followed by strong visual scaffolding, to facilitate stable conceptual accommodation. Hambatan belajar yang dialami siswa dalam geometri, khususnya Teorema Pythagoras, seringkali bersumber dari miskonsepsi yang mendalam dan resistensi epistemologi terhadap informasi baru. Penanganan miskonsepsi peserta didik diawali dengan pemahaman mendalam terhadap konflik kognitif yang mereka alami. Identifikasi mekanisme konflik tersebut merupakan tahap diagnostik awal untuk merancang strategi pembelajaran yang efektif dan berkelanjutan. Penelitian ini bertujuan untuk mendeskripsikan secara mendalam bagaimana miskonsepsi spesifik dalam Teorema Pythagoras memicu tipe-tipe konflik kognitif (Tipe I, Tipe II, dan Tipe III) pada siswa. Penelitian menggunakan pendekatan kualitatif deskriptif dengan jenis Studi Kasus Eksploratori. Subjek penelitian dipilih sebanyak enam siswa dari 28 peserta didik kelas IX di SMPN 11 Kota Bengkulu, yang kemudian dianalisis melalui tes tertulis, observasi gejala fisik (rekaman video), dan wawancara semi-terstruktur. Hasil penelitian mengidentifikasi bahwa semua tipe konflik kognitif muncul pada subjek. Konflik Tipe I (Konsep Awal vs Lingkungan Baru) dipicu oleh ketidakmampuan memodelkan masalah dekomposisi geometris dan misidentifikasi hipotenusa, menghasilkan hasil anomali yang menantang keyakinan awal siswa. Konflik Tipe II (Konsep Baru vs Lingkungan Lama/Kebiasaan) muncul ketika skema prosedural yang salah (R1) dipertahankan meskipun siswa memiliki potensi untuk mengaktifkan konsep yang benar (C2). Sementara itu, Konflik Tipe III (Konsep Awal vs Konsep Baru) bersifat internal, dominan pada masalah rasio segitiga istimewa, menandakan pertentangan antara skema umum Pythagoras yang dominan dengan skema rasio spesifik yang belum terasimilasi secara stabil. Penelitian ini menggarisbawahi pentingnya strategi pembelajaran secara terencana yang dapat menekan konflik kognitif melalui desain instruksional, diikuti dengan scaffolding visual yang kuat, untuk memfasilitasi akomodasi konseptual yang stabil.
Co-Authors Agung Setiabudi, Agung Agustika, Hardini Agustinsa, Ringki Angraini, Resi Atmajaya, Tri Aziza, Mela Belyuni, Seli DEWI HERAWATY Diani, Sanra Febri Edi Susanto Ekawati Marlina Elwan Stiadi Fachrruddin S, M. Fadhillah, Rizki Febrianti, Nurmadhani Griffin Lurim Sebastian Sihite Gusmiro, Tito hanifah hanifah Harahap, Zulfan Idris Shaleh Helda Rahmasari Ida Istiqomah, Ida intan permata sari Irsal, Nur Aliyyah Kasrina Kasrina Lestary, Ratnah Levia, Tilza Margono, Eko Mela Aziza Muchlis, Effie Efrida Nadia Nadia Novita Sari Nur Aliyyah Irsal Putra, Rafi Putri, Desy Hanisa Putri, Niken Puspa Satrya Rahayu, Siti Tri Rahimah, Dewi Ranggoana, Nona Rusdi Rusdi Saktiawan, Oktra Okta Sari, Rahmi Maiyunda Sari, Rosalia Dyah widiya Sari, Yolena Siagian, Teddy Alfra Silaen, Dama Yanti Sulastri, Susi Suliarti, Dela supriadi, ari Susanta, Agus Syafdi Maizora Syaffitri, Afiifah Khania Tarzan Basaruddin, Tarzan Tria Utari Ulfah, Padilah Utari, Tria Veliesa, Gyzka yaniasih yaniasih Yensy , Nurul Astuty Yensy, Nurul Astuty Yulia Rachmawati YUNUS, MUHABAR