Article Per Year (5 Year)
p-Index From 2021 - 2026
7.19
P-Index
This Author published in this journals
All Journal Kontinu: Jurnal Penelitian Didaktik Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Daya Matematis Jurnal Edukasi Matematika dan Sains EDU-MAT: Jurnal Pendidikan Matematika PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Jurnal Gantang Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) PENDIPA Journal of Science Education Jurnal Pendidikan Matematika Raflesia JURNAL EKSAKTA PENDIDIKAN (JEP) Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan JOURNAL OF SCIENCE AND SOCIAL RESEARCH Jurnal Pendidikan Matematika (JPM) FIBONACCI: Jurnal Pendidikan Matematika dan Matematika ANARGYA: Jurnal Ilmiah Pendidikan Matematika Pelita Eksakta Jurnal Ilmiah Matematika dan Pendidikan Matematika (JMP) Journal On Teacher Education (Jote) Mosharafa: Jurnal Pendidikan Matematika Journal of Mathematics UNP Rangkiang Mathematics Journal Ranah Research : Journal of Multidisciplinary Research and Development JNPM (Jurnal Nasional Pendidikan Matematika) Science and Education Journal Jurnal Infinity CARONG: Jurnal Pendidikan, Sosial dan Humaniora Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan Jurnal Didaktik Matematika
Yerizon Yerizon
Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Transportation Other

Published : 58 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 58 Documents
Search

 2   3   4   5   6 
PENGEMBANGAN MODUL AJAR ETNOMATEMATIKA BERBUDAYA TABUIK PARIAMAN DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA KETERAMPILAN PEMECAHAN MASALAH Fitrah Hanifa Ali; Elita Zuzti Jamaan; Yerizon Yerizon; Yulyati Harisman
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.13993

Abstract

Hasil studi pendahuluan menunjukkan bahwa kemampuan pemecahan masalah matematika murid SMP  masih tergolong rendah. Hal ini disebabkan oleh rendahnya kemampuan murid menyelesaikan  soal  non-rutin dan kontekstual. Pada saat observasi murid menunjukkan kurang antusias dan mandiri dalam proses belajar. Untuk mengatasi permasalahan ini, sebuah modul ajar etnomatematika berbudaya Tabuik Pariaman dikembangkan dengan memanfaatkan pendekatan Contextual Teaching and Learning (CTL). Modul ini dirancang khusus dengan mengaitkan konsep matematika dengan budaya lokal Tabuik Pariaman. Tujuannya adalah menciptakan bahan ajar yang menarik, bergambar, dan berwarna, sesuai dengan karakteristik murid, sekaligus meningkatkan kemampuan pemecahan masalah matematis mereka. Penelitian ini bertujuan untuk mendeskripsikan modul ajar etnomatematika berbasis CTL yang valid, praktis, dan efektif. Penelitian menggunakan model pengembangan Plomp, dengan melakukan uji coba dan pengujian. Hasilnya menunjukkan bahwa modul ini sangat valid, dengan skor 3,45. Selain itu, berdasarkan angket respon, modul ini juga dianggap sangat praktis oleh murid (91,49% dan 88,50%) dan guru (88,54%). Lebih lanjut, dari hasil tes kemampuan pemecahan masalah matematis, modul ini terbukti efektif dengan nilai efektivitas 69%. Angka ini menunjukkan bahwa modul ajar etnomatematika berbudaya Tabuik dengan pendekatan CTL ini efekif meningkatkan kemampuan pemecahan masalah matematis murid. Dengan demikian, penelitian ini menyimpulkan bahwa modul ajar yang dikembangkan telah memenuhi kriteria validitas, kepraktisan, dan efektivitas.A preliminary study showed that the mathematical problem-solving abilities of junior high school students were still relatively low. This was attributed to their poor ability to solve non-routine and contextual problems.  During observations, students demonstrated a lack of enthusiasm and independence in the learning process. To address these issues, an ethnomathematics teaching module based on the Tabuik Pariaman culture was developed, utilizing the Contextual Teaching and Learning (CTL) approach. This module was specifically designed to link mathematical concepts with the local Tabuik Pariaman culture. The goal was to create learning materials that are engaging, pictorial, and colorful, aligning with student characteristics, while also improving their mathematical problem-solving skills.This study aims to describe an ethnomathematics CTL-based teaching module that is valid, practical, and effective. The research used the Plomp development model, which involved trials and testing. The results showed that the module is highly valid, with a score of 3.45. Additionally, based on response questionnaires, the module was considered highly practical by students (91.49% and 88.50%) and teachers (88.54%). Furthermore, from the results of the mathematical problem-solving ability test, the module was proven to be effective with an effectiveness score of 69%. This figure indicates that the ethnomathematics teaching module with the Tabuik culture and CTL approach is effective in improving students' mathematical problem-solving skills. Thus, this study concludes that the developed teaching module has met the criteria of validity, practicality, and effectiveness.
Pengaruh penerapan model pembelajaran CPS berbantuan geogebra classroom terhadap kemampuan pemecahan masalah matematis peserta didik Fatkhi Fairuz Zahira; Yerizon Yerizon; Fitrani Dwina; Yulyanti Harisman
PYTHAGORAS : Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026): PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika
Publisher : UNIVERSITAS RIAU KEPULAUAN, BATAM, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/pyth.v15i1.9079

Abstract

Penelitian ini bertujuan mendeskripsikan perkembangan kemampuan pemecahan masalah matematis peserta didik dan menganalisis efektivitas model Creative Problem Solving (CPS) berbantuan GeoGebra Classroom dibandingkan model konvensional pada siswa kelas X Reguler MAN 1 Batam tahun pelajaran 2025/2026. Penelitian ini menggunakan pendekatan deskriptif dan quasi experiment dengan rancangan Non-Equivalent Posttest-Only Control Group Design. Sampel dipilih melalui purposive sampling, terdiri atas kelas X.J sebagai kelas eksperimen yang menerapkan model CPS berbantuan GeoGebra Classroom dan kelas X.I sebagai kelas kontrol dengan model pembelajaran konvensional. Instrumen penelitian berupa tes kemampuan pemecahan masalah matematis sebanyak 4 soal dalam bentuk essay yang telah disusun berdasarkan indikator kemampuan pemecahan masalah matematis. Hasil penelitian menunjukkan bahwa: (1) kemampuan pemecahan masalah matematis peserta didik kelas eksperimen mengalami peningkatan yang ditandai dengan rata-rata skor posttest sebesar 81,4, sementara kelas kontrol memperoleh rata-rata skor sebesar 74,9; (2) kemampuan pemecahan masalah matematis peserta didik kelas eksperimen secara signifikan lebih baik daripada kelas kontrol berdasarkan hasil Mann-Whitney (p-value =0,042
PERKEMBANGAN KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK MELALUI PENDEKATAN REALISTIC MATHEMATICS EDUCATION Rihhadatul 'Aisy; Yerizon Yerizon; Minora Longgom Nasution; Khairani Khairani
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 9 No. 5 (2026): October (2026)
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v9i5.7152

Abstract

Abstract: Mathematical communication encompasses both oral and written aspects. This study focuses on written mathematical communication, which remains one of the challenges in mathematics learning. This study aims to describe the development of students’ written mathematical communication skills through the Realistic Mathematics Education (RME) approach. This study employed a descriptive method involving 24 out of 32 students in class VIII.8 at SMPN 21 Padang during the first semester of the 2026/2027 academic year who had quiz data across six meetings. Data were collected through quizzes administered over six meetings. Students’ mathematical communication skills were assessed based on four indicators: connecting real objects, pictures, and diagrams to mathematical ideas; explaining mathematical ideas, situations, and relationships orally or in writing using real objects, pictures, graphs, and algebra; expressing everyday events in mathematical language or symbols; and making conjectures, constructing arguments, and formulating definitions and generalizations. The results showed an increase in the average quiz score from 76.82 in the first meeting to 86.72 in the sixth meeting. The four indicators generally showed development, although the fourth indicator experienced a slight decline in the second meeting before increasing again in subsequent meetings. RME learning using contextual problems on the topic of number patterns has the potential to support the development of students’ written mathematical communication skills. These results provide an overview of the development of mathematical communication skills throughout the learning process. Keywords: realistic mathematics education; mathematical communication skills; skill development; mathematics learning. Abstrak: Kemampuan komunikasi matematis mencakup aspek lisan dan tulisan. Penelitian ini berfokus pada kemampuan komunikasi tertulis yang masih menjadi salah satu permasalahan dalam pembelajaran matematika. Penelitian ini bertujuan mendeskripsikan perkembangan kemampuan komunikasi matematis tertulis melalui pendekatan Realistic Mathematics Education (RME). Penelitian ini menggunakan metode deskriptif dengan subjek penelitian adalah 24 dari 32 peserta didik kelas VIII.8 SMPN 21 Padang pada semester ganjil tahun ajaran 2026/2027 yang memiliki data kuis selama enam pertemuan. Data dikumpulkan melalui kuis yang dilaksanakan pada enam kali pertemuan. Kemampuan komunikasi matematis dinilai berdasarkan empat indikator, yaitu menghubungkan benda nyata, gambar, dan diagram dengan ide matematika; menjelaskan ide, situasi, dan relasi matematis secara lisan atau tulisan dengan benda nyata, gambar, grafik, dan aljabar; menyatakan peristiwa sehari-hari dalam bahasa atau simbol matematika; serta membuat konjektur, menyusun argumen, dan merumuskan definisi dan generalisasi. Hasil menunjukkan peningkatan rata-rata nilai kuis dari 76,82 pada pertemuan pertama menjadi 86,72 pada pertemuan keenam. Keempat indikator secara umum menunjukkan perkembangan, meskipun indikator keempat mengalami sedikit penurunan pada pertemuan kedua sebelum kembali meningkat pada pertemuan berikutnya. Pembelajaran RME berbasis masalah kontekstual pada materi pola bilangan berpotensi mendukung perkembangan kemampuan komunikasi matematis tertulis peserta didik. Hasil ini memberikan gambaran perkembangan kemampuan komunikasi selama proses pembelajaran berlangsung. Kata kunci: realistic mathematics education; kemampuan komunikasi matematis; perkembangan kemampuan; pembelajaran matematika
EFFECT OF THE CONTEXTUAL TEACHING AND LEARNING APPROACH ON THE MATHEMATICAL COMMUNICATION SKILLS OF EIGHTH-GRADE STUDENTS Nisrina Wulandari; Yerizon Yerizon; Armiati Armiati; Yarman Yarman
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 9 No. 5 (2026): October (2026)
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v9i5.7156

Abstract

Abstract: Mathematical communication is an essential aspect of mathematics learning because students need to express mathematical ideas, explain their reasoning, and represent problems using appropriate mathematical forms. This study examined whether the Contextual Teaching and Learning (CTL) approach produced different mathematical communication outcomes from conventional instruction among eighth-grade students at SMPN 20 Padang. A quasi-experimental study was conducted using a Nonequivalent Posttest-Only Control Group Design. The participants were 59 students, comprising 29 students in the experimental group and 30 students in the control group. The experimental group received instruction based on CTL, whereas the control group was taught through conventional instruction. Students’ mathematical communication skills were measured using a four-item essay test administered at the end of the learning process. Prior to hypothesis testing, the data were examined for normality and homogeneity, followed by a one-tailed t-test using Minitab. The analysis showed that the data satisfied the required normality and homogeneity assumptions. The hypothesis test produced a P-value of 0.034, which was lower than the significance level of 0.05; therefore, H₀ was rejected. The experimental group obtained a mean score of 18.35, while the control group achieved 16.00. The results provide evidence of a significant difference in mathematical communication skills between students learning through CTL and those receiving conventional instruction. Keywords: Mathematical Communication Skills, Contextual Teaching and Learning (CTL), Quasi-Experimental Research, Mathematics Learning   Abstrak: Kemampuan komunikasi matematis merupakan salah satu aspek penting dalam pembelajaran matematika karena peserta didik perlu mengungkapkan ide, menjelaskan proses berpikir, serta merepresentasikan permasalahan dalam bentuk matematika yang tepat. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan komunikasi matematis peserta didik kelas VIII SMPN 20 Padang antara pembelajaran yang menggunakan pendekatan Contextual Teaching and Learning (CTL) dan pembelajaran konvensional. Penelitian dilaksanakan dengan metode kuasi eksperimen menggunakan desain Nonequivalent Posttest-Only Control Group Design. Subjek penelitian berjumlah 59 peserta didik yang terdiri atas 29 peserta didik pada kelompok eksperimen dan 30 peserta didik pada kelompok kontrol. Kelompok eksperimen memperoleh pembelajaran dengan pendekatan CTL, sedangkan kelompok kontrol mengikuti pembelajaran konvensional. Kemampuan komunikasi matematis diukur melalui tes akhir berupa empat soal esai yang diberikan setelah proses pembelajaran selesai. Sebelum pengujian hipotesis, data terlebih dahulu dianalisis melalui uji normalitas dan homogenitas, kemudian dilanjutkan dengan uji-t satu pihak menggunakan bantuan Minitab. Hasil analisis menunjukkan bahwa data kedua kelompok memenuhi asumsi normalitas dan homogenitas. Pengujian hipotesis menghasilkan P-value sebesar 0,034 yang lebih kecil daripada taraf signifikansi 0,05 sehingga H₀ ditolak. Rata-rata skor kelompok eksperimen sebesar 18,35, sedangkan kelompok kontrol sebesar 16,00. Hasil tersebut menunjukkan adanya perbedaan yang signifikan dalam kemampuan komunikasi matematis antara peserta didik yang memperoleh pembelajaran dengan pendekatan CTL dan peserta didik yang memperoleh pembelajaran konvensional. Kata kunci: Kemampuan Komunikasi Matematis, Contextual Teaching and Learning (CTL), Kuasi Eksperimen, Pembelajaran Matematika
PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR MATEMATIKA PESERTA DIDIK KELAS IX Yayang Permata; Khairani Khairani; Ahmad Fauzan; Yerizon Yerizon
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 9 No. 5 (2026): October (2026)
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v9i5.7178

Abstract

Abstract: Mathematics learning outcomes among Grade IX students at SMPN 3 Kempas remain relatively low, indicating the need for a learning model that can support better learning outcomes. This study aimed to determine whether the mathematics learning outcomes of students taught using the Problem-Based Learning (PBL) model were better than those of students taught using conventional instruction on the topic of Systems of Linear Equations in Two Variables (SPLDV). This study employed a quantitative approach with a quasi-experimental method and a Nonequivalent Posttest-Only Control Group Design. The sample consisted of Class IX.A as the experimental group and Class IX.D as the control group, selected using the simple random sampling technique. Data were collected through a written mathematics achievement test consisting of essay questions. The results showed that the average posttest score of the experimental group was 71.13, while that of the control group was 54.78. The normality test yielded p-values of 0.203 for the experimental group and 0.112 for the control group. Meanwhile, the homogeneity of variance test yielded a p-value of 0.680. Since all p-values were greater than 0.05, the data met the assumptions of normality and homogeneity of variance. The t-test yielded a p-value of less than 0.001; therefore, the null hypothesis  was rejected. Thus, the mathematics learning outcomes of students taught using the PBL model were better than those of students taught using conventional instruction on the topic of SPLDV in Grade IX at SMPN 3 Kempas. Keywords: learning outcomes; problem based learning; conventional learning; systems of linear equations in two variables.   Abstrak: Hasil belajar matematika peserta didik kelas IX SMPN 3 Kempas masih tergolong rendah, sehingga diperlukan model pembelajaran yang dapat mendukung pencapaian hasil belajar yang lebih baik. Penelitian ini bertujuan untuk mengetahui apakah hasil belajar matematika peserta didik yang belajar menggunakan model Problem Based Learning (PBL) lebih baik daripada peserta didik yang belajar menggunakan pembelajaran konvensional pada materi Sistem Persamaan Linear Dua Variabel (SPLDV). Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi experiment) dan rancangan Nonequivalent Posttest-Only Control Group Design. Sampel penelitian terdiri atas kelas IX.A sebagai kelas eksperimen dan kelas IX.D sebagai kelas kontrol yang dipilih menggunakan teknik simple random sampling. Data dikumpulkan melalui tes akhir hasil belajar matematika berbentuk uraian. Hasil analisis menunjukkan bahwa rata-rata nilai tes akhir kelas eksperimen sebesar 71,13, sedangkan kelas kontrol sebesar 54,78. Hasil uji normalitas menunjukkan nilai p-value sebesar 0,203 pada kelas eksperimen dan 0,112 pada kelas kontrol. Sementara itu, uji homogenitas variansi menghasilkan p-value sebesar 0,680. Karena seluruh nilai p-value lebih besar dari 0,05, data memenuhi kriteria pengujian normalitas dan homogenitas variansi. Hasil uji-t menunjukkan p-value kurang dari 0,001, sehingga ditolak. Dengan demikian, hasil belajar matematika peserta didik yang belajar menggunakan model PBL lebih baik daripada peserta didik yang belajar menggunakan pembelajaran konvensional pada materi SPLDV di kelas IX SMPN 3 Kempas. Kata kunci: hasil belajar; problem based learning; pembelajaran konvensional; sistem persamaan linear dua variabel.
EFEKTIVITAS THINK PAIR SHARE BERBANTUAN GEOGEBRA DALAM MENINGKATKAN HASIL BELAJAR TRANSFORMASI GEOMETRI SISWA SMP Yudha Nurkamil; Edwin Musdi; Irwan Irwan; Yerizon Yerizon
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 9 No. 5 (2026): October (2026)
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v9i5.7182

Abstract

Abstract: Geometric Transformation requires students to visualise how an object changes position on the coordinate plane, and is among the topics junior high school students most often struggle with. At SMPN 7 Padang, learning outcomes had not reached the school's attainment criterion of 80, with odd-semester summative averages ranging from 48.72 to 73.64, low participation, and teacher-centred instruction. This study examined the effectiveness of the Think Pair Share (TPS) cooperative learning model assisted by GeoGebra in improving learning outcomes on Geometric Transformation. The study was a quasi-experiment with a non-equivalent posttest-only control group design. Purposive sampling selected class IX.7 (n = 32) as the experimental class and IX.6 (n = 32) as the control class. The instrument consisted of four validated essay items measuring reflection, translation, rotation and dilation (r11 = 0.837; Ip > 2.12). Normality and homogeneity were fulfilled, and a one-tailed t-test yielded P = 0.000 (< 0.05). The experimental class reached a mean of 80.3 against 63.7 for the control class, with a large effect size (Cohen d = 1.26), and outperformed the control class on all four indicators. TPS assisted by GeoGebra is therefore effective for improving learning outcomes on Geometric Transformation. Keywords: effectiveness; think pair share; GeoGebra; geometric transformation; learning outcomes.   Abstrak: Materi Transformasi Geometri menuntut peserta didik memvisualisasikan perubahan posisi objek pada bidang koordinat sehingga kerap menjadi materi dengan capaian terendah di jenjang SMP. Temuan di SMPN 7 Padang menunjukkan hasil belajar peserta didik kelas IX belum mencapai Kriteria Ketercapaian Tujuan Pembelajaran sekolah, yaitu 80, dengan rata-rata asesmen sumatif ganjil berkisar 48,72 sampai 73,64, rendahnya partisipasi, dan pembelajaran berpusat pada pendidik. Penelitian ini bertujuan menguji keefektifan model kooperatif tipe Think Pair Share (TPS) berbantuan GeoGebra dalam meningkatkan hasil belajar pada materi Transformasi Geometri. Jenis penelitian adalah kuasi eksperimen dengan rancangan non-equivalent posttest-only control group design. Melalui purposive sampling terpilih kelas IX.7 (n = 32) sebagai kelas eksperimen dan IX.6 (n = 32) sebagai kelas kontrol. Instrumen berupa empat butir soal uraian yang mengukur indikator refleksi, translasi, rotasi, dan dilatasi, telah divalidasi dengan reliabilitas sangat tinggi (r11 = 0,837; Ip > 2,12). Asumsi normalitas dan homogenitas terpenuhi, serta uji-t satu arah menghasilkan P = 0,000 (< 0,05). Rata-rata kelas eksperimen mencapai 80,3, lebih tinggi daripada kelas kontrol yang hanya 63,7, dengan ukuran efek tergolong besar (Cohen d = 1,26), dan keunggulan tersebut konsisten pada keempat indikator. Model TPS berbantuan GeoGebra dengan demikian efektif meningkatkan hasil belajar Transformasi Geometri peserta didik SMP. Kata kunci: efektivitas; think pair share; GeoGebra; transformasi geometri; hasil belajar.
PENINGKATAN PEMAHAMAN KONSEP MATEMATIS MELALUI MODEL STUDENT TEAMS ACHIEVEMENT DIVISIONS PADA PEMBELAJARAN MATEMATIKA FASE F Aulia Yostrid Salsabillah; Khairani Khairani; Minora Longgom Nasution; Yerizon Yerizon
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 9 No. 5 (2026): October (2026)
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/785b8k84

Abstract

Abstract: Active student involvement is highly crucial in the current mathematics learning process. The objective is to shift material mastery from mere procedural memorization towards a more essential conceptual understanding. Therefore, this quantitative research is designed to examine how the application of the Student Teams Achievement Divisions (STAD) cooperative learning model impacts the development and improvement of phase F students' mathematical concept understanding. This study combines descriptive and quasi-experimental methods with a nonequivalent posttest-only control group design. The research population includes eleventh grade students (Phase F) at SMA Negeri 13 Padang. Through a simple random sampling technique, class F.5 was selected as the experimental group applying the STAD model, while class F.6 served as the control group with direct learning. Data collection was conducted through quizzes and a final test instrument. The quiz evaluation results demonstrated good progress across all indicators of students' conceptual understanding. Furthermore, the final test hypothesis testing using the t' test yielded a P-value of 0.000 < 0.05, which means that  is rejected. In conclusion, the implementation of the STAD cooperative learning model provides a significant positive impact in building students' mathematical concept understanding compared to the direct learning method. Keyword: mathematical concept understanding; STAD model; phase F mathematics.   Abstrak: Keterlibatan peserta didik secara aktif sangat krusial dalam proses belajar matematika saat ini. Tujuannya adalah agar penguasaan materi bergeser dari sekadar menghafal langkah-langkah prosedural menuju pemahaman konsep yang lebih esensial. Oleh sebab itu, riset kuantitatif ini dirancang untuk mengkaji bagaimana penerapan model kooperatif Student Teams Achievement Divisions (STAD) berdampak pada perkembangan dan peningkatan pemahaman konsep matematika peserta didik di Fase F. Penelitian ini mengombinasikan metode deskriptif dan quasi-experiment dengan pendekatan nonequivalent posttest-only control group design. Populasi riset mencakup peserta didik kelas XI (Fase F) di SMA Negeri 13 Padang. Melalui teknik simple random sampling, kelas F.5 terpilih sebagai kelompok eksperimen yang menerapkan STAD, sementara kelas F.6 menjadi kelompok kontrol dengan pembelajaran langsung. Pengumpulan data dilakukan melalui instrumen kuis serta tes akhir. Hasil evaluasi kuis memperlihatkan adanya progres yang baik pada seluruh indikator pemahaman konsep peserta didik. Selanjutnya, pengujian hipotesis tes akhir menggunakan uji t' menghasilkan nilai P-value sebesar 0,000 < 0,05, yang berarti  ditolak. Kesimpulannya, implementasi model kooperatif STAD memberikan dampak positif yang signifikan dalam membangun pemahaman konsep matematika peserta didik jika dibandingkan dengan metode pembelajaran langsung. Kata kunci: pemahaman konsep matematis; model STAD; matematika fase F.
THE EFFECT OF IMPLEMENTING THE DISCOVERY LEARNING MODEL ASSISTED BY GEOGEBRA ON THE MATHEMATICAL CONCEPTUAL UNDERSTANDING OF GRADE IX STUDENTS AT SMPN 24 PADANG Ghina Luthfia Alfarisa; Yerizon Yerizon; Armiati Armiati; Yarman Yarman
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 4 (2026): October-December, Education, Social Transformation, and Humanities in the Digit
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/m4pr1m06

Abstract

Mathematical concept understanding is one of the fundamental competencies students must master in learning mathematics, particularly as a foundation for developing other mathematical abilities such as problem solving, reasoning, and communication. However, the mathematical concept understanding of ninth-grade students at SMPN 24 Padang has not yet reached an optimal level, particularly on the topic of geometric transformation, which requires accuracy in understanding visual representation and spatial relationships. This study aimed to determine whether the mathematical concept understanding of students who learned using the Discovery Learning model assisted by GeoGebra was better than that of students who learned through the conventional model. This study was a quasi-experimental study employing a Nonequivalent Posttest-Only Control Group Design. The population consisted of ninth-grade students of SMPN 24 Padang in the 2026/2027 academic year, with class IX.A as the experimental class and class IX.E as the control class, selected through simple random sampling. Data were collected through a final test of mathematical concept understanding covering eight indicators and analyzed using the Mann-Whitney test. The results showed that the average score of the experimental class (82.14) was higher than that of the control class (70.87), with a P-value of 0.001 < 0.05. Therefore, the Discovery Learning model assisted by GeoGebra had a positive effect on students' mathematical concept understanding.
Co-Authors Abel Garcia Arlis Afifah Zafirah Afriyanto Afriyanto Ahmad Fauzan Ali Asmar Andi Suparjo Anna Cesaria Armiati Armiati Yerizon Arnellis Arnellis Atus Amadi Putra Aulia Yostrid Salsabillah Benti Yulius Daharnis Daharnis Dala Zulyani Debby Marinda Desyandri Desyandri Dewi Murni Dony Permana Edwin Musdi Elita Jamaan Elita Zusti Jamaan Elita Zuzti Jamaan Emi Suryani Putri Farhani Farhani Fatkhi Fairuz Zahira Fauziah Putri Putri Fitrah Hanifa Ali Fitrani Dwina Fitri Andriani Fitria, Yanti Fridgo Tasman Ghina Luthfia Alfarisa Hafizatunnisa Hafizatunnisa Hamdani Syaputra Helma Helma Helma Helma Hendra Syarifuddin I Arnawa I Made Arnawa I Made Arnawa Ihksan Apria Suske Irwan Irwan Khairani Khairani Kurnia Puspita Sari KURNIA SRI HAMDAYANI Laksono Trisnantoro Lialy Sarti Lusiana Lusiana Minora Longgom Nasution Muhammad Fachri Muslim Muhammad Zaini Mulya Ade Alfitri Nadia Alkhaira Nadya Fitriani Nelda Rahma Lisa Putri Neviyarni Neviyarni Nidya Oktadila Nisrina Wulandari Nor’ain Mohd Tajudin Nurlaili Nurlaili Poppy Mangkunegara Redy Williantama Zulhafendi Rendi Hidayat Rendy Novri Yolanda Ridha Fajria Rihhadatul &#039;Aisy Ririn Eviyanti Riska Riska Rizza Yustianingsih Sahrun Nisa Septia Nurvitasari Shinta Sari Siltima Wiska Silvia Fitriani Silvia Rahayu Suherman Suherman Sumarwati Sumarwati Syafni Gustina Sari Syafriandi Syafriandi Syilvi Dessela Tita Purnama Sari Widya Novita Sari Yarmaina Yarmaina Yarman Yarman Yayang Permata Yenni Rozimela Yudha Nurkamil Yulia Utami Putri Yulyanti Harisman Yusri Wahyuni Zul Futria Wati