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All Journal Al Ishlah Jurnal Pendidikan JRPM (Jurnal Review Pembelajaran Matematika) JURNAL EDUCATION AND DEVELOPMENT Jurnal Cendekia : Jurnal Pendidikan Matematika MAJAMATH: Jurnal Matematika dan Pendidikan Matematika EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Edukasia: Jurnal Pendidikan dan Pembelajaran MATHEdunesa Riemann : Research of Mathematics and Mathematics Education Edumaspul: Jurnal Pendidikan
Masriyah Masriyah
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Efektivitas Pembelajaran Berdiferensiasi Berbasis Problem Based Learning terhadap Hasil Belajar Transformasi Geometri Siswa SMP Annisa Fitri Rosyidah; Masriyah Masriyah
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p885-895

Abstract

This study aims to determine the effectiveness of differentiated instruction integrated with the Problem Based Learning (PBL) model in improving junior high school students' learning outcomes in geometry transformation. The study was motivated by differences in students' learning readiness identified through a diagnostic test, indicating the need for instructional approaches that accommodate students' diverse learning needs. A quasi-experimental method with a non-equivalent control group design was employed. The population comprised all ninth-grade students of SMP Asa Cendekia, with two classes selected as the sample, consisting of 15 students in the experimental group and 15 students in the control group. The experimental group received differentiated instruction integrated with PBL, while the control group received direct instruction. Data were collected using a diagnostic test, pre-test, post-test, observation sheets, and student response questionnaires. The study was conducted over 10 days through four meetings, consisting of a diagnostic test, pre-test, and instruction on translation, instruction on reflection, and post-test followed by a student response questionnaire. Data were analyzed using the Shapiro-Wilk normality test, Levene’s homogeneity test, N-Gain analysis, and the Mann-Whitney test. The results showed that the post-test data were not normally distributed, while the data were homogeneous. The Mann-Whitney test produced a significance value of 0,044 (P < 0,05), indicating a significant difference in learning outcomes between the experimental and control groups. The experimental group achieved an N-Gain score of 0,8309, categorized as high. These findings indicated that differentiated instruction integrated with the PBL model was effective in improving students' learning outcomes in geometry transformation within the context of this study.
Analisis Kesalahan Siswa dan Penerapan Scaffolding dalam Menyelesaikan Masalah Kontekstual pada Materi Geometri Rika Amanda Fitriani; Masriyah Masriyah
MATHEdunesa Vol. 16 No. 1 (2027): Jurnal Mathedunesa Volume 16 Nomor 1 Tahun 2027
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v16n1.p57-68

Abstract

Geometry material, especially triangle similarity, often poses a challenge for students. This is evident in the low scores students achieve in solving contextual problems in this material. Students often make mistakes in solving contextual problems, and solutions need to be provided. This study aims to describe the types of errors made by students in solving contextual problems on the subject of triangle similarity, the provision of scaffolding to reduce errors, and the improvement in student performance after scaffolding was provided. This study is a qualitative descriptive study conducted at one of the state junior high schools in Surabaya. The research subjects were three eighth-grade students with the most and varied errors. Data collection techniques were carried out by administering stage I test questions, conducting interviews and scaffolding, and administering stage II test questions. Data analysis techniques were carried out based on test results adjusted to student error indicators. The results showed that students made conceptual, procedural, and technical errors. The forms of scaffolding provided to reduce conceptual errors were explaining, reviewing, and developing conceptual thinking. The forms of scaffolding provided to reduce procedural errors were reviewing and restructuring. The form of scaffolding provided to reduce technical errors was reviewing. The results of the second stage test showed that there was a reduction in errors in solving contextual problems compared to the first stage test. Thus, it can be concluded that the effective application of scaffolding can improve students' performance in solving these contextual problems.
Desain Asesmen Keterampilan Pemecahan Masalah Trigonometri SMA Terintegrasi GeoGebra Classroom Ilma Nuril Taqwim; Masriyah Masriyah; Yurizka Melia Sari
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p866-884

Abstract

The limited use of GeoGebra Classroom as a process-based assessment tool for measuring trigonometry problem-solving skills at the senior high school level highlights the need for an alternative technology-based assessment. This study aims to describe the development process and produce a trigonometry problem-solving skills assessment design for high school students integrated with GeoGebra Classroom and fulfilling the criteria of validity, practicality, and effectiveness. This study uses a research and development method with reference to the nine steps of instrument development according to Retnawati, which include formulating instrument objectives, determining theory and material coverage, compiling indicators, developing test items, expert validation, revision, trial, data analysis, and assembling the final instrument. The results show that the assessment design development process was carried out according to the stages of Retnawati's model and produced six descriptive test items on the trigonometric comparison material of right triangles integrated with GeoGebra Classroom, with very high content validity (Aiken's V = 0.90 – 0.97), practicality in the practical to very practical category, and effectiveness indicated by the proportional level of item difficulty and sufficient to very good discrimination power. Based on these results, it is concluded that the developed trigonometry problem-solving skills assessment design fulfills the criteria of validity, practicality, and effectiveness. Thus, this assessment design has implications as an alternative technology-based assessment that is suitable for use in high school trigonometry learning to support visualization, exploration, and measurement of students' problem-solving skills.
Co-Authors Afni Molita Aghni Mey Azahra Ahmad Isroil, Ahmad Annisa Fitri Rosyidah Ayu Silvi Lisvian Sari Ayu Sukma Pradana Cahanila Gema Lintang Sukma Dayat Hidayat Dewi Pujiati Erisca Lusy Rusdianti Evangelista Lus Windyana Palupi Fiangga, Shofan I Ketut Budayasa Ilma Nuril Taqwim Imelda Imelda Jessica Dwi Nur Cahyani Mar'atus Solehah Mifta Ismayanti Nanda Putri Wahyuni Nurus Saadah Raden Sulaiman Resti Elmi Mubarkah Riadhotus Sholikhah Rika Amanda Fitriani Safitri Diah Pitaloka Safri Ilman Siti Khabibah Susanah Tatag Yuli Eko Siswono Umi Hanifah Vebyka Iwala Awaliya Wihda Urfita Syafiti Yurizka Melia Sari