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All Journal Jurnal Peluang Jurnal Elemen Edumatsains KALAMATIKA Jurnal Pendidikan Matematika Jurnal Analisa JPM : Jurnal Pendidikan Matematika Perspektif : Jurnal Ilmu Administrasi Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Eurekamatika International Journal of Mathematics and Mathematics Education (IJMME) Journal on Mathematics Education Research
Jarnawi Afgani Dahlan
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Agriculture, Biological Sciences & Forestry Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Mathematics Physics Social Sciences Other

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The effect of open-ended approach on enhancing mathematical understanding in vocational high school students Rifai, Rusdian; Turmudi; Jarnawi Afgani Dahlan; Suhendra
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp58-72

Abstract

This study aims to evaluate the extent to which the open-ended approach affects the achievement of students' mathematical understanding ability in vocational high schools (SMK). The method used was a quasi-experiment with a pretest-posttest control group design, in which two groups of students (experimental group and control group) were compared based on test results before and after treatment. The research sample consisted of 72 students who were selected by intact group (based on the class that had been formed) to minimize disruption to teaching and learning activities at school. This sampling was done by considering the real conditions in the field so as not to disrupt the existing learning schedule and class structure. The research data was obtained through a description test consisting of three questions, with a maximum score of 12 for each question. Data analysis was conducted in two stages: first, a normality test to check data distribution, and second, a mean difference test using the Mann-Whitney U test because the data were not normally distributed. The results showed that the group of students taught with the open-ended approach had better mathematical understanding achievement than the group that received direct learning. This finding indicates that the open-ended approach is effective in promoting mathematical conceptual understanding through independent exploration.
Pedagogical Content Knowledge In Teaching Systems of Linear Equations: A Case of Secondary School Mathematics Teachers Marhami; Jarnawi Afgani Dahlan; Dadan Dasari
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7712

Abstract

This study aims to examine the Pedagogical Content Knowledge (PCK) of teachers in teaching the Two-Variable Linear Equation System (TVLES) material. A descriptive qualitative approach was employed, involving three mathematics teachers who taught TVLES to eighth-grade junior high school students. Data were collected through semi-structured interviews as well as analysis of instructional portfolios, including lesson plans, worksheets, and teaching materials related to TVLES. The interview protocol consisted of ten questions based on the five components of PCK: orientation to teaching, curriculum knowledge, knowledge of students’ understanding, knowledge of instructional strategies, and knowledge of assessment. The data analysis followed the stages of data collection, reduction, presentation, verification, and conclusion drawing. Data validity was ensured through time triangulation and the use of multiple data sources. The results revealed that teachers demonstrated adequate competency in three PCK component (orientation to teaching, knowledge of students’ understanding, and assessment knowledge), while curriculum knowledge and instructional strategies remained underdeveloped. Based on these findings, it is recommended to establish collaborative forums and provide ongoing mentoring to help teachers enhance their curriculum knowledge and instructional practices. Curriculum developers should also ensure that teachers have sufficient resources and support to implement TVLES materials effectively in the classroom.
Co-Authors Ajeng Kusmayanti Anasrul . Anizar Ahmad Dadan Dasari Dadang Juandi Darhim Darhim Darmojo, Hardjito S. Dewi Rachmatin Edi Supriyadi Fitria Maghfiroh Harahap, Ummi Fadilah Indah Rahmania Kurniawati Kurniawati Marhami, Marhami Nida Fitria Nusrotul Bariyah Rahayu, Yayu Nurhayati Rahmah Johar Rahmia Mulya Fitri Rohaida . Rusdian Rifai Shafa Salsabila Siti Kania Suhendra Trisno Ikhwanudin, Trisno Turmudi Tuti Hartati Zela Halida Zia