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<![CDATA[Pendampingan Pengembangan STEM for Mathematics Learning bagi Guru Matematika Provinsi Lampung ]]>
<![CDATA[Noer, Sri Hatuti]]>;
<![CDATA[Gunowibowo, Pentatito]]>;
<![CDATA[Triana, Mella]]>;
<![CDATA[Suryadinata, Nurain]]>
<![CDATA[ Ruang Pengabdian : Jurnal Pengabdian Kepada Masyarakat Vol 3, No 2 (2023): RUANG PENGABDIAN ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[AbstrakPengabdian kepada masyarakat ini bertujuan untuk memberikan pengetahuan dan keterampilan bagi guru matematika se-Provinsi Lampung dalam mengembangkan STEM for mathematics learning. Rangkaian kegiatan yang direncanakan adalah: (1) pretest untuk mengetahui pengetahuan guru tentang pendekatan STEM, cara membuat desain pembelajaran matematika dengan pendekatan STEM, dan cara penerapan STEM dalam pembelajaran matematika; (2) pelatihan dan workshop pembelajaran matematika dengan pendekatan STEM; (3) pendampingan guru membuat desain pembelajaran matematika dengan pendekatan STEM; (4) pendampingan penerapan desain pembelajaran yang telah dirancang oleh beberapa guru model; dan (5) posttest untuk mengetahui perkembangan pengetahuan dan keterampilan guru. Hasil dari kegiatan ini menunjukkan bahwa pengetahuan dan pemahaman guru tentang STEM for mathematics learning sudah sangat baik, dengan rata-rata sebesar 89,15 dari skor ideal 100 dan skor minimum mengalami perubahan dari sebelumnya 17 menjadi 67. Selain itu peningkatan pengetahuan dan pemahaman guru tentang STEM for mathematics learning juga ditunjukkan dengan rata-rata skor N-Gain yaitu 0,71 atau 71% dan masuk dalam kategori tinggi. Kata Kunci: guru matematika; mathematics learning; pendampingan; STEM AbstractThis community service aims to provide knowledge and skills for mathematics teachers throughout Lampung Province in developing STEM for mathematics learning. The planned series of activities are: Pretest to determine teachers' knowledge about the STEM approach, how to create mathematics learning designs using a STEM approach, and how to apply STEM in mathematics learning. Mathematics learning training and workshops with a STEM approach. Teacher assistance in creating mathematics learning designs with a STEM approach. Assistance in implementing learning designs that several model teachers have designed. Posttest to determine the development of teacher knowledge and skills. The results of this activity show that teachers' knowledge and understanding of STEM for mathematics learning is excellent, with an average of 89.15 from the ideal score of 100, and the minimum score has changed from the previous 17 to 67. In addition, teachers' knowledge and understanding of STEM for mathematics learning is also shown by an average N-Gain score of 0.71 or 71% and is in the high category. Keywords: accompaniment; mathematics learning; mathematics teacher; STEMDOI: https://doi.org/10.23960/rp/v3i2.hal.76-82]]>
<![CDATA[PENERAPAN PEMBELAJARAN OPEN ENDED UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS SISWA ]]>
<![CDATA[Utami, Dita Dwi]]>;
<![CDATA[Gunowibowo, Pentatito]]>;
<![CDATA[Noer, Sri Hastuti]]>
<![CDATA[ Jurnal Silogisme : Kajian Ilmu Matematika dan Pembelajarannya Vol 9, No 1 (2024): Juni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Ponorogo ]]>
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DOI: 10.24269/silogisme.v9i1.9010
<![CDATA[Rendahnya kemampuan berpikir reflektif matematis siswa dan kurangnya penerapan pembelajaran yang sesuai dengan pendidikan di masa kini menjadi latar belakang dalam penelitian ini. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran Open Ended terhadap kemampuan berpikir reflektif matematis siswa SMP. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 4 Bandar Lampung tahun Pelajaran 2023/2024 yang berjumlah 270 siswa yang terdistribusi ke dalam 9 kelas. Subjek penelitian adalah siswa kelas VIII A yang berjumlah 36 siswa dan VIII B yang berjumlah 38 siswa yang dipilih dengan teknik purposive sampling. Desain yang digunakan adalah pretest-posttest control group design. Berdasarkan hasil uji-t menunjukkan rata-rata peningkatan kemampuan berpikir reflektif matematis siswa yang mengikuti pembelajaran dengan pendekatan Open Ended lebih tinggi daripada rata-rata peningkatan kemampuan berpikir reflektif matematis siswa yang mengikuti pembelajaran konvensional. Hasil uji kesamaan dua proporsi menunjukkan bahwa siswa yang memiliki kemampuan berpikir reflektif matematis terkategori baik pada kelas yang mengikuti pembelajaran dengan pendekatan Open Ended lebih tinggi daripada kelas yang mengikuti pembelajaran konvensional. Dengan demikian, pembelajaran dengan pendekatan Open Ended berpengaruh terhadap kemampuan berpikir reflektif matematis siswa.]]>
<![CDATA[Pengaruh Self-efficacy Terhadap Kemampuan Berpikir Kreatif Matematis Siswa dalam Pembelajaran Saintifik ]]>
<![CDATA[Levinta, Auginstori]]>;
<![CDATA[Gunowibowo, Pentatito]]>;
<![CDATA[Sutiarso, Sugeng]]>
<![CDATA[ Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 6 No. 2 (2024): Indiktika : Jurnal Inovasi Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/indiktika.v6i2.15114
<![CDATA[Penelitian ini mengkaji pengaruh self-efficacy terhadap kemampuan berpikir kreatif matematis siswa dalam pembelajaran saintifik dan mengevaluasi efektivitas pembelajaran saintifik berdasarkan kemampuan tersebut. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 31 Bandar Lampung semester ganjil tahun pelajaran 2022/2023, dengan sampel sebanyak 31 siswa dari kelas VIII-B yang dipilih melalui teknik cluster random sampling. Desain penelitian korelasional digunakan untuk menganalisis data kuantitatif yang diperoleh dari angket self-efficacy dan tes kemampuan berpikir kreatif matematis dengan materi Sistem Persamaan Linear Dua Variabel (SPLDV). Analisis regresi linear sederhana dengan dan uji proporsi satu pihak diterapkan untuk menguji hipotesis penelitian. Hasil penelitian menunjukkan terdapat pengaruh positif yang signifikan antara self-efficacy dan kemampuan berpikir kreatif matematis siswa dalam pembelajaran saintifik. Persamaan regresi diperoleh , yang berarti peningkatan 1 satuan self-efficacy, akan meningkatkan kemampuan berpikir kreatif matematis siswa sebesar 0,322. Koefisien determinasi menunjukkan bahwa self-efficacy berkontribusi sebesar 49,4% terhadap kemampuan berpikir kreatif matematis siswa. Uji proporsi menunjukkan bahwa pembelajaran saintifik terbukti efektif dalam meningkatkan kemampuan berpikir kreatif matematis siswa. Hasil penelitian ini memberikan kontribusi penting dalam memahami peran self-efficacy dan efektivitas pembelajaran saintifik dalam meningkatkan kemampuan berpikir kreatif matematis siswa.]]>
<![CDATA[Pengaruh Model Problem Based Learning Terhadap Peningkatan Kemampuan Penalaran Matematis Siswa Kelas IX SMPN 1 Kalianda ]]>
<![CDATA[Abyan, Ramzi]]>;
<![CDATA[Gunowibowo, Pentatito]]>;
<![CDATA[Widyastuti]]>
<![CDATA[ Mandalika Mathematics and Educations Journal Vol 7 No 1 (2025): Edisi Maret ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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DOI: 10.29303/jm.v7i1.7419
<![CDATA[Thisl researchl aims tol determinel thel effect ofl thel Problem Basedl Learningl modell on improving lstudents' mathematicall reasoning abilities. The populationl in thisl study wasl alll students inl class IX ofl SMPl Negeril 1 Kalianda, odd lsemester of the 2023/2024 academicl year, distributed in ten classes, namely IX.1 to IX.10, heterogeneously. Samplingl was carriedl out usingl a clusterl random samplingl technique, andl 30 studentsl in classl IX.1 were selected asl the experimentall class andl 30 studentsl in lclass IX.2 were selected asl the controll class. Thel research designl used wasl a lpretest-posttest controll group ldesign. This researchl data isl in thel form ofl quantitative datal obtained froml tests of students' mathematical reasoningl abilities. Basedl on thel results lof research using lthe Mann-Whitneyl U ltest, it wasl found thatl the increasel in lstudents' mathematical reasoning abilitiesl in thel experimental classl was higher than thel increasel in lstudents' mathematical reasoningl abilities inl thel controll class. Basedl on this, itl can bel concluded thatl the Probleml Based Learningl model has anl effect onl improving students' mathematical reasoning abilities.]]>
<![CDATA[Exploring students mathematical communication in guided inquiry and STAD cooperative learning models ]]>
<![CDATA[Lishani, Jenita Eka]]>;
<![CDATA[Yuniarti, Tina]]>;
<![CDATA[Gunowibowo, Pentatito]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 1 (2025): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
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DOI: 10.30606/absis.v8i1.3180
<![CDATA[This study aims to investigate the effect of guided inquiry and Student Teams Achievement Division (STAD)-type cooperative learning models on students’ mathematical communication ability. A quasi-experimental method with a pretest-posttest control group design was employed. The sample consisted of two eighth-grade classes selected through cluster random sampling from a junior high school in Bandar Lampung. Students in the experimental class received instruction using the guided inquiry model, while those in the control class were taught using the STAD-type cooperative model. A mathematical communication test, consisting of items aligned with three key indicators—written explanations, symbolic expressions, and visual representations—was administered before and after the intervention. Data were analyzed using an Independent Samples t-test. The results revealed a statistically significant difference in posttest scores between the two groups (t = 2.844, p < 0.05), favoring the guided inquiry model. Additionally, students taught through guided inquiry demonstrated greater improvements across all indicators of mathematical communication, particularly in their ability to explain reasoning through structured written responses and to use appropriate mathematical symbols.]]>
<![CDATA[An empirical analysis: The impact of project-based learning on students' mathematical reflective thinking skills and self-concept ]]>
<![CDATA[Noer, Sri Hastuti]]>;
<![CDATA[Triana, Mella]]>;
<![CDATA[Gunowibowo, Pentatito]]>;
<![CDATA[Asnawati, Rini]]>;
<![CDATA[Vetama, Wanda]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 7 No. 3 (2024): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v7i3.21111
<![CDATA[Mathematical reflective thinking skills and self-concept are essential aspects of 21st-century learning to address global challenges. This study analyzes the effect of Project-Based Learning (PjBL) on students' mathematical reflective thinking skills and self-concept. The experimental research involved 75 tenth-grade students in Bandar Lampung using a posttest control group design. Data were collected through mathematical reflective thinking skills tests and self-concept questionnaires and analyzed using parametric and non-parametric statistical tests. The results showed that the implementation of PjBL did not significantly affect students' mathematical reflective thinking skills and self-concept compared to conventional learning. However, the indicators of mathematical reflective thinking skills achievement in the PjBL class were higher. This study implies the need for a longer implementation of PjBL to achieve significant results and its potential contribution to developing students' collaboration, creativity, and social skills as part of holistic learning.]]>
<![CDATA[The effect of the guided discovery learning model on students’ mathematical reasoning ability ]]>
<![CDATA[Amri, Reni Auliana]]>;
<![CDATA[Gunowibowo, Pentatito]]>;
<![CDATA[Wijaya, Agung Putra]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
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DOI: 10.30606/absis.v8i2.3249
<![CDATA[This quasi-experimental study aimed to investigate the effect of the Guided Discovery Learning (GDL) model on the mathematical reasoning ability of eighth-grade students. The population consisted of 319 students from Grade VIII at SMP Negeri 20 Bandar Lampung during the 2024/2025 academic year, distributed across ten classes (VIII-A to VIII-J). Using a purposive sampling technique, two classes were selected as research samples: class VIII-B (32 students) as the experimental group, which received instruction using the GDL model, and class VIII-A (32 students) as the control group, which received conventional cooperative learning. The study employed a pretest-posttest control group design. The research data were quantitative, obtained through a mathematical reasoning ability test on the topic of Systems of Linear Equations in Two Variables, administered before and after the intervention in both groups. Statistical analysis using an independent samples t-test on the gain scores revealed a statistically significant difference. The findings showed that students in the GDL group experienced greater improvement in mathematical reasoning ability compared to those in the control group. These results suggest that the GDL model has a positive and significant effect on enhancing students’ mathematical reasoning skills.]]>
<![CDATA[Efektivitas Model Pembelajaran Discovery Ditinjau dari Kemampuan Komunikasi Matematis Siswa ]]>
<![CDATA[Sabati, Mila]]>;
<![CDATA[Gunowibowo, Pentatito]]>;
<![CDATA[Widyastuti, Widyastuti]]>
<![CDATA[ Jurnal Pendidikan MIPA Vol 19, No 2 (2018): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[The Effectiveness of Discovery Learning Model in Terms of Students’ Mathematical Communication Skills. This quasi experimental research aimed to examine the effectiveness of discovery learning model in terms of students’ mathematical communication skills. The population of this research was all students of grade VII of SMP Negeri 26 Bandarlampung in even semester in academic year 2018/2019 as many as 233 students, that were distributed into eight classes. By using purposive sampling technique, two classes were taken as the sample that were VII B class as many as 30 students and VII D class as many as 29 students. This research used the pretest-posttest control group design and the data collecting technique was test. The data obtained from this research was the score of students’ mathematical communication skills. Based on the result of -test and proportion test using 5% of significance level, it was concluded that discovery learning model was not effective in terms of students’ mathematical communication skills. However, the mathematical communication skills of students who following discovery learning was higher than mathematical communication skills of students who following conventional learning.Keywords: discovery learning, effectiveness, mathematical communication skills DOI: http://dx.doi.org/10.23960/jpmipa/v19i2.pp87-98]]>
<![CDATA[PENERAPAN PEMBELAJARAN OPEN ENDED UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS SISWA ]]>
<![CDATA[Utami, Dita Dwi]]>;
<![CDATA[Gunowibowo, Pentatito]]>;
<![CDATA[Noer, Sri Hastuti]]>
<![CDATA[ Jurnal Silogisme : Kajian Ilmu Matematika dan Pembelajarannya Vol 9 No 1 (2024): Juni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Ponorogo ]]>
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DOI: 10.24269/silogisme.v9i1.9010
<![CDATA[Rendahnya kemampuan berpikir reflektif matematis siswa dan kurangnya penerapan pembelajaran yang sesuai dengan pendidikan di masa kini menjadi latar belakang dalam penelitian ini. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran Open Ended terhadap kemampuan berpikir reflektif matematis siswa SMP. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 4 Bandar Lampung tahun Pelajaran 2023/2024 yang berjumlah 270 siswa yang terdistribusi ke dalam 9 kelas. Subjek penelitian adalah siswa kelas VIII A yang berjumlah 36 siswa dan VIII B yang berjumlah 38 siswa yang dipilih dengan teknik purposive sampling. Desain yang digunakan adalah pretest-posttest control group design. Berdasarkan hasil uji-t menunjukkan rata-rata peningkatan kemampuan berpikir reflektif matematis siswa yang mengikuti pembelajaran dengan pendekatan Open Ended lebih tinggi daripada rata-rata peningkatan kemampuan berpikir reflektif matematis siswa yang mengikuti pembelajaran konvensional. Hasil uji kesamaan dua proporsi menunjukkan bahwa siswa yang memiliki kemampuan berpikir reflektif matematis terkategori baik pada kelas yang mengikuti pembelajaran dengan pendekatan Open Ended lebih tinggi daripada kelas yang mengikuti pembelajaran konvensional. Dengan demikian, pembelajaran dengan pendekatan Open Ended berpengaruh terhadap kemampuan berpikir reflektif matematis siswa.]]>
