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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika MATEMATIKA DAN PEMBELAJARAN Jurnal Pengabdian Kepada Masyarakat (JPKM) Tabikpun Sinar Sang Surya: Jurnal Pusat Pengabdian kepada Masyarakat EMTEKA: Jurnal Pendidikan Matematika PROSIDING SEMINAR NASIONAL PENELITIAN DAN PENGABDIAN KEPADA MASYARAKAT (SNPPM) UNIVERSITAS MUHAMMADIYAH METRO Jurnal Pendidikan Matematika Universitas Lampung Journal of Educational Research, Evaluation and Supervision Ruang Pengabdian: Jurnal Pengabdian kepada Masyarakat
Rina Agustina
Universitas Muhammadiyah Metro
Religion Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Mathematics Physics Public Health Other

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ENHANCING PRE-SERVICE MATHEMATICS TEACHERS’ REPRESENTATION SKILLS THROUGH GEOGEBRA-INTEGRATED PROBLEM BASED LEARNING Yeni Rahmawati; Dwi Rahmawati; Rina Agustina; Rahmad Bustanul Anwar; Nurul Farida; Siti Khotijah
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.v15i1.14741

Abstract

Representasi matematis menjadi elemen penting dalam memahami, menjelaskan, dan memecahkan fenomena dunia nyata. Minimnya pembelajaran berorientasi pada masalah nyata menyebabkan rendahnya kemampuab representasi. Tujuan penelitian ini untuk mengetahui peningkatan kemampuan representasi matematis melalui integrasi problem based learning dan geogebra. Penelitian ini merupakan penelitian tindakan kelas dengan dua siklus. Subjek penelitian mahasiswa semester ganjil tahun 2024/2025 yang menempuh mata kuliah geometri dasar berjumlah 16 mahasiswa. Pengumpulan data dilakukan dengan observasi dan tes. Intrumen yang digunakan berupa lembar observasi dan soal tes telah dinyatakan valid oleh ahli bidang pembelajaran matematika. Data dalam penelitian ini dianalisis dengan analisis deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa N-Gain 0,47 dengan kategori sedang yang berarti penerapan problem based learning PBL berbantu Geogebra efektif terhadap peningkatan kemampuan representasi mahasiswa. Kesimpulannya adalah problem based learning berbantu Geogebra dapat meningkatkan kemampuan representasi matematis mahasiswa. Penelitian ini memberikan implikasi untuk mengimplementasikan problem based learning berbantu Geogebra.
Collaboration and Social Interaction in Mathematics Learning in Multicultural Classrooms: A Qualitative Case Study Rina Agustina; Selvi Loviana
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 2 (2026): Jurnal Pendidikan Matematika Universitas Lampung
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v14i2.pp177-193

Abstract

Mathematics learning in multicultural classrooms requires collaborative interaction that accommodates students’ cultural and linguistic diversity. This study aims to explore how cultural diversity shapes collaboration and social interaction in mathematics learning in a multicultural classroom. This study employed a qualitative case study design. The participants were 16 undergraduate mathematics education students at a private university in Metro City, Indonesia. The classroom was categorized as multicultural because the students came from different cultural backgrounds and showed variations in language use, communication styles, ways of expressing opinions, and approaches to group discussion and mathematical problem solving. Data were collected through questionnaires, semi-structured interviews, participatory observation, and documentation. The questionnaire covered three aspects: students’ experiences and perceptions of multicultural classrooms, group dynamics in mathematical problem solving, and collaborative projects in mathematics learning. The data were analyzed through data reduction, categorization, interpretation, and conclusion drawing, with source and technique triangulation used to strengthen the credibility of the findings. The results show that cultural diversity did not directly determine students’ mathematical problem-solving ability, which was more strongly influenced by their understanding of the material. However, cultural diversity affected the communication process, discussion dynamics, and ways students expressed mathematical ideas. Differences in language, thinking styles, and communication patterns became the main challenges in group interaction. Nevertheless, most students were able to collaborate with peers from different cultural backgrounds. These findings indicate that multicultural mathematics classrooms require inclusive interaction strategies, heterogeneous grouping, and clear classroom communication to support effective collaboration and social interaction.
Co-Authors Anis Yulia Nisa Anita Anita Devi Yuliana Devita Amanda Diana Wati Dwi Rahmawati Dwi Rahmawati Erina Noviarni Fadila Meina Luppy Fadila Taulanita Arif Ira Vahlia Jazim Jazim Mei Luwane Yosri Miftahul Qoiriah Nego Linuhung Nita Erviana Nurul Farida Okky Wulan Dayani Rahmad Bustanul Anwar Satrio Wicaksono Sudarman Selvi Loviana Septiani, Ana Siti Khotijah Sowiyah Sowiyah Sutrisni Andayani, Sutrisni Swaditya Rizki Tia Kinanti tiara anggia dewi, tiara anggia Titin Tri Bunganingrum Tri Nova Ayu Permadani Tri Widiyarsih Trimas Rifah Yanu Wardeni Kristanto Yeni Rahmawati Yeni Rahmawati ES Yeni Rahmawati ES Yulia Cahya Praswati