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Dasa Ismaimuza
Program Studi Magister Pendidikan Matematika Universitas Tadulako
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The Effect of GeoGebra-Based Instruction on Students’ Conceptual Understanding of Exponential Functions Earliand, Amalia Rasikhah; Alfisyahra, Alfisyahra; Hasbi, Muh; Ismaimuza, Dasa
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 1 (2026): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v8i1.1333

Abstract

Exponential functions pose conceptual challenges for secondary students due to their abstract nature. This quasi-experimental study investigated the effect of GeoGebra-based instruction on Grade 10 students’ conceptual understanding in two Indonesian senior high schools (N = 132). A validated four-item essay test (r > 0.219; Cronbach’s Alpha = 0.71) was administered before and after instruction. Mann–Whitney U analysis showed a significant difference in posttest conceptual understanding between the GeoGebra and conventional groups (p < .001), with a moderate-to-large effect size (r = 0.44). These results provide classroom-based empirical evidence that dynamic visualization through GeoGebra strengthens students’ conceptual understanding and supports its structured integration in conceptually demanding mathematics topics.
Design and Formative Validation of a Guided Discovery Learning Model Integrated with Motivation to Reasoning and Proving Tasks Selvy Musdalifah; I Wayan Sudarsana; Sukayasa; Dasa Ismaimuza; Sutji Rochaminah; Nurhayadi
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.13909

Abstract

This study develops and evaluates an instructional model that integrates Guided Discovery Learning with Mathematical Reasoning and Proving (MRP) Tasks to support undergraduate students’ construction of mathematical proofs in Real Analysis. The research focuses on two foundational criteria in instructional development, namely validity and practicality. Expert review involving five specialists produced high Aiken V and ICC values, indicating strong conceptual coherence, structural alignment, and reliability of judgment across components of the model. Practicality was examined through one to one evaluation, small group testing, and a field implementation involving lecturers and students. Across these stages, the model received high ratings for clarity of instructional flow, readability of tasks, feasibility of classroom enactment, and support for structured reasoning processes. The findings demonstrate that the model is both theoretically sound and operationally feasible, providing a coherent pedagogical trajectory that guides learners from exploration toward formal proof construction. This study contributes a validated instructional model and establishes a foundation for future research on its effectiveness and broader applicability in advanced mathematics learning.
The Effect of Contextual Teaching and Learning on Science Interest and Achievement in Fourth-Grade Students: An Experimental Study in Ongka Malino District Fahmi Abdul Rozak; Dasa Ismaimuza; Sandra Sukmaning Adji
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8854

Abstract

Elementary science instruction often remains teacher-centered, limiting student engagement and leading to suboptimal learning outcomes. This condition underscores the need for student-oriented approaches such as the Contextual Teaching and Learning (CTL) model, which connects scientific concepts to real-life contexts. This study aimed to examine the effect of CTL on fourth-grade students’ learning interest and academic achievement in science in the Ongka Malino District.A quantitative true experimental design with a pretest–posttest control group was employed. The sample consisted of 62 students from two elementary schools, divided into an experimental group receiving CTL-based instruction and a control group receiving conventional teaching. Data were collected using validated achievement tests and learning interest questionnaires and analyzed through paired sample t-tests.The findings revealed statistically significant improvements in both learning outcomes (t = 10.787, p 0.05) and learning interest (t = 11.575, p 0.05) among students in the experimental group. The effect sizes were large (Cohen’s d = 1.35 for achievement and d = 1.42 for interest), indicating a strong impact of the CTL model on both cognitive and affective domains.The results demonstrate that CTL is an effective instructional approach for enhancing students’ academic performance and engagement in science. By integrating real-life contexts into learning, CTL fosters meaningful understanding and intrinsic motivation. These findings support the adoption of context-based, active learning strategies to improve the quality of elementary science education.
Analisis Kesalahan Siswa Kelas IX SMP Negeri 5 Palu Dalam Menyelesaikan Soal Cerita Panjang Busur Dan Luas Juring Berdasarkan Prosedur Newman Ditinjau Dari Gaya Kognitif Elisabet Linda Mariana Kayan; Dasa Ismaimuza; Mustamin Idris; Anggraini Anggraini
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 13 No. 2 (2025): Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jepmt.v13i2.5485

Abstract

This study aims to analyze the errors of ninth-grade students at SMP Negeri 5 Palu in solving word problems involving arc length and sector area using the Newman procedure, from a cognitive perspective. The subjects in this study were 26 ninth-grade students in the 2024/2025 academic year. Subjects were recruited using the GEFT test. Data were analyzed using the Newman procedure to identify error types. Data collection techniques included the GEFT test, written tests, and interviews. The results showed that both FI and FD students made no errors in reading and understanding the problems. FI students were more thorough in the transformation and process skills stages, but experienced difficulties in the final writing due to time constraints. Meanwhile, FD students made errors in transformation and process skills, particularly in entering incorrect radius values ​​into formulas, as well as errors in the final writing. Cognitive style influenced the types of errors made by students. FI students were more able to solve problems independently, while FD students required more guidance.
STUDENTS’ SPATIAL LITERACY IN GEOMETRIC TRANSFORMATIONS BASED ON VAN HIELE LEVELS OF THINKING Muhammad Jufri; Bakri Mallo; Dasa Ismaimuza; Rahma Nasir; Mohammad Fadli
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2620

Abstract

This study aims to describe students’ spatial literacy based on the Van Hiele levels of thinking in the topic of geometric transformations among eleventh-grade students at MAN 2 Palu. This research employed a descriptive qualitative approach with three students from class XI C as the subjects, selected based on the results of the Van Hiele thinking level test, each representing the visualization, analysis, and informal deduction levels. Data were analyzed using qualitative data analysis procedures. The findings show that students’ spatial literacy varies according to their thinking levels. Students at level 0 (visualization) have fairly good visualization skills but remain weak in reasoning and communication. Students at level 1 (analysis) demonstrate good spatial literacy in terms of visualization and reasoning, although their communication skills are not yet supported by logical justification. Students at level 2 (informal deduction) show strong spatial literacy across all indicators, including visualization, reasoning, and communication. Overall, the results indicate that higher Van Hiele thinking levels correspond to higher spatial literacy in solving geometric transformation problems.
Students’ Numeracy Literacy Skills Based on Severe Mathematics Anxiety and Gender-Role Attributes (Masculine/Feminine): A Qualitative Case Study Aswan Aswan; Pathuddin Pathuddin; Dasa Ismaimuza
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.19870

Abstract

This study aims to describe in depth the students’ numeracy literacy abilities with severe mathematical anxiety from a masculine and feminine gender perspective. Severe mathematical anxiety can affect how students think, understand problems, and make decisions in solving mathematical problems. In addition, factors that influence mathematical performance are cognitive and affective patterns. Both of which are more related to gender-role than biological aspects (sex). This study considers gender perspectives, especially masculine and feminine, and it is expected to provide a more comprehensive picture of the diversity of students' numeracy literacy abilities. This study used a qualitative approach with a case study type. The research subjects were selected through purposive sampling, utilizing a case study approach involving two individuals with severe levels of mathematics anxiety, specifically representing masculine (BM) and feminine (BF) gender characteristics. The data collection was carried out through questionnaires, numeracy literacy tests, and in-depth interviews. These data were analyzed using data condensation techniques, data display, and conclusion drawing. The case study results indicate that subjects BM and BF are capable of identifying essential information and understanding the problem context. However, there were differences in the stages of problem solving. BM tends to be able to evaluate the reasonableness of calculation results, while BF is better able to convey logical conclusions and relate the results to the problem context. This finding shows the importance of implementing learning strategies that accommodate differences in student characteristics to improve numeracy literacy skills in the aspect of using mathematical concepts, facts, and procedures.
The Effect of GeoGebra-Based Instruction on Students’ Conceptual Understanding of Exponential Functions Amalia Rasikhah Earliand; Alfisyahra Alfisyahra; Muh Hasbi; Dasa Ismaimuza
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 1 (2026): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v8i1.1333

Abstract

Exponential functions pose conceptual challenges for secondary students due to their abstract nature. This quasi-experimental study investigated the effect of GeoGebra-based instruction on Grade 10 students’ conceptual understanding in two Indonesian senior high schools (N = 132). A validated four-item essay test (r > 0.219; Cronbach’s Alpha = 0.71) was administered before and after instruction. Mann–Whitney U analysis showed a significant difference in posttest conceptual understanding between the GeoGebra and conventional groups (p < .001), with a moderate-to-large effect size (r = 0.44). These results provide classroom-based empirical evidence that dynamic visualization through GeoGebra strengthens students’ conceptual understanding and supports its structured integration in conceptually demanding mathematics topics.
Penerapan Pembelajaran Berdiferensiasi dengan Model PBL untuk Meningkatkan Hasil Belajar Matematika Siswa: Application of Differentiation Learning Using The Pbl Model to Improve Students’ Mathematics Learning Outcomes I Luh Restini; Dasa Ismaimuza; Fatmawati
GAUSS: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2024)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30656/gauss.v7i2.9445

Abstract

Abstrak Penelitian ini bertujuan untuk mengetahui penerapan pembelajaran berdiferensiasi dengan PBL untuk meningkatkan hasil belajar matematika. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas. Desain penelitian ini mengacu pada Arikunto dalam Muslimin dkk., (2022), yaitu (1) tahap perencanaan;  (2) tahap pelaksanaan; (3) tahap pengamatan; (4) tahap refleksi. Subjek penelitian ini adalah siswa kelas VIII Ahmad Dahlan berjumlah 33 siswa yang terdiri dari 15 siswa laki-laki dan 18 siswa perempuan tahun ajaran 2023/2024. Penelitian ini dilakukan dalam dua siklus. Hasil penetian menunjukkan bahwa: (1) Terjadi peningkatan ketuntasan individual siswa dari siklus I ke 81,25% siklus II; (2) Terjadi peningkatan ketuntasan klasikal siswa dari 72,7% pada siklus I ke pada siklus II.; (3) Aktivitas guru dan siswa terjadi peningkatan dari kategori cukup pada siklus I menjadi baik dan sangat baik pada siklus II untuk semua aktivitas guru dan siswa Kata kunci: Berdiferensiasi, PBL, Hasil Belajar Abstract This research aims to determine the application of differentiated learning with PBL to improve mathematics learning outcomes. The type of research used is Classroom Action Research. This research design refers to Arikunto in Muslimin et al., (2022), namely (1) planning stage;  (2) implementation stage; (3) observation stage; (4) reflection stage. The subjects of this research were 33 class VIII students, Ahmad Dahlan, consisting of 15 male students and 18 female students for the 2023/2024 academic year. This research was conducted in two cycles. The research results showed that: (1) There was an increase in individual student completeness from cycle I to 81.25% in cycle II; (2) There was an increase in students' classical completeness from 72.7% in cycle I to cycle II; (3) Teacher and student activities increased from the adequate category in cycle I to good and very good in cycle II for all teacher and student activities.  Keywords: Differentiated, PBL, Learning Outcomes
Analysis of Mathematics Learning Outcomes for High School Students Accepted Based on The Zoning System Mustamin Idris; Dasa Ismaimuza; Bakri Mallo; Ahmad Ahmad
Sustainable Vol. 6 No. 2 (2023): Sustainable
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/kjmp.v6i2.3591

Abstract

The purpose study is to analyze mathematics learning outcomes based on three zones, zone 1: SMA 1, zone 2: SMA 2, and zone 3: SMA 3. Class XI students were research objects taken from each zonation with a total sample of 155 for zone 1, 116 for zone 2, and 116 for zone 3, a total is 387 students. The results showed that the average mathematics learning outcomes for SMA Palu students based on zoning, namely zone 1, zone 2, and zone 3, obtained a score of 83.71, above the KKM. The test results of the analysis of variance in mathematics learning outcomes at Palu City High School based on Zone 1, Zone 2, and Zone 3 did not have a significant difference, which means that the ability levels of the three zones have the same mathematics learning outcomes. This result is due to the implementation of PPDB with a zoning system that can distribute new students well based on the zonation setting in the High School education unit in Palu, especially the distance between where they live and school. Conclude that the process of admitting new students with a zoning system was successfully carried out based on the criteria set by the Government and Department of Education for the 2021/2022 school year.
PENGEMBANGAN INSTRUMEN EVALUASI PEMBELAJARAN MATEMATIKA: BERBASIS KOMUNIKASI DAN KONEKSI MATEMATIS Mustamin Idris; Dasa Ismaimuza; Muh. Rizal
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 7 No. 4 (2024): November 2024
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v7i4.6268

Abstract

Abstract: The aim of this research is to develop a mathematics learning outcomes instrument. The plan includes: 1) designing a math learning grid for eighth-grade junior high school, 2) a math learning outcomes test, 3) content validation by relevant math learning experts, 4) analysis of math communication instrument, and 5) analysis of math connection instrument. The research results in a communication and math connection-based junior high school math learning outcomes instrument, involving teachers and students in continuous assessment system development. The focus is on effective communication and math connection aspects. The expected indicators include the instrument's effectiveness in detecting the extent of math communication and connection in preparing and implementing the learning process. This promotes a peaceful teacher-student relationship for both written and oral communication. Keywords: Learning Evaluation, Instrument Development, Communication, Math Connection, Effective Assessment.   Abstrak: Tujuan penelitian ini adalah untuk menghasilkan rancangan pengembangan instrumen hasil belajar matematika. Rencana hasil penelitian ini dapat dideskripsikan secara ringkas 1) rancangan kisi-kisi pembelajaran matematika di tingkat SMP kelas VIII, 2) tes hasil belajar matematika, 3) Hasil validasi konten oleh pakar yang sesuai dengan kompetensi pembelajaran matematika, 4) Hasil analisis instrumen komunikasi matematika 5) Hasil analisis instrumen koneksi matematika.  Hasil penelitian ini adalah tersedianya instrumen hasil belajar matematika SMP yang berbasis komunikasi dan koneksi matematis dan penelitian ini melibatkan guru dan siswa  dalam  pengembangan instrument agar  sistem penilaian dapat berkelanjutan, dengan berfokus pada aspek komunikasi dan koneksi matematika, Indikator yang diharapkan adalah keefektifan, instrumen ini dapat digunakan untuk mendeteksi sejauh mana komunikasi matematika dan koneksi matematika dalam mempersiapkan dan melaksanakan peroses pembelajaran, sehingga hubungan guru dan siswa dalam suasana tenang untuk berkomunikasi secara tertulis maupun secara lisan. Kata Kunci: Evaluasi Pembelajaran, Pengembangan Instrumen, Komunikasi, Koneksi Matematis, Penilaian Efektif.
Co-Authors ., Author Abdul Hamid Abdul Hamid Afriana, Sinta Agus Rusmawan Ahmad Ahmad Ahmad Ahmad Akhyar H. M. Tawil Alfiliansi Alfiliansi, Alfiliansi Alfisyahra Alfisyahra, Alfisyahra Ali, M. Tawil Made Amalia Rasikhah Earliand Anak Agung Istri Sri Wiadnyani Andini, Riri Anggraini Anggraini Anggraini Anggraini Anggraini Anggun Pratiwi Annisa Arifa Nur Ayu Ariharno A. Lambause Arminda Sari Rosanti Arni Arni Aswan Aswan Ayu, Arifa Nur B, Satriana Unggu Baharuddin Paloloang Baharuddin Paloloang Bakri M Bakri Mallo Baso Amri Baso Amri Busra Busra Busra Busra Busra Busra, Busra Damayanthi, Mita Deliana Sapareng Deviana, Sri Djaeng, Maxinus Earliand, Amalia Rasikhah Eka Surnyadewi Elis Safira Karindah Elisabet Linda Mariana Kayan Evie Awuy Evie Awuy Fahmi Abdul Rozak Fajar Muqarrabin Fathurrahmah Abd. Gani Fatmawati Fatmawati, Fatmawati Febriani, Ismi Fitriana Gafur, Ma’ruf Abd Gandung Sugita Gani, Fathurrahmah Abd. Geofana, Jeane Gobel, Iis Ariska R. Guci, Ammar Abdullah Joni Hadija Hadija Hadija Hamsiar Hamsah Haryanto Haryanto Hasbi, Muh Henita Rahmayanti Hindi Muchayarah Holyness Nurdin Singadimedja I Luh Restini I Nyoman Murdiana I Nyoman Murdiana I Wayan Sudarsana Ibni Hadjar Idrus Puluhulawa Irawati Irawati Irawati Ismi Febriani Iswandi Abdullah Jaeng , Maxinus Jaeng, Maxinus Jaeng, Maxinus Jaeng, Maxinus Jeane Geofana Jemamut, Natalia Kadek Widiastuti Kadima Kadima Khairunnisa Khairunnisa Khairunnisa Kolin, Regina Oli Ina Lamanja, Nurannisa S Lestari, Sayu Ketut Febri Linawati Linawati Linawati M. Tawil Made Ali M. Yogi Riyantama Isjoni Mansandi Hi. K. Diasamo Mariah Ulfa Marina Marnita Maryam Maryam Maryam Maxinus Djaeng Maxinus Djaeng Maxinus Jaeng Ma’ruf Abd Gafur Meinarni, Welli Meri Safitri M. Rasul Mirawati Mirawati Mirawati Miswadi Miswadi Mita Damayanthi ATT Mohammad Fadli Muh Hasbi Muh Nursisto Muh. Rizal Muh. Rizal Muh. Rizal Muh. Rizal Muhammad Fachri B. Paloloang Muhammad Jufri Muhammad Rivai Musaddad, Ali MUSTAMIN IDRIS Mustamin Idris Mustamin Idris Mustamin Mustamin Mutmainna Nitaleni Mentara Norma Yunita Nufriansyah, Rifki Nugroho Alfarizi Nur Afrianti Rudtin Nur Afrianti Rudtin Nur Afrianti Rudtin Nur Hayatin Nur Intan Nur janah, Nur Nurainun Nurainun Nurannisa S Lamanja Nurfidiya Nurfidiya Nurfidiya, Nurfidiya Nurhayadi Nurhayadi Nurhayadi Nurmasita M. Saahi Nurseha NURSEHA NURSEHA Nurul Agmita L Paloloang, Muhammad Fachri B Paloloang, Muhammad Fachri B. Pathuddin Petra C. M. Sumampou Puluhulawa, Idrus Puluhulawa, Idrus Putri Vasra Handayani Rabiyatul Adawiyah Rachman, Romiandi Irwan Rahma Nasir Rahmayani, Risti Ratna Regina Oli Ina Kolin regina sintia Rinaldi Rita Lefrida Romiandi Irwan Rachman Rosyidah, Anni Syakhiyatur Rusmawan, Agus Rydwan Balo Safira Seftianingsih Lamalaka Sandra Sukmaning Adji Sari, Nurhalisa Fitra Sarni Sarni Satriana Unggu B Sayu Ketut Febri Lestari Selvy Musdalifah Sinta Afriana Siti Maryam Sri Mastuti Suardi D. Arifat Suci Ramadhani Sudarman Bennu Sudarman Sudarman Sudarman Sudarman Sudarman Sudarman Sukayasa Sukayasa Sukayasa Sukayasa Sukri sukri Sukri, sukri Sumampou, Petra C. M. Sumampou, Petra C.M Surnyadewi, Eka Suryadi Suryadi Sutji Rochaminah Ulfa, Mariah Violita Gracia Gracia Welli Meinarni Welli Meinarni Welli Meinarni Welli Meinarni Wenny Elpriliana Suryanti Widiastuti, Kadek Wijayasari, Windy Windy Wijayasari Wunto, Cristovel Yulviyana Yulviyana Yunita, Norma