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All Journal Jurnal Pendidikan Matematika Jurnal Akuntansi dan Perpajakan Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal SOLMA Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Cendekia : Jurnal Pendidikan Matematika Journal on Education FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Jurnal Dedikasi Pendidikan Management Studies and Entrepreneurship Journal (MSEJ) Jurnal Ilmiah Profesi Pendidikan Journal On Teacher Education (Jote) Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Filsafat Indonesia Jurnal Ilmiah Matematika Realistik Griya Journal of Mathematics Education and Application JURNAL KESEHATAN TAMBUSAI JURNAL PARADIGMA: Journal of Sociology Research and Education Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Dharma PGSD Edumaspul: Jurnal Pendidikan
Astuti
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Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN GAME BASED LEARNING (GBL) MENGGUNAKAN MEDIA BAAMBOOZLE TERHADAP MINAT BELAJAR SISWA MTS MUHAMMADIYAH PENYASAWAN Adillah Azzahra; Astuti; Zulfah; Kasman Ediputra; Molly Wahyuni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.34881

Abstract

This research is motivated by the low interest in learning mathematics of class VIII students of MTs Muhammadiyah Penyasawan. This study aims to determine whether or not there is an influence of the Game Based Learning learning model using Baamboozle media on the learning interest of class VIII students of MTs Muhammadiyah Penyasawan. This research is a quasi-experimental study, with the sample technique used being Total Sampling. The population in this study were class VIII students of MTs Muhammadiyah Penyasawan in the 2024/2025 Academic Year consisting of 2 classes. The samples in this study were class VIII B as the control class and VIII A as the experimental class. The instruments used in this study were learning observation sheets and student learning interest questionnaire sheets. The data analysis techniques used were the Independent sample T-Test and the N-Gain test with the help of SPSS software. The results of the Independent sample T-Test obtained a T count of 3.902 with a significance of 0.000. Furthermore, the T table value was 2.004, where the hypothesis testing produced the T count test criteria> T table and sig. (2-tailed) < 0.05 concludes that H0 is rejected and there is an influence of the GBL learning model using Baamboozle media on the learning interests of students at MTS Muhammadiyah Penyasawan.
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISTEM PERSAMAAN LINEAR DUA VARIABEL SISWA KELAS VIII MTS PP DARUL FATAH Rinieke Ammelia; Amir Luthfi; Kasman Edi Putra; Astuti; Zulfah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.35579

Abstract

This study aims to analyze the effect of the Problem Based Learning (PBL) model on students’ mathematical problem-solving ability in the topic of System of Linear Equations in Two Variables (SPLDV). The research employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The sample consisted of two eighth-grade classes at MTs PP Darul Fatah selected through purposive sampling. The research instrument was an essay test, analyzed using the Wilcoxon Signed Rank Test to measure improvement within a single class, the Independent Sample T-Test to compare results between classes, and normalized gain (N-Gain) to assess the effectiveness of the learning model. The Wilcoxon test results showed that 25 students in the experimental class experienced score improvement, while only 9 students in the control class showed the same. The Independent Sample T-Test produced a t-value of 3.245 with a significance level of 0.002 < 0.05, indicating a significant difference between the experimental and control classes. The average N-Gain score in the experimental class was 1.0278 (high and effective category), while in the control class it was 0.2931 (low and ineffective category). Thus, the Problem Based Learning model has been proven to have a significant and effective impact on improving students’ mathematical problem-solving ability.
PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA DENGAN MODEL PEMBELAJARAN STAD BERBANTUAN ALAT PERAGA JAM SUDUT Della Amelia; Yusnira; Astuti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.36276

Abstract

One of he essential aspects of learning mathematics is concept udestanding. Students need to understand the basic concepts of mathematics well. Concept of understand ability is often an obstacle or same student so innovative learning approaches ae needed to help students overcome these obstacles. The mathematical conceptual understanding ability of fifth-grade students at UPT SDN 019 Muara Uwai is still relatively low. This can be seen from the learning outcomes, which show that most students have not yet mastered mathematical concepts thoroughly. The low level of conceptual understanding affects students’ overall learning achievements. This study aims to improve the mathematical conceptual understanding ability of fifth-grade students at UPT SDN 019 Muara Uwai by implementing an appropriate learning approach. This research is a Classroom Action Research (CAR) conducted in two cycles, with each cycle consisting of two meetings. The subjects of this study were all fifth-grade students, totaling 15 students. Data collection techniques used in this study included interviews, observations, documentation, and tests. The collected data were analyzed using both qualitative and quantitative methods. Based on the research results, in the first meeting of Cycle I, only 9 students (60%) achieved the minimum mastery criteria with an average score of 68. In the second meeting of Cycle I, the number of students who met the criteria increased to 11 students (73,33%) with an average score of 76. In the first meeting of Cycle II, 13 students (86,67%) achieved mastery with an average score of 80. This increased further in the second meeting of Cycle II to 14 students (93,3%) with an average score of 85. Based on these results,it can be concluded that application of the STAD learning model wih the help of the corner clock can improve the concept understanding ability of fifth-grade students of Muara Uwai 019.
Analysis of Students’ Mathematical Problem-Solving Ability in Statistics Viewed from Sociomathematical Norms Sumayyah Azzahro; Molli Wahyuni; Astuti Astuti
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.v18i1.8750

Abstract

The persistently low performance of Indonesian students in international assessments such as TIMSS and PISA indicates a critical gap in mathematical problem-solving skills. Beyond cognitive factors, sociomathematical norms—classroom-based standards for reasoning and discourse—may significantly influence how students approach and solve problems.This study employed a descriptive qualitative design. A sociomathematical norms questionnaire was administered to 27 tenth-grade students and categorized into high, medium, and low groups (Mean = 75.185; SD = 11.281). Six students (two from each group) were purposively selected for in-depth analysis. Data were collected through three statistical problem-solving tasks and clinical interviews. Students’ processes were analyzed using Polya’s four-stage framework: understanding the problem, devising a plan, carrying out the plan, and looking back.A strong positive relationship was found between sociomathematical norms and problem-solving proficiency. Students with high norms demonstrated mastery across all stages, including deep understanding, logical planning, systematic execution, and consistent reflective evaluation. Students with medium norms performed adequately in the first three stages for simpler problems but often omitted the “looking back” phase. Students with low norms exhibited fragmented understanding, ineffective planning, and difficulty executing and verifying solutions, often accompanied by low confidence.These findings highlight the importance of sociomathematical norms in fostering reflective and effective problem-solving practices.Strengthening sociomathematical norms can enhance students’ mathematical problem-solving abilities and support improved learning outcomes.
Peningkatan Kemampuan Berpikir Kritis Siswa Menggunakan Pendekatan Contextual Teaching Learning di Sekolah Dasar Nurmaniah Nurmaniah; Astuti Astuti; Nurhaswinda Nurhaswinda; Fadhilaturrahmi Fadhilaturrahmi; Rusdial Marta
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4429

Abstract

Rendahnya kemampuan berpikir kritis siswa pada pembelajaran Matematika di kelas IV UPT SD Negeri 013 Kumantan menjadi permasalahan yang perlu segera diatasi. Salah satu upaya yang dapat dilakukan adalah menerapkan pendekatan Contextual Teaching and Learning (CTL) agar siswa lebih aktif dan mampu mengaitkan materi dengan konteks kehidupan nyata. Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis siswa pada pembelajaran Matematika melalui penerapan pendekatan CTL. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas dua pertemuan dengan empat tahapan, yaitu perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Penelitian dilaksanakan pada bulan Juni 2025 dengan subjek penelitian sebanyak 11 siswa kelas IV yang terdiri atas 3 siswa laki-laki dan 8 siswa perempuan. Teknik pengumpulan data dilakukan melalui tes, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan pendekatan CTL dapat meningkatkan kemampuan berpikir kritis siswa. Hal ini ditunjukkan oleh persentase berpikir kritis siswa sebelum tindakan sebesar 27,27%, meningkat pada siklus I menjadi 72,72%, dan kembali meningkat pada siklus II menjadi 90,90%. Dengan demikian, dapat disimpulkan bahwa pendekatan CTL efektif meningkatkan kemampuan berpikir kritis siswa pada pembelajaran Matematika di UPT SD Negeri 013 Kumantan.
Pengaruh Model Pembelajaran Learning Cycle 7E Terhadap Kemampuan Penalaran Matematis Peserta Didik Fitri Sari; Adityawarman Hidayat; Sri Ulfa Insani; Astuti; Zulfah
Griya Journal of Mathematics Education and Application Vol. 6 No. 1 (2026): Maret 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan penalaran matematis peserta didik kelas VII SMP Negeri 1 Bangkinang Kota. Penelitian ini bertujuan untuk mengetahui pengaruh Model pembelajaran learning cycle 7E terhadap kemampuan penalaran matematis peserta didik kelas VII SMP Negeri 1 Bangkinang Kota pada materi penyajian data. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen berdesain nonequivalent control group design. Populasi dalam penelitian ini seluruh kelas VII SMP Negeri 1 Bangkinang Kota. Sampel penelitian terdiri dari kelas VII G yang berjumlah 30 orang sebagai kelas eksperimen dan kelas VII E yang berjumlah 30 orang sebagai kelas kontrol yang diambil dengan teknik purposive sampling. Teknik pengumpulan data menggunakan observasi, tes dan dokumentasi. Hasil penelitian diperoleh rata-rata kemampuan penalaran matematis peserta didik kelas eksperimen sebesar 85,27 lebih tinggi dibandingkan kelas kontrol yang hanya sebesar 70,90. Presentase ketuntasan pada kelas eksperimen sebesar 96,66% sedangkan pada kelas kontrol hanya sebesar 40,00%. Hasil uji indenpendent t-test menunjukkan nilai sig (2-tailed) sebesar 0,000 < 0,025. Maka dapat disimpulkan bahwa model pembelajaran Learning Cycle 7E berpengaruh terhadap kemampuan penalaran matematis peserta didik kelas VII SMP Negeri 1 Bangkinang Kota.
Pengaruh Realistic Mathematics Education Berbantuan Media Augmented Reality Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Mesa Aprilia Anisman; Amir Luthfi; Molli Wahyuni; Astuti Astuti; Zulfah Zulfah
Griya Journal of Mathematics Education and Application Vol. 6 No. 1 (2026): Maret 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i1.1068

Abstract

This study was motivated by the low level of students' mathematical concept comprehension. The objective of this study was to determine the effect of the Realistic Mathematics Education (RME) model assisted by Augmented Reality (AR) media on students' mathematical concept comprehension. This study employed a quantitative quasi-experimental method with a Non-Equivalent Control Group Design. The population consisted of all seventh-grade students at SMP Negeri 3 XIII Koto Kampar for the 2024/2025 academic year, with class VII B as the experimental class (RME-AR treatment) and class VII A as the control class (Expository Model). Data were collected through observation, tests, and documentation. The results indicated a significant effect of the AR-assisted RME model on students' mathematical concept comprehension (Sig. = 0.000 < 0.05). The average post-test score of the experimental group (76.87) was higher than that of the control group (64.29). Furthermore, the N-Gain test showed that the experimental group achieved an improvement of 71.13% (moderately effective), while the control group only achieved 55.38% (less effective). These findings demonstrate that the RME model assisted by AR media has a significant effect and is more effective in enhancing students' mathematical concept comprehension compared to expository learning.
Pengaruh Model Pembelajaran Kooperatif Tipe Team Assisted Individualization Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Nurjanna Amini; Zulfah; Astuti; Molli Wahyuni; Zulhendri
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1082

Abstract

The mathematical problem-solving ability of grade VIII students at SMPN Bangkinang is still low. This is evident from the average daily test scores, which remain below the Minimum Completeness Criteria of 70. This study aims to analyze the effect of using the Team Assisted Individualization (TAI) learning model on the mathematical problem-solving ability of grade VIII students at SMPN 1 Bangkinang. This research employed a quasi-experimental design with a pretest-posttest control group design. The sample consisted of two classes: an experimental class that implemented the TAI learning model and a control class that used conventional learning. The research instruments included a mathematical problem-solving test and observation sheets. The results of this study indicate that there is a difference in mathematical problem-solving ability between students who used the cooperative learning model type Team Assisted Individualization (TAI) and students who used conventional learning. This was proven by the Mann-Whitney U test on posttest data, in which the experimental class had an average score of 33.63, while the control class only scored 15.38. The significance value of 0.020 < 0.05 indicates that the difference is statistically significant. The effect of the cooperative learning model type TAI on problem-solving ability is categorized as very high. This is evidenced by the effect size calculation result of 1.3020, which, according to the effect size interpretation criteria, falls into the very high category. Thus, the implementation of the TAI model has a strong effect on improving students’ ability to understand problems, design solution strategies, and evaluate answers systematically.
Pengaruh Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) Terhadap Kemampuan Pemecahan Masalah Matematis Siswa di SMP Negeri 2 Kuok Elmi Sapitri; Zulfah Zulfah; Astuti Astuti; Zulhendri Zulhendri; Adityawarman Hidayat
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1083

Abstract

This study aims to investigate the effect of the cooperative learning models Teams Games Tournament (TGT) on the mathematical problem-solving abilities of seventh-grade student at SMP Negeri 2 Kuok. The background of this research stems from students low ability to solve mathematical problems that require logical and systematic thinking. This study employed a quasi-experimental method with a nonequivalent control group design. The research subjects consistend of two classes: the experimental class, which was tought using the TGT model, and the control class, which was taught using conventional methods. The results showed a significant difference in mathematical problem-solving abilities between students taught using the TGT model and those taught using conventional methods. Additionally, there was a significant improvement in students, problem-solving skills after implementing the TGT model. Therefore, the TGT learning model is effective in enchancing students’ mathematical problem-solving abilities.
Pengaruh Model Pembelajaran Problem-Based Learning (PBL) Berbasis Artificial Intellingence (AI) Terhadap Kemampuan Berpikir Kritis Siswa Al Ahzuri; Astuti Astuti; Zulfah Zulfah
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1204

Abstract

21st-century education demands that students possess critical thinking skills to navigate informational complexities and global dynamics. However, many educational systems remain predominantly focused on content mastery. While content knowledge is essential, the 2018 PISA results indicated that Indonesian students scored below the average in critical thinking proficiency. One effective approach to stimulate these skills is the Problem-Based Learning (PBL) model, which, when supported by technology such as Artificial Intelligence (AI), can enhance personalized learning. This study aims to investigate the effect of integrating AI into the PBL model on students' critical thinking skills at SMA Muhammadiyah Bangkinang. Utilizing a Nonequivalent Control Group experimental design with pre-test and post-test evaluations, the study involved two classes, where the experimental class received AI-based PBL treatment. The results demonstrated a significant increase in the critical thinking skills of the experimental class compared to the control class, yielding an effect size of 1.165, which indicates a high treatment effect. Observations of student activities also revealed enhanced engagement and collaboration. The conclusion of this study confirms that the AI-based PBL model is an innovative and effective method for improving students' critical thinking skills, encouraging them to be more active and creative in problem-solving.The implementation of this method is expected to provide practical contributions to instructional strategies relevant to the 21st century.
Co-Authors Abd Halim Abd. Rasyid Syamsuri Adillah Azzahra Adityawarman Hidayat Adrial Falahi Ahmad Syakir Al Ahzuri Allisa Maulidina Amir Luthfi Aprina Dinta Ardhansyah Putra Hrp Bunga Ervinasari Citra Nur Syafitri Dayu Irmansyah Dedi Chandra Della Amelia Desvia Amanda Januarti Dicky Ezaldi Dwi Novelena Dwi Viora Dwike Nur Utami Efri Hardian Ningsih Elmi Sapitri Elsi Rahayu Putri Endang Wahyuni Eri Hakim Firmansyah Erisya Hermira Fadhilaturrahmi Fadhilaturrahmi Fajar Ramadani Fathin Abdullah Fatiha Jumalfi Febri Giantara Febriyanti Alicia Sianipar Fitri Sari Hadriana Hadriana Hafizah Risali Helma Lia Sapitri Husnul Khotimah I Made Arnawa Iis Aprinawati Ika Juliana Imam Nasrulloh Iqbal Jeni Jimmi Copriady Joni, Joni Kasman Edi Putra Kasman Ediputra L.N Firdaus L.N. Firdaus Lina Suryani Lussy Midani Rizki M Hafis M. Dino Parlaungan Melani Felantini Putri Melvi Lesmana Alim Mesa Aprilia Anisman Mimis Saputra Mira Elviana Molli Wahyuni Molly Wahyuni Mona Lisa Rahmadani Mutiara Nursandi Nasriwandi Nasriwandi Nelva Riza Nopri Herlinda Novika Herawati Nur Fitriana Nurhaleni Nurhaleni Nurhaliza Nurhaliza Nurhaswinda Nurhersya Fitri Nurhidayah Sari Nurjanna Amini Nurmaniah Nurmaniah Nursyahfira Nursyahfira Nurul Istiqomah Nur’ain Harahap Puja Marliana Putri Erlangga Putri Erna Lira Putri Hana Pebriana Rapika Andela Resa Aprinita Sari Rian Aristi Rian, Dicky Rika Wulansari Rinieke Ammelia Risky Hidayah Risky Yusri Farmansyah Risma Susanti Rusdial Marta Salsa Fitri Annisa Septia Ningrum Silvira Andani Sri Ulfa Insani Suci Febriani Sumarno Sumarno Sumayyah Azzahro Suzila Tukimin Tukimin Ulfa Santi Novri Vivi Sahira Lestary Wirananda, Henny Andriyani Yelvi Rahmadani Yelvi Rahmadani Rahmadani Yola Malinda Yusi Ahadna Yuslenita Muda Yusnira Zulfah Zulfah Zulhendri