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Yerizon
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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The Influence of the Discovery Learning Model Assisted by Articulate Storyline on Students' Mathematical Resilience Abel Garcia Arlis; Yerizon; Muhammad Zaini
Rangkiang Mathematics Journal Vol. 5 No. 1 (2026): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v5i1.70

Abstract

This research seeks to examine how the Discovery Learning approach, when supported by Articulate Storyline, impacts students' resilience in mathematics. In an educational landscape rapidly evolving due to technological progress, a key priority for educators is to leverage ICT advancements to elevate teaching and learning standards. This research was conducted at SMAN 2 Rambatan on grade XI students, focusing on mathematics subjects, especially inverse functions and function composition. A quasi-experimental model was applied, structured around a nonequivalent control group design that collected data solely through posttests. Respondents comprised 51 students, divided into experimental (26) and control (25) groups. Data were collected using a 30-item instrument designed to evaluate resilience in mathematics. The analysis revealed that the Discovery Learning model, when supported by Articulate Storyline, significantly enhanced students' mathematical resilience compared to traditional teaching methods (p = 0.031). This finding confirms the importance of developing mathematical resilience through interactive and technology-based learning approaches, which can help students face challenges in the mathematics learning process. This study advances the development of innovative instructional strategies to enhance student academic performance within the framework of 21st-century education.
PENGARUH MODEL CREATIVE PROBLEM SOLVING BERBANTUAN GEOGEBRA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Fase E SMA PEMBANGUNAN LABORATORIUM UNP Rifqi Wahyu Rizaldi; Yerizon
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 9 No. 3 (2026): June 2026
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v9i3.6602

Abstract

Abstract: Mathematical problem-solving skills (KPPM) are one of the essential skills for students in the 21st century. However, in reality, these skills among Phase E students at UNP Pembangunan Laboratorium High School remain low. One instructional model considered effective in addressing this issue is the Creative Problem Solving with GeoGebra (CPS) model. The purpose of this study is to describe the development of students’ mathematical problem-solving skills during the learning process using the CPS model with the aid of GeoGebra, as well as to determine whether there is a difference in outcomes compared to students who participate in traditional, technology-free instruction. This study employs a quasi-experimental design and a descriptive analysis using a non-equivalent post-test-only control group design. The population for this study consisted of Phase E students for the 2025/2026 academic year at UNP Pembangunan Laboratorium High School. The sample was selected using simple random sampling, with class X E3 serving as the experimental class and class X E2 as the control class. The instruments used were quizzes and the KPMM test. The results of the analysis showed an increase in students’ KPMM scores in the experimental class, and the results of the hypothesis test indicated that students taught using the CPS model aided by GeoGebra performed better than those using the direct instruction model in solving mathematical problems. Keywords: Mathematical Problem Solving Ability; Creative Problem Solving; GeoGebra.   Abstrak: Kemampuan pemecahan masalah matematis (KPMM) ialah salah satu kemampuan yang penting dimiliki siswa di abad 21. Namun, kenyataannya kemampuan tersebut pada siswa Fase E di SMA Pembangunan Laboratorium UNP masih rendah. Salah satu model pembelajaran yang dinilai efektif dalam mengatasi permasalahan tersebut yaitu model Creative Problem Geogebra (CPS). Tujuan penelitian ini untuk menggambarkan perkembangan KPPM siswa dalam proses pembelajaran yang menggunakan model CPS dengan bantuan GeoGebra, serta untuk mengetahui apakah ada perbedaan hasilnya dengan siswa yang mengikuti pembelajaran langsung dan tanpa teknologi. Penelitian ini menggunakan desain kuasi eksperimen dan kajian deskriptif dengan non-equivalent post test only control group design. Siswa Fase E tahun ajaran 2025/2026 dari SMA Pembangunan Laboratorium UNP menjadi populasi penelitian ini. Sampel diambil menggunakan teknik simple random sampling, dengan X E3 menjadi kelas eksperimen dan X E2 menjadi kelas kontrol. Instrumen yang digunakan kuis dan tes KPMM. Hasil analisis memperlihatkan terdapat peningkatan KPMM siswa di kelas eksperimen, serta hasil uji hipotesis mengindikasikan bahwa kemampuan siswa yang pembelajarannya dengan model CPS berbantuan GeoGebra lebih baik dari siswa yang menggunakan model pembelajaran langsung dalam memecahkan masalah matematika. Kata kunci: Kemampuan Pemecahan Masalah Matematis; Creative Problem Solving; GeoGebra.
Co-Authors Abel Garcia Arlis Ahmad Fauzan Ali Asmar Ambiyar, Ambiyar Annisa Fauzana Arif Desramaza Arnelis Arnellis Aznil Pajri Dony Permana Edwin Musdi Elita Zusti Jamaan Fridgo Tasman Hanif Khairi I Made Arnawa Kelly Angelly Hevardani Made Arnawa Miftahul Rezki Muhammad Zaini Muth Mainnah Rangkuti Mutiara Pertiwi Rifqi Wahyu Rizaldi Ronal Rifandi Sry Wahyuni Zandri Suherman Veggi Yokri Yarman Yulyanti Harisman Zulhendri