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<![CDATA[Analisis Kemampuan Pemahaman Matematis Siswa pada Materi Bangun Ruang Sisi Lengkung ]]>
<![CDATA[Yani, Casmi F]]>;
<![CDATA[Maimunah]]>;
<![CDATA[Roza, Yenita]]>;
<![CDATA[Murni, Atma]]>;
<![CDATA[Daim, Zuhri]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol. 8 No. 2 (2019): Mei ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/mosharafa.v8i2.553
<![CDATA[Sebagian besar guru tidak memperhatikan kemampuan pemahaman matematis tetapi hanya terfokus pada hasil belajar siswa. Penelitian ini bertujuan untuk mengetahui dan menganalisis kemampuan pemahaman matematis siswa. Penelitian ini adalah penelitian kualitatif. Subjek penelitian adalah 25 siswa kelas IX2 SMP Negeri 1 Kampar Timur. Teknik pengumpulan data yaitu tes dan wawancara. Hasil analisis menunjukkan bahwa kemampuan pemahaman matematis siswa berkemampuan sedang dan rendah masih kurang, sedangkan siswa berkemampuan tinggi sudah cukup baik. Hasil wawancara menunjukkan bahwa siswa mengalami kesulitan dalam memberikan contoh dan bukan contoh dari konsep serta kesulitan dalam mengaitkan berbagai konsep karena tidak memahami konsep dan hanya menghapal rumusnya. Untuk meningkatkan kemampuan pemahaman matematis siswa berkemampuan sedang dan rendah, dalam menyampaikan konsep guru sebaiknya menyertakan contoh dan bukan contoh dari konsep serta memberikan latihan soal-soal tentang mengaitkan berbagai konsep.]]>
<![CDATA[Implementasi Model Problem Based Learning terhadap Peningkatan Kemampuan Literasi Numerasi ]]>
<![CDATA[Yani, Indri]]>;
<![CDATA[Siregar, Syarifah Nur]]>;
<![CDATA[Murni, Atma]]>
<![CDATA[ Juring (Journal for Research in Mathematics Learning) Vol 7, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/juring.v7i1.28002
<![CDATA[Rendahnya kemampuan literasi numerasi siswa kelas SMPN 20 Pekanbaru menjadi salah satu masalah yang melatar belakangi penelitian ini. Penelitian tindakan kelas yang dilakukan bertujuan untuk memperbaiki mutu proses pembelajaran guna meningkatkan kemampuan literasi numerasi siswa melalui pembelajaran Problem Based Learning. Subjek dalam penelitian ini adalah 38 siswa di kelas SMPN 20 Pekanbaru semester genap tahun ajaran 2022/2023. Penelitian ini dilakukan dalam dua siklus berbeda dengan setiap siklus terdiri dari empat tahap: perencanaan, pelaksanaan, pengamatan dan refleksi. Perangkat pembelajaran dan instrumen pengumpul data digunakan sebagai instrumen penelitian. Perangkat pembelajaran terdiri dari silabus, RPP, dan LAS. Instrumen yang digunakan untuk pengumpulan data terdiri dari lembar observasi dan lembar tes kemampuan literasi numerasi siswa. Data dari instrumen pengumpul data dianalisis dengan teknik analisis statistik deskriptif. Hasil analisis tes literasi numerasi menunjukkan bahwa rata-rata nilai kemampuan literasi numerasi siswa pada siklus I adalah 77,16, kemudian meningkat menjadi 88,97 pada siklus II.]]>
<![CDATA[Penerapan model problem-based learning untuk meningkatkan hasil belajar matematika peserta didik ]]>
<![CDATA[Saputro, Agus]]>;
<![CDATA[Murni, Atma]]>;
<![CDATA[Saragih, Sehatta]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 2 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291/jpi.v6i2.129
<![CDATA[This study aims to enhance the quality of the learning process and improve students' mathematics learning outcomes through the implementation of the Problem Based Learning (PBL) model. PBL is an instructional approach that encourages active student engagement in solving contextual problems to build a deeper conceptual understanding. The method used is classroom action research (CAR), with data collected through observation sheets of teacher and student activities, as well as mathematics learning outcome tests. The research subjects were students of class VIII-2 at MTs YPI Kuala Enok, Indragiri Hilir Regency. The results showed that before the implementation, only 20% of students achieved the Minimum Mastery Criteria (MMC). After the first cycle, this percentage increased to 56.66%, and in the second cycle, it rose to 86.66%. This improvement was also accompanied by enhancements in the learning process in each meeting. Thus, the implementation of the PBL model proved to be effective in improving the learning process and enhancing students’ mathematics learning outcomes.]]>
<![CDATA[PENERAPAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK KELAS VIII SMP KARTIKA 1-5 PEKANBARU ]]>
<![CDATA[Hasanah, Shintatri]]>;
<![CDATA[Siregar, Syarifah Nur]]>;
<![CDATA[Murni, Atma]]>
<![CDATA[ Jurnal Citra Pendidikan Vol. 5 No. 1 (2025): Jurnal Citra Pendidikan ]]>
Publisher : <![CDATA[Pusat Penelitian dan Pengabdian kepada Masyarakat STKIP Citra Bakti ]]>
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DOI: 10.38048/jcp.v5i1.5204
<![CDATA[Penelitian ini bertujuan untuk meningkatkan Kemampuan Komunikasi Matematis (KKM) peserta didik SMP Kartika 1-5 Pekanbaru dengan menerapkan model Problem Based Learning (PBL). Penelitian ini merupakan Penelitian Tindakan Kelas (PTK), yang melibatkan subjek sebanyak 18 peserta didik kelas VIII, SMP Kartika 1-5 Pekanbaru. Penelitian dilakukan sebanyak dua siklus. Siklus pertama dilaksanakan dua kali pertemuan dan siklus kedua dilaksanakan dua kali pertemuan. Penelitian terdiri dari perangkat pembelajaran yang berisi Alur Tujuan Pembelajaran (ATP), Modul Ajar, serta instrumen pengumpul data yang berisi lembar pengamatan aktivitas guru dan peserta didik. Hasil penelitian menunjukkan bahwa penerapan PBL dapat meningkatkan dan memperbaiki proses pembelajaran peserta didik SMP Kartika 1-5. Peningkatan KKM peserta didik dilihat dari hasil analisis KKM secara klasikal. Rerata nilai kemampuan awal KKM peserta didik sebelum tindakan (tes awal) adalah 33,67. Rerata nilai KKM peserta didik pada siklus pertama adalah 59,4. Rerata nilai KKM peserta didik pada siklus kedua adalah 86,6 Kesimpulan yang diambil adalah penerapan model PBL dapat meningkatkan proses pembelajaran dan meningkatkan KKM peserta didik SMP Kartika 1-5 tahun pelajaran 2023/2024 pada konten statistika.Kata kunci, kemampuan komunikasi matematis, problem based learning, Penelitian Tidakan Kelas]]>
<![CDATA[The Implementation of Problem-Based Learning Model to Improve the Mathematical Literacy Skills of Grade X.1 Students at SMAN 7 Pekanbaru ]]>
<![CDATA[Siregar, Syarifah Nur]]>;
<![CDATA[Nurhayeti, Nurhayeti]]>;
<![CDATA[Murni, Atma]]>
<![CDATA[ OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 4 No. 3 (2025): OMEGA: Jurnal Keilmuan Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/jkpm.v4i3.1058
<![CDATA[This study aimed to improve students’ mathematical literacy skills (MLS) through the implementation of the Problem-Based Learning (PBL) model in the topic of probability at Phase E. The subjects were Grade X.1 students of SMAN 7 Pekanbaru in the 2024/2025 academic year. This Classroom Action Research (CAR) was carried out in two cycles, namely Cycle I and Cycle II, each consisting of two meetings with the stages of planning, action, observation, and reflection. The research instruments comprised (1) learning materials, including the Learning Objectives Flow (ATP) and teaching modules, and (2) data collection instruments, including an MLS test and observation sheets for teacher and student activities. The findings revealed that the implementation of the PBL model successfully improved both the learning process and students’ MLS. The analysis of the MLS test results showed a significant improvement: the number of students in the “very good” category increased from 1 in the pre-test to 8 in Cycle I and 18 in Cycle II, while those in the “very poor” category decreased from 22 to 12 in Cycle I and only 2 in Cycle II. Therefore, the PBL model proved effective in improving the learning process and enhancing the mathematical literacy skills of SMAN 7 Pekanbaru students in the 2024/2025 academic year on the topic of probability.]]>
<![CDATA[Analisis Kemampuan Pemecahan Masalah Matematis Siswa Kelas X SMK Abdurrab Pekanbaru pada Materi SPtLDV ]]>
<![CDATA[Astuti, Putri Puji]]>;
<![CDATA[Siregar, Syarifah Nur]]>;
<![CDATA[Murni, Atma]]>
<![CDATA[ Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025) ]]>
Publisher : <![CDATA[Papanda ]]>
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DOI: 10.56916/jp.v4i4.2569
<![CDATA[Mathematical problem solving ability is one of the mathematical abilities that students need to have. The purpose of this study is to analyze students' mathematical problem solving abilities in solving contextual problems on SPtLDV material through qualitative descriptive research. The data collection technique was carried out by testing mathematical problem solving abilities by giving two essay questions to the research subjects consisting of 4 male students and 25 female students of class X Medical Labor Engineering (TLM) 2 SMK Abdurrab Pekanbaru in the 2024/2025 academic year, who were identified as having difficulties in solving mathematical problems. Analysis of students' mathematical problem solving abilities was measured through indicators: understanding the problem, planning problem solving, implementing the problem solving plan, and interpreting the results obtained. The results of the analysis of students' mathematical problem-solving abilities show the number of students who successfully achieved the maximum score on questions number 1 and number 2 respectively as follows: indicators of understanding the problem were 79.31% and 75.86%, planning problem solving was 65.52% and 48.28%, implementing the problem solving plan was 51.72% and 24%, and interpreting the results obtained was 44.83% and 20.69%.]]>
<![CDATA[Analisis Kemampuan Komunikasi Matematis Siswa dalam Menyelesaikan Soal pada Materi Teorema Pythagoras ]]>
<![CDATA[Tajrumi, Atha Nadiyah]]>;
<![CDATA[Murni, Atma]]>;
<![CDATA[Roza, Yenita]]>
<![CDATA[ Jurnal Gantang Vol 10 No 2 (2025): Jurnal Gantang ]]>
Publisher : <![CDATA[Universitas Maritim Raja Ali Haji ]]>
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DOI: 10.31629/64bajd82
<![CDATA[Mathematical communication skills are essential for learning mathematics. Nevertheless, many students still demonstrate low proficiency, particularly among junior high school students. This study aimed to describe and analyze students' mathematical communication abilities regarding the Pythagorean theorem. The research employed a descriptive qualitative approach with a sample of 20 eighth-grade students at SMPN 2 Pekanbaru. Data were collected using a mathematical communication ability test in problem-solving. The test consisted of three essay questions based on indicators of mathematical communication skills. Data analysis techniques included data reduction, data presentation, and concluding. The results indicate that the mathematical communication ability of eighth-grade students at SMPN 2 Pekanbaru on the Pythagorean theorem topic falls into the low category, with an average score of 32.91. Based on the test indicators, the ability to represent everyday problems using mathematical language was categorized as low (26%). Interpreting images into mathematical symbols and language was moderate (43%), while presenting statements into mathematical models was also low (28%). These findings indicate that students are not yet able to communicate their mathematical thinking processes in a coherent manner. The implication is that instructional practices should provide opportunities for students to explain their problem solving steps and consistently engage in mathematical communication during classroom activities.]]>
<![CDATA[EFFECTIVENESS OF THE APPLICATION OF THE PROBLEM BASED LEARNING MODEL BASED ON KAMPAR CULTURE TOWARDS IMPROVING STUDENTS' MATHEMATICAL REPRESENTATION ABILITIES ]]>
<![CDATA[Endang, Endang Sri Sartika]]>;
<![CDATA[Sartika, Endang Sri]]>;
<![CDATA[Murni, Atma]]>;
<![CDATA[Maimunah, Maimunah]]>
<![CDATA[ Jurnal Gantang Vol 10 No 2 (2025): Jurnal Gantang ]]>
Publisher : <![CDATA[Universitas Maritim Raja Ali Haji ]]>
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DOI: 10.31629/fys55a66
<![CDATA[This research is motivated by the importance of mathematical representation ability. The results of the field study indicate that students' mathematical representation ability falls in the low category because they are not given the opportunity to develop their representations during the mathematics learning process. The purpose of this study is to determine the effectiveness of the Kampar culture-based Problem Based Learning model to improve students' mathematical representation ability. The Kampar culture used is traditional Kampar clothing, traditional Kampar games, traditional Kampar musical instruments, and traditional Kampar food. The study population is all students of SMA N in Bangkinang City; the sample of this study is grade X students of SMA N 2 Bangkinang City. The data collection technique used is the test technique. The data analysis techniques used are the normality test, the homogeneity test, the t-test, and the one-way ANOVA. The results of the study indicate that there is effectiveness in applying the Kampar culture-based PBL model to mathematical representation ability viewed from the overall students, and there is effectiveness in applying the Kampar culture-based PBL model to mathematical representation ability viewed from the level of students' abilities.]]>
<![CDATA[Enhancing Mathematical Problem-Solving and Teamwork Skills For Junior High Schools Student Through Project-Based Learning ]]>
<![CDATA[Roza, Yenita]]>;
<![CDATA[Murni, Atma]]>;
<![CDATA[Gumanti, Gumanti]]>;
<![CDATA[Adnan, Arisman]]>;
<![CDATA[Alawiyah, Tuti]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v15i3.43491
<![CDATA[Problem-solving skills are not only correlated to academic success but also to increased competitiveness in a professional environment. However, many junior high school students have both weak mathematical problem-solving and teamwork skills. This study aims to describe the improvement of mathematical problem-solving and teamwork skills of students using the Project Based Learning (PjBL) model and scientific learning. This study is a quantitative study with a quasi-experimental method, using Pretest-Posttest Control Group Design. The population in this study consisted of 186 junior high school students in Bengkalis Regency. Data collection techniques were carried out through mathematical problem-solving ability tests and teamwork questionnaires. Data analysis was carried out using normalized gain (N-Gain) and one-way ANOVA. Based on the results of the data analysis, the results obtained were that students in the PjBL group showed a higher increase in problem-solving and teamwork skills with N-gains of 0.48 and 0.42, respectively, compared to the control class which obtained N-gains of 0.21 and 0.09, respectively. Teamwork skills consistently improved across all grades, while improvement in problem-solving skills varied according to students' initial abilities. This study supports existing research by integrating cognitive and affective aspects of problem-solving and financial literacy skills into everyday life.]]>
<![CDATA[Peningkatan Kemampuan Berpikir Kritis Matematis dan Habits of Mind Siswa dengan Model Creative Problem Solving ]]>
<![CDATA[Nadia, Nadia]]>;
<![CDATA[Saragih, Sehatta]]>;
<![CDATA[Murni, Atma]]>;
<![CDATA[Hidayat, Adityawarman]]>;
<![CDATA[Mustafa, Sriyanti]]>;
<![CDATA[Yanti, Yanti]]>
<![CDATA[ Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/mpm.v13i2.18491
<![CDATA[Based on PISA results, Indonesian students’ mathematical critical thinking skills and habits of mind are still at a very low level. The study aims to investigate the impact of the Creative Problem Solving (CPS) model on enhancing these two aspects both collectively and across varying levels of Initial Mathematical Ability (IMA) among eighth-grade students in the Senapelan District of Pekanbaru City. The population of this research consisted of all eighth-grade students in the Senapelan District, and the sample included 254 students. An experimental design employing a pretest–posttest control group framework was implemented, involving four experimental classes and four control classes. Data were obtained through a mathematical critical thinking skills test based on Higher Order Thinking Skills and a habits of mind questionnaire. The results of the statistical analysis demonstrated that the CPS model significantly improved students’ mathematical critical thinking skills and habits of mind. Moreover, an interaction effect was observed between the CPS model and students’ IMA on the development of mathematical critical thinking skills, whereas no such interaction emerged concerning habits of mind. These findings indicate that the CPS model is capable of promoting the development of mathematical critical thinking skills and positive learning dispositions among Phase D students.]]>
