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<![CDATA[ANALYSIS OF STUDENTS MATHEMATICAL LITERACY ABILITY IN SOLVING PISA PROBLEMS IN TERMS OF STUDENT LEARNING INDEPENDENCE ]]>
<![CDATA[Cici Ayu Chintya]]>;
<![CDATA[Sehatta Saragih]]>;
<![CDATA[Nahor Murani Hutapea]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 8 No. 2 (2023): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v8i2.1960
<![CDATA[Mathematical literacy skills are one of the essential aspects that students need to master because, through this ability, they can solve problems in everyday life. Providing Programme for International Student Assessment (PISA) questions is one of the teachers' efforts to develop students' mathematical literacy skills. This study aims to describe the observed mathematical literacy ability of students learning independence and analyze the difficulties experienced by students in solving PISA problems. The study subjects consisted of 20 students of SMPN 02 Siak Hulu. The research method used is descriptive. The research instrument is PISA test questions oriented to quantity content, learning independence questionnaires, and interviewguidelines. The data obtained is analyzed by reducing, presenting, and drawing conclusions. The result of this study is that students doing PISA questions are still experiencing difficulties. This difficulty occurs because students are unfamiliar with PISA model questions. They do not understand the meaning of the problem, do not understand the material in the problem, are confused about determining mathematical concepts, and cannot apply problem-solving strategies.]]>
<![CDATA[PENGEMBANGAN MODUL MATEMATIKA MATERI POLA BILANGAN BERBASIS PENDEKATAN SAINTIFIK UNTUK MEMFASILITASI KEMAMPUAN PENALARAN MATEMATIS ]]>
<![CDATA[Susda Heleni]]>;
<![CDATA[Nadia Nadia]]>;
<![CDATA[Sehatta Saragih]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 1 (2025) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v13i4.9418
<![CDATA[Pentingnya kemampuan penalaran matematis (KPM) tidak sejalan dengan prestasi KPM peserta didik yang tergolong rendah. KPM berkaitan dengan penciptaan solusi logis setelah melakukan analisis hubungan suatu masalah dengan gagasan-gagasan baru. Hal ini menunjukkan KPM dibutuhkan dimasa depan. Upaya yang dapat dilakukan untuk memfasilitasi KPM peseta didik adalah dengan mengembangkan modul matematika berbasis pendekatan saintifik. Penelitian ini dilakukan dengan tujuan menghasilkan modul matematika pada materi pola bilangan berbasis pendekatan saintifik untuk memfasilitasi KPM yang valid dan praktis. Penelitian ini menggunakan model pengembangan yang terdiri dari define, design, dan develop. Subjek uji coba penelitian ini adalah peserta didik kelas SMP/MTs. Jenis data yang diperoleh adalah kualitatif dan kuantitatif. Data kualitatif diperoleh dari saran validator dan peserta didik, sedangkan data kuantitatif berasal dari penilaian validator dan peserta didik. Instrumen yang digunakan adalah lembar validasi dan angket praktikalitas. Hasil penelitian menunjukkan bahwa modul matematika telah valid dengan rata-rata persentase . Implementasi modul matematika pada uji coba small group dan field test menunjukkan kepraktisan modul matematika dalam kategori sangat praktis dengan rata-rata persentase masing-masing adalah dan . Modul matematika materi pola bilangan berbasis pendekatan saintifik untuk memfasilitasi KPM telah terpenuhi syarat valid dan praktisnya.The importance of mathematical reasoning ability is not sync with student’s mathematical reasoning ability achievements which are still relatively low. Mathematical reasoning ability is related to the process of creating logical solutions after analyzing the relationship between a problem and new ideas. This shows that mathematical reasoning ability are needed in the future. This research aims to produce a valid and practical mathematics module on number pattern material using a scientific approach to facilitate mathematical reasoning abilities. This research uses 4D development model which includes define, design, and develop. The subject in this research were junior high school 8th grade students. Types of data in this research are qualitative and quantitative. Qualitative data was obtained from validator’s and student’s suggestions, while quantitative data is obtained from validator’s assessments and student’s assessments of the mathematics modules. The instruments used are validation and practicality questionnaire sheets. The result of this research show that the mathematics module is valid with an average percentage 94,55%. The implementation of mathematics module in small group trial and field test shows that practicality of the mathematics module being in a very practical categories with the average percentage are 92,06% and 90,60%. Therefore, the mathematics module on the number pattern material based on scientific approach to facilitate mathematical reasoning abilities accordant with the valid and practical requirements.]]>
<![CDATA[PENGEMBANGAN LKPD BERBASIS PROBLEM BASED LEARNING DALAM KONTEKS BUDAYA MELAYU MATERI SPLDV ]]>
<![CDATA[Susda Heleni]]>;
<![CDATA[Sehatta Saragih]]>;
<![CDATA[Elfis Suanto]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 1 (2025) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v14i1.9038
<![CDATA[Setiap guru berkewajiban mengembangkan LKPD sesuai dengan kebutuhan siswa untuk memahami konsep. Kenyataannya LKPD yang disusun guru belum dapat membuat peserta didik aktif, LKPD hanya memuat rangkuman, sekumpulan rumus, latihan soal yang masih kurang mengaitkan dengan kehidupan kontekstual. Budaya salah satu unsur kehidupan yang dapat diaplikasikan kedalam materi matematika. Keterampilan guru dalam mendesain sebuah LKPD yang memasukkan unsur budaya diharapkan dapat menumbuhkembangkan kemampuan pemecahan masalah matematis (KPMM) siswa. Tujuan penelitian adalah untuk memperoleh LKPD berbasis PBL dalam konteks budaya melayu Riaunagar KPMM siswa SMP terfasilitasi dengan memenuhi kriteria valid dan praktis. Penelitian ini mengimplementasikan model 4D dengan tahapan; define, design, develop, dan diseminate. Berdasarkan hasil validasi produk LKPD diperoleh rata-rata 96,42% sangat valid. Skor rerata small group test pada 9 siswa kelas IX SMP Babussalam diperoleh persentase kepraktisan 95,57%. Field test dilaksanakan pada 35 siswa kelas diperoleh persentase kepraktisan 85,51% dengan kriteria sangat praktis. ]]>
<![CDATA[Development of articulate storyline-based learning media to facilitate student self-regulated learning in similarity and congruence ]]>
<![CDATA[Maruli, Fitryani]]>;
<![CDATA[Saragih, Sehatta]]>;
<![CDATA[Suanto, Elfis]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 2 (2024): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
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DOI: 10.30606/absis.v7i2.2657
<![CDATA[This study emphasizes the importance of fostering self-regulated learning among students. The aim is to develop Articulate Storyline-based learning media on the topic of congruence that is both valid and practical for junior high school students. The development process follows the 4D framework: Define, Design, Develop, and Disseminate. The participants of this research were ninth-grade students at SMP Negeri 35 Pekanbaru. Data for this study were collected through literature reviews, design validation, and questionnaires using instruments such as validation questionnaires, self-regulated learning questionnaires, and student response questionnaires. The validity analysis results indicate that the learning media is highly valid, with an average score of 3.75. The practicality analysis from the large-group test shows that the media is highly practical, with an average score of 0.90. Additionally, the self-regulated learning score is 78.18%, categorized as good. Based on these results, the learning media is suitable for use, having fulfilled both validity and practicality requirements.]]>
<![CDATA[Analisis Kemampuan Berpikir Kritis Siswa Fase D Dalam Menyelesaikan Soal Konten Teorema Pythagoras Berdasarkan Tahapan Polya ]]>
<![CDATA[Nadia, Nadia]]>;
<![CDATA[Saragih, Sehatta]]>;
<![CDATA[Roza, Yenita]]>
<![CDATA[ Tematik : Jurnal Konten Pendidikan Matematika Vol. 3 No. 2 (2025): TEMATIK: Jurnal Konten Pendidikan Matematika ]]>
Publisher : <![CDATA[Prodi Tadris Matematika Fakultas Tadris Umum ]]>
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DOI: 10.55210/tematik.v3i2.2072
<![CDATA[Kemampuan berpikir kritis adalah keterampilan yang dapat digunakan untuk mengevaluasi manfaat, kebenaran, pernyataan, argumen, atau solusi. Penelitian ini menganalisis dan mendeskripsikan kemampuan berpikir kritis siswa Fase D konten teorema Pythagoras berdasarkan tahapan Polya. Tahapan Polya digunakan untuk menghasilkan solusi yang tepat melalui langkah yang sistematis dan terstruktur. Metode penelitian yang dilakukan adalah deskriptif kualitatif. Subyek penelitian sebanyak 54 siswa. Teknik pengambilan data adalah menggunakan 2 butir soal uraian, kemudian di analisis dan di deskripsikan sesuai kemampuan peserta didik. Data hasil penelitian di analisis menggunakan uji rata-rata dan standar deviasi. Analisis mendalam dilakukan melalui wawancara dan analisis jawaban 3 siswa yang mewakili kelompok tinggi, sedang, dan rendah. Hasil penelitian menunjukkan bahwa 2 peserta didik berada di kategori tinggi (3,7%), 30 peserta didik berada pada kategori sedang (55,56%), dan 22 peserta didik berkategori rendah (40,74%). Hasil penelitian juga menunjukkan bahwa siswa yang berkategori kemampuan berpikir kritis tinggi mampu menghasilkan solusi secara tepat dan terstruktur melalui seluruh tahapan Polya dibandingkan dengan siswa yang berada pada kategori sedang dan rendah. Dapat disimpulkan bahwa hampir separuh siswa berada pada kategori kemampuan berpikir kritis yang rendah serta mayoritas siswa belum mampu melakukan proses penyelesaian masalah secara tepat dan terstruktur menggunakan tahapan Polya.]]>
<![CDATA[Penerapan Model PBL untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas VIII-5 SMPN 45 Pekanbaru ]]>
<![CDATA[Karisma, Romi]]>;
<![CDATA[Siregar, Syarifah Nur]]>;
<![CDATA[Saragih, Sehatta]]>
<![CDATA[ Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025) ]]>
Publisher : <![CDATA[Papanda ]]>
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DOI: 10.56916/jp.v4i4.1904
<![CDATA[This study was motivated by the low mathematics learning outcomes of class VIII-5 students at SMPN 45 Pekanbaru on the topic of the Pythagorean Theorem, where only 14 out of 36 students (38.9%) met the Minimum Criteria for Learning Objective Achievement (KKTP). Observations revealed that the learning process had not fully implemented the stages of the Problem Based Learning (PBL) model, which emphasizes student-centered learning through problem identification, group collaboration, exploration, and evaluation. The aim of this study was to improve the learning process and enhance student achievement in mathematics by applying the PBL model. This research employed a collaborative Classroom Action Research (CAR) approach, conducted in two cycles, with each cycle consisting of planning, implementation, observation, and reflection phases. The research subjects were 36 students of class VIII-5 at SMPN 45 Pekanbaru in the 2024/2025 academic year. Data were collected using observation sheets for teacher and student activities, as well as mathematics achievement tests. The results showed that the implementation of the PBL model had a positive impact on student and teacher activity during the learning process. The percentage of students who achieved the KKTP increased from 38.9% in the pre-cycle to 50% in cycle I and 66.7% in cycle II. These findings indicate that the application of the PBL model successfully improved the learning process and student mathematics achievement. Therefore, this model is recommended as an effective instructional approach to enhance the quality of mathematics education in junior high schools.]]>
<![CDATA[Application of Relating, Experiencing, Applying, Cooperating, Transferring (REACT) Learning Models Based on Riau Malay Culture on the Ability to Use Mathematical Problems of Junior High School Students ]]>
<![CDATA[Suraji, Suraji]]>;
<![CDATA[Zulkarnain, Zulkarnain]]>;
<![CDATA[Saragih, Sehatta]]>
<![CDATA[ Journal of Educational Sciences Vol. 4 No. 3 (2020): Journal of Educational Sciences ]]>
Publisher : <![CDATA[FKIP - Universitas Riau ]]>
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DOI: 10.31258/jes.4.3.p.643-656
<![CDATA[This study aimed to examine comprehensively the effect of the application of REACT learning models based on the Malay cultural context of Riau on students’ mathematical problem-solving abilities. The research was a quasi-experimental research with Pretest-post-test control group design. The sample of this study was all students of class VII SMP 12 Pekanbaru. The results of data analysis were: (1) There was a difference of the mathematical problem-solving ability of Pekanbaru junior high school students between who learned to use REACT learning models based on the Malay cultural context of Riau and students who studied with conventional learning; (2) There was a difference of the mathematical problem-solving ability of Pekanbaru junior high school students between who learned to use REACT learning models based on the Malay cultural context of Riau and students who studied with conventional learning in terms of aspects of student ability levels, (3) There was no interaction between the learning model and the level of students’ ability to the ability to solve mathematical problems; (4) There was a difference in the mathematical problem-solving ability of Pekanbaru junior high school students who learned to use the REACT learning model based on the Malay Malay cultural context in terms of aspects of student ability levels.]]>
<![CDATA[Teachers' readiness and challenges in implementing differentiated instruction in mathematics education ]]>
<![CDATA[Novriyeni, Fitri]]>;
<![CDATA[Roza, Yenita]]>;
<![CDATA[Saragih, Sehatta]]>
<![CDATA[ AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sumatera Utara Medan ]]>
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DOI: 10.30821/axiom.v14i2.20027
<![CDATA[Differentiated instruction, a key component of the contemporary learning paradigm, aims to tailor teaching strategies to students’ varied needs. Despite its pedagogical relevance, this approach has yet to become a central focus among classroom practices. This study examines the readiness of junior high school mathematics teachers in Pekanbaru City to implement differentiated instruction. Employing a descriptive quantitative design, data were collected from 30 participants via an online questionnaire. The instrument included closed-ended items measured on a Likert scale across four dimensions: (1) conceptual understanding of differentiated instruction, (2) readiness in instructional planning, (3) readiness in classroom implementation, and (4) readiness in assessment practices. Open-ended items were also included to explore implementation challenges. The results reveal a low overall level of understanding and readiness, with an average score of 2.49 across all measured dimensions. Key barriers include limited access to information, insufficient time allocation, and unsupportive learning environments. This study provides empirical insights into instructional preparedness and practical constraints, offering a basis for future interventions aimed at strengthening the adoption of differentiated instruction in mathematics education.]]>
<![CDATA[PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA PESERTA DIDIK KELAS VIII.2 SMP TARUNA SAKTI PEKANBARU ]]>
<![CDATA[Yurrahma, Arretta]]>;
<![CDATA[Saragih, Sehatta]]>;
<![CDATA[Sakur, Sakur]]>;
<![CDATA[Emelia, Emelia]]>
<![CDATA[ SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 16 No. 2: Desember 2024 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/sigma.v16i2.16090
<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar matematika peserta didik kelas VIII.2 SMP Taruna Sakti Pekanbaru pada tahun pelajaran 2023/2024. Tujuan penelitian ini adalah untuk memperbaiki proses pembelajaran dan meningkatkan hasil belajar matematika dengan menerapkan model Problem Based Learning. Penelitian ini terdiri dari dua siklus yang terdiri dari: perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini dilaksanakan pada semester genap tahun pelajaran 2023/2024 di kelas VIII.2 SMP Taruna Sakti Pekanbaru. Subjek penelitian ini adalah 29 peserta didik. Instrumen penelitian ini terdiri dari perangkat pembelajaran (Silabus, RPP dan LKPD) dan instrumen pengumpul data berupa lembar aktivitas guru-peserta didik serta tes hasil belajar matematika. Teknik pengumpulan data pada penelitian ini yaitu teknik pengamatan dan teknik tes. Hasil analisis data aktivitas guru-peserta didik menunjukkan adanya perbaikan proses pembelajaran yaitu peserta didik telah berpartisipasi secara aktif dalam proses pembelajaran, sudah berdiskusi bersama teman sekelompok, berani mengajukan pertanyaan, dan terlatih menyelesaikan permasalahan konstekstual sehingga pembelajaran lebih bermakna dan melekat diingatan peserta didik. Hasil analisis data hasil belajar matematika diperoleh bahwa terjadi peningkatan jumlah peserta didik yang mencapai KKM dari siklus I ke siklus II pada aspek pengetahuan dan keterampilan yaitu meningkat dari 8 peserta didik (27,59%) pada skor dasar menjadi 15 peserta didik (51,72%) pada siklus I dan bertambah lagi menjadi 19 peserta didik (65,52%) pada siklus II. Kesimpulan dari penelitian ini yaitu penerapan model Problem Based Learning dapat memperbaiki proses pembelajaran dan meningkatkan hasil belajar matematika peserta didik kelas VIII.2 SMP Taruna Sakti Pekanbaru.]]>
<![CDATA[VALIDITAS BUKU AJAR MATA KULIAH GEOMETRI BERBASIS CAPAIAN PEMBELAJARAN ]]>
<![CDATA[Sakur, Sakur]]>;
<![CDATA[Saragih, Sehatta]]>;
<![CDATA[Hutapea, Nahor Murani]]>
<![CDATA[ Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 1 No. 2 (2022): Volume 1 No 2 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jpion.v1i2.29
<![CDATA[There is a change in the competence required so that it has an impact on changes in the content and content of course material. In this regard, it is necessary to rearrange the content of the material in the course. Based on the early-end study as the Teaching Team for the Geometry course, it is deemed necessary to develop textbooks that are in line with the competency demands set to facilitate students in understanding lecture material. Researchers realize the importance of developing textbooks so that the competence of prospective teachers produced by Mathematics Education at FKIP UR is in line with the needs of Elementary and Secondary Education. The purpose of this research is to produce valid and practical textbooks used in Goemetry courses. The results of the define phase of the researcher have compiled geometry study materials, concept networks and sub-outcome indicators of course learning. This development research produced a product in the form of a Geometry textbook according to the IQF-based curriculum on flat plane geometry material in the Geometry course which has fulfilled valid aspects in terms of content validity (content according to curriculum), construct validity (according to presentation, language arrangement and appearance).]]>
