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All Journal Journal of Education and Learning (EduLearn) Jurnal Infinity International Conference on Education and Language (ICEL) Primary: Jurnal Pendidikan Guru Sekolah Dasar MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Delta-Pi : Jurnal Matematika dan Pendidikan Matematika Jurnal Elemen HISTOGRAM: Jurnal Pendidikan Matematika DWIJA CENDEKIA: Jurnal Riset Pedagogik Eklektik : Jurnal Pendidikan Ekonomi dan Kewirausahaan Journal of Economic, Bussines and Accounting (COSTING) JTAM (Jurnal Teori dan Aplikasi Matematika) International Journal of Elementary Education Journal of Education, Humaniora and Social Sciences (JEHSS) Jurnal Ilmiah Administrasi Bisnis dan Inovasi Jurnal Pendidikan Syntax Idea Ecobisma (Jurnal Ekonomi, Bisnis dan Manajemen) JIIP (Jurnal Ilmiah Ilmu Pendidikan) Cakrawala Repositori Imwi Didaktika: Jurnal Kependidikan JagoMIPA: Jurnal Pendidikan Matematika dan IPA International Journal of Progressive Mathematics Education Journal of Education Research Jurnal Impresi Indonesia INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Journal of Advanced Sciences and Mathematics Education MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Pendidikan Indonesia (Japendi) Indonesian Journal of Advanced Research (IJAR) Journal of Business Management and Economic Development Riwayat: Educational Journal of History and Humanities Indonesian Journal of Mathematics Education Jurnal Pendidikan IPA Indonesia Asian Journal of Management, Entrepreneurship and Social Science Jurnal Infinity Edumaspul: Jurnal Pendidikan
Mery Noviyanti
Universitas Terbuka
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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The Use of Eliciting Activities Model to Improve Mathematical Representation Ability and Self-Efficacy in Elementary Schools Rohim, Nur; Waluyo, St Budi; Noviyanti, Mery
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 16 No. 2 (2025): December | Magistra - Media Pengembangan Ilmu Pendidikan dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v16i2.12746

Abstract

This study aims to determine improvements in mathematical representation ability and self-efficacy in ratio material among fifth-grade elementary school students using Model-Eliciting Activities (MEAs). This research employs a mixed-method approach with a quasi-experimental nonequivalent control group design. The experimental group received treatment using Model-Eliciting Activities (MEAs), while the control group was taught using conventional learning methods. Data collection techniques in this study included tests, questionnaires, documentation, observation, and interviews. Data analysis consisted of descriptive statistics, prerequisite tests, and final hypothesis testing (T-test, Z-test, mean difference test, and gain test). The results of this study indicate that Model-Eliciting Activities (MEAs) have a significant effect on the mathematical representation ability of fifth-grade students in the Sultan Agung cluster in the ratio material. This is demonstrated by the analysis results using the paired sample t-test, which produced a t-value (t_calculated) greater than the t-table value (13.047 > 2.145). Model-Eliciting Activities (MEAs) are effective in improving students’ mathematical representation ability, as shown by the independent sample t-test results, where t_calculated was greater than the t-table value (2.52 > 2.048). There is a significant difference in self-efficacy between students who received MEA-based learning and those who received conventional learning. The analysis using the independent samples t-test showed that the t-calculated values for self-efficacy were 2.935, 2.522, 2.699, and 2.871 for the magnitude, strength, and generality dimensions, respectively. Given that the t-table value was 2.048, it can be concluded that the t-calculated values for the self-efficacy questionnaire results in the experimental and control classes, across the dimensions of magnitude, strength, and generality, were greater than the t-table value.
The Use of Eliciting Activities Model to Improve Mathematical Representation Ability and Self-Efficacy in Elementary Schools Rohim, Nur; Waluyo, St Budi; Noviyanti, Mery
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 16 No. 2 (2025): December | Magistra - Media Pengembangan Ilmu Pendidikan dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v16i2.12746

Abstract

This study aims to determine improvements in mathematical representation ability and self-efficacy in ratio material among fifth-grade elementary school students using Model-Eliciting Activities (MEAs). This research employs a mixed-method approach with a quasi-experimental nonequivalent control group design. The experimental group received treatment using Model-Eliciting Activities (MEAs), while the control group was taught using conventional learning methods. Data collection techniques in this study included tests, questionnaires, documentation, observation, and interviews. Data analysis consisted of descriptive statistics, prerequisite tests, and final hypothesis testing (T-test, Z-test, mean difference test, and gain test). The results of this study indicate that Model-Eliciting Activities (MEAs) have a significant effect on the mathematical representation ability of fifth-grade students in the Sultan Agung cluster in the ratio material. This is demonstrated by the analysis results using the paired sample t-test, which produced a t-value (t_calculated) greater than the t-table value (13.047 > 2.145). Model-Eliciting Activities (MEAs) are effective in improving students’ mathematical representation ability, as shown by the independent sample t-test results, where t_calculated was greater than the t-table value (2.52 > 2.048). There is a significant difference in self-efficacy between students who received MEA-based learning and those who received conventional learning. The analysis using the independent samples t-test showed that the t-calculated values for self-efficacy were 2.935, 2.522, 2.699, and 2.871 for the magnitude, strength, and generality dimensions, respectively. Given that the t-table value was 2.048, it can be concluded that the t-calculated values for the self-efficacy questionnaire results in the experimental and control classes, across the dimensions of magnitude, strength, and generality, were greater than the t-table value.
PENGARUH PEMBELAJARAN PROBLEM-BASED LEARNING BERBANTUAN LEMBAR KERJA PESERTA DIDIK DAN ALAT PERAGA TERHADAP PEMAHAMAN MATEMATIS DITINJAU DARI GENDER SISWA Sintya Permata Ayu; Moh. Uzer Usman; Mery Noviyanti
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 3 (2022): June
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v11i3.8882

Abstract

This article describes the effect of problem-based learning assisted by students’ worksheets and teaching aids on students’ mathematical understanding based on their gender. The research method used in this article was quasi-experimental, with a factorial research design. The research subjects involved the fourth-grade students at elementary school. Based on the data result, there was a difference in students’ mathematical understanding between the students who received the problem-based learning assisted by students’ worksheets and students who received the problem-based learning assisted by teaching aid. There was no difference between male and female students in students’ mathematical understanding. The mathematical understanding of male students who received problem-based learning assisted by students’ worksheets was lower than male students who received problem-based learning assisted by teaching aids. The mathematical understanding of female students who received problem-based learning assisted by students’ worksheets was higher than female students who received problem-based learning assisted by teaching aids. And the test result showed that there was an interaction effect between problem-based learning and gender on students’ mathematical understanding
Praxology in advanced geometry textbooks for distance education: A hermeneutic review of structure and knowledge representation Noviyanti, Mery; Sudirman, Sudirman; Kandaga, Thesa; Ramdhani, Sendi; Isnawan, Muhamad Galang
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.840

Abstract

Background: Geometry plays a fundamental role in mathematics education by developing logical reasoning and spatial understanding. Despite its importance, geometry remains a difficult subject for university students, particularly in distance learning contexts. While several studies have analyzed geometry textbooks, few have examined their knowledge structures through a praxeological perspective. Aim: This study aims to analyze a university-level Euclidean geometry textbook by identifying how the components of praxeology, namely task (T), technique (τ), technology (θ), and theory (Θ), are organized and interconnected to support meaningful learning. Method: The research applied a hermeneutic phenomenological design. The textbook, used in a master’s geometry course at an Indonesian university, was analyzed through repeated readings and qualitative interpretation. Data were coded and categorized according to the praxeological framework and validated through researcher discussions. Result: The findings show that the textbook demonstrates a coherent praxeological structure with accurate theoretical explanations and effective technological representations. However, the analysis revealed weaknesses such as limited rationale for applying specific techniques, insufficient connection between theoretical concepts and exercises, and few examples of proofs. Conclusion: The study concludes that while the textbook reflects strong praxeological principles, improvements are needed in clarifying technique rationales, linking theory and practice, and structuring technological components. The results provide pedagogical insights for developing university geometry textbooks that enhance conceptual understanding, reflective reasoning, and learning effectiveness in both traditional and distance education settings.
The Effect of PBL Model and Learning Motivation on the Mathematical Connection Ability of Class VIII MTs Darussalam Batumarta Students Nur Rosidah; Sopiyan Hadi; Mery Noviyanti
Edumaspul: Jurnal Pendidikan Vol 8 No 1 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i1.7678

Abstract

Students in the eighth grade during the second half of the 2022–2023 school year were the focus of this research, which examines how the project-based learning (PBL) model and students' intrinsic motivation to learn affected their capacity to make mathematical connections. There was a quantitative approach to this research. Methods such as observation, interviews, documentation, surveys, and testing are used to gather data. This study used a quasi-experimental design. Because the individuals already existed before to the research, subject selection was not random. Using the total sampling approach, 66 students, representing the whole eighth grade, were selected as the population. Both tests and non-tests are used in the data collecting technique. Research consists of many stages, such as planning, execution, and data processing. Data analysis approaches involve quantitative data analysis and data quality assessment. Based on the results of research and discussion, it is known that 1) there are differences in the mathematical connection ability of students who obtain PBL model learning with students who obtain conventional model learning; 2) there is a difference in the increase in the mathematical connection ability of students who obtain PBL model learning with students who obtain conventional model learning; 3) there are differences in the mathematical connection ability of students who obtain PBL model learning with students who obtain conventional model learning on strong learning motivation; 4) there are differences in the mathematical connection ability of students who obtain PBL model learning with students who obtain conventional model learning on weak learning motivation; 5) there is an interaction between the use of learning methods and student learning motivation on the ability to solve thematic connection problems; and 6) there is a significant influence or interaction between the use of PBL models and the level of learning motivation on mathematical connection ability.
Dari konkret ke virtual: mengembangkan LKPD problem-based learning berbantuan cabri 3D sebagai jembatan peningkatan kompetensi pemecahan dan komunikasi matematis siswa Shaf, Sapyuddin; Prastiti, Tri Dyah; Mery Noviyanti
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.21358

Abstract

This study was motivated by the low levels of students’ mathematical communication and problem-solving abilities in junior high schools, caused by the use of conventional learning models and the lack of innovative teaching materials. The aim of this research was to develop a Student Worksheet (LKPD) based on the Problem-Based Learning (PBL) model assisted by Cabri 3D software as a solution to enhance both abilities. The research employed the Research and Development (R&D) method using the Plomp model, which consists of the preliminary investigation, prototype development, and assessment phases, along with Tessmer’s formative evaluation design. The subjects were ninth-grade students at SMP Negeri 5 Tinambung. Data were collected through expert validation, questionnaires, observations, and pretest–posttest, and analyzed descriptively and inferentially. The results indicated that the developed LKPD met the criteria of being highly valid, highly practical, and effective, as evidenced by a significant improvement in students’ communication and problem-solving abilities (Sig. 0.000 < 0.05). This product contributes as an innovative teaching material that strengthens the integration of technology and the PBL model in mathematics learning.   Penelitian ini dilatarbelakangi oleh rendahnya kemampuan komunikasi matematis dan pemecahan masalah siswa SMP akibat penggunaan model pembelajaran konvensional dan minimnya bahan ajar inovatif. Penelitian ini bertujuan mengembangkan Lembar Kerja Peserta Didik (LKPD) berbasis Problem Based Learning (PBL) berbantuan Cabri 3D sebagai solusi peningkatan kedua kemampuan tersebut. Metode yang digunakan adalah penelitian dan pengembangan (R&D) model Plomp dengan tahapan investigasi awal, pengembangan prototipe, dan penilaian, serta desain formative evaluation Tessmer. Subjek penelitian adalah siswa kelas IX SMP Negeri 5 Tinambung. Data dikumpulkan melalui validasi ahli, angket, observasi, dan pretest-posttest, dianalisis secara deskriptif dan inferensial. Hasil menunjukkan LKPD memenuhi kriteria sangat valid, sangat praktis, dan efektif dengan peningkatan signifikan kemampuan komunikasi dan pemecahan masalah (Sig. 0,000 < 0,05). Produk ini berkontribusi sebagai bahan ajar inovatif yang memperkuat integrasi teknologi dan model PBL dalam pembelajaran matematika.  
Co-Authors Abd Karim, Rafidah Adi Suryanto Adi Suyanto, Adi Anita Maharani Della R. Jovanka Deny Kusumayadi Dewa Putu Teguh Tresnahadi Drajat Armono Eny Mufiyanti Erwin Fatia Fatimah Fitriyah, Endah Fuji Lestari Gultom, Winni Andika Sari Hadi, Sopiyan Hasan Hamid Hermanto Hermanto Hermanto Hermanto I Made Bayu Dirgantara Indra Gautama Indrajaya, Ivan Irdiyantie, Rosy Isnawan, Muhamad Galang Jesi Alexander Alim Kartasasmita, Wanda Ginanjar Kemit, Golongan Kismiati, Dyah Aniza Kus Sentono Halim Mahfud Mahfud Merrydian, Siska Meutia Meutia, Meutia Moh Uzer Usman Moh. Uzer Usman Mohamad, Liana mona amelia, mona Moniy, Yulita Ristandri Muhammad Badrun Muhammad Irfan Mujid, Abdul Nira, Nira Nur Rosidah Nur Rosidah Nurjannah Nurjannah Nurmayanti, Siti Raden Mohamad Herdian Bhakti Ratno Purnomo Redo Andi Marta, Redo Andi Reza Fitriansyah Rodríguez-Nieto, Camilo Andrés Samosir, Binsar Sartika C.Y Pardede Sekartiningsih, Wahyu Sembiring, Maximus Gorky Sendi Ramdhani Shaf, Sapyuddin Sintya Permata Ayu Sintya Permata Ayu Sopiyan Hadi Sri Astuti Handayani Suci Nurhayati Sudarso, yos Sudirman Sudirman Sugilar, Sugilar Sukowati, Kukuh Suratini, Suratini Syati Irawati Thesa Kandaga Tri Dyah Prastiti Ucu Rahayu Usman Waluyo, St Budi Wanda Ginanjar Kartasasmita Wuryanti Wuryanti Yulinda yulinda Yumiati Yunus, Nur Rohim