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All Journal Jurnal Cendekia : Jurnal Pendidikan Matematika JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya Eksponen Hipotenusa: Journal of Research Mathematics Education (HJRME) International Journal of Progressive Mathematics Education Pengabdian Kepada Masyarakat Cendekia
Ratih Handayani
Universitas Muhammadiyah Kotabumi
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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THE EFFECT OF PROBLEM BASED LEARNING (PBL) ASSISTED BY GEOGEBRA ON MATHEMATICAL PROBLEM SOLVING ABILITY Putri Andriani; Ratih Handayani
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 1 (2026): HIPOTENUSA JOURNAL OF RESEARCH MATHEMATICS EDUCATION (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i1.4541

Abstract

This study examines the effect of implementing a GeoGebra-assisted Problem Based Learning (PBL) model on students mathematical problem solving abilities. It was motivated by students low initial performance in solving problems, as indicated by pretest scores below the minimum mastery criterion, highlighting the need for innovative, technology integrated instruction. This study adopted a quantitative method employing a quasi experimental design with a pretest posttest control group. The participants were 42 seventh grade students at SMP Negeri 2 Abung Surakarta, with 22 in the experimental group (Class VII A) and 20 in the control group (Class VII B), selected via purposive sampling. The intervention spanned five sessions on the topic of squares, with the experimental group receiving GeoGebra assisted PBL instruction and the control group receiving conventional teaching. Data were collected through problem solving tests and analyzed using normality and homogeneity tests, N-gain analysis, and independent samples t-tests. Results showed that the experimental group achieved a higher average N-gain (0.608) than the control group (0.444), and the t-test indicated a significant difference , ? = 0.05). These findings confirm that the GeoGebra assisted PBL model effectively enhances students mathematical problem solving skills and supports the use of technology integrated learning in teaching squares at the junior high school level.
Desain LIT untuk Penguasaan Konsep Bilangan Bulat melalui Permainan Jejamok dan Lesson Study Ratih Handayani; Ratu Ilma Indra Putri; Zulkardi Zulkardi; Ely Susanti; Budi Mulyono
Jurnal Silogisme : Kajian Ilmu Matematika dan Pembelajarannya Vol 10 No 02 (2025): Desember
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/silogisme.v10i02.10778

Abstract

Pembelajaran matematika sering kali terputus dari pengalaman nyata siswa, membuat mereka kesulitan memahami konsep abstrak, seperti bilangan bulat dan operasinya. Ketidakpahaman siswa terhadap bilangan positif, negatif, serta operasi aritmetika sering menjadi hambatan utama dalam pembelajaran. Pendekatan PMRI menggarisbawahi pentingnya menggunakan konteks dunia nyata untuk menjembatani pemahaman ini, dengan permainan tradisional jejmok. Penelitian ini bertujuan untuk mengembangkan dan menguji Desain Local Instruction Trajectory (LIT) berbasis permainan tradisional Jejamok, untuk mengajarkan operasi bilangan bulat. Selain itu, penelitian ini menganalisis pengaruh pembelajaran berbasis permainan terhadap penguasaan konsep bilangan bulat siswa serta mengevaluasi peran lesson study dalam meningkatkan kualitas perancangan dan implementasi aktivitas pembelajaran berbasis permainan pada siswa kelas 6 SDIT Insan Rabbani, Kotabumi, Lampung Utara. Penelitian ini menggunakan metode Design Research dengan pendekatan kualitatif. Tipe penelitian yang digunakan adalah Validation Studies dengan tiga tahap utama: Preparing for the Experiment, Design Experiment, dan Retrospective Analysis. Teknik pengumpulan data meliputi observasi, wawancara, dan tes Teknik analisis data mengikuti model Miles dan Huberman yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian sebanyak 82% siswa telah menunjukkan penguasaan konsep. Hal ini berarti pendekatan berbasis permainan tradisional Jejamok efektif dalam meningkatkan pemahaman siswa terhadap konsep bilangan bulat. Lesson study berperan signifikan dalam menyempurnakan desain pembelajaran, melalui proses kolaborasi antara guru, peneliti, dan rekan sejawat. Penelitian ini mendukung temuan sebelumnya yang menyatakan bahwa pembelajaran berbasis konteks budaya lokal dan kolaborasi dalam lesson study dapat meningkatkan efektivitas pengajaran konsep matematika
Pengaruh Penggunaan Geogebra Terhadap Kemampuan Berfikir Spasial siswa pada materi translasi Kelas IX SMPN 1 Kotabumi Resika Natania Windari; Ratih Handayani
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 10 No 1 (2025): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 10 Nomor 1
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v10i1.4818

Abstract

Penelitian ini bertujuan untuk menginvestigasi pengaruh penggunaan media GeoGebra terhadap kemampuan berpikir spasial siswa kelas IX SMPN1 Kotabumi pada materi translasi. Permasalahan utama yang melatarbelakangi penelitian ini adalah rendahnya kemampuan visualisasi siswa, di mana hasil observasi awal menunjukkan hanya 30% siswa yag mampu menentukan koordinat trasnlasi dengan akurat. Metode penelitian yang digunakan adalah kuantitatif dengan desain eksperimen semu (nonequivalent control group design). Sampel penelitian ini terdiri dari 50 siswa yang terbagi ke dalam dua kelompok, yaitu kelas eksperimen 25 siswa denganbantuan GeoGebra dan kelas kontrol 25 siswaa melalui pembelajaran konvensional. Data dikumpulkan melalui instrumen tes esai yang mencakup lima indikator kemampuan spasial. Setelah data terkonfirmasi berdistribusi normal dan homogen, analisis hipotesis dilakukan menggunakan uji t-independen. Hasil penelitian menunjukkan adanya perbedaan signifikan pada capaian belajar kedua kelompok, di mana rata-rata skor N-Gain kelas eksperimen (0,246) lebih tinggi dibandingkan kelas kontrol (0,152). Temuan ini memperkuat penolakan hipotesis nol ) dan menegaskan bahwa integrasi GeoGebra memberikan dampak positif yang nyata. Sifat visual perangkat lunak yang dinamis mampu menjembatani hubungan antara aturan simbolik dan representasi visual secara konkret. Dengan demikian, dapat disimpulkan bahwa GeoGebra merupakan media pembelajaran yang efektif untuk mengasah kemampuan berpikir spasial siswa dalam pendidikan matematika.
Analysis of initial ability factors causing students' low mathematical literacy abilities Sepina Lestiani; Ratih Handayani
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.4624

Abstract

Mathematical literacy is a crucial competency at the high school level, but its achievement is often hampered by unmet prior knowledge. This study aims to analyze students' low mathematical literacy by identifying indicators of unmet prior knowledge. Using a qualitative descriptive method, this study involved three eleventh-grade science students at SMAN 2 Kotabumi, selected using a purposive sampling technique based on their low literacy category. Data were collected through two instruments: a three-item mathematical literacy test and a semi-structured interview guide. The results indicate that the inability to mathematical literacy stems from a weak mastery of prerequisite material and misconceptions about basic concepts, particularly decimal numbers. Collectively, the study subjects experienced difficulties in connecting prior knowledge with new knowledge, thus hindering the development of systematic problem-solving strategies. These findings confirm that without strong prior knowledge, students cannot fully implement the mathematical literacy process. The implications of this study indicate the need to strengthen diagnostics of prerequisite material and refine basic concepts before entering more complex material.
Analysis of the numeracy abilities of class VIII students solve AKM questions Aprilia Putri Azzahra; Ratih Handayani
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.5298

Abstract

This study aims to describe the numeracy skills of eighth-grade students at SMP Negeri 4 Kotabumi in solving AKM-based problems. The study was motivated by the relatively low numeracy skills of students in solving problems that require reasoning and problem-solving abilities. Numeracy is an essential competency assessed through the Minimum Competency Assessment (AKM), encompassing the ability to analyze information, apply numbers or mathematical symbols in mathematical contexts, and make decisions based on quantitative data in everyday life. This study employed a qualitative descriptive approach involving eighth-grade students of class VIII D at SMP Negeri 4 Kotabumi during the 2025/2026 academic year. A total of 22 students participated in the numeracy skills test, after which six students representing high, moderate, and low ability categories were purposively selected as interview subjects. The research instruments consisted of essay questions adapted from AKM items and interview guidelines. Data were analyzed through three stages: data condensation, data display, and conclusion drawing. Methodological triangulation was employed to verify the findings by comparing the results of the numeracy test and interviews. The results showed that 18 out of 22 students (81.82%) were still classified as having low numeracy skills. Students in the low-ability category had not yet demonstrated all three numeracy indicators. Students in the moderate-ability category were able to demonstrate two indicators, whereas students in the high-ability category were able to demonstrate all three numeracy indicators.
Co-Authors Aprilia Putri Azzahra Asep Hardiyanto Darwanto Darwanto Dewi Ratnaningsih Eka Wiwik Sulistiawati Elis Susanti Ely Susanti Fhela Vhantoria Ningrum Joko Andono Khusnul Khotimah Muinah Muinah Mulyono, Budi Mutiara Yumeida Nusa Nuri Larasanti Purna Bayu Nugroho Putri Andriani Ratu Ilma Indra Putri Resika Natania Windari Rulik Setiani Sepina Lestiani Zulkardi Zulkardi