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All Journal Edumatsains Jurnal Ilmiah Pendidikan Scholastic Journal of RESIDU MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Operations Research: International Conference Series Ekasakti Jurnal Penelitian dan Pengabdian (EJPP) PROFICIO: Jurnal Pengabdian Masyarakat Al Khawarizmi: Jurnal Pendidikan Matematika TOFEDU: The Future of Education Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Teni Suriani
Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Ekasakti
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Penggunaan Aplikasi Geogebra Untuk Menyelesaikan Permasalahan Materi Fungsi di SMK Teni Suriani; Yuliani Fitri; Dina Novarina Perdana
Ekasakti Jurnal Penelitian dan Pengabdian Vol. 6 No. 2 (2026): Ekasakti Jurnal Penelitian dan Pengabdian
Publisher : LPPM Universitas Ekasakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/ejpp.v6i2.1495

Abstract

Guru matematika di SMKN 6 Padang masih menghadapi kesulitan dalam pembuatan media pembelajaran matematika terutama materi fungsi. Salah satu media pembelajaran yang digunakan guru adalah komputer. Komputer yang digunakan dalam pembelajaran matematika hanya sebatas penggunaan powerpoint (ppt). Proses pembelajaran yang terjadi masih bersifat konvensional sehingga siswa kesulitan memahami materi terutama materi Fungsi. Solusi yang ditawarkan untuk mengatasi masalah dalam kegiatan ini adalah memberikan pelatihan bagaimana cara penggunaan aplikasi GeoGebra dalam menyelesaikan permasalahan fungsi kepada siswa fase F SMKN 6 Padang agar lebih terdorong dan bersemangat dalam mempelajari matematika. Kegiatan pengabdian kepada masyarakat ini dilakukan pada minggu keempat bulan November 2025. Hasil kegiatan pengabdian kepada masyarakat di SMKN 6 Padang menunjukkan bahwa penggunaan aplikasi GeoGebra dalam menyelesaikan permasalahan fungsi memberikan dampak positif terhadap pemahaman dan peningkatan motivasi serta keterlibatan peserta didik dalam pembelajaran matematika. Melalui pelatihan dan pendampingan penggunaan GeoGebra tidak hanya meningkatkan pemahaman konsep fungsi, tetapi juga memperkuat keterampilan berpikir kritis, pemecahan masalah, dan literasi digital yang sangat relevan dengan tuntutan Pendidikan dan dunia kerja masa kini.
The Implementation of the Realistic Mathematics Education (RME) Model and Its Effect on the Mathematics Learning Outcomes of Phase F MPLB Students at SMKN 2 Padang Adela Sukma Putri; Teni Suriani; Dina Novarina Perdana
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.2114

Abstract

This study was motivated by the low mathematics learning outcomes of Phase F students in the Office Management and Business Services program at SMKN 2 Padang. This study aimed to determine whether the mathematics learning outcomes of students taught using the Realistic Mathematics Education (RME) model were better than those of students taught using conventional learning among Phase F MPLB students at SMKN 2 Padang.This research used a quasi experimental method with a randomized control group only posttest design. The population consisted of all Phase F MPLB students at SMKN 2 Padang in the 2025/2026 academic year. The sample was selected through random sampling after normality and homogeneity tests were conducted. The experimental class was taught using the RME model, while the control class was taught using conventional learning.Data were collected through a posttest and analyzed statistically. The Liliefors test showed that both data groups were normally distributed, with L_count for MPLB 2 = 0.143 < L_table = 0.161 and Lcount for MPLB 3 = 0.122 < L_table = 0.157. The Bartlett test showed that both groups were homogeneous, with χ²_count = 1.328 < χ²_table = 3.481. Hypothesis testing using the independent sample t-test obtained t_count = 3.91 > t_table = 1.67 at α = 0.05 with df = 59. Therefore, H₀ was rejected and H₁ was accepted.Thus, it can be concluded that the mathematics learning outcomes of students taught using the RME model were significantly better than those of students taught using conventional learning.
Validity of an Ethnomathematics Integrated Mathematics E-Module for Phase F Students at SMAN 1 Koto XI Tarusan Kiki Ardila Putri; Teni Suriani; Nela Sari Yolanda
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.2119

Abstract

Mathematics learning at SMA Negeri 1 Koto XI Tarusan was marked by teacher-centred explanation, limited digital teaching materials, and weak connections between mathematical ideas and students' experiences. Semester assessment records showed that 109 of 119 Phase F students, or 91.60%, had not reached the school minimum mastery criterion of 80. This study developed and examined the validity of an ethnomathematics-integrated mathematics e-module on systems of linear equations in two and three variables. The topics were selected as a gradual reinforcement of linear modelling from two variables to three variables, based on the school needs analysis. This Research and Development study used the 4D model. The article was limited to the define, design, and develop stages because the disseminate stage could not be carried out within the available research time. Three content experts, three design and graphics experts, and one language expert, assigned in accordance with institutional guidance, assessed the prototype. The validation results were 81.77% for content, 87.50% for design and graphics, and 86.36% for language. The combined score percentage was 84.47%, which falls into the highly feasible category. The e-module can proceed to practicality testing after revisions to conceptual accuracy, links between cultural contexts and mathematical models, information density, and sentence clarity.
The Effect of the Numbered Heads Together (NHT) Cooperative Learning Model on the Learning Outcomes of Phase F Fashion Design Students at SMKN 6 Padang Feni Lusiana Taileleu; Khurnia Budi Utami; Teni Suriani
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.2128

Abstract

This study examines the effect of the Numbered Head Together (NHT) cooperative learning model on the mathematics learning outcomes of Phase F Fashion Design students at SMKN 6 Padang, addressing persistently low achievement under conventional, teacher-centered instruction. A true experimental method with a posttest-only control design was employed, involving 30 students in an experimental class taught using the NHT model and 30 students in a control class taught conventionally; the classes were selected through cluster random sampling after the population was confirmed normally distributed and homogeneous in variance. Data were collected using an essay-based achievement test that had been validated and tested for reliability. Results showed the experimental class achieved a higher mean score (80.70) than the control class (75.40), with mastery percentages of 70% and 52% against the minimum mastery criterion of 75, respectively. Since the Liliefors normality test indicated the achievement data in both groups were not normally distributed, hypothesis testing was conducted using the nonparametric Mann-Whitney U test, yielding a Zcalculated value of 2.33, which exceeded the Ztable value of 1.65 at a significance level of α = 0.05, leading to the rejection of H0 and acceptance of H1. These findings demonstrate that the NHT cooperative learning model produced significantly better mathematics learning outcomes than conventional learning among Phase F Fashion Design students. The study concludes that NHT, through its numbering and random-calling mechanism, fosters individual accountability and group cooperation, making it a viable strategy for improving student engagement and mathematics achievement in vocational secondary education.
Co-Authors Adela Sukma Putri Andi Kurnia Riski Sanneng Arcenius Saruruk Devita, Dewi Dewi Devita Dewi Devita Dina Novarina Perdana Dina Novarina Perdana Feni Lusiana Taileleu Khurnia Budi Utami Kiki Ardila Putri Nela Sari Yolanda Nela Sari Yolanda Ningrum, Ike Chintia Nurul Hasna Putri Nurul Hasna Putri Puspitasari, Avisa Kemala Putra S, Gemilang Ralfianandha Refny Widialistuti Refnywidialistuti Reni Respita Risdawati, Risdawati Saruruk, Arcenius Serli Diovani Teza Utami, Khurnia Budi Vivi Sri Mulia Yuliani Fitri Yuliani Fitri Z, Yulia Rahmawati