Articles
<![CDATA[Pengaruh Model Pembelajaran REACT Terhadap Kemampuan Komunikasi Matematis Siswa ]]>
<![CDATA[Efanti, Annisa Nur]]>;
<![CDATA[Noer, Sri Hastusi]]>;
<![CDATA[Triana, Mella]]>
<![CDATA[ Jurnal Pendidikan Matematika dan Sains Vol. 13 No. 1 (2025): June 2025 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jpms.v13i1.82858
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran REACT terhadap kemampuan komunikasi matematis siswa. Populasi pada penelitian ini adalah 192 siswa kelas VIII salah satu SMP Negeri di Bandar Lampung semester genap tahun pelajaran 2024/2025 yang terdistribusi dalam tujuh kelas. Pengambilan sampel dilakukan dengan teknik purposive sampling, sehingga terpilih siswa kelas VIII-4 sebanyak 27 siswa sebagai kelas eksperimen dan siswa kelas VIII-1 sebanyak 26 siswa sebagai kelas kontrol. Desain penelitian yang digunakan adalah posttest-only control group design. Data penelitian ini berupa data kuantitatif yang diperoleh dari tes kemampuan komunikasi matematis siswa. Berdasarkan hasil penelitian diperoleh bahwa kemapuan komunikasi matematis siswa yang mengikuti pembelajaran dengan model pembelajaran REACT lebih tinggi daripada kemampuan komunikasi matematis siswa yang mengikuti pembelajaran konvensional. Berdasarkan hal tersebut, dapat disimpulkan bahwa pembelajaran dengan model pembelajaran REACT berpengaruh terhadap kemampuan komunikasi matematis siswa.]]>
<![CDATA[Implementation of STEM-Integrated Guided Inquiry Learning to Improve Students' Mathematical Communication Skills ]]>
<![CDATA[Erviana, Neriza Fauziah]]>;
<![CDATA[Noer, Sri Hastuti]]>;
<![CDATA[Triana, Mella]]>
<![CDATA[ Jurnal Pendidikan Matematika dan Sains Vol. 13 No. 1 (2025): June 2025 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jpms.v13i1.83157
<![CDATA[Mathematical communication skills are a component of higher-order thinking skills that are important in 21st-century learning and support complex mathematical problem-solving. The purpose of the study was to determine the effect of the implementation of STEM-integrated guided inquiry learning on improving students' mathematical communication skills. his study used a pretest-posttest control group design and a quantitative, quasi-experimental methodology. All eighth-grade students from SMPN in Bandar Lampung, who were divided among eight classes for the 2024/2025 academic year, made up the study's population. Using a purposive sampling strategy, the research sample was chosen from two classes: class 8.1, which had 28 students as the experimental class, and class 8.2, which had 24 students as the control class. Based on the results of statistical analysis with the Mann-Whitney U test, it was concluded that the improvement in mathematical communication skills of students who participated in STEM-integrated guided inquiry learning was higher than the improvement in mathematical communication skills of students who participated in the traditional learning paradigm. Thus, the implementation of STEM-integrated guided inquiry learning can improve students' mathematical communication skills.]]>
<![CDATA[The Effect of Using H5P Interactive Media on Students' Mathematical Critical Thinking Ability ]]>
<![CDATA[Madani, Salsabila Fitria]]>;
<![CDATA[Sutiarso, Sugeng]]>;
<![CDATA[Triana, Mella]]>
<![CDATA[ Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
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DOI: 10.56916/jirpe.v4i2.1210
<![CDATA[One of the important mathematical thinking skills that students master is critical thinking skills. In fact, students' mathematical critical thinking skills in Indonesia are still relatively low. One of the factors that cause students to have low mathematical critical thinking skills is the use of less creative media. This study was conducted by analyzing the effect of using H5P interactive media on mathematical critical thinking skills. The purpose of this study was to determine the effect of using H5P Interactive Media on the mathematical critical thinking skills of students in grade IX SMP Negeri 1 Ketapang. The samples in this study were students of class IX B as the experimental class and students of class IX C as the control class. The design used was a pretest-posttest control group design. The data of this research is quantitative data obtained from a mathematical critical thinking ability test. Based on the results of hypothesis testing using a t-test with α = 0.05, it was found that the increase in mathematical critical thinking ability of students who took part in learning by using H5P interactive media was higher than the increase in mathematical critical thinking ability of students who took part in learning without using H5P interactive media. It can be concluded that the use of H5P interactive media has an effect on students' mathematical critical thinking skills.]]>
<![CDATA[Peningkatan Kemampuan Representasi Matematis Siswa Melalui Pendekatan Pembelajaran STEM ]]>
<![CDATA[Putri, Aldelia Destiana]]>;
<![CDATA[Noer, Sri Hastuti]]>;
<![CDATA[Triana, Mella]]>
<![CDATA[ Teorema: Teori dan Riset Matematika Vol 10, No 1 (2025): Maret ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/teorema.v10i1.18467
<![CDATA[Kemampuan representasi matematis merupakan aspek penting dalam pembelajaran abad ke-21 untuk menghadapi tantangan global. Oleh karena itu, penelitian eksperimen semu ini dilakukan untuk mengetahui peningkatan kemampuan representasi matematis setelah diterapkan pembelajaran dengan pendekatan STEM. Populasi penelitian ini yaitu seluruh siswa kelas VIII SMP Negeri 44 Bandar Lampung sebanyak 185 siswa yang terdistribusi ke dalam enam kelas yaitu kelas 8.1 hingga kelas 8.6. Sampel penelitian ini adalah kelas 8.5 sebanyak 29 siswa dan kelas 8.6 sebanyak 29 siswa yang dipilih dengan teknik purposive sampling. Desain penelitian yang digunakan adalah pretest-posttest control group design dengan kelas 8.6 sebagai kelas eksperimen dan kelas 8.5 sebagai kelas kontrol. Data pada penelitian ini adalah data kuantitatif yang diperoleh melalui tes kemampuan representasi matematis. Berdasarkan hasil uji-t diperoleh bahwa peningkatan kemampuan representasi matematis siswa yang mengikuti pembelajaran dengan pendekatan STEM lebih tinggi daripada peningkatan kemampuan representasi matematis siswa yang mengikuti pembelajaran konvensional. Dengan demikian dapat disimpulkan bahwa pembelajaran dengan pendekatan STEM dapat meningkatkan kemampuan representasi matematis siswa.]]>
<![CDATA[Pengaruh Model Problem Based Learning Terhadap Kemampuan Berpikir Kritis Matematis Siswa ]]>
<![CDATA[Perdana, Aryudi Indra]]>;
<![CDATA[Sutiarso, Sugeng]]>;
<![CDATA[Triana, Mella]]>
<![CDATA[ Mandalika Mathematics and Educations Journal Vol 7 No 2 (2025): Edisi Juni ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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DOI: 10.29303/jm.v7i2.7447
<![CDATA[This study aims to determine the effect of problem-based learning model on students' mathematical critical thinking skills. The population of this study is all seventh grade students of SMP Negeri 1 Natar even semester of the 2023/2024 academic year as many as 371 students distributed into eleven classes, namely VII A to VII K. Sampling was carried out using purposive sampling technique, so that VII A class of 34 students was selected as the experimental class and VII D of 33 students as the control class. The design used was pretest-posttest control group design. The data in this study are quantitative data obtained through the mathematical critical thinking ability test. Based on the Mann-Whitney U test results, it was found that the improvement in mathematical critical thinking skills of students who participated in learning with problem-based learning was higher than the improvement in mathematical critical thinking skills of students who participated in conventional learning. In addition, based on the results of the proportion test, it was found that more than 60% of students who participated in problem-based learning were categorized as good. So it can be concluded that the problem-based learning model has an effect on students' mathematical critical thinking skills.]]>
<![CDATA[An empirical analysis: The impact of project-based learning on students' mathematical reflective thinking skills and self-concept ]]>
<![CDATA[Noer, Sri Hastuti]]>;
<![CDATA[Triana, Mella]]>;
<![CDATA[Gunowibowo, Pentatito]]>;
<![CDATA[Asnawati, Rini]]>;
<![CDATA[Vetama, Wanda]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 7 No. 3 (2024): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v7i3.21111
<![CDATA[Mathematical reflective thinking skills and self-concept are essential aspects of 21st-century learning to address global challenges. This study analyzes the effect of Project-Based Learning (PjBL) on students' mathematical reflective thinking skills and self-concept. The experimental research involved 75 tenth-grade students in Bandar Lampung using a posttest control group design. Data were collected through mathematical reflective thinking skills tests and self-concept questionnaires and analyzed using parametric and non-parametric statistical tests. The results showed that the implementation of PjBL did not significantly affect students' mathematical reflective thinking skills and self-concept compared to conventional learning. However, the indicators of mathematical reflective thinking skills achievement in the PjBL class were higher. This study implies the need for a longer implementation of PjBL to achieve significant results and its potential contribution to developing students' collaboration, creativity, and social skills as part of holistic learning.]]>
<![CDATA[The effect of the guided inquiry learning model on students’ mathematical representation ability ]]>
<![CDATA[Al Amin]]>;
<![CDATA[Caswita]]>;
<![CDATA[Triana, Mella]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
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DOI: 10.30606/absis.v8i2.3344
<![CDATA[Mathematical representation ability is an important skill for students to transform complex problems into simpler forms. However, field observations based on the pretest results of mathematical representation ability conducted at SMP Negeri 18 Bandarlampung show that many students have not yet mastered this skill. This is supported by the 2022 PISA results, which indicate that students’ mathematical representation ability is still categorized as low. Therefore, it is necessary to apply a learning model that can help students improve their mathematical representation skills. This study aims to determine the effect of the guided inquiry learning model on students’ mathematical representation ability. The population in this study consisted of all eighth-grade students at SMP Negeri 18 Bandarlampung in the odd semester of the 2024/2025 academic year, totaling 174 students distributed across six classes. Sampling was conducted using the cluster random sampling technique, selecting class VIII B (28 students) as the experimental class and class VIII D (29 students) as the control class. The research design used was the pretest-posttest control group design. The data in this study are quantitative data obtained from the students’ mathematical representation ability test. Based on data analysis using the Mann-Whitney U test, it was found that the improvement in mathematical representation ability of students who participated in guided inquiry learning was higher than that of students who followed conventional learning. Thus, the guided inquiry learning model has an effect on improving students' mathematical representation ability.]]>
<![CDATA[IMPLEMENTATION OF LEARNING WITH STEM APPROACH TO IMPROVE STUDENTS' MATHEMATIZATION SKILLS ]]>
<![CDATA[Rahmadini, Sabila Rizqia]]>;
<![CDATA[Noer, Sri Hastuti]]>;
<![CDATA[Triana, Mella]]>
<![CDATA[ Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jpmipa.v16i3.93000
<![CDATA[The purpose of the study was to determine the implementation of learning with the STEM approach to improving students' mathematization skills. The STEM approach includes science, technology, engineering, and mathematics in real context. The study population was all VIII grade students of SMP Negeri 33 Bandarlampung in the odd semester of the 2024/2025 academic year which were distributed in six classes, namely VIII A to VIII F heterogeneously. Sampling was done using cluster random sampling technique, VIII E class consisting of 32 students was selected as the experimental class and VIII D class consisting of 32 students as the control class. The research design used was pretest-posttest control group design. The data of this research is quantitative data obtained from the students' mathematization skills test. The test consists of three descriptive questions that have been tested and meet the validity and reliability criteria. Based on data analysis using Mann-Whitney U test, it was concluded that the improvement of mathematization skills of students who participated in learning with STEM learning was higher than the improvement of mathematization skills of students who participated in conventional learning. Thus, the implementation of STEM learning can improve students' mathematization skills.]]>
<![CDATA[High School Mathematics Teacher’s Ability in Developing Mathematical Literacy Instrument: A Study in East Lampung Regency ]]>
<![CDATA[Triana, Mella]]>;
<![CDATA[Siregar, Erimson]]>
<![CDATA[ Jurnal Pendidikan MIPA Vol 21, No 1 (2020): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[High School Mathematics Teacher’s Ability in in Developing Instruments of Mathematical Literacy Test: Study in Lampung Timur Regency. This study aims to describe the ability of high school mathematics teachers in East Lampung Regency in developing instruments of mathematical literacy test. This research is a descriptive study with 19 respondents of high school mathematics teachers. The research data were obtained through test, performance test and questionnaires. Data analyzed using data reduction, data presentation and conclusion. The results showed that: a) 63.16% teachers only able to create routine problem which measure employing stage in mathematical process; b) male teachers with more than 25 years teaching experience are only able to develop 5.26% mathematical problems which measure formulating stage; c) Reasoning and argument is the fundamental mathematics skills that was rarely measured in the developed instrument; d) using symbolic, formal and technical language and operations is the most frequently skills that is measured in the developed instrument. Keywords: mathematical literacy instrument, high school teacher, descriptive research. DOI: http://dx.doi.org/10.23960/jpmipa/v21i1.pp35-48]]>
<![CDATA[Analisis Pengaruh Pembelajaran Online Terhadap Kemampuan Koneksi Matematika Mahasiswa ]]>
<![CDATA[Listyotami, Mega Kusuma]]>;
<![CDATA[Triana, Mella]]>
<![CDATA[ JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) Vol 6, No 2 (2020) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu pendidikan (FKIP) Universitas Labuhan Batu ]]>
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DOI: 10.36987/jpms.v8i2.3247
<![CDATA[Tujuan penelitian adalah menganalisis pengaruh pembelajaran Online terhadap kemampuan koneksi matematika mahasiswa dalam mata kuliah matematika ekonomi di STIE Dwi Sakti Baturaja. Metode penelitian yang digunakan dalam penelitian ini adalah pre-eksperimen dengan rancangan penelitian One Group Pretest-Posttest Design. Sampel penelitian ini berjumlah 60 mahasiswa. Teknik pengumpulan data menggunakan teknik tes yang dibagi menjadi pretest dan postest. Teknik pengolahan data menggunakan perhitungan uji-t dengan program SPSS 20. Hasil penelitian menunjukkan bahwa terdapat pengaruh terhadap kemampuan koneksi matematika mahasiswa dalam mata kuliah matematika ekonomi. Nilai rata-rata tes awal adalah 41,17 meningkat sebesar 16,99 menjadi 58,16 pada tes akhir. Dari hasil uji-t menunjukkan bahwa thitung sebesar 6,814 dan ttabel (df 62 = 1,669). Nilai thitung (6,814) > ttabel (1,669). Hasil menunjukan Ho ditolak dan Ha diterima. Dengan demikian, dapat dikatakan bahwa pembelajaran Online memiliki pengaruh terhadap kemampuan koneksi matematikamahasiswa dalam mata kuliah matematika ekonomi. Hasil analisis menunjukkan Nilai R analisis korelasi antara pembelajaran Online terhadap kemampuan koneksi matematikamahasiswa dalam mata kuliah matematika ekonomi adalah 0,884 yang artinya sangat kuat karena mendekati 1 dan Nilai R square sebesar 78,1% yang artinya kontribusi pembelajaran Online terhadap kemampuan koneksi matematika mahasiswa dalam mata kuliah matematika ekonomi adalah 78,1%.]]>
