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All Journal Gamatika AKSIOMA: Jurnal Program Studi Pendidikan Matematika SIGMA: Jurnal Pendidikan Matematika Juring (Journal for Research in Mathematics Learning) Jurnal PAJAR (Pendidikan dan Pengajaran) Jurnal Cendekia : Jurnal Pendidikan Matematika Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam ANARGYA: Jurnal Ilmiah Pendidikan Matematika ALGORITMA : Journal of Mathematics Education Jurnal Panjar: Pengabdian Bidang Pembelajaran Pedagogy : Jurnal Pendidikan Matematika Jurnal PRINSIP Pendidikan Matematika Polinomial : Jurnal Pendidikan Matematika OMEGA: Jurnal Keilmuan Pendidikan Matematika Journal of Research on Mathematics Instruction (JRMI) Jurnal Ilmiah Matematika Realistik
Armis
Pendidikan Matematika, Universitas Riau
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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MODUL BERBASIS PBL UNTUK MEMFASILITASI KEMAMPUAN PEMECAHAN MASALAH MATEMATIS KONTEN BARISAN DAN DERET GEOMETRI Ilyas Mulama Hartanta; Sakur; Armis
Jurnal Ilmiah Matematika Realistik Vol. 7 No. 1 (2026): JURNAL ILMIAH MATEMATIKA REALISTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ji-mr.v7i1.1579

Abstract

The background of this study stems from the inadequacy of students' mathematical problem-solving competencies alongside the scarcity of instructional materials aligned with the Merdeka Curriculum. Teacher-dominated instruction deprives learners of opportunities for autonomous exploration. Accordingly, this study intends to construct a PBL-anchored instructional package covering geometric sequences and series for phase F that is both valid and practical. An R&D approach employing the 4-D framework was adopted, encompassing define, design, develop, and disseminate stages. Product trials took place at SMKN Pertanian Terpadu Pekanbaru. Three assessors rated validity as "highly valid," yielding 97.44% for the instructional package, 96.18% for student worksheets, and 96% for assessments. The limited-scale trial produced student response rates of 92.38% and teacher response rates of 90.42%, both classified as highly practical. The broad-scale trial produced student response rates of 88.98% and teacher response rates of 91.45%, both classified as highly practical. Drawing on these findings, the PBL-anchored instructional package supporting phase F learners' mathematical problem-solving competencies on geometric sequences and series content has been verified as valid and practical.
Implementation of the Contextual Teaching and Learning Approach to Improve the Mathematical Literacy Skills of Phase D Students of Class IX1 of SMPN 4 Tambang Arnela Marwita; Armis Armis; Sakur Sakur
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 4 No. 3 (2025): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v4i3.1089

Abstract

Students' poor mathematical literacy, particularly when it comes to the content of Two-Variable Linear Equation Systems (SPLDV), which calls for the ability to comprehend information, model it mathematically, and clearly communicate the solution's findings, is what spurred this study. This project intends to improve the learning process and increase students' mathematical literacy skills by using the Contextual Teaching and Learning (CTL) approach. Using the Classroom Action study (CAR) methodology created by Kemmis and McTaggart, the research was carried out in two cycles. Thirty students from SMP Negeri 4 Tambang's class during the even semester of the 2024–2025 school year served as the study subjects. Mathematical literacy competency tests and teacher and student activity observations were used to gather research data in the form of descriptions. The results of the study indicate that the application of CTL is able to improve the implementation of learning, marked by increased student activeness in asking questions, discussing, and expressing opinions, as well as a more consistent role of teachers as facilitators. In terms of learning outcomes, students' mathematical literacy skills improved from cycle I to cycle II, both in writing problem information, using appropriate concepts and procedures, and in drawing conclusions from solutions. Thus, it can be said that using CTL effectively raises the quality of mathematics instruction while also helping students become more mathematically literate while using the SPLDV content.
Co-Authors AA Sudharmawan, AA Arnela Marwita Atma Murni Christina Monika Samosir Dewi Muliyana Dwi Nyarianti Dwi Orista Elfis Suanto Elsya Suharnita Evi Afrina Widayati Siahaan Ezra Glory Manalu Fisca Dwi Agustin Ilham Saputra Ilyas Mulama Hartanta Imam Prayogi Maimunah Nadyati Putri Nur Khairunnisa Nurhafizah Hayati Putri Yuanita Ratna Syari Rezi Ariawan Rezka Agussantri Rini Dian Anggraini Sakur Sakur Sakur Sakur Seftia Wulan Dari Sehatta Saragih Silmi Mu'tiah Sri Indriyani Suhermi Suhermi Susda Heleni Syarifah Nur Siregar Syofni Syofni Syofni Syofni Teza Ibnayah Fitri Titi Solfitri Uci Marianda Yenita Roza