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All Journal Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Edukasi Matematika dan Sains Al-Jabar : Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan Indonesian Journal of Science and Mathematics Education JURNAL EKSAKTA PENDIDIKAN (JEP) Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu Global Conference Index KOLOKIUM: Jurnal Pendidikan Luar Sekolah Imajiner: Jurnal Matematika dan Pendidikan Matematika Jurnal Ilmiah Matematika dan Pendidikan Matematika (JMP) Journal of Social Research Jurnal Basicedu JDIME: Journal of Development and Innovation in Mathematics Education Jurnal Edukasi dan Penelitian Matematika Jurnal Infinity Mathematics Education Journal Media Pendidikan Matematika
Yerizon Yerizon
Fakultas Ilmu Pendidikan UNP
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Implementasi model kooperatif tipe STAD untuk meningkatkan hasil belajar matematika Dhita, Mamas Hara; Yerizon, Yerizon
Imajiner: Jurnal Matematika dan Pendidikan Matematika Vol 8, No 3 (2026): Imajiner: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/imajiner.v8i3.27320

Abstract

This study is prompted by the low level of mathematics learning achievement in class IX.10 students at MTsN 1 Kota Padang, due to insufficient student activity and engagement within the teaching and learning process. This study is conducted to enhance students’ mathematics learning achievement through the application of the Student Teams Achievement Divisions (STAD) cooperative learning model. This study adopts a Classroom Action Research (CAR) design implemented in two cycles, each comprising planning, action, observation, and reflection stages. This study involved 30 students from class IX.10 in the odd semester of the 2025/2026 academic year. The data collection tools comprised observation sheets for monitoring teacher and student activities and learning outcome tests administered at the end of each cycle. The results demonstrated a meaningful improvement in students’ learning outcomes. In the pre-cycle, the average student score was only 74.06 with a low classical completeness percentage. After implementing the STAD model, the average learning outcome increased to 78.50 in Cycle I and reached a higher increase of 82.40 in Cycle II, with the classical completeness level meeting the success criteria. This improvement was also accompanied by changes in student behavior, becoming more active, enthusiastic, and responsible in group work. The findings suggest that the application of the STAD cooperative learning model is effective in improving mathematics learning outcomes for class IX.10 students at MTsN 1 Kota Padang.
PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS GUIDED INQUIRY UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK Kurniawan, Arifin; Arnellis, Arnellis; Yerizon, Yerizon
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 3 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i3.8525

Abstract

Riset ini didasari oleh defisit kemampuan komunikasi matematis peserta didik dalam mengartikulasikan ide secara lisan maupun tulisan, yang diperparah oleh dominasi pembelajaran berpusat pada guru serta keterbatasan perangkat ajar yang representatif. Sebagai solusi strategis, penelitian ini bertujuan untuk mengonstruksi Lembar Kerja Peserta Didik (LKPD) berbasis guided inquiry pada materi lingkaran yang memenuhi kriteria valid, praktis, dan efektif. Metodologi pengembangan mengacu pada model Plomp yang mencakup tiga fase integratif: investigasi awal, pengembangan prototipe, dan tahap penilaian. Instrumen pengumpulan data meliputi angket, lembar observasi, serta tes kemampuan komunikasi matematis. Temuan penelitian menunjukkan bahwa LKPD yang dikembangkan mencapai skor validitas rata-rata 3,46 dengan kategori sangat valid. Aspek praktikalitas pada tahap small group dan field test masing-masing memperoleh persentase 91% dan 90,09% (sangat praktis). Lebih lanjut, efikasi perangkat terbukti melalui eskalasi signifikan pada perolehan skor peserta didik antara tahap pre-test dan post-test. Secara keseluruhan, LKPD berbasis guided inquiry ini dinyatakan layak secara metodologis dan empiris untuk digunakan sebagai sarana optimal dalam menstimulasi kompetensi komunikasi matematis siswa.     Driven by the suboptimal state of students' mathematical communication skills specifically in articulating ideas through oral and written media this study addresses the constraints of teacher-centered pedagogy and the scarcity of communicative-oriented instructional materials. Consequently, this research aims to develop guided inquiry-based Student Worksheets (LKPD) that fulfill the requirements of validity, practicality, and effectiveness. Adopting the Plomp development model, the study progressed through three systemic phases: preliminary research, prototyping, and assessment. Data were gathered using a multifaceted instrumentation suite, including questionnaires, observation rubrics, and mathematical communication assessments. Findings demonstrate that the developed LKPD achieved a mean validity score of 3.46, satisfying the "highly valid" criterion. Practicality metrics during the small-group and field-testing stages reached 91% and 90.09%, respectively, both categorized as highly practical. Furthermore, a comparative analysis of pre-test and post-test results indicated a significant enhancement in students' communicative competence. Ultimately, the guided inquiry-based LKPD is empirically proven to be a valid, practical, and effective instructional tool for fostering mathematical communication in the classroom.
Co-Authors Abda Abda Afniati, Ilhami Ahmad Fauzan Ali, Fitrah Hanifa Alimatu Saqdiah Armiati Armiati Armiati Arnellis Arnellis Arnellis, Arnellis Aryanti, Letty Aryasandy, Nensy Asmar, Ali Asrar, Astari Atika Sari Baehaqi Benti Yulius, Benti Cholis Sa’dijah Daharnis Daharnis Dessela, Syilvi Desyandri Desyandri Dewantari, Juitama Dewi Murni Dhita, Mamas Hara Dwina, Fitrani Edwin Musdi Elwijaya, Fadiah Fitria, Yanti Fridgo Tasman Ginting, Metamya Aisy Gunawan, Rilla Gina Hafizah Delyana, Hafizah Hafizatunnisa, Hafizatunnisa Harahap, Adek Nilasari Haswenova, Fadhilah Hendrajah, Apdyan Dwi Herlina, Feni Hevardani, Kelly Angelly Hidayah, Irma Rachmah I Made Arnawa Irwan Irwan Irwan Irwan Ismet Ismet, Ismet Jamaan, Elita Zusti Jamaan, Elita Zuzti Khairunnisa, Nurul Maulina Kurniawan, Arifin Lathiful Anwar Leni, Nofri Linda Wati Meisa Kurnia Melisa Melisa Mudjiran Muthia Rahmi, Muthia Nisa, Sahrun Nurhadi, Muhammad Nurhizrah Gistituati Nurvitasari, Septia Permana, Dony PS, Muktabar Annurul Purwoko, Agus PUTRI WAHYUNI Putri Yuanita Putri, Febby Fauzila Ramadoni, Ramadoni Rozika, Eri Sakinah, Hanifatus Sari, Tita Purnama Suherman, Suherman Sumarwati Suradi, Rahmat Ridho Suske, Ihksan Apria Syaputra, Hamdani Syarifuddin, Hendra Syarifuddin, Hendra Umi, Faridatul Wandila, Sephia Widya Novita Sari Yarman Yarman, Yarman Yolanda, Rendy Novri Yulyanti Harisman Yustianingsih, Rizza Zafirah, Afifah Zulnaidi, Hutkemri