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All Journal Mandalika Mathematics and Educations Journal Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Mathematics Education and Application Journal (META)
Hariaty Hamid
Universitas Borneo Tarakan
Agriculture, Biological Sciences & Forestry Education Mathematics Physics Public Health Other

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Perspektif Gaya Kognitif: Eksplorasi Kesalahan Matematis Siswa pada Materi SPLDV Nurmala R; Dewi Oktavia; Hariaty Hamid
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11120

Abstract

This descriptive qualitative study maps the locations and etiological factors of mathematical errors among eighth-grade students in solving Linear Equations in Two Variables (LETV), analyzed through cognitive style typologies. Using purposive sampling, five representative subjects two Field Independent (FI) and three Field Dependent (FD) students—were selected. Data triangulation involved the Group Embedded Figures Test (GEFT), a problem-solving test, and clinical interviews, analyzed through an interactive model of reduction, display, and verification. Results indicate that FI students commit conceptual errors due to lack of thoroughness, principle errors from personalized methods, and procedural errors from unsystematic approaches. Conversely, FD students exhibit conceptual errors from misunderstanding prerequisites, principle errors in mathematical modeling, and procedural errors due to inappropriate methods and low arithmetic accuracy. The study emphasizes the necessity of instructional differentiation: teachers should provide systematization exercises for FI students to minimize carelessness and intensive scaffolding for FD students to improve their transformation of word problems into formal models. This approach aims to reduce cognitive barriers by addressing specific learning characteristics.
KAJIAN EKSPERIMENTAL PROBLEM BASED LEARNING PADA KETERAMPILAN BERPIKIR KRITIS MATEMATIKA SISWA SMP Indah Sari; Arief Ertha Kusuma; Hariaty Hamid
Mathematics Education and Application Journal (META) Vol. 7 No. 1 (2025): Juli 2025
Publisher : Department of Mathematics Education Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/82hg9870

Abstract

This study aims to determine the influence of the Problem-Based Learning (PBL) learning model on students’ mathematical critical thinking skills in grade VIII of SMPN 2 Bunyu Island. This study uses a quasi-experiment, with a sample of 63 students obtained through saturated sampling. Data on mathematical critical thinking skills were collected with five different description questions for the pretest and posttest. The research data were analyzed using descriptive statistics, an independent-samples t-test, and an N-gain score test. The descriptive analysis showed that the average score on the mathematical critical thinking tests in the experimental class using the Problem-Based Learning (PBL) model was higher than that in the control class using the conventional model. The independent-samples t-test showed t-calculate > t-table at the 5% significance level, and the follow-up test using the N-gain score showed that the average score of the experimental class was significantly higher than the average N-gain score of the control class. Thus, it was concluded that the Problem-Based Learning (PBL) learning model influenced students’ mathematical critical thinking skills in grade VIII of SMPN 2 Bunyu Island. Implementing the Problem-Based Learning (PBL) model can be an effective strategy for improving students’ critical thinking skills in mathematics.   Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning (PBL) terhadap keterampilan berpikir kritis matematis siswa di kelas VIII SMPN 2 Pulau Bunyu. Penelitian ini menggunakan Quasi Eksperimen. Sampel penelitian ini berjumlah 63 siswa yang diperoleh melalui teknik sampling jenuh. Data keterampilan berpikir kritis matematis dikumpulkan dengan 5 soal uraian yang berbeda untuk pretest dan posttest. Data penelitian dianalisis dengan teknik analisis deskriptif, uji independent sample t-test dan uji N-gain score. Hasil analisis deskriptif menunjukkan skor rata-rata hasil tes keterampilan berpikir kritis matematis pada kelas eksperimen yang menerapkan model PBL lebih besar dibandingkan dengan kelas kontrol yang menerapkan model pembelajaran konvensional. Uji independent sample t-test menunjukkan nilai thitung > ttable pada taraf signifikansi  serta hasil uji lanjut menggunakan uji N-gain score diperoleh skor rata-rata N-gain kelas eksperimen lebih besar dibandingkan skor rata-rata N-gain kelas kontrol. Dengan demikian disimpulkan bahwa terdapat pengaruh model PBL terhadap keterampilan berpikir kritis matematis siswa di kelas VIII SMPN 2 Pulau Bunyu. Penerapan model PBL dapat menjadi strategi efektif untuk meningkatkan keterampilan berpikir kritis matematis siswa
In-Action Learning: A Practical Model for Boosting Secondary Students' Mathematical Connections Nurmala R; Hariaty Hamid
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 6 No. 2 (2026): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v6i2.4269

Abstract

This study aims to develop an in-action learning design for mathematics learning in junior high school and to test its effectiveness in improving students' mathematical connection skills. This study uses the Educational Design Research (EDR) method, adapted from the Plomp development model. The design development goes through three stages: preliminary research, prototype development, and assessment. The research instruments include questionnaires, observation sheets, and mathematical connection ability tests. The design trial was conducted on junior high school students in Bone Regency, South Sulawesi. The study results show that the developed in-action learning design meets the criteria of validity, practicality, and effectiveness. This design is considered valid based on expert assessment, practical based on responses and implementation in the field, and effective in improving students' mathematical connection skills based on test results and observation of student activities. This study recommends applying the in-action learning design as an alternative mathematics learning model in junior high school.
Co-Authors Apriani, Eva Ardiansyah Ardiansyah Dewi Oktavia Eka Widyawati Indah Sari Izzatin, Maharani Kusuma, Arief Ertha Mucti, Alfian Nurmala R Rahayu, Setia Widia Yuli Rahmawati