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All Journal Griya Journal of Mathematics Education and Application Jurnal Pendidikan Jurnal Pendidikan MIPA
Demitra, Demitra
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Bridging Indigenous Knowledge and Cognition: A Metacognitive-Metaphor Learning Model to Enhance Mathematical Reasoning and Motivation Demitra, Demitra; Herianto, Herianto
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2557-2583

Abstract

Students' obstacles in learning mathematics are due to weak reasoning and low motivation. This study aims to develop a metacognitive learning model using the metaphor of a rare Kalimantan tree to improve mathematics learning outcomes and motivation. The research method comprised the Recursive, Reflective, Design, and Development stages, with the learning model developed as a single-path prototype and validated through expert, small-group, and field validation. The instruments include expert assessments, student response questionnaires, mathematics achievement tests, and motivation scales. Data analysis used qualitative and quantitative descriptions, bar charts, line charts, and analysis of variance. The research findings are presented through the gradual development of the learning model from a single-path prototype to an alpha and beta version. The learning model, in the form of a single-path prototype, is a rough draft for organizing three components: metacognitive questions, metaphors, and hands-on activities. The alpha version of the learning model was developed through expert and small-group validation. Experts assess the learning model as very effective for mathematical reasoning and learning motivation, and easy to apply. The beta version of the learning model has been proven effective in improving mathematics learning outcomes and in the interaction effect between motivation and the learning model during the mathematics learning process. Teachers use it by creating worksheets with metacognitive questions and assigning hands-on activities. The results of this study contribute theoretically by highlighting elements of local wisdom as components of the model.   Keywords: hands-on activity, mathematical reasoning, metaphor, metacognitive questioning strategy, motivation.   
Dilema Peningkatan Literasi Matematika melalui Media Pembelajaran E-colands pada Siswa Kelas VII, VIII, dan IX Sasalia , Putri; Puspitasari, Sry Rita; Agustianingsih, Ramayanti; Demitra, Demitra; Milala, Loy Cindy Br; Oktavia, Setri
Griya Journal of Mathematics Education and Application Vol. 5 No. 4 (2025): Desember 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i4.843

Abstract

The low mathematical literacy of Indonesian students based on PISA results necessitates innovation in mathematics learning. This study aims to analyze the effectiveness of peatland-based digital comic media (Electronic comic of Peatland/E-colands) in improving junior high school students' mathematical literacy and to reveal the dilemma of improving mathematical literacy occurring in grades VII, VIII, and IX. The research method used was quantitative with a pretest-posttest group design. The research sample consisted of 23 grade VII students, 26 grade VIII students, and 26 grade IX students selected using a purposive sampling technique. Data were collected through mathematical literacy tests in descriptive form and analyzed using descriptive statistics, followed by t-test and n-gain score analysis. The results showed that E-colands media was effective in improving mathematical literacy with a medium improvement category in all classes (n-gain: VII=0.68; VIII=0.41; IX=0.55). However, a dilemma was found where the significant improvement only changed the literacy criteria from low to medium in class VII, while classes VIII and IX remained in the low category even though their scores increased. This dilemma indicates the presence of cumulative learning loss, differences in psychological and motivational factors, and the need for longer and more integrated interventions for holistic mathematical literacy improvement.
Analysis of Students' Mathematical Reflective Thinking Ability on Algebraic Forms Based on Discovery Learning Activities Cahyani, Try Gita; Demitra, Demitra; Rizaldi, Muhammad
JURNAL PENDIDIKAN Vol 26 No 2 (2025): Jurnal Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52850/jpn.v26i2.22230

Abstract

The importance of reflective thinking skills in mathematics learning stems from in their demand for students to analyze, evaluate, and reconsider problem-solving strategies. The objectives of this study are: (1) to describe students' mathematical reflective thinking abilities based on discovery learning activities, and (2) to identify the factors that influence students' mathematical reflective thinking abilities. This study employed a mixed-method approach with an explanatory sequential design. Quantitative data were obtained through observations of the implementation of discovery learning, while qualitative data were gathered through tests and interviews with two students. The results show that students who effectively followed the stages of discovery learning tended to demonstrate a high level of mathematical reflective thinking. The research subjects were able to exhibit all three indicators of reflective thinking (reacting, comparing, and contemplating). Factors influencing students’ reflective thinking skills include cognitive aspects based on Bloom's taxonomy: knowledge (C1), comprehension (C2), application (C3), analysis (C4), and evaluation (C5).
Co-Authors Agustianingsih, Ramayanti Cahyani, Try Gita Herianto Herianto Milala, Loy Cindy Br Oktavia, Setri Puspitasari, Sry Rita Rizaldi, Muhammad Sasalia , Putri