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All Journal At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan JURMADIKTA
Mazlan Mazlan
Institut Agama Islam Negeri Langsa
Humanities Education Library & Information Science Mathematics Social Sciences Other

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Beyond Numbers: Realistic Mathematics Education in Mathematics in Action to Enhance Students' Problem-Solving Skills Mazlan Mazlan; Wahyuni Wahyuni; Rosmiati Rosmiati
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol. 12 No. 1 (2025): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v12i1.11076

Abstract

This research aims to improve the mathematical problem-solving abilities of class XII Langsa State High School students through the application of the Principles of Realistic Mathematics (PMR). The research method used is Classroom Action Research (PTK) with three cycles. The research subjects were 28 students. Data was obtained through problem-solving ability tests, observation of teacher activities, and student activities in learning. The research results show that the application of PMR is effective in improving students' problem-solving abilities. In cycle I, the students' average score reached 65.43 with classical completeness of 53.57%. This value increased to 72.86 in cycle II with classical completeness of 75.00%, and in cycle III it increased again to 80.23 with classical completeness of 89.28%. Apart from that, teacher activity in learning with PMR also increased from cycle to cycle, with the average value of teachers' ability to manage learning increasing from 3.00 in cycle I, to 3.25 in cycle II, and 3.45 in cycle III. Student learning activities also show an increase. In cycle I, the percentage of student activity was 62.50% (sufficient category), increased to 70.83% in cycle II (good category), and reached 78.57% in cycle III (active category). Students are more active in understanding contextual problems, discussing to find solutions, and summarising learning results. With these results, it can be concluded that the PMR approach can improve students' mathematical problem solving, student learning activities, and the effectiveness of teacher learning management. Therefore, PMR is recommended as a learning strategy that can be applied in mathematics learning at the high school level.
KEAHLIAN ADAPTIF GURU MATEMATIKA MADRASAH IBTIDAIYAH DALAM MERESPONS PEMIKIRAN MATEMATIS SISWA DI KELAS KONTEKSTUAL Wahyuni Wahyuni; Mazlan Mazlan; Dian Armanto; Haratuddin Haratuddin
JURMADIKTA Vol. 6 No. 2 (2026): JURMADIKTA
Publisher : Pendidikan Matematika FKIP ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jurmadikta.v6i2.3737

Abstract

Penelitian ini bertujuan mendeskripsikan dan menganalisis keahlian adaptif guru matematika Madrasah Ibtidaiyah dalam merespons pemikiran matematis siswa pada pembelajaran matematika kontekstual. Penelitian menggunakan pendekatan kualitatif dengan dukungan analisis kuantitatif deskriptif. Subjek penelitian terdiri atas 20 guru matematika dari lima Madrasah Ibtidaiyah di Kota Langsa yang melibatkan 9 guru senior, 11 guru pemula, dan sekitar 80 siswa. Data dikumpulkan melalui rekaman video pembelajaran, stimulated recall interview, dan transkrip interaksi kelas. Analisis data dilakukan melalui pengkodean dan interpretasi terhadap respons guru yang muncul dalam video pembelajaran, dialog kelas, dan wawancara reflektif. Hasil pengkodean kemudian dipetakan ke dalam komponen adaptive expertise menggunakan rubrik analisis berskala 1–4, serta dianalisis secara kuantitatif deskriptif melalui perhitungan skor rata-rata (mean) pada setiap komponen. Hasil penelitian menunjukkan bahwa guru senior cenderung lebih kuat pada aspek pemahaman mendalam terhadap pemikiran matematis siswa dan refleksi pedagogis, sedangkan beberapa guru pemula menunjukkan fleksibilitas yang cukup baik dalam menerima strategi informal siswa. Penelitian ini juga menemukan adanya ketegangan pedagogis ketika guru menghadapi strategi alternatif dan pertanyaan konseptual siswa yang berada di luar prosedur rutin pembelajaran matematika. Temuan penelitian menunjukkan bahwa keahlian adaptif guru tidak hanya dipengaruhi oleh pengalaman mengajar, tetapi juga oleh kemampuan guru membaca kompleksitas situasi pembelajaran, mengelola ketidakpastian konseptual, dan merespons pemikiran matematis siswa secara reflektif. Kebaruan penelitian ini terletak pada pengungkapan ketegangan pedagogis dan respons emosional guru dalam menghadapi konflik makna matematis pada pembelajaran matematika sekolah dasar.
Co-Authors Dian Armanto Haratuddin Haratuddin Rosmiati Rosmiati wahyuni wahyuni