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Pendidikan Matematika Realistik Sebagai Pendekatan Untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa SMP Maulani Meutia Rani; Yarman Yarman; Ronal Rifandi; Yulyanti Harisman
Euclid Vol 9, No 2 (2022)
Publisher : Universitas Swadaya Gunung Jati.

Kemampuan pemecahan masalah merupakan suatu aspek yang penting dikembangkan agar peserta didik dapat berhasil dalam pembelajaran matematika. Akan tetapi fakta dilapangan tidak sesuai dengan yang di harapkan, peserta didik mengalami kesulitan menyelesaikan permasalahan pemecahan masalah matematis sehingga menyebabkan hasil belajar peserta didik masih rendah. Salah satu cara yang dapat dilakukan untuk meningkatkan kemampuan pemecahan masalah matematis ialah dengan menerapkan pendekatan pendidikan matematika realistik (PMR). Tujuan penelitian ini untuk menganalisis perbandingan kemampuan pemecahan masalah peserta didik yang menerapkan pembelajaran pendekatan PMR dengan peserta didik yang menerapkan pembelajaran konvensional. Metode kuasi eksperimen dengan rancangan randomized control group only design yang digunakan pada penelitian ini. Populasi penelitian yaitu peserta didik kelas VII SMP yang dipilih menjadi dua kelas sampel penelitian melalui cara simple random sampling. Test kemampuan pemecahan masalah dengan bentuk essay menjadi instrument pada penelitian ini , dimana tes diberikan di akhir pertemuan untuk kedua kelas sampel penelitian. Hasil analisis uji hipotesis dengan menggunakan uji t diperoleh kesimpulan bahwa kemampuan pemecahan masalah peserta didik yang belajar dengan pendekatan PMR lebih baik dari siswa yang belajar dengan pembelajaran konvensional.

Improving Students Mathematical Critical Thinking Ability With Learning Modules Using Brain-Based Learning Models Nisa Ulkhairat Asfar; Dony Permana; Ahmad Fauzan; Yarman Yarman
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 6 No. 1 (2022)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v6i1.2415

The quality of mathematics learning is influenced by good teaching material and can facilitate students to be active in knowledge and improve mathematical critical thinking skills. Mathematical critical thinking skills focus on activities in analyzing a more specific idea. Developing a learning module using a brain-based learning model is necessary to improve mathematical critical thinking skills. This study aims to determine the characteristics of the learning module using a brain-based learning model that is valid, practical, and effective. This type of research is development research using the Plomp model, which consists of three stages, namely the preliminary, development, and assessment stages. The module is made using a Brain-based learning model for class X Junior High School (SMA). The instruments used are validation sheets, observation sheets, questionnaires, interviews, and tests. The results showed that the learning module using the brain-based learning model for class X SMA was valid, practical, and effective. The validity of the module reaches 78.6. In contrast, the practicality of the module is 91.67%. In terms of effectiveness, it can be seen from students' average mathematical critical thinking ability test results, namely from 52.2 to 88.1

PENGEMBANGAN MODUL AJAR MATEMATIKA BERBASIS PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS VII SMP Silviana Ekasari Asmar; Armiati Armiati; I Made Arnawa; Yarman Yarman
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 1 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i1.8368

Kemampuan pemecahan masalah matematis peserta didik masih tergolong rendah. Akibatnya, siswa tidak mampu memodelkan masalah tersebut dalam bentuk matematis, dan siswa juga kurang terampil dalam menginterpretasikan soal kontekstual. Salah satu penyebab rendahnya KPM peserta didik adalah kurangnya bahan ajar yang memfasilitasi KPM peserta didik, maka akan dikembangkan modul ajar berbasis PBL yang dirancang sesuai karakteristik peserta didik yang mampu melatih kemandirian peserta didik serta meningkatkan kemampuan pemecahan masalah matematis peserta didik. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model pengembangan Plomp. Produk yang dikembangkan adalah modul ajar dan LKPD berbasis PBL untuk kelas VII SMP materi statistika. Tujuan penelitian ini adalah untuk mendeskripsikan modul ajar berbasis PBL yang valid, praktis, dan efektif terhadap kemampuan pemecahan masalah matematis peserta didik kelas VII SMP. Hasil Validasi modul ajar dan LKPD berbasis PBL sebesar 3,5 dan 3,51 dengan kriteria sangat valid. Sedangkan berdasarkan angket respon peserta didik pada tahap small group evaluation dan field test terhadap praktikalitas LKPD berbasis PBL ialah 91,41% dan 86,05% dengan kriteria sangat praktis dan angket respon pendidik terhadap praktikalitas modul ajar dan LKPD berbasis PBL adalah 93,75% dan 92,19% dengan kriteria sangat praktis. Hasil tes kemampuan pemecahan masalah diperoleh 80% peserta didik yang tuntas dengan kategori efektif.Students' mathematical problem solving abilities are still relatively low. As a result, students are unable to model the problem in mathematical form, and students are also less skilled in interpreting contextual problems. One of the causes of the low KPM of students is the lack of teaching materials that facilitate students' KPM, so PBL-based teaching modules will be developed which are designed according to the characteristics of students which are able to train students' independence and improve students' mathematical problem solving abilities. This research is development research using the Plomp development model. The products developed are PBL-based teaching modules and LKPD for class VII SMP statistics material. The aim of this research is to describe a PBL-based teaching module that is valid, practical and effective for the mathematical problem solving abilities of class VII junior high school students. The results of the validation of PBL-based teaching modules and LKPD were 3.5 and 3.51 with very valid criteria. Meanwhile, based on the student response questionnaire at the small group evaluation and field test stages regarding the practicality of PBL-based LKPD, it was 91.41% and 86.05% with very practical criteria and the teacher response questionnaire regarding the practicality of PBL-based teaching modules and LKPD was 93.75%. and 92.19% with very practical criteria. The results of the problem solving ability test were obtained by 80% of students who completed the effective category.

PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS PROBLEM BASED LEARNING BERBANTUAN MACROMEDIA FLASH UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH Novalisa Pratiwi; Yarman Yarman
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 3 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i3.9000

This research was motivated by the suboptimal ability to solve mathematical problems of class VIII junior high school students.This research aims to produce learning tools in the form of lesson plans and worksheet based on problem based learning assisted by macromedia flash to improve students' mathematical problem solving abilities that are valid, practical and effective. This research is development research with a pilot model which consists of preliminary research, prototyping phase, and assessment phase. This research was conducted at Atthayyibah Kerinci Middle School. The results of the research show that the problem based learning tool with the help of Macromedia Flash that was developed is classified as very valid based on the expert review for the RPP, which is 3.77 and LKPD is 3.68. Meanwhile, the practicality results were 90.11% and 89.75% with very practical criteria. Apart from that, the effectiveness of the percentage of completeness of students who took the mathematical problem solving ability test for the small group stage obtained a complete percentage of 80.65% and at the field test stage obtained a complete percentage of 86.49% so it was categorized as effective. So it can be concluded that the learning tool based on problem based learning assisted by Macromedia Flash on relationship and function material is said to be valid, practical and effective.

PERKEMBANGAN DAN PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK MELALUI MODEL PEMBELAJARAN THINK TALK WRITE Andika Tanca Sandi; Yarman Yarman; Fitrani Dwina; Khairani Khairani
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 9 No. 4 (2026): August 2026 (1)
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v9i4.6858

Abstract: Mathematical communication is an essential competency in mathematics learning; however, the mathematical communication skills of Grade VIII students at SMP Negeri 25 Padang were still relatively low. This study aimed to describe the development of students' mathematical communication skills during the implementation of the Think Talk Write (TTW) cooperative learning model and to determine whether these skills were better than those of students who learned through conventional instruction. This study employed a quasi-experimental method using a nonequivalent posttest-only control group design. The research samples were Class VIII.6 as the experimental group and Class VIII.7 as the control group. Data were collected through quizzes and an essay-based mathematical communication skills test. The results showed that the mathematical communication skills of students in the experimental class improved progressively throughout the implementation of the TTW learning model. The Mann–Whitney test at a significance level of 0.05 yielded a p-value of 0.000, leading to the rejection of H₀. Therefore, students who learned through the Think Talk Write cooperative learning model demonstrated better mathematical communication skills than those who received conventional instruction. Keyword: mathematical communication skills; cooperative learning model; think talk write. Abstrak: Kemampuan komunikasi matematis merupakan salah satu kompetensi penting dalam pembelajaran matematika, namun kemampuan tersebut pada peserta didik kelas VIII SMP Negeri 25 Padang masih tergolong rendah. Penelitian ini bertujuan untuk mendeskripsikan perkembangan kemampuan komunikasi matematis peserta didik selama diterapkan model pembelajaran kooperatif tipe Think Talk Write (TTW) serta mengetahui perbedaannya dengan peserta didik yang belajar menggunakan pembelajaran konvensional. Penelitian menggunakan metode eksperimen semu (quasi experiment) dengan rancangan nonequivalent posttest-only control group design. Sampel penelitian terdiri atas kelas VIII.6 sebagai kelas eksperimen dan kelas VIII.7 sebagai kelas kontrol. Data dikumpulkan melalui kuis dan tes kemampuan komunikasi matematis berbentuk soal uraian. Hasil penelitian menunjukkan bahwa kemampuan komunikasi matematis peserta didik pada kelas eksperimen mengalami peningkatan secara bertahap selama penerapan model TTW. Hasil uji Mann-Whitney pada taraf signifikansi 0,05 menghasilkan p-value = 0,000 sehingga H₀ ditolak. Dengan demikian, kemampuan komunikasi matematis peserta didik yang belajar menggunakan model pembelajaran kooperatif tipe Think Talk Write lebih baik daripada peserta didik yang belajar menggunakan pembelajaran konvensional. Kata kunci: kemampuan komunikasi matematis; model pembelajaran kooperatif; think talk write.

EFFECT OF THE CONTEXTUAL TEACHING AND LEARNING APPROACH ON THE MATHEMATICAL COMMUNICATION SKILLS OF EIGHTH-GRADE STUDENTS Nisrina Wulandari; Yerizon Yerizon; Armiati Armiati; Yarman Yarman
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 9 No. 5 (2026): October (2026)
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v9i5.7156

Abstract: Mathematical communication is an essential aspect of mathematics learning because students need to express mathematical ideas, explain their reasoning, and represent problems using appropriate mathematical forms. This study examined whether the Contextual Teaching and Learning (CTL) approach produced different mathematical communication outcomes from conventional instruction among eighth-grade students at SMPN 20 Padang. A quasi-experimental study was conducted using a Nonequivalent Posttest-Only Control Group Design. The participants were 59 students, comprising 29 students in the experimental group and 30 students in the control group. The experimental group received instruction based on CTL, whereas the control group was taught through conventional instruction. Students’ mathematical communication skills were measured using a four-item essay test administered at the end of the learning process. Prior to hypothesis testing, the data were examined for normality and homogeneity, followed by a one-tailed t-test using Minitab. The analysis showed that the data satisfied the required normality and homogeneity assumptions. The hypothesis test produced a P-value of 0.034, which was lower than the significance level of 0.05; therefore, H₀ was rejected. The experimental group obtained a mean score of 18.35, while the control group achieved 16.00. The results provide evidence of a significant difference in mathematical communication skills between students learning through CTL and those receiving conventional instruction. Keywords: Mathematical Communication Skills, Contextual Teaching and Learning (CTL), Quasi-Experimental Research, Mathematics Learning Abstrak: Kemampuan komunikasi matematis merupakan salah satu aspek penting dalam pembelajaran matematika karena peserta didik perlu mengungkapkan ide, menjelaskan proses berpikir, serta merepresentasikan permasalahan dalam bentuk matematika yang tepat. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan komunikasi matematis peserta didik kelas VIII SMPN 20 Padang antara pembelajaran yang menggunakan pendekatan Contextual Teaching and Learning (CTL) dan pembelajaran konvensional. Penelitian dilaksanakan dengan metode kuasi eksperimen menggunakan desain Nonequivalent Posttest-Only Control Group Design. Subjek penelitian berjumlah 59 peserta didik yang terdiri atas 29 peserta didik pada kelompok eksperimen dan 30 peserta didik pada kelompok kontrol. Kelompok eksperimen memperoleh pembelajaran dengan pendekatan CTL, sedangkan kelompok kontrol mengikuti pembelajaran konvensional. Kemampuan komunikasi matematis diukur melalui tes akhir berupa empat soal esai yang diberikan setelah proses pembelajaran selesai. Sebelum pengujian hipotesis, data terlebih dahulu dianalisis melalui uji normalitas dan homogenitas, kemudian dilanjutkan dengan uji-t satu pihak menggunakan bantuan Minitab. Hasil analisis menunjukkan bahwa data kedua kelompok memenuhi asumsi normalitas dan homogenitas. Pengujian hipotesis menghasilkan P-value sebesar 0,034 yang lebih kecil daripada taraf signifikansi 0,05 sehingga H₀ ditolak. Rata-rata skor kelompok eksperimen sebesar 18,35, sedangkan kelompok kontrol sebesar 16,00. Hasil tersebut menunjukkan adanya perbedaan yang signifikan dalam kemampuan komunikasi matematis antara peserta didik yang memperoleh pembelajaran dengan pendekatan CTL dan peserta didik yang memperoleh pembelajaran konvensional. Kata kunci: Kemampuan Komunikasi Matematis, Contextual Teaching and Learning (CTL), Kuasi Eksperimen, Pembelajaran Matematika

Developing Problem-Based Learning Teaching Modules Integrated with ClassPoint to Enhance Students' Mathematical Reasoning Susi Nofelia; Yerizon Yerizon; Ahmad Fauzan; Yarman Yarman
Berkala Ilmiah Pendidikan Vol. 6 No. 3 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i3.2278

Students’ mathematical reasoning ability remains relatively low, particularly in solving contextual problems that require students to provide mathematical explanations, perform mathematical manipulations, formulate conjectures, and draw conclusions. This condition is associated with the limited implementation of problem-based learning and the suboptimal use of interactive technology in mathematics instruction at SMPN 22 Padang. Therefore, this study aimed to develop a teaching module based on the Problem-Based Learning (PBL) model integrated with ClassPoint to improve students’ mathematical reasoning ability and to determine its validity, practicality, and effectiveness. This study employed a Research and Development approach using the Plomp model, consisting of preliminary research, development or prototyping, and assessment phases. The development process involved self-evaluation, expert review, one-to-one evaluation, small-group evaluation, and field testing. The field test involved 31 ninth-grade students of SMPN 22 Padang. Data were collected through validation sheets, practicality questionnaires, observation sheets, interviews, and mathematical reasoning tests. The results showed that the teaching module achieved a validity percentage of 91.56%, while the LKPD achieved 91.80%, both categorized as highly valid. The practicality scores were 87.41% based on students’ responses and 95% based on the teacher’s response, indicating a highly practical product. The average mathematical reasoning score reached 80.65, with 25 of 31 students (80.65%) achieving mastery. Thus, the developed PBL-ClassPoint teaching module met the criteria of validity, practicality, and effectiveness.

Pengaruh Pendekatan Deep Learning terhadap Pemecahan Masalah Matematis Peserta Didik Kelas XI SMA Negeri 1 X Koto Sri Adinda Putri; Irwan Irwan; Minora Longgom Nasution; Yarman Yarman
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 3 (2026): July-September, Emerging Issues in Education, Society, and Humanities.
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/ah6qh347

Mathematical problem-solving ability is one of the essential competencies that students must possess in mathematics learning. However, the mathematical problem-solving ability of eleventh-grade students at SMA Negeri 1 X Koto has not yet reached an optimal level. This study aimed to analyze and compare whether the mathematical problem-solving ability of students who learned using the Deep Learning approach was better than that of students who learned through the conventional approach. This study was a quasi-experimental study employing a Posttest-Only Control Group Design. The population consisted of eleventh-grade students of SMA Negeri 1 X Koto in the 2026/2027 academic year. Samples were selected using purposive sampling technique, with class XI.F1 (33 students) as the experimental class and class XI.F2 (35 students) as the control class. Data were collected through a final test of mathematical problem-solving ability and analyzed using normality, homogeneity, and t-tests. The results showed that the average score of the experimental class (55.76) was higher than that of the control class (36.38). Furthermore, the t-test results (P-value = 0.000 < 0.05) confirmed that students who learned using the Deep Learning approach had significantly better mathematical problem-solving ability than those who learned through the conventional approach. Therefore, the Deep Learning approach had a positive effect on students' mathematical problem-solving ability.

PERKEMBANGAN KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK MELALUI PENDEKATAN REALISTIC MATHEMATICS EDUCATION PADA TRANSFORMASI GEOMETRI Fadiyah Yonita; Yulyanti Harisman; Fitrani Dwina; Yarman Yarman
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 9 No. 5 (2026): October (2026)
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v9i5.7194

Abstract: Students’ ability to communicate mathematical thinking in written form remains one of the challenges in mathematics learning. To provide students with opportunities to express and represent mathematical ideas, learning activities that encourage their involvement in the mathematization process are needed. This study aims to describe the development of students’ written mathematical communication skills through the Realistic Mathematics Education (RME) approach in geometry transformation. The study employed a quantitative approach with a descriptive method. The subjects were 21 students of class IX.1 at SMP Pertiwi 2 Padang in the first semester of the 2026/2027 academic year. The learning activities were conducted in six meetings covering translation, reflection, rotation, and dilation. Data were collected through quizzes administered at each meeting, which were developed based on four indicators of mathematical communication skills and analyzed descriptively using the mean quiz scores and the scores for each indicator. The results showed that the mean quiz score increased from 62.50 in the first meeting to 85.71 in the sixth meeting. All four indicators of mathematical communication also showed improvement across the measurements. Thus, students’ written mathematical communication skills demonstrated development during learning using the RME approach in geometry transformation. Learning through the RME approach provides students with opportunities to develop written mathematical communication skills through contextual problems, the use of various representations, and problem solving Keywords: mathematical communication; Realistic Mathematics Education; geometry transformation. Abstrak: Kemampuan peserta didik dalam mengomunikasikan pemikiran matematis secara tertulis masih menjadi salah satu permasalahan dalam pembelajaran matematika. Untuk memberikan ruang bagi peserta didik dalam menyampaikan dan merepresentasikan ide matematis, diperlukan pembelajaran yang mendorong keterlibatan mereka dalam proses matematisasi. Penelitian ini bertujuan untuk menggambarkan perkembangan kemampuan komunikasi matematis tertulis peserta didik melalui pendekatan Realistic Mathematics Education (RME) pada materi transformasi geometri. Penelitian menggunakan pendekatan kuantitatif dengan metode deskriptif. Subjek penelitian adalah 21 peserta didik kelas IX.1 SMP Pertiwi 2 Padang pada semester ganjil tahun ajaran 2026/2027. Pembelajaran dilaksanakan dalam enam pertemuan yang mencakup materi translasi, refleksi, rotasi, dan dilatasi. Data dikumpulkan melalui kuis pada setiap pertemuan yang disusun berdasarkan empat indikator kemampuan komunikasi matematis dan dianalisis secara deskriptif melalui rata-rata nilai kuis serta skor setiap indikator. Hasil penelitian menunjukkan bahwa rata-rata nilai kuis meningkat dari 62,50 pada pertemuan I menjadi 85,71 pada pertemuan VI. Keempat indikator komunikasi matematis juga menunjukkan peningkatan pada setiap pengukuran. Dengan demikian, selama pembelajaran menggunakan pendekatan RME pada materi transformasi geometri, kemampuan komunikasi matematis tertulis peserta didik menunjukkan perkembangan. Pembelajaran dengan pendekatan RME memberikan ruang bagi peserta didik untuk mengembangkan kemampuan komunikasi matematis tertulis melalui masalah kontekstual, penggunaan berbagai representasi, dan penyelesaian masalah. Kata kunci: komunikasi matematis; Realistic Mathematics Education; transformasi geometri.

PENGARUH PENDEKATAN DEEP LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK KELAS VIII SMP Miftah Nur Jannah; Irwan Irwan; Fitrani Dwina; Yarman Yarman
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 9 No. 5 (2026): October (2026)
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v9i5.7186

Abstract: In mathematics learning, mathematical problem-solving ability is an essential competency for students to master. In practice, however, the mathematical problem-solving ability of eighth-grade students at SMP Pembangunan Laboratorium UNP remains low, as shown by a preliminary test indicating that students had not yet been able to solve problems according to the indicators of mathematical problem-solving ability. One effort to address this problem is by implementing a deep learning approach. This study aimed to determine whether the mathematical problem-solving ability of students taught using the deep learning approach is better than that of students taught using the conventional approach. This research was a quasi-experiment with a posttest-only control group design. The population consisted of eighth-grade students of SMP Pembangunan Laboratorium UNP in the 2026/2027 academic year. The sample consisted of two classes selected through simple random sampling, namely class VIII A as the experimental group and class VIII C as the control group. The research instrument was a mathematical problem-solving ability test. Based on the analysis, the data were normally distributed and homogeneous in variance, so hypothesis testing was conducted using a t-test. The results showed a t-value of 2.01 with a P-value of 0.025. Since the P-value < α (α = 0.05), was rejected. It can be concluded that the mathematical problem-solving ability of students taught using the deep learning approach is better than that of students taught using the conventional approach. Keywords: Mathematical Problem-Solving Ability, Deep Learning Approach, Conventional Approach Abstrak: Pada pembelajaran matematika, kemampuan pemecahan masalah matematis merupakan kemampuan penting yang perlu dikuasai peserta didik. Namun kenyataannya, kemampuan pemecahan masalah matematis peserta didik kelas VIII SMP Pembangunan Laboratorium UNP masih rendah, terlihat dari hasil tes awal yang menunjukkan peserta didik belum mampu menyelesaikan permasalahan sesuai indikator kemampuan pemecahan masalah matematis. Upaya yang dilakukan untuk mengatasi permasalahan tersebut adalah dengan menerapkan pendekatan deep learning. Tujuan penelitian ini adalah untuk mengetahui apakah kemampuan pemecahan masalah matematis peserta didik yang pembelajarannya menggunakan pendekatan deep learning lebih baik daripada peserta didik yang pembelajarannya menggunakan pendekatan konvensional. Jenis penelitian yang digunakan adalah quasi-experiment dengan rancangan posttest only control group design. Populasi penelitian adalah peserta didik kelas VIII SMP Pembangunan Laboratorium UNP tahun pelajaran 2026/2027. Sampel penelitian terdiri atas dua kelas yang dipilih menggunakan simple random sampling, yaitu kelas VIII A sebagai kelompok eksperimen dan kelas VIII C sebagai kelompok kontrol. Instrumen penelitian berupa tes kemampuan pemecahan masalah matematis. Berdasarkan hasil analisis, data berdistribusi normal dan memiliki variansi homogen sehingga pengujian hipotesis dilakukan menggunakan uji-t. Hasil penelitian menunjukkan nilai t-hitung sebesar 2,01 dengan P-value = 0,025. Karena P-value < α (α = 0,05), maka ditolak. Dengan demikian, dapat disimpulkan bahwa kemampuan pemecahan masalah matematis peserta didik yang pembelajarannya menggunakan pendekatan deep learning lebih baik daripada peserta didik yang pembelajarannya menggunakan pendekatan konvensional. Kata Kunci: Kemampuan Pemecahan Masalah Matematis, Pendekatan Deep Learning, Pendekatan Konvensional

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