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All Journal Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Diskursus Islam Inspiratif Pendidikan Auladuna MaPan : Jurnal Matematika dan Pembelajaran JISIP: Jurnal Ilmu Sosial dan Pendidikan Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah (JIPMI) Journal of Training and Community Service Adpertisi Pedagogy Review
Sitti Fatimah Sangkala Sirate
STKIP YPUP Makassar
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Mathematical Problem-Solving Abilities of Students in Solving Algebra Problems: A Quantitative Study on Junior High School Students Ovan, Ovan; Sirate, Sitti Fatimah Sangkala; Mulyati, Mulyati; Ramadhana, Risky; Hadi, Abdul
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 1 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Januari)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i1.9900

Abstract

This study investigates the algebra problem-solving abilities of junior high school students and explores the factors influencing their performance. Using a quantitative research design, the study assesses students' problem-solving skills through an algebra test and surveys measuring metacognitive awareness and self-confidence. A sample of 62 junior high school students was selected using stratified random sampling. The results show that while students demonstrated moderate proficiency in algebra, they particularly struggled with word problems, which require translating real-world scenarios into algebraic expressions. Performance on word problems was notably lower than on tasks involving basic algebraic manipulations. The study also reveals significant correlations between students’ metacognitive awareness and self-confidence and their problem-solving abilities, suggesting that students who are more aware of their thinking processes and confident in their abilities tend to perform better. The findings underscore the importance of metacognitive skills and self-confidence in improving algebra problem-solving and suggest that instructional strategies focusing on these aspects could enhance students' mathematical performance. This study has important implications for algebra instruction, recommending the incorporation of metacognitive strategies, reflective thinking, and problem-solving frameworks into the curriculum. Future research should explore the impact of different teaching methods and longitudinally track students' problem-solving development
Studi Eksploratif Smart Learning Environment dan Implikasinya terhadap Pengelolaan Pembelajaran Digital di STKIP YPUP Sangkala Sirate, Sitti Fatimah; Mulyati; Muhammad Yaumi
Jurnal Diskursus Islam Vol 13 No 3 (2025): Desember: Pendidikan, Menajemen, Bahasa Arab
Publisher : Program Pascasarjana, UIN Alauddin Makassar

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Abstract

This study aims to explore the concept of Smart Learning Environment (SLE) and analyze its implications for digital learning management at STKIP YPUP. The study employed a qualitative approach using an exploratory library research design. Data were collected from various academic sources, including books, journal articles, digital repositories, and academic search engines related to smart learning, smart education, smart pedagogy, smart technology, and smart classroom. Data analysis was conducted using the Miles, Huberman, and Saldana model through the stages of data condensation, data display, verification, and conclusion drawing. The findings indicate that Smart Learning Environment is a technology-based learning environment characterized by self-directed, motivated, adaptive, resource-enriched, and technology-embedded learning. Furthermore, SLE has implications for digital learning management through enhancing learning flexibility, integrating smart technologies, strengthening interactivity, and developing the roles of lecturers and students within digital learning environments in higher education.
Problem-Based Learning in Algebra: Fostering Critical Thinking Skills Among Middle School Students Ovan Ovan; Sitti Fatimah Sangkala Sirate; Mulyati Mulyati
Pedagogy Review Vol 5, No 2 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i2.pp223-232

Abstract

This study examines the effectiveness of Problem-Based Learning (PBL) in improving Grade 8 students’ critical thinking skills in algebraic problem solving. A quasi-experimental design was employed with 53 students, divided equally between an experimental group receiving PBL instruction and a control group receiving conventional instruction. Students’ critical thinking abilities were measured with pre- and post-tests, and the data were analyzed with independent-samples t-tests, paired-samples t-tests, normalized gain (N-gain), and effect size. The results revealed that both groups had comparable initial abilities, as indicated by the non-significant difference in pre-test scores. However, after the intervention, the experimental group achieved a significantly higher mean score compared to the control group (p 0.001). Within-group analysis showed that both groups improved significantly, but the magnitude of improvement was substantially greater in the PBL group. This is further supported by the N-gain results, which showed that the experimental group reached the moderate-to-high category, while the control group remained in the moderate category. The calculated effect size (d = 1.26) indicates a strong practical impact of PBL on students’ critical thinking skills. Additionally, gender-based analysis showed no significant differences, suggesting that PBL is equally effective for both male and female students. These findings indicate that Problem-Based Learning (PBL) creates a more effective environment for enhancing students’ critical thinking skills through structured problem-solving activities, collaborative discussions, and reflective reasoning processes. The study emphasizes the significance of student-centered learning approaches in mathematics education and recommends integrating PBL into classroom instruction to promote higher-order thinking skills and deeper conceptual understanding among students. Keywords: Problem-Based Learning, Critical Thinking Skills, Algebra, Middle School Students.
Co-Authors Abdul Hadi Erni Ratna Dewi Muhammad Yaumi Mulyati Mulyati Mulyati Mulyati Naomi Patiung Nur Asrawati Nur Qalbi Nurwanti Ovan Ovan Patiung, Naomi Qalbi, Nur Ramadhana, Risky Ruslan B Ruslan, Rezky Rahma Sapaan, Amika Sapaan, Amika Sapaan Sujariati Syaharuddin Syaharuddin Syarifuddin Ondeng Tasni, Nurfaida Usman Usman