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All Journal SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) Jurnal Karya Pendidikan Matematika Jurnal Pelangi AKSIOMA: Jurnal Program Studi Pendidikan Matematika Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika LEMMA: Letters Of Mathematics Education AlphaMath: Journal of Mathematics Education Jurnal Elemen Al-Jabar : Jurnal Pendidikan Matematika Empowerment : Jurnal Pengabdian Masyarakat INSPIRAMATIKA Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Equation: Teori dan Penelitian Pendidikan Matematika KOLOKIUM: Jurnal Pendidikan Luar Sekolah JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Jurnal Riset Pembelajaran Matematika BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Rangkiang: Jurnal Pengabdian Pada Masyarakat Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Jurnal Riset Pembelajaran Matematika Sekolah Jurnal Pengabdian dan Peningkatan Mutu Masyarakat (JANAYU) EMTEKA: Jurnal Pendidikan Matematika Dimensi Matematika : Jurnal Pendidikan dan Pembelajaran Matematika Plusminus: Jurnal Pendidikan Matematika ADMA: Jurnal Pengabdian dan Pemberdayaan Masyarakat JES-MAT (Jurnal Edukasi dan Sains Matematika) DIKMAT: Jurnal Pendidikan Matematika Pedagogy : Jurnal Pendidikan Matematika Jurnal Horizon Pendidikan RANGKIANG: Jurnal Pengabdian Pada Masyarakat Konstanta: Jurnal Matematika dan Ilmu Pengetahuan Alam Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pengabdian Masyarakat Jnanadharma Jurnal Pendidikan MIPA Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam Jurnal Pendidikan dan Keguruan
Hafizah Delyana, Hafizah
Universitas PGRI Sumatera Barat
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Journal : alphamath journal of mathematics education

 1 
The Effect of Model Discovery Learning on Students’ Self-Efficacy and Student Learning Outcomes Rina Febriana; Prihastini Oktasari Putri; Hafizah Delyana
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 9, No. 2, November 2023
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v9i2.19498

Abstract

One of the factors that influences a person's level of success in the learning process is self-efficacy. Low self-efficacy and student learning outcomes in the learning process are the background for this research. In order for student self-efficacy and learning outcomes to increase, there needs to be a learning process that makes students learn meaningfully, one of which is the model discovery learning. The purpose of writing the article is to see whether there is an increase in student self-efficacy after implementing the discovery learning model and whether there are differences in learning outcomes between the application of the model discovery learning and student learning outcomes using the scientific approach. The method in this research uses experimental research methods with research instruments in the form of questionnaires given to students before and after the learning process using discovery learning models and learning outcomes tests. Based on the calculations, it was found that there is an increase in students' self-efficacy after applying the model discovery learning, with a value  of 0.43 categorized as a "moderate" improvement. This indicates that the discovery learning model positively contributes to enhancing students' self-confidence. This means that there is an increase in student self-efficacy by implementing the model discovery learning. For student learning outcomes, the calculation results obtained are ????ℎ???????????????????? = 2.38 and ???????????????????????? = 1.67. This means that student learning outcomes by applying the model discovery learning are better than by applying learning using the scientific approach.
Realistic Mathematics Education for 21st Century Skills: Strengthening Collaboration and Critical Thinking in Mathematics Learning Rina Febriana; Hafizah Delyana; Anna Cesaria; Anny Sovia
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30426

Abstract

The development of 21st-century skills, particularly collaboration and critical thinking, has become a central objective in contemporary mathematics education. The Realistic Mathematics Education (RME) approach is considered a promising intellectual strategy for supporting these competencies through contextual problem-solving activities and structured social interactions. However, emperiecal evidence on the simultaneous contribution on both critical thinking and collaborative skills remains limited. This study aims to assess the effect of the RME approach on students’ critical thinking and collaborative skill in mathematics learning. A quantitative approach using a quasi-experimental pretest–posttest control group design involving sixty students, divided into an experimental group receiving RME instruction (n = 30) and a control group receiving conventional instruction (n = 30). The research instruments included a critical thinking skills test and an observation-based collaboration skills assessment. Data were analyzed using Multivariate analysis of Covariance to assess the combined effects of RME while controlling for initial abilities .The results revealed that the experimental group ashowed significantly higher posttest scores in critical thinking skills (M = 82.15) compored to the control group (M = 70.46), with N-Gain scores of 0.61 and 0.35, respectively. Similarly, students’ collaborative skills in the experimental group (M = 84.27) were higher than those in the control group (M = 71.15). Multivariate analysis confirmed a statistically significant effect of RME on both critical thinking and collaboration. These findings suggest that RME effectively enhances students' cognitive and social competencies and can serve as an alternative strategy for mathematics instruction.
Co-Authors Ade Pratama Adnan, Mazlini Afriyola, Fingki Ahmad Fauzan Ainil Mardiyah Aldo Saprianto Alfi Yunita Alfi Yunita Ali Asmar Ambiyar, Ambiyar Amnah Anggun Vitaloka Anggun Vitaloka Angraini, Tri Wulan Puteri Anna Cesaria Anny Sovia Arie Purwa Kusuma Armiati Asmar, Ali Aulia Afza Ayu Anggraini Aziz, Ishak delvita rahma sari Desfina Aisyiah Desma Warti Desmita Alfira Desmita Alfira Doli Oktamira Elza Safitri Eva Pebri Ningsih Fadli Aprilianto Fahmi Aulia Zikra Fitri Suryani Fitri Suryani Gusnita Gusnita Gusnita Habib Bisma Wibisana Hamdunah Iga Kumala Sari Ira Dya Fitri, Desi Irfan Fadhli Isra, Rilla Juni Istikhfar Istikhfar Jea Marita Laksono Trisnantoro Latifa Zahara Lita Lovia Lucky Heriyanti Jufri, Lucky Heriyanti Melisa Melisa Melisa Melisa Melisa Melisa Melisa Melisa Miftahul Rizka Mitra Yeni Mourend Defegi Mudjiran Mudjiran Mulia Suryani Neelam, Dhea Adrin Nisa Gusriyani Nurhizrah Gistituati Nurmi Nurmi Okky Rayhana Oktaviani, Tri Paramitha, Audra Prihastini Oktasari Putri Radhya Yusri, Radhya Rahmi Rahmi Rahmi Rahmi Rahmi Rahmi Rahmi Ramadoni, Ramadoni Restu Nasyatul A Retna Wites Revi Syahira ridha ulfahmi yessa Rija Tasya Salsabila Rike Hayati Rina Febriana Rina Febriana RF Rina Febriana RF Salsabila, Rija Tasya Sasi Rahimah Syani Sefna Rismen Septya, Egi Siskha Handayani, Siskha Siti Syarifah Rahmadhani Suci Wahyuni Susi lawati Syuraini, Syuraini Tai Chien Kao Thania Diyelsa Tri Wulan Puteri Angraini Villia Anggraini Vivi Gita Puspita Wahyuna, Synta Welly Apria Windi Maiendra Yerizon Yerizon Yulia Haryono Yusof, Anuar Mohd. Zainal, Hardani Mardiana Zulfitri Aima Zulfitri Aima