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All Journal Prima: Jurnal Pendidikan Matematika JME (Journal of Mathematics Education)
Rahma Nasir
Tadulako University
Education Mathematics

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Analysis of the Application of STEM Approaches in Mathematics Learning in Junior High Schools Mubarik Mubarik; Dyah Permata; Pathuddin Pathuddin; Anggraini Anggraini; Rahma Nasir; Alfisyahra Alfisyahra; Welli Meinarni; Fajriani Fajriani; Desti Desti; Moh. Fadhel Rumi; Dewi Ulfiana; Muhammad Muazin
JME (Journal of Mathematics Education) Vol 7, No 2 (2022): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (288.247 KB) | DOI: 10.31327/jme.v7i2.1842

Abstract

The integration of ICT in learning is a component of 21st-century learning. Science and technology always develop rapidly from time to time.  The purpose of this study is to determine the knowledge and abilities of junior high school mathematics teachers in STEM learning. This research was also conducted to determine student knowledge related to STEM learning. This study used a mixed method. The results showed that most junior high school mathematics teachers in the Donggala district did not understand STEM/STEAM learning. The teacher has also not been able to apply the STEM/STEAM approach in the learning process. Therefore, it is hoped that mathematics teachers in the Donggala district can apply a STEAM-based approach combined with local wisdom in the Donggala district. And it is necessary to conduct training to improve teacher competencies related to STEM learning.
THE EFFECTIVENESS OF THE RADEC LEARNING MODEL ON GRADE IX STUDENTS’ LEARNING OUTCOMES IN SOLID GEOMETRY Nur Afni; Rahma Nasir; Mustamin Idris; Pathuddin Pathuddin
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2716

Abstract

 This study aimed to examine the effectiveness of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the learning outcomes of Grade IX students in solid geometry. The research employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The population consisted of ninth-grade students at a junior high school in Palu, and the sample was selected using cluster random sampling. Data were collected through essay-type tests to measure students’ learning outcomes and observation sheets to assess the implementation of the learning model. Data analysis was conducted using the independent sample t-test and N-Gain analysis at a significance level of 0.05. The results showed that the Sig. (2-tailed) value was 0.001, indicating a statistically significant difference in learning outcomes between the experimental and control classes. The average N-Gain score in the experimental class was 0.56, which falls into the moderate category and is higher than that of the control class. These findings indicate that the RADEC learning model is effective in improving students’ learning outcomes in solid geometry and can serve as an alternative instructional approach in mathematics education.
THE EFFECTIVENESS OF THE PROBLEM-BASED LEARNING MODEL ASSISTED BY GEOGEBRA ON JUNIOR HIGH SCHOOL STUDENTS MATHEMATICS LEARNING OUTCOMES IN SOLID GEOMETRY Amrah Hazanah; Rahma Nasir; Mustamin Idris; Alfisyahra Alfisyahra
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/3qshjf17

Abstract

This study aims to determine the differences in the average learning outcomes of students taught using the Problem-Based Learning (PBL) model assisted by GeoGebra and those taught using direct instruction on the topic of three-dimensional geometry in Grade IX. The research was motivated by the low student achievement, which is caused by difficulties in understanding the properties of three-dimensional shapes as well as limitations in the use of media and the application of less appropriate teaching models. This study is a quantitative research with a Quasi-Experimental approach, specifically the nonequivalent control group design. The research sample consisted of 128 students, divided into two experimental classes and two control classes, selected through random sampling techniques. The data collection instrument was a test administered in the form of pretest and post-test, which had been validated by experts. Descriptive analysis results showed that the average post-test scores in the experimental classes (80.69 and 78.63) were higher than those in the control classes (74.38 and 73.28). The hypothesis testing using the independent sample t-test indicated a significance value of 0.000 < 0.05, thus it can be concluded that there is a significant difference between the average learning outcomes of students in the two groups. Furthermore, the N-gain analysis results showed that the improvement in learning outcomes in the experimental classes was 0.47 (medium category), which was higher than that in the control classes at 0.36. Therefore, the PBL model assisted by GeoGebra is effective in improving students’ mathematics learning outcomes on the topic of three-dimensional geometry.Keywords: problem-based learning, GeoGebra, learning outcomes, three-dimensional shapes.
THE ABSTRACTION PROCESS OF NINTH-GRADE STUDENTS IN SOLVING POLYHEDRAL GEOMETRY PROBLEMS BASED ON LEARNING STYLES Mutiara Amalia Putri; Mubarik Mubarik; Pathuddin Pathuddin; Rahma Nasir
JME (Journal of Mathematics Education) Vol 11, No 2 (2026): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i2.2825

Abstract

This study aims to describe the abstraction process of ninth-grade students in solving polyhedral geometry problems, as viewed from the perspective of learning styles based on the RBC+C model. This study employs a qualitative approach, in the form of a description of the abstraction process of ninth-grade students at SMP Negeri 14 Palu. The research subjects consisted of three ninth-grade students at SMP Negeri 14 Palu who were selected using purposive sampling based on the results of a learning style questionnaire (visual, auditory, and kinesthetic). Data collection began with the distribution of the learning style questionnaire, followed by a written test consisting of polyhedral geometry problems involving cuboids and cubes to measure RBC+C epistemic actions, as well as semi-structured interviews to explore the students’ responses in greater depth. The research findings indicate that all three subjects were able to complete the cognitive activity stages of the RBC+C model, though with varying characteristics and levels of success. Two subjects successfully reached a stable Consolidation stage, while the other subject demonstrated only very limited progress. The dominant thinking barriers occurred during the Building-with stage, taking the form of algebraic misconceptions when reversing formulas and manipulating the notation of mathematical operations. These findings provide insights for educators in understanding the diversity of students’ learning styles and anticipating their cognitive obstacles when designing geometry instruction.
MATHEMATICAL BELIEFS IN SOLVING STATISTICS PROBLEMS: A CASE STUDY OF INTROVERTED STUDENTS AT A STATE ISLAMIC SENIOR HIGH SCHOOL Elisa Setyaningrum; Pathuddin Pathuddin; Mubarik Mubarik; Rahma Nasir
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.15243

Abstract

This study aims to describe the mathematical beliefs of an introverted student in solving statistics problems. The research was conducted at a State Islamic Senior High School in Palu City using a qualitative descriptive approach. The subject was a male student with an introverted personality and high mathematical ability, identified through the Eysenck Personality Inventory (EPI) and categorized as high-ability based on Arikunto’s classification. Data were collected through a statistics problem solving test and semi-structured interviews, then analyzed using the Miles and Huberman model, which includes data condensation, data display, and conclusion drawing. The findings, analyzed through five aspects of mathematical belief, indicate that the introverted student demonstrated positive mathematical beliefs throughout the statistical problem-solving process. He was able to understand problems thoroughly, plan steps systematically, carry out solutions independently and carefully, and review his answers reflectively. These five aspects were reflected in his beliefs about the importance of understanding problem, following solution steps, facing difficult problems, interpreting word problems, and persevering in effort. He relied more on independent thinking than social interaction, preferred structured and logical approaches, and was diligent in verifying his answers.
Co-Authors ., Author Alfisyahra Alfisyahra Amrah Hazanah Anggraini Desti Desti Dewi Ulfiana Dyah Permata Elisa Setyaningrum Fajriani Fajriani Moh. Fadhel Rumi Mubarik Mubarik Muhammad Muazin Mustamin Idris Mutiara Amalia Putri Nur Afni Pathuddin Welli Meinarni