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All Journal PHI: Jurnal Pendidikan Matematika SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA
Kristoforus Djawa Djong
Universitas Katolik Widya Mandira Kupang
Education Mathematics

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UPAYA MENINGKATKAN NUMERASI SISWA UPTD SMP NEGERI 6 KUPANG TENGAH DENGAN METODE HITUNG CEPAT Kristina Yusria Bukifan; Melkysedek Elie; Ermalinda Nekleu; Julianti Putri Fahik; Kristoforus Djawa Djong
PHI: Jurnal Pendidikan Matematika Vol 10, No 1 (2026): EDISI APRIL, 2026
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/phi.v10i1.596

Abstract

This study seeks to enhance the computational abilities of students at UPTD SMP Negeri 6 Kupang Tengah via the use of the quick calculation technique. The students' preliminary numeracy abilities remain deficient, as shown by the pre-test results, which show scores between 40 and 70, with a class average of 58%. Students struggle with fundamental arithmetic operations and the resolution of contextual difficulties. This study used a qualitative descriptive methodology, with 10 students as participants. The intervention was conducted using microlearning activities, quick calculation exercises, numerical games, and individualized tuition over a period of roughly two months. The post-test findings indicated a substantial improvement, with student scores ranging from 76 to 91 and the class average rising to 84.6%. All pupils attained mastery of the learning goals. This discovery indicates that the quick calculation approach enhances pupils' comprehension of numerical patterns, precision, and calculation speed. This approach has shown applicability in schools with constrained resources. The quick calculation approach serves as an alternate learning strategy both straightforward and efficacious for enhancing pupils' calculating abilities.
ANALISIS STRATEGI MENGAJAR GURU DAN PEMAHAMAN KONSEP MATEMATIS SISWA PADA MATERI PERSAMAAN KUADRAT Theresia Avila Tameon; Kristoforus Djawa Djong
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15347

Abstract

Understanding mathematical concepts in quadratic equations is an essential cognitive foundation that often poses challenges for students due to the dominance of one-way procedural instruction, making an in-depth investigation into teachers' instructional strategies and their relationship with conceptual understanding highly urgent. This study aims to analyze teachers' teaching strategies and students' understanding of mathematical concepts regarding quadratic equations and to determine the relationship between the two. This qualitative descriptive study with quantitative support was conducted at SMA Katolik Giovanni Kupang from February to April 2026, involving one mathematics teacher and 29 X-G grade students, with in-depth qualitative analysis focused on three students selected through purposive sampling representing high, moderate, and low ability levels. Data were collected via observations, conceptual tests (pretest and posttest), in-depth interviews, and documentation. The results indicate that the teacher's instructional strategy combined discovery learning, group discussions, and interactive lectures. Students' conceptual understanding varied: high-ability students (ST) mastered all conceptual indicators, moderate-ability students (SS) demonstrated procedural mastery, while low-ability students (SR) exhibited fundamental misconceptions. Supporting quantitative analysis revealed an average N-Gain score of 0.361 (moderate category), proving that the application of collaborative, discovery-oriented teaching strategies is effective in improving students' conceptual understanding of quadratic equations. ABSTRAK Pemahaman konsep matematis pada materi persamaan kuadrat merupakan fondasi kognitif esensial yang kerap menjadi kendala bagi siswa akibat dominasi pembelajaran prosedural satu arah, sehingga kajian mendalam mengenai strategi mengajar guru beserta keterkaitannya dengan daya konseptual siswa sangat mendesak untuk dilakukan. Penelitian ini bertujuan untuk menganalisis strategi mengajar guru dan pemahaman konsep matematika siswa pada materi persamaan kuadrat serta menguji keterkaitan antara keduanya. Penelitian deskriptif kualitatif dengan dukungan kuantitatif ini dilaksanakan di SMA Katolik Giovanni Kupang dari bulan Februari hingga April 2026, melibatkan satu guru matematika dan 29 siswa kelas X-G, dengan sampel kualitatif mendalam pada tiga siswa yang dipilih melalui purposive sampling berdasarkan kategori kemampuan tinggi, sedang, dan rendah. Data dikumpulkan melalui observasi, tes pemahaman konsep (pretest dan posttest), wawancara mendalam, serta dokumentasi. Hasil penelitian menunjukkan bahwa strategi mengajar guru mengombinasikan discovery learning, diskusi kelompok, dan ceramah interaktif. Pemahaman konsep matematika siswa bervariasi: siswa berkemampuan tinggi (ST) menguasai seluruh indikator konseptual, siswa berkemampuan sedang (SS) mendominasi pemahaman prosedural, sedangkan siswa berkemampuan rendah (SR) mengalami miskonsepsi mendasar. Analisis kuantitatif pendukung menunjukkan perolehan rata-rata N-Gain sebesar 0,361 (kategori sedang), yang membuktikan bahwa penerapan strategi pengajaran kolaboratif berorientasi penemuan terbukti efektif meningkatkan pemahaman konsep matematis siswa pada materi persamaan kuadrat.    
Co-Authors Ermalinda Nekleu Julianti Putri Fahik Kristina Yusria Bukifan Melkysedek Elie Theresia Avila Tameon