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All Journal Jurnal Kajian Pembelajaran Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) EMTEKA: Jurnal Pendidikan Matematika Pedagogy : Jurnal Pendidikan Matematika Jurnal Didactical Mathematics Prosiding Sesiomadika Journal of Research in Science and Mathematics Education INCOME: Indonesian Journal of Community Service and Engagement
Hendra Kartika, Hendra
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Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics Social Sciences Other

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Pengaruh Model Pembelajaran CORE Terhadap Kemampuan Koneksi Matematis Siswa: Studi Quasi Eksperimental: (The Effect of the CORE Learning Model on Students' Mathematical Connections Abilities: A Quasi-Experimental Study) Widiastika, Neni; Kartika, Hendra; Hanifah, Hanifah
Journal of Research in Science and Mathematics Education Vol. 2 No. 3 (2023): December
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i3.490

Abstract

Purpose: The primary objective of this study is to assess the level of achievement and improvement in students' mathematical connection abilities through the utilization of the CORE learning model. Methodology: The research employed a quasi-experimental approach, specifically the Non-equivalent Control Group Design. The target population for this study comprised all eighth-grade students from a junior high school in Karawang, West Java. Purposive sampling was employed to select two classes, namely Class VIII E and Class VIII F, to serve as the sample. Class VIII F was assigned as the experimental group. Each class consisted of 36 students. The quantitative data analysis was conducted using SPSS software version 24.0 for Windows. Findings: The results demonstrated that the average achievement of students' mathematical connections was superior in the group that received the CORE learning model compared to those who received conventional (direct) learning models. Moreover, the improvement in mathematical connection among students in the group that received the CORE learning model was higher than those in the conventional (direct) learning model group. This was substantiated by the Mann Whitney posttest analysis, yielding a significant value of 0.0075, as well as the Mann Whitney n-gain test, with a significant value of 0.0055. Significance: As the obtained significant value is less than α = 0.05, the null hypothesis (H0) is rejected, leading to the conclusion that the achievement and improvement of students' mathematical connection abilities using the CORE learning model were superior and more substantial compared to students utilizing conventional learning models.
Junior High School Students' Mathematics Problem-Solving Ability Using the Problem-Based Learning Model: A Systematic Review Hanifah, Hanifah; Mutmainah, Siti; Kartika, Hendra
Journal of Research in Science and Mathematics Education Vol. 3 No. 1 (2024): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v3i1.970

Abstract

Purpose: This study aims to examine the ability of junior high school students to solve mathematical problems through the application of the Problem-Based Learning (PBL) model. Methodology: The research method used in this study is a systematic literature review. Researchers searched for journal articles on junior high school students' mathematical problem-solving ability using the Problem-Based Learning model. The search was conducted through the Google Scholar database, and the Publish or Perish application was used. Findings: Based on the analyzed articles, it can be concluded that the Problem-Based Learning model improves students' mathematical problem-solving skills. This is supported by the increase in students' skills before and after implementation. Significance: This research is expected to serve as a reference for teachers and researchers interested in improving mathematical problem-solving skills using the Problem-Based Learning model.
ANALISIS KEMAMPUAN LITERASI NUMERASI PADA SISWA SMP DALAM MATERI SPLDV Putri, Filzha Aulia; Kartika, Hendra
Pedagogy: Jurnal Pendidikan Matematika Vol. 10 No. 4 (2025): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/pedagogy.v10i4.7384

Abstract

Penelitian ini ditujukan untuk mengetahui tingkat kemampuan literasi numerasi siswa dengan menganalisis dan mendeskripsikan hasil pengerjaan siswa di SMP kelas VIII dalam memecahkan permasalahan Sistem Persamaan Linear Dua Variabel (SPLDV). Subjek pada penelitian ini yaitu 30 siswa kelas VIII A di SMPN 6 Karawang Barat. Jenis penelitian ini adalah deskriptif kualitatif, dengan menggunakan instrumen penelitian berupa tes soal uraian dan wawancara. Nilai tes kemudian dikategorikan menjadi tingkatan kategori tinggi, sedang, dan rendah. Hasil kajian menunjukkan bahwa siswa kelas VIII A memiliki kemampuan numerasi cenderung rendah. Hal tersebut dapat dilihat dari penyelesaian 2 butir tes uraian yang diberikan, tidak semua siswa mampu memenuhi beberapa indiktor kemampuan numerasi dan menunjukkan 3 siswa dengan tingkat literasi numerasi tinggi (10%), 22 siswa berada pada kategori sedang (73%), dan 5 siswa memiliki kemampuan literasi numerasi rendah (17%).
Conceptual Rigor of AI-Generated Mathematical Explanations: The Case of Vector Functions Listiawati, Enny; Kartika, Hendra; Arslan, Cigdem
Journal of Research in Science and Mathematics Education Vol. 4 No. 3 (2025): December
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v4i3.1862

Abstract

Purpose: The rapid rise of generative artificial intelligence has reshaped discussions in mathematics education, particularly regarding the capacity of advanced systems such as ChatGPT and Gemini to support conceptual rigor. This study aims to investigate how these generative AI tools define and explain vector functions, including the procedures for differentiating and integrating them, in order to evaluate their conceptual rigor of ai-generated mathematical explanations and pedagogical potential. Methodology: Employing a qualitative case study design, the research analyzed responses generated by ChatGPT and Gemini to a structured mathematical prompt on vector functions. The explanations were compared with authoritative calculus textbooks using qualitative content analysis and a standardized scoring rubric. Findings: Findings reveal that both systems provide broadly accurate introductory descriptions of vector functions, highlighting their component-wise structure. However, notable gaps emerge in mathematical precision, particularly in specifying domains, ranges, and the formal conditions underlying differentiability and integrability. ChatGPT tends to include intuitive geometric interpretations, whereas Gemini provides concise procedural explanations, yet both models lack the rigorous logical framing found in standard mathematical texts. Despite these limitations, the systems demonstrate consistent procedural accuracy in describing differentiation and integration of vector-valued functions. Significance: The results underscore the educational potential of generative AI while highlighting the need for teachers to critically evaluate AI-generated mathematical content, particularly when these tools are used to support students’ conceptual learning in mathematics. These findings also highlight important implications for AI literacy, instructional design, and future research in mathematics education.
Co-Authors Arslan, Cigdem Budiman , Indra Chatarina Umbul Wahyuni enny listiawati, enny Fachry Abda El Rahman Firmansyah, Dani hanifah hanifah Hastari, Ratri Candra Junia, Alfizra Juniantika, Muhammad Ikhsan Nur Hikmah, Ajeng Aprillia Nurhaliza, Mela Nurhasanah Nurhasanah Prasetyo Abadi, Agung Putri, Filzha Aulia Rika Mulyati Mustika Sari Suliani, Mega Ulfah, Fithria Veronika Veronika Widiastika, Neni Zakiyah, Zahra