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All Journal Suska Journal of Mathematics Education JRPM (Jurnal Review Pembelajaran Matematika) Juring (Journal for Research in Mathematics Learning) Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Matematika UNAND Jurnal Ilmiah Profesi Pendidikan Jurnal Pengabdian Masyarakat Bangsa Limits: Journal of Mathematics and Its Applications
Ismail Mulia Hasibuan
Universitas Islam Negeri Sultan Syarif Kasim Riau
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Health Professions Industrial & Manufacturing Engineering Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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EFEKTIVITAS INQUIRY BASED LEARNING DALAM MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA: ANALISIS BERDASARKAN SELF REGULATED LEARNING Mulia, Rawit Suci; Hasibuan, Ismail Mulia
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56707

Abstract

This study aimed to analyze the effect of the Inquiry-Based Learning model on students' mathematical communication skills of self-regulated learning. The study employed a quantitative approach using an experimental method with a factorial design. The sample was selected through cluster random sampling, where Class VII.A served as the experimental group and Class VII.B as the control group. Data were collected through tests, questionnaires, observations, and documentation. The research instruments consisted of a mathematical communication skills test, a self-regulated learning questionnaire, and observation sheets. Data were analyzed using a two-way ANOVA test. The results showed that: (1) there was a significant difference in mathematical communication skills between students taught using the Inquiry-Based Learning model and those taught using the direct instruction model; (2) there was a significant difference in mathematical communication skills among students with high, moderate, and low levels of self-regulated learning; and (3) there was no interaction effect between the Inquiry-Based Learning model and self-regulated learning on students' mathematical communication skills. In conclusion, both the Inquiry-Based Learning model and self-regulated learning significantly influence students' mathematical communication skills independently, but no significant interaction effect was found between the two factors.
Analisis Kemampuan Pemecahan Masalah Matematis Melalui Pembelajaran Guided Discovery Learning Ditinjau dari Curiosity Siswa Silvani Rahmawati; Ismail Mulia Hasibuan
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 3 (2026): Agustus
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i3.5169

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya peningkatan kemampuan pemecahan masalah matematis sebagai salah satu kompetensi yang harus dimiliki siswa. Salah satu upaya yang dapat dilakukan untuk meningkatkan kemampuan tersebut adalah melalui penerapan model pembelajaran yang mampu mendorong keaktifan dan rasa ingin tahu (curiosity) siswa. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Guided Discovery Learning terhadap kemampuan pemecahan masalah matematis ditinjau dari curiosity siswa pada materi Persamaan Garis Lurus. Penelitian ini menggunakan metode eksperimen dengan desain the nonequivalent posttest-only control group design. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 1 Tualang tahun ajaran 2025/2026. Sampel dipilih menggunakan teknik purposive sampling, sehingga diperoleh kelas eksperimen dan kelas kontrol yang masing-masing terdiri atas 32 siswa. Data dikumpulkan melalui tes, angket, observasi, dan dokumentasi, kemudian dianalisis menggunakan ANOVA dua arah. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan kemampuan pemecahan masalah matematis antara siswa yang belajar menggunakan model pembelajaran Guided Discovery Learning dan siswa yang belajar menggunakan model pembelajaran konvensional; (2) terdapat perbedaan kemampuan pemecahan masalah matematis antara siswa yang mengikuti pembelajaran Guided Discovery Learning dan pembelajaran konvensional ditinjau dari tingkat curiosity kategori tinggi, sedang, dan rendah; dan (3) tidak terdapat interaksi antara model pembelajaran dan tingkat curiosity terhadap kemampuan pemecahan masalah matematis siswa. Dengan demikian, dapat disimpulkan bahwa model pembelajaran Guided Discovery Learning dan tingkat curiosity masing-masing berpengaruh terhadap kemampuan pemecahan masalah matematis siswa, tetapi keduanya tidak menunjukkan adanya efek interaksi.
Co-Authors Agusnimar, Agusnimar Andrian, Dedek ANNISAH KURNIATI Annisah Kurniati Aswanto, Aswanto Depriwana Rahmi Edo, Muhammad Melisya Indah Pratiwi Miftahir Rizqa Muhammad Ridwan Mulia, Rawit Suci Noviarni Noviarni, Noviarni Nurdin, Erdawati Ramon Muhandaz Rizki Amelia Siagian, Dinda Syahra Silvani Rahmawati Siti Munawaroh Suci Yuniati suhandri, suhandri Wahyuni Abidin Wulandari, Ivo Rahmi