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All Journal Edumatsains Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan
Kamila Chairunisa
Universitas Pekalongan
Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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PENINGKATAN HASIL BELAJAR SISWA MATERI PECAHAN DENGAN METODE MATEMATIKA GASING BERBANTUAN LKPD Amalia Fitri; Dewi Azizah; Kamila Chairunisa
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol 4, No 5 (2023)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35672/afeksi.v4i5.164

Abstract

Pecahan seringkali dianggap sebagai  materi  yang relatif sulit dipahami bagi sebagian siswa. Kesulitan tersebut terlihat ketika siswa diminta menentukan pecahan, membandingkan dua pecahan yang memiliki pembilang sama, dan mengoperasikan pecahan. Oleh karena itu, diperlukan  suatu metode pembelajaran yang tepat dan dapat mengaitkan konsep matematika dengan situasi dunia nyata untuk membantu siswa memahami konsep pecahan secara lebih baik. Penerapan metode Matematika Gasing  mengarahkan siswa menemukan konsep Pecahan melalui media benda kongkrit. Penerapan metode Gasing berbantuan LKPD pun dapat memfasilitasi siswa untuk berlatih menyelesaikan masalah Pecahan. Tujuan penelitian ini untuk mengetahui peningkatan hasil belajar siswa setelah diberikan pembelajaran dengan metode Matematika Gasing pada materi pecahan. Penelitian ini merupakan penelitian Quasi eksperimental. Data dianalisis menggunakan  uji Wilcoxon dengan  SPSS dan diperoleh nilai signifikansi 0,00 0,05. Artinya terdapat peningkatan hasil belajar siswa setelah mendapatkan pembelajaran dengan metode Matematika Gasing barbantuan LKPD. Selanjutnya kategori peningkatan hasil belajar siswa dianalisis berdasar N-Gain Score diperoleh rata-rata 0,59 termasuk dalam kategori sedang. Dengan demikian, disimpulkan bahwa penarapan metode Matematika  Gasing  berbantaun LKPD dapat berdampak pada peningkatan hasil belajar siswa pada materi pecahan di SD Muhammadiyah Pencongan.
Development of the MOGETRA (Transformation Geometry Monopoly) Game to Foster Mathematical Problem-Solving Skills Kamila Chairunisa
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 1 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i1.8469

Abstract

Mathematical problem-solving skills are among the essential competencies that students need to develop in mathematics learning. However, classroom instruction remains dominated by teacher-centered approaches and limited use of interactive learning media, particularly in learning geometry transformations. This study was conducted to develop MOGETRA (Monopoly Geometry Transformation) as a Game-Based Learning medium intended to support the development of students' mathematical problem-solving skills. The study adopted a Research and Development (R&D) approach based on the ADDIE model, which comprises five sequential stages: Analysis, Design, Development, Implementation, and Evaluation. The developed media were validated by nine experts comprising three mathematics education lecturers and six junior high school mathematics teachers. A limited implementation was conducted involving 32 ninth-grade students of SMP Negeri 7 Pekalongan. Data were collected through observation, expert validation questionnaires, and student response questionnaires. Media validity was analyzed using Aiken’s V Index, whereas practicality was analyzed using descriptive percentage analysis. The results showed that the developed media achieved Aiken’s V values of 0.815 for media validity and 0.827 for content validity, indicating that the media were valid. In addition, the practicality score reached 77.9%, categorized as practical. The developed media integrate mathematical problem-solving indicators based on Polya’s theory into Game-Based Learning activities, thereby providing meaningful learning experiences that theoretically support the development of students’ mathematical problem-solving skills. Therefore, MOGETRA is feasible to be used as an innovative instructional medium for teaching geometry transformations in junior high schools.
Co-Authors Amalia Fitri Dewi Azizah