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All Journal Journal on Education Journal of Research in Science and Mathematics Education
Pitriana Tandililing
Cenderawasih University
Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics

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Using Polya Steps To Solve Fraction Story Problems (Case Study In Class VII SMP) Ronaldo Kho; Nike Irjayanti Praja; Pitriana Tandililing
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.6445

Abstract

This research is descriptive research using a qualitative approach. This research aims to describe the results of students' answers in solving mathematics story problems on fractional number operations based on Polya's steps in class VII SMP. Three research subjects were selected using a purposive sampling technique. Data collection was carried out using tests and non-tests (interviews). The test questions in this research are description questions, which consist of three questions. Based on the research results, it was found that (1) students were not able to understand the problem because students were unable to determine the information they knew and ask; (2) Students have not been able to make a solution plan because students have not been able to make a solution plan based on the information known and asked about the question; (3) Students have not been able to complete the completion plan because the students made a mistake in using the correct formula and were unable to complete the plan they had made; (4) students have not fulfilled the re-checking stage because students do not re-check the results they have obtained and are not sure about the answers.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP PEMAHAMAN PESERTA DIDIK PADA MATERI PENYAJIAN DATA DALAM BENTUK DIAGRAM Gabriela Hariati Darin; Raoda Ismail; Elsi Sirampun; Bettisari Napitupulu; Pitriana Tandililing
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2186

Abstract

Purpose: Conceptual understanding is fundamental to mathematics learning because it enables students to interpret and apply mathematical concepts meaningfully. In learning data presentation, students are expected to construct and interpret statistical diagrams. However, preliminary observations at YPK Hedam Abepura Junior High School revealed that many students experienced difficulties in these tasks, while teacher-centered instruction limited active participation. This study explored the implementation of the Jigsaw cooperative learning model and its contribution to students’ conceptual understanding of data presentation in diagram form. Methodology: A descriptive qualitative design was employed involving one mathematics teacher and 23 seventh-grade students. Data were collected through classroom observations, interviews, individual tests, and documentation. Trustworthiness was established through data source and method triangulation, and data were analyzed using the interactive model of Miles, Huberman, and Saldaña. Findings: The findings indicate that the Jigsaw cooperative learning model was implemented systematically in accordance with its instructional procedures. The use of home and expert groups promoted active participation, collaboration, responsibility, self-confidence, curiosity, and careful data interpretation. Individual test results showed that 18 of the 23 students achieved the minimum mastery criterion, whereas five students encountered difficulties, particularly in constructing pie charts. Significance: Overall, the findings suggest that the Jigsaw cooperative learning model enhances students’ conceptual understanding by facilitating collaborative knowledge construction through peer discussion and shared learning responsibilities. Nevertheless, because the study involved a single class and was conducted over only two instructional sessions, the findings should be interpreted cautiously when considering their transferability to other educational contexts.
Penerepan Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division (STAD) pada Materi Kekongruenan Bangun Datar Halimatussa’diah; Raoda Ismail; Pitriana Tandililing; Dewi Kristika Findia Ning Tyas; Elsi Sirampun
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2189

Abstract

Purpose: This study aimed to describe the implementation of the Student Teams Achievement Division (STAD) cooperative learning model, students’ responses and engagement during the learning process, and students’ conceptual understanding of plane figure congruence. Methodology: This study employed a descriptive method with a qualitative approach and was conducted in Grade 7 of Muhammadiyah Junior High School Jayapura during the 2025/2026 academic year, involving 30 students as research participants. Data were collected through observations, interviews, tests, and documentation. Data validity was ensured through source triangulation and technique triangulation, while data analysis was carried out using the Miles and Huberman interactive model, which consists of data reduction, data display, and conclusion drawing. Findings: The findings revealed that the STAD cooperative learning model was implemented in accordance with the planned instructional stages: class presentation, team study, quizzes, individual improvement scores, and team recognition. During the learning process, students demonstrated positive responses through active participation in group discussions, confidence in expressing their opinions, and collaboration in completing assigned tasks. Significance: Interactions among students within heterogeneous groups provided opportunities for peer support in understanding the concept of plane figure congruence. Students’ conceptual understanding was reflected in their ability to identify corresponding elements of congruent figures, explain concepts in their own words, and solve problems related to the material being studied. Overall, the findings indicate that STAD supports active student engagement and the development of conceptual understanding of plane figure congruence.
Implementasi Model Pembelajaran Talking Stick yang Dibantu Manipulatif Stinepo pada Operasi Pengurangan Bilangan Bulat di Kelas VII Pitriana Tandililing; Mayor M.H. Manurung; Annisa Kurnia Sari
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2193

Abstract

Purpose: Teaching integer subtraction remains challenging because many students rely on procedural rules rather than conceptual understanding. This study aimed to investigate the implementation of the Talking Stick cooperative learning model assisted by Stinepo manipulatives and to describe students’ affective participation and learning outcomes in Grade 7 mathematics. Methodology: A descriptive mixed-methods classroom implementation design was conducted with 15 Grade 7 students at MTs Muhammadiyah Jayapura. Data were collected through classroom observation, learning documentation, group worksheets, affective assessment, and an individual written test, and were analyzed descriptively. The learning process integrated structured preparation, concept explanation, cooperative group discussion, concrete representation of integer subtraction using Stinepo, game-based questioning through the Talking Stick strategy, and individual assessment. Findings: The findings showed that the approach promoted active classroom participation, collaboration, responsibility, confidence, and conceptual engagement. Students achieved a total affective score of 202 out of 240, equivalent to an average converted score of 3.37, indicating a very good level of participation. The mean written test score was 76.33, and 12 of the 15 students (80%) achieved the school mastery criterion. Significance: The integration of cooperative learning and low-cost manipulatives enabled students to connect concrete representations with symbolic reasoning while increasing individual accountability during mathematical discussions. These findings suggest that combining the Talking Stick model with Stinepo manipulatives provides a practical and effective instructional strategy for improving conceptual understanding and classroom engagement in teaching integer subtraction, particularly in resource-limited mathematics classrooms.
Co-Authors Annisa Kurnia Sari Bettisari Napitupulu Dewi Kristika Findia Ning Tyas Elsi Sirampun Gabriela Hariati Darin Halimatussa’diah Ismail, Raoda Mayor M.H. Manurung Nike Irjayanti Praja Ronaldo Kho