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All Journal Jurnal Pendidikan Matematika dan IPA AKSIOMA: Jurnal Program Studi Pendidikan Matematika Gema Pendidikan Jurnal Pendidikan Matematika JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Al-Jabar : Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika Resona : Jurnal Ilmiah Pengabdian Masyarakat Numeracy : Jurnal Ilmiah Pendidikan Matematika SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan MATAPPA: Jurnal Pengabdian Kepada Masyarakat International Journal on Emerging Mathematics Education Assimilation: Indonesian Journal of Biology Education JPMI (Jurnal Pendidikan Matematika Indonesia) Jurnal Cendekia : Jurnal Pendidikan Matematika VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan JURNAL CEMERLANG: Pengabdian pada Masyarakat Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Jurnal Dedikasi Pendidikan Journal of Authentic Research on Mathematics Eduacation (JARME) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) J-PiMat : Jurnal Pendidikan Matematika Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Jurnal Padegogik Variabel GANDRUNG: Jurnal Pengabdian Kepada Masyarakat Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) Jambura Journal of Mathematics Education Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Jurnal Fibonaci: Jurnal Pendidikan Matematika IJPD (International Journal Of Public Devotion) Jurnal Siliwangi: Seri Pendidikan Jurnal AlphaEuclidEdu Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora Mosharafa: Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika International Journal of Progressive Mathematics Education Journal of Education Research Edumatika International Journal on Education Insight Journal of Advanced Sciences and Mathematics Education Indonesian Journal Of Educational Research and Review Hipotenusa: Journal of Mathematical Society Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan Jurnal Pendidikan MIPA SJME (Supremum Journal of Mathematics Education) Media Pendidikan Matematika
Nurfadilah Siregar
Mathematics Education Study Program, FKIP, Universitas Tanjungpura, Prof. Dr. H. Hadari Nawawi Street, Pontianak
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Effectiveness of Teams Games Tournament Cooperative Learning with Wordwall Educational Games on Similarity Saragih, Grace Angel Rhena; Mirza, Ade; Siregar, Nurfadilah; Mikraj, Hamdani; Budhysatrya, Dian Ahmad
SJME (Supremum Journal of Mathematics Education) Vol 10 No 1 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i1.13178

Abstract

This research seeks to investigate the effectiveness of integrating the TGT cooperative learning model with Wordwall-based educational games in enhancing students' conceptual understanding of similarity at SMP Abdi Agape Pontianak. A pre-experimental approach was adopted in this study, utilizing a one-group pretest-posttest design, with 28 Grade VII A students selected as the sample. The instruments consisted of tests, questionnaires, and observation sheets, generating data in the form of test results, questionnaire responses, and students' levels of engagement obtained from the observation sheets. The data were analyzed using descriptive and inferential statistical techniques. The findings indicated that the implementation of this approach was effective, as it met the predetermined effectiveness indicators, namely students mathematics learning outcomes reached the KKTP of ≥ 65, the classical mastery level was  , the improvement in learning outcomes was  , student responses met the positive criteria of , and learning activities met the active criteria of . This effectiveness is supported by hypothesis testing results where the average learning outcome was > 64,9, classical completeness was > 74,9, average learning gain was > 0.3 or moderate category, student responses rated as very positive at 81,47%, and student activity was rated as very active at 95%. This study shows that the TGT cooperative learning model assisted by Wordwall educational games is effective because it meets all indicators of learning effectiveness, including minimum mathematics learning outcomes, classical mastery, meaningful learning improvement, positive student responses, and student activity during the learning process.
Developing STEM integrated analysis geometry learning materials through digital visualization and e-learning platforms Fitriawan, Dona; Siregar, Nurfadilah; Hartoyo, Agung; Sulistyowati, Endar
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.29388

Abstract

Purpose: This study aims to develop STEM-based Analytical Geometry teaching materials integrated with digital visualization tools and e-learning platforms. The goal is to enhance students’ conceptual understanding, spatial visualization, and problem-solving skills while addressing the limitations of traditional instruction, particularly in connecting abstract concepts to real-world applications. Method: A research and development approach was employed using the ADDIE model (analysis, design, development, implementation, and evaluation). The study involved 93 fifth-semester undergraduate mathematics education students. Data were gathered through observations, interviews, needs analysis questionnaires, expert validation, learning outcome tests, and student feedback. The teaching materials included various digital tools such as GeoGebra, PhET, Maple, Tinkercad, and Google Colab, supporting STEM-based learning and engineering projects. Quantitative data were analyzed using descriptive statistics and gain score analysis, while qualitative data were used to interpret the implementation process. Findings: The developed materials achieved a high validity score (4.58/5). The implementation through e-learning led to a 36.6% improvement in student learning outcomes. Student feedback was overwhelmingly positive, with a score of 4.63, particularly in visual clarity and ease of use. Engineering projects, such as robot path design, enhanced students’ spatial reasoning and facilitated concept transfer. Significance:This study provides evidence that integrating STEM, digital visualization, and e-learning significantly enhances the effectiveness of analytical geometry learning, offering practical implications for innovative mathematics education technologies aligned with Industry 4.0 and Society 5.0.
Design and validation of a PISA oriented instructional module for linear functions aligned with the merdeka curriculum Eka, Firmina; Suratman, Dede; Rifat, Mohammad; Siregar, Nurfadilah; Hamdani
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.29709

Abstract

Purpose: This study aims to design and validate a PISA-oriented instructional module for linear functions aligned with the Learning Outcomes of the Merdeka Curriculum. Method: This study employed a qualitative educational design research approach through document analysis and expert validation. The design process was based on an analysis of the Merdeka Curriculum Learning Outcomes (Phase D), the PISA 2022 Mathematics Framework, and relevant linear function materials. The instructional module was developed iteratively and validated in two cycles by two mathematics education lecturers and one junior high school mathematics teacher. Validation criteria covered content accuracy, pedagogical alignment, integration of PISA competencies, linguistic clarity, and instructional design quality. Findings: The needs analysis indicated that teachers did not yet possess structured PISA-based instructional modules. The first validation cycle highlighted the need to improve the clarity of learning objectives, interpretation-oriented tasks, activity differentiation, language consistency, and visual presentation. After systematic revisions, the second validation cycle confirmed that the module met feasibility standards across content, pedagogy, language, and instructional design aspects. Significance: This study provides a validated instructional module that bridges national curriculum demands and international mathematical literacy standards, offering a practical and theoretically grounded reference for integrating PISA-oriented learning into classroom instruction.
Comparative study of mathematics teachers’ challenges in implementing differentiated instruction and deep learning in the merdeka curriculum Puput; Verminus; Nurul Azkiya; Ahmad Yani T; Nurfadilah Siregar
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1079

Abstract

Background: Background: The Merdeka Curriculum emphasizes student-centered learning by encouraging mathematics teachers to implement differentiated instruction and deep learning. Although both approaches aim to enhance meaningful learning experiences, their differing characteristics pose varied challenges in classroom practice. Aims: This study aims to analyze and compare the challenges faced by mathematics teachers in implementing differentiated instruction and deep learning within the context of the Merdeka Curriculum. Methods: This study used a qualitative approach with an exploratory comparative design within a single school context. Participants included five (N=5) mathematics teachers selected via purposive sampling. Data were gathered through observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman interactive model. The analysis focuses on uncovering analytical patterns of teacher experience rather than broad statistical generalizations. Result: The findings indicate that differentiated instruction presents challenges related to limited instructional time for preparing varied learning materials, insufficient supporting resources, and complex classroom management due to diverse student activities. Meanwhile, challenges in implementing deep learning include limited teacher competency and preparedness, inadequate facilities and learning resources, insufficient technological skills, and the complexity of lesson planning. The fundamental difference lies in the type of load: DI emphasizes efficiency in time and resource management, whereas DL requires technological readiness and a deeper level of understanding. Conclusion: This study concludes that teacher readiness is shaped by the tension between workload and pedagogical depth. Success requires structural shifts such as block scheduling and collaborative design hubs to allow teachers to transition from being classroom logisticians to architects of deep reasoning.
PEMBELAJARAN DISCOVERY TERBIMBING BERBANTUAN GEOGEBRA TERHADAP KEMAMPUAN PEMAHAMAN KONSEP FUNGSI EKSPONENSIAL DIKAJI DARI MOTIVASI BELAJAR Pratiwi, Eka; Suratman, Dede; Noviani, Evi; Hamdani, Hamdani; Siregar, Nurfadilah
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 12, No 1 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v12i1.9181

Abstract

This study aims to analyze the effect of guided discovery learning assistes by the GeoGebra application on students’ conceptual understanding of exponential functions, examined from the perspective of learning motivation in grade XI at SMA Santo Paulus Pontianak. The study employed a quantitative method with a pre-experimental design of the one group pretest-posttets. The subjects of this study consisted of 56 eleventh-grade students who were grouped into high, medium, dan low learning categories.The instruments used were a conceptual understanding test, a learning motivation questionnaire, and an interview guidelines. The results showed that 9 students were categorized as having high motivation, 35 students as medium motivation, and 12 students as low motivation. The test data indicate in increase in conceptual understanding score of exponential functions by 47,62 for the high-motivation group, 48,85 for the medium-motivation group, and 21,23 for the low-motivation group. Furthermore, the test data were analyzed using the Wilcoxon test for the overall data as well as for the high- and medium-motivation groups, while the paired sample t-test was applied for the low-motivation group. The results indicated that guided discovery learning assisted by GeoGebra had a significant effect on students’ conceptual understanding of exponential functions, with effect sizes categorized as very strong across all levels of learning motivation.
Co-Authors Ade Mirza Afandi Afandi Afni, Nur Agatha Rinta Suhardi Agung Hartoyo Ahmad Yani ahmad yani Ahmad Yani T Andi Besse Tenriawaru Anggraini, Widia Apriliyanti, Ignasia Aripin Arnandi, Fikri Asep Nursangaji Asri, Sari Devi Awaluddin, Muhammad Risky Nur Bistari Budhysatrya, Dian Ahmad Cahya Gita Camila Damayanti Lestari, Wiwit Dede Suratman Deviana Deviana Dian Ahmad BS Dian Rahmawati Dona Fitrawan Dona Fitriawan Dwi Apriyani Dwi Apriyani, Dwi Edy Yusmin Eka Pratiwi Eka, Firmina Eka, Firmina Endar Sulistyowati Erlinawaty Simanjuntak, Erlinawaty Evi Noviani Farida Hendriani Febriani Meldi, Nadya Fikri Arnandi Fransiska Fransiska Fredi Ganda Putra Gunawan, Fransiskus Hendra Halini - Hamdani Hamdani . Hamdani Hamdani Hardiany, Desi Hendratmoko, Yayan Hendratmoko, Yayan Herlinda, Mega Herni Indriastuti Iis Aisyah Iis Aisyah Juwita, Viva Khomsatun Ni’mah Krisdiyanti, Iis Lestari Pasaribu, Revi Luhur Wicaksono Mardian, Fauzy Marianus Hengki Marlinda Marlinda Mega Herlinda Meldi, Nadia Febriani Meldi, Nadya Febriani Metia Novianti Mikraj, Hamdani Mohamad Rif'at Mohamad Rif'at mohamad rifat Mohamad Rif’at Mohamad Rif’at Much Nasyrullah Muhammad Afif Munaldus Munaldus . Nabila Muthia Ayu Nani Ratnaningsih Ni'mah, Khomsatun Nur Afni Nur Awaluddin, Muhammad Risky Nuratifah, Stefania Nurhasanah siregar Nurhasanah Siregar . Nurhayati Nurhayati Nurul Azkiya Pajarudin, Kurniadi Pasaribu, Revi Lestari Permanda, Saul Prayoga, Ananda Puput Putra, Tegar Ramadiansyah Rachmat Sahputra Rachmat Saputra Rahmawati, Dian Ri'fat, Mohamad Rianto, Vina Muthmainna Rif'at, Mohammad Rifat, Mohammad Rif’at, Mohamad Rif’at, Mohammad Rinda Kusmayanti Roisah, Siti Rostina Rostina Runisah, Runisah Rustam Rustam S, Nadiyah Amanati Saetban, Iche Imelda Saputra, Rachmat Saragih, Grace Angel Rhena Septiza Shinta Herawati, Lely silvia sayu - Sudiansyah, Sudiansyah Sugiatno . Sugiatno Sugiatno Sumarno, Mahmuda Syafitri, Kintan Salsabila Hasria Syaras, Arfina Sukma T, Ahmad Yani T, Ahmad Yani T., Ahmad Yani Tambunan, Muhammad Al Azhari Theresia Theresia Tomo, Tomo Verminus Wahyu Anggraini, Wahyu Winarji, Agus Wiwit Artika Yani T, Ahmad Yani. T, Ahmad Yulis Jamiah Yulita Molliq Rangkuti Yuni Apriani Zaiturrahmah, Zaiturrahmah Zubaidah R Zubaidah R Zubaidah R, Zubaidah Zubatasari, Ayu Puspita