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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Infinity Jurnal Elemen Al-Jabar : Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan JURNAL EKSAKTA PENDIDIKAN (JEP) Edunesia : jurnal Ilmiah Pendidikan Journal of Mathematical Pedagogy (JOMP) Kreano, Jurnal Matematika Kreatif Inovatif International Journal of Didactic Mathematics in Distance Education Jurnal Infinity Journal on Mathematics Education IJIS Edu : Indonesian Journal of Integrated Science Education
Zulnaidi, Hutkemri
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Digital Mathematics Module Based on Problem-Based Learning Model with Classpoint Mathematics Gamification Arnellis, Arnellis; Zulnaidi, Hutkemri; Yuanita, Putri; Yerizon, Yerizon; Sari, Atika; Syaputra, Hamdani
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 9 No 2 (2025): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol9-iss2/1060

Abstract

Problem solving skills is one of the most important skills students should achieve in mathematics. However, students' mathematical problem-solving skills still low. This research offers classpoint mathematics gamification in digital mathematics module based on problem-based learning. Thus, this research was conducted to develop a valid, practice, and effective mathematics digital module based on problem-based learning model with classpoint mathematics gamification (ChePomathGo) in improving students’ problem solving skills. This study used the Plomp development model, including the preliminary research, prototyping, and assessment phases. Preliminary research involving 32 students and 1 teacher and prototyping and assessment phase involving 9 students in seventh grade junior high school. Data analysis used are descriptive analysis. The result shows that the mathematics digital module based on problem-based learning model with ChePomathGo is valid with an average score of 3.67 (very valid category), practice based on students’ and teachers’ positive responses, and effective to improve students’ problem solving skills based on the results of the students' mathematical problem-solving skills test in small group evaluations with an average score of 75% (effective category). The implications of this research is the digital mathematical module developed can be a guidelines for researchers and teachers to improve students’ mathematical problem-solving skills.
How geometry task management shapes students’ spatial structuring: Evidence from tangram-based pythagorean problem solving Yudianto, Erfan; Firmansyah, Frenza Fairuz; Zulnaidi, Hutkemri
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (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.v17i2.30955

Abstract

Purpose: This study examines how geometry task management shapes students’ spatial structuring when solving Pythagorean Theorem problems through tangram-based tasks. Method: This study employed a qualitative case study design involving six eighth-grade students (aged 13–14) from a public junior high school. The participants were purposively selected to represent diverse levels of classroom participation. Data were collected across three classroom sessions through students’ work artifacts, classroom interaction transcripts, and observation notes. Data were analyzed using a qualitative interpretative approach involving iterative coding and cross-case comparison to identify patterns of spatial structuring, particularly in relation to part–whole coordination, recognition of invariant properties, and reconfiguration strategies. Findings: The analysis indicates that geometry task management shapes students’ spatial structuring through geometric reconfiguration and increasing attention to part–whole relationships. Students’ reasoning evolves from visual manipulation toward more relational forms of understanding as tasks are sequenced and supported through teacher questioning; for example, some students initially relied on visual fitting strategies but later justified their rearrangements by referring to equal lengths and area equivalence after teacher prompts. The results indicate that spatial reasoning emerges through interaction with representations and is influenced by how instructional tasks direct students’ attention to invariant geometric relationships. Significance: This study contributes to mathematics education by showing how spatial structuring can be understood as a pedagogically supported process shaped through geometry task management. The findings highlight the importance of task sequencing and teacher guidance in supporting students’ spatial reasoning in learning the Pythagorean Theorem.
Co-Authors 'Afifah, Nur Abd Rauf , Rose Amnah Alias, Norlidah Aljura, Ahmad Naufal Ambarwati, Reza Ardiyanti, Yusi Armis Armis Arnellis Arnellis Atika Sari Budi Setiawan Cao, Li Cholis Sa’dijah DeWitt, Dorothy Dori Lukman Hakim Eka Herlina Elfis Suanto Erfan Yudianto Eu, Leong Kwan Firmansyah, Frenza Fairuz Hanifah Nurus Sopiany Hayiduerapu, Nihassuna Hazar, Siti Heri Retnawati Karomah, Syarifatul Laksmi Dewi, Laksmi Lathiful Anwar Leny Heliawati Li, Hwa Li Lusiana, Fina Yatul M Zainal Arifin, M Zainal Makmuri Makmuri Mandala, Arif Sapta Mbazumutima, Vianney Mushlihuddin, Rahmat Muzakkir Omar, Marlissa Putri Yuanita Rahman, Arief Aulia Rasul, Mohamad Sattar Refugio, Craig N Rianti, Efni Rika Mulyati Mustika Sari Rudi Susilana, Rudi Sanda, Elsa Alvionita Susiswo Syaputra, Hamdani Tak, Chan Choon Tatag Yuli Eko Siswono Yadav, Dharmendra Kumar Yerizon Yerizon Zana, Firdha Mahrifatul