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All Journal MATHEdunesa Journal of the Indonesian Mathematics Education Society
Novita Vindri Harini
Universitas Negeri Surabaya
Education Mathematics Social Sciences Other

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Analyzing Students' Contextual Problem-Solving on the Pythagorean Theorem Based on Learning Styles Amelia Rida Zahra Hardian Hardian; Tatag Yuli Eko Siswono; Novita Vindri Harini
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p411-421

Abstract

This study aims to explore the problem-solving processes of students in solving contextual problems related to the Pythagorean Theorem based on their learning styles. This study uses a qualitative descriptive approach involving three students representing visual, auditory, and kinesthetic learning styles. Data were collected through written tests and semi-structured interviews, and analyzed through data reduction, data display, and conclusion drawing. The results show that students demonstrate different ways of thinking in constructing problem-solving processes. Visual learners tend to use diagrams and visual representations to organize information. Auditory learners demonstrate a sequential problem-solving process through verbal reasoning and internal dialogue. Meanwhile, kinesthetic learners engage with the problem through physical and spatial imagination using movement and gestures. Although some parts of the process are expressed through different forms, such as verbal explanation or mental reflection, the findings show that students construct understanding and connect mathematical concepts with contextual situations. These results emphasize that differences in learning styles are reflected in how students think, represent, and process problems
Enhancing Junior High School Students’ Mathematical Problem-Solving Ability through GeoGebra-Assisted Project-Based Learning Siska Aprilia; Novita Vindri Harini; Tatag Eko Yuli Siswono
Journal of the Indonesian Mathematics Education Society Vol. 4 No. 1 (2026): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v4n1.p61-68

Abstract

This study aimed to examine the effect of GeoGebra-assisted Project-Based Learning on students' mathematical problem-solving ability. This study is a quasi-experiment with a post-test only control group design. The population of this study was all eighth-grade students at SMP PGRI 2 Denpasar, distributed across 11 classes. The sample was determined using cluster random sampling to obtain 3 classes as the research sample. ANOVA results revealed a significant difference among the three learning models (F = 29.706, p < .05). Students taught through GeoGebra-assisted Project-Based Learning achieved significantly higher mathematical problem-solving scores than those taught through Project-Based Learning alone and the 5M model. Therefore, a further test was conducted using the Scheffe test. Based on the Scheffe test and the average scores of each sample group, it was found that the mathematical problem-solving ability of students who participated in project-based learning assisted by GeoGebra was better than that of students who participated in project-based learning alone and students who participated in the 5M model. Furthermore, it was found that the mathematical problem-solving ability of students who participated in project-based learning was better than that of students who participated in the 5M model. Therefore, it can be concluded that the GeoGebra-assisted project-based learning model is better than the project-based learning model alone and the 5M learning model in improving students' mathematical problem-solving ability.
Co-Authors Amelia Rida Zahra Hardian Hardian Siska Aprilia Tatag Eko Yuli Siswono Tatag Yuli Eko Siswono