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All Journal Desimal: Jurnal Matematika Jurnal Pendidikan Matematika (JUDIKA EDUCATION)
Karo-Karo S, Isran Rasyid
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Education Mathematics Social Sciences

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Analisis Kemampuan Berpikir Kreatif Matematis Siswa Ditinjau dari Gender Safitri, Afrianti; Karo-Karo S, Isran Rasyid
Jurnal Pendidikan Matematika : Judika Education Vol 7 No 2 (2024): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/judika.v7i2.11071

Abstract

This research aims to determine the extent to which there are significant differences in learning outcomes and learning processes with students' mathematical creative thinking abilities when viewed based on gender in students in class XI IPA MAS Muhammadiyah 01 Medan. The method used is a detailed descriptive method with instruments in the form of tests, a semi-structured interview process and supporting documents. Based on the results of the analysis of students' creative thinking abilities in mathematics based on gender, the researchers concluded that the results of students' creative thinking abilities were carried out using tests and interviews. Male students still do not develop the ability to think creatively with very creative interpretations, because there is one indicator of creative thinking ability that is not met, namely flexibility. Meanwhile, female students have developed creative thinking skills with very creative interpretations and meet all the indicators. Overall, male students in class XI Science at MAS Muhammadiyah 01 Medan tend to have lower mathematical creative thinking abilities than female students. Keywords: Creative Thinking, Mathematics, Gender Differences
The Influence of The Joyful Learning Model Assisted by Wordwall Type Open the Box on Mathematical Concept Understanding Pebriani, Sarah Rizki; Karo-Karo S, Isran Rasyid
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/

Abstract

Despite the growing adoption of digital game-based learning in mathematics classrooms, empirical evidence explaining how technology-supported pedagogical models foster students’ mathematical conceptual understanding remains limited. This study investigated the effect of the Joyful Learning model assisted by the Wordwall Open the Box template on students’ mathematical conceptual understanding. A quasi-experimental pretest–posttest control group design was implemented at MAS Alwashliyah 22 Tembung, Indonesia, from 29 April to 19 May 2026. Eighty eleventh-grade students selected through purposive sampling were assigned to an experimental class (n = 40) and a control class (n = 40). Data were collected using an essay-based conceptual understanding test developed from 15 items, of which eight met the validity criteria, with a reliability coefficient of 0.7951. Data analysis included the Liliefors normality test, the F-test for homogeneity, and an independent-samples t-test. The experimental class improved from a mean pretest score of 46.975 to 86.525, whereas the control class increased from 47.150 to 57.525, with respective mean gains of 39.550 and 10.375. The difference between the two groups was statistically significant (t = 18.038), indicating that students experiencing Joyful Learning supported by Wordwall achieved substantially stronger conceptual development than those receiving conventional instruction. These findings suggest that the educational value of digital game-based learning lies not in technological novelty itself but in its pedagogically structured integration with active participation, collaborative knowledge construction, and formative feedback. This study contributes to the literature by providing empirical evidence that constructivist pedagogy and purposeful technology integration operate synergistically to promote meaningful mathematical conceptual understanding.
Co-Authors Pebriani, Sarah Rizki Safitri, Afrianti Siregar, Sulthon Zulkarnain Siti Salamah Br Ginting