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All Journal Edu Sains: Jurnal Pendidikan Sains dan Matematika Jurnal Pendidikan Informatika dan Sains Juring (Journal for Research in Mathematics Learning) Justek : Jurnal Sains Dan Teknologi JPMI (Jurnal Pendidikan Matematika Indonesia) Teorema: Teori dan Riset Matematika JETL (Journal Of Education, Teaching and Learning) Faktor Jurnal Ilmiah Kependidikan J-PiMat : Jurnal Pendidikan Matematika Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Educational Review and Research JagoMIPA: Jurnal Pendidikan Matematika dan IPA Indo-MathEdu Intellectuals Journal Journal of Educational Sciences Al Khawarizmi: Jurnal Pendidikan Matematika Konstanta: Jurnal Matematika dan Ilmu Pengetahuan Alam GEMBIRA (Pengabdian Kepada Masyarakat) International Journal of Teaching Jurnal Inovasi Pendidikan dan Pengajaran
Muchtadi
Universitas PGRI Pontianak
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Education Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Students Mathematical Problem Solving Abilities With a Culturally Responsive Teaching Approach: Systematic Literature Review Rohmad Nurwidi; Muchtadi Muchtadi; Hodiyanto Hodiyanto
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.1135-1146

Abstract

The low mathematical problem-solving ability of Indonesian students is often attributed to learning designs that neglect students' cultural backgrounds, making the material feel abstract and less relevant. This study aims to synthesize research findings regarding the implementation of Culturally Responsive Teaching (CRT) and ethnomathematics in improving the mathematical problem-solving abilities and self-efficacy of Junior High School (SMP) students. This study employs a Systematic Literature Review (SLR) method using PRISMA 2020 guidelines, reviewing 28 selected articles from 1,248 publications between 2019-2024 across five reputable databases. The synthesis results indicate that integrating CRT with learning models such as Problem-Based Learning (PBL) and Realistic Mathematics Education (RME) consistently has a positive impact on critical and reflective thinking skills, as well as strengthening students' self-confidence through relevant cultural contexts. Although there are challenges related to teacher training and the lack of culture-based learning resources, it is concluded that the CRT approach is an effective, inclusive, and contextual pedagogical strategy to improve the quality of mathematics learning, which requires continuous training support for teachers.
PENDEKATAN PEMBELAJARAN MENDALAM BERBANTUAN LKPD TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Rohma Dilla Mulyani; Muchtadi Muchtadi; Hodiyanto Hodiyanto
AL KHAWARIZMI: Jurnal Pendidikan Matematika Vol. 6 No. 2 (2026): Juli 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/kjpm.v6i2.5367

Abstract

Abstrak: Penelitian ini menguji apakah pembelajaran mendalam yang diintegrasikan ke dalam Lembar Kerja Peserta Didik (LKPD) menghasilkan peningkatan kemampuan pemecahan masalah matematis yang lebih tinggi daripada pembelajaran langsung yang sama-sama menggunakan LKPD. Penelitian kuasi eksperimen menerapkan rancangan kelompok kontrol nonekuivalen dengan pretest dan posttest. Sampel dipilih melalui cluster random sampling dari siswa kelas VIII SMP Negeri 2 Sintang, yaitu kelas VIII C sebagai kelompok eksperimen dan kelas VIII E sebagai kelompok kontrol; setiap kelompok terdiri atas 35 siswa. Data diperoleh melalui tes uraian yang mengukur empat tahap pemecahan masalah Polya dan dianalisis menggunakan statistik deskriptif, N-Gain ternormalisasi, serta uji-t independen. Rata-rata kelas eksperimen berubah dari 37,51 menjadi 79,89, sedangkan kelas kontrol berubah dari 38,40 menjadi 70,80. Rata-rata N-Gain kelompok eksperimen sebesar 0,68 dan kelompok kontrol sebesar 0,53. Perbedaan N-Gain sebesar 0,15 signifikan secara statistik, t(68) = 4,81, p < 0,001, dengan ukuran efek besar (d = 1,15; IK 95% [0,088, 0,212]). Hasil tersebut menunjukkan bahwa, dalam konteks penelitian ini, pembelajaran mendalam berbantuan LKPD lebih efektif daripada pembelajaran langsung berbantuan LKPD dalam mengembangkan kemampuan pemecahan masalah pada materi persamaan garis lurus. Kata Kunci: Deep Learning, Eksperimen, Kemampuan Pemecahan Masalah Matematis, LKPD, Persamaan Garis Lurus Abstract: This study examined whether a deep learning-oriented instructional approach embedded in student worksheets produced greater improvement in mathematical problem-solving ability than direct instruction supported by worksheets. A quasi-experimental nonequivalent control group design with pretest and posttest measures was employed. Cluster random sampling selected two eighth-grade classes at SMP Negeri 2 Sintang: class VIII C as the experimental group and class VIII E as the control group, with 35 students in each group. Data were collected using essay items aligned with Polya's four problem-solving stages and were analyzed through descriptive statistics, normalized gain, and an independent-samples t test. The experimental group's mean score increased from 37.51 to 79.89, whereas the control group's mean increased from 38.40 to 70.80. The experimental and control groups obtained mean normalized gains of 0.68 and 0.53, respectively. The between-group gain difference of 0.15 was statistically significant, t(68) = 4.81, p < .001, with a large effect size (d = 1.15; 95% CI [0.088, 0.212]). Within the scope of this study, worksheet-assisted deep learning-oriented instruction was more effective than worksheet-assisted direct instruction in strengthening students' mathematical problem-solving ability on straight-line equations.  Keywords: Deep Learning, Experiment, Mathematical Problem-Solving Ability, Straight-Line Equations, Student Worksheets
Analisis kemampuan pemecahan masalah matematis berdasarkan kecerdasan logis matematis Artha Taruji Borneo Hutagaol; Jamilah Jamilah; Muchtadi
Jurnal Pendidikan Informatika dan Sains Vol. 13 No. 2 (2024): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v13i2.7734

Abstract

Studi ini mengkaji hubungan di dalam spektrum kecerdasan logis-matematis dengan kapabilitas dalam menangani masalah matematika pada siswa kelas X di SMA Negeri 3 Sungai Kakap. Kajian ini menerapkan pendekatan kualitatif deskriptif dan mengikutsertakan enam siswa kelas X B yang dipilih secara purposif, mewakili tiga level kecerdasan logis-matematis. Temuan dikumpulkan melalui tes kecerdasan logis-matematis dan kecakapan menyelesaikan kesulitan matematika serta wawancara. Evaluasi informasi mengungkapkan adanya korelasi yang baik di dalam kecerdasan logis-matematis dengan keterampilan selama proses menangani permasalahan. Individu kecerdasan logis-matematis tinggi menunjukkan penguasaan penuh berkaitan dengan seluruh indikator kecakapan mengatasi kendala, sementara itu, individu dengan tingkat kecerdasan moderat memenuhi tiga indikator, dan siswa berdasarkan kategori kecerdasan rendah hanya memenuhi dua indikator. Penelitian ini menyoroti pentingnya pengembangan kecerdasan logis-matematis untuk meningkatkan keterampilan menyelesaikan masalah matematika siswa. Implikasi praktis dari temuan ini ialah referensi bagi tenaga pendidik dalam mengetahui cara siswa dalam memecahkan masalah berdasarkan kecerdasan yang dimiliki.
Pengembangan Google Sites Terintegrasi Zep Quiz Untuk Meningkatkan Understanding Ability Siswa Kelas VII SMP Pada Materi Aljabar anthony hiu; Muchtadi muchtadi
Jurnal Inovasi Pendidikan dan Pengajaran (JIPP) Vol. 5 No. 1 (2026): Maret: Jurnal Inovasi Pendidikan dan Pembelajaran (JIPP)
Publisher : LPD Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/jipp.v5i1.10672

Abstract

Abstract: Low algebraic understanding among Grade VII students remains a persistent challenge in Indonesian secondary mathematics education. This study developed Google Sites integrated with Zep Quiz to enhance students' understanding ability in algebra. Using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the study involved six expert validators and 30 Grade VII students at SMP Negeri 2 Pontianak. Instrument content validity was confirmed via Aiken's V (0.82–0.93) and empirical validity (r = 0.86–0.98; α = 0.945). Expert validation yielded an overall validity score of 89.99% (highly valid: media 85.66%, content 94.33%). Practitioner ratings reached 94.67% (highly practical: students 89.33%, teacher 100%). Effectiveness was assessed via Wilcoxon Signed Rank Test (z = −4.782; p < 0.001). Mean scores rose from 25.33 (pretest) to 79.07 (posttest), producing an overall N-Gain of 0.72 (high category). Indicator-level analysis showed N-Gain values ranging from 0.55 (applying concepts algorithmically) to 0.84 (solving contextual problems). These findings suggest that integrating Google Sites with gamified formative assessment via Zep Quiz substantially improves algebraic understanding ability in early secondary school students. Keywords: ADDIE model, algebra, gamification, Google Sites, understanding ability, Zep Quiz
Pengembangan Modul Ajar Berdiferensiasi Berbasis Kemandirian Belajar Terhadap Kemampuan Komunikasi Matematis Pada Materi Teorema Pythagoras Selvina Lian; Muchtadi Muchtadi; Utin Desy Susiaty
Jurnal Inovasi Pendidikan dan Pengajaran (JIPP) Vol. 5 No. 2 (2026): Jurnal Inovasi Pendidikan dan Pembelajaran (JIPP) Juli 2026
Publisher : LPD Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This study aimed to develop a differentiated teaching module based on self-directed learning for the Pythagorean Theorem topic to improve students' mathematical communication skills. The study employed a Research and Development (R&D) approach using a modified 3D development model consisting of the Define, Design, and Develop stages. The research subjects were Grade VIII students of SMP YPK Pontianak. The research instruments included validation sheets, practicality questionnaires, and mathematical communication skill tests. Data were analyzed using descriptive qualitative and quantitative methods. The results indicated that the developed teaching module met the criteria of validity, practicality, and effectiveness. The average validation score from experts reached 85%, indicating that the module was valid for implementation. The practicality test showed an average score of 88.4%, categorized as very practical based on teachers' and students' responses. Furthermore, the effectiveness test demonstrated an N-Gain score of 0.60 (moderate category) with 80% classical learning completeness, indicating that the module effectively improved students' mathematical communication skills. Therefore, the differentiated teaching module based on self-directed learning is feasible to be used as an alternative teaching material in mathematics learning, particularly on the Pythagorean Theorem topic. Keywords: Differentiated Teaching Module, Self-directed learning, Mathematical Communication Skills, Pythagorean Theorem, Research and Developmentl.
Pirie-Kieren-Based Integrative Language Literacy and Numeracy Model in Junior High School Geometry Dewi Risalah; Hariyadi; Muchtadi; Safuan; Siti Ananda Saptiandini
MEDIA DAN STRATEGI PEMBELAJARAN Vol 3 No 3 (2026): International Journal of Teaching
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/ijt.v3i3.1220

Abstract

This article formulates an integrative model of language literacy and numeracy for analysing junior high school students' conceptual understanding of geometry through the Pirie-Kieren theory. The study is positioned as a descriptive-exploratory qualitative design involving 60 Grade VII students of SMPN 21 Pontianak in the initial mapping stage and six purposively selected students for in-depth analysis. Data are designed to be collected through conceptual understanding tests, literacy-based tasks, classroom observation, semi-structured interviews, and learning artefacts. The analysis combines open coding, axial coding, selective coding, triangulation, and the eight Pirie-Kieren layers. The resulting model connects text comprehension, verbal-visual-symbolic representation, numerical reasoning, folding back, and conceptual-linguistic-representational-numerical obstacles in learning surface area of polyhedra. Referring to Pirie and Kieren's layered understanding, Duval's representation theory, and Moschkovich's mathematical literacy perspective, this article contributes a more integrated analytical frame for mathematics education by positioning geometry understanding as a dynamic interaction among language, representation, and numeracy.
Co-Authors Alkia Asis anthony hiu Anuri Dwi Cahyati Artha Taruji Borneo Hutagaol Buchari Crysanti Lala Dewi Risalah Dewi Safariani Dwi Oktaviana Emia Sumita Evin Susanti Hariyadi Hariyadi Hartono Hodiyanto Iwit Prihatin Jamilah Klara Angellia Maria Ayu Fitri Lestari Melina Sapitri Rahman Haryadi Reni Astuti Riska Dwita Rohma Dilla Mulyani Rohmad Nurwidi Rosalia Anisa Safuan Sandie Selvina Lian Seri Hani Siti Ananda Saptiandini Sri Nurhajati Syarifah Fadilah Usmiyati Usmiyati Utin Desy Susiaty Wandra Irvandi