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All Journal Jurnal Santiaji Pendidikan (JSP) Simpati: Jurnal Penelitian Pendidikan dan Bahasa Dharma Acariya Nusantara: Jurnal Pendidikan, Bahasa dan Budaya
Kadek Ayu Mutiara Pratiwi
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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EFEKTIVITAS PEMBELAJARAN BERDIFERENSIASI TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA Kadek Ayu Mutiara Pratiwi
Jurnal Santiaji Pendidikan (JSP) Vol. 14 No. 2 (2024): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v14i2.9081

Abstract

Kemampuan pemecahan masalah matematika siswa merupakan tujuan penting dalam kurikulum matematika yang realitanya masih tergolong rendah, maka diperlukan sebuah solusi melalui pembelajaran yang berorientasi pada kebutuhan peserta didik. Penelitian ini bertujuan untuk mengetahui efektivitas pembelajaran berdiferensiasi terhadap kemampuan pemecahan masalah matematika siswa. Penelitian ini menggunakan metode penelitian eksperimen semu (quasi eksperiment). Rancangan (desain) penelitian yang digunakan adalah non equivalent pretest-posttest control grup design. Subjek penelitian ini adalah siswa kelas XI SMK N 1 Klungkung. Teknik pengumpulan data adalah dengan instrumen tes pemecahan masalah yang diberikan pada kedua kelompok. Data dianalisis menggunakan uji-t independent sample dengan taraf signifikansi 5% menunjukkan nilai sig < 0.05 sehingga H0 Ditolak. Hal ini menghasilkan bahwa pembelajaran berdiferensiasi memberikan hasil yang lebih baik dibandingkan pembelajaran konvensional, serta melalui nilai rata-rata diperoleh bahwa hasil tes kemampuan pemecahan masalah dengan pembelajaran berdiferensiasi lebih tinggi dibandingkan pembelajaran konvensional. Hasil observasi menujukkan pembelajaran berdiferensiasi membuat pelatihan kemampuan pemecahan masalah lebih efektif karena siswa lebih nyaman karena disediakan konten yang sesuai dengan gaya belajarnya. Temuan ini menunjukkan keefektifan dari penggunaan pembelajaran berdiferensiasi terhadap kemampuan pemecahan masalah matematika siswa.
Analisis Penerapan Model RME Berbasis Budaya dalam Pembelajaran Matematika: Systematic Literature Review Kanaya Chintia Lauren Siahaan; I Made Sugiarta; Kadek Ayu Mutiara Pratiwi; I Made Suarsana
Simpati Vol. 4 No. 2 (2026): April : Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i2.1624

Abstract

This study aims to analyze in depth the effectiveness of Realistic Mathematics Education (RME) and ethnomathematics in improving students’ mathematical abilities through a Systematic Literature Review (SLR) approach. This study is motivated by the low level of students’ conceptual understanding, mathematical literacy, and mathematical communication skills, which are still dominated by conventional teaching approaches. Data were collected from ten research articles relevant to the topics of RME and ethnomathematics. The analyzed articles employed various research methods, including experimental research, classroom action research, and research and development (R&D). The results of the review indicate that the implementation of RME is consistently effective in enhancing students’ mathematical abilities, such as critical thinking, problem-solving, mathematical communication, and mathematical literacy. The RME approach, which is based on real-life contexts, helps students understand mathematical concepts more deeply and meaningfully. In addition, the integration of culture through ethnomathematics strengthens the effectiveness of learning by providing contexts that are closely related to students’ daily lives, thereby increasing motivation, engagement, and active participation in the learning process.Furthermore, the findings reveal that the success of culture-based RME is influenced by instructional design, the selection of appropriate contexts, and the teacher’s role in managing the learning process. Therefore, culture-based RME can be considered an effective and relevant approach to improving the quality of mathematics education.
Systematic Literature Review: Peran Chatgpt dalam Pembelajaran Matematika Berbasis Problem Based Learning terhadap Kemampuan Pemecahan Masalah Matematis Siswa Loria Natalia Br Depari; Ni Nyoman Parwati; Kadek Ayu Mutiara Pratiwi; I Made Ardana; Gusti Ayu Mahayukti
Dharma Acariya Nusantara Jurnal Pendidikan Bahasa dan Budaya Vol. 4 No. 1 (2026): Jurnal Pendidikan, Bahasa dan Budaya
Publisher : Institut Nalanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47861/jdan.v4i1.2274

Abstract

This study aims to examine the role of ChatGPT in Problem Based Learning (PBL)-based mathematics learning on students’ mathematical problem-solving abilities. The method used is a Systematic Literature Review (SLR) following the PRISMA protocol. Data were collected from articles indexed in Google Scholar and Semantic Scholar, published between 2020 and 2026. Based on a rigorous selection process involving identification, screening, and eligibility stages, 11 articles met the inclusion criteria. The findings indicate that the PBL model consistently improves students’ mathematical problem-solving abilities by encouraging active engagement, critical thinking, and independent learning. Furthermore, the integration of Artificial Intelligence (AI), particularly ChatGPT, contributes positively by supporting conceptual understanding, providing alternative solution strategies, and enhancing students’ learning motivation. The results also show that the combination of PBL and ChatGPT has greater potential in improving mathematical problem-solving skills compared to their separate implementation. However, challenges such as technology dependency and information accuracy still exist. Therefore, the integration of PBL and ChatGPT can be considered an innovative learning approach in 21st-century mathematics education.
Co-Authors Dr. I Made Sugiarta, M.Si. . Gusti Ayu Mahayukti I Made Ardana I Made Suarsana I Made Suarsana Kanaya Chintia Lauren Siahaan Loria Natalia Br Depari Ni Nyoman Parwati