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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Edukasi dan Penelitian Matematika
Rangkuti, Muth Mainnah
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics

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PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBANTUAN MEDIA PEMBELAJARAN ARTICULATE STORYLINE TERHADAP KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK KELAS VIII MTsN 1 PADANGSIDIMPUAN Rangkuti, Muth Mainnah
Jurnal Edukasi dan Penelitian Matematika Vol 13, No 2 (2024): Juni
Publisher : Departemen Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jepm.v13i2.15997

Abstract

The primary objective of student learning is to acquire proficiency in mathematical problem-solving skills. However, their mathematical problem solving skills are still inadequate. Problem-Based Learning (PBL) with Articulate Storyline as learning media is suggested to overcome this problem. This study tested whether PBL can improve students' mathematical problem solving ability on SPLDV material compared to conventional learning in class VIII MTsN 1 Padangsidimpuan. This study used Posttest-Only Control Group Design, a pseudo experiment. Data analysis showed that students in class VIII MTsN 1 Padangsidimpuan who were taught with PBL and Articulate Storyline had superior problem solving skills than students who were taught conventionally.
Integration of Everyday Life Science Context in RME-Based Social Arithmetic Learning Rangkuti, Muth Mainnah; Musdi, Edwin; Fauzan, Ahmad; Yerizon; Arnellis
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14269

Abstract

This study develops and validates a Hypothetical Learning Trajectory (HLT) integrating everyday life science contexts within Realistic Mathematics Education (RME) framework for teaching social arithmetic to seventh-grade students. Through design research methodology involving three students with varying mathematical abilities, the research examined how contextually rich learning activities scaffold students' progression from informal to formal mathematical reasoning. Results demonstrated significant improvements in conceptual understanding across all ability levels, with most substantial gains observed among lower-ability students (143.8% improvement). Qualitative analysis revealed students' transformation from procedural memorization to conceptual reasoning, with contextual barriers rather than cognitive limitations identified as primary impediments to mathematical understanding. The HLT successfully facilitated students' development of meaningful connections between mathematical procedures and real-world applications, particularly in profit-loss scenarios and taxation calculations. These findings indicate that RME-based contextual integration creates effective pathways to conceptual mastery, offering inclusive learning opportunities that address persistent gaps between classroom mathematics and practical application. The research contributes to both theoretical understanding of mathematics learning trajectories and practical instructional design for meaningful mathematics education.
Co-Authors Ahmad Fauzan Arnellis Edwin Musdi Yerizon