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All Journal Jurnal Konseling dan Pendidikan Jurnal Elemen PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Al-Jabar : Jurnal Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika Jurnal Pengabdian Pada Masyarakat Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Community Service Learning Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Kognitif: Jurnal Riset HOTS Pendidikan Matematika Edumatica: Jurnal Pendidikan Matematika International Conference on Health Science, Green Economics, Educational Review and Technology (IHERT) JPLED Polyhedron International Journal in Mathematics Education International Journal of Didactic Mathematics in Distance Education Panicgogy International Journal Jurnal Pendidikan MIPA
Thesa Kandaga
Universitas Pasundan
Agriculture, Biological Sciences & Forestry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Representasi Matematis Siswa pada Resource-Based Learning Model berbantuan Google Classroom Anggiana, Agus Dede; Kandaga, Thesa
Edumatica : Jurnal Pendidikan Matematika Vol 14 No 2 (2024): Edumatica: Jurnal Pendidikan matematika (Agustus 2024)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v14i2.31751

Abstract

Mathematics is a subject rich in representations, ranging from tables, diagrams, symbols, physical, to verbal. In the realm of mathematics, students are required to master all of these types of representations. To facilitate learning encompassing all of these representations, various structured materials and references are necessary. The objective of this research was to determine the extent of improvement in mathematical representation among students who received Model Resource-based Learning aided by Google Classroom. The research method employed was quasi-experimental. Sample of this study were students of grade XI in the academic year 2021/2022 at one high school in Bandung. Purposive sampling technique was used for sample selection. The research sample was selected based on available classes, ensuring that both classes had equivalent initial capabilities. One class then became the experimental group, while the other class served as the control group. The research instrument was a test of mathematical representation ability. Based on the data analysis, the improvement in mathematical representation ability among students in the experimental group was higher compared to students in the control group. It was also found that despite being provided with resources in Google Classroom, students' verbal representations were still lacking and remained the lowest type of representation besides physical representation.
Improving Indonesian students' mathematical literacy with brain-based learning: a comparative study of pisa scores Kandaga, Thesa; Krisnadi, Elang; Nurhayati, Suci; Gusti, Valeria Yekti Kwasaning
Jurnal Konseling dan Pendidikan Vol. 12 No. 3 (2024): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1118500

Abstract

This research is driven by Indonesia's comparatively low performance in the 2023 PISA assessment, which indicates a significant deficiency in students' capacity to solve literacy-based mathematical problems, largely attributable to the absence of comprehensive, structured guidance. This consequently gives rise to low levels of mathematical literacy, thereby underscoring the necessity for enhanced learning methodologies. The objective of this study is to evaluate the efficacy of the Brain-Based Learning (BBL) model in enhancing students' mathematical literacy abilities in comparison to the traditional learning approach. This study employed a quasi-experimental methodology with an unequal control group design. The research subjects were 72 grade VIII students at SMPN 1 Baleendah, comprising 36 experimental group students (grade VIII K) and 36 control group students (grade VIII L). The data were obtained through mathematical literacy tests and subsequently analysed using descriptive and inferential statistics with the assistance of IBM SPSS 24.0 software. The results of the n-gain analysis indicated that the data were normally distributed with homogeneous variances. The results of the independent sample t-test indicated a statistically significant difference in the improvement of mathematical literacy skills between the two groups, with the BBL group exhibiting a greater degree of improvement than the conventional method. These findings contribute to the scientific literature on the effectiveness of the Brain-Based Learning (BBL) model in addressing low mathematical literacy in Indonesia, with statistically significant improvements. This research provides new insights into the application of brain-based learning models in the Indonesian educational context.
Completing second-grade thematic learning: a classroom action research by implementing learning video at Kabulangka Susyati, Susyati; Kandaga, Thesa
Panicgogy International Journal Vol. 2 No. 1 (2024): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v2i1.76

Abstract

The action research was motivated by the low level of learning outcomes of second grade students' at SD Negeri Kubulangka, Cukuh Balak Subdistrict. The purpose of this research was to enhance students' learning outcomes by utilizing video media. This research was conducted from October to November 2021 at Second Grade of SD Negeri Kubulangka, Cukuh Balak Subdistrict, Tanggamus Regency. This type of research was Classroom Action Research consisting of 3 cycles, with each cycle comprising 4 stages: Planning, Implementation, Observation, and Reflection. The data collection techniques and tools employed in this research included research instruments such as students' activity data during learning, activities performed by students during learning to assess their motivation level, teachers' performance in teaching, and learning outcomes at the end of each cycle as supporting data. The research findings indicated that the utilization of video media fostered an enjoyable learning atmosphere, leading to increased student learning activities, thereby resulting in enhanced student learning outcomes. From the first cycle to the second cycle, there was an improvement, with 8 students or 38.1% achieving satisfactory grades in the first cycle, while in the second cycle, there was an increase to 15 students or 71.4%, representing a 33.3% improvement. Meanwhile, in the third cycle, the number of students achieving satisfactory grades was 19 or 90.5%, marking a further increase from the second cycle by 4 students or 19.1%. It can be concluded that video media can enhance both the activity and learning outcomes in thematic learning at Second Grade of SD Negeri Kubulangka, Cukuh Balak Subdistrict, Tanggamus Regency.
Effectiveness of ChatGPT-integrated discovery learning on mathematical literacy in three-variable linear equation systems: A quasi-experimental study Monike, Rismun Sufia; Sudirman, Sudirman; Kandaga, Thesa; Rodríguez-Nieto, Camilo Andrés
International Journal of Didactic Mathematics in Distance Education Vol. 3 No. 1 (2026): ijdmde (in Progress)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v3i1.13157

Abstract

This quasi-experimental study investigated the effectiveness of ChatGPT-integrated discovery learning on high school students' mathematical literacy in three-variable linear equation systems, while examining the moderating role of self-efficacy. Eighty tenth-grade students from a public high school in Indonesia were assigned to either an experimental group receiving ChatGPT-supported discovery learning instruction or a control group receiving conventional instruction, with mathematical literacy assessed through problem-solving tests and self-efficacy measured using validated questionnaires. Statistical analyses using non-parametric tests, including Wilcoxon Signed Rank Test, Mann-Whitney U Test, and Rank-Based ANCOVA, revealed that the experimental group achieved significantly higher post-test scores (M=79.25, SD=8.42) compared to the control group (M=65.30, SD=9.18), yielding a large effect size (d=1.24, p<.001) that substantially exceeded typical outcomes reported in meta-analyses of computer-assisted mathematics instruction. Contrary to established theoretical frameworks positing strong relationships between self-efficacy and mathematics achievement, this study found that self-efficacy neither significantly predicted mathematical literacy (F=3.171, p=.083, η²=.077) nor interacted with the learning model, suggesting that ChatGPT's pedagogical benefits operated uniformly across students with varying confidence levels. These findings suggest that ChatGPT functioned as adaptive conversational scaffolding that provided immediate formative feedback, facilitated metacognitive engagement through dialogic prompting, and generated multiple mathematical representations to support conceptual understanding. The null self-efficacy effect may indicate that robust AI scaffolding serves as an external compensatory mechanism that equalizes learning opportunities by reducing students' dependence on internal confidence judgments, thereby contributing novel theoretical insights into the conditional nature of motivational constructs in AI-mediated learning environments and offering practical implications for implementing conversational AI in mathematics education.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) MELALUI TUTOR TEMAN SEBAYA TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS IV SDN 08 DURIAN KAPEH Lilik Syafriani; Inge Angelia; Thesa Kandaga
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.39357

Abstract

Mathematics learning in elementary schools is still dominated by conventional teacher-centered methods, resulting in low student engagement and conceptual understanding. This study examines the effect of Numbered Head Together (NHT) cooperative learning model through peer tutoring on fourth-grade students' mathematics learning outcomes. The study employed a quasi-experimental design with a nonequivalent control group design. The population involved 35 fourth-grade students from SD Negeri 08 Durian Kapeh, divided into 20 students in the experimental class (NHT model with peer tutors) and 15 students in the control class (conventional learning). Data were collected through post-tests and analyzed using one-way ANOVA and effect size tests. Results showed a significant difference between both groups (F = 11.603; p = 0.002 < 0.05). Effect size analysis yielded η² = 0.260, ε² = 0.238, and ω² = 0.233, indicating a large effect. The NHT model through peer tutoring contributed approximately 23–26% to the improvement in mathematics learning outcomes. It is concluded that the NHT cooperative learning model through peer tutoring effectively improves students' mathematics learning outcomes. This model not only enhances active thinking and discussion but also develops cooperation, communication skills, and deep conceptual understanding of mathematics. It is recommended that teachers implement this model continuously by utilizing peer tutors, and future research can include additional variables such as learning motivation or critical thinking skills for more comprehensive results.
Co-Authors Adnan, Mazlini Agus Dede Anggiana Angelia, Inge Anggoro Ari Nurcahyo Beni Yusepa Ginanjar Putra Dadang Juandi Darhim Darhim Darta Darta Darta, Darta Gusti, Valeria Yekti Kwasaning Hasratuddin Hermawan, Vevi Jusep Saputra, Jusep Krisnadi, Elang Lilik Syafriani Mohamad, Liana Mohamad, Liana Binti Monike, Rismun Sufia Nia Gardenia Nida Amelya Al Fitriani Nida Aulia Pangesti Limbangan Novianti, Idha Nurcahyo, Anggoro Ari Nurcahyo, Anggoro Ari Osman, Zahir Putri Andini, Putri Risnawati, Erna Rizky Rosjanuardi Rodríguez-Nieto, Camilo Andrés Setiawan, Wahyu Heri Sri Agustini Dalimunthe Suci Nurhayati Suci Nurhayati Sudirman Sugilar, Sugilar Susyati Susyati, Susyati Taufiqulloh Dahlan