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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Pendidikan Indonesia Journal of Educational Research and Evaluation
Abdillah
Universitas Muhammadiyah Mataram, Mataram, Indonesia
Humanities Education Public Health Social Sciences Other

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Bridging Gaps in Students’ Numeracy and Critical Thinking: Is Wayground the Future of Interactive Digital Learning? Zamratul Aswad; Mahsup; Abdillah; Syaharuddin; Wasim Raza
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.107264

Abstract

The fundamental problem in mathematics learning is the low level of critical thinking and mathematical numeracy skills among students, caused by teacher-centered learning and limited use of interactive learning media that support independent exploration and understanding of concepts. Based on these problems, this study aims to analyze the effectiveness of Wayground interactive digital media in improving students' critical thinking and mathematical numeracy skills. This study is a quantitative study with a quasi-experimental design using a pretest–posttest control group model. The research subjects involved 54 ninth-grade students as samples, divided into an experimental class (27 students) and a control class (27 students). Data collection was conducted through tests and questionnaires, with instruments in the form of critical thinking and mathematical numeracy tests and a Likert-scale student perception questionnaire. The data obtained were analyzed using the Shapiro–Wilk normality test, Levene's homogeneity test, paired sample t-test, independent sample t-test, as well as learning improvement analysis through N-Gain and effect size. The results showed that the use of Wayground interactive digital media provided a more optimal improvement in critical thinking and mathematical numeracy skills compared to conventional learning, with a high improvement category in the experimental class and a moderate improvement in the control class. Based on these findings, it can be concluded that Wayground interactive digital media is effective in mathematics learning and has important implications as an innovative, interactive, and applicable learning media alternative to support the development of students' higher-order thinking skills.
Transforming Mathematics Learning to Increase Students' Confidence, Concept Understanding, and Problem Solving Ability Lailatul Jannah; Syaharuddin; Abdillah
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 9 No. 3 (2025): October
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v9i3.96573

Abstract

The gap between the ideal objectives of mathematics learning and classroom realities is reflected in students’ low self-efficacy, conceptual understanding, and problem-solving abilities. One contributing factor is the continued reliance on conventional instructional models. This study aims to examine the effect of the Discovery Learning model on students’ self-efficacy, conceptual understanding, and mathematical problem-solving skills. The research employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design, involving 40 eighth-grade students divided into experimental and control groups. Data were collected using questionnaires and achievement tests, which were analyzed through linear regression, t-tests, and N-Gain analysis. The results indicate that the Discovery Learning model has a significant effect on all three variables, with N-Gain scores exceeding 80%, indicating a high level of improvement. The study concludes that Discovery Learning is effective in enhancing overall mathematics learning outcomes. The implications of this study suggest that Discovery Learning can be integrated as an active, student-centered instructional strategy to improve the quality of mathematics learning. Furthermore, the findings provide a valuable foundation for teachers and educational policymakers in designing learning environments that sustainably foster students’ cognitive competencies, affective development, and mathematical problem-solving skills.
A Synergistic STEM-Creativity Model to Enhance Cognitive Innovation and Higher-Order Thinking Skills (HOTS) in Mathematics Learning Hendi Hidayah; Abdillah; Sirajuddin; Syaharuddin; Wasim Raza; Sunday Emmanuel Fadugba
Jurnal Pendidikan Indonesia Vol 15 No 2 (2026): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i2.107166

Abstract

Students’ low levels of cognitive innovation and higher-order thinking skills (HOTS) in mathematics learning remain a major problem caused by teacher-centered instruction and a lack of contextual problem-solving activities. This study aims to analyze and test the effectiveness of the Synergistic STEM–Creativity Learning Model in improving students’ cognitive innovation and HOTS in mathematics learning. This study employs a quantitative approach with a quasi-experimental pretest–posttest control group design. The research participants consisted of 68 junior high school students divided into an experimental class and a control class. Data collection was conducted through HOTS essay tests and Likert scale questionnaires to measure students’ cognitive innovation abilities. The data were analyzed using assumption tests, hypothesis tests, and N-Gain to evaluate the improvement in abilities and differences in learning outcomes between groups. The results of the study indicate that students in the experimental class demonstrated a greater improvement in cognitive innovation and higher-order thinking skills (HOTS) compared to students in the control class. The Synergistic STEM–Creativity Learning Model is capable of encouraging students to think more creatively, analytically, and reflectively through contextual and collaborative learning activities. These findings suggest that this learning model is effective in developing students’ higher-order thinking skills and cognitive innovation in mathematics education.
Co-Authors Hendi Hidayah Lailatul Jannah Mahsup Mahsup Sirajuddin Sunday Emmanuel Fadugba Syaharuddin Wasim Raza Zamratul Aswad