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All Journal Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Journal of Advanced Sciences and Mathematics Education
Supartini, Reny
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Chemistry Education Mathematics Physics Social Sciences

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PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS DAN SELF-CONCEPT SISWA MELALUI MODEL BLENDED LEARNING Supartini, Reny; Qotrunithra Bilqis Aria; Melinda Putri Mubarika
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 9 No. 2 (2024): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v9i2.17948

Abstract

In the context of 21st century learning and the challenges of the COVID-19 pandemic, blended learning is a relevant solution because it integrates technology to support interactive learning. Apart from that, the blended learning model has a positive effect on mathematical critical thinking abilities and self-concept, but in reality, students' mathematical critical thinking abilities and self-concept in Indonesia are still relatively low. This research aims to improve critical mathematical thinking skills, self-concept and analyze the positive correlation between students' critical thinking skills and self-concept using the blended learning model. This research refers to a quantitative approach using quasi experimental design. The subjects of this research were class X Science students at SMA Negeri 16 Bandung. Divided into 30 students for the experimental group and 30 students for the control class. Research data was obtained through mathematical critical thinking ability tests and self-concept questionnaires. The results of the research show 1) the increase in mathematical thinking skills of students who received the blended learning model was higher than students who received the regular learning model 2) the self-concept of students who received the blended learning model was better than students who received the regular learning model 3) there was a positive correlation between critical thinking abilities and self-concept of students who receive the blended learning model. The results of this research can be used as a basis for planning more effective teaching by adopting a blended learning model to maximize students' learning potential cognitively and affectively.
MathQuest: A powerpoint-based problem-based learning game for mathematical problem-solving Supartini, Reny; Sari, Nenden Mutiara; Supianti, In In; Septiani, Gina Dwi
Journal of Advanced Sciences and Mathematics Education Vol 4, No 2 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i2.455

Abstract

Background: Despite the importance of mathematical problem-solving skills in academic and everyday contexts, many students struggle to master these skills due to the lack of engaging and effective instructional tools. Traditional teaching methods often fail to address these challenges, highlighting the need for innovative approaches that integrate interactive and motivating elements into the learning process.Aims: This study aims to develop and validate a PowerPoint-based Problem-Based Learning (PBL) game, evaluate its practicality in classrooms, and assess its effectiveness in improving students' mathematical problem-solving skills and motivation.Methods: Using the ADDIE model, this research involved 33 tenth-grade students selected through purposive sampling. Validation by two media experts, two content experts, and two language experts ensured high-quality game design.Result: Expert validation results showed high scores for content (91 percent), media design (89 percent), and language clarity (92 percent), indicating strong validity. The game achieved a practicality score of 85 percent based on student usability feedback. Effectiveness was demonstrated through a significant improvement in students’ mathematical problem-solving skills, with average test scores increasing from 65 to 85 after using the game. Additionally, 70 percent of students reported heightened motivation and engagement in learning mathematics through this game.Conclusion: The PBL-based PowerPoint game demonstrated strong validity, practicality, and effectiveness in addressing the needs of students and enhancing their mathematical skills. Key educational game elements identified include immediate feedback, question variety, and the ability to play in groups, making it a viable tool for classroom implementation.
Co-Authors Mubarika, Melinda Putri Nenden Mutiara Sari Qotrunithra Bilqis Aria Septiani, Gina Dwi Supianti, In In