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All Journal Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika EMTEKA: Jurnal Pendidikan Matematika
Rakhmawati Muhammad, Rosida
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Decision Sciences, Operations Research & Management Education Mathematics

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PENGARUH PENERAPAN KURIKULUM MERDEKA DAN MOTIVASI BELAJAR SISWA TERHADAP PEMAHAMAN MATEMATIS PADA MATERI ALJABAR Rakhmawati Muhammad, Rosida; Ayulia, Desi; Desta Ranti , Ingga; Miftahul Jannah , Reza
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 5 No. 3 (2024): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v5i3.846

Abstract

The purpose of this study is to analyze the influence of the merdeka curriculum and student motivation on student understanding and the relationship between curriculum and motivation on student understanding in learning mathematics on algebra material by focusing on observations of the learning process carried out by teachers. The data analysis technique used multiple regression tests and data collection using post tests and questionnaires. The subjects in this study were 8th grade students of SMPN 36  Bandar Lampung in the 2024/2025 academic year with a sample size of 54 people. The results of this research indicate that the implementation of the merdeka curriculum and student learning motivation do not have a significant influence on students' mathematical understanding of algebra material.
Integrasi Ethno-STEM dalam Pembelajaran Berbasis Project Based Learning: Pengaruhnya terhadap Pemahaman Konsep dan Self-Regulated Learning Anggraini, Aisya; Mujib; Rakhmawati Muhammad, Rosida
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.11923

Abstract

ABSTRACT This study investigated the effect of Ethno-STEM integration in Project-Based Learning on students' conceptual understanding and self-regulated learning. The research employed a quasi-experimental design involving junior high school students at SMP Negeri 24 Bandar Lampung. Three classes were selected through cluster random sampling, consisting of an experimental class implementing Ethno-STEM integrated PjBL, a comparison class implementing PjBL, and a control class implementing Problem-Based Learning. Data were collected through a conceptual understanding test and a self-regulated learning questionnaire. The data were analyzed using Multivariate Analysis of Variance (MANOVA). Prior to hypothesis testing, linierity, normality, homogeneity of variance, and homogeneity of covariance assumptions were examined and fulfilled. The MANOVA results indicated a significant simultaneous effect of Ethno-STEM integrated PjBL on conceptual understanding and self-regulated learning (Wilks' Lambda, p < 0,05). Furthermore, the univariate analysis revealed significant differences in students' conceptual understanding and self regulated learning among the learning approaches. These findings suggest that Ethno-STEM integrated PjBL is an effective approach to enhance both cognitive and affective learning outcomes in mathematics education.
Co-Authors Anggraini, Aisya Ayulia, Desi Desta Ranti , Ingga Miftahul Jannah , Reza Mujib