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All Journal Briliant: Jurnal Riset dan Konseptual JME (Journal of Mathematics Education)
Prasetiyo, M. Mahmudi
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Mathematics

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IMPROVEMENT OF LEARNING RESULTS THROUGH THE WEEKLY PROJECT OF PROBLEM SCHEME WITH THE TEACHING AT THE RIGHT LEVEL APPROACH Prasetiyo, M. Mahmudi; El Walida, Sikky
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2519

Abstract

The problems that occur in learning outcomes are generally influenced by learning activities that are less interactive and less interesting so as to reduce student motivation and enthusiasm, which is caused by the learning methods and styles used in the classroom. Based on observations at SMAN 8 Malang, it is known that the implementation of mathematics learning is still one-way and students are only involved in doing assignments. This has an impact on the results of the assessment carried out by the teacher in learning mathematics. To improve student learning outcomes, effective and relevant learning methods are needed in accordance with the lesson plans that have been prepared. The approach and learning model that aims to provide solutions to overcome the challenges of improving learning outcomes is the Weekly Project of Problems (W-PoP) Scheme with the TARL Approach. The research method used is Classroom Action Research with data collection techniques consisting of initial assessment, observation, written tests, interviews, and questionnaires.  Through this research, an increase in the percentage of student learning completeness was obtained in the summative assessment in cycle 2 which reached 79%, an increase of 32% compared to the summative assessment in cycle 1 and an increase of 38% from the pre-cycle. The average score of all students also increased significantly in each cycle. Thus, the application of the Weekly Project of Problems (W-PoP) with the TARL Approach can provide equal opportunities for students to receive learning materials and have equality in getting treatment in learning to gain understanding abilities to improve student learning outcomes.
PENERAPAN PEMBELAJARAN TEACHING AT THE RIGHT LEVEL (TARL) UNTUK MENINGKATKAN MINAT BELAJAR DAN PEMAHAMAN KONSEP PESERTA DIDIK KELAS VII A SMP WAHID HASYIM TAHUN AJARAN 2023/2024 Prasetiyo, M. Mahmudi; Sunismi, Sunismi; Fathani, Abdul Halim
BRILIANT: Jurnal Riset dan Konseptual Vol 9 No 3 (2024): Volume 9 Nomor 3, Agustus 2024
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/briliant.v9i3.1935

Abstract

Teaching at the Right Level (TaRL) learning is a learning method that refers to the level of achievement and ability of the learners themselves. The researcher aims to increase students' interest in learning and ability to understand concepts so that it can overcome the problems that have been observed in Class VII A Wahid Hasyim Junior High School. The stages used by researchers in applying Teaching at the Right Level are learning analysis, diagnostic assessment, application of teaching modules, mapping of students, application of TaRL activities, assessment of students' processes, and evaluation of learning activities. The type of research used by this researcher uses a classroom action research method with a participatory approach. The results of observations of researcher activities in the implementation of cycle II actions carried out by observer I and observer II showed percentage values reaching 97% and 96% which were categorized as very good. Meanwhile, in cycle II action research that analyzed the results of observations of student activities, observer I gave an assessment of 98% and observer II gave an assessment of 96% which was also categorized as very good.  At the end of cycle II, the test results of students reached 19 students or around 86% of students were complete. So, it is concluded that the application of Teaching at the Right Level (TaRL) learning can increase learning interest and concept understanding in students of class VII A Wahid Hasyim Junior High School.
PROFILE OF ETHNOMATEMATICS IMPLEMENTATION IN MATHEMATICS LEARNING TO STIMULATE STUDENTS' COGNITIVE DEVELOPMENT Prasetiyo, M. Mahmudi; Sunismi, Sunismi; Walida, Sikky El
JME (Journal of Mathematics Education) Vol 10, No 2 (2025): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i2.2558

Abstract

The negative perception that mathematics is abstract and rote-oriented leads to low student engagement and cognitive development. This study examines ethnomathematics as a contextual approach that connects formal mathematics with student culture. This study aims to describe the implementation of ethnomathematics, changes in student perceptions, and stimulation of cognitive development. This study uses a descriptive qualitative approach with the study location in the seventh grade of Khairunnas Junior High School. Data were collected through in-depth participatory observation, field notes, interviews, and analysis of learning artifacts. Data analysis was conducted using Spradley's qualitative analysis model. The findings show that the success of implementation is influenced by the teacher's readiness to adapt a contextual approach. Through mentoring, teachers successfully deconstructed the perception that mathematics and culture cannot dialogue, shifting from simply matching formulas to contextual learning adjustments relevant to students' experiences. Students showed more positive changes in their perceptions of mathematics. Students saw mathematics as a skill relevant to their daily experiences. Empirically, ethnomathematics has been proven to improve students' cognitive levels. Cognitive abilities increased from C2 to C3–C4, as observed and confirmed by final assessment results. Ethnomathematics not only increased interest and motivation to learn but also fundamentally stimulated students' cognitive development toward higher-level thinking skills. The results of the study indicate that the integration of local culture has the potential to improve the quality of mathematics learning.
Heuristic Strategies as Cognitive Bridges in Solving Arithmetic Sequence Word Problems: A Case Study Rifai, Fuad; Prasetiyo, M. Mahmudi; Tsabitah, Irbah
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (January - June)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2628

Abstract

This study explores the micro-process dynamics of students in applying heuristic strategies to arithmetic sequence word problems through a qualitative case study. Using Think Aloud with the subject YD, the results show a paradox between procedural fluency with formulas and cognitive failure when switching to manual strategies. This transition triggers cognitive overload and representational misconceptions, where the subject is distracted by visuals, resulting in inconsistent answers. This study concludes that without a solid conceptual foundation, heuristic instruction risks weakening students' confidence and triggering logical errors, leading to a loss of focus in their work.
Co-Authors Abdul Halim Fathani Rifai, Fuad Sunismi . Tsabitah, Irbah Walida, Sikky El