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All Journal Jurnal Riset Pendidikan Matematika Equals : Jurnal Ilmiah Pendidikan Matematika Range : Jurnal Pendidikan Matematika
Nirfayanti
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Computer Science & IT Decision Sciences, Operations Research & Management Education Mathematics

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Utilization of Traditional Games in Maros Regency as an Ethnomathematics-Based Mathematics Learning Media M. Asfar Abdul Majid; Hukma Gaffar; Nirfayanti
RANGE: Jurnal Pendidikan Matematika Vol. 6 No. 2 (2025): Range Januari 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v6i2.8900

Abstract

Ethnomathematics is a mathematical concept integrated in a culture. The presence of mathematics related to cultural elements can make a significant contribution to the mathematics learning process. This study aims to identify and analyze the use of traditional games in Maros Regency as a medium for ethnomathematics-based mathematics learning. This research is relevant because traditional games contain mathematical concepts that can enrich students' understanding of mathematics material. This research uses a qualitative approach with the Systematic Literature Review (SLR) method. Data collection techniques were carried out through documentation, interviews and literature searches from various databases, such as Google Scholar, Scopus, and related journals. Data analysis was conducted by compiling a data matrix to identify key themes, comparing findings from various studies, and synthesizing research results. The results of this study indicate that the ethnomathematics approach through traditional games can be an effective alternative to improve the quality of mathematics learning in schools.
Developing Inductive Approach-Based Worksheets for Enhancing Students’ Mathematical Generalization Skills Nirfayanti; Ernawati; Wijaya, Tommy Tanu
Jurnal Riset Pendidikan Matematika Vol. 12 No. 1 (2025): May 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i1.83409

Abstract

In the 21st century, the ability to generalize mathematical concepts is crucial for students' cognitive development. However, teaching materials that fail to support the development of this skill can hinder student learning outcomes. Therefore, educators need effective teaching materials that improve students' ability to generalise. This study aims to develop teaching materials based on an inductive approach to improve students' mathematical generalization skills. This research uses the ADDIE model, which consists of five phases: analysis, design, development, implementation and evaluation. The study used student worksheets that had been validated by subject and media experts. In addition, pre- and post-tests were conducted to assess the effectiveness and practicality of the worksheets. The results indicated that the developed student worksheets met the criteria for validity, practicality, and effectiveness. The validity of the worksheets was confirmed through positive evaluations from two material experts and two media experts. Practicality was determined based on the overall positive feedback from students. Finally, the effectiveness of the worksheets was demonstrated by a significant improvement in students' mathematical generalization skills following the intervention.
Peningkatan Pemahaman Konsep Geometri melalui Pembelajaran Berbasis GeoGebra pada Peserta Didik Nur Aisyah; Nirfayanti; Dedy Setyawan
EQUALS: Jurnal Ilmiah Pendidikan Matematika Vol. 8 No. 1 (2025): EQUALS: Jurnal Ilmiah Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/equals.v8i1.2988

Abstract

Memahami konsep geometri merupakan salah satu tantangan utama dalam pembelajaran matematika di tingkat sekolah menengah pertama, karena materi ini bersifat abstrak dan memerlukan kemampuan visualisasi serta penalaran spasial. Penelitian ini bertujuan untuk mengevaluasi efektivitas pembelajaran berbasis GeoGebra dalam meningkatkan pemahaman konsep geometri siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen non-equivalent control group, melibatkan kelas VIII A sebagai kelompok eksperimen (21 siswa) dan kelas VIII B sebagai kelompok kontrol (20 siswa). Instrumen penelitian terdiri atas tes pemahaman konsep dan angket respons siswa, sedangkan analisis data dilakukan melalui uji normalitas, homogenitas, N-Gain, uji-t independen, dan uji Mann-Whitney dengan bantuan perangkat lunak JASP versi 0.19.3. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada kelas eksperimen dengan rata-rata N-Gain sebesar 0,804 dibandingkan 0,636 pada kelas kontrol, nilai t sebesar 3,474, p < 0,001, dan ukuran efek (effect size) sebesar 1,027. Selain itu, 82% siswa memberikan respons positif terhadap penggunaan GeoGebra. Temuan ini menegaskan bahwa GeoGebra tidak hanya secara signifikan meningkatkan pemahaman konsep geometri, tetapi juga meningkatkan keterlibatan siswa dalam proses pembelajaran. Keunikan penelitian ini terletak pada penerapan GeoGebra untuk visualisasi dinamis objek dua dan tiga dimensi, yang memperkuat hubungan antara representasi visual dan logika formal, sehingga memberikan wawasan baru bagi strategi pembelajaran matematika.
Efektivitas Modul Ajar Berbasis Problem Based Learning Terintegrasi Geogebra untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa Padang, Nely Salu; Nirfayanti; Narew, Ignasius
EQUALS: Jurnal Ilmiah Pendidikan Matematika Vol. 8 No. 2 (2025): EQUALS: Jurnal Ilmiah Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/equals.v8i2.2930

Abstract

Critical thinking skills are essential for students to face the demands of the digital era and global competition. However, learning in higher education often remains conventional and does not optimally support the development of higher-order thinking. This study aims to examine the effectiveness of a Problem-Based Learning (PBL) teaching module integrated with GeoGebra in improving students’ critical thinking skills and to explore their learning perceptions. The research employed a quantitative quasi-experimental method with a nonequivalent control group design. A total of 20 students participated, divided into an experimental group using the PBL–GeoGebra module and a control group using a conventional economic mathematics module. Data were collected through pre-test and post-test critical thinking assessments as well as perception questionnaires. Descriptive and inferential analyses were performed using independent t-tests with SPSS for Windows. The results indicate a significant difference between groups, with the experimental group showing higher improvement in critical thinking skills. Students also conveyed positive perceptions of the module, noting increased motivation, active engagement, and improved conceptual understanding through interactive visualization. These findings demonstrate that the PBL–GeoGebra module is effective in enhancing critical thinking skills and provides a more meaningful and applicable learning experience suitable for use as an innovative alternative in higher education.
Co-Authors Dedy Setyawan Ernawati Hukma Gaffar M. Asfar Abdul Majid Narew, Ignasius Nely Salu Padang Nur Aisyah Wijaya, Tommy Tanu