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All Journal Kognitif: Jurnal Riset HOTS Pendidikan Matematika International Journal of Applied Learning and Research in Algebra
Loska, Febri
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Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Exploring Potential: Analysis of Students' Mathematical ProblemSolving Ability on System of Linear Inequalities in Two Variables (SLITV) Material Loska, Febri; Ayuni, Ayuni; Ainirohmah, Nailu
International Journal of Applied Learning and Research in Algebra Vol. 1 No. 1 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v1i1.1168

Abstract

This research aims to analyze students' mathematical problemsolving abilities in dealing with System of Linear Inequalities in Two Variables (SLITV) material. The research method used is descriptive quantitative with data collection through written tests. The subjects of this research were class XI students at SMAN 2 Tualang, Tualang District, Siak Regency, consisting of 34 students who had studied SLITV material. The technique in this research is tests. The test contains 4 questions with easy, medium and difficult levels. Based on the results of the analysis, it shows that in question number 1, with indicators of the ability to identify elements that are known, asked about, and the adequacy of the required elements, a very good category was obtained with a cumulative percentage of 88.3%. In question number 2 with the indicator of being able to create or compile mathematical models, the category was quite good with a cumulative percentage of 58.3%. In question number 3 with the indicator of choosing and developing a problemsolving strategy, a bad category was obtained with a cumulative percentage of 5.8%. In question number 4 with the indicator of being able to explain and check the correctness of the answers obtained, students received a fairly good category with a cumulative percentage of 53.0%. This means that mathematical problemsolving abilities are good but also need to be developed further in order to achieve maximum mathematical understanding abilities, so that students better understand the basic concepts of the previous material used to solve the problems that have been given.
Development of Autograph-Assisted Teaching Materials to Enhance Students’ Numeracy Skills in Phase D Loska, Febri; Zetriuslita, Zetriuslita; Effendi, Leo Adhar; Amelia, Sindi; Hidayat, Riyan
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.3200

Abstract

The numeracy skills of Phase D students in Indonesia remain relatively low, as evidenced by the 2018 PISA survey, which ranked Indonesia 72nd out of 79 countries. Transformational geometry is one of the topics that demands high numeracy, often posing challenges due to the need for spatial visualization and logical reasoning. While previous studies have shown the potential of Autograph in HOTS-based learning, research on the development of Autograph-assisted teaching materials explicitly designed to enhance numeracy remains limited. This study introduces a novel approach by integrating Autograph into numeracy-oriented materials for transformational geometry, aiming to provide a validated and practical resource for classroom use. The research employed an R&D design with the ADDIE model, involving 36 ninth-grade students and a mathematics teacher at UPT SMP Negeri 4 Siak Hulu. Data were collected using validation sheets, response questionnaires, and pretest–posttest numeracy tests, and analyzed through Aiken’s V, practicality percentage, N-gain, paired t-test, and Cohen’s d. The results indicated high validity (0.88), high practicality (84.6%), and strong effectiveness (N-gain = 0.78, Cohen’s d = 2.7), with significant improvement from pretest to posttest. The findings highlight the novelty of employing Autograph to foster numeracy development in middle school mathematics, offering new insights into technology-supported instructional design. However, the absence of a control group suggests the need for further studies using more rigorous experimental designs.
Co-Authors Ainirohmah, Nailu Ayuni, Ayuni Effendi, Leo Adhar Riyan Hidayat Sindi Amelia, Sindi Zetriuslita