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All Journal Journal of Instructional Mathematics Journal on Mathematics Education Research
Hanipa Hanipa
Universitas Jambi
Education Mathematics

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Improving Students' Concept Understanding Ability Through E-Modules Based on Concept-Rich Instruction Assisted by Live Worksheets Siti Patunah; Hanipa Hanipa; Aldi Pranata
Journal on Mathematics Education Research (J-MER) Vol 5, No 2 (2024): November
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v5i2.76015

Abstract

Teacher-centered mathematics learning and teaching materials that do not support contextual problems cause a low level of students' ability to understand concepts. The purpose of this study is to produce and determine the quality of Concept-Rich Instruction (CRI)-based e-module development products assisted by direct worksheets. The research method used is the research and development method (Research and Development) and the model used is the ADDIE (Analysis, Design, Development, Implementation and Evaluation) development model. Data analysis techniques were obtained from validation questionnaires (validated by a team of materials and design experts), practicality questionnaires (teachers and students), student response questionnaires and student concept comprehension tests used to see effectiveness. The results of this study were in the form of e-modules based on Concept-Rich Instruction (CRI) assisted by direct worksheets to improve students' understanding of concepts and it was found that e-module products were proven to be valid, practical and effective with a material validity level of 93% (very valid), design validity of 88% (very valid), practicality by teachers 89.3% (very practical), practicality by students 88.28% (very practical), and effectiveness (student response questionnaire) 85.72% (very effective). Based on the results and discussion, it was found that e-module products based on Concept-Rich Instruction (CRI) assisted by direct worksheets to improve students' concept understanding can improve students' concept comprehension skills.
The Role of Realistic Mathematics Education in Developing Critical Thinking Skills: A Systematic Literature Review Hanipa Hanipa; Duano Sapta Nusantara; Rohati Rohati
Journal of Instructional Mathematics Vol. 7 No. 1 (2026): Digital Media and Critical Thinking in Mathematics Learning
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v7i1.2761

Abstract

Although critical thinking is fundamental to 21st-century mathematics learning, research synthesizing how Realistic Mathematics Education (RME) develops this competency remains fragmented and underexplored. This study aims to map the literature profile, development trends, as well as challenges and recommendations of research related to the integration of RME and critical thinking abilities. A Systematic Literature Review (SLR) method was applied to 18 articles from Scopus and Google Scholar for the period 2019-2025 using VOSViewer bibliometric analysis. The results show that RME consistently improves critical thinking abilities through three clusters: learning implementation, RME characteristics based on real contexts, and effectiveness evaluation. Research trends evolved from effectiveness verification (2019-2021), technology integration (2022-2023), toward differentiated learning and exploration of local cultural contexts (2024-2025). This evolutionary pattern raises a critical question: whether such trends reflect the theoretical maturity of RME as a robust and coherent pedagogical framework, or whether they indicate fragmentation of approaches that risks diluting the core principles of RME. Main challenges include variations in learning design quality and limited digital infrastructure. The study recommends continuous RME implementation, strengthening of teacher education curriculum, and development of specific critical thinking measurement instruments for RME based mathematics learning are needed.
Co-Authors Aldi Pranata Duano Sapta Nusantara Rohati Siti Patunah