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All Journal Jurnal Eduscience (JES) Jurnal Ilmiah Ilmu Terapan Universitas Jambi
Mathelinea, Devi
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THE I-CON MODEL IN CONSTRUCTING MATHEMATICAL PROOF Mujib, Abdul; Firmansyah, Firmansyah; Siagian, Siti Shara; Mathelinea, Devi
JURNAL EDUSCIENCE Vol 12, No 3 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i3.7240

Abstract

Purpose-This research aims to analyze the role of the I-CON model in constructing mathematical proofs.Methodology-The research used is qualitative with a grounded theory approach. Respondents were selected using a theoretical sampling approach, based explicitly on concepts that have been shown to relate to the theory being developed. Analysis data is obtained based on student test results, which are given to respondents, compiled into a new concept or theme, and then the desired subcategory.Findings- The theory derived from this research is that, through the I-CON model, students can construct robust, precise, and valid mathematical proofs. The implementation of the I-CON model in the ability to construct mathematical proofs is (1) students can link facts with properties to interpret existing problems, (2) students can sequence valid proof steps, (3) students can use premises, definitions, and theorems related to statements to build a proof, (4) students can use appropriate arguments in the proof process, (5) Students have a systematic flow of thinking so that the proof steps are consistent, and (6) Students can interpret symbols mathematical and use precise mathematical communication language, which is obtained through learning the ICON model. Through learning the I-CON model, students can have the ability to understand various concepts, theorems, and definitions. They can make conjectures from statements given by interpreting them in detail. Implementing the Interpretation-Construction Design (I-CON) model in constructing mathematical proof produces six categories: Initial steps of proof, Flow of Proof, Related concepts, Arguments, Interpretation, and Language of Proof.Significance-The results emphasize the importance of students constructing interpretations of real-world problem situations, discussion activities in building interpretations, reflecting, analyzing, and concluding interpretations that students construct as the primary focus of learning activities
ELECTRONIC MODULE CONTEXTUAL LEARNING IN MATHEMATICS: ANALIZING ITS IMPACT ON STUDENT SELF-EFFICACY AND PROBLEM SOLVING ABILITIES Firmansyah, Firmansyah; Mujib, Abdul; Siregar, Rama Nida; Mathelinea, Devi
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.42554

Abstract

This study examines the impact of contextual approach-based mathematics electronic modules on students' self-efficacy and problem-solving skills. Using the Research and Development (R&D) method with a quantitative approach, the study involved 142 junior high school students. The electronic module was developed using Kvisoft Flipbook Maker with modified Dick, Carey, and Carey development models. The research instruments included a test of problem-solving ability, a self-efficacy scale, and a student response questionnaire. The validation results show that the quality of the electronic module is very good with an average score above 4.2 out of 5. Statistical analysis revealed a significant increase in students' self-efficacy (p=0.001) with an average score of 82.4 in the experimental group compared to 72.8 in the control group. Mathematical problem-solving ability also experienced a very significant increase (p=0.000) with an average score of 82.7 compared to 74.2 in the control group. The research proves the effectiveness of contextual-based electronic modules in improving students' self-efficacy and mathematical problem-solving abilities through interactive design, contextual approaches, and cognitive scaffolding.
Co-Authors ABDUL MUJIB Abdul Mujib Firmansyah Firmansyah Siagian, Siti Shara Siregar, Rama Nida