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All Journal Al-Jabar : Jurnal Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika)
Eka, Firmina
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Education Mathematics

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ANALISIS HAMBATAN EPISTEMOLOGI DIKAJI DARI KEMAMPUAN MENYELESAIKAN MASALAH KONTEKSTUAL BARISAN DAN DERET GEOMETRI Eka, Firmina; Yani T, Ahmad; Siregar, Nurfadilah; Meldi, Nadya Febriani
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 11, No 1 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v11i1.6732

Abstract

This study aims to identify and analyze students' epistemological obstasles in solving contextual problems of geometric rows and series. The research was based on observations and interviews at Santu Petrus Pontianak Catholic High School which indicated learners' obstacles in solving contextual problems. This study used a qualitative approach with six learners as subjects, who were grouped based on the level of problem solving ability. Data were collected through problem solving ability tests and interviews. Data analysis was conducted using triangulation technique. The results showed that high ability learners did not experience epistemological obstacles. Learners with moderate ability experience obstacles in procedural aspects and operational techniques, such as difficulty choosing formulas and performing calculations. While low ability learners experience obstacles in conceptual, procedural and operational techniques. This research confirms that epistemological obstacles are closely related to problem solving ability. It is hoped that this research will have implications for the development of more effective learning strategies to minimize learners' epistemological obstacles.
Design and validation of a PISA oriented instructional module for linear functions aligned with the merdeka curriculum Eka, Firmina; Suratman, Dede; Rifat, Mohammad; Siregar, Nurfadilah; Hamdani
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.29709

Abstract

Purpose: This study aims to design and validate a PISA-oriented instructional module for linear functions aligned with the Learning Outcomes of the Merdeka Curriculum. Method: This study employed a qualitative educational design research approach through document analysis and expert validation. The design process was based on an analysis of the Merdeka Curriculum Learning Outcomes (Phase D), the PISA 2022 Mathematics Framework, and relevant linear function materials. The instructional module was developed iteratively and validated in two cycles by two mathematics education lecturers and one junior high school mathematics teacher. Validation criteria covered content accuracy, pedagogical alignment, integration of PISA competencies, linguistic clarity, and instructional design quality. Findings: The needs analysis indicated that teachers did not yet possess structured PISA-based instructional modules. The first validation cycle highlighted the need to improve the clarity of learning objectives, interpretation-oriented tasks, activity differentiation, language consistency, and visual presentation. After systematic revisions, the second validation cycle confirmed that the module met feasibility standards across content, pedagogy, language, and instructional design aspects. Significance: This study provides a validated instructional module that bridges national curriculum demands and international mathematical literacy standards, offering a practical and theoretically grounded reference for integrating PISA-oriented learning into classroom instruction.
Co-Authors Ahmad Yani T Dede Suratman Hamdani Meldi, Nadya Febriani Nurfadilah Siregar Rifat, Mohammad