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All Journal Prima: Jurnal Pendidikan Matematika JME (Journal of Mathematics Education) JME (Journal of Mathematics Education)
Mustamin Idris
Tadulako University
Education Mathematics

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PROFILE OF CRITICAL THINKING SKILLS OF STUDENTS IN CLASS VII SMP ON FRACTION ADDITION MATERIAL IN TERMS OF GENDER Reski Amelia; Alfisyahra Alfisyahra; Mustamin Idris; Rita Lefrida
JME (Journal of Mathematics Education) Vol. 9 No. 2 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2067

Abstract

This study aims to obtain an overview of the critical thinking skills of male and female students in class VII A SMPN 9 Palu on fraction addition material. This research aims to: 1) to obtain a description of the critical thinking ability of male students on the addition and subtraction of fractions 2) to obtain a description of the critical thinking ability of female students on the addition and subtraction of fractions. This type of research is descriptive using a qualitative approach. The subjects of this research were 2 students taken from 31 students of class VII A SMPN 9 Palu consisting of 1 male student with high mathematics ability and 1 female student with high mathematics ability. The results of this study showed that male and female subjects with high mathematics ability were able to fulfill the indicators of critical thinking ability by Facione (2015), namely: (1) can interpret the problem by identifying the information known and asked appropriately and able to interpret and understand the symbols contained in the problem, (2) connect between statements, questions and concepts by making mathematical modeling appropriately (3) determine and use the right strategy in the calculation process so as to find the right final solution, (4) able to draw conclusions from what is asked in the problem, and (5) have the awareness to re-examine the solution of the problem given by identifying errors in determining the strategy or in the calculation process and then being able to believe the answer.
THE EFFECTIVENESS OF THE RADEC LEARNING MODEL ON GRADE IX STUDENTS’ LEARNING OUTCOMES IN SOLID GEOMETRY Nur Afni; Rahma Nasir; Mustamin Idris; Pathuddin Pathuddin
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2716

Abstract

 This study aimed to examine the effectiveness of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the learning outcomes of Grade IX students in solid geometry. The research employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The population consisted of ninth-grade students at a junior high school in Palu, and the sample was selected using cluster random sampling. Data were collected through essay-type tests to measure students’ learning outcomes and observation sheets to assess the implementation of the learning model. Data analysis was conducted using the independent sample t-test and N-Gain analysis at a significance level of 0.05. The results showed that the Sig. (2-tailed) value was 0.001, indicating a statistically significant difference in learning outcomes between the experimental and control classes. The average N-Gain score in the experimental class was 0.56, which falls into the moderate category and is higher than that of the control class. These findings indicate that the RADEC learning model is effective in improving students’ learning outcomes in solid geometry and can serve as an alternative instructional approach in mathematics education.
THE EFFECTIVENESS OF THE PROBLEM-BASED LEARNING MODEL ASSISTED BY GEOGEBRA ON JUNIOR HIGH SCHOOL STUDENTS MATHEMATICS LEARNING OUTCOMES IN SOLID GEOMETRY Amrah Hazanah; Rahma Nasir; Mustamin Idris; Alfisyahra Alfisyahra
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/3qshjf17

Abstract

This study aims to determine the differences in the average learning outcomes of students taught using the Problem-Based Learning (PBL) model assisted by GeoGebra and those taught using direct instruction on the topic of three-dimensional geometry in Grade IX. The research was motivated by the low student achievement, which is caused by difficulties in understanding the properties of three-dimensional shapes as well as limitations in the use of media and the application of less appropriate teaching models. This study is a quantitative research with a Quasi-Experimental approach, specifically the nonequivalent control group design. The research sample consisted of 128 students, divided into two experimental classes and two control classes, selected through random sampling techniques. The data collection instrument was a test administered in the form of pretest and post-test, which had been validated by experts. Descriptive analysis results showed that the average post-test scores in the experimental classes (80.69 and 78.63) were higher than those in the control classes (74.38 and 73.28). The hypothesis testing using the independent sample t-test indicated a significance value of 0.000 < 0.05, thus it can be concluded that there is a significant difference between the average learning outcomes of students in the two groups. Furthermore, the N-gain analysis results showed that the improvement in learning outcomes in the experimental classes was 0.47 (medium category), which was higher than that in the control classes at 0.36. Therefore, the PBL model assisted by GeoGebra is effective in improving students’ mathematics learning outcomes on the topic of three-dimensional geometry.Keywords: problem-based learning, GeoGebra, learning outcomes, three-dimensional shapes.
Co-Authors Alfisyahra Alfisyahra Alfisyahra Alfisyahra Amrah Hazanah Nur Afni Pathuddin Rahma Nasir Reski Amelia Rita Lefrida