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All Journal Jurnal Pendidikan Informatika dan Sains Didaktik : Jurnal Ilmiah PGSD STKIP Subang PEDAGOGIC: Indonesian Journal of Science Education and Technology Walada: Journal of Primary Education
Rahman Haryadi
Universitas PGRI Pontianak
Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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IMPLEMENTASI MODEL GAME BASED LEARNING BERBANTUAN WORDWALL DAN MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA Arassati; Rahman Haryadi; Dwi Oktaviana
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11720

Abstract

This study aims to compare the effectiveness of Game Based Learning (GBL) model assisted by wordwall with Problem Based Learning (PBL) on the mathematical problem-solving ability of class X students of SMA Negeri 1 Sungai Raya on the material of arithmetic sequences and series. The research method used Quasi Experimental Design with Nonequivalent Control Group Design. The sample was selected through purposive sampling, namely class X8 as the experimental class (31 students) who implemented GBL assisted by wordwall and class X6 as the control class (31 students) who implemented PBL. The research instrument used was a problem-solving ability test on the material of arithmetic sequences and series. Data were analyzed using paired sample t-test and independent t-test. The results showed that both models were able to improve students' mathematical problem-solving ability. The experimental class increased from 58.60 to 84.94 with N-Gain 0.64 (medium category), while the control class increased from 59.03 to 71.93 with N-Gain 0.31 (medium category). The independent t-test shows tcount = 4.3255 > ttable = 2.0003 (α = 5%), so the mathematical problem-solving ability of students taught using GBL assisted by wordwall is better than PBL. Digital games create interesting and challenging learning, encouraging active student involvement.
Pengembangan Modul Ajar Interaktif Berbasis Differentiated Instruction Dalam Materi Geometri Untuk Mengakomodasi Keberagaman Kemampuan Pemecahan Masalah Matematis Siswa Mts Mujahidin Pontianak Zahra Mahdiyyah; Yudi Darma; Rahman Haryadi
Walada: Journal of Primary Education Vol. 5 No. 2 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i2.705

Abstract

Abstract: Background: This study aimed to develop an Interactive Teaching Module based on Differentiated Instruction in geometry material to accommodate the diversity of mathematical problem-solving abilities of seventh-grade students at MTs Mujahidin Pontianak. The study employed a Research and Development (R&D) method using the 4D development model modified into 3D, consisting of the define, design, and develop stages. The research subjects consisted of four expert validators, namely two Mathematics Education lecturers, one Information Technology Education lecturer, one mathematics teacher, and 30 seventh-grade students as the trial subjects. Data were collected through validation sheets, teacher and student response questionnaires, and tests of mathematical problem-solving abilities. The results showed that the module met the criteria of being highly valid with an average validation score of 94.7%, highly practical based on teacher responses of 93.33% and student responses of 85.58%, and effective with an average posttest score of 71.67 and a learning mastery percentage of 66.67%. The module also improved students’ activeness, enthusiasm, and ability to solve problems using Polya’s problem-solving stages according to their respective abilities. Therefore, the module is feasible to be used in mathematics learning to support the diversity of students’ abilities.
Pengembangan Modul Ajar Interaktif Berbasis Differentiated Instruction Untuk Mengakomodasi Keberagaman Kemampuan Pemecahan Masalah Matematis Siswa Zahra Mahdiyyah; Yudi Darma; Rahman Haryadi
Walada: Journal of Primary Education Vol. 5 No. 2 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i2.790

Abstract

Mathematics learning in schools still faces obstacles in the form of diversity in students' mathematical problem-solving abilities that have not been optimally accommodated in the learning process. This study aims to develop an Interactive Teaching Module based on Differentiated Instruction for geometry material for seventh-grade students at MTs Mujahidin Pontianak and to determine its level of validity, practicality, and effectiveness. The study used the Research and Development method with a 4D development model modified into 3D, including the define, design, and develop stages. The research subjects consisted of four expert validators and 30 seventh-grade students as trial subjects. Data were collected through validation sheets, teacher and student response questionnaires, and mathematical problem-solving ability tests. The results showed that the module obtained a very valid category with an average of 94.7%; very practical, based on teacher responses of 93.33% and students of 85.58%; and effective, with an average posttest of 71.67 and learning completeness of 66.67%. The research findings show that the Interactive Teaching Module based on Differentiated Instruction is suitable for supporting adaptive, interactive mathematics learning and is oriented towards developing students' mathematical problem-solving abilities in line with diverse learning abilities.
Analisis Kesalahan Siswa dalam Memecahkan Masalah Berpikir Kritis Berdasarkan Pendekatan Newman pada Materi Bilangan Pecahan Setiawati Setiawati; Rahman Haryadi; Marhadi Saputro
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5920

Abstract

Penelitian ini menganalisis kesalahan siswa kelas VII A SMP Negeri 2 Mandor dalam memecahkan masalah berpikir kritis pada materi bilangan pecahan menggunakan pendekatan Newman. Kemampuan berpikir kritis sangat penting untuk pengembangan keterampilan tingkat tinggi siswa, namun kenyataannya kemampuan ini masih rendah di kalangan siswa, yang berdampak pada kesulitan pemecahan masalah. Pendekatan Newman digunakan untuk mengidentifikasi dan mengklasifikasikan kesalahan siswa pada lima tahapan: membaca, memahami, transformasi, keterampilan proses, dan menyimpulkan jawaban. Metode penelitian ini adalah kualitatif deskriptif dengan studi kasus. Data dikumpulkan melalui tes tertulis dan wawancara dari 26 siswa yang dikategorikan berdasarkan tingkat kemampuan berpikir kritis (tinggi, sedang, rendah). Hasil analisis menunjukkan bahwa kesalahan terjadi di semua tahapan pendekatan Newman, terutama pada pemahaman, transformasi, keterampilan proses, dan penarikan kesimpulan. Faktor-faktor penyebab kesalahan meliputi pemahaman konseptual yang lemah, keterbatasan keterampilan berpikir kritis, metode pembelajaran yang kurang tepat, serta faktor metakognitif dan kecemasan siswa. Kesimpulan utama adalah siswa menunjukkan pola kesalahan yang signifikan, yang perlu diatasi melalui perbaikan metode pembelajaran dan penekanan pada pengembangan kemampuan berpikir kritis.
Optimizing students' problem-solving ability and learning interest through the educational game "Algebra Explorer: The SPLDV Saga" Yadi Ardiawan; Rahman Haryadi; Dwi Oktaviana
Jurnal Pendidikan Informatika dan Sains Vol. 15 No. 1 (2026): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v15i1.9655

Abstract

This study aimed to develop the educational game "Algebra Explorer: The SPLDV Saga" and to examine its effectiveness in improving junior high school students' problem-solving ability and learning interest. The study employed the Research and Development (R&D) method following the Borg and Gall model, comprising seven stages: identification of potential and problems, data collection, product design, design validation, product revision, product trial, and evaluation. The subjects were 28 eighth-grade students. The instruments consisted of a problem-solving ability test, a learning interest questionnaire, and a student response questionnaire. Validation results from subject-matter experts (87.47%) and media experts (90.91%) indicated that the product was highly valid and suitable for use. The mean problem-solving score increased from 63.57 to 82.38, and the paired samples t-test yielded a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant difference between pretest and posttest scores. The N-Gain value of 0.52 (moderate category) demonstrated that the game was effective in improving students' mathematical problem-solving ability, while student responses reached an average of 85.71% (very good category). Therefore, the educational game "Algebra Explorer: The SPLDV Saga" is effective in enhancing students' problem-solving ability and learning interest, and it received highly positive feedback.
Co-Authors Arassati Dwi Oktaviana Marhadi Saputro Setiawati Setiawati Yadi Ardiawan Yudi Darma Zahra Mahdiyyah