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Aziz, Aliyah
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Mathematics Social Sciences

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Application of RME to Improve Numeracy and Reduce Math Anxiety using Liveworksheets and Geogebra Aziz, Aliyah; Septian, Ari; D, Siti Rohani; R, Rizka Awaliyah; R, Marchantia Tatiana; Nurhalim, Rizpan
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.4993

Abstract

This study aims to evaluate improvements in numeracy skills and reductions in students' mathematical anxiety by implementing Realistic Mathematics Education (RME) in the Kurikulum Merdeka using Liveworksheets and GeoGebra media. The research method used is the quasi-experiment. The design of this study uses nonequivalent comparison group design. The population in this study were students of class X SMAN 1 Cibeber in the 2024/2025 academic year. From this population, two classes were taken as samples, namely the class that would become experimental group 1 and experimental group 2 which were selected using the purposive sampling technique. Experimental group 1 received intervention with the Realistic Mathematics Education (RME) model based on Liveworksheets and GeoGebra media, and experimental group 2 (control class) received intervention with conventional learning methods. The instruments used were test and non-test instruments (in the form of questionnaires). The material used was about exponent material. Data analysis was carried out on the average gain index between the two sample classes utilizing the similarity of two averages. The results of the research show that in the research process, there was an increase in students' numeracy skills and overcoming mathematical anxiety, in this case, those who used intervention with the Realistic Mathematics Education (RME) model based on Liveworksheets and GeoGebra media were better than learning using conventional learning methods. The increase in numeracy ability in the experimental class obtained an n-Gain score of 0.24 while in the control class it obtained an n-Gain score of 0.17. The final level of mathematical anxiety in the experimental class obtained an average score of 64 while the control class obtained an average score of 65.189. However, the experimental class experienced a significant increase of 36.79% in changes in students' mathematical anxiety.
Development of Geometry Transformation E-Module Using Contextual Teaching and Learning on Ruang GTK with GeoGebra Aziz, Aliyah; Komala, Elsa; Inayah, Sarah
PRISMA Vol 14, No 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5687

Abstract

Mathematics is a basic science that is essential for mastering other sciences and continues to develop to meet the demands of the 21st century. Meaningful mathematics learning requires a contextual and technology-based approach. Kurikulum Merdeka is a government effort to address this challenge. However, obstacles remain in its implementation, such as teachers' lack of understanding of the learning modules and students' understanding of the material. Therefore, this study aims to develop a Geometry Transformation e-module using the Contextual Teaching and Learning (CTL) model in the Ruang GTK with the assistance of GeoGebra, which has been tested for its feasibility and practicality. This study uses a Research and Development (R&D) approach with the ADDIE model, through five stages: analysis, design, development, implementation, and evaluation. The research subjects consisted of three experts in material, media, language, and mathematics learning for the feasibility test and three mathematics teachers for the practicality test. The instruments used included an observation sheet, a validation sheet, and a practicality sheet. The developed e-module consists of four sub-chapters: Translation, Reflection, Rotation, and Dilation. This e-module also includes flowcharts, prerequisite materials, learning activities, teaching materials, learning media, GeoGebra, Student Worksheets (LKPD), and assessments. The study results showed that this e-module was highly feasible with a score of 85.14% and very practical with a score of 89.33%. This module is easily accessible and supports contextual and technology-based learning
Co-Authors D, Siti Rohani Elsa Komala, Elsa Inayah, Sarah Nurhalim, Rizpan R, Marchantia Tatiana R, Rizka Awaliyah Septian, Ari