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Optimalisasi Pemanfaatan Alat Peraga Matematika Guna Mendukung Proses Deep Learning di Kota Magelang Rahmawati, Fadhilah; Nurjanah, Arifta; Dwi Pamungkas, Megita; Aldila Krisma, Dita
INCOME: Indonesian Journal of Community Service and Engagement Vol 4 No 3 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/income.v4i3.1696

Abstract

Mathematics learning at the junior high school level still faces challenges, including limited availability of mathematics learning media. This situation does not align with the demands of the deep learning paradigm, which emphasizes in-depth conceptual understanding. This activity aims to optimize the use of teaching aids tailored to students' thinking levels, thereby supporting meaningful learning. Implementation methods included a school needs survey, design and production of teaching aids, and implementation support. Data were collected through observation and questionnaires. Results showed that the use of mathematical teaching aids increased student engagement and interest in learning. Furthermore, students found learning mathematics more engaging. The conclusion of this program is that optimizing utilization has proven effective in supporting interactive, meaningful, and deep learning-oriented learning, making it worthy of recommendation for wider implementation.
Mathematical Processes and Modeling in Problem-Solving: Designing Learning Models for Higher-Order Thinking Nurmawati, Nurmawati; Purnomo, Eko Andy; Dian Mawarsari, Venissa; Prihaswati, Martyana; Dwi Pamungkas, Megita; Kintoko, Kintoko
IJORER : International Journal of Recent Educational Research Vol. 7 No. 4 (2026): July
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i4.1377

Abstract

21st-century mathematics learning requires the development of Higher Order Thinking Skills (HOTS) through meaningful problem-solving and mathematical modeling. Various studies have shown that students' HOTS abilities are still in the low category, even though problem-solving models have been widely implemented. However, most existing models are still procedural and have not systematically integrated horizontal and vertical mathematization processes with mathematical modeling cycles in a single learning syntax. This study aims to develop a problem-solving learning model grounded in mathematical processes and modeling to improve students' HOTS skills. The study uses the Research and Development (R&D) approach proposed by Thiagarajan and Semmel. The developed model integrates the stages of situational orientation, horizontal mathematization, vertical mathematization, contextual interpretation, and reflection and revision in a systematic and measurable learning syntax. The validation results from nine experts showed an average score of 3.61 in the very valid category, indicating that the model meets pedagogical feasibility, mathematical substance, and evaluative criteria. The novelty of this research lies in integrating Polya's steps, the mathematization process, and the mathematical modeling cycle into a learning model explicitly designed to develop HOTS. Further research is recommended to test the model's effectiveness through experimental studies in various educational contexts to strengthen empirical evidence of its implementation.