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All Journal Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Jurnal Pendidikan Matematika
Isyati, Andini Norma
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Religion Education Mathematics Physics Other

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Implementation of Realistic Mathematics Education and Project-Based Learning to Improve Students' Mathematical Thinking Ability and Empathy Skills Afifah, Nur; Isyati, Andini Norma; Pratama, Loviga Denny
Jurnal Pendidikan Matematika Vol. 16 No. 2 (2025): July 2025
Publisher : Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpm.v16i2.326

Abstract

The ability to think mathematically is an important aspect in learning mathematics, but many students still experience problems in understanding abstract concepts such as sets and show a lack of empathy in group work, as found. This research aims to improve students' mathematical thinking skills and empathy through the Realistic Mathematics Education approach combined with the Project-Based Learning model. The method used was classroom action research carried out in two cycles in class VIII with 15 students as research subjects. The research procedure refers to Kemmis and McTaggart's spiral model, which consists of planning, implementation, observation and reflection phases. Data collection was carried out through mathematical thinking ability tests, observation of student activities, and empathy questionnaires. The results show that at the initial stage, there were no students who met the Minimum Completeness Criteria (KKM), and the level of empathy was relatively low. After implementing the learning strategy, there was a significant improvement in both aspects, especially in the second cycle. These findings indicate that the integration of the RME approach and the PjBL model is effective in developing mathematical thinking skills and increasing student empathy in learning mathematics
Integration of ethnomathematics in culturally responsive STEM education to foster computational thinking Lestari, Wahyu; Dafik , Dafik; Isyati, Andini Norma
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 2 (2025): Alifmatika - December
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i2.361-374

Abstract

This study aims to describe the implementation of culturally responsive STEM learning integrated with an ethnomathematics approach to enhance students’ computational thinking skills. The research employed a descriptive qualitative method and was conducted at SMA Zainul Hasan Genggong, involving 30 tenth-grade students (class X-A) and one mathematics teacher. Data were collected through observation, interviews, documentation, and bibliometric analysis using VOSviewer. The findings indicate that incorporating local cultural elements such as Madurese batik motifs, bamboo weaving, and traditional culinary units created meaningful and contextual learning experiences. Students showed clear progress in key components of computational thinking, including breaking down cultural tasks into smaller mathematical components, identifying geometric and symmetrical patterns in cultural artefacts, and developing structured steps to address practical problems. Both teachers and students responded positively, highlighting increased engagement, motivation, and collaboration during group projects. The teacher reported that students became more active, creative, and critical, while students expressed that learning felt more relevant and enjoyable. Word Cloud visualisation revealed dominant keywords such as culture, mathematics, patterns, symmetry, problem-solving, and collaboration, reflecting the strong connection between cultural contexts and STEM education. Bibliometric analysis further confirmed the interrelation between STEM, computational thinking, and contextual learning. These findings suggest that culturally rooted STEM learning not only enhances conceptual mastery but also fosters systematic, reflective, and creative thinking, positioning it as an effective strategy for addressing the challenges of 21st-century education.
Co-Authors Dafik , Dafik Muhammad Afif Pratama, Loviga Denny Wahyu Lestari