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All Journal Jurnal Daya Matematis Conference Proceedings International Conference on Education Innovation and Social Science
Pohan, Lisa Rahmadani
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Education Mathematics Social Sciences

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Exploring The Role of Assesment in Supporting Deep Learning in Mathematic: A Qualitatve Literature Study Lubis, Putri Alawiyah; Kartini, Iin; Utari, Kania; Pohan, Lisa Rahmadani; Toruan, Sischa Monika Lumban
Proceedings International Conference on Education Innovation and Social Science 2025: Proceedings International Conference on Education Innovation and Social Science
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study aims to examine the role of assessment in supporting deep learning in mathematics through a qualitative literature review method. Data were obtained from a systematic search on Google Scholar, DOAJ, and the national education repository using the keywords 'deep learning' and 'mathematics assessment,' focusing on articles published since 2022 that are relevant to primary and secondary education in Indonesia. Ten articles met the inclusion criteria and were analysed thematically to identify patterns of strategies, outcomes, and the relationship between assessment and deep learning. The results of the study indicate that assessment plays a role not only in measuring final outcomes but also in monitoring thinking processes, conceptual understanding, and the ability to connect material to real-world contexts. The implementation of continuous formative assessment, projects, portfolios, and instruments based on Higher Order Thinking Skills (HOTS) has proven effective in promoting student engagement, providing constructive feedback, and strengthening 21st-century skills. The integration of authentic assessment with innovative learning models such as Indonesian Realistic Mathematics Education (PMRI), Problem-Based Learning, Project-Based Learning, and interactive evaluation technology enriches the learning experience and supports the achievement of the Pancasila learner profile. Challenges include limitations in teacher understanding, learning resources, and a tendency for assessment to focus on final outcomes. This study recommends teacher training, the development of practical guidelines, and further research to optimise the integration of assessment and deep learning in the context of mathematics education.
The Effect Of Problem-Based Learning Model On Students' Mathematical Representation Ability And Self-Confidence Pohan, Lisa Rahmadani; Mukhtar, Mukhtar; Simamora, Elmani
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 13, No 3 (2025): December
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v13i3.78576

Abstract

This study seeks to determine: (1) the effect of the Problem Based Learning model on students' mathematical representation skills, (2) its effect on students' self-confidence, (3) the effect of initial mathematical ability (High, Medium, Low) on students' mathematical representation skills, (4) its effect on students' self-confidence, and (5) the learning model's interaction with This study is quasi-experimental. This study included MAN 2 Model Medan grade XI students in the 2024/2025 even semester. The study included 34 students from class XI-F2 B, which used the Problem Based Learning model, and class XI-F2 C, which used the expository approach. Research data came from the Initial Mathematical Ability test, mathematical representation ability test, and student self-confidence questionnaire. The data analysis was two-way ANOVA. The data analysis showed that the Problem Based Learning model affected students' mathematical representation skills, self-confidence, and initial mathematical ability (High, Medium, Low). (5) The learning model and initial mathematical aptitude (High, Medium, Low) affect students' mathematical representation ability and self-confidence.
Co-Authors Kartini, Iin Lubis, Putri Alawiyah Mukhtar Mukhtar Simamora, Elmani Toruan, Sischa Monika Lumban Utari, Kania