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All Journal Journal of Innovative and Creativity EDUTREND: Journal of Emerging Issues and Trends in Education
Nuryahya, Rifqi
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Model Pembelajaran Missouri Mathematics Project Terhadap Kemampuan Pemahaman Konsep Siswa Nuryahya, Rifqi; Khuzaini, Nanang
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.7494

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Missouri Mathematics Project (MMP) terhadap kemampuan pemahaman konsep matematika siswa kelas VII di SMP Negeri 1 Sedayu. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain nonequivalent control group design, melibatkan kelas VII B sebagai kelompok eksperimen dan kelas VII D sebagai kelompok kontrol. Instrumen penelitian berupa tes esai kemampuan pemahaman konsep yang telah diuji validitas dan reliabilitasnya. Analisis data meliputi uji normalitas, homogenitas, paired sample t-test, dan independent sample t-test. Hasil penelitian menunjukkan bahwa model pembelajaran Missouri Mathematics Project memberikan pengaruh signifikan terhadap peningkatan kemampuan pemahaman konsep siswa. Hal ini dibuktikan dengan adanya peningkatan signifikan pada skor posttest kelompok eksperimen dibandingkan kelompok kontrol, serta perbedaan rata-rata peningkatan kemampuan yang lebih besar pada kelas eksperimen. Dengan demikian, model Missouri Mathematics Project terbukti lebih efektif daripada pembelajaran konvensional dalam membantu siswa memahami konsep matematika secara bertahap, terstruktur, dan bermakna.
Examining the Effect of the Missouri Mathematics Project Learning Model on Junior High School Students’ Learning Motivation Nuryahya, Rifqi; Khuzaini, Nanang
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 3 No. 1 (2026): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.858

Abstract

This study examines the effect of the Missouri Mathematics Project (MMP) learning model on the mathematics learning motivation of seventh-grade students at SMP Negeri 1 Sedayu. A quasi-experimental method with a nonequivalent control group design was employed. The participants consisted of two classes: class VII B as the experimental group implementing the MMP model and class VII D as the control group receiving conventional instruction, involving 31 and 32 students respectively. Students’ learning motivation was measured using a validated motivation questionnaire. Data were collected through pretest and posttest administrations and analyzed using the Shapiro–Wilk normality test, Levene’s homogeneity test, paired sample t-test, and independent sample t-test at a 5% significance level. The results indicate that the Missouri Mathematics Project learning model did not produce a significant improvement in students’ learning motivation. The experimental group showed no significant motivational gain after the intervention, while the control group demonstrated a higher increase in learning motivation through conventional instruction. Differences in learning motivation between groups were influenced by students’ internal and external factors. These findings suggest that although the Missouri Mathematics Project effectively supports structured cognitive learning, it has not yet optimally addressed affective aspects such as learning motivation. Therefore, the integration of explicit motivational strategies is necessary to enhance students’ engagement in mathematics learning.  
Co-Authors Nanang Khuzaini, Nanang