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All Journal Griya Journal of Mathematics Education and Application Journal of Instructional Mathematics
Milala, Loy Cindy Br
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Education Mathematics

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Dilema Peningkatan Literasi Matematika melalui Media Pembelajaran E-colands pada Siswa Kelas VII, VIII, dan IX Sasalia , Putri; Puspitasari, Sry Rita; Agustianingsih, Ramayanti; Demitra, Demitra; Milala, Loy Cindy Br; Oktavia, Setri
Griya Journal of Mathematics Education and Application Vol. 5 No. 4 (2025): Desember 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i4.843

Abstract

The low mathematical literacy of Indonesian students based on PISA results necessitates innovation in mathematics learning. This study aims to analyze the effectiveness of peatland-based digital comic media (Electronic comic of Peatland/E-colands) in improving junior high school students' mathematical literacy and to reveal the dilemma of improving mathematical literacy occurring in grades VII, VIII, and IX. The research method used was quantitative with a pretest-posttest group design. The research sample consisted of 23 grade VII students, 26 grade VIII students, and 26 grade IX students selected using a purposive sampling technique. Data were collected through mathematical literacy tests in descriptive form and analyzed using descriptive statistics, followed by t-test and n-gain score analysis. The results showed that E-colands media was effective in improving mathematical literacy with a medium improvement category in all classes (n-gain: VII=0.68; VIII=0.41; IX=0.55). However, a dilemma was found where the significant improvement only changed the literacy criteria from low to medium in class VII, while classes VIII and IX remained in the low category even though their scores increased. This dilemma indicates the presence of cumulative learning loss, differences in psychological and motivational factors, and the need for longer and more integrated interventions for holistic mathematical literacy improvement.
Development of an RME-Based Teaching E-Module in the Peatlands Context for Grade VIII SMP Pythagorean Theorem Material Milala, Loy Cindy Br; Oktavia, Setri; Sasalia S., Putri; Artuti, Emy
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): Innovative Approaches to Mathematical Understanding and Literacy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2602

Abstract

This study aims to develop a mathematics teaching e-module based on the Realistic Mathematics Education (RME) approach within the peatlands context for Grade VIII students on the Pythagorean Theorem. The research applies nine stages of the Dick and Carey instructional design model: identifying instructional goals, conducting instructional analysis, analyzing learners and contexts, writing performance objectives, developing assessment instruments, designing instructional strategies, developing instructional materials, conducting formative evaluation, and revising instruction. The study involved 31 students and one mathematics teacher. Data were collected through expert validation sheets and response questionnaires for teachers and students. Expert validation results showed that all aspects of the e-module and student worksheet (LKPD) including content, context, evaluation, media, language, format, and layout achieved high validity. Teachers and students rated the product in the Good to Very Good category, which means the e-module and LKPD are feasible for classroom use. Revisions based on expert and user feedback made the Final Prototype clearer and more engaging. Overall, the study indicates that the RME-based e-module with a peatland context is valid, practical, and effective in improving students’ understanding of the Pythagorean Theorem throught contextual learning.
GeoGebra AR in Mathematics Learning: Students’ Perceptions from Indonesian Junior High Schools Thofan, Angre Andes; Sasalia S., Putri; Milala, Loy Cindy Br
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): Innovative Approaches to Mathematical Understanding and Literacy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2603

Abstract

It is becoming more and more necessary for educational practices to use digital technologies that can facilitate efficient and meaningful learning in the age of rapid technology advancement. Digital technology is crucial in mathematics education because it helps pupils envision and comprehend abstract ideas that are frequently challenging to learn through traditional teaching methods. The purpose of this study is to examine students’ views on the use of GeoGebra Augmented Reality (AR) in mathematics classes at public junior high schools in Palangka Raya. Twenty questions covering five areas—knowledge and awareness, usefulness and application, obstacles and restrictions, support and facilities, and interest and attitude—were answered by 248 students using a survey method with a descriptive quantitative approach. The findings indicate that students’ overall perceptions of GeoGebra AR are high, especially regarding its usefulness, their interest in it, and the support from their schools. They still have to deal with issues like device availability and restricted internet access, though. In conclusion, GeoGebra AR has great potential as an innovative learning tool to boost students’ motivation and understanding of math, in line with the Merdeka Curriculum.
Co-Authors Agustianingsih, Ramayanti Demitra, Demitra Emy Artuti, Emy Oktavia, Setri Sasalia , Putri Sasalia S., Putri Sry Rita Puspitasari Thofan, Angre Andes