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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Rangkiang Mathematics Journal
Yarman
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Other

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Integrating Scientific Inquiry in Mathematics Education: Development of a Problem-Based Learning Module to Enhance Mathematical Literacy in Vocational High School Students Ayu Selvia; I Made Arnawa; Arnellis; Yarman
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12565

Abstract

This study aimed to develop a valid, practical, and effective Problem-Based Learning (PBL) mathematics teaching module integrated with scientific inquiry to enhance mathematical literacy among Grade X vocational high school students in a Computer and Network Engineering program. The development followed the Plomp model, comprising preliminary research, prototyping, and assessment phases. Data were collected through expert validation, student and teacher response questionnaires, observations, and pre- and post-tests. The module was validated by experts with an average score of 3.607 (very valid), while the student worksheets scored 3.582 (very valid). Practicality was confirmed with a 88.33% score from teachers and 88.40% from students, both categorized as very practical. The module significantly improved students’ mathematical literacy, with an average post-test score of 82.66, reflecting gains in formulating, employing, and interpreting mathematical solutions within real-world vocational contexts. Findings indicate that the integration of scientific inquiry into PBL fosters deeper engagement and strengthens problem-solving skills.
Problem-Based Learning Mathematics Modules: Their Impact on Students’ Mathematical Problem-Solving Performance Mutiara Pertiwi; Yerizon; Ali Asmar; Yarman
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.14113

Abstract

This research aims to develop a mathematics teaching module based on the Problem-Based Learning model to improve the mathematical problem-solving abilities of eleventh-grade students. Using the Plomp development model, the research was conducted through the initial investigation, prototyping, and assessment stages. The module was validated by experts in mathematics education, language, and educational technology, resulting in an average validity score of 3.56 (categorized as "Very Valid"). Practicality evaluation through classroom implementation over four meetings showed excellent practicality with an average implementation rate of 93%, while student response questionnaires revealed consistently positive feedback across all measured aspects. Effectiveness testing with 34 students showed that 73.52% achieved scores above the minimum completeness criteria, exceeding the established effectiveness threshold of 60%. This module specifically improved students' abilities in understanding problems (87.6%) and planning solutions (85.3%). Research results confirm that the developed module is valid, practical, and effective in improving mathematical problem-solving skills. This research provides educators with a structured and contextual approach to mathematics teaching that bridges theoretical concepts with real-world applications, addressing Indonesia's historical challenges in mathematics education.
Evaluation of the Implementation of GeoGebra-assisted Advanced Calculus Courses Using the CIPP Model Kelly Angelly Hevardani; Ambiyar; Yerizon; Yarman
Rangkiang Mathematics Journal Vol. 4 No. 1 (2025): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v4i1.61

Abstract

This study aims to evaluate the implementation of advanced calculus courses assisted by GeoGebra using the CIPP model. This evaluation assessed the relevance, effectiveness, and results of applying GeoGebra as an interactive learning medium. The research approach was descriptive quantitative, with data collection through questionnaires and observations. The research subjects were 36 students who attended advanced calculus courses at FMIPA Universitas Negeri Padang in the July–December 2024 semester. The evaluation results show that in the context aspect, the use of GeoGebra is aligned with the curriculum objectives that support the mastery of advanced mathematical concepts and visualization skills. Regarding input, lecturers have basic competence in using GeoGebra, but not all students are familiar with this software. In terms of process, GeoGebra-assisted learning is interactive, although it is constrained by students’ adaptation time to the software. In terms of product, the evaluation results showed increased students’ analytical skills and conceptual understanding, although the increase in exam results was not significant overall. The findings recommend the need for intensive training for lecturers and students related to the use of GeoGebra, the provision of technology-based learning guides, and adjustments to lecture strategies to maximize the effectiveness of GeoGebra in supporting advanced calculus lectures.  
Co-Authors Ali Asmar Ambiyar, Ambiyar Arnellis Ayu Selvia I Made Arnawa Kelly Angelly Hevardani Mutiara Pertiwi Yerizon