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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Journal of Mathematics Instruction, Social Research and Opinion
David Pratama
Universitas Singaperbangsa Karawang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Project-based learning implementation with a cooperative approach on the topic of correlation analysis Latifah Darojat; David Pratama
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.19161

Abstract

This study aims to explore the implementation of project-based learning (PBL) with a cooperative approach on correlation analysis material in class XII of SMA Al Islam 1 Surakarta.  In studying correlation analysis material, several problems are often found, including the lack of application skills and also the lack of student involvement in the learning process. Therefore, through this project-based learning activity, students carry out collaborative activities in compiling projects based on real data so that they can better understand the concept of correlation in depth. This study uses a qualitative method and involves 30 students who are grouped into five groups. Each group is given the task of designing and implementing a correlation analysis project between two variables using a collaborative project-based learning approach. Data were collected through observation and student project results. Furthermore, the data was analyzed using data reduction, data display, and conclusion drawing/verifying techniques. The results of the study indicate that this method is effective in providing students with an understanding of the concept of correlation analysis, collaboration skills, communication, and problem solving. The average project score is in the category of developing according to expectations to very developed. Evaluation through a questionnaire showed that 72.41% of students gave positive responses to the learning experience, such as understanding the material, the ability to work together, and data processing using Microsoft Excel. These findings support the effectiveness of project-based learning in facilitating 21st century skills. Overall, this research provides a positive contribution to education. The implementation of Project Based Learning with a cooperative approach can be an alternative effective learning models to build conceptual understanding and collaboration skills in the modern education era.
Spatial-Algebraic Cognitive Barriers in Solving Ellipse and Hyperbola Problems: An Analysis Using Polya’s Heuristics and Cognitive Load Theory David Pratama; Aditya Prihandhika; Rafiq Zulkarnaen; Novia Nurlatifah; Putri Hoeriyah; Seli Mauludani
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.2027

Abstract

Ellipse and hyperbola problems require students to coordinate geometric, spatial, and algebraic representations, which may generate cognitive barriers. This qualitative preliminary study aims to characterise students’ cognitive barriers when solving conic section tasks by integrating Polya’s heuristics with Cognitive Load Theory (CLT) as an analytical lens, without directly measuring empirical cognitive load states. Participants included 25 undergraduate students across two groups (4A and 4B). Data were collected from students’ written metacognitive reflections following a final examination alongside their problem-solving artefacts. Data were analysed using integrative coding across Polya’s four stages and qualitatively interpreted through intrinsic, extraneous, and germane cognitive load dimensions. Among the recurring patterns identified in hyperbola tasks, students frequently struggled to coordinate the centre, vertex, and focus to determine curve orientation and key parameters  and . In ellipse tasks, barriers were commonly observed during general-to-standard equation transformations, specifically in grouping terms and completing the square. Procedural complexity, time constraints, and schema retrieval difficulties further interrupted problem-solving trajectories. These findings suggest that conic-section problem-solving difficulties reflect complex interactions between spatial-algebraic coordination and cognitive demands. Consequently, this study conceptualises the spatial-algebraic cognitive barrier as a preliminary analytical concept rather than an established psychological construct, offering pedagogical insights for analytic geometry instruction.
Co-Authors Aditya Prihandhika Latifah Darojat Novia Nurlatifah Putri Hoeriyah Rafiq Zulkarnaen Seli Mauludani