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All Journal AFORE: Jurnal Pendidikan Matematika
Samijo
Universitas Nusantara PGRI Kediri
Mathematics

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EFEKTIVITAS MODEL REALISTIC MATHEMATICS EDUCATION (RME) DENGAN STRATEGI SCAFFOLDING DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS Kiky Ardhianti; Bambang Agus Sulistyono; Samijo
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4407

Abstract

This study aims to determine the effect of the scaffolding-based Realistic Mathematics Education (RME) learning model on students' mathematical problem-solving abilities. This study used a quantitative approach with a quasi-experimental method through a pretest - posttest control group design. The research sample was determined using purposive sampling, namely class XI DKV 2 as the experimental class with the scaffolding-based RME learning model and class XI DKV 1 as the control class with the conventional learning model. Research data were collected through a mathematical problem-solving ability test in the form of essay questions. Data analysis techniques included descriptive statistics, independent sample t-test, and N-gain analysis. Based on the descriptive statistics results, the average post-test score for the experimental class was 76.03 and the control class had an average of 65.53. The results of the independent sample t-test showed a significant value of 0.000, indicating that sig. (2-tailed) < α=0.05. Thus, the null hypothesis (H₀) was rejected, and the alternative hypothesis (H₁) was accepted, meaning that the scaffolding-based RME learning model was effective in improving students' mathematical problem-solving skills.
PENERAPAN MODEL PEMBELAJARAN RME TERHADAP PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH SISWA SMKN 1 SEMEN Siti Retnosari; Bambang Agus Sulistyono; Samijo
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4569

Abstract

Based on the observation results, it was found that students still have difficulty in solving problems, especially in story problems that require contextual reasoning, the methods used by teachers have not been able to fully encourage students to think critically. The purpose of this study is to apply the RME model to improve students' mathematical problem-solving abilities. This study uses a quantitative approach with an experimental method. This study was conducted at SMK Negeri 1 Semen, with a sample taken of class X AKL 1 totaling 32 students in the 2025/2026 academic year. Data were analyzed using the Paired Sample T-Test. The results of the analysis show an increase in students' mathematical problem-solving abilities by applying the RME learning model, especially in story problems on exponential function material. In this case, students are actively involved in group discussions to identify the problems given. Teachers also play an optimal role in each stage of learning the RME model. Thus, the application of the RME model is quite effective and provides positive results for mathematics learning.
ANALISIS MISKONSEPSI SISWA MENGGUNAKAN INSTRUMEN FOUR-TIER DIAGNOSTIC TEST PADA MATERI EKSPONEN DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA Axcelleosa Gloria Setiawan; Samijo; Bambang Agus Sulistiyono
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4863

Abstract

This study aims to analyze the misconceptions of grade X students at SMKN 3 Kediri on exponential material using the Four-Tier Diagnostic Test instrument, viewed from mathematics anxiety levels (low, moderate, and high). The research employed a descriptive qualitative approach to obtain an in-depth understanding of students’ thinking processes and conceptual understanding. The subjects of this study were 29 students of class X Desain dan Produksi Busana 3 at SMKN 3 Kediri who had previously studied exponential material. Data were collected using a Four-Tier Diagnostic Test to identify students’ conceptual understanding and misconceptions, and a Mathematics Anxiety Scale (SKMS) to determine their level of mathematics anxiety. The combination of these instruments allows for a more comprehensive analysis of cognitive and affective factors influencing students’ learning outcomes. The analysis of misconceptions was conducted based on four-tier response patterns, which classify students into categories of understanding, lack of knowledge, and misconceptions. The types of misconceptions identified include generalization errors, notation errors, specialization errors, and language-related misconceptions. Each type reflects different forms of conceptual misunderstanding in exponential material, such as incorrect application of exponent rules or misinterpretation of mathematical symbols and language. The findings of this study are expected to provide a detailed and comprehensive picture of students’ misconception patterns in relation to their mathematics anxiety levels. Furthermore, the results are intended to serve as a reference for teachers in designing more effective, adaptive, and student-centered instructional strategies, particularly in addressing misconceptions in exponential topics within vocational high school contexts.
Co-Authors Axcelleosa Gloria Setiawan Bambang Agus Sulistiyono Bambang Agus Sulistyono Kiky Ardhianti Siti Retnosari