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All Journal Journal Evaluation in Education (JEE) ALFIHRIS: Jurnal Inspirasi Pendidikan
Mukhtar Mukhtar
State University of Medan
Education Social Sciences Other

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Penerapan Model Pembelajaran Kooperatif Tipe STAD untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika Siswa Isna Zuhaira; Mukhtar Mukhtar
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 2 No. 4 (2024): Oktober: Jurnal Inspirasi Pendidikan
Publisher : LP3M INSTITUT KH YAZID KARIMULLAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59246/alfihris.v2i4.1012

Abstract

This is the result of a study that aims to evaluate the improvement of students' mathematical problem-solving abilities at MTs Kesuma LKMD using the Student Team Achievement Divisions (STAD) cooperative learning model. The subjects of this study were grade VIII students of MTs LKMD Jati Kesuma in the even semester of the 2021/2022 academic year, with a total of 28 students consisting of 12 male students and 16 female students. The assessment instruments used were Observation Sheets, Tests and Documentation. This research is a Classroom Action Research (CAR) which consists of the stages of planning, implementing actions, observation, and reflection. CAR is carried out collaboratively, where researchers work together with grade VII mathematics teachers of MTs Kesuma LKMD with the material of the Two Variable Linear Equation System (SPLDV) to improve students' mathematical problem-solving abilities with learning completeness reaching 70%. In cycle I, the average score of class VIII-a in the mathematical problem-solving ability test was 58.33, which increased to 73.45 in cycle II, resulting in an increase of 15.12 points. This increase is reflected in each indicator of mathematical problem-solving ability from cycle I to cycle II.
Reconstructing Multivariable Calculus Learning through Mathematical Discourse for Conceptual and Procedural Understanding Muliawan Firdaus; Mukhtar Mukhtar
Journal Evaluation in Education (JEE) Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i1.1327

Abstract

Purpose of the study: This study aims to evaluate the effectiveness of a mathematical discourse methodology in enhancing conceptual understanding and procedural application in Multivariable Calculus among undergraduate mathematics education students. Methodology: A mixed-methods study design was employed, combining pre-tests, post-tests, classroom recordings, and focus group discussions. Quantitative analysis included paired t-tests and MANOVA, while qualitative data were analyzed using Sfard’s (2008) coding framework. A pilot study validated the instruments with high internal consistency (Cronbach’s alpha: 0.87 for procedural, 0.84 for conceptual understanding). Main Findings: The mathematical discourse methodology significantly improved conceptual understanding (mean increase: 26.2, p < 0.01) and procedural application (mean increase: 28.4, p < 0.01) in the experimental group compared to minimal improvements in the control group. Qualitative findings revealed increased engagement, critical thinking, and connections to real-world applications. Novelty/Originality of this study: This study introduces the application of mathematical discourse specifically to Multivariable Calculus, bridging conceptual and procedural understanding through active, dialogic learning. It provides a scalable framework for integrating structured discourse into higher mathematics education, advancing student-centered and collaborative pedagogical practices.
Co-Authors Isna Zuhaira Muliawan Firdaus