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Jurnal Pendidikan Matematika (Kudus)
Published by Institut Agama Islam Negeri Kudus
ISSN : 26153939     EISSN : 27231186     DOI : http://dx.doi.org/10.21043/jpm.v3i1
Core Subject : Education,
Mathematics
Jurnal Pendidikan Matematika (Kudus) has number of P-ISSN 2615-3939 | E-ISSN 2723-1186, it is to provide the latest scientific articles based on Teaching and Learning, Instruction, Curriculum Development, Learning Environments, Teacher Education, Educational Technology, Educational Developments, from many kinds of research such as survey, Research and Development, Experimental Research, Classroom Action Research, etc. (See Focus and Scope). The articles are published twice a year and published by the Institut Agama Islam Negeri Kudus.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 109 Documents
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Development of Project-Based Mathematics Learning Materials Integrating East Javanese Ethnomathematics to Improve Fourth-Grade Students' Geometry Learning Outcomes
Jurnal Pendidikan Matematika Vol 8, No 2 (2025): Jurnal Pendidikan Matematika (Kudus)
Publisher : Institut Agama Islam Negeri (IAIN) Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v8i2.33612

Abstract

Many elementary students still struggle to connect mathematical concepts to real-life contexts, particularly in geometry, due to traditional teaching practices that rely on rote memorization rather than conceptual understanding. This study addresses these issues by developing project-based learning materials enriched with ethnomathematical content drawn from East Javanese culture to enhance fourth-grade students’ understanding of plane geometry. The research utilized the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) within a one-group pretest–posttest design involving 26 fourth-grade students from MI Unggulan Roudlotul Ulum, Sidoarjo. Data were collected through observations, interviews, questionnaires, tests, and documentation. Results indicated that the developed materials aligned well with curriculum requirements and student learning needs, incorporating cultural elements such as traditional games and crafts into project activities. Feasibility evaluations from content experts (92%), design experts (94%), and practitioners (90%) confirmed that the materials were highly valid and practical. The paired-sample t-test (p < 0.05) demonstrated significant improvements in learning outcomes, while qualitative feedback showed strong engagement, increased confidence, and cultural appreciation. These findings suggest that integrating ethnomathematics into project-based instruction can strengthen contextual learning, foster cultural awareness, and improve conceptual understanding in elementary mathematics education. Salah satu permasalahan yang sering muncul di sekolah dasar adalah kesulitan siswa dalam memahami dan mengaitkan konsep geometri bangun datar dengan pengalaman sehari-hari. Hal ini disebabkan oleh pendekatan pembelajaran yang masih berfokus pada hafalan rumus dan latihan mekanis, bukan pada pemahaman konseptual yang bermakna. Penelitian ini bertujuan untuk mengembangkan bahan ajar berbasis proyek (Project-Based Learning) yang dipadukan dengan muatan etnomatematika khas Jawa Timur untuk meningkatkan pemahaman konsep dan hasil belajar matematika siswa kelas IV pada materi bangun datar. Penelitian ini menggunakan metode penelitian dan pengembangan (Research and Development) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation) dan desain one-group pretest–posttest yang melibatkan 26 siswa MI Unggulan Roudlotul Ulum Sidoarjo. Data dikumpulkan melalui observasi, wawancara, angket, tes, dan dokumentasi. Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan telah sesuai dengan kebutuhan belajar siswa serta capaian pembelajaran yang berlaku. Integrasi unsur budaya lokal seperti permainan tradisional engklek, pola batik, dan bentuk makanan khas daerah menjadikan pembelajaran lebih kontekstual dan menarik. Penilaian kelayakan oleh ahli materi, desain, dan praktisi menunjukkan kategori “sangat valid” sehingga bahan ajar layak digunakan dalam pembelajaran. Analisis uji-t berpasangan menunjukkan peningkatan hasil belajar siswa yang signifikan secara statistik (p < 0,05). Selain itu, siswa menunjukkan minat, keterlibatan, dan apresiasi tinggi terhadap budaya lokal selama proses pembelajaran. Temuan ini mengindikasikan bahwa integrasi etnomatematika dalam pembelajaran berbasis proyek dapat menjadi strategi efektif untuk memperkuat pembelajaran kontekstual, meningkatkan hasil belajar, serta menumbuhkan kesadaran budaya dan karakter siswa sejak dini.
Development of Interactive Multimedia Through Realistic Mathematics Education Approach Assisted by Articulate Storyline
Jurnal Pendidikan Matematika Vol 8, No 1 (2025): Jurnal Pendidikan Matematika (Kudus)
Publisher : Institut Agama Islam Negeri (IAIN) Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v8i1.31431

Abstract

The purpose of this research is to develop interactive multimedia based on the Realistic Mathematics Education (RME) approach with Articulate Storyline, on the topic of Systems of Linear Equations in Two Variables (SPLDV), and to determine the validity and practicality of the product. This research employed the Research and Development (R&D) method using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). A small-scale trial involved with six students, and a large-scale trial was conducted with 26 eighth-grade students from MTs Urwatil Wutsqo Jepara. The results indicated that the interactive multimedia based on the RME approach supported by Articulate Storyline for SPLDV was highly valid and very practical for instructional use. The Evaluation by content experts resulted in an overall percentage score of 86.25% in the "highly valid" category. The assessment from media experts received an overall percentage score of 95% in the "highly valid" category. Additionally, the validation of the student response questionnaire experts obtained a percentage score of 87% in the "highly valid" category. The small-scale trial achieved a score of 83.33% in the "very practical" category, while the large-scale trial received a percentage score of 87% in the "very practical" category. This research provides an alternative for media developers to design digital teaching materials that are both interactive and mathematically meaningful. In addition, it can increase student engagement, especially in understanding abstract mathematical concepts. This study opens opportunities for future research on developing interactive multimedia using more flexible or AI-based platforms as innovative tools to enhance the quality of mathematics education. Tujuan penelitian yaitu mengembangkan multimedia interaktif melalui pendekatan Realistic Mathematics Education (RME) berbantuan Articulate Storyline pada materi Sistem Persamaan Linear Dua Variabel (SPLDV) serta mengetahui kevalidan dan dan kepraktisan produk tersebut. Penelitian menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Pada tahap uji coba skala kecil pada 6   peserta didik dan uji coba skala besar dilakukan pada 26 peserta didik kelas VIII MTs Urwatil Wutsqo Jepara. Hasil penelitian menunjukkan bahwa multimedia interaktif melalui pendekatan RME berbantuan Articulate Storyline pada materi SPLDV dalam kategori sangat valid dan sangat praktis digunakan dalam pembelajaran. Penilaian dari ahli materi secara keseluruhan memperoleh nilai presentase 86,25% dengan kategori “sangat valid”. Sedangkan penilaian dari ahli media secara keseluruhan memperoleh nilai presentase sebesar 95% dengan kategori “sangat valid”. Selanjutnya hasil validasi oleh ahli angket respon peserta didik memperoleh nilai presentase sebesar 87% dengan kategori “sangat valid”. Hasil uji coba skala kecil memperoleh nilai presentase 83,33% dengan kategori “sangat praktis”. Pada uji coba skala besar memperoleh nilai presentase sebesar 87% dengan kategori “sangat praktis. Implikasi dari penelitian ini yaitu memberikan alternatif bagi pengembang media untuk menciptakan bahan ajar digital yang tidak hanya interaktif tetapi juga bermakna secara matematis. Selain itu dapat meningkatkan keterlibatan siswa, terutama dalam memahami konsep-konsep abstrak matematika. Penelitian ini membuka peluang bagi studi lanjutan mengenai pengembangan multimedia interaktif dengan platform lain yang lebih fleksibel atau berbasis AI dapat dijajaki sebagai inovasi untuk meningkatkan kualitas pembelajaran matematika di masa depan.
The Relationship between Mathematical Curiosity and Mathematical Learning Motivation on Computational
Jurnal Pendidikan Matematika Vol 8, No 1 (2025): Jurnal Pendidikan Matematika (Kudus)
Publisher : Institut Agama Islam Negeri (IAIN) Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v8i1.31439

Abstract

Various affective factors can influence the extent to which students' computational thinking ability develop. Among them are students’ curiosity and learning motivation when studying mathematics. This study aims to determine the relationship between mathematical curiosity and mathematical learning motivation with computational thinking ability. This research is a type of correlational study with a quantitative approach. The research was conducted in class VIII at a school in the Bae, Kudus, with a total sample of 34 students. The data in this study were collected through a questionnaire of mathematical curiosity and mathematical learning motivation, a computational thinking ability test, and observations. Meanwhile, the data were analyzed using simple and multiple linear regression. The results of this study show that 1) Mathematical curiosity has a positive and significant relationship with computational thinking ability with a strong correlation coefficient of 0.770; 2) Mathematical learning motivation has a positive and significant relationship with computational thinking ability with a strong correlation coefficient of 0.771; 3) Mathematical curiosity and mathematical learning motivation had a positive and significant relationship with computational thinking ability with a very strong correlation coefficient of 0.803. This research is expected to be a reference for further studies on the role of psychological factors in shaping computational thinking skills, by showing the relationship between mathematical curiosity and motivation to learn mathematics to computational thinking ability in solving problems in one-variable linear equation material. Practically, the results of this study can help teachers to design mathematics instruction that fosters students' curiosity and learning motivation to improve computational thinking ability.Keywords: Computational Thinking Ability; Mathematical Curiosity; Mathematical Learning Motivation Banyak aspek afektif yang dapat mempengaruhi sejauh mana kemampuan computational thinking peserta didik berkembang. Diantaranya yaitu curiosity serta learning motivation yang dimiliki peserta didik dalam pembelajaran matematika. Penelitian ini bertujuan untuk mengetahui hubungan antara mathematical curiosity dan mathematical learning motivation terhadap kemampuan computational thinking. Penelitian ini merupakan jenis penelitian korelasional dengan pendekatan kuantitatif. Penelitian dilaksanakan di kelas VIII salah satu madrasah di daerah Bae, Kudus, dengan sampel jenuh sebanyak 34 peserta didik. Data dalam penelitian ini diperoleh melalui angket mathematical curiosity dan mathematical learning motivation, tes kemampuan computational thinking, serta observasi. Sedangkan analisis data menggunakan regresi linear sederhana dan berganda. Hasil penelitian ini menunjukkan bahwa 1) Mathematical curiosity memiliki hubungan positif dan signifikan dengan kemampuan computational thinking dengan interpretasi hubungan yang kuat sebesar 0,770; 2) Mathematical learning motivation memiliki hubungan positif dan signifikan dengan kemampuan computational thinking dengan interpretasi hubungan yang kuat sebesar 0,771; 3) Mathematical curiosity dan mathematical learning motivation memiliki hubungan positif dan signifikan dengan kemampuan computational thinking dengan interpretasi hubungan yang sangat kuat sebesar 0,803. Penelitian ini diharapkan menjadi referensi bagi studi lanjutan mengenai peran faktor psikologis dalam membentuk kemampuan computational thinking, dengan menunjukkan hubungan antara mathematical curiosity dan mathematical learning motivation terhadap kemampuan computational thinking dalam menyelesaikan masalah pada materi persamaan linear satu variabel. Secara praktis, hasil penelitian ini dapat membantu guru untuk merancang pembelajaran matematika yang mendorong curiosity dan learning motivation peserta didik guna meningkatkan kemampuan computational thinking.Kata Kunci: Kemampuan Computational Thinking; Mathematical Curiosity; Mathematical Learning Motivation
Designing a GeoGebra-Integrated Learning Trajectory for Fractions Using Jombang’s Traditional Land Measurement
Jurnal Pendidikan Matematika Vol 8, No 2 (2025): Jurnal Pendidikan Matematika (Kudus)
Publisher : Institut Agama Islam Negeri (IAIN) Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v8i2.32629

Abstract

The low level of understanding of fractions among students indicates the need for more contextual, meaningful, and relevant learning in everyday life. This study aims to develop a Hypothetical Learning Trajectory (HLT) based on Realistic Mathematics Education (RME) integrated with GeoGebra. The HLT uses the context of traditional land measurement in Jombang to support students’ understanding of fractions. This study employs a design research method consisting of three main stages: preliminary design, design experiment, and retrospective analysis. It focuses on the preliminary design stage and the pilot experiment phase, involving six seventh-grade students selected through purposive sampling. The instruments used included HLT-based Student Worksheets, observation sheets, and interview guidelines. Data were collected through the implementation of HLT in the pilot experiment stage, observation of student activities during the completion of Student Worksheets, and interviews after the activity. Data were analyzed descriptively and qualitatively. The results showed that the developed HLT was able to facilitate students' transition from informal to formal understanding, as indicated by an improvement in the quality of their conceptual understanding in connecting the context, visual representations, and symbolic notation of fractions. GeoGebra was found to help students visualize fraction concepts more concretely, while the local context made learning more relatable and meaningful. Theoretically, these findings reinforce the RME principles of guided reinvention and phenomenological exploration within a learning trajectory. This HLT can serve as a reference for designing interactive, contextual, and culturally aligned fraction learning experiences that align with students' experiences and cultural backgrounds. Rendahnya tingkat pemahaman siswa terhadap pecahan menunjukkan perlunya pembelajaran yang lebih kontekstual, bermakna, dan relevan dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mengembangkan Hypothetical Learning Trajectory (HLT) berbasis Realistic Mathematics Education (RME) yang diintegrasikan dengan GeoGebra. HLT ini menggunakan konteks pengukuran lahan tradisional di Jombang untuk mendukung pemahaman siswa terhadap pecahan. Penelitian ini menggunakan metode design research yang terdiri dari tiga tahap utama: preliminary design, design experiment, dan retrospective analysis. Fokus penelitian ini adalah pada tahap preliminary design dan fase pilot experiment, yang melibatkan enam siswa kelas tujuh yang dipilih melalui purposive sampling. Instrumen yang digunakan meliputi Lembar Kerja Peserta Didik (LKPD) berbasis HLT, lembar observasi, dan pedoman wawancara. Data dikumpulkan melalui penerapan HLT pada tahap pilot experiment, observasi aktivitas siswa selama pengerjaan LKS, serta wawancara setelah kegiatan. Data dianalisis secara deskriptif dan kualitatif. Hasil penelitian menunjukkan bahwa HLT yang dikembangkan mampu memfasilitasi siswa dalam transisi dari pemahaman informal ke formal, yang ditunjukkan oleh peningkatan kualitas pemahaman konseptual mereka dalam menghubungkan konteks, representasi visual, dan notasi simbolik pecahan. GeoGebra terbukti membantu siswa memvisualisasikan konsep pecahan secara lebih konkret, sementara konteks lokal membuat pembelajaran lebih relevan dan bermakna. Secara teoretis, temuan ini memperkuat prinsip RME mengenai guided reinvention dan phenomenological exploration dalam sebuah learning trajectory. HLT ini dapat menjadi referensi dalam merancang pengalaman pembelajaran pecahan yang interaktif, kontekstual, dan sesuai budaya, yang selaras dengan pengalaman serta latar budaya siswa.
Developing Mathematic Learning Devices Oriented Problem Based Learning to improve Students' High Order Thinking Skill
Jurnal Pendidikan Matematika Vol 8, No 1 (2025): Jurnal Pendidikan Matematika (Kudus)
Publisher : Institut Agama Islam Negeri (IAIN) Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v8i1.31373

Abstract

Students demonstrate low proficiency in answering HOTS (Higher Order Thinking Skills) questions, indicating the need for a learning model that aligns with the nature and demands of such questions. One such suitable model is Problem-Based Learning (PBL), which serves as a relevant and applicable approach for the current curriculum. This study aims to develop a mathematics learning tool based on the Problem-Based Learning (PBL) model to enhance students’ higher-order thinking skills (HOTS). This research employed the 4D Model in the research and development (R&D) approach, encompassing the stage of define, design, develop, and dissemination. The sampling used a purposive sampling technique, namely 22 students of SMP Plus Darussalam Blokagung Banyuwangi. The expert validation results showed that the lesson plan (RPP) achieved an average score of 92.2%, placing it in the "highly valid" category. The learning tool's practicality earned an average of 95.4% (very practical), whereas the student worksheet's (LKS) validation yielded 90.4% (extremely viable). During the dissemination stage, the effectiveness was measured using the N-Gain method. Data were collected through test designs to measure HOTS. Using essay questions in pre-test and post-test that focused on the HOTS indicators: analysis, evaluation, and creation. The results indicated a significant improvement in students' HOTS with an average score of 0.915a (High category) for analysis, 0.675 (medium category) for evaluation, and 0.54 (low category) for creation. These findings indicated that the problem-based learning tool effectively enhances students' higher-order thinking skills (HOTS). Kemampuan siswa dalam menyelesaiakan soal soal HOTS masih sangat rendah sehingga dibutuhkan model pembelajaran yang sesuai dengan ciri ciri soal HOTS. Salah satunya adalah model pembelajaran PBL mampu menjadi pendekatan yang relevan dan aplikatif untuk kurikulum saat ini. Penelitian ini bertujuan untuk mengembangan Perangkat pembelajaran Matematika model Problem-Based Learning (PBL) dalam meningkatkan keterampilan berpikir tingkat tinggi (HOTS). Penelitian ini menggunakan Model 4D dalam pendekatan penelitian dan pengembangan (R&D) yang mencakup define, design, develop, and dissemination. Pengambilan sampel menggunakan teknik purposif sampling yaitu 22 siswa SMP Plus Darussalam Blokagung Banyuwangi. Hasil Validasi oleh Ahli memperoleh rata-rata RPP 92,2% (kategori sangat Valid), dan validasi LKS memperoleh 90,4% (Kategori sangat layak), sedangkan dalam kepraktisan perangkat mendapatkan ra-rata 95,4% (kategori sangat praktis). Pada tahap dessiminasi untuk mengukur keefektifitasnya menggunakan metode N-Gain. Data dikumpulkan menggunakan tes yang mengukur HOTS. Menggunakan soal esai dalam pre-test dan post-test, indikator HOTS—analisis, evaluasi, dan kreasi. Menghasilkan peningkatan yang signifikan dalam HOTS siswa dengan skor rata-rata 0,915 (menganalisis) kategori tinggi, 0,675 (mengevaluasi) kategori menengah, dan 0,54 (mengkreasi) kategori rendah, sehingga menunjukkan bahwa perangkat pembelajaran berbasis problem based learning yang dihasilkan secara efektif meningkatkan kemampuan berfikir tingkat tinggi siswa (HOTS). 
Orthogonal Matrix for Constructing Blocks of Centrosymmetric Matrices with Lower Hessenberg Block Structure
Jurnal Pendidikan Matematika Vol 8, No 1 (2025): Jurnal Pendidikan Matematika (Kudus)
Publisher : Institut Agama Islam Negeri (IAIN) Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v8i1.30805

Abstract

Efficient computation involving special structured matrices often benefits from sparse matrix representations. One such matrix, known for its central symmetry, is the centrosymmetric matrix. This class of matrices, which may feature lower Hessenberg matrices as blocks, arises in various applications in science and engineering. Given their unique structure, centrosymmetric matrices exhibit a range of distinctive properties. Through a review of these properties, this study constructs a block matrix using orthogonal matrices. The construction process is based on the classification of special orthogonal matrices, which differ depending on whether the matrix order is even or odd. This research develops orthogonal matrices for both even- and odd-ordered centrosymmetric matrices where the blocks follow a lower Hessenberg form. The resulting construction reduces matrix dimensions, contributing to more efficient computational performance. Perhitungan yang efisien terhadap matriks dengan struktur khusus seringkali memerlukan representasi dalam bentuk matriks jarang (sparse matrix). Salah satu jenis matriks yang memiliki simetri terhadap pusatnya adalah matriks sentrosimetris. Kelas matriks ini, yang dapat memiliki matriks Hessenberg bawah sebagai bloknya, muncul dalam berbagai aplikasi di bidang sains dan teknik. Berdasarkan struktur khasnya, matriks sentrosimetris memiliki beragam sifat khusus. Melalui tinjauan literatur terhadap sifat-sifat tersebut, studi ini membangun matriks blok dengan menggunakan matriks ortogonal. Proses konstruksi ini didasarkan pada klasifikasi matriks ortogonal khusus, yang dibedakan menurut ordo matriks yang genap atau ganjil. Penelitian ini mengembangkan matriks ortogonal untuk matriks sentrosimetris berordo genap dan ganjil, dimana blok-bloknya berbentuk Hessenberg bawah. Konstruksi yang dihasilkan mampu mereduksi ukuran matriks, sehingga memberikan kontribusi terhadap proses komputasi yang lebih efisien. 
The Development of Pop-Up Book Learning Media Supported by Technology on Integer Material Based on Type of Children with Special Needs
Jurnal Pendidikan Matematika Vol 8, No 2 (2025): Jurnal Pendidikan Matematika (Kudus)
Publisher : Institut Agama Islam Negeri (IAIN) Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v8i2.32530

Abstract

Concrete learning media are very important for children with special needs because they can improve understanding through visualization and engaging message delivery. Based on observations at Jember Special School Type C (Education and Care Centre), learning media are rarely used, especially when teaching integer material. This study aims to describe the process and outcomes of developing a pop-up book learning medium tailored to the different types of children with special needs, ensuring its validity, practicality, and effectiveness. The study employs a modified 4-D development model within a Research and Development (R&D) framework. Data were collected through validation sheets, user response questionnaires, interview guides, and learning outcome tests. Three methods of data analysis were used: validity analysis, practicality analysis, and effectiveness analysis. The validation results showed average scores of 3.67, 3.69, and 3.54 for learning media designed for students with intellectual disabilities, physical disabilities, and visual impairments, respectively, which are categorized as valid. The media were then tested on nine students at Jember Special School Type C, consisting of seven students with intellectual disabilities, one student with visual impairment, and one student with physical disability. Practicality analysis was conducted based on student and teacher response questionnaire scores, which were 80.25% and 80.75%, respectively, indicating a good level of practicality. The learning outcome test showed a 100% mastery level, indicating that the learning media met the criteria for effectiveness. This research is expected to serve as a reference for other researchers who wish to develop similar instructional media or further develop pop-up book learning media for other types of children with special needs. Media pembelajaran konkret sangat penting bagi anak berkebutuhan khusus karena dapat meningkatkan pemahaman mereka melalui visualisasi dan penyampaian pesan yang menarik. Berdasarkan observasi di SLB-C TPA (Taman Pendidikan dan Asuhan)  Jember, media pembelajaran jarang digunakan, terutama saat mengajarkan materi bilangan bulat. Penelitian ini bertujuan untuk mendeskripsikan proses dan hasil pengembangan pop -up book sebagai media pembelajaran berdasarkan jenis ABK yang valid, praktis, dan efektif. Penelitian ini menggunakan model pengembangan 4-D yang dimodifikasi dalam kerangka R&D. Pengumpulan data dilakukan melalui lembar validasi, angket respon pengguna, pedoman wawancara, dan tes hasil belajar. Terdapat tiga metode analisis data yaitu analisis kevalidan, analisis kepraktisan, dan analisis keefektifan. Hasil validasi menunjukkan skor rata-rata untuk media pembelajaran tunagrahita, tunadaksa, dan tunanetra sebesar 3,67; 3,69; dan 3,54 yang dikategorikan valid. Media tersebut kemudian diuji coba pada sembilan peserta didik di SLB-C TPA Jember, terdiri dari tujuh peserta didik tunagrahita, satu peserta didik tunanetra, dan satu peserta didik tunadaksa. Analisis kepraktisan dilakukan melalui skor angket respon siswa dan guru yang masing-masing sebesar 80,25% dan 80,75%, menunjukkan tingkat kepraktisan yang baik. Hasil Tes Hasil Belajar menunjukkan ketuntasan belajar sebesar 100%, yang menandakan media pembelajaran telah memenuhi kategori efektif. Penelitian ini diharapkan dapat dijadikan referensi bagi peneliti lain yang ingin mengembangkan media pembelajaran sejenis ataupun mengembangakn media pembelajaran pop-up book untuk anak berkebutuhan khusus lainnya.
Development of Interactive Digital Teaching Materials for Geometric Transformation Based on Ethno-STEM of Jombangan Culture to Enhance Students' Visual-Spatial Thinking Ability
Jurnal Pendidikan Matematika Vol 8, No 2 (2025): Jurnal Pendidikan Matematika (Kudus)
Publisher : Institut Agama Islam Negeri (IAIN) Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v8i2.33836

Abstract

Understanding geometric concepts often requires strong visual–spatial thinking skills, studies showed that internalizing visual-spatial thinking skills can be a solution in geometry learning. This study aims to develop interactive digital teaching materials for geometry transformation based on Ethno-STEM of Jombangan culture that are valid, practical and effective in helping improve students' visual-spatial thinking ability. The cultural aspects highlighted in this study are the unique traditional batik and historic temples of Jombang Regency.The research employed the ADDIE development model consisting of five stages: analysis, design, development, implementation, and evaluation. Data collection techniques used observation, interview, questionnaire and test. Data analysis was carried out through quantitative and qualitative data. The results of the study showed that the developed materials demonstrated high validity with an average expert validation score of 85.90% (content, material, language, and learning aspects), high practicality with an average score of 91.31% (from practitioners and student responses), and moderate effectiveness indicated by a paired-sample t-test (sig. (1-tailed) = 0.000 < 0.05) and an average N-gain of 0.528. These findings suggest that the Ethno-STEM–based interactive materials are valid, practical, and effective for improving students’ visual–spatial thinking skills in geometry learning. Pemahaman konsep geometri sering kali menuntut kemampuan berpikir visual-spasial yang baik, penelitian menunjukkan bahwa menginternalisasi kemampuan berpikir visual-spasial dapat menjadi solusi dalam pembelajaran geometri. Penelitian ini bertujuan untuk mengembangkan bahan ajar digital interaktif geometri transformasi berbasis Ethno-STEM budaya Jombangan yang valid, praktis, dan efektif dalam membantu meningkatkan kemampuan berpikir visual-spasial siswa. Budaya yang diangkat berupa batik dan candi khas kabupaten Jombang. Metode penelitian ini menggunakan model pengembangan ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Teknik pengumpulan data menggunakan observasi, wawancara, angket, dan tes. Analisis data dilakukan melalui data kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa produk yang dikembangkan memiliki validitas tinggi dengan persentase rata-rata keseluruhan dari penilaian ahli materi, bahan ajar, bahasa, dan pembelajaran sebesar 85,90%; kepraktisan tinggi dengan rata-rata penilaian dari validator praktisi dan respon peserta didik sebesar 91,31%; serta efektivitas sedang dalam meningkatkan kemampuan berpikir visual-spasial peserta didik, dibuktikan melalui uji paired sample t-test dengan nilai sig. (1-tailed) = 0,000 < 0,05 dan rata-rata N-gain sebesar 0,528. Dengan demikian, bahan ajar digital interaktif berbasis Ethno-STEM budaya Jombangan dinyatakan valid, praktis, dan efektif untuk digunakan dalam pembelajaran geometri guna meningkatkan kemampuan berpikir visual-spasial siswa.
The Effectiveness of an ICT-Based Problem-Based Learning Model on Students’ Mathematical Literacy Skills and Learning Interest
Jurnal Pendidikan Matematika Vol 8, No 2 (2025): Jurnal Pendidikan Matematika (Kudus)
Publisher : Institut Agama Islam Negeri (IAIN) Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v8i2.34083

Abstract

In the Industrial Revolution 4.0 era, education faces challenges such as low mathematical literacy and limited student interest. One solution is implementing a Problem-Based Learning (PBL) model supported by Information and Communication Technology (ICT)-based media. This study used Microsoft PowerPoint for visual presentations, YouTube videos, and worksheets for practice problems. These tools were selected for their relevance to mathematics content, accessibility, and alignment with PBL steps to enhance engagement. Learning materials were teacher-developed and contextualized with statistics topics. This study aimed to: (1) determine the effectiveness of the ICT-based PBL model in improving mathematical literacy compared to direct learning, and (2) examine its effect on students’ learning interest. A quantitative quasi-experimental method with a posttest-only control group design was used, involving 64 junior high school students (32 experimental, 32 control). Data were collected through validated instruments: a mathematical literacy test (reliability 0.87) and a learning interest questionnaire (reliability 0.82). Data analysis using an independent sample t-test confirmed significant differences (p < 0.05). The experimental group achieved higher mean scores in mathematical literacy (82.56) and learning interest (84.33) than the control group (74.18 and 76.41). The t-values (3.42 and 3.09) exceeded the critical value (t₀.₀₅ = 2.00). These findings indicate that the ICT-based PBL model effectively improves mathematical literacy and learning interest. Practically, mathematics teachers are encouraged to integrate ICT-based PBL into instruction, supported by adequate ICT facilities and teacher training. Di era Revolusi Industri 4.0, dunia pendidikan menghadapi tantangan berupa rendahnya kemampuan literasi matematis dan kurangnya minat belajar siswa. Salah satu solusi yang dapat diterapkan adalah penggunaan model Problem-Based Learning (PBL) yang didukung media berbasis Teknologi Informasi dan Komunikasi (TIK). Media TIK yang digunakan dalam penelitian ini meliputi Microsoft PowerPoint untuk presentasi visual, video pembelajaran dari YouTube, serta lembar kerja siswa. Media tersebut dipilih berdasarkan relevansinya dengan materi matematika, kemudahan akses, dan kesesuaiannya dengan langkah-langkah PBL untuk meningkatkan keterlibatan siswa. Seluruh bahan ajar dikembangkan oleh guru dan dikontekstualisasikan dengan materi statistika. Penelitian ini bertujuan untuk: (1) mengetahui efektivitas model PBL berbasis TIK dalam meningkatkan literasi matematis dibandingkan pembelajaran langsung, dan (2) menelaah pengaruhnya terhadap minat belajar siswa. Metode yang digunakan adalah kuantitatif dengan desain eksperimen semu posttest-only control group. Sampel penelitian terdiri atas 64 siswa SMP negeri (32 kelompok eksperimen dan 32 kelompok kontrol). Data dikumpulkan melalui tes literasi matematis (reliabilitas 0,87) dan angket minat belajar (reliabilitas 0,82). Hasil analisis menggunakan independent sample t-test menunjukkan perbedaan signifikan (p < 0,05). Rata-rata literasi matematis kelompok eksperimen (82,56) dan minat belajar (84,33) lebih tinggi dibandingkan kelompok kontrol (74,18 dan 76,41). Dengan demikian, model PBL berbasis TIK terbukti efektif meningkatkan literasi matematis dan minat belajar siswa, serta direkomendasikan untuk diterapkan oleh guru dengan dukungan fasilitas dan pelatihan TIK yang memadai.

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