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JPMI (Jurnal Pendidikan Matematika Indonesia)
Published by STKIP Singkawang
ISSN : 24775967     EISSN : 24778443     DOI : -
Core Subject : Education,
Education Mathematics
Jurnal Pendidikan Matematika Indonesia (JPMI), e-ISSN: 2477-8443, p-ISSN: 2477-5959 is an information container has scientific articles in the form of research, the study of literature, ideas, application of the theory, the study of critical analysis, and studies in the field of science Mathematics Education. JPMI published two times a year, March and September, published by Institute for Research and Scientific Publications STKIP Singkawang.
Arjuna Subject : -
Articles 167 Documents
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Problem Based Learning Design Based on Culturally Responsive Teaching for Understanding the Concept of Opportunity Drajat, Widi Rahmawati; Gunandi, Farid; Rosyadi, Rosyadi; Komariah, Komariah
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 10, No 2 (2025): Volume 10 Number 2, September 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v10i2.6906

Abstract

This study aims to develop a mathematics learning design that integrates Problem-Based Learning (PBL) with the Culturally Responsive Teaching (CRT) approach to improve the understanding of probability among Grade XII SMK students. The background of this study is the problem of low student understanding of probability material caused by minimal mathematical reasoning skills, low motivation to learn, and the dominance of conventional methods such as lectures and practice questions. Students also have difficulty solving contextual problems and applying enumeration rules. The CRT approach is considered to make learning more relevant because it links the material to the student's cultural background, while PBL encourages active participation and the development of critical thinking skills through solving real problems. The research method used is the 4D development model, which consists of the Define, Design, Develop, and Disseminate stages. In the Define stage, a needs analysis is conducted through teacher interviews to determine the challenges and readiness to implement PBL-CRT-based learning. The design stage produces a prototype of the learning design, teaching modules, and evaluation tools. The development phase includes a feasibility test by experts, a practical test in the classroom, and an effectiveness test by analyzing students' interests and learning outcomes. The results of the feasibility test showed that the module was feasible to use (Asymp. Sig = 0.004 <0.05), the practicality test obtained a score of 4 and 5 out of 97%, and the effectiveness test showed that the module significantly increased learning interest (Sig. = 0.01 <0.05). The dissemination phase was carried out by distributing the learning products online through the website. The results of the study showed that the learning design combining PBL and CRT can significantly improve students' understanding of mathematical concepts and create a learning atmosphere.Desain Pembelajaran Problem Based Learning Berbasis Culturally Responsive Teaching terhadap Pemahaman Konsep PeluangABSTRAKPenelitian ini bertujuan untuk mengembangkan desain pembelajaran matematika yang mengintegrasikan Problem Based Learning (PBL) dengan pendekatan Culturally Responsive Teaching (CRT) guna meningkatkan pemahaman konsep peluang pada siswa kelas XII SMK. Latar belakang penelitian ini adalah rendahnya pemahaman siswa terhadap peluang materi, yang disebabkan oleh minimnya keterampilan penalaran matematis, rendahnya motivasi belajar, serta dominasi metode konvensional seperti ceramah dan latihan soal. Siswa juga kesulitan dalam menyelesaikan soal kontekstual dan menerapkan kaidah pencacahan. Pendekatan CRT dinilai mampu menjadikan pembelajaran lebih relevan karena materi terkait dengan latar belakang siswa, sementara PBL mendorong keterlibatan aktif dan pengembangan kemampuan berpikir kritis melalui pemecahan masalah nyata. Metode penelitian yang digunakan adalah model pengembangan 4D, yang terdiri atas tahapan Define, Design, Develop, dan Disseminate. Pada tahap Define, dilakukan analisis kebutuhan melalui wawancara dengan guru untuk mengetahui tantangan dan kesiapan penerapan pembelajaran berbasis PBL-CRT. Tahap Desain menghasilkan prototipe rencana pembelajaran, modul terbuka, dan instrumen evaluasi. Tahap Pengembangan meliputi uji kelayakan oleh para ahli, uji kepraktisan di kelas, serta uji efektivitas melalui analisis minat dan hasil belajar siswa. Hasil uji kelayakan menunjukkan modul layak digunakan (Asymp.Sig = 0.004 < 0.05), uji kepraktisan memperoleh skor 4 dan 5 sebesar 97%, dan uji efektivitas menunjukkan bahwa modul meningkatkan minat belajar secara signifikan (Sig. = 0.01 < 0.05). Tahap Disseminate dilakukan melalui penyebaran produk pembelajaran secara berani melalui website. Hasil penelitian menunjukkan bahwa desain pembelajaran yang menggabungkan PBL dan CRT mampu meningkatkan pemahaman konsep matematika siswa secara signifikan, serta menciptakan suasana belajar yang lebih inklusif, kontekstual, dan relevan dengan pengalaman serta budaya siswaKata Kunci :problem based learning; culturally responsive teaching; peluang; desain pembelajaran; pemahaman konsep
Analysis of Numeracy Literacy Skills in Terms of Self-Efficacy on Flat Shape Material for MTs Students Ma'rifatullah, Fahris Ahmad; Madinina, Nur; Tsani, Dyan Falasifa; Cahyono, Budi
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 10, No 2 (2025): Volume 10 Number 2, September 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v10i2.7363

Abstract

Based on interviews with the mathematics teacher at MTs Negeri 1 Demak, it was found that students have difficulty translating word problems into mathematical form. This indicates that they have not yet achieved the first indicator of numeracy literacy. The teacher also observed that students’ self-efficacy affects their participation in learning, although it does not always align with their understanding of the material. This study aims to describe the numeracy literacy skills of eighth-grade students at MTs Negeri 1 Demak based on their level of self-efficacy, particularly on the topic of plane geometry. The research employed a descriptive qualitative method with six purposively selected subjects out of 32 students, representing high and moderate self-efficacy categories. Data were collected through numeracy literacy tests in the form of word problems, self-efficacy questionnaires, and in-depth interviews. The data were analyzed through the stages of data reduction, data display, and conclusion drawing, with method triangulation to ensure data validity. The results show that students with high self-efficacy tend to have better numeracy literacy skills, especially in formulating situations into mathematical models, using appropriate procedures, and evaluating results in context. However, there were also students with high self-efficacy who had low numeracy literacy skills, indicating that confidence does not always correspond to mastery of concepts and procedures. Conversely, students with moderate self-efficacy but high numeracy skills performed well cognitively, although they still showed hesitation in answering questions. These findings highlight the importance of integrating self-efficacy development with conceptual reinforcement in mathematics learning. Stable self-efficacy can encourage students to be more confident, but it must be accompanied by adequate conceptual understanding and contextual practice to improve overall numeracy literacy quality.Analisis Kemampuan Literasi Numerasi Ditinjau dari Self-Efficacy Pada Materi Bangun Datar Siswa MTsABSTRAKBerdasarkan hasil wawancara dengan guru matematika MTs Negeri 1 Demak, ditemukan bahwa siswa mengalami kesulitan dalam mengubah soal cerita ke dalam bentuk matematika. Di mana hal tersebut menenjukkan bahwa siswa belum memenuhi indikator pertama dari literasi numerasi. Guru juga menemukan bahwa self-efficacy siswa memengaruhi partisipasi dalam pembelajaran, meski tidak selalu sejalan dengan pemahaman materi. Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi numerasi siswa kelas VIII MTs Negeri 1 Demak berdasarkan tingkat self-efficacy, khususnya pada materi bangun datar. Metode yang digunakan adalah deskriptif kualitatif dengan enam subjek penelitian yang dipilih secara purposive dari 32 siswa berdasarkan kategori self-efficacy tinggi dan sedang. Pengumpulan data dilakukan melalui tes literasi numerasi berbentuk soal cerita, angket self-efficacy, dan wawancara mendalam. Data dianalisis melalui tahap reduksi, penyajian, dan penarikan kesimpulan, dengan triangulasi metode untuk memastikan keabsahan data. Hasil penelitian menunjukkan bahwa siswa dengan self-efficacy tinggi cenderung memiliki kemampuan literasi numerasi yang lebih baik, terutama dalam merumuskan situasi ke dalam bentuk matematika, menggunakan prosedur yang tepat, serta mengevaluasi hasil secara kontekstual. Namun, terdapat pula siswa dengan self-efficacy tinggi yang memiliki kemampuan literasi numerasi rendah, yang menunjukkan bahwa keyakinan diri tidak selalu sejalan dengan penguasaan konsep dan prosedur. Sebaliknya, siswa dengan self-efficacy sedang tetapi kemampuan numerasi tinggi menunjukkan performa baik secara kognitif namun masih diliputi keraguan dalam menjawab soal. Temuan ini menekankan pentingnya integrasi antara pembinaan self-efficacy dan penguatan konsep dalam proses pembelajaran matematika. Self-efficacy yang stabil dapat mendorong siswa lebih percaya diri, tetapi harus dibarengi dengan pemahaman konseptual dan latihan kontekstual yang memadai untuk meningkatkan kualitas literasi numerasi secara menyeluruh.Kata Kunci :Literasi numerasi; self-efficacy; bangun datar 
The "VLOKS" Geometrical Thinking Model of Students in Relation to Meaningful Learning Processes and Teacher Pedagogy Bistari, Bistari; Rustam, Rustam; Tomo, Tomo; Marlinda, Marlinda
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 11, No 1 (2026): Volume 11 Number 1, March 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v11i1.7876

Abstract

Understanding geometry is an essential aspect of mathematics learning as it plays a central role in developing students’ spatial, visual, and logical reasoning abilities. However, previous studies indicate that students often encounter difficulties in comprehending geometric concepts deeply due to learning approaches that remain largely procedural and insufficiently emphasize visualization or conceptual connections. This study aims to explore students’ geometric thinking profiles through the VLOKS model (Visual, Literational, Operational, Correlational, Spatial), examine their perceptions of meaningful learning, and analyze the relationship between geometric thinking abilities and teachers’ pedagogical competence. A mixed-methods approach was employed using a sequential explanatory design, beginning with quantitative data collection through a VLOKS-based geometric thinking test and a meaningful learning questionnaire, followed by qualitative data through classroom observations of teachers’ pedagogy and in-depth interviews. The research subjects consisted of 33 tenth-grade students at SMAN 7 Pontianak and 31 students at SMAN 2 Teluk Keramat, along with mathematics teachers applying meaningful learning approaches. The findings reveal that students at SMAN 7 Pontianak achieved a moderate average score (70.4%), with their strongest performance in the literational dimension (79%), while their weaknesses were found in the operational (67%) and correlational dimensions, partly due to technical aspects of the test items. In contrast, students at SMAN 2 Teluk Keramat attained a relatively low average score (31.6%) across all VLOKS dimensions without significant dominance in any particular aspect. Qualitative data further indicate that teachers in both schools attempted to implement meaningful learning through contextual approaches, problem-based learning, and remedial strategies, though the implementation proved more effective at SMAN 7 than at SMAN 2. This study concludes that integrating the VLOKS model, meaningful learning processes, and teachers’ pedagogical competence significantly strengthens students’ understanding of geometry, highlighting the need for contextual, reflective, and adaptive instructional designs aligned with students’ thinking processes within the framework of the Merdeka Curriculum.Model Berpikir Geometris “VLOKS” Siswa Dikaitkan Dengan Proses Pembelajaran Bermakna Dan Pedagogis GuruABSTRAKPemahaman terhadap geometri merupakan aspek penting dalam pembelajaran matematika karena berperan dalam mengembangkan kemampuan spasial, visual, serta berpikir logis siswa, namun berbagai penelitian menunjukkan bahwa siswa kerap mengalami kesulitan dalam memahami konsep-konsep geometri secara mendalam akibat pendekatan pembelajaran yang masih dominan bersifat prosedural dan kurang menekankan visualisasi maupun koneksi antar konsep. Penelitian ini bertujuan untuk mengeksplorasi profil berpikir geometris siswa melalui model VLOKS (Visual, Literasional, Operasional, Korelasional, Spasial), mengkaji persepsi siswa terhadap pembelajaran bermakna, serta menganalisis hubungan antara kemampuan berpikir geometris dengan kompetensi pedagogis guru. Metode penelitian yang digunakan adalah mixed methods dengan desain eksplanatoris sekuensial, dimulai dari pengumpulan data kuantitatif melalui tes kemampuan berpikir geometris berbasis VLOKS dan kuesioner pembelajaran bermakna, kemudian dilanjutkan dengan data kualitatif berupa observasi pedagogis guru dan wawancara mendalam. Subjek penelitian adalah siswa kelas X di SMAN 7 Pontianak (33 siswa) dan SMAN 2 Teluk Keramat (31 siswa), serta guru matematika yang menerapkan pendekatan pembelajaran bermakna. Hasil penelitian menunjukkan bahwa siswa SMAN 7 Pontianak memiliki capaian rata-rata cukup baik (70,4%), dengan kekuatan utama pada dimensi literasional (79%), sementara kelemahan terdapat pada dimensi operasional (67%) dan korelasional akibat faktor teknis soal. Sebaliknya, siswa SMAN 2 Teluk Keramat memperoleh rata-rata skor rendah (31,6%) pada seluruh dimensi VLOKS tanpa ada dominasi yang signifikan. Data kualitatif mengungkap bahwa guru di kedua sekolah telah berupaya menerapkan pembelajaran bermakna melalui pendekatan kontekstual, problem-based learning, serta strategi remedial, namun implementasinya lebih efektif di SMAN 7 dibandingkan di SMAN 2 Teluk Keramat. Simpulan penelitian ini menegaskan bahwa integrasi antara VLOKS, pembelajaran bermakna, dan kompetensi pedagogis guru berkontribusi penting terhadap penguatan pemahaman geometri siswa, serta menekankan perlunya pengembangan desain pembelajaran yang kontekstual, reflektif, dan adaptif terhadap cara berpikir siswa dalam kerangka Kurikulum Merdeka.Kata Kunci :Model Berpikir Geometris “VLOKS”; Proses Pembelajaran Bermakna; Pedagogis Guru
The Development of Virtual Reality-Based Learning Media to Enhance University Students’ Motivation and Interest in Studying Non-Euclidean Geometry Utami, Chintia; Ananda, Rizky; Siagian, Amanda Nurhayati; Maigani, Maigani; Suwanto, Fevi Rahmawati
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 11, No 1 (2026): Volume 11 Number 1, March 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v11i1.7343

Abstract

This research aims to develop a Virtual Reality (VR)-based learning media using the Spatial.io platform to enhance the motivation and interest of mathematics education students in understanding Non-Euclidean Geometry. The study employed the Research and Development (R&D) method with the ADDIE model, consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. In the Analysis stage, the learning needs and the difficulties students face in grasping abstract concepts in geometry were identified. The media was then designed and developed using a virtual museum concept hosted on Spatial.io, featuring immersive rooms that visualized complex geometric structures. Expert validation was conducted involving media and material validators, with the results showing that the media was categorized as “very valid,” achieving an average score above 90% across all validation aspects. During the Implementation stage, the VR media was tested on mathematics students, and their affective responses were collected through Likert-scale questionnaires focusing on interest, motivation, practicality, and effectiveness. The evaluation results indicated that the VR-based media was highly practical (average score: 84%) and very effective (average score: 82.4%) in improving learning engagement. Moreover, the affective responses demonstrated a significant increase in both motivation and interest in learning abstract mathematical content. In conclusion, the development of Virtual Reality learning media for Non-Euclidean Geometry effectively supports the learning process by offering immersive, interactive, and contextually meaningful experiences that foster student involvement and emotional connection with the subject. Therefore, VR can be considered a highly relevant and impactful technological innovation to be integrated into mathematics learning at the higher education level.Pengembangan Media Pembelajaran Virtual Reality untuk Meningkatkan Motivasi dan Minat Belajar Mahasiswa pada Materi Geometri Non-EuclidABSTRAKPenelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis Virtual Reality (VR) menggunakan platform Spatial.io guna meningkatkan motivasi dan minat belajar mahasiswa pendidikan matematika terhadap materi Geometri Non-Euclid. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE yang terdiri dari lima tahap, yaitu: Analisis, Desain, Pengembangan, Implementasi, dan Evaluasi. Pada tahap analisis, diidentifikasi kebutuhan pembelajaran serta kesulitan mahasiswa dalam memahami konsep geometri yang bersifat abstrak. Media kemudian dirancang dan dikembangkan dalam bentuk museum virtual berbasis Spatial.io, yang memvisualisasikan bentuk-bentuk geometri non-konvensional secara imersif dan interaktif. Validasi media dilakukan oleh ahli materi dan ahli media, yang menunjukkan bahwa media yang dikembangkan termasuk dalam kategori “sangat valid” dengan rata-rata skor validasi di atas 90%. Pada tahap implementasi, media diuji coba pada mahasiswa jurusan matematika, dan data afektif dikumpulkan melalui angket skala Likert yang mencakup indikator minat, motivasi, kepraktisan, dan keefektifan. Hasil evaluasi menunjukkan bahwa media VR tergolong sangat praktis dengan skor rata-rata sebesar 84% dan sangat efektif dengan skor rata-rata 82,4% dalam meningkatkan keterlibatan belajar. Selain itu, respon afektif mahasiswa menunjukkan peningkatan yang signifikan dalam minat dan motivasi belajar terhadap konten matematika yang kompleks. Dengan demikian, media pembelajaran berbasis Virtual Reality ini terbukti mampu mendukung proses pembelajaran dengan menghadirkan pengalaman belajar yang imersif, interaktif, dan bermakna secara kontekstual. Oleh karena itu, media VR sangat relevan untuk diintegrasikan dalam pembelajaran matematika di jenjang pendidikan tinggi.Kata Kunci :Media Pembelajaran; Virtual Reality; Geometri Non-Euclid; Minat Belajar; Motivasi Belajar
Mathematics Learning Based on Lesson Study Using the Reciprocal Teaching Model in the Mathematical Statistics Course Yani T, Ahmad; Winarji, Agus; Awaliyah, Ilka Nur; Anggraini, Wahyu; Lestari, Meli
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 11, No 1 (2026): Volume 11 Number 1, March 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v11i1.7928

Abstract

This qualitative descriptive study aims to describe the implementation of mathematics learning based on Lesson Study using the Reciprocal Teaching model in the Mathematical Statistics course at FKIP Untan and ISBI Singkawang. The research focuses on improving students’ ability to write definitions and theorems symbolically through collaborative interactions among lecturers, students, and classroom contexts. The research procedure followed the Lesson Study cycle (plan–do–see), with data collected through interviews, observations, field notes, and assessments. Data were analyzed using the Miles and Huberman model, involving data reduction, presentation, and conclusion drawing. The results show that implementing Lesson Study with Reciprocal Teaching fosters dialogic, collaborative, and continuous learning. In the plan stage, collaborative planning produced a learning design incorporating the strategies of predicting, questioning, clarifying, and summarizing, aligned with students’ characteristics. The do stage revealed active student engagement in group discussions, SPSS practice, and symbolic writing of concepts, although some misconceptions regarding probability, distribution, and variance were still observed. The see stage provided a space for collaborative reflection to identify strengths—such as increased participation, mathematical communication, and conceptual understanding and weaknesses, including uneven participation and limited time allocation. The study concludes that integrating Lesson Study with the Reciprocal Teaching model effectively enhances students’ ability to write definitions and theorems symbolically while strengthening their understanding of Mathematical Statistics concepts. This model is recommended as an innovative strategy for preparing prospective teachers capable of managing reflective, interactive, and meaningful learning.Pembelajaran Matematika Berbasis Lesson Study Dengan Menggunakan Model Reciprocal Teaching Pada Mata Kuliah Statistika MatematikaABSTRAKPenelitian deskriptif kualitatif ini bertujuan untuk mendeskripsikan implementasi pembelajaran matematika berbasis Lesson Study dengan menggunakan model Reciprocal Teaching pada mata kuliah Statistika Matematika di FKIP Untan dan ISBI Singkawang. Fokus penelitian diarahkan pada peningkatan kemampuan mahasiswa dalam menuliskan definisi dan teorema secara simbolik melalui interaksi kolaboratif antara dosen, mahasiswa, dan konteks kelas. Prosedur penelitian mengikuti siklus Lesson Study (plan–do–see) dengan teknik pengumpulan data berupa wawancara, observasi, catatan lapangan, dan asesmen. Analisis data dilakukan dengan model Miles dan Huberman melalui reduksi, penyajian, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi Lesson Study dengan Reciprocal Teaching mampu menciptakan pembelajaran yang dialogis, kolaboratif, dan berkesinambungan. Pada tahap plan, perencanaan kolaboratif menghasilkan rancangan pembelajaran dengan strategi predicting, questioning, clarifying, dan summarizing yang sesuai dengan karakteristik mahasiswa. Tahap do memperlihatkan keterlibatan aktif mahasiswa dalam diskusi kelompok, praktik penggunaan SPSS, dan penulisan konsep secara simbolik, meskipun masih ditemukan miskonsepsi terkait peluang, distribusi, dan variansi. Tahap see memberikan ruang refleksi kolaboratif untuk mengidentifikasi kelebihan berupa peningkatan partisipasi, komunikasi matematis, dan pemahaman konseptual, serta kelemahan berupa distribusi partisipasi yang belum merata dan keterbatasan waktu. Kesimpulan penelitian menegaskan bahwa integrasi Lesson Study dengan Reciprocal Teaching efektif meningkatkan kemampuan menulis definisi dan teorema dalam bentuk simbolik, sekaligus memperkuat pemahaman konsep Statistika Matematika. Model ini direkomendasikan sebagai strategi inovatif untuk menyiapkan calon guru yang mampu mengelola pembelajaran reflektif, interaktif, dan bermakna.Kata Kunci :Lesson Study; Model Reciprocal Teaching; Statistika Matematika
Correlation between Learning Readiness and Learning Motivation with Mathematics Learning Outcomes in SPLDV Material Lestari, Meli; Yani, Ahmad; Pasaribu, Revi Lestari; R, Zubaidah; Rustam, Rustam
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 11, No 1 (2026): Volume 11 Number 1, March 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v11i1.7925

Abstract

This study aims to determine the correlation between learning readiness and learning motivation with students' mathematics learning outcomes in the Two-Variable Linear Equation System (SLSDV) topic. This study used a quantitative approach with a correlational design. The population in this study were all eighth-grade students of SMP Takhassus Al-Qur'an Ngabang. The research sample was selected from classes VIII D and VIII E, totaling 57 students selected using simple random sampling. The instruments used in this study included a learning readiness questionnaire, a learning motivation questionnaire, and a descriptive test on the SLSDV material. Data analysis was performed using SPSS for Windows version 23 using the Pearson Product Moment correlation test and multiple linear regression. The results showed a positive and significant correlation between learning readiness and mathematics learning outcomes with an r value of 0.967, which is classified as very strong. Furthermore, there was a positive and significant correlation between learning motivation and mathematics learning outcomes with an r value of 0.849, which is classified as very strong. Simultaneously, there is a positive and significant correlation between learning readiness and learning motivation with mathematics learning outcomes with an R value = 0.983 which is classified as a very strong category and an Adjusted R2 value = 0.965 which means that 96.4% of mathematics learning outcomes can be explained by learning readiness and learning motivation, while the remaining 3.6% is influenced by other factors.Korelasi antara Kesiapan Belajar dan Motivasi Belajar dengan Hasil Belajar Matematika pada Materi SPLDVABSTRAKPenelitian ini bertujuan untuk mengetahui korelasi antara kesiapan belajar dan motivasi belajar dengan hasil belajar matematika siswa pada materi Sistem Persamaan Linear Dua Variabel (SPLDV). Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Takhassus Al-Qur’an Ngabang. Sampel penelitian dipilih kelas VIII D dan VIII E dengan jumlah sebanyak 57 siswa yang dipilih menggunakan teknik simple random sampling. Instrumen yang digunakan dalam penelitian ini meliputi angket kesiapan belajar, angket motivasi belajar, dan tes uraian materi SPLDV. Teknik analisis data dilakukan dengan bantuan software SPSS for Windows versi 23 menggunakan uji korelasi Pearson Product Moment dan regresi linear berganda. Hasil penelitian menunjukkan bahwa terdapat korelasi positif dan signifikan antara kesiapan belajar dengan hasil belajar matematika dengan nilai r = 0,967 yang tergolong ke dalam kategori sangat kuat. Kemudian, terdapat korelasi positif dan signifikan antara motivasi belajar dengan hasil belajar matematika dengan nilai r = 0,849 yang tergolong ke dalam kategori sangat kuat. Secara simultan, terdapat korelasi positif dan signifikan antara kesiapan belajar dan motivasi belajar dengan hasil belajar matematika dengan nilai R = 0,983 yang tergolong ke dalam kategori sangat kuat serta nilai Adjusted R2 = 0,964 yang berarti bahwa sebesar 96,4% hasil belajar matematika dapat dijelaskan oleh kesiapan belajar dan motivasi belajar, sedangkan 3,6% sisanya dipengaruhi faktor lain.Kata Kunci :Kesiapan belajar; motivasi belajar; hasil belajar matematika
Transformational Leadership Strategies of the School Principal in Implementing the Independent Curriculum at SMP Negeri 7 Dedai, Sintang Regency Agusnani, Agusnani; Radiana, Usman; Yunitaningrum, Wiwik; Maryuni, Sri; Waruru, Marinu
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 11, No 1 (2026): Volume 11 Number 1, March 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v11i1.7920

Abstract

This study aims to explore the transformational leadership strategies of the school principal in implementing the Independent Curriculum at SMP Negeri 7 Dedai, Sintang Regency. The research employed a qualitative descriptive approach with participants including 1 principal, 4 vice-principals, and 1 administrative staff, selected through purposive sampling. Data were collected through in-depth interviews, participant observation, and documentation, and analyzed using Miles and Huberman’s model through data reduction, presentation, and verification, with triangulation of sources and techniques. The results indicate that the principal applied transformational leadership strategies by emphasizing the development of a vision and mission aligned with the Independent Curriculum, motivating teachers through support, training, and constructive supervision, and empowering all stakeholders, including administrative staff and parents. The strategies also included a personal approach to teachers to develop their competencies, creativity, and innovation, while fostering a collaborative, adaptive, and innovative school culture. The implementation of these strategies positively impacted the school environment and work culture, evident in increased teacher participation, project-based learning methods, professional competency development, and the integration of the Pancasila Student Profile values in curricular, co-curricular, and extracurricular activities. The success of implementing the Independent Curriculum is reflected in both quantitative indicators, such as improved student average scores and competition participation, and qualitative indicators, including student independence, self-confidence, and critical thinking skills. The study concludes that the principal, as a pedagogical leader, inspires, facilitates innovation, and creates a learning environment that supports the goals of the Independent Curriculum. These findings are expected to provide theoretical contributions to educational leadership studies and practical recommendations for principals to enhance teaching quality and teacher empowerment in secondary schools.Strategi Kepemimpinan Transformasional Kepala Sekolah Mewujudkan Kurikulum Merdeka di SMP Negeri 7 Dedai Kabupaten SintangABSTRAKPenelitian ini bertujuan untuk mengeksplorasi strategi kepemimpinan transformasional kepala sekolah dalam mewujudkan Kurikulum Merdeka di SMP Negeri 7 Dedai, Kabupaten Sintang. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian meliputi 1 kepala sekolah, 4 guru wakil kepala sekolah, dan 1 staf administrasi, yang dipilih melalui purposive sampling. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman melalui reduksi, penyajian, dan verifikasi data dengan triangulasi sumber serta teknik. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan strategi kepemimpinan transformasional dengan menekankan pembentukan visi dan misi yang selaras dengan Kurikulum Merdeka, motivasi guru melalui dukungan, pelatihan, dan supervisi konstruktif, serta pemberdayaan seluruh pemangku kepentingan, termasuk staf administrasi dan orang tua. Strategi ini juga mencakup pendekatan personal terhadap guru untuk mengembangkan kompetensi, inovasi, dan kreativitas, sekaligus menciptakan budaya sekolah yang kolaboratif, adaptif, dan inovatif. Implementasi strategi tersebut berdampak positif pada lingkungan sekolah dan budaya kerja, terlihat dari peningkatan partisipasi aktif guru, pengembangan metode pembelajaran berbasis proyek, peningkatan kompetensi profesional, serta penerapan nilai Profil Pelajar Pancasila dalam kegiatan intrakurikuler, kokurikuler, dan ekstrakurikuler. Keberhasilan implementasi Kurikulum Merdeka di sekolah ini juga tercermin pada pencapaian indikator kuantitatif, seperti peningkatan rata-rata nilai siswa dan partisipasi dalam kompetisi, serta indikator kualitatif, seperti kemandirian, kepercayaan diri, dan kemampuan berpikir kritis peserta didik. Penelitian ini menyimpulkan bahwa kepemimpinan transformasional kepala sekolah berperan sebagai pemimpin pedagogis yang menginspirasi, memfasilitasi inovasi, serta membangun lingkungan belajar yang mendukung tujuan Kurikulum Merdeka. Temuan ini diharapkan memberikan kontribusi teoritis bagi pengembangan ilmu kepemimpinan pendidikan dan manfaat praktis sebagai rekomendasi bagi kepala sekolah dalam meningkatkan kualitas pembelajaran dan pemberdayaan guru di sekolah menengah.Kata Kunci :kepemimpinan transformasional; kepala sekolah; Kurikulum Merdeka; motivasi guru; pengembangan kompetensi; budaya sekolah

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