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INDONESIA
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 172 Documents
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The Effect of Critical Thinking Skills and Mathematical Connection Skills on Students’ Ability To Solve Hots Problems Izzati, Nurma; Muarief, Muchammad
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.v11i1.8505

Abstract

This study was conducted to explore the extent of the impact of students' critical thinking skills and mathematical connections in solving HOTS-type problems. Using a quantitative approach with a causal relationship model, this study took the subjects of grade VIII students at SMP Negeri 2 Sumber for the 2025/2026 school year period. From the total existing population, as many as 38 students were selected as a representative sample determined through the cluster random sampling method. All primary data were collected using a description test instrument that had passed validity and reliability tests to measure critical thinking competence, connection skills, and students' success in answering high-level questions. The data was then processed in depth through path analysis techniques with the help of SPSS 21 software.The main findings in this study reveal that critical thinking skills have a very strong direct influence on students' HOTS scores, which is evidenced by a beta value of 0.602 and a significance level of p < 0.001. However, quite contrasting results were found on the mathematical connection variable. This variable did not have a significant impact directly on students' ability to solve HOTS questions (beta = 0.115; p = 0.395). Furthermore, the results of the mediation test showed that no empirical evidence was found regarding the indirect influence of critical thinking on solving HOTS problems through the intermediary of mathematical connection ability. Simultaneously, the two independent variables tested in this model contributed 40.4% in explaining the variation in students' HOTS ability. This indicates that there are still around 59.6% of other factors outside of this study that also affect student achievement. In conclusion, these findings emphasize that the critical thinking factor is the most dominant and crucial element in supporting the success of junior high school students when facing complex mathematical problems.Pengaruh Kemampuan Berpikir Kritis dan Kemampuan Koneksi Matematis terhadap Kemampuan Siswa dalam Menyelesaikan Soal HOTSABSTRAKStudi ini dilakukan untuk mendalami sejauh mana dampak dari kecakapan berpikir kritis serta koneksi matematis siswa dalam menuntaskan soal-soal bertipe HOTS. Menggunakan pendekatan kuantitatif dengan model hubungan kausal, penelitian ini mengambil subjek siswa kelas VIII di SMP Negeri 2 Sumber untuk periode tahun ajaran 2025/2026. Dari total populasi yang ada, sebanyak 38 peserta didik terpilih sebagai sampel representatif yang ditentukan melalui metode cluster random sampling. Seluruh data primer dikumpulkan menggunakan instrumen tes uraian yang telah melewati uji validitas serta reliabilitas guna mengukur kompetensi berpikir kritis, kemampuan koneksi, dan keberhasilan siswa dalam menjawab soal-soal tingkat tinggi. Data tersebut kemudian diolah secara mendalam lewat teknik analisis jalur (path analysis) dengan bantuan perangkat lunak SPSS 21.Temuan utama dalam penelitian ini mengungkap bahwa kemampuan berpikir kritis memiliki pengaruh langsung yang sangat kuat terhadap perolehan skor HOTS siswa, yang dibuktikan dengan nilai beta sebesar 0,602 dan tingkat signifikansi p < 0,001. Namun, hasil yang cukup kontras ditemukan pada variabel koneksi matematis. Variabel tersebut justru tidak memberikan dampak signifikan secara langsung terhadap kemampuan siswa dalam menyelesaikan soal-soal HOTS (beta = 0,115; p = 0,395). Lebih lanjut, hasil uji mediasi menunjukkan bahwa tidak ditemukan bukti empiris mengenai adanya pengaruh tidak langsung antara berpikir kritis terhadap penyelesaian soal-soal HOTS melalui perantara kemampuan koneksi matematis.Secara simultan, kedua variabel independen yang diuji dalam model ini menyumbang andil sebesar 40,4% dalam menjelaskan variasi kemampuan HOTS peserta didik. Hal ini mengindikasikan bahwa masih terdapat sekitar 59,6% faktor lain di luar penelitian ini yang turut memengaruhi capaian siswa. Sebagai kesimpulan akhir, temuan ini mempertegas bahwa faktor berpikir kritis merupakan elemen yang paling dominan dan krusial dalam mendukung keberhasilan siswa tingkat menengah pertama saat menghadapi persoalan matematika yang kompleks.Kata Kunci:Kemampuan berpikir kritis matematis; kemampuan koneksi matematis; soal HOTS
Exploring the Dynamics of Academic Achievement in End of Semester Assessment Based on Class and Gender Using a Two Way ANOVA Approach Ngabu, Wigbertus; Yuanita, Putri; Elmawati, Elmawati; Andriani, Suci; Putra, Yusa
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.v11i1.8542

Abstract

The evaluation of learning outcomes is an essential component of higher education because it reflects learning achievement and the effectiveness of the instructional process. This study aims to analyze the dynamics of students’ academic performance in the final semester examination of the Basic Statistics course based on class (A, B, C) and gender (male, female). The study employed an explanatory quantitative approach with a factorial design and was analyzed using a two-way analysis of variance (two-way ANOVA). Assumption testing indicated that the residuals were normally distributed (Shapiro–Wilk p = 0.0854) and that variances across groups were homogeneous (Levene p-value = 0.6468), confirming that the ANOVA prerequisites were satisfied. The ANOVA results showed that class had a statistically significant effect on final examination scores (F(2,104) = 2.956; p = 0.00562) and that gender also had a statistically significant effect (F(1,104) = 0.704; p = 0.0032), whereas the class × gender interaction was not statistically significant (F(2,104) = 1.355; p = 0.0626). Post hoc analysis using Tukey’s HSD revealed that differences across classes were primarily driven by the contrast between Class C and Class A (p-adj = 0.0443), while gender-based differences showed a consistent pattern across classes (p-adj = 0.0069). These findings were supported by boxplots and interaction plots that displayed score distributions consistent with the inferential results. Overall, the study indicates that variation in students’ academic performance in the final semester evaluation is independently influenced by class and gender. The findings are expected to inform more data-driven academic decision-making and contribute methodologically to the application of statistical analysis. Based on these results, the study program is advised to standardize instructional implementation and evaluation across classes and to provide more targeted learning support for groups of students who consistently demonstrate lower achievement, so that learning gaps can be reduced in a data-driven manner.Eksplorasi Dinamika Prestasi Akademik pada Evaluasi Akhir Semester Berdasarkan Kelas dan Gender Menggunakan Pendekatan ANOVA Dua ArahABSTRAKEvaluasi hasil belajar merupakan komponen penting dalam pendidikan tinggi karena mencerminkan capaian pembelajaran serta efektivitas proses pembelajaran. Penelitian ini bertujuan menganalisis dinamika prestasi akademik mahasiswa pada ujian akhir semester mata kuliah Statistika Dasar berdasarkan faktor kelas (A, B, C) dan gender (laki-laki, perempuan). Penelitian menggunakan pendekatan kuantitatif eksplanatori dengan desain faktorial dan dianalisis melalui Analisis Varians Dua Arah (two-way ANOVA). Uji asumsi menunjukkan residual berdistribusi normal (Shapiro–Wilk ) dan varians antar-kelompok homogen (Levene p-value = 0.6468), sehingga prasyarat ANOVA terpenuhi. Hasil ANOVA menunjukkan bahwa faktor kelas berpengaruh signifikan terhadap skor ujian akhir semester  dan faktor gender juga berpengaruh signifikan , sedangkan interaksi kelas×gender tidak menunjukkan pengaruh yang signifikan . Uji lanjut Tukey HSD mengungkapkan bahwa perbedaan capaian antar kelas terutama didorong oleh perbedaan Kelas C dan Kelas A (p-adj = 0.0443), sementara perbedaan berdasarkan gender menunjukkan kecenderungan yang konsisten di seluruh kelas  Temuan ini diperkuat oleh boxplot dan interaction plot yang menampilkan pola distribusi skor sejalan dengan hasil inferensial. Secara keseluruhan, penelitian ini menunjukkan bahwa variasi prestasi akademik mahasiswa dalam evaluasi akhir semester dipengaruhi secara independen oleh faktor kelas dan gender. Hasil penelitian ini diharapkan dapat menjadi dasar pengambilan keputusan akademik yang lebih berbasis data, serta memberikan kontribusi metodologis dalam penerapan analisis statistik.  Berdasarkan temuan tersebut, program studi disarankan melakukan standardisasi implementasi pembelajaran dan evaluasi antar kelas serta menyediakan dukungan belajar yang lebih terarah bagi kelompok mahasiswa yang konsisten menunjukkan capaian lebih rendah agar kesenjangan hasil belajar dapat ditekan secara berbasis data.Kata Kunci :Prestasi akademik mahasiswa; Statistika dasar; Evaluasi pembelajaran; ANOVA

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