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GAME-BASED LEARNING DESIGN FOR INTEGER OPERATIONS USING DOJUKU TO ENHANCE MATHEMATICAL REPRESENTATION AND INTEREST Rahmawati, Ajeng Hilda; Saputra, , Samnur; Robiansyah, Endi
Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 2
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v7i2.14448

Mathematics is a compulsory subject from elementary to high school levels. However, many junior high school students still find it difficult, especially in integer operations, because they are abstract. One of the causes is the low representational abilities and learning interest of students. To overcome this problem, innovation in learning is needed. Observations in class VII of junior high school in West Java show that students really like games. This research used Formative Evaluation (Tessmer, 1993) with subjects of 30 students, educators and mathematics education experts. Research instruments include expert validation sheets, evaluation tests, questionnaires and interviews. This research aims to determine validation, mathematical representation abilities, and students' interest in learning through the game-based learning media Domino Jumlah Kurang (DoJuKu). The results of the analysis show that DoJuKu can facilitate students' mathematical representation abilities and learning interest in the high category.

STUDENT RETENTION IN ARITHMETIC SEQUENCES AND SERIES LEARNING THROUGH MATH MAZE Kosasih, Usep; Kusumaningtyas, Saarah; Saputra, Samnur
Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 2
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v7i2.11434

Students' lack of interest in studying mathematics has an impact on their memory of the material taught. Weak memory in understanding the material is one of the obstacles in learning mathematics. This becomes a challenge for educators to find the right learning method. When studying arithmetic sequences and series, a strong memory really helps students' understanding. In this research, the mathematical maze is used as a learning method to strengthen student retention. The aim of the research is to describe the retention of student learning outcomes after mathematics learning assisted by Math Maze on arithmetic sequences and series. This research uses a qualitative approach. The data collection process was carried out by post-test and re-test. Based on the results of data analysis, it was concluded that the retention of student learning outcomes in learning arithmetic sequences and series through the mathematical maze was relatively high. This means that the math maze can be an alternative to learning mathematics.

ANALYSIS OF SEVENTH-GRADE JUNIOR HIGH SCHOOL MATHEMATICS TEXTBOOKS ON ALGEBRA USING THE PRAXEOLOGY APPROACH Panjaitan, M. Azhari; Naufal, Nasrul; Herman, Tatang
Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 2
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v7i2.13231

Algebra material in mathematics learning plays a crucial role as the foundation for abstract thinking among junior high school students. However, obstacles in task design in textbooks often hinder students' understanding of basic algebra concepts. This study aims to analyze the algebra material in Grade VII mathematics textbooks using a praxeological approach. The research method employed is qualitative descriptive, consisting of observation through selection, categorization, coding, and in situ analysis. The analyzed textbook is the Grade VII Mathematics book published by the Ministry of Education and Culture in the 2017 revised edition. It was chosen due to its widespread use in schools across Indonesia. The main findings indicate that among the four task designs analyzed, many present epistemological and didactic obstacles, such as a lack of emphasis on fundamental algebra concepts and the presentation of unsystematic material. As a solution, this research proposes an alternative task design that focuses on contextual illustrations, independent exploration, and visualizations to enhance learning effectiveness. Although empirical validation has not yet been conducted, the findings provide a foundational framework for developing better algebra learning materials in the future. The implications of this research are expected to assist textbook developers and teachers in creating content that more effectively supports student learning.

STUDENTS' METACOGNITION PROFILE BASED ON SOLO TAXONOMY AT RELATIONAL AND EXTENDED ABSTRACT LEVELS Rahayu, Sofy Gustini; Setialesmana, Depi; Prabawati, Mega Nur
Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 2
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v7i2.10754

The aim of this research is to evaluate students' metacognitive abilities based on the SOLO taxonomy at the relational and extended abstract levels. This study adopts a qualitative research approach with a descriptive research method. Data collection techniques include tests and unstructured interviews. Data analysis techniques, following the Miles and Huberman model, involve data reduction, data display, and conclusion drawing. The results showed that subjects at the relational and extended abstract levels performed all metacognitive activities, but the indicators achieved in solving HOTS problems on arithmetic progression varied. Subject SR-1 was able to perform planning indicators, but with errors, could monitor correctly, and performed evaluation indicators, but with errors. Subject SR-2 was able to plan correctly, could monitor but with errors, and performed evaluation indicators correctly. Subject SR-3 was able to perform planning, monitoring, and evaluation indicators correctly. Subject SR-4 was able to perform planning indicators, but with errors, could monitor correctly, and performed evaluation indicators, but with errors. Subjects SEA-1 and SEA-2 were able to perform planning, monitoring, and evaluation indicators correctly.

A REALISTIC APPROACH TO TEACHING ALGEBRAIC OPERATIONS TO JUNIOR HIGH SCHOOL STUDENTS Norhaslina, Norhaslina; Andina, Andina; Anggraini, Reri Seprina
Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 2
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v7i2.9443

Operasi penjumlahan dan pengurangan bentuk aljabar merupakan salah satu materi penting dalam pembelajaran aljabar. Pada kenyataannya, masih banyak siswa mengalami kesulitan dalam belajar penjumlahan dan pengurangan aljabar disebabkan pembelajaran didominasi cara-cara formal sehingga hal ini tidak mendukung pemahaman siswa tentang konsep penjumlahan dan pengurangan bentuk aljabar. Oleh karena itu, diperlukan aktivitas belajar yang menekankan pada pemahaman konsep. Peneliti merancang aktivitas pembelajaran operasi penjumlahan dan pengurangan dengan menggunakan pendekatan PMRI. Penelitian ini bertujuan untuk memberikan kontribusi berupa hypothetical Learning Trajectory (HLT) tentang materi operasi penjumlahan dan pengurangan bentuk aljabar dengan menggunakan pendekatan PMRI. Subjek pada penelitian ini yaitu seluruh siswa kelas VIII SMP Negeri 29 Kerinci yang terdiri dari 15 siswa. Penelitian ini menggunakan metode penelitian desain research. Data dikumpulkan melalui lembar aktrivitas siswa (LAS), observasi, dokumentasi dan wawancara. Data yang telah dikumpulkan, dianalisis dengan cara yang meliputi mereduksi, menampilkan, dan menyimpulkan data. Hasil penelitian menunjukkan bahwa dengan adanya kontribusi berupa HLT tentang materi operasi penjumlahan dan pengurangan bentuk aljabar dengan menggunakan pendekatan PMRI dapat membantu siswa dalam memahami konsep operasi penjumlahan dan pengurangan bentuk aljabar melalui pembelajaran dunia nyata atau pengalaman siswa atau hal yang dapat dibayangkan oleh siswa menggunakan LAS yang diberikan.

STUDENTS’ NUMERACY SKILLS IN SOLVING MINIMUM COMPETENCY ASSESSMENT (MCA)-TYPE MATHEMATICS PROBLEMS: A CASE STUDY IN JUNIOR HIGH SCHOOL Amami, Chintia Shalaza; Saefudin, Abdul Aziz; Sunanti, Titis
Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 2
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v7i2.10178

Numeracy skills is one of the abilities of students who use mathematics as a tool to solve problems in everyday life. Therefore, this research aims to analyze students' numeracy skills to solve the Minimum Competency Assessment (AKM) type mathematics problems. This research method is a case study in one of the state schools in Yogyakarta. The results of this research show that students' numeracy abilities in solving mathematics problems, especially AKM type questions, can be demonstrated from students' ability to understand facts, processes, concepts and procedures; ability to apply conceptual knowledge and understanding in solving mathematical problems in everyday life; and reasoning abilities in analyzing data and information, making conclusions, and expanding understanding. In general, students have numeracy skills in the advanced category with characteristics including students having basic mathematical concepts and having ideas for determining strategies for solving problems very well. Then, students are also able to reason in solving complex and non-routine problems based on their mathematical concepts. With this, it is hoped that students can use their numeracy skills to solve problems they encounter in daily life.Copyright © 2021UniversitasSiliwangi. All rights reserved.

OPTIMIZING STUDENTS' MATHEMATICAL PROBLEM SOLVING SKILLS THROUGH PROBLEM-BASED LEARNING AND TEACHING AT THE RIGHT LEVEL Almaas, Aufaa Ronaa; Mellawaty, Mellawaty; Pryanto, Dede
Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 2
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v7i2.15326

Penelitian ini bertujuan untuk mengoptimalkan kemampuan siswa dalam memecahkan masalah matematika melalui penerapan model Problem Based Learning yang dipadukan dengan pendekatan Teaching at the Right Level (TaRL). Penelitian ini dilakukan dengan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus pada siswa kelas XI di SMKN 2 Indramayu, dengan teknik pengumpulan data berupa observasi, dokumentasi, dan tes. Untuk mengetahui adanya peningkatan berkelanjutan dalam proses pembelajaran, maka setiap siklus meliputi tahapan perencanaan, pelaksanaan kegiatan, observasi, dan refleksi. Dengan nilai rata-rata 84, ketuntasan belajar siswa pada siklus I sebesar 67%, lebih tinggi dari kondisi pra siklus, namun belum mencapai indikator ketuntasan minimal sebesar 75%. Terjadi peningkatan yang signifikan pada siklus II, yaitu ketuntasan mencapai 84% dan nilai rata-rata 88, yang secara efektif melampaui target. Selain meningkatkan hasil belajar, hasil penelitian ini menunjukkan bahwa PBL dan TaRL dapat membantu siswa menjadi lebih terlibat, lebih terlibat, dan lebih mampu mengatasi permasalahan dalam pembelajaran matematika. Meskipun terdapat beberapa kekurangan dalam penelitian ini, seperti durasi dua siklus dan fokus satu kelas, hasilnya menunjukkan harapan untuk lebih mendorong terciptanya pendekatan pendidikan matematika yang lebih efisien, fleksibel, dan berpusat pada siswa.

IMPLEMENTATION OF PROBLEM BASED LEARNING TO IMPROVE THE MATHEMATICAL LITERACY SKILLS OF GRADE VIII STUDENTS AT SMPN 6 WEST KARAWANG Sonia, Yuni; Sopiany, Hanifah Nurus; Marlina, Rina
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 1 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i1.16408

This study aims to improve students' mathematical literacy skills through the implementation of the Problem Based Learning (PBL) model for Grade VIII students at SMPN 6 Karawang Barat. The background of this research is based on Indonesia's low performance in mathematical literacy as reflected in the PISA survey results from 2000 to 2022, where Indonesia consistently ranked in the bottom ten globally. This research employs a quantitative method with a Pretest-Posttest Control Group Design. The population of the study consisted of all eighth-grade students, with two classes selected as samples: one as the experimental group receiving PBL instruction and the other as the control group receiving conventional instruction. The research instrument was a mathematical literacy test that had been validated for reliability. Data analysis techniques included descriptive statistics and inferential statistical tests. The results showed that there was a significantly higher improvement in the mathematical literacy skills of students in the experimental group compared to those in the control group. The experimental group showed an average gain of 33.21, while the control group showed an average gain of only 25.16. Therefore, the application of the PBL model proved to be more effective in enhancing students’ mathematical literacy skills compared to conventional learning models.

EFFECTIVENESS OF THE PROBING PROMPTING MODEL ASSISTED BY KAHOOT GAMIFICATION ON STUDENTS’ MATHEMATICAL CONCEPTUAL UNDERSTANDING Dwiyanti, Widya; Koswara, Ucu; Nuraeni, Annisa Suci; Darto, Darto
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 1 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Limited conceptual understanding and low student engagement often hinder middle school learners in transforming contextual problems into formal mathematical representations. This study aims to evaluate the effectiveness of the Probing Prompting model assisted by Kahoot gamification in improving students’ mathematical conceptual understanding and to describe their attitudes toward its implementation. A quasi-experimental design was employed involving two seventh-grade classes with 23 students in the experimental group and 27 students in the control group. Data were collected through an essay test on conceptual understanding and a student attitude questionnaire. The results of the independent sample t-test showed a significant difference between the two groups, with the experimental class achieving an N-Gain score of 0.66 in the medium category, outperforming the control class, which obtained an N-Gain score of 0.28 in the low category. Students also demonstrated a positive attitude toward the integration of Kahoot, with an average score of 3.16. These findings indicated that the combination of structured probing questions and digital gamification was effective in strengthening students’ conceptual understanding while creating a more engaging and supportive learning experience.

DEVELOPMENT OF INTEGRATED ISLAMIC-BASED STUDENT WORKSHEET IN LINEAR PROGRAM MATERIAL TO FACILITATE MATHEMATICAL MODELING SKILLS Khumairoh, Aisyah; Masamah, Ulfa; Adiafidah, Rosa Amalia
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 1 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i1.16135

This study aims to develop an integrated Islamic Student Worksheet on linear programming material to facilitate students' mathematical modeling abilities. This study uses the Research and Development (RD) method with the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. In the analysis stage, a needs study and curriculum analysis were conducted, followed by the design of student worksheet that combines linear program material with islamic values. The validation results show that student worksheet obtained a percentage of 82.8%, which is included in the valid category, making it suitable for use as teaching material. The implementation of student worksheet has been carried out in the classroom, and the evaluation stage has been completed successfully. The practicality test results also showed that the student worksheet obtained an average score of 83.5% with practical criteria. The N-Gain test results showed an increase in mathematical modeling skills of 0.43 and Islamic financial literacy of 0.59 in the moderate category. This study produced an student worksheet integrated with Islamic values that supports contextual and meaningful mathematics learning.

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Contact Email
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Journal Mail Official
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Location
Kota tasikmalaya,

Jawa barat

INDONESIA