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Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Published by Universitas Islam Lamongan
ISSN : 26562286     EISSN : 26565846     DOI : 10.30736
Core Subject : Education,
Mathematics
Vygotsky: Jurnal Pendidikan Matematika dan Matematika adalah jurnal yang bertujuan untuk mengungkap fakta, masalah, dan pemecahan masalah dalam bidang pendidikan matematika dan matematika.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 102 Documents
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Enhancing Students’ Mathematical Problem-Solving Skills through Problem-Based Learning in Systems of Linear Equations in Two Variables at Junior High School Level Indriyati, Mia; Rodliyah, Iesyah
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 1 (2026): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v8i1.1322

Abstract

This study investigated the effect of Problem-Based Learning (PBL) on students’ mathematical problem-solving skills in Systems of Linear Equations in Two Variables (SPLDV), a contextual algebra topic that has received limited empirical attention in Indonesian junior high schools. Using a posttest-only control group design, the study involved 63 Grade VIII students of State Junior High School 2 Ngoro. The experimental group learned through PBL, while the control group received conventional instruction. The experimental group achieved a significantly higher posttest mean (78.12) than the control group (p < 0.05). The effect size (Hedges’ g = 1.14) indicated a very high effect, suggesting that PBL is particularly effective for improving students’ problem-solving skills in contextual SPLDV learning.
The Effect of GeoGebra-Based Instruction on Students’ Conceptual Understanding of Exponential Functions Earliand, Amalia Rasikhah; Alfisyahra, Alfisyahra; Hasbi, Muh; Ismaimuza, Dasa
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 1 (2026): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v8i1.1333

Abstract

Exponential functions pose conceptual challenges for secondary students due to their abstract nature. This quasi-experimental study investigated the effect of GeoGebra-based instruction on Grade 10 students’ conceptual understanding in two Indonesian senior high schools (N = 132). A validated four-item essay test (r > 0.219; Cronbach’s Alpha = 0.71) was administered before and after instruction. Mann–Whitney U analysis showed a significant difference in posttest conceptual understanding between the GeoGebra and conventional groups (p < .001), with a moderate-to-large effect size (r = 0.44). These results provide classroom-based empirical evidence that dynamic visualization through GeoGebra strengthens students’ conceptual understanding and supports its structured integration in conceptually demanding mathematics topics.

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