Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika
Jurnal Absis adalah jurnal penelitian yang dikelola oleh program studi Pendidikan Matematika Universitas Pasir Pengaraian. Absis diambil dari istilah matematika yang merupakan jarak titik terhadap sumbu tegak. Jurnal Absis memuat artikel hasil penelitian atau kajian literatur dalam bidang pendidikan matematika dan matemtika. Jurnal absis terbit dua kali dalam satu tahun yaitu pada bulan April dan Oktober. Jurnal Absis diharapkan dapat menjadi tempat bagi peneliti pendidikan matematika atau matematika utamanya bagi dosen Pendidikan Matematika Universitas Pasir Pengaraian, dosen berbagai universitas, maupun guru untuk mempublikasikan artikel ilmiahnya.
Jurnal Absis merupakan terbitan berkala yang dapat diakses secara terbuka oleh pembaca untuk mendukung tumbuh kembangnya ilmu pengetahuan, terutama dalam bidang Pendidikan matematika dan matematika.
Articles
203 Documents
<![CDATA[Improving students' mathematical reasoning through the learning cycle instructional model ]]>
<![CDATA[Putri, Devi Utami]]>;
<![CDATA[Sirwanti]]>;
<![CDATA[Aspikal]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 2 (2024): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
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DOI: 10.30606/absis.v7i2.2979
<![CDATA[Mathematical reasoning is an essential skill that every student must possess as a tool to find problem-solving solutions effectively and efficiently, develop cognitive abilities, and foster critical and creative thinking in facing 21st-century challenges. However, students' mathematical reasoning skills remain low, particularly in solving and analyzing complex mathematical problems. This issue arises due to students' passive involvement in the learning process. This study aims to improve the mathematical reasoning skills of eighth-grade students through the implementation of the Learning Cycle instructional model. The research method used is Classroom Action Research (CAR). The results indicate that the average score of students' mathematical reasoning tests increased from 22.96 in the initial test to 47.85 in Cycle I and 80.64 in Cycle II. Additionally, the percentage of students meeting the mathematical reasoning competency criteria increased from 8% in the initial test to 19% in Cycle I and reached 75% in Cycle II. Based on the findings, it can be concluded that the implementation of the Learning Cycle instructional model is effective in enhancing students' mathematical reasoning skills in the topic of Probability in eighth grade. This model can serve as an alternative instructional strategy to increase student engagement and understanding in mathematics.]]>
<![CDATA[Development of discovery learning-based student worksheets to facilitate critical thinking skills in phase D students ]]>
<![CDATA[Hafshoh]]>;
<![CDATA[Suanto, Elfis]]>;
<![CDATA[Armis]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 2 (2024): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
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DOI: 10.30606/absis.v7i2.2588
<![CDATA[The aim of this development research is to design discovery learning-based student worksheets (LKPD) to facilitate the mathematical critical thinking skills of Phase D students by meeting validity and practicality criteria. This study is motivated by the crucial role of critical thinking skills in students' education. The research employs a development method (R&D) following the 4-D model (define, design, develop, and disseminate). The study involved 15 students from Babussalam Junior High School, Pekanbaru, as the test subjects. Research instruments included a validation questionnaire to assess the validity of the LKPD and a student response questionnaire to evaluate its practicality. Based on the expert validator's analysis, the validity score was 94.43%, indicating the LKPD is highly valid. Meanwhile, the practicality score, derived from the student response questionnaire, was 87.98%, categorizing the LKPD as highly practical. Thus, the development of discovery learning-based LKPD is recommended for use in learning activities related to circle content to enhance the critical thinking skills of Phase D students.]]>
<![CDATA[Improving mathematical problem-solving skills in ratio through the application of problem-based learning ]]>
<![CDATA[Maharani, Zulfa]]>;
<![CDATA[Sakur]]>;
<![CDATA[Armis]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 2 (2024): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
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DOI: 10.30606/absis.v7i2.2602
<![CDATA[The main objectives of this study were to improve the quality of learning activities and enhance students' skills in Mathematical Problem Solving Skills. The research was conducted during the even semester of the 2023/2024 school year by implementing classroom action research over two cycles on ratio content. The subjects of this study were 41 students from class VII-3 of SMPN 42 Pekanbaru. The learning tools used in the study included the Flow of Learning Objectives, teaching modules, learner worksheets, teaching materials on ratio content, and assessment tools. The data collection instruments consisted of learner and teacher activity sheets and tests for assessing Mathematical Problem Solving Skills. Data analysis on the improvement of the learning process was obtained based on the activity sheets from both learners and teachers. Additionally, the improvement of students' Mathematical Problem Solving Skills was assessed through tests conducted at the end of each cycle. The results of the observation sheets from cycles I and II showed that the learning process improved with each meeting. The students' scores in Mathematical Problem Solving Skills increased from the initial test to the cycle I test by 11.73 points, with an initial average of 43.69 and a cycle I test average of 55.42. From the cycle I test to the cycle II test, there was an increase of 18.25 points, with an average score of 73.67 in the cycle II test. Therefore, the results of this research, conducted using the Problem-Based Learning model, indicate a potential to improve the learning process and enhance students' problem-solving skills.]]>
<![CDATA[Improving mathematical performance through the problem-based learning model ]]>
<![CDATA[Irawan, Melati Putri]]>;
<![CDATA[Anggraini, Rini Dian]]>;
<![CDATA[Syofni]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 2 (2024): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
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DOI: 10.30606/absis.v7i2.2606
<![CDATA[This study addresses the low mathematics achievement levels among students in class VIII.2 at SMP Negeri 35 Pekanbaru during the 2023/2024 academic year. The research aims to enhance the learning process and improve mathematics achievement by implementing the Problem-Based Learning (PBL) model. This study employs Classroom Action Research to identify problems and implement targeted actions to resolve them. The subjects comprised 19 male students and 20 female students with heterogeneous ability levels. The research instruments included the Flow of Learning Objectives, Teaching Modules with attached Student Worksheets, Diagnostic Assessments, Formative Assessments, and Summative Assessments. Observation sheets and learning outcome tests were used for data collection. The results indicate significant improvements in the learning process across cycles, as demonstrated by increased mathematics achievement. The number of students meeting the Learning Objective Achievement Criteria rose from 17 students (43.59%) in Cycle I to 25 students (64.10%) and further to 29 students (74.36%) in Cycle II. The study concludes that the application of the PBL model effectively improved both the learning process and mathematics achievement in class VIII.2 at SMP Negeri 35 Pekanbaru during the 2023/2024 academic year, particularly on the topic of the System of Linear Equations in Two Variables.]]>
<![CDATA[Implementation of the problem-based learning model to improve students' mathematical problem-solving skills ]]>
<![CDATA[Kholisah, Saniah Afiqoh]]>;
<![CDATA[Anggraini, Rini Dian]]>;
<![CDATA[Kartini]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 2 (2024): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
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DOI: 10.30606/absis.v7i2.2622
<![CDATA[This study aims to improve the learning process and students' mathematical problem-solving skills through the implementation of the Problem-Based Learning (PBL) model. The research employed a classroom action research design, conducted over two cycles in collaboration with a mathematics teacher. The subjects were students of class IX B at UPT SMP Negeri 2 Bangkinang Kota during the first semester of the 2023/2024 academic year. Research instruments included mathematical learning tools (syllabus, lesson plans, and student worksheets) and data collection tools (observation sheets and mathematical problem-solving tests). Data analysis combined qualitative descriptive analysis and quantitative descriptive statistical analysis. The results indicate that the implementation of PBL improved both the learning process and students' mathematical problem-solving skills. The average N-gain score increased from 0.42 (medium classification) in cycle I to 0.72 (high classification) in cycle II. Furthermore, the students' average score improved from 63.44 in cycle I to 84.56 in cycle II. These findings conclude that the Problem-Based Learning model effectively enhances the learning process and mathematical problem-solving skills of class IX B students at UPT SMP Negeri 2 Bangkinang Kota.]]>
<![CDATA[Improving students' mathematical representation ability through problem-based learning model ]]>
<![CDATA[Safrita, Helfi]]>;
<![CDATA[Siregar, Syarifah Nur]]>;
<![CDATA[Murni, Atma]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 2 (2024): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
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DOI: 10.30606/absis.v7i2.2637
<![CDATA[The basis of the problem in this research is the low level of mathematical representation ability among students in class IX B at SMP IT Al Fityah Pekanbaru. The initial test results showed that the percentage of students achieving the maximum score in the visual representation indicator was 32%, in the mathematical expression representation indicator was 43%, and in the word representation indicator was 36%. This study was conducted in two cycles using the problem-based learning model on the topic of geometric transformation. Each cycle included planning, action, observation, and reflection activities. The purpose of this study was to improve the learning process and enhance students' mathematical representation abilities. Data were collected using observation techniques and mathematical representation ability tests. The results showed improvements in both the learning process and students' abilities. The average percentage of students achieving the maximum score across the two cycles was 86% in visual representation, 82% in mathematical expression representation, and 52% in word representation. It can be concluded that the problem-based learning model is an effective teaching method for improving students' mathematical representation abilities.]]>
<![CDATA[Development of a contextual teaching and learning-based teaching module on statistics to facilitate students mathematical communication skills ]]>
<![CDATA[Amalia, Della Nur]]>;
<![CDATA[Suanto, Elfis]]>;
<![CDATA[Yuanita, Putri]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 1 (2025): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
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DOI: 10.30606/absis.v8i1.2641
<![CDATA[This study was motivated by the issue of students’ low performance in mathematical communication skills. The purpose of this development research was to produce a teaching module based on the Contextual Teaching and Learning (CTL) approach for the topic of statistics, aimed at facilitating the mathematical communication skills of seventh-grade students in junior high school. The research was conducted at SMPN 17 Pekanbaru and employed the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Validation of the teaching module was conducted by three expert validators, followed by revisions based on their suggestions and feedback. A one-on-one trial with three students was then carried out to evaluate the readability of the student worksheet within the module. After being declared valid, the module was tested on a small group of six students and a large group of 33 students to assess its practicality. The results showed that the average validation score was 90%, which falls into the “very valid†category. Furthermore, the average student response score was 91%, indicating a “very practical†category. These findings suggest that the developed teaching module is both valid and practical, and can be effectively used by teachers in the mathematics learning process.]]>
<![CDATA[Development of a contextual student worksheet on relations and functions to facilitate students’ mathematical conceptual understanding ]]>
<![CDATA[Yuliani, Dewi]]>;
<![CDATA[Murni, Atma]]>;
<![CDATA[Hutapea, Nahor Murani]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 2 (2024): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
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DOI: 10.30606/absis.v7i2.2645
<![CDATA[This research was motivated by the low ability of students to understand mathematical concepts. One of the efforts made to facilitate the ability to understand mathematical concepts is by developing Contextual Teaching and Learning LKPD. This research aims to produce valid and practical LKPD products to facilitate the ability to understand mathematical concepts. The form of this research is development research using the 4-D model (definition, design, development and distribution). The research subjects were class VIII of SMPN 32 Pekanbaru. Research instruments include interviews, observations, validation sheets, student response questionnaires. The data analysis technique is carried out by analyzing validation data and student response data. The results of data analysis showed that the LKPD developed had met valid standards with a percentage of 89.06% in the very valid category. The student response questionnaire met practical standards with a percentage of 89.62% in the very practical category. Based on the results of data analysis, it can be concluded that the LKPD developed meets the valid and practical criteria, so it can be used in the mathematics learning process.]]>
<![CDATA[Development of realistic mathematics education-based worksheets to facilitate mathematical connection abilities on pythagorean theorem material ]]>
<![CDATA[Nadeak, Devi Irawaty]]>;
<![CDATA[Murni, Atma]]>;
<![CDATA[Heleni, Susda]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 2 (2024): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
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DOI: 10.30606/absis.v7i2.2650
<![CDATA[This study aimed to develop a student worksheet on the Pythagorean Theorem utilizing the Realistic Mathematics Education (RME) approach, designed to meet validity and practicality standards to enhance the mathematical connection abilities of 8th-grade students. The research adopted the 4D development model, which includes the stages of Define, Design, Develop, and Disseminate. To ensure the validity of the student worksheet, three experts conducted a comprehensive validation process. Feasibility data were collected through trials involving 8th-grade students. The validation results indicated a score of 90.77%, categorized as "very valid." Small group trials yielded a practicality score of 89.98%, categorized as "very practical." Furthermore, large-scale trials demonstrated an average score of 89.29%, also categorized as "very practical." These findings highlight the effectiveness of the RME approach in facilitating students' mathematical connection abilities through the Pythagorean Theorem material. The developed student worksheet was proven to be valid, practical, and highly beneficial for supporting the development of mathematical connections among 8th-grade students.]]>
<![CDATA[Development of contextual mathematics teaching materials to facilitate students' problem-solving skills on systems of linear equations ]]>
<![CDATA[Ananda, Yovita Dwi]]>;
<![CDATA[Maimunah]]>;
<![CDATA[Solfitri, Titi]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 2 (2024): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
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DOI: 10.30606/absis.v7i2.2656
<![CDATA[The underlying issue in this research is the suboptimal level of students' mathematical problem-solving abilities. This study aims to develop contextual mathematics teaching materials on the topic of systems of linear equations in two variables to enhance students' problem-solving skills, meeting criteria for validity and practicality. The research employs the ADDIE model, encompassing the phases of analysis, design, development, implementation, and evaluation. The participants in this study consisted of 31 students from SMPN 8 Pekanbaru, including 6 students from class VIII.9 for the small group trial and 25 students from class VIII.2 for the large group trial. Data collection instruments included validation sheets and student response questionnaires. The findings indicated that the material expert validation score was 87.2% and the media expert validation score was 88.7%, both categorized as very valid. Furthermore, the practicality scores were 93% for the small group trial and 85.3% for the large group trial, both classified as very practical. Thus, it can be concluded that the developed teaching materials are both valid and practical for facilitating students' problem-solving abilities.]]>
