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Koordinat : Jurnal Pembelajaran Matematika dan Sains
Published by Universitas Islam Negeri DATOKARAMA PALU
ISSN : -     EISSN : 27454215     DOI : https://doi.org/10.24239/kjpm.v1i1.1
Core Subject : Science, Education,
Education Mathematics Physics
Koordinat: Jurnal Pembelajaran Matematika dan Sains dipublikasikan oleh Program Studi Tadris Matematika (TMAT) dan Tadris Ilmu Pengetahuan Alam (TIPA), Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Instutut Agama Islam Negeri (IAIN) Palu. Terbit dua kali dalam setahun, jurnal ini mengundang para dosen, peneliti, dan pemerhati pendidikan di bidang matematika dan IPA untuk berpartisipasi dengan mempublikasikan hasil riset maupun nonriset.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 83 Documents
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Enhancing Students’ Self-Confidence In Mathematics Through Geogebra-Assisted TAPPS Indri Lestari; Rina Oktaviyanthi; Tb. Sofwan Hadi; Nagina Slavina
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v7i1.201

Abstract

This study aimed to investigate the effectiveness of GeoGebra-assisted Thinking Aloud Pair Problem Solving (TAPPS) in improving students’ self-confidence in mathematics learning. The study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The participants consisted of 70 eleventh-grade students from a public senior high school in Tangerang, Indonesia, selected through purposive sampling. The sample was divided into an experimental group and a control group, each consisting of 35 students. Data were collected using a self-confidence questionnaire comprising 30 statements based on four dimensions of self-confidence: belief in one’s own abilities, positive thinking and action, optimism and perseverance, and adaptability and social interaction. The data were analyzed using descriptive statistics, normality and homogeneity tests, an independent samples t-test, and N-gain analysis. The results revealed that the experimental group demonstrated greater improvement in self-confidence than the control group. Although the post-scale comparison did not indicate a statistically significant difference between groups (p = .060), the N-gain analysis showed a significant difference in improvement (p = .001). These findings suggest that GeoGebra-assisted TAPPS contributes positively to the development of students’ self-confidence and facilitates greater growth in confidence throughout the learning process. Therefore, the integration of collaborative problem-solving strategies and dynamic mathematical visualization can be considered a promising approach for promoting positive affective outcomes in mathematics learning
From Misconception To Conceptual Understanding: Hypothetical Learning Trajectory Design In Similarity Learning Vira Pitriatunnazwa; Dedi Muhtadi; Sukirwan
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v7i1.217

Abstract

Similarity is a fundamental topic in geometry, yet many students continue to experience difficulties in understanding proportional relationships, identifying corresponding elements, and constructing geometric reasoning. This study aimed to synthesize empirical evidence on students’ difficulties in learning geometric similarity and to develop a Hypothetical Learning Trajectory (HLT) to support instruction. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Data were collected from six databases: Scopus, ScienceDirect, SpringerLink, Taylor & Francis Online, ERIC, and Google Scholar. From 142 identified records published between 2015 and 2025, 15 empirical studies met the inclusion criteria and were selected for analysis. Data were analyzed using thematic synthesis through open coding, axial coding, and selective coding. The findings revealed six major categories of students’ difficulties: conceptual errors, transformation errors, procedural errors, visual–spatial difficulties, metacognitive misconceptions, and reasoning-and-proof difficulties. These difficulties form a developmental pattern, progressing from visual and conceptual misunderstandings to higher-order reasoning challenges. Based on the synthesis, a five-phase Hypothetical Learning Trajectory consisting of visual recognition, correspondence identification, proportional reasoning, contextual application, and deductive justification was developed. The proposed HLT provides an evidence-based framework for improving geometry instruction and supporting students’ conceptual understanding of similarity
Characteristics Of Students’ Mathematical Problem-Solving Strategies In Problem-Based Learning Through Polya’s Stages Ulfa Yuliana; Stepan Tudu; Nursupiamin Nursupiamin; I Wayan Sudarsana
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v7i1.219

Abstract

This study aimed to explore the characteristics of students’ mathematical problem-solving strategies in Problem-Based Learning through Polya’s stages in solving compound interest problems. This study employed a qualitative descriptive case study. The participants consisted of 35 Grade XI students at SMA Negeri 2 Tolitoli, Central Sulawesi. Data were collected through problem-solving tests, interviews, observations, and documentation. Three representative students from high-, moderate-, and low-level problem-solving characteristic profiles were selected purposively for in-depth analysis. Data were analyzed using Miles and Huberman’s interactive model. The findings showed that students demonstrated different strategy characteristics across Polya’s stages. At the understanding stage, students demonstrated complete identification, partial understanding, and misunderstanding strategies. During the planning stage, conceptual, procedural, and trial-and-error strategies emerged. At the implementation stage, students demonstrated systematic solution, procedural error, and inconsistent-step strategies, while at the reflective stage, students showed solution evaluation, partial verification, and no verification strategies. Students with high-level profiles tended to demonstrate coherent and interconnected strategy patterns, whereas students with low-level profiles demonstrated fragmented and inconsistent processes. The findings further indicated that students’ strategies developed as interconnected processes in which difficulties emerging at earlier stages influenced subsequent stages. Reflective activities were identified as the weakest component of students’ mathematical problem-solving processes. The findings contribute theoretically to understanding how students’ mathematical problem-solving strategies emerge and develop across Polya’s stages within Problem-Based Learning environments. Practically, the findings highlight the importance of strengthening reflective activities and supporting interconnected strategic thinking in mathematics learning

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