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Editor in Chief: Novi Andri Nurcahyono, M.Pd. (Scopus ID: 57211052188, Universitas Muhammadiyah Sukabumi, Sukabumi, Indonesia) Editor: Komarudin, M.Pd. (Scopus ID: 57208301453, Universitas Islam Negeri Raden Intan Lampung, Bandar Lampung, Indonesia) Fauzi Mulyatna, M.Pd. (Scopus ID: 57208625743, Universitas Indraprasta PGRI, Jakarta, Indonesia) Aritsya Imswatama, M.Pd. (ID Sinta: 6037801, Universitas Muhammadiyah Sukabumi, Sukabumi, Indonesia) Ganjar Susilo, M.Pd. (Sinta ID: 6000718, Universitas Balikpapan, Balikpapan, Indonesia) Hamidah Suryani Lukman, S.Si., M.Pd. (Scopus ID: 57211269789, Universitas Muhammadiyah Sukabumi, Sukabumi, Indonesia.
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Jurnal PEKA (Pendidikan Matematika)
Published by Universitas Muhammadiyah Sukabumi
ISSN : 25986422     EISSN : 25986422     DOI : https://doi.org/10.37150/jp.v4i1
Core Subject : Education, Social,
Education Mathematics Social Sciences
Jurnal PEKA (Pendidikan Matematika) (E-ISSN: 2598-6422) menerbitkan artikel kajian ilmiah atau hasil penelitian dalam bidang Pendidikan Matematika. Adapun lingkup jurnal ini adalah : 1. Desain didaktis pembelajaran matematika 2. Media pembelajaran matematika 3. Kurikulum pendidikan matematika 4. Teori belajar matematika 5. Penelitian tindakan kelas
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 158 Documents
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Kemampuan Berpikir Kritis Matematis Siswa Berdasarkan Efikasi Diri Pada Materi Bangun Ruang Sisi Datar Dinda Nuraini; Rika Sukmawati; Sigit Raharjo; Shinta Aristy
Jurnal PEKA (Pendidikan Matematika) Vol. 8 No. 2 (2025): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/jp.v8i2.3290

Abstract

This research aims to examine students' mathematical critical thinking abilities based on self-efficacy in flat-sided geometric material and students are expected to be able to have self-confidence in analyzing and solving problems critically. The research was conducted at Kafah Unggul Islamic High School, Tangerang City, with research subjects selected from 6 students from 14 class X Science students. The method used in this research is descriptive qualitative. The data analysis technique obtained through filling out a questionnaire regarding self-efficacy was analyzed using low, medium and high criteria and continued with a written test in the form of description questions with flat-sided geometric material and interviews. Based on the research results, it can be seen that the category level of students who have high self-efficacy is 25%. The largest category is 58.33% with moderate self-efficacy and the smallest is 16.66% in the low self-efficacy category which is caused by several factors, such as experiencing difficulties when analyzing and determining the formula to use according to the question.
Analisis Kemampuan Computational Thinking (CT )Peserta Didik Kelas VIII SMP Negeri 1 Bangkinang Kota Ahmadi, Devila Laura Alviona; Astuti; Zulfah; Bahasa Indonesia, Bahasa Indonesia; Bahasa Indonesia
Jurnal PEKA (Pendidikan Matematika) Vol. 8 No. 2 (2025): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/jp.v8i2.3298

Abstract

This research aims to analyze the CT  abilities of class VIII students at SMP Negeri 1 Bangkinang Kota. CT  ability is an ability that students must have and to find out to what extent these CT abilities have developed and been fulfilled by students. This research is a qualitative descriptive research.  The research subjects were all class VIII students, totaling 36 students. The data collect ion techniques used were interviews and tests. The results of this research can be concluded that the high category (KT) subjects can understood the question information correctly in worked on CT  ability questions, can answered questions according to the CT  ability indicators, answer correctly and can also made conclusions  from the answers obtained and check  again. to ensure the  corrected of the answer. Likewise, subjects in the medium category (KS) are quite good at found information from the questions, but do not understood the answers to the questions themselves. Medium category students can also made conclusions from the answers they get. Meanwhile, low category subjects (KR) were unable to understood the questions, found the right information and drew conclusions when solving the CT  ability test questions.
Pengaruh pembelajaran Connected Mathematics Project (CMP) terhadap pemahaman konsep matematika pada siswa kelas VIII SMP Muhammadiyah Kuok Alfarez, Ferdi; Wahyuni, Molli; Rizki, Lussy Midani; Bahasa Indonesia, Bahasa Indonesia
Jurnal PEKA (Pendidikan Matematika) Vol. 8 No. 2 (2025): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/jp.v8i2.3300

Abstract

This research was motivated by the low mathematical reasoning abilities of class X students at SMAN 1 Salo. One solution to overcome this problem is to use problem-based learning. The aim of this research is to determine the differences in the mathematical reasoning abilities of students who apply problem-based learning and students who apply conventional learning. This research is an quasi experiment using a nonequivalent control group design. The research subjects consisted of class X-1, totaling 33 students and X-2, totaling 33 students. The sampling technique used was purposive sampling. The data collection techniques used were observation sheets and mathematical reasoning ability test questions. The results of this research can be concluded that there is a difference in the average test results of students' mathematical reasoning abilities in the experimental class using problem-based learning and the control class which applies conventional learning for class X students at SMAN 1 Salo. This can be proven through the Independent Sample T-Test, obtaining a sig(2-tailed) value of 0.023 < 0.05, so H0 is rejected and H1 is accepted.
Pengembangan Tugas Autentik Pada Pembelajaran Matematika Model GI-TTW Untuk Meningkatkan Kreativitas Siswa Zahroh, Alfiatuz; Pradita, Mutiea Ira
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 2 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/6c1g3h48

Abstract

ABSTRACT: The purpose of this study was to develop an authentic task based on the GI-TTW (Group Investigation–Think Talk Write) model to enhance students’ creativity. This research employed the Research and Development (R&D) method using the Plomp development model, which consists of three stages: (1) preliminary research, including problem analysis and material analysis; (2) prototyping phase, involving the development of authentic tasks in the form of LKPD (student worksheets), pretest and posttest instruments, validity instruments, and practicality questionnaires; and (3) assessment phase, which includes the validation, practicality, and effectiveness testing of the product. The research subjects were students of class XI-B at SMA Hang Tuah 4 Surabaya. The validation results showed a score of 83% from content experts and 85% from design experts, indicating that the developed product falls into the "very valid" category. Practicality testing resulted in an average score of 75% from teachers and 80% from students, categorized as "practical" and "very practical." Meanwhile, the effectiveness was demonstrated by a classical mastery percentage of 88% and an average n-gain score of 0.82, which is considered “high.” Therefore, the developed product is declared valid, practical, and effective.   ABSTRAK: Tujuan penelitian ini gunamengembangkan tugas autentik berbasis GI-TTW (Group Investigation–Think Talk Write) gunameningkatkan kreativitas subjek penelitian. Penelitian ini dilakukan sesuai dengan model pengembangan Plomp yaitu investigasi awal (pleminary research): analisis masalah serta analisis materi; pembuatan prototipe (prototyping phase): membuat tugas autentik berupa LKPD, tes (pretest serta posttest), instrumen validitas, serta angket kepraktisan;  serta penilaian (assessment phase): uji kevalidan, kepraktisan, serta keefektifan produk. Subjek penelitian adalah kelas XI-B SMA Hang Tuah 4 Surabaya. Hasil uji kevalidan menunjukkan bahwa skor validasi dari ahli materi sebesar 83% serta dari ahli desain sebesar 85%, sehingga tugas autentik yang telah dibuat termasuk kategori “sangat valid”. Uji kepraktisan menunjukkan skor rerata 75% dari guru serta 80% dari subjek penelitian, yang termasuk kategori “praktis” serta “sangat praktis”. Sementara itu, tingkat keefektifan ditunjukkan oleh persentase ketuntasan klasikal sebesar 88% serta rerata indeks n-gain sebesar 0,82, yang termasuk dalam kategori “tinggi”. Dengan demikian, produk yang dikembangkan dinyatakan valid, praktis, serta efektif.
Tinjauan Literatur Terhadap Perkembangan Kurikulum Pendidikan Matematika di Indonesia Dari Masa Ke Masa Haq. MY, Annisa Husnul; Kusumah, Yaya S.; Dahlan, Jarnawi A.
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 2 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/vbp8zt04

Abstract

ABSTRACT: In mathematics subjects, reviewing the development of the curriculum in Indonesia is a step in adapting to global dynamics in the aspect of education, student needs, and demands from the development of the times. Some examples of challenges faced by the development of the education curriculum in Indonesia from time to time are the lack of teacher readiness in adopting new approaches, the gap between implementation in the field and the concept, and inconsistencies between curricula. The purpose of the study is to analyze the development of the mathematics education curriculum in Indonesia from time to time. The writing of this journal uses a qualitative research type. The findings of the study are the development of the mathematics education curriculum in Indonesia from time to time starting from the 1994 Curriculum, KBK (2004), KTSP (2006), 2013 Curriculum, and the Independent Curriculum. Reviewed from the assessment, education starts from a written exam to a formative and holistic assessment. Furthermore, reviewed from student involvement in the 1994 curriculum, passive student involvement was found until the independent curriculum experienced an increase in student involvement to become very active personally. In terms of the role of teachers, there has also been an increase in the development of the curriculum, namely starting from the dominant method of lectures, facilitators, and collaborating facilitators. Furthermore, the flexibility of the curriculum has also increased from the "Low" category in the 1994 Curriculum to the "Very High" category in the independent curriculum ABSTRAK: Pada mata pelajaran matematika meninjau terkait dengan perkembangan kurikulum di indonesia merupakan langkah dalam beradaptasi terhadap dinamika global pada aspek pendidikan, kebutuhan peserta didik, serta tuntutan dari perkembangan zaman. Beberapa contoh tantangan yang dihadapi dari perkembangan kurikulum pendidikan di indonesia dari masa ke masa ialah kurangnya kesiapan guru dalam mengadopsi pendekatan baru, kesenjangan antara impelemntasi di lapangan dengan konsep, serta inkosistensi antar kurikulum. Tujuan penelitian ialah menganalisis terkait dengan perkembangan kurikulum pendidikan matematika di indonesia dari masa ke masa. Penulisan dari jurnal ini menggunakan jenis penelitian kualitatif. Hasil temuan penelitian ialah perkembangan kurikulum pendidikan matematika di indonesia dari masa ke masa mulai dari Kurikulum 1994, KBK (2004), KTSP (2006), Kurikulum 2013, dan Kurikulum Merdeka. Ditinjau dari penilaian maka pada pendidikan dimulai dari adanya ujian tertulis hingga dilakukan penilaian formatif dan holistic. Selanjutnya ditinjau dari keterlibatan siswa pada kurikulum 1994 didapatkan keterlibatan siswa pasif hingga pada kurikulum merdeka mengalami peningkatan keterlibatan siswa menjadi sangat aktif secara personal. Ditinjau dari peranan guru juga mengalami peningkatan dari perkembangan kurikulum yaitu mulai dari metode dominan ceramah, fasilitator, dan kolaborator fasilitator. Selanjutnya dari fleksibilitas kurikulum juga mengalami peningkatan dari karegori “Rendah” pada Kurikulum 1994 hingga di kategori “Sangat Tinggi” pada kurikulum merdeka.
Kajian Literatur Kurikulum Matematika Di Berbagai Negara: Perspektif Global Untuk Penguatan Kurikulum Indonesia Sa'diyyah, Halimatu; Sudihartinih, Eyus; Dahlan, Jarnawi A.
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 2 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/w87y9m51

Abstract

ABSTRACT: The purpose of this study is to review and synthesize various scientific articles discussing mathematics curricula in various countries, in order to gain insights that can be used to strengthen mathematics curricula in Indonesia. This study is a descriptive qualitative study using a literature review approach (library research). This article aims to examine and compare mathematics curricula from several countries, both developed and developing, such as Finland, Japan, Singapore, Australia, and other countries. The method used is a literature review with a descriptive qualitative approach. Data was obtained through the stages of literature search and selection, using the Publish or Perish database to trace relevant scientific articles linked to the Google Scholar index. Data analysis was conducted using a thematic analysis approach, focusing on identifying and grouping information based on six elements of the mathematics curriculum: learning objectives, content, teaching approaches, competencies, evaluation, and curriculum systems. The results for mathematics curricula from 23 countries show diversity in terms of learning objectives, content, learning approaches, competencies developed, evaluation systems, and curriculum systems. Indonesia can adopt best practices from other countries, such as teacher role flexibility (Finland), process-based assessment and learning development (Netherlands), and contextualization of learning (Canada, Turkey).   ABSTRAK: Tujuan penelitian ini adalah untuk mengkaji dan mensintesis berbagai artikel ilmiah yang membahas kurikulum matematika di berbagai negara, guna memperoleh wawasan yang dapat digunakan dalam penguatan kurikulum matematika di Indonesia. Penelitian ini merupakan penelitian kualitatif deskriptif dengan pendekatan studi literatur (library research). Artikel ini bertujuan untuk mengkaji dan membandingkan kurikulum matematika dari beberapa negara, baik maju maupun berkembang, seperti Finlandia, Jepang, Singapura, Australia, dan negara-negara lain. Metode yang digunakan adalah studi literatur dengan pendekatan kualitatif deskriptif. Data diperoleh melalui tahap pencarian dan seleksi literatur, basis data Publish or Perish digunakan untuk menelusuri artikel-artikel ilmiah yang relevan, terhubung dengan indeks Google Scholar. Proses analisis data dilakukan melalui pendekatan analisis tematik, yang difokuskan pada identifikasi dan pengelompokan informasi berdasarkan enam elemen kurikulum matematika: tujuan pembelajaran, isi materi, pendekatan pembelajaran, kompetensi, evaluasi, dan sistem kurikulum. Hasilnya terhadap kurikulum matematika dari 23 negara menunjukkan adanya keragaman dalam hal tujuan pembelajaran, isi materi, pendekatan pembelajaran, kompetensi yang dikembangkan, sistem evaluasi, dan sistem kurikulum. Indonesia dapat mengadopsi praktik-praktik unggul dari negara lain, seperti fleksibilitas peran guru (Finlandia), asesmen berbasis proses dan perkembangan belajar (Belanda), serta kontekstualisasi pembelajaran (Kanada, Turki).
Kemampuan Komunikasi Matematis Siswa SMP pada Materi Bilangan Bulat ditinjau dari Gaya Belajar Auditori Agustina, Dina; Setiani, Ana; Saefuloh, Nandang Arif
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 2 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/t6k47531

Abstract

ABSTRACT: This study aims to investigate students’ mathematical communication skills based on their learning styles. The research adopts a qualitative approach with a case study design. The subjects of this study were nine 7th-grade junior high school students, selected through purposive sampling. Data collection techniques included test instruments (a learning style questionnaire and mathematical communication skill test sheets) and non-test instruments (interviews). Based on the result and discussion, the findings of the study show that students with a visual learning style experience difficulties when the learning process relies solely on lecture-based methods. These students also tend to feel nervous when asked to explain or present their work, and their mathematical communication skills fall into the moderate category. Students with an auditory learning style tend to lose focus due to frequent noise during task completion. However, they are more confident when explaining or presenting the results of their work, placing them in the high category. Students with a kinesthetic learning style prefer hands-on activities using learning aids or studying outdoors. However, they often lack confidence and feel very nervous during presentations, resulting in their mathematical communication skills being classified in the low category.   ABSTRAK: Penelitian ini bertujuan untuk mengetahui kemampuan komunikasi matematis siswa yang ditinjau dari gaya belajar. Metode yang digunakan yaitu metode pendekatan kualitatif. Desain penelitian yang digunakan yaitu   studi kasus. Subjek yang digunakan dalam penelitian ini yaitu 9 siswa SMP kelas VII dan teknik pengambilan subjek tersebut menggunakan purposive sampling. Teknik pengumpulan data yang digunakan yaitu instrumen tes (angket gaya belajar dan lembar soal kemampuan komunikasi matematis) dan instrumen non tes (wawancara). Berdasarkan hasil penelitian dan pembahasan, hasil dari penelitian tersebut adalah siswa dengan gaya belajar visual itu memiliki kesulitan disaat pembelajaran hanya menggunakan metode ceramah saja dan siswa tersebut merasa gugup saat melakukan penjelasan ulang dan siswa dengan gaya belajar visual berada di kategori sedang, siswa dengan gaya belajar auditori merasa kehilangan fokus karena selalu berisik pada saat mengerjakan soal dan siswa dengan gaya belajar auditori lebih percaya diri ketika melakukan penjelasan ulang atau presentasi hasil pengerjaannya sehingga gaya belajar auditori ada pada kategori tinggi, siswa dengan gaya belajar kinestetik yaitu siswa yang ketika belajar itu selalu ingin praktek menggunakan alat peraga atau belajar di luar ruangan namun ketika melakukan presentasi siswa dengan gaya belajar kinestetik merasa tidak percaya diri dan sangat gugup sehingga gaya belajar kinestetik ada pada kategori rendah.
Eksperimentasi Model Pembelajaran Discovery Learning Terhadap Kemampuan Pemecahan Masalah Matematis Siswa MTs Abdul Fajar Firdaus; Setiani, Ana; Imswatama, Aristya
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 2 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/ganmxw84

Abstract

ABSTRACT: This research was motivated by the low mathematical problem solving ability of students at MTs Al-Ma'arij Sukabumi Regency. This research aims to determine the effectiveness of using the discovery learning model on students' mathematical problem solving abilities. The subjects of the study were students at MTs Al-Ma'arij Sukabumi Regency. The method used in this study is quantitative. The sampling technique used in this study is cluster random sampling where each element of the whole in the study was taken from the population of class VIII, namely class VIII A with 27 students and class VIII B with 28 students. The data collection technique used a research instrument in the form of mathematical problem solving ability test questions given before and after treatment was given. With the N-Gain calculation analysis technique and the analysis prerequisite test, namely the normality test, homogeneity and hypothesis test. the results obtained in the study stated that based on the pretest-posttest value in the N-Gain calculation, the difference in the average pretest-posttest of the experimental class was 41.11 while the control class was 33.39. The Gain value in the experimental class was 0.71 in the high category and the control class was 0.54 in the medium category. Normality test, homogeneity test and hypothesis test were also carried out with normal results and there were significant differences. All the syntax listed in the module with the discovery learning model was implemented very well. The conclusion in this study can be stated that the experimentation of the discovery learning model on the mathematical problem solving abilities of MTs students is better to use.   ABSTRAK: Penelitian ini dilatar belakangi karena rendahnya kemampuan pemecahan masalah matematis pada peserta didik di MTs Al-Ma’arij Kabupaten Sukabumi. Penitian ini bertujuan untuk mengetahui efektifitas penggunaan model pembelajaran discovery learning terhadap kemampuan pemecahan masalah matematis peserta didik. Subjek pada penelitian adalah peserta didik di MTs Al-Ma’arij Kabupaten Sukabumi. Metode yang digunakan dalam penelitian ini adalah kuantitatif. Teknik sampel yang digunakan dalam penelitian ini adalah cluster random sampling yang dimana setiap unsur dari keseluruhan dalam penelitian diambil dari populasi kelas VIII  yakni kelas VIII A dengan jumlah siswa 27 dan kelas VIII B berjumlah 28 siswa.  Teknik pengumpulan data dengan menggunakan Instrumen penelitian berupa soal tes kemampuan pemecahan masalah matematis yang diberikan sebelum dan setelah diberikan perlakuan. Dengan teknik analisis perhitungan N-Gain dan uji prasyarat analisis yakni uji normalitas, homogenitas dan uji hipotesis.  hasil yang didapat dalam penelitian menyatakan bahwa berdasarkan nilai pretest-posttest pada perhitungan N-Gain selisih rata-rata pretest-posttest kelas eksperimen sebesar 41,11 sedangkan kelas kontrol 33,39. Nilai Gain pada kelas eksperimen sebesar 0,71 pada kategori tinggi dan kelas kontrol 0,54 pada kategori sedang. Uji normalitas, uji homogenitas dan uji hipotesis juga dilakukan dengan hasil yang normal dan terdapat perbedaan signifikan. Seluruh sintaks yang tercantum pada modul dengan model pembelajaran dicovery learning terlaksana dengan sangat baik. Simpulan dalam penelitian ini dapat dinyatakan bahwa eksperimentasi model pembelajaran discovery learning terhadap kemampuan pemecahan masalah matematis siswa MTs lebih baik untuk digunakan.
Peningkatan Kemampuan Berpikir Kritis Matematis Siswa MTs Melalui Model Problem Based Learning elza zuria sukmah; Salasiyah, Cut Intan
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 2 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/2r66h890

Abstract

ABSTRACT: This study aims to analyze the effect of applying the Problem Based Learning model on the development of mathematical critical thinking skills in MTs students. The research was conducted with a qualitative approach based on experimentation, using a Pre-Experimental design with the One Group Pretest-Posttest type. The research location was MTs Mon Malem Aceh Besar, with participants consisting of students of class VIII-2 who were randomly selected through random sampling technique. The instruments used were pre-test and post-test questions to measure initial ability as well as changes after the learning intervention.The data analysis process involved the use of Paired Sample Test to identify differences in pre-test and post-test scores, as well as the calculation of N-gain scores as an indicator of the level of improvement in students' critical thinking skills. All data collected from the 15 respondents were thoroughly examined using both methods. The findings from the statistical tests showed that after the implementation of Problem Based Learning, there was a significant increase in students' mathematical critical thinking skills, where the significance value of the hypothesis test was below 0.05, indicating a statistically significant difference. Based on the N-gain score, this increase in critical thinking skills is classified as moderate. Thus, the implementation of the Problem Based Learning model is proven to be effective in improving mathematical critical thinking skills in the school environment, although quantitatively, the level of improvement achieved is only in the moderate category, as shown by the calculation of the N-gain score and the significance of the t-test results ABSTRAK: Penelitian ini bertujuan menganalisis pengaruh penerapan model Problem Based Learning terhadap pengembangan kemampuan berpikir kritis matematis pada siswa MTs. Penelitian dilaksanakan dengan pendekatan kualitatif berbasis eksperimen, menggunakan desain Pre-eksperimental bertipe One Group Pretest-Posttest. Lokasi penelitian adalah MTs Mon Malem Aceh Besar, dengan partisipan yang terdiri atas siswa kelas VIII-2 yang dipilih secara acak melalui teknik random sampling. Instrumen yang digunakan berupa soal pre-test dan post-test untuk mengukur kemampuan awal serta perubahan setelah intervensi pembelajaran. Proses analisis data melibatkan penggunaan Uji-t (Paired Sample Test) untuk mengidentifikasi perbedaan skor pre-test dan post-test, serta perhitungan skor N-gain sebagai indikator tingkat peningkatan kemampuan berpikir kritis siswa. Seluruh data yang dikumpulkan dari 15 orang responden diperiksa secara menyeluruh dengan kedua metode tersebut. Temuan dari uji statistik memperlihatkan bahwa setelah pelaksanaan Problem Based Learning, terdapat peningkatan yang signifikan dalam kemampuan berpikir kritis matematis siswa, dimana nilai signifikansi uji hipotesis berada di bawah 0,05, menandakan adanya perbedaan yang bermakna secara statistika. Berdasarkan skor N-gain, kenaikan kemampuan berpikir kritis ini digolongkan dalam kategori sedang. Dengan demikian, implementasi model Problem Based Learning terbukti efektif dalam meningkatkan kemampuan berpikir kritis matematis di lingkungan sekolah, meskipun secara kuantitatif, tingkat peningkatan yang dicapai hanya berada pada kategori sedang, sebagaimana ditunjukkan oleh hasil perhitungan skor N-gain serta signifikansi hasil uji-t. 
Kemampuan Literasi Matematika Siswa Kelas Vii Dalam Menyelesaikan Soal Matematika Tipe Higher Order Thinking Skills (Hots) Devi, Natalia Chyntia; Nurhidayah, Rani; Kurniasih, Nila
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 2 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/wcefnr71

Abstract

ABSTRACT: This study aims to examine the mathematical literacy skills of seventh-gradetudents in solving mathematics problems based on Higher Order Thinking Skills (HOTS). The research employed a descriptive qualitative method with data collected through tests and interviews. The subjects consisted of 20 students selected purposively from a public junior high school. The results showed that students’ mathematical literacy abilities varied across different types of HOTS-based problems. Most students experienced difficulties in reasoning, analyzing, and developing problem-solving strategies. These findings emphasize the importance of integrating literacy-oriented HOTS mathematics problems into daily learning   ABSTRAK : Penelitian ini bertujuan untuk mengkaji kemampuan literasi matematika siswa kelas VII dalamenyelesaikan soal matematika tipe Higher Order Thinking Skills (HOTS). Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan pengumpulan data melalui tes dan wawancara. Subjek penelitian terdiri atas 20 siswa kelas VII dari salah satu SMP Negeri yang dipilih secara purposive. Hasil penelitian menunjukkan bahwa kemampuan literasi matematika siswa bervariasi pada tiap tipe soal HOTS. Kesulitan utama siswa terletak pada tahap penalaran, analisis, dan pengembangan strategi penyelesaian. Temuan ini menegaskan pentingnya integrasi soal HOTS berbasis literasi dalam pembelajaran matematika sehari-hari.

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