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Mosharafa: Jurnal Pendidikan Matematika
Published by Institut Pendidikan Indonesia Garut
ISSN : 20864280     EISSN : 25278827     DOI : https://doi.org/10.31980/mosharafa
Core Subject : Education,
Education Mathematics Other
Mosharafa: Jurnal Pendidikan Matematika (p-ISSN: 2086-4280 & e-ISSN: 2527-8827) mempublikasikan artikel ilmiah hasil penelitian dalam bidang pendidikan matematika yang belum pernah dipublikasikan. Penulis dapat berasal dari berbagai level, seperti mahasiswa (S1, S2, S3), guru, dosen, praktisi, maupun pemerhati pendidikan matematika. Mosharafa terbit tiga kali dalam satu tahun, yaitu pada bulan Januari, Mei, dan September. Penerbit Mosharafa adalah Program Studi Pendidikan Matematika Institut Pendidikan Indonesia.
Arjuna Subject : Umum - Umum
Articles 1,070 Documents
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Fostering Students’ Critical Mathematical Thinking on Linear Equations through STEAM-Based Water Filtration Projects Pramasdyahsari, Agnita Siska; Alisya, Camelia; Wulandari, Dewi
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3605

Abstract

Penerapan Project-Based Learning (PjBL) berpotensi mengembangkan berpikir kritis, namun integrasi masalah nyata seperti mitigasi bencana masih jarang dilakukan. Penelitian ini bertujuan menguji keefektifan proyek mitigasi filter air berbasis STEAM dalam menumbuhkan kemampuan berpikir kritis siswa. Menggunakan desain eksperimen murni posttest-only control group, penelitian ini melibatkan 58 siswa kelas VII SMP Negeri 3 Kembang Jepara yang dipilih melalui cluster random sampling. Kelompok eksperimen menerapkan proyek STEAM, sementara kelompok kontrol menggunakan pembelajaran konvensional. Data dikumpulkan melalui tes hasil belajar dan angket respons, lalu dianalisis menggunakan uji independent t-test. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa pada kelompok eksperimen secara signifikan lebih baik dibandingkan kelompok kontrol. Temuan ini menegaskan bahwa proyek mitigasi filter air berbasis STEAM efektif mengembangkan berpikir kritis serta keterampilan abad ke-21 (kreativitas, kolaborasi, dan komunikasi). Integrasi matematika dalam konteks dunia nyata melalui proyek STEAM menjadi strategi krusial untuk menumbuhkan kepedulian siswa terhadap isu mitigasi bencana. While Project-Based Learning (PjBL) is recognized for its potential to develop students' critical thinking, the integration of real-world contexts, particularly disaster mitigation, remains underexplored. This study aims to evaluate the effectiveness of a STEAM-based water filter mitigation project in fostering students' critical thinking skills. Employing a true experimental posttest-only control group design, the study involved 58 seventh-grade students from SMP Negeri 3 Kembang Jepara, selected via cluster random sampling. The experimental group implemented the STEAM project, while the control group received teacher-centered conventional instruction. Data were collected through achievement tests and student response questionnaires, followed by independent t-test analysis. The findings reveal that students engaged in the STEAM-based project demonstrated significantly higher critical thinking skills than those in the conventional group. This study confirms that STEAM-based water filter mitigation projects effectively develop critical thinking and reinforce 21st-century skills, including creativity, collaboration, and communication. Furthermore, integrating mathematics into real-world contexts through STEAM serves as a crucial strategy to enhance students' awareness of disaster mitigation issues.
The Effectiveness of the Math Expert Application in Improving Students’ Mathematical Reasoning in Trigonometry Nurniawati, Devi; Yaniawati, Poppy; Firmansyah, Eka
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3607

Abstract

Kemampuan pemecahan masalah dan penalaran matematis adalah aspek krusial dalam pembelajaran matematika. Namun, ketergantungan siswa pada teknologi dalam menyelesaikan soal justru memicu penurunan kemampuan penalaran tersebut. Penelitian ini bertujuan menganalisis kemampuan penalaran matematis siswa SMK menggunakan aplikasi Math Expert. Melalui metode campuran (mixed method) tipe embedded design, penelitian ini melibatkan 86 siswa kelas X SMK di Cianjur yang terbagi ke dalam kelas eksperimen dan kontrol. Data dikumpulkan melalui kuesioner, observasi, wawancara, dan instrumen tes penalaran matematis berdasarkan standar NCTM. Hasil penelitian menunjukkan perbedaan signifikan pada enam indikator penalaran NCTM, yang meliputi kemampuan: justifikasi kesimpulan; pengujian dugaan matematis; evaluasi argumen; variasi metode solusi; pengorganisasian data masalah; serta penilaian terhadap hasil kerja orang lain. Secara keseluruhan, penggunaan aplikasi Math Expert terbukti efektif meningkatkan kemampuan penalaran matematis siswa SMK, meskipun tingkat peningkatan pada setiap indikator bervariasi. Problem-solving and mathematical reasoning are crucial aspects of mathematics education. However, students' over-reliance on technology for problem-solving has triggered a decline in these specific reasoning abilities. This study aims to analyze the mathematical reasoning skills of vocational high school (SMK) students through the implementation of the Math Expert application. Utilizing a mixed-methods approach with an embedded design, the research involved 86 tenth-grade students in Cianjur, divided into experimental and control groups. Data were collected via questionnaires, observations, interviews, and mathematical reasoning tests based on NCTM standards. The findings indicate significant differences across six NCTM reasoning indicators, including the ability to: justify conclusions; test mathematical conjectures; evaluate arguments; employ diverse solution methods; organize situational problem data; and assess the work of others. Overall, the results demonstrate that the Math Expert application effectively enhances students' mathematical reasoning skills, although the degree of improvement varies across the specific indicators.
From Linearity to Iteration: Navigating Polya's Problem-Solving Stages in an e-PBL Geometry Environment Haqq, Arif Abdul; Wahid, Sirojudin; Izzati, Nurma; Riyanto, Onwardono Rit; Alves, Dionisio Aquino; Sulistiawati, Sulistiawati; Nugraha, Aditiya Eka
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3613

Abstract

Penelitian ini mengkaji bagaimana mahasiswa mengalami dan memaknai tahapan pemecahan masalah Polya saat mengerjakan tugas geometri dalam lingkungan electronic Problem-Based Learning (e-PBL) yang diimplementasikan melalui sistem manajemen pembelajaran berbasis Moodle yang dikustomisasi. Penelitian ini menggunakan desain deskriptif kualitatif dengan sumber data berupa artefak pemecahan masalah tertulis, wawancara semi-terstruktur, dan jejak digital selama e-PBL. Data dianalisis menggunakan analisis tematik Braun dan Clarke dengan pengodean deduktif berdasarkan empat tahap Polya dan pengodean induktif untuk menangkap pola penalaran yang muncul. Hasil penelitian menunjukkan bahwa pemecahan masalah berlangsung secara dinamis dan rekursif. Tahap memahami dan merencanakan melibatkan penafsiran ulang representasi multimodal, sedangkan tahap pelaksanaan ditandai oleh pergeseran representasi yang memperjelas konsep. Prompt reflektif dalam e-PBL mendukung deteksi kesalahan dan penguatan konsep, serta menegaskan peran tahap evaluasi. This study examines how students experience and interpret Polya’s problem-solving stages while working on geometry tasks in an electronic Problem-Based Learning (e-PBL) environment implemented through a customized Moodle based learning management system. Using a qualitative descriptive design, data were collected from written problem-solving artefacts, semi-structured interviews, and digital traces generated during e-PBL activities. The data were analyzed using thematic analysis following Braun and Clarke, combining deductive coding based on Polya’s four stages with inductive coding to capture emerging reasoning patterns. The findings indicate that problem-solving is enacted as a dynamic and recursive process rather than a linear sequence. Understanding and planning involve repeated reinterpretation of multimodal representations, while execution is characterized by representational shifts that support conceptual clarity. Reflective prompts in e-PBL facilitate error detection and conceptual consolidation, highlighting the importance of the evaluative stage.
The Effectiveness of The Mathematics in Context Approach on Students’ Problem-Solving Ability Aras, Irianto; Turmudi, Turmudi; Herman, Tatang; Mutaqin, Ejen Jenal
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3615

Abstract

Pembelajaran matematika memerlukan pendekatan relevan untuk mengembangkan kemampuan pemecahan masalah kompleks. Penelitian ini bertujuan mengevaluasi efektivitas pendekatan Mathematics in Context (MiC) terhadap kemampuan pemecahan masalah matematika siswa kelas V di tiga sekolah dasar Kabupaten Pinrang. Penelitian dilakukan sebanyak 17 pertemuan menggunakan bahan ajar dan panduan guru yang telah divalidasi ahli. Data dikumpulkan melalui instrumen pretes dan postes yang mengukur lima aspek pemecahan masalah: analisis, desain, eksplorasi, implementasi, dan verifikasi. Hasil analisis menunjukkan adanya perbedaan rata-rata kemampuan siswa yang signifikan sebelum dan sesudah perlakuan di ketiga sekolah. Berdasarkan skor N-Gain, pendekatan MiC terbukti cukup efektif meningkatkan kemampuan pemecahan masalah siswa; aspek analisis, desain, dan eksplorasi berada pada kategori sedang, sementara aspek implementasi dan verifikasi berada pada kategori rendah. Temuan ini menyimpulkan bahwa pendekatan MiC efektif dalam membantu siswa memahami dan merancang strategi penyelesaian, namun kurang optimal dalam meningkatkan kemampuan prosedur penyelesaian (implementasi) dan verifikasi jawaban. Mathematics education aims to cultivate students' ability to solve complex mathematical problems, necessitating the use of relevant pedagogical approaches. This study evaluates the effectiveness of the Mathematics in Context (MiC) approach on the mathematical problem-solving skills of fifth-grade students across three elementary schools in Pinrang Regency. The intervention was conducted over seventeen sessions using MiC-based instructional materials and teacher guides validated by experts. Data were collected via pre-test and post-test instruments measuring five dimensions of problem-solving: analysis, design, exploration, implementation, and verification. Analysis revealed a significant difference in mean problem-solving scores before and after the MiC intervention across all schools. N-Gain analysis results indicate that the MiC approach is moderately effective in enhancing student performance; specifically, the analysis, design, and exploration aspects reached the "medium" category, while implementation and verification remained in the "low" category. These findings suggest that while the MiC approach effectively supports students in understanding and designing problem-solving strategies, it is less optimal in improving procedural execution and solution verification.
Needs Analysis: Developing Scratch Media with Sumedang Local Wisdom to Enhance Students' Computational Thinking Rosita, Neneng Tita; Putra, Beni Yusepa Ginanjar; Suhendar, Yusup
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3623

Abstract

Transformasi digital menuntut penguasaan berpikir komputasional (computational thinking/CT) sebagai fondasi utama pendidikan matematika. Namun, keterampilan penalaran logis siswa di Kabupaten Sumedang masih rendah karena pembelajaran belum mengoptimalkan kearifan lokal. Penelitian ini bertujuan menganalisis profil awal kemampuan CT siswa pada aspek dekomposisi, pengenalan pola, abstraksi, dan algoritma, serta mengidentifikasi kebutuhan terhadap media interaktif berbasis Scratch. Menggunakan model pengembangan ADDIE yang dibatasi pada tahap analisis, penelitian ini melibatkan 32 siswa kelas VIII dan tiga guru matematika di sebuah SMP Negeri di Sumedang. Data dihimpun melalui tes CT, kuesioner, wawancara, dan dokumentasi. Temuan menunjukkan kemampuan CT siswa masih rendah, terutama pada aspek abstraksi (18,98%) dan algoritma (16,01%). Hasil analisis kebutuhan menunjukkan tingkat urgensi yang sangat tinggi (83%) bagi pengembangan media berbasis Scratch terintegrasi kearifan lokal Sumedang sebagai sarana penguatan penalaran komputasional dan motivasi belajar siswa. Digital transformation necessitates the mastery of computational thinking (CT) as a fundamental pillar of mathematics education. However, students' logical reasoning skills in Sumedang Regency remain underdeveloped, largely because instructional methods have yet to optimize the use of local wisdom. This study aims to analyze the initial CT profiles of students, focusing on decomposition, pattern recognition, abstraction, and algorithms, and to identify the necessity for Scratch-based interactive learning media. Adopting the ADDIE development model, limited to the analysis phase, the study involved 32 eighth-grade students and three mathematics teachers at a public junior high school in Sumedang. Data were gathered through CT competency tests, questionnaires, interviews, and documentation. The findings reveal that students' CT skills are low, particularly in abstraction (18.98%) and algorithms (16.01%). Furthermore, the needs analysis indicates a high level of urgency (83%) for developing Scratch-based media integrated with Sumedang’s local wisdom as a cognitive tool to strengthen computational reasoning and enhance student motivation.
Mathematical Thinking Processes of Junior High School Students in Solving Contextual Problems Based on Learning Styles Setiyani, Setiyani; Bakar, Marwia Tamrin; Karimah, Nurul Ikhsan; Sumarwati, Sri
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3626

Abstract

Masalah kontekstual menuntut proses berpikir matematis yang runtut, logis, dan reflektif. Penelitian ini bertujuan menganalisis proses berpikir matematis siswa dalam menyelesaikan masalah kontekstual berdasarkan kerangka Mason (tahap entry, attack, dan review) ditinjau dari gaya belajar. Menggunakan pendekatan kualitatif deskriptif, penelitian ini melibatkan siswa kelas VII SMP Negeri di Kota Cirebon. Tiga subjek dipilih secara purposif untuk mewakili gaya belajar visual, auditori, dan kinestetik. Data dikumpulkan melalui tes, angket gaya belajar, dan wawancara mendalam. Hasil menunjukkan perbedaan karakteristik berpikir: siswa visual memenuhi seluruh indikator pada semua tahapan; siswa auditori mampu pada tahap entry dan attack namun terbatas dalam mengembangkan solusi pada tahap review; sedangkan siswa kinestetik hanya memenuhi sebagian indikator dan kesulitan dalam justifikasi serta refleksi. Temuan ini menegaskan pengaruh gaya belajar terhadap kualitas proses berpikir matematis. Implikasinya, pembelajaran matematika perlu dirancang secara adaptif untuk memperkuat penalaran dan refleksi siswa sesuai karakteristik belajarnya. Contextual problems in mathematics require a mathematical thinking process that is coherent, logical, and reflective. This study aims to analyze students' mathematical thinking processes in solving contextual problems based on Mason’s framework—comprising the entry, attack, and review phases—viewed through learning styles. Utilizing a descriptive qualitative approach, the study involved seventh-grade students at a state junior high school in Cirebon. Three subjects were purposively selected to represent visual, auditory, and kinesthetic learning styles. Data were gathered through mathematical thinking tests, learning style questionnaires, and in-depth interviews. The results reveal distinct characteristics: visual learners met all indicators across all phases; auditory learners succeeded in the entry and attack phases but struggled with developing alternative solutions during the review phase; while kinesthetic learners only met partial indicators and faced difficulties in providing justification and reflection. These findings underscore the influence of learning styles on the quality of mathematical thinking. Consequently, mathematics instruction should be adaptively designed to strengthen student reasoning and reflection according to their learning characteristics.
Exploration of Vocational Students’ Mathematical Understanding: A Case Study on Trigonometric Ratios Irmawati Liliana Kusuma Dewi; Cita Dwi Rosita; Muchamad Subali Noto; Farhan Ferdiansyah
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.1901

Abstract

Penelitian bertujuan mengeksplorasi kemampuan pemahaman matematis siswa Sekolah Menengah Kejuruan (SMK) pada materi perbandingan trigonometri. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek penelitian yaitu tiga siswa SMK yang mewakili kategori kemampuan tinggi, sedang, dan rendah, dipilih secara purposive. Data dikumpulkan melalui tes dan wawancara semi-terstruktur. Hasil penelitian menunjukkan adanya profil pemahaman matematis yang berbeda pada setiap kategori kemampuan. Siswa berkemampuan tinggi mampu mengidentifikasi konsep trigonometri, menggunakan berbagai representasi, serta mengaitkan perbandingan trigonometri dengan bentuk simbolik dan kontekstual, meskipun masih ditemukan kelemahan pada penguasaan materi prasyarat aljabar. Siswa berkemampuan sedang umumnya mampu menyelesaikan soal rutin dan representasional, namun mengalami kebingungan konseptual dalam menentukan sudut acuan dan menafsirkan perbandingan trigonometri pada situasi non-rutin. Adapun siswa berkemampuan rendah menunjukkan pemahaman yang terfragmentasi, ditandai dengan kesulitan mengidentifikasi konsep yang relevan, menghubungkan informasi soal cerita dengan representasi segitiga siku-siku, serta menjelaskan alasan penyelesaian. Temuan ini mengindikasikan bahwa kesulitan siswa pada materi trigonometri tidak semata-mata bersifat prosedural, tetapi berkaitan erat dengan lemahnya pemahaman konseptual dan penguasaan materi prasyarat. This study aims to explore vocational high school students’ mathematical understanding of trigonometric ratios. A qualitative case study approach was employed. The participants were three vocational students representing high, medium, and low achievement levels, purposively selected. Data were collected through test and semi-structured interviews. The results reveal distinctive profiles of mathematical understanding. High-achieving students were able to identify trigonometric concepts, use multiple representations, and flexibly relate trigonometric ratios to symbolic and contextual forms, although minor weaknesses in prerequisite algebraic knowledge were still evident. Medium-achieving students generally succeeded in routine and representational tasks but experienced conceptual confusion in determining reference angles and interpreting trigonometric ratios in non-routine situations. In contrast, low-achieving students exhibited fragmented understanding, characterized by difficulties in identifying relevant concepts, connecting word problem information to right triangle representations, and explaining their reasoning processes. These findings indicate that students’ difficulties in trigonometry are not merely procedural but are strongly related to conceptual understanding and prerequisite knowledge.
Development of STEAM- Project Based Learning Module to Improve Numeracy Literacy of Upper Elementary School Students Devi Triana Rahmadini; Pratiwi Kartika Sari
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.1942

Abstract

Tujuan penelitian yaitu mengembangkan modul STEAM berbasis Project Based Learning (PjBL) untuk meningkatkan literasi numerasi peserta didik kelas tinggi. Penelitian pengembangan model Borg and Gall ini mengadopsi 7 langkah yaitu research and information collecting, planning, develop preliminary from of product, preliminary field testing, main product revision, main field testing, operational product revision. Subjek penelitian yaitu peserta didik kelas IV SD meliputi 3 peserta didik pada uji one to one, 10 dalam uji small group, dan 26 dalam uji coba lapangan. Analisis kelayakan produk diperoleh dari hasil isian angket oleh ahli media, materi, bahasa, dan peserta didik pada skala one to one dan small group. Sedangkan analisis efektivitas diperoleh dari hasil pretest dan post test pada uji coba lapangan. Hasil uji validasi ahli media 98.5%, ahli materi 96% yang berarti produk sangat layak. Dari ahli bahasa diperoleh penilaian 76% termasuk kategori layak. Pada uji one to one diperoleh hasil 86% dan pada small group 90% termasuk kategori sangat layak. Hasil pretest dan post test pada uji coba lapangan diuji paired sample t-test. Diperoleh hasil 0.98 untuk pretest dan 0.97 untuk post test dengan p < .001, sedangkan N-Gain diperoleh yaitu 0.61  yang mana termasuk dalam kategori sedang. Dapat disimpulkan modul STEAM berbasis PjBL dapat meningkatkan literasi numerasi peserta didik kelas tinggi. This research aims to develop a STEAM-based Project Based Learning Instructional Module to improve numeracy literacy in upper-grade students. This developmental research using the Borg and Gall model, adopting seven steps: research and information gathering, planning, preliminary product developing, preliminary field testing, main product revising, main field testing, and operational product revising. The subjects were fourth-grade elementary school students: 3 students in the one-to-one test, 10 in the small-group test, and 26 in the field trial. The feasibility analysis was obtained from questionnaires completed by media, material, and language experts, as well as students on a one-to-one and small-group scale. The effectiveness analysis was obtained from the pretest and posttest results. The validation test results from the media expert were 98.5% and the material expert 96%, indicating the product was very feasible. The language expert received a 76% rating, categorizing it as feasible. In the one-to-one test, the results were 86% and in the small group, 90%, including the very feasible category. The results of the pretest and posttest in the field trial were tested the paired sample t-test. The results obtained were 0.98 for the pretest, and 0.97 for the posttest with p < .001, while the N-Gain obtained was 0.61 which is included in the moderate category. It can be concluded that the STEAM-based PjBL Instructional Module can improve the numeracy literacy of Upper Elementary School Students.
Analyzing Learning Obstacles in Differential Calculus: A Case Study of Pre-Service Mathematics Teachers in Indonesian Regional University Ika Meika; Nenden Suciyati Sartika; Asep Sujana
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.2234

Abstract

Mahasiswa sering mengalami kesulitan dalam perkuliahan kalkulus diferensial. Tujuan penelitian ini adalah menganalisis karakteristik dari kesulitan belajar kalkulus diferensial pada mahasiswa calon guru matematika. Metode penelitian adalah kualitatif deskriptif dengan 39 mahasiswa dari dua Perguruan Tinggi Swasta di Banten, Indonesia. Data dikumpulkan melalui tes kesulitan belajar, wawancara, fokus grup diskusi (FGD) dan studi dokumen, dianalisis dengan teknik identifikasi, klarifikasi, reduksi, dan verifikasi secara naratif. Temuan penelitian menunjukkan 81% mahasiswa mengalami kesulitan pada aspek ontologis, 86% pada aspek didaktis, dan 73% pada aspek epistemologis. Solusi yang muncul dari wawancara dan FGD berupa kebutuhan mahasiswa terhadap buku sumber belajar yang interaktif dengan adanya elemen digital seperti video pembelajaran dan akses barcode. Pengembangan desain e-didaktis yang mengintegrasikan media digital ini tidak hanya membantu mengurangi hambatan belajar mahasiswa, tetapi juga berpotensi meningkatkan pemahaman konseptual sekaligus kemampuan aplikatif mereka dalam kalkulus diferensial. Learning obstacle ini menjadi pertimbangan bagi dosen dalam merancang desain e-didaktis pada kalkulus diferensial. Students often face challenges in differential calculus lectures. The purpose of this study was to analyze the characteristics of learning obstacles in differential calculus. The research employed a qualitative descriptive approach involving 39 students from two private universities in Banten, Indonesia. Data were collected through learning obstacle tests, interviews, focus group discussions (FGDs), and document studies, then analyzed using identification, clarification, reduction, and verification techniques in a narrative manner. The findings revealed that 81% of students experienced difficulties in the ontological aspect, 86% in the didactic aspect, and 73% in the epistemological aspect of differential calculus. Interviews and FGDs further confirmed the existence of these obstacles and explored potential solutions. One solution that emerged was the need for interactive learning resources incorporating digital elements such as instructional videos and barcode access. The implication of these findings indicates that developing an e-didactic design integrating digital media not only helps reduce students’ learning obstacles but also has the potential to enhance their conceptual understanding and applicative skills in differential calculus. Overall, these learning obstacles provide important considerations for lecturers in designing effective e-didactic materials for differential calculus courses.
Development of Neuroscience-Based E-module to Improve Mathematical Creative Thinking Skills Nuranita Adiastuty; Winayu Maulina Pritiya; Dilla Dzahrotul Aeni
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.2274

Abstract

Penelitian ini menangani gap dalam pendidikan matematika yaitu keterbatasan kapasitas siswa dalam pemecahan masalah kreatif. Tujuan kami adalah merancang dan memvalidasi modul pembelajaran digital yang didasarkan pada prinsip-prinsip neurosains, secara khusus menargetkan peningkatan penalaran matematis kreatif di kalangan peserta didik sekolah menengah atas. Kami menggunakan kerangka penelitian pengembangan mengikuti metodologi Plomp, yang mencakup analisis kebutuhan awal, tahap desain berulang, dan prosedur evaluasi produk yang komprehensif. Subjek penelitian adalah siswa kelas XI MIPA 1 di SMA Negeri 3 Kuningan, dengan lima validator ahli yang menilai e-modul tersebut. Penilaian ahli menghasilkan rata-rata penilaian 3,88 untuk kualitas konten dan 3,85 untuk desain multimedia, menunjukkan kesesuaian yang kuat dengan standar pedagogis yang telah ditetapkan. Kepraktisan modul dinilai sangat baik dengan tingkat respon siswa mencapai 90,1%. Peningkatan keterampilan berpikir kreatif diukur melalui pretest-posttest dengan nilai N-Gain sebesar 0,7 (kategori tinggi). Penelitian ini menunjukkan bahwa e-modul yang dikembangkan adalah valid, praktis, dan efektif sebagai solusi pembelajaran kreatif. The study addresses a critical gap in mathematics education: students' limited capacity for creative problem-solving. Our objective was to design and validate a digital learning module grounded in neuroscience principles, specifically targeting the enhancement of creative mathematical reasoning among high school learners. We employed a developmental research framework following Plomp's methodology, encompassing initial needs analysis, iterative design phases, and comprehensive product evaluation procedures. The research subjects were students of class XI MIPA 1 at SMA Negeri 3 Kuningan, with the five expert validators who assessed the e-modul. Expert appraisal yielded mean ratings of 3.88 for content quality and 3.85 for multimedia design, indicating strong alignment with established pedagogical standards. The practicality of the module was rated very good with the student response rate reaching 90,1%. The improvement of creative thinking skilss was measured through pretest-postest with an N-Gain value of 0,7 (high category). This research shows that the developed e-module is valid, practical, and effective as a creative learning solution.

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