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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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The Effectiveness of the Probing-Prompting Learning Model on Students' Mathematics Learning Mastery in Three-Variable Linear Equation Systems Muhamad Saleh Ginting; Rifaatul Mahmuzah; Mirsal Hadi; Manovri Yeni; Cut Morina Zubainur; Yuhasriati Yuhasriati; Roslina Roslina; Bukhari Usman
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 4 (2025): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i4.3472

Abstract

Penelitian ini bertujuan untuk menentukan penguasaan hasil belajar matematika di kalangan siswa kelas X di SMAN 1 Peukan Bada melalui penerapan model pembelajaran Probing-Prompting. Populasi penelitian terdiri dari seluruh siswa kelas X di SMAN 1 Peukan Bada, dengan sampel dipilih menggunakan purposive sampling. Sampel terdiri dari 20 siswa dari kelas X-2. Data dikumpulkan melalui tes akhir yang terdiri dari tiga pertanyaan esai yang diberikan setelah perlakuan. Hasil menunjukkan rata-rata sampel sebesar 86,15, melebihi kriteria penguasaan minimum (KKM) sebesar 70. Pengujian hipotesis menggunakan uji-t dengan tingkat signifikansi α=0,05 dan 19 derajat kebebasan (df) menghasilkan tobserved > ttable (7,78 > 1,729). Akibatnya, H0 ditolak dan Ha diterima. Dapat disimpulkan bahwa hasil belajar siswa menggunakan model Probing-Prompting berhasil mencapai penguasaan. This study aims to determine the mastery of mathematics learning outcomes among Grade X students at SMAN 1 Peukan Bada through the implementation of the Probing-Prompting learning model. The research population consisted of all Grade X students at SMAN 1 Peukan Bada, with the sample selected using purposive sampling. The sample included 20 students from class X-2. Data were collected through a post-test consisting of three essay questions administered after the treatment. The results showed a sample mean of 86.15, exceeding the minimum mastery criterion (KKM) of 70. Hypothesis testing using a t-test with a significance level of α=0,05 and 19 degrees of freedom (df) resulted in tobserved > ttable (7,78 > 1,729). Consequently, H0 was rejected and Ha was accepted. It can be concluded that student learning outcomes using the Probing-Prompting model successfully achieved mastery.
Critical Thinking in Mathematics Education: A Systematic Literature Review and Bibliometric Analysis Ahmad Zaeni; Kartono Kartono; Mulyono Mulyono; Yohanes Leonardus Sukestiyarno
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.v14i3.3476

Abstract

Minat akademis terhadap berpikir kritis dalam pendidikan matematika terus meningkat, tetapi pemetaan kontribusi ilmiah yang menyeluruh masih terbatas. Studi ini memadukan tinjauan pustaka sistematis dan analisis bibliometrik untuk memetakan tren publikasi, fokus tema, dan jejaring kolaborasi riset. Menggunakan protokol PRISMA, artikel dihimpun dari Scopus dengan kata kunci “critical thinking” dan “mathematics education” hingga 3 Juli 2025. Dari 2.088 catatan awal, 142 artikel memenuhi kriteria. Analisis VOSviewer menunjukkan pertumbuhan publikasi yang stabil dalam lima tahun terakhir, dengan dominasi studi kualitatif. Tema-tema utama meliputi integrasi berpikir kritis dalam kurikulum matematika, penerapan model pembelajaran inovatif seperti Problem-Based Learning dan kelas terbalik, serta pengembangan instrumen asesmen untuk keterampilan berpikir tingkat tinggi. Tinjauan ini merangkum lima komponen inti berpikir kritis matematis: pemecahan masalah autentik, pertanyaan reflektif, penalaran, evaluasi, dan strategi metakognitif, yang mendukung pemahaman konseptual dan fleksibilitas kognitif. Implikasinya, pendidik dan peneliti perlu mengintegrasikan komponen tersebut dalam desain pembelajaran dan asesmen, serta menguji efektivitasnya melalui studi empiris pada berbagai konteks dan jenjang pendidikan. Academic interest in critical thinking in mathematics education has increased, yet comprehensive mapping of scholarly contributions remains limited. This study combines a systematic literature review and bibliometric analysis to identify publication trends, key themes, and research collaboration networks. Using the PRISMA protocol, articles were retrieved from Scopus with the keywords “critical thinking” and “mathematics education,” covering publications up to July 3, 2025. Of 2,088 initial records, 142 articles met the eligibility criteria. VOSviewer mapping shows steady publication growth over the past five years, with qualitative studies as the dominant approach. Major themes include integrating critical thinking into the mathematics curriculum, applying innovative instructional models such as Problem-Based Learning and flipped classrooms, and developing assessment instruments for higher-order thinking skills. This review summarizes five core components of mathematical critical thinking authentic problem solving, reflective questioning, reasoning, evaluation, and metacognitive strategies which support conceptual understanding and cognitive flexibility. These findings imply that educators and researchers should embed these components into teaching and assessment designs and examine their effectiveness through empirical studies across diverse contexts and educational levels.
Epistemic Agency in Dialogic Mathematics Teaching: An Explanatory Sequential Design of Online and Offline Contexts Arif Abdul Haqq; Yohanes Leonardus Sukestiyarno; Isnarto Isnarto; Bambang Eko Susilo
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.v14i3.3477

Abstract

Pedagogi dialogis memfasilitasi proses berpikir bersama dalam pembelajaran matematika, namun dinamika agensi epistemik pada moda daring dan luring masih jarang dipahami secara mendalam. Penelitian ini menelusuri bagaimana agensi epistemik memengaruhi komunikasi matematis pada dua kelas dialogis yang melibatkan 55 mahasiswa Pendidikan Matematika UIN Siber Syekh Nurjati Cirebon. Melalui desain mixed methods eksplanatori, tahap kuantitatif menilai perbedaan capaian komunikasi, sementara tahap kualitatif menggambarkan pengalaman mahasiswa melalui wawancara dan observasi kelas. Hasil menunjukkan bahwa kelas luring mencapai kinerja komunikasi lebih tinggi, sementara pola capaian komunikasi berbeda secara deskriptif di sepanjang tingkat agensi epistemik. Data kualitatif memperlihatkan bahwa interaksi tatap muka memberi ruang bagi inisiatif spontan, penilaian sejawat yang lebih kaya, serta alur diskusi yang lebih fleksibel. Sebaliknya, interaksi daring cenderung membatasi partisipasi. Temuan ini menunjukkan bahwa agensi epistemik tidak hanya hadir dalam proses dialogis, tetapi juga berkelindan dengan capaian komunikasi, dengan implikasi bagi rancangan pembelajaran dialogis yang lebih adil. Dialogic pedagogy provides a foundation for cultivating reasoning and communication in mathematics; however, the emergence of epistemic agency across learning modalities remains underexplored. This study investigated how epistemic agency relates to mathematical communication in online and offline dialogic settings, employing an explanatory sequential mixed-methods design with 55 mathematics education students at UIN Syekh Nurjati Cirebon. The quantitative phase employed a quasi-experimental approach supported by validated instruments, while the qualitative phase drew on interviews and classroom observations. The results indicate that offline learning produced higher communication performance, with descriptive differences in communication patterns observed across levels of epistemic agency. Qualitative evidence illustrated how offline interaction encouraged initiative, appraisal, framing, and shared involvement, whereas online environments tended to constrain these expressions. The study highlights distinct enactments of epistemic agency across modalities and their implications for dialogic mathematics instruction.
Exploring Mathematics Teacher Awareness and Responses to Gender-Based Classroom: A Qualitative Study in Australian Secondary School Luthfia Dzakiyyah Zahra; Wakhid Fitri Albar; Kien Tsong Chau
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.v15i1.3479

Abstract

Studi kualitatif ini menjelaskan perbedaan dalam interaksi di kelas dan hasil belajar antara kelas matematika yang hanya terdiri dari siswa laki-laki dan kelas matematika yang hanya terdiri dari siswa perempuan, dengan fokus khusus pada kesadaran guru dan strategi pengajaran adaptif di sekolah menengah Australia yang multikultural. Data dikumpulkan melalui observasi etnografis dan wawancara dengan guru matematika selama satu semester. Hasil penelitian menunjukkan pola yang jelas berdasarkan gender dalam partisipasi dan pendekatan pemecahan masalah. Siswa laki-laki diamati lebih mudah terlibat dalam proses kognitif tingkat tinggi. Sebaliknya, siswa perempuan cenderung mencari klarifikasi tentang konsep dasar sebelum mencoba tugas. Sebagai tanggapan, guru menerapkan berbagai strategi responsif gender, termasuk pertanyaan terbuka, aktivitas berbasis interaksi, dukungan satu lawan satu, dan penjelasan. Penelitian ini juga mengkaji pengaruh keragaman budaya, menemukan bahwa siswa dari latar belakang yang beragam berinteraksi dengan lancar dan tidak ada kelompok yang secara konsisten menunjukkan prestasi lebih tinggi daripada kelompok lain dalam konteks kelas yang diamati. Temuan ini menunjukkan bahwa lingkungan kelas dan praktik pengajaran di sekolah ini berhasil mendukung partisipasi siswa dari latar belakang yang beragam. This qualitative study explains differences in classroom interaction and learning outcomes between male students’ only and female students’ only mathematics classes, with a particular focus on teacher awareness and adaptive instructional strategies in a multicultural Australian secondary school. Data were collected through ethnographic observation and interview with the mathematics teacher over one term. The result revealed clear gender-based patterns in participation and problem-solving approaches. Male students were observed to engage more readily in higher-order cognitive processes. In contrast, female students tended to seek clarification on basic concepts before attempting tasks. In response, the teacher implemented a range of gender-responsive strategies, including open-ended questioning, interaction-based activities, one-on-one support, and explanations. The paper also explored the influence of cultural diversity, finding that students from diverse backgrounds interact smoothly and no group consistently demonstrates higher achievement than others in the observed classroom context. These findings suggest that the classroom environment and teaching practices at this school successfully support the participation of students from diverse backgrounds.
Enhancing TPACK and Statistical Literacy through Generative AI–Based Adaptive Learning: A Mixed-Methods Study Iyam Maryati; Surya Gumilar; Ayu Puji Rahayu; Makmur Harun
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.v15i1.3491

Abstract

Penelitian ini mengkaji dampak kerangka pembelajaran adaptif terintegrasi Generative Artificial Intelligence (GenAI; ChatGPT) terhadap peningkatan Technological Pedagogical and Content Knowledge (TPACK) dan literasi statistis calon guru matematika. Kerangka tersebut menerapkan interaksi dialogis berbasis mahasiswa, structured prompting, dan scaffolding dosen untuk mempersonalisasi eksplorasi statistika. Dengan desain kuasi-eksperimen mixed methods, penelitian melibatkan 72 mahasiswa (37 kelompok eksperimen dan 35 kontrol). Data kuantitatif dianalisis menggunakan uji t berpasangan dan ANCOVA, sedangkan data kualitatif dianalisis secara tematik. Hasil menunjukkan kedua kelompok meningkat secara signifikan, namun kelompok eksperimen memiliki skor akhir tersesuaikan yang lebih tinggi. Temuan kualitatif menegaskan peningkatan pemahaman konseptual, kemampuan desain pembelajaran berbasis teknologi, serta refleksi kritis terhadap etika penggunaan AI. Studi ini mendukung integrasi literasi AI dalam kurikulum pendidikan guru. This study examines the impact of a Generative Artificial Intelligence (GenAI; ChatGPT)–integrated adaptive learning framework on improving Technological Pedagogical and Content Knowledge (TPACK) and statistical literacy among prospective mathematics teachers. The framework employed student-driven dialogic interaction, structured prompting, and lecturer-guided scaffolding to personalize statistical exploration. Using a mixed-methods quasi-experimental design, 72 students participated (37 experimental, 35 control). Quantitative data from tests and questionnaires were analyzed using paired t-tests and ANCOVA, while interviews and observations underwent thematic analysis. Results showed significant gains in both groups, but the experimental group achieved higher adjusted posttest scores, indicating superior effectiveness of GenAI-integrated learning. Qualitative findings highlighted improved conceptual understanding, instructional design skills, and critical reflection on ethical AI use. The study supports embedding AI literacy and pedagogically grounded prompting within teacher-education curricula and institutional policy.
Unraveling Mathematical Anxiety: Perspectives from Cognitive Styles Sumaji Sumaji; Arta Ekayanti; Cintia Oktavia 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.v14i3.3492

Abstract

Penelitian ini bertujuan untuk menganalisis tingkat kecemasan matematika peserta didik berdasarkan gaya kognitif Field Dependent (FD) dan Field Independent (FI), serta mengidentifikasi perbedaan kecemasan antara kedua kelompok tersebut. Dengan pendekatan kualitatif, penelitian ini melibatkan 20 peserta didik kelas VII-A SMP Negeri 2 Babadan yang dikelompokkan berdasarkan gaya kognitif menjadi dua kategori yaitu FD dan FI dengan menggunakan tes GEFT. Setelah diperoleh klasifikasi gaya kognitif, siswa menjalani tes pemecahan masalah matematis. Berdasarkan analisis kesalahan dan kategori kemampuan yang dihasilkan, enam siswa representatif dari berbagai kombinasi gaya kognitif dan kemampuan dipilih untuk wawancara mendalam. Data yang diperoleh kemudian dianalisis melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian menunjukkan bahwa peserta didik dengan gaya kognitif FD cenderung mengalami kecemasan matematika pada kategori berat akibat ketergantungan pada dukungan sosial, rendahnya kepercayaan diri, serta kesulitan dalam memahami konsep. Sebaliknya, peserta didik dengan gaya kognitif FI mengalami kecemasan pada kategori ringan hingga sedang yang dipengaruhi kesulitan mengingat langkah penyelesaian, namun lebih terbantu oleh kontrol diri yang baik. Secara umum, peserta didik FI lebih sistematis dan percaya diri, sehingga terbukti gaya kognitif berpengaruh terhadap kecemasan matematika dan kemampuan pemecahan masalah. This study aims to analyze the level and differences in students' mathematics anxiety based on Field Dependent (FD) and Field Independent (FI) cognitive styles, as well as to identify differences in their anxiety. Using a qualitative approach, this study involved 20 seventh-grade students of class VII-A at SMP Negeri 2 Babadan, who were categorized into two cognitive style groups, Field Dependent (FD) and Field Independent (FI) based on the Group Embedded Figures Test (GEFT). After the cognitive style classification was obtained, the students took a mathematical problem-solving test. Based on the error analysis and the resulting ability categories, six representative students from various combinations of cognitive styles and ability levels were selected for in-depth interviews. The data obtained were then analyzed through data reduction, data presentation, and conclusion drawing stages. The research findings show that students with FD cognitive styles tend to experience severe mathematical anxiety due to their dependence on social support, low self-confidence, and difficulty in understanding concepts. Conversely, students with FI cognitive styles experience mild to moderate anxiety influenced by difficulties in remembering solution steps, but are more helped by good self-control. In general, FI students are more systematic and confident, thus proving that cognitive style influences math anxiety and problem-solving abilities. 
Development of Interactive Learning Media Using Canva for Teaching Sequences and Series in Senior High School Iyan Rosita Dewi Nur; Mawarni Mohamed; Annisaa Kossahdasabitah
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.v15i1.3494

Abstract

Penelitian ini bertujuan untuk mengembangkan dan mendeskripsikan kelayakan dan kepraktisan media pembelajaran interaktif berbasis Canva untuk topik Barisan dan Deret dalam matematika SMA. Penelitian ini menggunakan pendekatan Penelitian dan Pengembangan (R&D) dengan model 4D (Definisikan, Rancang, Kembangkan, Sebarkan), yang terbatas pada tahap Kembangkan. Subjek penelitian terdiri dari pakar media, pakar materi, dan siswa kelas sepuluh sebanyak 3 siswa untuk validasi dan 12 siswa untuk kepraktisan. Data dikumpulkan melalui kuesioner validasi dan kepraktisan serta dianalisis secara kuantitatif menggunakan skala Likert. Hasil validasi menunjukkan bahwa media tersebut memperoleh nilai rata-rata 3,67 dari pakar media, 3,50 dari pakar materi, dan 3,67 dari siswa, semuanya dikategorikan sangat layak. Tes kepraktisan juga menunjukkan kategori sangat praktis, dengan nilai 3,42 (pakar media), 3,92 (pakar materi), dan 3,70 (siswa). Aspek yang paling menonjol adalah struktur dan daya tarik, yang menunjukkan bahwa media tersebut tidak hanya menarik secara visual tetapi juga praktis dalam meningkatkan pemahaman konsep dan motivasi belajar siswa. This study aims to develop and describe the feasibility and practicality of an interactive learning media based on Canva for the topic of Sequences and Series in senior high school mathematics. The research employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate), limited to the Develop stage. The subjects consisted of a media expert, material experts, and tenth-grade students as many as 3 students for validation and 12 students for practicality. Data were collected through validation and practicality questionnaires and analyzed quantitatively using a Likert scale. The validation results showed that the media obtained an average score of 3.67 from the media expert, 3.50 from the material experts, and 3.67 from the students, all categorized as very feasible. The practicality test also indicated a very practical category, with scores of 3.42 (media expert), 3.92 (material experts), and 3.70 (students). The most prominent aspects were structure and attractiveness, indicating that the media is not only visually engaging but also practically in enhancing conceptual understanding and students’ learning motivation.
Contextual Numeracy Learning in Tourism: A Systematic Literature Review and Its Implications for the Muara Enim Context Arbella Sri Marleny; Zulkardi Zulkardi; Ratu Ilma Indra Putri; Yusuf Hartono
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.v14i3.3509

Abstract

Kajian ini secara sistematis menelaah penelitian-penelitian tentang pembelajaran numerasi kontekstual yang memanfaatkan konteks budaya dan pariwisata pada jenjang sekolah dasar, serta menganalisis implikasinya bagi pengembangan pembelajaran numerasi pada konteks pariwisata Muara Enim. Pembelajaran numerasi kontekstual memungkinkan siswa menghubungkan konsep matematis dengan situasi nyata sehingga pembelajaran menjadi lebih bermakna dan relevan. Systematic Literature Review (SLR) dilakukan menggunakan kerangka kerja PRISMA melalui tahap identifikasi, penyaringan, penilaian kelayakan, dan inklusi. Pencarian pada Google Scholar, ERIC, DOAJ, ScienceDirect, dan Garuda menggunakan kata kunci terkait numerasi, pembelajaran kontekstual, etnomatematika, dan pembelajaran berbasis pariwisata menghasilkan 426 studi awal. Setelah menerapkan kriteria inklusi publikasi tahun 2019–2024, fokus pada sekolah dasar, konteks budaya atau pariwisata, serta metode empiris atau pengembangan, sebanyak 28 studi dianalisis. Temuan menunjukkan bahwa pembelajaran numerasi berbasis konteks budaya dan pariwisata secara konsisten memperkuat pemahaman konsep, penalaran matematis, dan motivasi belajar peserta didik. Berdasarkan hasil sintesis tersebut, konteks pariwisata budaya Muara Enim, seperti tradisi melemang diidentifikasi memiliki potensi kuat sebagai sumber konteks autentik untuk pembelajaran numerasi. This study systematically reviews research on contextual numeracy learning that integrates cultural and tourism-based contexts at the elementary school level and examines its implications for numeracy learning within the tourism context of Muara Enim. Contextual numeracy learning enables students to connect mathematical concepts with real-life situations, thereby making learning more meaningful and relevant. A Systematic Literature Review (SLR) was conducted using the PRISMA framework, encompassing the stages of identification, screening, eligibility assessment, and inclusion. Searches across Google Scholar, ERIC, DOAJ, ScienceDirect, and Garuda using keywords related to numeracy, contextual learning, ethnomathematics, and tourism-based learning yielded 426 initial studies. After applying inclusion criteria publications from 2019–2024, elementary education focus, cultural or tourism contexts, and empirical or developmental methods 28 studies were included for analysis. The findings indicate that numeracy learning grounded in cultural and tourism contexts consistently enhances conceptual understanding, mathematical reasoning, and student motivation. Based on this synthesis, the cultural tourism context of Muara Enim, particularly the melemang tradition, is identified as a promising and authentic context for contextual numeracy learning.
Comparative Efficacy of Collaborative, Cooperative, and Traditional Learning on Linier Algebra Problem-Solving Ability in Higher Education Dewi Nurmalitasari; Tatang Herman; Sufyani Prabawanto; Jarnawi Afgani Dahlan
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.v14i3.3512

Abstract

Tantangan yang dihadapi siswa dalam memahami sistem persamaan linear berasal dari sifat abstrak subjek dan perhitungan ekstensif yang diperlukan untuk matriks berordo lebih dari tiga. Studi kuasi-eksperimental ini meneliti efektivitas komparatif model pembelajaran kolaboratif dan kooperatif dalam meningkatkan kemampuan pemecahan masalah matematika mahasiswa S1 pada sistem persamaan linear. Partisipan terdiri dari tiga kelas utuh: dua kelompok eksperimen mahasiswa Ilmu Komputer (tahun akademik 2024/2025) yang diajar menggunakan model pembelajaran kolaboratif dan model pembelajaran kooperatif, dan satu kelompok kontrol mahasiswa Pendidikan Matematika (tahun akademik 2021/2022) yang menerima pengajaran tradisional. Sebelum intervensi, tes pendahuluan diberikan untuk memeriksa kemampuan pemecahan masalah dasar. ANOVA satu arah kemampuan awal yang tidak sama. Oleh karena itu, efektivitas pembelajaran dievaluasi menggunakan skor normalized gain. Kelompok pembelajaran kolaboratif mencapai rata-rata N-Gain tertinggi, diikuti oleh kelompok pembelajaran kooperatif, sedangkan kelompok pembelajaran tradisional menunjukkan peningkatan terendah. Hasil ini menunjukkan bahwa pembelajaran kolaboratif terstruktur lebih efektif dalam meningkatkan kemampuan pemecahan masalah siswa dalam sistem persamaan linear dibandingkan dengan pendekatan kooperatif dan tradisional. The challenges students face in comprehending systems of linear equations originate from the abstract character of the subject and the extensive calculations required for matrices of order more than three. This quasi-experimental study investigated the comparative effectiveness of collaborative and cooperative learning models in improving undergraduate students’ mathematical problem-solving ability on systems of linear equations. The participants consisted of three intact classes: two experimental groups of Computer Science students (academic year 2024/2025) taught using a collaborative learning model and a cooperative learning model, respectively, and one control group of Mathematics Education students (academic year 2021/2022) receiving traditional instruction. Prior to the intervention, a pre-test was administered to examine baseline problem-solving ability. One-way ANOVA indicating unequal initial ability. Therefore, learning effectiveness was evaluated using normalized gain. Post-test scores were analyzed descriptively, as their distribution violated normality assumptions. The collaborative learning group achieved the highest mean N-Gain, followed by the cooperative learning group, while the traditional learning group demonstrated the lowest improvement. These results suggest that structured collaborative learning is more effective in enhancing students’ problem-solving improvement in systems of linear equations than cooperative and traditional approaches.
Design Thinking Approach in the Development of E-Worksheets and AI Videos to Enhance Problem-Solving Skills of Senior High School Students Mela Agustina; F.X. Didik Purwosetiyono; Achmad Buchori; Sharifah Osman
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.v15i1.3517

Abstract

Penelitian ini bertujuan mengembangkan rancangan e‑worksheet dan video AI melalui pendekatan design thinking untuk meningkatkan pemecahan masalah siswa SMA di Kota Pekalongan. Subjek penelitian terdiri atas 143 siswa dan 14 guru dari beberapa SMA berbeda yang terlibat pada tahap empathize dan define untuk mengidentifikasi profil permasalahan pembelajaran, yang menunjukkan bahwa pemecahan masalah kurang berkembang karena pembelajaran masih abstrak, berfokus pada hafalan, serta minim media interaktif sementara guru terkendala waktu bimbingan. Pada tahap ideate, melalui telaah literatur dan meta‑analisis, dikembangkan gagasan E‑TopWorksheets dengan Pendekatan Matematika Realistik berbantuan Mootion AI; hasil meta‑analisis menunjukkan nilai p<0,001 dengan effect size 0,841 yang menandakan pengaruh signifikan dan kuat penggunaan media serupa terhadap peningkatan pemecahan masalah matematika yang berpotensi menjadi dasar pengembangan media dan memerlukan pengujian lanjutan. Disimpulkan bahwa pendekatan design thinking efektif sebagai kerangka kerja pengembangan prototype media yang kontekstual, adaptif, dan berkontribusi pada inovasi media pembelajaran yang relevan dengan tuntutan pembelajaran abad ke‑21. This study aims to develop a design for e-worksheets and AI-based videos using a Design Thinking approach to enhance the problem-solving skills of Senior High School (SMA) students in Pekalongan City. The research subjects consisted of 143 students and 14 teachers from various high schools who were involved in the empathize and define stages to identify learning problem profiles; findings indicated that problem-solving skills were underdeveloped due to abstract instruction focused on rote learning, a lack of interactive media, and teachers' constraints regarding guidance time. In the ideate stage, through literature review and meta-analysis, the concept of E-TopWorksheets using a Realistic Mathematics Education approach assisted by Mootion AI was developed. The meta-analysis results showed a p-value < 0.001 with an effect size of 0.841, indicating a significant and strong influence of similar media on improving mathematical problem-solving, which potentially serves as a basis for media development and requires further testing. It is concluded that the Design Thinking approach is effective as a framework for developing contextual and adaptive media prototypes, contributing to learning media innovation relevant to 21st-century learning demands.

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