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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 966 Documents
 93   94   95   96   97 
A Systematic Literature Review on Algebraic Reasoning in Mathematics Instruction Warifdah, Yumna; Sujadi, Imam; Setiawan, Rubono; Nurhasanah, Farida
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.2536

Abstract

Abstrak Penalaran aljabar menjadi topik hangat dalam dua dekade terakhir, tetapi siswa sekolah menengah mengalami kesulitan dalam mempelajari hal ini, sebab mengalami transformasi dari pemikiran aritmatika ke pemikiran aljabar yang abstrak. Penelitian ini menganalisis artikel penalaran aljabar dari basis data Scopus berdasarkan tahun penelitian, metode, dan sebaran geografis dalam satu dekade. Penelitian disajikan melalui tinjauan literatur sistematis dengan menggunakan protokol PRISMA meliputi Preferred Reporting Item for Systematic Reviews and Meta-Analytic. Dari proses seleksi, didapatkan 29 artikel yang memenuhi kriteria inklusi dan lolos tiga tahap penyaringan. Penelitian dengan topik ini cenderung mengalami penurunan, terutama dalam 4 tahun terakhir. Metode yang paling sering digunakan adalah metode penelitian kualitatif karena dianggap peneliti sangat cocok untuk meneliti kemampuan berpikir. Dari 8 wilayah yang melakukan penelitian penalaran aljabar, Indonesia merupakan negara yang paling banyak melakukannya. Hal ini dilatarbelakangi rendahnya penalaran aljabar siswa. Peluang penelitian pada topik ini masih terbuka lebar dengan menggunakan penelitian ini sebagai rujukan. Abstract Algebraic reasoning has become a hot topic in the last two decades, but high school students have difficulty in learning it, because they experience a transformation from arithmetic thinking to abstract algebraic thinking. This study analyzes algebraic reasoning articles from the Scopus database based on the year of research, methods, and geographical distribution in one decade. The research is presented through a systematic literature review using the PRISMA protocol including the Preferred Reporting Item for Systematic Reviews and Meta-Analytic. From the selection process, 29 articles were obtained that met the inclusion criteria and passed three stages of screening. Research on this topic tends to decline, especially in the last 4 years. The most frequently used method is the qualitative research method because researchers consider it very suitable for researching thinking skills. Of the 8 regions that conduct algebraic reasoning research, Indonesia is the country that does it the most. This is due to the low algebraic reasoning of students. Research opportunities on this topic are still wide open by using this research as a reference.
Practicality of Hypothetical Learning Trajectory on Straight-Line Equations Concept Nasution, Eline Yanty Putri; Yulia, Putri
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.2545

Abstract

Abstrak Pembelajaran matematika masih belum sepenuhnya terintegrasi dengan Nilai-Nilai Keislaman. Padahal Matematika dan Islam memliki keterkaitan yang erat, sebagaimana terdapat dalam ayat-ayat Al-Qur’an. Penelitian ini bertujuan untuk menganalisis praktikalitas Hipotetical Learning Trajectory (HLT) berbasis Ayat-Ayat Al-Qur’an pada pembelajaran konsep persamaan garis lurus. Penelitian ini menggunakan metode desain research yang terdiri dari tiga tahap: desain pendahuluan, percobaan desain, dan analisis retrospektif. Partisipan penelitian adalah 18 mahasiswa semester kedua Jurusan Tadris Matematika IAIN Kerinci. Instrumen penelitian meliputi angket, observasi, dan wawancara, yang telah divalidasi untuk memastikan kelayakannya dalam penelitian ini. Analisis data dilakukan dengan pendekatan kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa desain HLT berbasis Ayat-Ayat Al-Qur’an dinyatakan praktis dengan skor 81% dengan kategori sangat praktis. Hal ini menunjukkan bahwa integrasi Nilai-Nilai Keislam dalam pembelajaran matematika dapat meningkatkan pemahaman mahasiswa serta mendukung pengembangan model pembelajaran yang kontekstual. Abstract Mathematics learning is still not fully integrated with Islamic values. However, mathematics and Islam are inherently connected, as in Al-Qur'an verses. This research aims to analyze the practicality of Hypothetical Learning Trajectory (HLT) based on Al-Qur'an verses in teaching the concept of straight-line equations. This study is a design research type consisting of three stages: preliminary design, design experiment, and retrospective analysis. The research participants were 18 second-semester students of the Mathematics Education at IAIN Kerinci. Research instruments included questionnaires, observations, and interviews, which were validated to ensure their feasibility for this study. Data analysis combined qualitative and quantitative approaches. Results show that the HLT design based on Al-Qur'an verses on the concept of straight-line equations was declared practical by students at 81% in the very practical category. This implies that integrating Islamic values in mathematics learning can enhance students' understanding and support the development of contextually relevant learning models.
Designing Learning Trajectories to Support Prospective Teachers’ Statistical Literacy Skills Utari, Rahma Siska; Putri, Ratu Ilma Indra; Zulkardi, Zulkardi; Hapizah, Hapizah
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.2546

Abstract

Abstrak Literasi statistik sangat penting bagi calon guru untuk menafsirkan data secara akurat dan membuat keputusan yang tepat. Namun, banyak yang mengalami kesulitan akibat pendekatan pembelajaran yang terlalu abstrak. Studi ini mengembangkan Learning Trajectory (LT) dengan mengintegrasikan produksi kopi Pagar Alam sebagai konteks dunia nyata untuk mendukung literasi statistik calon guru. Dengan menggunakan metodologi design research tipe validation study, penelitian ini terdiri dari tiga fase yaitu fase preliminary, Fase design experiment termasuk pilot experiment serta teaching experiment, dan fase retrospective analysis. Studi ini melibatkan 60 calon guru matematika dari Universitas Sriwijaya. Pengumpulan data dilakukan melalui wawancara, observasi, dan lembar kerja. LT yang dikembangkan terdiri dari empat langkah utama yaitu memahami jenis data, menerapkan konsep statistik, menganalisis tren probabilitas, dan menggunakan model statistik untuk prediksi. Studi ini menekankan pentingnya menghubungkan konsep teoretis dengan aplikasi praktis, memberikan wawasan berharga bagi pendidikan calon guru dan pengembangan kurikulum. Abstract Statistical literacy is essential for prospective teachers to interpret data accurately and make informed decisions. However, many struggle due to abstract instructional approaches. This study develops a Learning Trajectory (LT) that integrates Pagar Alam coffee production as a real-world context to support statistical literacy of prospective teachers. Employing a design research methodology within a validation study framework, the research consists of three phases: (1) a preliminary phase, (2) a design experiment phase, including a pilot experiment and a teaching experiment, and (3) a retrospective analysis phase. The study involved 60 prospective mathematics teachers from Sriwijaya University. Data collection methods included interviews, observations, and worksheets. The developed LT comprises four key steps: understanding data types, applying statistical concepts, analyzing probability trends, and using statistical models for predictions. This study underscores the importance of linking theoretical concepts with practical applications, providing valuable insights for teacher education and curriculum development.
Empowering Primary School Students Through Problem-Based Learning: A Path to Literacy and Numeracy Mastery Siregar, Rosliana; Siagian, Muhammad Daut; Syahlan, Syahlan
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.2550

Abstract

Abstrak Keterampilan literasi dan numerasi sangat penting untuk mencapai potensi penuh dalam menjalani kehidupan yang bermakna dan produktif. Penelitian ini bertujuan mengkaji efektivitas Problem-Based Learning (PBL) dalam meningkatkan literasi dan numerasi siswa sekolah dasar di Kota Medan. Menggunakan desain quasi-eksperimen, sampel terdiri dari 37 siswa kelompok eksperimen (PBL) dan 35 siswa kelompok kontrol (konvensional). Data dikumpulkan melalui tes prior knowledge (PK), literasi, dan numerasi, dianalisis dengan ANOVA dua jalur. Hasil menunjukkan bahwa kelompok eksperimen mengalami peningkatan signifikan, dengan N-Gain literasi (0.449) dan numerasi (0.439) lebih tinggi dibanding kelompok kontrol (0.268 dan 0.236). Selain itu, PK berpengaruh signifikan terhadap numerasi, tetapi tidak terhadap literasi. Penelitian ini merekomendasikan integrasi PBL dalam kurikulum untuk meningkatkan keterampilan siswa serta penelitian lanjutan terkait motivasi dan konteks sosial-budaya. PBL terbukti sebagai pendekatan inovatif yang relevan bagi peningkatan kualitas pendidikan di Indonesia. Abstract Literacy and numeracy skills are essential for individuals to reach their full potential, lead meaningful and productive lives, and participate fully in society. This study aims to examine the effectiveness of Problem-Based Learning (PBL) in enhancing the literacy and numeracy skills of primary school students in Medan, Indonesia. Employing a quasi-experimental design, the study involved 37 students in the experimental group (PBL) and 35 students in the control group (conventional learning). Data were collected through prior knowledge (PK) tests, as well as literacy and numeracy assessments, and analyzed using two-way ANOVA. The results revealed that the experimental group showed significantly greater improvement, with N-Gain scores for literacy (0.449) and numeracy (0.439) exceeding those of the control group (0.268 and 0.236, respectively). Additionally, prior knowledge had a significant effect on numeracy outcomes, but not on literacy. The study recommends integrating PBL into the curriculum to enhance student skills and encourages further research on motivational and sociocultural factors. PBL is demonstrated to be an innovative and relevant approach for improving the quality of education in Indonesia.
Designing Thought: How Task Commitment Shapes Students' Thinking Structures Yeni Heryani; Sri Tirto Madawistama; Syifa Novianti
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.2554

Abstract

Abstrak Peserta didik mengalami permasalahan struktur berpikir seperti struktur berpikir yang acak, tidak sistematis, dan tidak logis ketika memecahkan masalah. Salah satu penyebabnya yaitu minimnya komitmen terhadap tugas. Penelitian ini bertujuan mendeskripsikan struktur berpikir peserta didik ditinjau dari tingkat task commitment tinggi, sedang dan rendah. Penelitian kualitatif ini menggunakan metode deskriptif. Subjek penelitian sebanyak 3 peserta didik kelas IX SMP Negeri 1 Tambaksari pada Tahun Pelajaran 2022/2023. Instrumen yang digunakan untuk mengumpulkan data terdiri dari penulis, soal tes matematika materi persamaan kuadrat, dan angket task commitment. Analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukan peserta didik dengan task commitment tinggi yaitu S10T mengalami fragmentasi mis-analogical thinking, fragmentasi lubang konstruksi dan fragmentasi lubang koneksi. Peserta didik dengan task commitment sedang yaitu S06S mengalami fragmentasi mis-analogical thinking dan fragmentasi lubang koneksi. Peserta didik dengan task commitment rendah yaitu S01R mengalami fragmentasi mis-analogical thinking dan fragmentasi lubang konstruksi. Abstract Students experience problems with thinking structures such as random, unsystematic and illogical thinking structures when solving problems. One of the causes is the lack of commitment to the task. This study aims to describe students' thinking structures in terms of high, medium, and low levels of task commitment. This study is a type of qualitative research with a descriptive method. The subjects of this study were 3 ninth grade students of SMP Negeri 1 Tambaksari in the 2022/2023 Academic Year. The instruments used to collect data consisted of the author, mathematics test questions on quadratic equations, and task commitment questionnaires. Data analysis was carried out by data reduction, data presentation, and drawing conclusions. The conclusion from the results of this study is that students with high task commitment, namely S10T, experience fragmentation of mis-analogical thinking, fragmentation of construction holes, and fragmentation of connection holes. Students with moderate task commitment, namely S06S, experience fragmentation of mis-analogical thinking and fragmentation of connection holes. Students with low task commitment, namely S01R, experience fragmentation of mis-analogical thinking and fragmentation of construction holes.
Enhancing Mathematical Modeling and Ethnomathematics Learning Through Virtual Reality: A Case Study in Higher Education Santika, Satya; Nugraha, Depi Ardian; Prabawati, Mega Nur
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2021

Abstract

Penelitian ini menjawab kebutuhan inovasi dalam pembelajaran matematika dengan mengintegrasikan Virtual Reality (VR) pada mata kuliah Pemodelan Matematika dan Etnomatematika, sebuah terobosan yang membedakannya dari studi sejenis yang terbatas pada geometri. Berlandaskan teori konstruktivisme, pendekatan ini dirancang untuk menciptakan pengalaman belajar aktif yang meningkatkan keterlibatan, pemahaman konseptual, dan motivasi mahasiswa. Metode pengembangan 4D (Define, Design, Develop, Disseminate) digunakan dengan evaluasi melalui tes, survei (reliabilitas α=0,85), dan observasi. Hasil uji coba awal membuktikan efektivitas model ini, ditunjukkan oleh peningkatan signifikan dalam ketiga aspek tersebut. Konten VR yang dikembangkan telah memperoleh sertifikat HaKI, menjamin orisinalitasnya. Temuan penelitian ini tidak hanya menawarkan model integrasi teknologi imersif yang dapat diadopsi perguruan tinggi, tetapi juga merekomendasikan penelitian lanjutan dengan desain eksperimental dan evaluasi retensi pengetahuan jangka panjang untuk mendukung implementasi Kurikulum Merdeka Belajar secara lebih luas dan efektif. This study addresses the need for innovation in mathematics learning by integrating Virtual Reality (VR) into the Mathematical Modelling and Ethnomathematics courses, a breakthrough that distinguishes it from similar studies limited to geometry. Based on constructivist theory, this approach is designed to create an active learning experience that increases student engagement, conceptual understanding, and motivation. The 4D (Define, Design, Develop, Disseminate) development method was used with evaluation through tests, surveys (reliability α=0.85), and observations. Initial trial results proved the effectiveness of this model, as shown by significant improvements in all three aspects. The developed VR content has obtained an intellectual property rights certificate, guaranteeing its originality. The findings of this study not only offer an immersive technology integration model that universities can adopt but also recommend further research with experimental designs and long-term knowledge retention evaluations to support the broader and more effective implementation of the Merdeka Belajar Curriculum.
Guided Inquiry E-Modules for Quadratic Functions: Boosting Computational Thinking, Problem Solving, and Self-Efficacy Dewi Oktaviani; Hartono, Hartono
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2044

Abstract

Penelitian ini bertujuan mengembangkan e-perangkat pembelajaran berbasis inkuiri terbimbing untuk meningkatkan kemampuan berpikir komputasional, pemecahan masalah, dan self-efficacy siswa SMA. Metode Research and Development (RnD) dengan model ADDIE (Analisis, Desain, Pengembangan, Implementasi, Evaluasi) digunakan dalam proses pengembangannya. Subjek uji coba melibatkan siswa kelas X-9 (n=34) untuk uji lapangan dan kelas X-10 (n=36) untuk uji terbatas, dengan desain one-group pretest-posttest. Data dikumpulkan melalui angket, tes, observasi, dan wawancara, kemudian dianalisis menggunakan skala Likert, uji gain, dan uji hipotesis multivariat (Hotteling’s T²). Hasil penelitian menunjukkan bahwa e-perangkat pembelajaran fungsi kuadrat yang dikembangkan memenuhi kriteria kevalidan (minimal “baik”), kepraktisan (respon guru-siswa “baik” & keterlaksanaan 80-100%), dan keefektifan. Keefektifan ditunjukkan oleh pengaruh signifikan terhadap kemampuan siswa, peningkatan N-gain kategori sedang, dan persentase ketuntasan belajar yang baik. Produk ini terbukti mampu memfasilitasi peningkatan tiga kemampuan target secara integratif. This study aims to develop guided inquiry-based e-learning tools to improve high school students' computational thinking, problem-solving, and self-efficacy skills. The Research and Development (R&D) method, utilising the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), was employed in the development process. The test subjects involved students from class X-9 (n=34) for field testing and class X-10 (n=36) for limited testing, with a one-group pretest-posttest design. Data were collected through questionnaires, tests, observations, and interviews, then analysed using the Likert scale, gain test, and multivariate hypothesis test (Hotteling's T²). The results showed that the developed quadratic function e-learning device met the criteria of validity (at least “good”), practicality (teacher-student response “good” & feasibility 80-100%), and effectiveness. Effectiveness was demonstrated by a significant effect on student ability, an increase in the N-gain to the moderate category, and a good percentage of learning mastery. This product has been proven to facilitate the integrated improvement of the three target abilities.
Metacognition and Achievement Emotions in Mathematical Modelling Competency: A Confirmatory Factor Analysis of Their Interplay Kossahdasabitah, Annisaa; Zulkarnaen, Rafiq
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2066

Abstract

Penelitian ini menyelidiki hubungan antara metakognitif dan pencapaian emosi dalam pemodelan matematis pada siswa di sebuah SMA Negeri yang berlokasi di Kabupaten Karawang. Penelitian ini melibatkan 200 siswa. Penelitian ini menggunakan desain penelitian korelasional untuk mengetahui hubungan antara metakognitif dan pencapaian emosi dengan menggunakan teknik analisis yaitu analisis faktor konfirmatori. Selain itu, terdapat empat faktor metakognitif termasuk awareness, cognitive strategy, planning, dan self-checking serta dua faktor pencapaian emosi Joy dan Pride yang memiliki hubungan signifikansi sebesar 0,72 sehingga terdapat hubungan yang signifikan antara metakognitif dan emosi. Terdapat faktor planning sebagai faktor dominan metakognitif dan faktor pride sebagai faktor dominan pencapaian emosi yang memiliki hubungan antar satu sama lain. This study aims to examine the relationship between metacognition and achievement emotions in the context of mathematical modeling among students at a public senior high school in Karawang Regency. A total of 200 students participated in the study. The research employed a correlational design, utilizing confirmatory factor analysis (CFA) to analyze the relationship between the two constructs. Metacognition was measured through four factors: awareness, cognitive strategy, planning, and self-checking. Achievement emotions were represented by two factors: joy and pride. The analysis revealed a significant correlation of 0.72 between metacognition and achievement emotions. Furthermore, planning was identified as the most dominant factor within the metacognitive domain, while pride emerged as the dominant factor within the domain of achievement emotions. These two dominant factors were also found to have a significant relationship with one another.
Comparing Realistic Mathematics Education and Cyclical Learning: Effects on Mathematical Communication and Reasoning Skills Anim, Anim; Sapta, Andy
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2205

Abstract

Penelitian kuasi-eksperimen ini bertujuan menguji perbedaan efektivitas model Realistic Mathematics Education (RME) dan Pembelajaran Bersiklus dalam meningkatkan kemampuan komunikasi dan penalaran matematis siswa. Melibatkan dua kelas eksperimen di SMP N 2 Kisaran (kelas VIII-4 dan VIII-5) yang dipilih melalui cluster random sampling, penelitian mengumpulkan data melalui instrumen tes yang kemudian dianalisis menggunakan ANOVA. Hasil penelitian menunjukkan bahwa kelompok RME mencapai performa yang secara signifikan lebih tinggi dalam kedua kemampuan dibandingkan kelompok Pembelajaran Bersiklus, dengan selisih 9,5% pada komunikasi matematis (F=4.627, p=0.03) dan 9,0% pada penalaran matematis (F=15.31, p=0.00). Temuan kunci mengungkap bahwa sementara kemampuan awal matematis tidak berinteraksi dengan model pembelajaran dalam memengaruhi komunikasi, interaksi signifikan terdeteksi pada kemampuan penalaran matematis (F=16.54, p=0.00). Kesimpulannya, model RME terbukti lebih unggul dalam mengembangkan kedua kemampuan matematis tersebut, menegaskan pentingnya pemilihan model pembelajaran yang sesuai untuk mencapai hasil belajar yang optimal. This quasi-experimental study aims to examine the difference in effectiveness between the Realistic Mathematics Education (RME) model and Cyclical Learning in improving students' mathematical communication and reasoning skills. Involving two experimental classes at SMP N 2 Kisaran (classes VIII-4 and VIII-5) selected through cluster random sampling, the study collected data through test instruments, which were then analyzed using ANOVA. The results showed that the RME group achieved significantly higher performance in both abilities compared to the Cyclical Learning group, with a difference of 9.5% in mathematical communication (F=4.627, p=0.03) and 9.0% in mathematical reasoning (F=15.31, p=0.00). Key findings revealed that while initial mathematical ability did not interact with the learning model in influencing communication, a significant interaction was detected in mathematical reasoning ability (F=16.54, p=0.00). In conclusion, the RME model proved to be superior in developing both mathematical abilities, emphasizing the importance of selecting an appropriate learning model to achieve optimal learning outcomes.
Enhancing Matrix Multiplication Learning in Grade XI: A Design Thinking Approach with Talking Stick and Row-by-Column Techniques Fauzi, Wawan; Harun, Lukman; Nizaruddin, Nizaruddin
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2209

Abstract

Penelitian ini mengungkap penerapan konsep tongkat bicara dan teknik kolom-kali-baris untuk pembelajaran perkalian matriks siswa kelas XI dengan pendekatan desain berpikir. Penelitian kuantitatif deskriptif ini melibatkan guru mata pelajaran dan 32 peserta didik XI F 1 sebagai subjek penelitian. Penelitian ini diawali dengan observasi awal, diikuti dengan pelatihan teknik, metode, dan pendekatan gabungan, dan kemudian penerapan teknik gabungan oleh guru. Metode pengumpulan data dan instrumen yang diterapkan adalah lembar observasi untuk mengamati situasi sebelum dan sesudah guru saat menggunakan teknik, proses, dan pendekatan gabungan yang telah ditentukan. Para peneliti menganalisis data yang terkumpul menggunakan analisis deskriptif kuantitatif untuk mengidentifikasi perubahan yang paling efektif. Hasilnya menemukan bahwa teknik, metode, dan pendekatan gabungan memiliki pembelajaran perkalian matriks yang lebih baik. Kombinasi yang diterapkan menciptakan suasana belajar yang terstruktur dan interaktif untuk mendorong tanggung jawab dan kolaborasi. Para siswa dapat menjelaskan konsep matriks, memberikan solusi, dan berkolaborasi dengan teman sebayanya. Temuan-temuan ini menunjukkan bahwa memadukan konsep tongkat bicara dengan teknik kolom dikalikan baris melalui pendekatan desain berpikir dapat berfungsi sebagai model pedagogis yang efektif untuk meningkatkan keterlibatan siswa, pemahaman konseptual, dan pemecahan masalah kolaboratif dalam pembelajaran perkalian matriks. This research revealed the implementation of the talking-stick concept and column-multiplied-by-row technique for matrix multiplication learning of XI graders with a thinking design approach. This descriptive quantitative research involved the course teacher and 32 learners of XI F 1 as the research subjects. This research began with preliminary observation, followed by training in the combined technique, method, and approach, and then implementation of the combined technique by the teacher. The method of collecting data and the applied instruments were an observation sheet to observe the pre- and post-situations of the teacher while using the predetermined combined technique, process, and approach. The researchers analyzed the collected data using a quantitative descriptive analysis to identify the most effective changes. The results found that the combined technique, method, and approach had better matrix multiplication learning. The applied combination created structured and interactive learning atmospheres to encourage responsibility and collaboration. The students could explain the matrix concept, provide a solution, and collaborate with their peers. These findings suggest that integrating the talking-stick concept with the column-multiplied-by-row technique through a thinking design approach can serve as an effective pedagogical model to enhance student engagement, conceptual understanding, and collaborative problem-solving in matrix multiplication learning.

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