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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 1,006 Documents
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Improving Students' Computational Thinking Skills Based on Minangkabau Literature Trinindi Eriswan Fitri; Almairus, Ayu Ningsih; Estuhono, Estuhono; Filahanasari, Eka; Syafri Ahmad; Elfia Sukma; Alwen Bentri; Anggraeni, Aisyah
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.v14i1.2760

Abstract

Kemampuan berpikir komputasi diperlukan untuk beradaptasi dengan kecanggihan teknologi era society 5.0. Penelitian ini bertujuan merancang pembelajaran literasi numerasi berbasis sastra Minangkabau untuk meningkatkan keterampilan berpikir komputasional siswa. Penelitian Research and Development ini berdasarkan model Plomp. Instrumen penelitian meliputi instrumen validasi dan lembar angket praktikalitas. Analisis validitas dan analisis praktikalitas menjadi bagian dari teknik analisis data. Penelitian melibatkan validator ahli materi, ahli bahasa, ahli media, dan ahli desain. Uji praktikalitas melibatkan guru dan siswa di salah satu gugus di Kabupaten Lima Puluh Kota. Penelitian ini menunjukkan hasil validasi dari desain pembelajaran yaitu 90% dengan kategori sangat valid oleh ahli bahasa, 85% valid oleh ahli materi, 90% sangat valid oleh ahli media, dan 80% valid oleh ahli desain. Rata-rata praktikalitas berdasarkan respon guru dan siswa adalah 91,73% dengan kategori sangat praktis. Penelitian ini berhasil menghasilkan desain pembelajaran literasi numerasi berbasis sastra Minangkabau yang mampu meningkatkan kemampuan berpikir komputasi siswa sekolah dasar. Computational thinking skills are needed to adapt to the technological sophistication of the Society 5.0 era. This study aims to design numeracy literacy learning based on Minangkabau literature to improve students' computational thinking skills.. This research is Research and Development study based on the Plomp model. The research instruments consist of a validation sheet and a practicality questionnaire. The data analysis methods employed in this study were validity analysis and practicality analysis. The research involved content expert validators, linguists, media experts, and design experts. The practicality test involved teachers and students in one cluster in Lima Puluh Kota Regency. The findings of the study indicate that the validation of the learning design created is 90% with a very valid category by linguists, 85% valid by content experts, 90% very valid by media experts, and 80% valid by design experts. The average practicality based on teacher and student responses is 91.73% with very paractical category. This research successfully produced a Minangkabau literature-based numeracy literacy learning design to improve elementary school students' computational thinking skills.
Math Communication Growth through Two Stay Two Stray Approch Saragih, Sahat; Siregar, Nurhasanah; Mu'awiyah, Indriyani
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.v14i1.2838

Abstract

Kemampuan komunikasi matematika siswa masih sangat rendah. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Two Stay Two Stray terhadap kemampuan komunikasi matematis siswa kelas XI. Sampel penelitian adalah siswa kelas XI Sains A2 dan A4 yang berjumlah 72 siswa. Metode yang digunakan adalah quasi eksperiment dengan desain penelitian pretest-posttest control group design. Instrumen penelitian berupa lima tes uraian untuk mengukur kemampuan komunikasi matematis. Data dianalisis menggunakan Independent Sample T-Test dengan nilai signifikansi yang diperoleh yaitu 0,000, dari hasil tersebut diketahui bahwa nilai signifikansi 0,000 < 0,05. Adapun nilai effect size sebesar 1,7 yang menunjukkan bahwa terdapat pengaruh model Two Stay Two Stray sebesar 95,5% terhadap kemampuan komunikasi matematis siswa kelas XI. Dengan demikian, dapat disimpulkan bahwa terdapat pengaruh model pembelajaran Two Stay Two Stray terhadap kemampuan komunikasi matematis siswa kelas XI. Students' mathematical communication ability in schools are still very low. This study aims to analyze the effect of the two stay two stray learning model on the mathematical communication ability of grade XI students. The research sample was 72 grade XI A2 and A4 Science students. The method used was a quasi-experimental study with a pretest-posttest control group design. The research instrument was five essay tests to measure mathematical communication ability. The data were analyzed using the Independent Sample T-Test with a significance value of 0,000, from these results it is known that the significance value of 0,000 < 0,05. The effect size value of 1,7 indicates that there is an influence of the Two Stay Two Stray model of 95,5% on the mathematical communication ability of grade XI students. Thus, it can be concluded that there is an influence of the Two Stay Two Stray learning model on the mathematical communication ability of grade XI students.
PCK Based Learning Design: Development Through Design Research to Improve Matematics Teachers’ Teaching Skills Veni Rahayu, Diar; Muhtadi, Dedi
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.v14i1.2882

Abstract

Untuk dapat mengajar secara efektif, seorang guru tidak hanya dituntut memahami konten materi, tetapi juga mampu menyampaikannya sesuai dengan karakteristik siswa melalui penguasaan Pedagogical Content Knowledge (PCK). Keterampilan ini menjadi kunci pencapaian tujuan pembelajaran. Penelitian ini bertujuan mengembangkan desain pembelajaran berbasis PCK yang dapat meningkatkan keterampilan mengajar guru matematika. Metode yang digunakan adalah design research model Plomp, yang terdiri dari tahapan preliminary research, prototyping phase, dan assessment phase. Subjek penelitian adalah tiga guru matematika, dengan instrumen berupa RPP dan lembar observasi. Hasil penelitian menunjukkan bahwa: (1) Desain pembelajaran berbasis PCK dapat dikembangkan dalam bentuk RPP yang mengacu pada konsep PCK John K. Lannin, dengan adaptasi berupa penekann pada identifikasi student thinking, pemilihan representasi matemais yang bervariasi, serta perencanaan antisipasi kesulitan siswa berdasarkan PCK Mathematics Lesson Plan Template; dan (2) RPP tersebut terbukti efektif dalam meningkatkan keterampilan mengajar guru. Secara keseluruhan, desain pembelajaran berbasis PCK mampu memfasilitasi pengembangan keterampilan praktis mengajar secara nyata, serta meningkatkan kemampuan esensial dalam pembelajaran matematika yang bermakna. Implikasi dari penelitian ini aalah bahwa adaptasi model PCK Lannin dapat dijadikan acuan dalam penyusunan perangkat pembelajaran yang lebih kontekstual, sehingga guru lebih siap menghdapi keragaman cara berpikir siswa di kelas. To be able to teach effectively, a teacher is not only required to understand the content of the material, but also to be able to convey it according to the characteristics of the students through mastery of Pedagogical Content Knowledge (PCK). This skill is the key to achieving learning objectives. This study aims to develop a PCK-based learning design that can improve the teaching skills of mathematics teachers. The method used is the Plomp design research model, which consists of the stages of preliminary research, prototyping phase, and assessment phase. The subjects of the study were three mathematics teachers, with instruments in the form of lesson plans and observation sheets. The results of the study indicate that: (1) PCK-based learning designs can be developed in the form of lesson plans that refer to John K. Lannin's PCK concept, with adaptations in the form of emphasis on identifying student thinking, selecting varied mathematical representations, and planning to anticipate student difficulties based on the PCK Mathematics Lesson Plan Template; and (2) the lesson plans have proven effective in improving teachers' teaching skills. Overall, PCK-based learning design is able to facilitate the development of practical teaching skills in real terms, as well as improve essential abilities in meaningful mathematics learning. The implication of this research is that the adaptation of Lannin's PCK model can be used as a reference in compiling more contextual learning tools, so that teachers are better prepared to deal with the diversity of students' ways of thinking in the classroom.
Beyond the Formula: A Systematic Review of How Senior High Students Make Sense of Derivatives Kurniadi, Elika; Zulkardi, Zulkardi; Ilma Indra Putri, Ratu; Darmawijoyo, Darmawijoyo
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.v14i1.2922

Abstract

Turunan merupakan konsep dasar kalkulus yang memegang peranan penting dalam berbagai disiplin ilmu, termasuk fisika, teknik, dan ekonomi. Tetapi, banyak siswa yang mengalami kesulitan memahami dan menerapkan konsep-konsep turunan secara efektif. Penelitian ini bertujuan melakukan telaah pustaka sistematis tentang pengajaran konsep turunan dalam kalkulus di tingkat sekolah menengah atas. Penelitian Systematic literature review (SLR) ini disusun menggunakan lima komponen inti yaitu merumuskan pertanyaan penelitian, pendarian dan pemilihan literatur, pengumpulan data dan evaluasi kualitas, sintesis dan analisis data, serta pelaporan dan interpretasi. Telaah ini mengidentifikasi tantangan-tantangan utama yang dihadapi oleh siswa, mengeksplorasi strategi pengajaran yang efektif, serta peran sumber daya digital dalam meningkatkan pemahaman siswa. Telaah ini memberikan wawasan tentang praktik pengajaran yang dapat meningkatkan hasil belajar siswa dan mengidentifikasi bidang-bidang yang memerlukan penelitian lebih lanjut. Hasil telaah ini dapat memberikan kontribusi bagi pengembangan kurikulum dan metode pengajaran yang lebih efektif dalam pengajaran kalkulus di sekolah menengah atas. Derivatives are fundamental concepts in calculus that play a vital role in various disciplines, including physics, engineering, and economics. However, many students struggle to understand and effectively apply derivative concepts. This study aims to conduct a systematic literature review on the teaching of derivative concepts in calculus at the high school level. This systematic literature review (SLR) is structured using five core components: formulating a research question, searching and selecting literature, collecting data and evaluating its quality, synthesizing and analyzing data, and reporting and interpreting. The review identifies key challenges faced by students, explores effective teaching strategies, and explores the role of digital resources in enhancing student understanding. It provides insights into teaching practices that can improve student learning outcomes and identifies areas requiring further research. The results of this review can contribute to the development of more effective curricula and teaching methods for calculus in high schools.
Analysis of Mathematical Concept Understanding and Responsibility in Learning with Padlet Yayu Laila Sulastri; Ahmatika, Deti; Syahrani, Siska Kartika; Nurmaulani, Annisa
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.v14i1.2988

Abstract

Pemahaman konsep matematis dan tanggung jawab merupakan aspek penting dalam pembelajaran Kalkulus, namun mahasiswa masih mengalami kesulitan dalam memahami konsep. Penggunaan Padlet sebagai media kolaboratif ditawarkan untuk mendorong partisipasi aktif. Penelitian ini bertujuan untuk menganalisis kemampuan pemahaman konsep matematis dan tanggung jawab pada pembelajaran dengan Padlet. Metode penelitian menggunakan kualitatif dengan strategi studi kasus. Data diperoleh dari mahasiswa mata kuliah Kalkulus Integral di Program Studi Pendidikan Matematika, Universitas Islam Nusantara melalui wawancara, observasi, dokumentasi, dan angket. Teknik pengolahan data: pengumpulan, reduksi, penyajian, dan penarikan kesimpulan. Hasil menunjukkan mahasiswa belum memenuhi seluruh indikator kemampuan pemahaman konsep matematis; M1 dan M5 hanya memenuhi satu indikator, sementara M2 tidak memenuhi satupun. Sebaliknya, tanggung jawab meningkat, ditunjukkan oleh konsistensi M5 serta peningkatan M1 dan M2. Padlet menumbuhkan tanggung jawab, tetapi perlu dioptimalkan dengan menambahkan fitur diskusi aktif yang lebih terstruktur untuk mendukung ketercapaian kemampuan pemahaman konsep matematis. Mathematical concept understanding and responsibility are crucial in Calculus learning, yet students often struggle with these concepts. The use of Padlet as a collaborative media is offered to encourage active participation. This study aims to analyze the ability to understand mathematical concepts and responsibility in learning with Padlet. The research method used is qualitative with a case study strategy. Data were obtained from students of the Integral Calculus course in the Mathematics Education Study Program, Universitas Islam Nusantara, through interviews, observations, documentation, and questionnaires—data processing techniques: collection, reduction, presentation, and conclusion. The results indicate that students have not met all the mathematical concept understanding ability indicators. Specifically, M1 and M5 meet only one indicator, while M2 does not meet any. In contrast, responsibility increases, indicated by the consistency of M5 and the increase in M1 and M2. Padlet fosters responsibility, but it needs to be optimized by adding more structured active discussion features to support the achievement of understanding mathematical concepts.
Ethnomathematical Insights from the Geometric Architecture of the Sultan Mahmud Badaruddin II Museum Dina Octaria; Zulkardi, Zulkardi; Ratu Ilma Indra Putri; Cecil Hiltrimartin
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.v14i1.3008

Abstract

Pembelajaran geometri di sekolah sering kali bersifat abstrak dan kurang memanfaatkan sumber belajar kontekstual yang dekat dengan kehidupan sehari-hari siswa. Padahal, warisan budaya memiliki potensi besar sebagai media pembelajaran matematika yang menghubungkan konsep geometri dengan nilai-nilai lokal. Penelitian ini mengkaji konsep geometri dalam arsitektur Museum Sultan Mahmud Badaruddin II Palembang serta potensinya sebagai sumber belajar etnomatematika. Menggunakan pendekatan kualitatif dengan metode etnografi yang dimodifikasi, penelitian dilakukan melalui lima tahap utama: eksplorasi awal dan identifikasi informan, pengumpulan data lapangan, dokumentasi visual dan kontekstual, analisis data, serta interpretasi etnomatematis. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi visual, dianalisis dengan pendekatan domain dan taksonomi, serta diverifikasi melalui traingulasi sumber. Hasil menunjukkan elemen arsitektur museum, memuat konsep bangun datar, bangun ruang, kesebangunan, simetri, dan transformasi geometri yang terintegrasi dengan nilai budaya lokal. Temuan ini merekomendasikan integrasi museum dalam PjBL dan kurikulum berbasis kearifan lokal untuk meningkatkan keterlibatan siswa, identitas budaya, dan kompetensi guru. Geometry learning in schools often remains abstract and makes limited use of contextual resources that are closely connected to students’ daily lives. Cultural heritage holds significant potential as a medium for mathematics instruction, linking geometric concepts to local values. This study examines the geometric concepts embedded in the architecture of the Sultan Mahmud Badaruddin II Museum in Palembang and explores its potential as a learning resource within an ethnomathematics framework. Employing a qualitative approach with a modified ethnographic method, the research was conducted in five main stages: initial exploration and informant identification, field data collection, visual and contextual documentation, data analysis, and ethnomathematical interpretation. Data were collected through observations, semi-structured interviews, and visual documentation, analyzed using domain and taxonomic approaches, and verified through source triangulation. The results indicate that the museum’s architectural elements contain concepts of plane figures, solid figures, similarity, symmetry, and geometric transformations, all integrated with local cultural values. The study recommends integrating museums into PjBL and local wisdom-based curricula to enhance student engagement, strengthen cultural identity, and improve teachers’ competencies.
Development of Differentiated Learning Tools with Mathematics Problem Solving Based on ESD to Improve Critical Thinking Skills of Junior High School Students Kurniati, Dian; Rosyidah, Afni Nur; Murtikusuma, Randi Pratama; Pambudi, Didik Sugeng; Lestari, Nurcholif Diah Sri; Osman, Sharifah; Sepeng, Percy
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.v15i1.2440

Abstract

Rendahnya kemampuan berpikir kritis siswa SMP dan keterbatasan perangkat pembelajaran berbasis Education for Sustainable Development (ESD) menjadi latar belakang penelitian ini. Penelitian ini bertujuan mengembangkan perangkat pembelajaran matematika pada materi perbandingan (senilai, berbalik nilai, dan skala) untuk meningkatkan kemampuan berpikir kritis siswa. Menggunakan model pengembangan 4D (Define, Design, Develop, Disseminate), penelitian dilakukan terhadap 32 siswa kelas VII C SMP Negeri 12 Jember. Instrumen pengumpulan data meliputi lembar validasi, observasi keterlaksanaan, tes hasil belajar, dan angket respons siswa. Hasil penelitian menunjukkan perangkat pembelajaran memenuhi kriteria: Valid, dengan rerata 3,92; Praktis, dengan persentase respons siswa 87% dan keterlaksanaan 100%; serta Efektif, dengan peningkatan hasil belajar melalui skor N-Gain sebesar 87%. Simpulan penelitian ini menunjukkan bahwa perangkat pembelajaran berbasis ESD layak digunakan dan berpotensi menjadi alternatif untuk meningkatkan kemampuan berpikir kritis siswa. The low critical thinking skills among junior high school students and the lack of learning resources based on Education for Sustainable Development (ESD) underpin this research. This study aims to develop mathematics learning materials on the topic of ratios—covering direct proportions, inverse proportions, and scales—to enhance students' critical thinking skills. Employing the 4D development model (Define, Design, Develop, Disseminate), the study involved 32 seventh-grade students at SMP Negeri 12 Jember. Data collection instruments included validation sheets, observation forms for instructional implementation, learning achievement tests, and student response questionnaires. The results indicate that the developed materials meet the following criteria: Valid, with an average score of 3.92; Practical, evidenced by an 87% student response rate and 100% instructional implementation; and Effective, demonstrated by an N-Gain score of 87% in learning outcomes. In conclusion, the ESD-based learning materials are feasible for classroom use and serve as a viable alternative to improve students' critical thinking skills.
Enhancing Literacy, Numeracy, and Mathematics Learnig Motivation Using the Problem-Based Learning Model Sumartini, Tina Sri; Wahyuni, Widi
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.v14i4.2497

Abstract

Kemampuan literasi numerasi dipengaruhi oleh berbagai faktor, salah satunya adalah rendahnya minat belajar siswa yang dapat menurunkan motivasi dan selanjutnya berdampak pada kemampuan berpikir kritis serta pemecahan masalah matematis. Penelitian ini bertujuan untuk mengimplementasikan model Problem-Based Learning (PBL) guna meningkatkan literasi, numerasi, dan motivasi belajar matematika siswa. Penelitian ini menggunakan desain Penelitian Tindakan Kelas yang terdiri atas tiga siklus, masing-masing meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Modul ajar, lembar kerja peserta didik, dan instrumen evaluasi dikembangkan dan disempurnakan secara sistematis pada setiap siklus. Subjek penelitian adalah 25 siswa kelas IX-E SMPN 4 Tarogong Kidul yang dipilih melalui teknik purposive sampling. Pengumpulan data dilakukan melalui tes tertulis, observasi, dan angket. Analisis data mengombinasikan statistik deskriptif dalam bentuk persentase dan analisis deskriptif kualitatif, yang meliputi reduksi data, penyajian data secara sistematis melalui narasi dan tabel, serta penarikan kesimpulan. Hasil penelitian menunjukkan adanya peningkatan yang substansial pada kemampuan literasi dan numerasi siswa, dengan 68% siswa menunjukkan perkembangan yang terukur disertai peningkatan motivasi belajar. Meskipun capaian tersebut belum sepenuhnya memenuhi indikator keberhasilan yang ditetapkan sebesar 70%, peningkatan yang diperoleh menunjukkan bahwa penerapan model PBL memberikan dampak yang bermakna dan positif terhadap pembelajaran matematika siswa. Numeracy literacy skills are influenced by various factors, one of which is low student interest, which can reduce learning motivation and subsequently affect critical thinking and mathematical problem-solving abilities. This study aims to implement the Problem-Based Learning (PBL) model to enhance students’ literacy, numeracy, and motivation in learning mathematics. The research employed a classroom action research design consisting of three cycles, each including planning, implementation, observation, and reflection stages. Teaching modules, student worksheets, and evaluation instruments were systematically developed and refined in each cycle. The subjects were 25 students from class IX-E at SMPN 4 Tarogong Kidul, selected through purposive sampling. Data were collected using written tests, observations, and questionnaires. Data analysis combined descriptive statistics in the form of percentages and qualitative descriptive analysis, including data reduction, systematic presentation of findings through narratives and tables, and conclusion drawing. The results showed a substantial improvement in students’ literacy and numeracy skills, with 68% of students demonstrating measurable progress, accompanied by increased learning motivation. Although the outcome did not fully reach the predetermined 70% success indicator, the observed gains indicate that the implementation of the PBL model had a meaningful and positive impact on students’ mathematics learning.
Analysis Enhancing Math Problem Solving Skills in Slow Learners: The Impact of Differentiated Learning and Educational Games: Analysis of Math Problem Solving Skills in Slow Learner Students in Elementary School Firmansyah, Agung; Wardono, Wardono; Isnarto, Isnarto
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.v14i4.2518

Abstract

Penelitian ini bertujuan untuk mengidentifikasi faktor-faktor yang memengaruhi kemampuan pemecahan masalah matematika siswa lamban belajar di tingkat sekolah dasar. Secara khusus, penelitian ini mengeksplorasi dampak metode pembelajaran diferensiasi dan media permainan edukatif serta alat bantu pembelajaran konkret terhadap peningkatan pemahaman dan keterampilan siswa lamban belajar dalam memecahkan masalah matematika. Penelitian ini dilakukan dengan menggunakan desain pretest-posttest dengan empat siswa dalam lingkungan yang terkontrol. Hasil penelitian menunjukkan peningkatan yang signifikan dalam kemampuan pemecahan masalah matematika siswa setelah penerapan pendekatan konten terdiferensiasi dan media edukatif. Hasil pretest dan posttest menunjukkan peningkatan rata-rata sebesar 22,5 poin pada seluruh siswa, yang menyoroti dampak positif dari intervensi tersebut. Selain itu, penggunaan balok Dienes sebagai alat bantu pengajaran konkret secara signifikan membantu siswa lamban belajar menghubungkan konsep matematika abstrak dengan objek konkret, sehingga meningkatkan keterampilan berhitung mereka. Lebih lanjut, penerapan permainan edukatif labirin matematika terbukti efektif dalam meningkatkan motivasi dan keterlibatan siswa, dengan tingkat kepuasan siswa sebesar 79,9%. Secara praktis, temuan ini dapat menjadi rujukan bagi guru sekolah dasar dalam merancang pembelajaran matematika yang lebih diferensiatif, konkret, dan interaktif untuk mendukung kebutuhan belajar siswa lamban belajar. This study aims to identify the factors influencing the mathematical problem-solving abilities of slow learner students at the primary school level. Specifically, the study explores the impact of differentiated instructional methods, educational game-based media, and concrete learning aids on improving the understanding and skills of slow learners in solving mathematical problems. The research employed a pretest–posttest design involving four students in a controlled setting. The findings indicate a significant improvement in students’ mathematical problem-solving abilities following the implementation of differentiated content approaches and educational media. The pretest and posttest results show an average increase of 22.5 points across all students, highlighting the positive impact of the intervention. Furthermore, the use of Dienes blocks as concrete instructional aids significantly helped slow learners to connect abstract mathematical concepts with tangible objects, thereby enhancing their numeracy skills. In addition, the implementation of an educational mathematics maze game proved effective in increasing students’ motivation and engagement, with a student satisfaction rate of 79.9%. Practically, these findings may serve as a reference for primary school teachers in designing more differentiated, concrete, and interactive mathematics instruction to better support the learning needs of slow learner students.
Developing Google Sites Learning Media to Enhance Students' Mathematical Communication and Self-Confidence on Geometry Arnisya, Melinda Fahriani; Sundayana, Rostina
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.v14i4.3309

Abstract

Kemampuan komunikasi matematis dan kepercayaan diri siswa masih rendah. Hal ini disebabkan proses pembelajaran yang monoton dan siswa tidak aktif terlibat dalam proses pembelajaran, sehingga membutuhkan media pembelajaran yang efektif untuk meningkatkan kemampuan komunikasi matematika dan kepercayaan diri siswa. Penelitian ini dilakukan untuk mengembangkan media pembelajaran berbasis Google Sites pada materi Geometri Bangun Ruang dan untuk menganalisis validitas, kepraktisan, dan efektivitas media pembelajaran tersebut. Penelitian ini merupakan studi penelitian dan Pengembangan (RnD) dengan menggunakan model ADDIE. Instrumen yang digunakan dalam penelitian dan pengembangan ini adalah kuesioner, tes kemampuan komunikasi matematis, dan lembar observasi. Subjek percobaan adalah siswa kelas delapan SMP Swasta di Kabupaten Garut. Hasilnya diketahui bahwa media pembelajaran berbasis Google Sites memenuhi kriteria validitas, kepraktisan, dan efektivitas dalam meningkatkan kemampuan komunikasi dan kepercayaan diri siswa. Hal ini diketahui dari validitas media pembelajaran, berdasarkan hasil penilaian validitas media dan materi, menunjukkan hasil yang valid; kepraktisan media pembelajaran, menunjukkan hasil yang termasuk dalam kategori praktis; efektivitasnya dalam meningkatkan kemampuan komunikasi matematis diperoleh dari hasil tes yang menunjukkan peningkatan dengan interpretasi sedang dan tinggi; efektivitasnya dalam meningkatkan kepercayaan diri siswa diperoleh dari peningkatan dengan interpretasi sedang. Students' mathematical communication ability and self-confidence are still low. This is due to the learning process being monotonous and students not being actively involved in the learning process, thus requiring effective learning media to improve students' mathematical communication ability and self-confidence. This research was conducted to develop Google Sites-assisted learning media on the Geometry of Solid Shapes material and to analyze the validity, practicality, and effectiveness of the learning media. This research is a Research and Development (RnD) study using the ADDIE model. The instruments used in this research and development are questionnaires, mathematical communication ability tests, and observation sheets. The subjects of the trial were eighth-grade students of a Private Junior High School in Garut Regency. The result is known that the Google Sites-assisted learning media meets the criteria for validity, practicality, and effectiveness in improving students' communication ability and self-confidence. This is known from: the validity of the learning media, based on the assessment results of the media and material validity, showed valid results; the practicality of the learning media, showed results that fall into the practical category; its effectiveness in increasing mathematical communication ability was obtained from an increase with moderate and high interpretation; its effectiveness in increasing students' self-confidence was obtained from an increase with moderate interpretation.

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