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DEVELOPMENT OF ANIMATED VIDEO LEARNING MEDIA USE APPLICATION CANVA STEAM BASED FOR IMPROVING LEARNING OUTCOMES STUDENTS Ulfah, Nadia; Feri Tiona Pasaribu; Yelli Ramalisa
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i1.9232

This research is motivated by the lack of technology integration in learning which results in students having difficulty understanding the material, and leads to low learning outcomes. An innovation is needed to support the learning process which is expected to improve student learning outcomes. Therefore, the purpose of this study is to develop and assess the quality of learning media in the form of animated videos using the STEAM-based Canva application to improve student learning outcomes in the Enumeration Rules material. This research is a type of R&D development research with the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research subjects included one mathematics teacher and 35 students of class XI F1 of SMA Negeri 8 Muaro Jambi. The results showed that the developed media met the criteria of validity, practicality, and effectiveness. In terms of validation, the percentage of material feasibility reached 91.7% and the design reached 87.5%, which is classified as very valid. Meanwhile, the practicality of implementation , the teacher gave an assessment of 92% and students 90.9% which is also included in the very practical category. Meanwhile, the implementation of media effectiveness is seen from the student response questionnaire , which obtained a score of 88.42% in the very effective category. The results of the average difference test of student learning outcomes showed that the posttest score was better than the pretest score . The comparison results of the average N-Gain score of 0.65 with a percentage of 65% which is included in the fairly effective category. Thus, the STEAM-based animated video learning media using Canva is declared suitable for use in the learning process on the Enumeration Rules material for grade XI SMA because it meets the criteria of validity, practicality, and effectiveness. Penelitian ini dilatarbelakangi oleh kurangnya integrasi teknologi dalam pembelajaran, yang menyebabkan siswa kesulitan memahami materi dan mengakibatkan prestasi belajar rendah. Diperlukan inovasi untuk mendukung proses pembelajaran yang diharapkan dapat meningkatkan hasil belajar siswa. Oleh karena itu, tujuan dari penelitian ini adalah untuk mengembangkan dan menilai kualitas media pembelajaran berupa video animasi menggunakan aplikasi Canva berbasis pendekatan STEAM untuk meningkatkan hasil belajar siswa dengan topik Aturan Penghitungan. Penelitian ini merupakan jenis studi Penelitian dan Pengembangan (R&D) menggunakan model ADDIE, yang terdiri dari lima tahap: analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian antara lain seorang guru matematika dan 35 siswa dari Kelas XI F1 SMA Negeri 8 Muaro Jambi. Hasil penelitian menunjukkan bahwa media yang dikembangkan memenuhi kriteria validitas, praktis, dan efektif. Dari segi validasi, persentase kelayakan material mencapai 91,7% dan desainnya mencapai 87,5%, keduanya tergolong sangat valid. Mengenai kepraktisan, guru memberikan peringkat 92% dan siswa memberikan 90,9%, keduanya termasuk dalam kategori sangat praktis. Sementara itu, efektivitas media, berdasarkan kuesioner respon siswa, memperoleh skor sebesar 88,42%, dikategorikan sangat efektif. Hasil uji coba sampel independen hasil belajar siswa menunjukkan bahwa nilai pasca tes lebih baik daripada nilai pra-tes. Perbandingan rata-rata skor N-Gain adalah 0,65, setara dengan 65%, yang dikategorikan sebagai cukup efektif. Dengan demikian, media pembelajaran video animasi berbasis STEAM yang dikembangkan menggunakan Canva dianggap layak untuk digunakan dalam pengajaran topik Aturan Penghitungan untuk siswa SMA Kelas XI karena memenuhi kriteria validitas, kepraktisan, dan efektivitas

DEVELOPMENT OF PROBLEM-BASED LEARNING E-LKPD WITH EDUCATIONAL GAMES ON INTEGERS Destiana, Anisya; Rahmawati, Dwi; ES, Yeni Rahmawati
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i1.9546

At SMP Negeri 5 Terbanggi Besar, seventh-grade students still show low engagement and understanding of integer material. The student worksheets (LKPD) and textbooks used in learning are visually unattractive and lack interactivity, causing students to become bored easily and less motivated. In addition, the internet facilities available at the school have not been maximized to support more engaging and interactive technology-based learning. This research was conducted at SMP Negeri 5 Terbanggi Besar with seventh-grade students as the subjects. The objectives of this study are: (1) to describe the process of developing an electronic student worksheet (E-LKPD) based on Problem-Based Learning (PBL) supported by educational games using the ADDIE development model, and (2) to determine the validity and practicality of the developed E-LKPD. The development model used is ADDIE, consisting of five stages: Analyze, Design, Development, Implementation, and Evaluation. Data collection instruments include interview sheets, expert validation sheets, and student response questionnaires. Validation was carried out by three material experts and three media experts, while the practicality test was conducted with ten seventh-grade students. The result of this research is a PBL-based E-LKPD integrated with educational games to facilitate learning on integer material. The analysis stage identified the needs of teachers and students for learning media, while the design and development stages produced a visually appealing and interactive prototype. Evaluation was conducted through revisions based on feedback from experts and users. The average validation score was 86% (very valid), and the practicality test result was 90% (very practical), indicating that the E-LKPD is feasible and effective for use in the learning process. Di SMP Negeri 5 Terbanggi Besar, siswa kelas VII masih menunjukkan keterlibatan dan pemahaman yang rendah terhadap materi bilangan bulat. LKPD dan buku cetak yang digunakan dalam pembelajaran kurang menarik secara tampilan dan minim interaktivitas, sehingga siswa cepat merasa bosan dan kurang termotivasi. Selain itu, fasilitas internet yang tersedia di sekolah belum dimaksimalkan untuk mendukung pembelajaran berbasis teknologi yang lebih menarik dan interaktif. Penelitian ini dilakukan di SMP Negeri 5 Terbanggi Besar dengan subjek siswa kelas VII. Tujuan dari penelitian ini adalah: (1) untuk mendeskripsikan proses pengembangan Lembar Kerja Peserta Didik Elektronik (E-LKPD) berbasis PBL yang didukung oleh game edukasi dengan menggunakan model pengembangan ADDIE, dan (2) untuk mengetahui validitas dan kepraktisan dari E-LKPD yang dikembangkan. Model pengembangan yang digunakan adalah ADDIE, yang terdiri dari lima tahap: Analyze, Design, Development, Implementation, dan Evaluation. Instrumen pengumpulan data meliputi lembar wawancara, lembar validasi ahli, dan angket respon siswa. Validasi dilakukan oleh tiga ahli materi dan tiga ahli media, sedangkan uji kepraktisan dilakukan kepada sepuluh siswa kelas VII. Hasil penelitian berupa E-LKPD berbasis PBL yang terintegrasi dengan game edukasi untuk memfasilitasi pembelajaran materi bilangan bulat. Tahap analisis mengidentifikasi kebutuhan guru dan siswa terhadap media pembelajaran, sementara tahap desain dan pengembangan menghasilkan prototipe yang menarik secara visual dan interaktif. Evaluasi dilakukan melalui revisi berdasarkan masukan dari ahli dan pengguna. Nilai rata-rata hasil validasi adalah 86% (sangat valid), dan hasil uji kepraktisan sebesar 90% (sangat praktis), sehingga E-LKPD ini dinyatakan layak dan efektif digunakan dalam proses pembelajaran.

MATHEMATICAL CRITICAL THINKING SKILLS OFSEVENTH-GRADE STUDENTS IN SOLVING FRACTION PROBLEMS Sugianto, Sugianto
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i1.10662

Mathematical critical thinking skills (MCTS) constitute an essential competence in mathematics learning, as they assist students in understanding concepts, analyzing problems, and drawing logical conclusions. However, various studies indicate that students’ mathematical critical thinking skills remain at a suboptimal level, particularly in the topic of fractions, which serves as a foundational concept for understanding more advanced mathematical ideas. This study aims to describe the mathematical critical thinking skills of seventh-grade students at MTs Al-Irsyad Riau in learning fractions based on the indicators of interpretation, analysis, evaluation, and inference. This research employed a descriptive method with a quantitative approach supported by qualitative analysis of students’ responses. The participants consisted of 33 seventh-grade students. Data were collected through an essay test comprising four questions designed based on indicators of mathematical critical thinking skills. The findings revealed that students’ mathematical critical thinking skills were at a moderate level, with an achievement percentage of 49.24%. Analysis based on the indicators showed that the skills of interpretation, analysis, evaluation, and inference were all within the moderate category, with the highest achievement found in the inference indicator. These findings indicate that students possess basic critical thinking abilities; however, their application in solving mathematical problems still requires further strengthening. Therefore, mathematics instruction needs to be designed to encourage reasoning activities, problem solving, and mathematical discussion in order to develop students’ critical thinking skills more optimally. Keterampilan berpikir kritis matematis (KBKM) merupakan salah satu kemampuan penting dalam pembelajaran matematika karena berperan dalam membantu siswa memahami konsep, menganalisis permasalahan, serta menarik kesimpulan secara logis. Namun, berbagai penelitian menunjukkan bahwa kemampuan berpikir kritis matematis siswa masih berada pada tingkat yang belum optimal, khususnya pada materi pecahan yang menjadi dasar bagi pemahaman konsep matematika lanjutan. Penelitian ini bertujuan untuk mendeskripsikan keterampilan berpikir kritis matematis siswa kelas VII MTs Al-Irsyad Riau pada materi pecahan berdasarkan indikator interpretasi, analisis, evaluasi, dan inferensi. Penelitian ini menggunakan metode deskriptif dengan pendekatan kuantitatif yang didukung analisis kualitatif terhadap jawaban siswa. Subjek penelitian berjumlah 33 siswa kelas VII. Data dikumpulkan melalui tes uraian yang terdiri dari empat soal yang dirancang berdasarkan indikator keterampilan berpikir kritis matematis. Hasil penelitian menunjukkan bahwa KBKM siswa berada pada kategori cukup dengan persentase capaian sebesar 49,24%. Analisis berdasarkan indikator menunjukkan bahwa kemampuan interpretasi, analisis, evaluasi, dan inferensi seluruhnya berada pada kategori cukup, dengan capaian tertinggi pada indikator inferensi. Temuan ini menunjukkan bahwa siswa telah memiliki kemampuan dasar dalam berpikir kritis, namun penerapannya dalam menyelesaikan permasalahan matematis masih memerlukan penguatan. Oleh karena itu, pembelajaran matematika perlu dirancang untuk mendorong aktivitas penalaran, pemecahan masalah, serta diskusi matematis guna mengembangkan keterampilan berpikir kritis siswa secara lebih optimal.

IMPLEMENTATION OF TGT MODEL ASSISTED BY QUIZIZZ TO ENHANCE STUDENTS' MATHEMATICS LEARNING MOTIVATION Ditya Rizqi Karunia Wati; Siti Lailiyah; Maunah Setyawati
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i1.10790

Learning motivation is essential for students’ academic success, especially in mathematics, a subject commonly considered difficult. Classroom practices that are still teacher-centered may limit students’ participation and reduce interaction during learning activities. Therefore, an instructional strategy that encourages active involvement and creates a more engaging classroom atmosphere is needed. This study is intended to examine the improvement in students’ learning motivation by implementing the TGT model assisted with the support of Quizizz. The research applied a quantitative approach with a descriptive method utilizing a pre-experimental One-Group Pretest-Posttest design. The participants were 25 students drawn from grade VII F at MTs Negeri 4 Surabaya, selected by means of a random sampling technique. The data were obtained using a learning motivation survey instrument administered before and after the treatment, as well as observation sheets to assess the implementation process and students’ classroom activities. The findings reveal a rise in students’ learning motivation from 75% in the pretest to 90% in the posttest, while the implementation of learning and student activities reached 87.50%, categorized as very good. The results demonstrate that the TGT approach supported by Quizizz can foster a more interactive learning environment and contribute to improving students’ motivation within mathematics learning, especially in the topic of integers. Motivasi belajar memegang peranan penting dalam menunjang keberhasilan siswa, khususnya dalam pembelajaran matematika yang kerap dianggap sulit dan menantang. Kondisi pembelajaran yang masih berfokus pada guru cenderung menyebabkan keterlibatan siswa menjadi terbatas, sehingga interaksi dalam proses belajar belum berjalan secara optimal. Oleh sebab itu, dibutuhkan strategi pembelajaran yang mampu mengaktifkan peran siswa sekaligus menghadirkan suasana kelas yang lebih menarik. Penelitian ini bertujuan untuk menguraikan peningkatan motivasi belajar siswa melalui penerapan model TGT yang dipadukan dengan Quizizz. Penelitian ini menerapkan pendekatan kuantitatif dengan metode deskriptif serta menggunakan desain pra-eksperimental One-Group Pretest–Posttest. Subjek penelitian berjumlah 25 siswa kelas VII F MTs Negeri 4 Surabaya yang dipilih melalui teknik acak. Data dikumpulkan melalui angket motivasi belajar yang diberikan sebelum dan setelah pembelajaran berlangsung, serta lembar observasi yang digunakan untuk menilai keterlaksanaan pembelajaran dan aktivitas siswa selama proses berlangsung. Hasil penelitian memperlihatkan bahwa motivasi belajar siswa meningkat dari 75% pada kondisi awal menjadi 90% setelah penerapan model, sementara aktivitas siswa berada dalam kategori sangat baik. Temuan ini menunjukkan bahwa penggunaan model TGT berbantuan Quizizz dapat mendukung terciptanya pembelajaran yang lebih aktif dan interaktif, sehingga berdampak positif terhadap peningkatan motivasi belajar siswa pada materi bilangan bulat.

THE EFFECT OF PBL ON STUDENTS’ MATHEMATICAL LITERACY BASED ON KOLB’S LEARNING STYLES Cahyadi, Rendy Tri; Pujiastuti , Heni; Rafianti, Isna
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i1.10912

This study aims to examine the effect of the PBL model on students’ mathematical literacy skills and to describe variations in literacy achievement based on Kolb’s learning styles. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Pretest–Posttest Control Group Design. The sample consisted of 51 eighth-grade students from SMP Kebangsaan, South Tangerang City, divided into an experimental class and a control class. Data were collected using a mathematical literacy test based on the indicators of formulating, employing, interpreting, and reasoning, as well as Kolb’s learning style questionnaire. Data analysis involved descriptive and inferential statistics, including prerequisite tests, an independent sample t-test, and N-Gain analysis. The results indicated a significant difference in mathematical literacy skills between students taught using the PBL model and those taught using an expository approach (0,027 < 0.05). Furthermore, the N-Gain analysis revealed that students in the PBL class demonstrated higher improvement in mathematical literacy skills compared to the control class. Descriptive analysis based on learning styles showed variations in literacy achievement across learning style types, although no inferential analysis was conducted. These findings suggest that the PBL model is effective in enhancing students’ mathematical literacy skills. Penelitian ini bertujuan untuk menganalisis pengaruh model PBL terhadap kemampuan literasi matematis siswa SMP serta mendeskripsikan variasi capaian literasi matematis berdasarkan gaya belajar David Kolb. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen semu dan desain Nonequivalent Pretest–Posttest Control Group Design. Sampel penelitian terdiri atas 51 siswa kelas VIII SMP Kebangsaan Kota Tangerang Selatan yang terbagi ke dalam kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui tes kemampuan literasi matematis berbasis indikator formulating, employing, interpreting, dan reasoning, serta angket gaya belajar Kolb. Analisis data dilakukan menggunakan statistik deskriptif dan inferensial, meliputi uji prasyarat, uji independent sample t-test, dan analisis N-Gain. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan kemampuan literasi matematis antara siswa yang memperoleh pembelajaran PBL dan pembelajaran ekspositori (0,027 < 0,05), serta peningkatan kemampuan literasi matematis siswa pada kelas PBL lebih tinggi dibandingkan kelas kontrol berdasarkan analisis N-Gain. Analisis deskriptif berdasarkan gaya belajar menunjukkan adanya variasi capaian literasi matematis antar tipe gaya belajar, meskipun tidak dianalisis secara inferensial. Temuan ini menunjukkan bahwa PBL efektif digunakan untuk meningkatkan kemampuan literasi matematis siswa SMP.

INTERACTIVE E-MODULE BASED ON THE WISDOM OF THE BADUY TRIBE TO IMPROVE NUMERACY IN STATISTICS MATERIALS Wahdiani, Sri; Nindiasari, Hepsi; Hendrayana, Aan
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i1.10915

This development research was motivated by students' low numeracy skills and the limited use of contextual teaching materials that integrate local wisdom in mathematics learning. This is evidenced by Indonesia's mathematics score in PISA 2022, which reached only 366, far below the OECD average of 472. Therefore, this study aimed to develop interactive e-modules based on the local wisdom of the Baduy tribe that are feasible, practical, and effective in improving students' numeracy skills in statistics. One of the contributing factors to low numeracy skills is the limited use of contextual and technology-based teaching materials, as well as learning approaches that have not fully emphasized Higher Order Thinking Skills (HOTS) and authentic problem-solving contexts. Therefore, integrating local wisdom and interactive digital media into teaching materials can be a relevant strategy to enhance students' numeracy skills. This study employed a Research and Development (R&D) approach using the ADDIE model. Data were collected through questionnaires and numeracy tests administered in the form of pretests and posttests based on AKM-type questions. Validation results from media, material, and education experts were all categorized as very feasible, while teacher and student responses were categorized as very practical. The effectiveness test using the N-gain score yielded 0.81, indicating high effectiveness. The integration of contextual cultural content, interactive features, and data visualization in the e-module can support students in understanding statistical concepts and solving real-world problems. Therefore, the developed product can serve as an alternative contextual digital learning resource to support numeracy-oriented mathematics learning in secondary schools. Penelitian pengembangan ini melatar belakangi pada rendahnya kemampuan numerasi peserta didik dan terbatasnya penggunaan bahan ajar kontekstual yang mengintegrasikan kearifan lokal dalam pembelajaran matematika. Hal ini dibuktikan dengan skor matematika Indonesia pada PISA 2022 yang hanya mencapai 366, jauh di bawah rata-rata OECD sebesar 472. Oleh karena itu, penelitian ini tujuannya untuk memberi pengembangan e-modul interaktif berbasis kearifan lokal suku Baduy yang layak, praktis, dan efektif dalam meningkatkan kemampuan numerasi peserta didik pada materi statistika. Suatu faktor penyebab rendahnya kemampuan numerasi adalah terbatasnya penggunaan bahan ajar kontekstual berbasis teknologi, serta pendekatan pembelajaran yang belum sepenuhnya menekankan pada Higher Order Thinking Skills (HOTS) dan konteks pemecahan masalah autentik. Oleh karena itu, pengintegrasian kearifan lokal dan media digital interaktif ke dalam bahan ajar dapat menjadi strategi yang relevan untuk meningkatkan kemampuan numerasi peserta didik. Penelitian ini memakai suatu pendekatan Research and Development (R&D) dengan model ADDIE. Data dikumpul kan pada angket dan tes numerasi yang diberikan dalam bentuk pretest dan posttest berbasis soal tipe AKM. Hasil validasi dari ahli media, ahli materi, dan ahli pendidikan seluruhnya berkategori sangat layak, sementara respons guru dan peserta didik berkategori sangat praktis. Uji efektivitas menggunakan skor N-gain menghasilkan nilai 0,81 yang termasuk dalam kriteria tinggi. Pengintegrasian konten budaya kontekstual, fitur interaktif, dan visualisasi data dalam e-modul dapat membantu peserta didik dalam memahami konsep statistika dan menyelesaikan masalah kehidupan nyata. Dengan demikian, produk yang dikembangkan dapat dijadikan alternatif sumber belajar digital kontekstual untuk mendukung pembelajaran matematika berorientasi numerasi di sekolah menengah..

DEVELOPING CONTEXTUAL MATHEMATICS TEACHING MATERIALS USING KVISOFT FLIPBOOK TO ENHANCE MATHEMATICAL LITERACY Aulyanissa Tsaqifa Maharshall; Nindiasari, Hepsi
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i1.10991

Students’ mathematical literacy is an essential competency that needs to be developed to address the challenges of 21st-century learning. However, the limited availability of engaging teaching materials that are relevant to real-life contexts remains a major obstacle in improving this ability. This study aims to develop technology-based mathematics teaching materials using Kvisoft Flipbook Maker with a contextual approach to support students’ mathematical literacy skills in number pattern material for eighth-grade students at SMPN 1 Bayah. This research employed the Research and Development (R&D) method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The product developed is a flipbook-based mathematics teaching material that integrates indicators of mathematical literacy skills. The product validity test based on expert evaluations indicated that the developed teaching materials were highly valid, with validation scores of 89,16% from material experts, 92,5% from media experts, and 97,22% from education experts. The practicality test results showed that the product was highly practical, with a response rate of 99,44% from educators and 94,93% from students. Furthermore, the effectiveness test based on the N-Gain Score of 57,7% indicated that the product was moderately effective in improving students’ mathematical literacy skills. The findings demonstrate an improvement in students’ mathematical literacy before and after using the developed teaching materials. Therefore, the technology-based mathematics teaching materials developed using Kvisoft Flipbook Maker with a contextual approach are considered valid, practical, and sufficiently effective in supporting students’ mathematical literacy skills. Kemampuan literasi matematis peserta didik merupakan kompetensi penting yang perlu dikembangkan untuk menghadapi tantangan pembelajaran abad ke-21. Namun, keterbatasan bahan ajar yang menarik dan relevan dengan konteks kehidupan sehari-hari masih menjadi kendala dalam meningkatkan kemampuan tersebut. Penelitian ini bertujuan untuk mengembangkan bahan ajar matematika berbasis teknologi menggunakan Kvisoft Flipbook Maker dengan pendekatan kontekstual guna mendukung kemampuan literasi matematis peserta didik pada materi pola bilangan di kelas VIII SMPN 1 Bayah. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Produk yang dihasilkan berupa bahan ajar matematika berbasis flipbook yang memuat indikator kemampuan literasi matematis. Hasil uji validitas produk berdasarkan penilaian para ahli menunjukkan bahwa bahan ajar yang dikembangkan berada pada kategori sangat valid, dengan persentase penilaian dari ahli materi sebesar 89,16%, ahli media 92,5%, dan ahli pendidikan 97,22%. Hasil uji kepraktisan menunjukkan bahwa produk termasuk kategori sangat praktis, dengan persentase respon pendidik sebesar 99,44% dan respon peserta didik 94,93%. Selanjutnya, hasil uji efektivitas berdasarkan N-Gain Score sebesar 57,7% menunjukkan bahwa produk berada pada kategori cukup efektif dalam meningkatkan kemampuan literasi matematis peserta didik. Hasil ini menunjukkan adanya peningkatan kemampuan literasi matematis sebelum dan sesudah penggunaan bahan ajar. Dengan demikian, bahan ajar matematika berbasis Kvisoft Flipbook Maker dengan pendekatan kontekstual dinyatakan layak, praktis, dan cukup efektif untuk mendukung peningkatan kemampuan literasi matematis peserta didik.

ANALYSIS OF JUNIOR HIGH SCHOOL STUDENTS' MATHEMATICAL COMMUNICATION SKILLS ON SPLDV MATERIAL Qory Septiani Arsandy; Rahmadani Siregar, Anisa; Rajani Sinaga, Victory; Samuel Gultom, Frans
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i1.11190

Mathematical communication skills remain a persistent challenge for many junior high school students, especially when they are required to represent ideas, explain reasoning, and connect mathematical concepts in the topic of Systems of Linear Equations in Two Variables (SLSV). This study specifically analyzes students' mathematical communication skills in the context of solving SLSV word problems using three main indicators of mathematical communication. This study uses a descriptive qualitative approach with quantitative support involving 20 ninth-grade students from the UPT SMP Negeri 27 Medan selected through purposive sampling. Data were collected through contextual SLSV word problems based on mathematical communication indicators and analyzed using the Miles and Huberman model. The results show that students' mathematical communication skills are generally at a moderate level with an average score of 75.3. In general, students are able to connect various mathematical representations and explain the basic concepts of SLSV, but difficulties remain in maintaining reasoning accuracy, procedural consistency, and correct solution interpretation. This study highlights the need for representation-based learning and problem-based learning to strengthen students' reasoning and communication processes in solving mathematical problems. Kemampuan komunikasi matematika tetap menjadi tantangan yang terus-menerus bagi banyak siswa SMP, terutama ketika mereka dituntut untuk merepresentasikan ide, menjelaskan penalaran, dan menghubungkan konsep matematika dalam topik Sistem Persamaan Linear Dua Variabel (SPLDV). Penelitian ini secara khusus menganalisis kemampuan komunikasi matematis siswa pada konteks penyelesaian soal cerita SPLDV dengan menggunakan tiga indikator utama komunikasi matematis. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan dukungan kuantitatif yang melibatkan 20 siswa kelas sembilan dari UPT SMP Negeri 27 Medan yang dipilih melalui purposive sampling. Data dikumpulkan melalui soal cerita SPLDV kontekstual berdasarkan indikator komunikasi matematika dan dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa keterampilan komunikasi matematika siswa secara umum berada pada tingkat sedang dengan nilai rata-rata 75,3. Secara umum, siswa mampu menghubungkan berbagai representasi matematika dan menjelaskan konsep dasar SPLDV, tetapi kesulitan tetap ada dalam mempertahankan ketepatan penalaran, konsistensi prosedural, dan interpretasi solusi yang tepat. Penelitian ini menyoroti perlunya pembelajaran berbasis representasi dan pembelajaran berbasis masalah untuk memperkuat proses penalaran dan komunikasi siswa dalam memecahkan masalah matematika.

THE EFFECT OF BLENDED LEARNING ASSISTED BY GOOGLE CLASSROOM ON MATHEMATICS LEARNING OUTCOMES Indah Resti Ayuni Suri; Mujib Mujib; Desmaria Rosadi; Naura Syifa Salsabila
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i1.11234

This study was motivated by the low mathematics learning outcomes of students. Preliminary observations at MTs Muhammadiyah Sukarame showed that many eighth-grade students had not achieved the minimum mastery criteria (KKM). In addition, previous studies have reported that low student engagement and ineffective learning strategies contribute to poor mathematics learning outcomes. Therefore, an innovative learning model is needed. This study aimed to determine differences in mathematics learning outcomes between students taught using blended learning assisted by Google Classroom and those taught using conventional learning, based on students’ learning motivation levels. This study employed a quasi-experimental design with a population of 106 eighth-grade students at MTs Muhammadiyah Sukarame. The sample was selected using cluster random sampling. Data were collected through a mathematics learning outcomes test and a learning motivation questionnaire and analyzed using a two-way ANOVA test. The results showed that there was no interaction between the learning model and learning motivation (p-value = 0.848 > 0.05). However, students taught using blended learning assisted by Google Classroom achieved better mathematics learning outcomes compared to those taught using conventional learning. Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar matematika siswa. Hasil observasi awal di MTs Muhammadiyah Sukarame menunjukkan bahwa sebagian besar siswa kelas VIII belum mencapai Kriteria Ketuntasan Minimal (KKM). Selain itu, penelitian terdahulu juga menunjukkan bahwa rendahnya keterlibatan siswa dan kurang efektifnya strategi pembelajaran berkontribusi terhadap rendahnya hasil belajar matematika. Oleh karena itu, diperlukan inovasi dalam model pembelajaran. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar matematika antara siswa yang diajar menggunakan blended learning berbantuan Google Classroom dan siswa yang diajar menggunakan pembelajaran konvensional, ditinjau dari tingkat motivasi belajar siswa. Penelitian ini menggunakan desain quasi eksperimen dengan populasi seluruh siswa kelas VIII MTs Muhammadiyah Sukarame yang berjumlah 106 siswa. Sampel dipilih menggunakan teknik cluster random sampling. Data dikumpulkan melalui tes hasil belajar matematika dan angket motivasi belajar, kemudian dianalisis menggunakan uji ANOVA dua arah. Hasil penelitian menunjukkan bahwa tidak terdapat interaksi antara model pembelajaran dan motivasi belajar (p-value = 0,848 > 0,05). Namun demikian, siswa yang diajar menggunakan blended learning berbantuan Google Classroom memiliki hasil belajar matematika yang lebih baik dibandingkan dengan siswa yang diajar menggunakan pembelajaran konvensional.

THE DEVELOPMENT OF STUDENT WORKSHEETS TO GROW LEARNING MOTIVATION IN ADVANCED CALCULUS SUBJECTS Taqwa, Muhammad
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i1.11236

Post of the COVID-19 pandemic, online learning and self-directed learning have become commonplace, including advanced mathematics courses. Learning requires students to have a strong motivation to participate in their studies. The development of Student Worksheets (SW) is a strategy that can augment student motivation. The aim of this study was to provide a valid, practical, and effective technique for improving student motivation. This research was developmental, focusing on Student Worksheets development using the Plomp paradigm, which includes: (1) initial investigation, (2) design, (3) realization/construction, (4) testing, evaluation, and revision, and (5) implementation. The subjects of this study were 20 students registered in the Mathematics Education Program at STKIP Andi Matappa. Research instruments: (1) validation sheet for student worksheets (2) practicality sheets for student worksheets and (3) Student motivation questionnaire. The study's findings are as follows: (1) the content validity score of the SW is 0.82, classifying it as very high; (2) the practicality score of the SW is 690, signifying it fulfills very practical criteria; (3) in descriptive analysis, the average student motivation is 122.35 with a standard deviation of 18.48, categorizing it as adequate. In inferential analysis, the median student learning motivation for individuals undergoing SW therapy is classified as adequate, suggesting that the LKM treatment substantially improves student motivation. This signifies that the advanced calculus Student Worksheets developed is valid, effective, and successful in augmenting student motivation. Pasca Pandemi COVID-19, penggunaan pembelajaran daring dan belajar mandiri sudah lazim digunakan, termasuk mata kuliah matematika tingkat lanjut. Pembelajaran memerlukan motivasi yang kuat dari mahasiswa untuk berpartisipasi dalam studi mereka. Pengembangan Lembar Kerja Mahasiswa (LKM) merupakan strategi yang dapat meningkatkan motivasi mahasiswa. Tujuan penelitian ini adalah untuk menyediakan teknik yang valid, praktis, dan efektif dalam meningkatkan motivasi mahasiswa. Penelitian ini bersifat pengembangan, berfokus pada pengembangan perangkat lunak menggunakan paradigma Plomp, yang meliputi: (1) penyelidikan awal, (2) desain, (3) realisasi/konstruksi, (4) pengujian, evaluasi, dan revisi, serta (5) implementasi. Subjek penelitian ini adalah mahasiswa yang terdaftar dalam Program Pendidikan Matematika di STKIP Andi Matappa sebanyak 20 orang. Instrumen penelitian: (1) Lembar Validasi LKM; (2) Lembar Praktikalitas LKM; dan (3) Kuesioner motivasi mahasiswa. Temuan penelitian ini sebagai berikut: (1) skor validitas konten LKM adalah 0,82, dikategorikan sebagai sangat tinggi; (2) skor kepraktisan LKM adalah 690, menunjukkan bahwa LKM memenuhi kriteria sangat praktis; (3) Dalam analisis deskriptif, rata-rata motivasi mahasiswa adalah 122,35 dengan simpangan baku 18,48, yang dikategorikan sebagai memadai. Dalam analisis inferensial, median motivasi belajar mahasiswa yang telah diterapkan LKM diklasifikasikan kategori memadai, menunjukkan bahwa penerapan LKM secara signifikan meningkatkan motivasi mahasiswa. Hal ini menandakan bahwa LKM kalkulus lanjut yang dikembangkan valid, efektif, dan berhasil dalam meningkatkan motivasi mahasiswa.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Ira Vahlia

Contact Email
emteka@ummetro.ac.id

Phone
+6285768428721

Journal Mail Official
emteka@ummetro.ac.id

Editorial Address
Jalan Ki Hajar Dewantara Iringmulyo Metro Timur Lampung

Location
Kota metro,

Lampung

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Ira Vahlia

Contact Email emteka@ummetro.ac.id

Phone +6285768428721

Journal Mail Official emteka@ummetro.ac.id

Editorial Address Jalan Ki Hajar Dewantara Iringmulyo Metro Timur Lampung

Location Kota metro, Lampung INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Ira Vahlia

Contact Email
emteka@ummetro.ac.id

Phone
+6285768428721

Journal Mail Official
emteka@ummetro.ac.id

Editorial Address
Jalan Ki Hajar Dewantara Iringmulyo Metro Timur Lampung

Location
Kota metro,

Lampung

INDONESIA