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IMPROVING NUMERACY LITERACY WITH PROBLEM-BASED LEARNING INTEGRATED IN AUGMENTED REALITY MEDIA Hafizha Arwa Dewanti; Wardhani Utami Dewi
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.v7i1.11274

The numeracy literacy ability of students in Indonesia is still relatively low, which is reflected in the results of PISA and the Minimum Competency Assessment (AKM) which show that many students are able to solve procedural problems, but have difficulties when facing contextual problems that require data interpretation and mathematical reasoning. This study aims to analyze the improvement of students' numeracy literacy skills through the application of the Problem Based Learning (PBL) model integrated in Augmented Reality (AR) media. The study used a quantitative approach with a one-group pretest–posttest design. The subjects of the study were 29 students of grade VIII Ar-Rasyid SMP Muhammadiyah Ahmad Dahlan Metro who were selected using purposive sampling technique. Data were collected through a numeracy literacy test in the form of essay questions given before and after treatment, then analyzed using the Shapiro–Wilk normality test and the Wilcoxon test with the help of SPSS. The results showed that there was a significant improvement in students' numeracy literacy skills, which was shown by an increase in the average score from 18.52 in the pretest to 68.72 in the posttest and the significance value of the Wilcoxon test of 0.000 (<0.05). It can be concluded that PBL learning that is integrated in AR media is effective in improving students' numeracy literacy skills. The implications of this study show that the integration of problem-based learning approaches with AR technology can be an innovative strategy in mathematics learning to support the strengthening of students' numeracy literacy. Kemampuan literasi numerasi siswa di Indonesia masih tergolong rendah, yang tercermin dari hasil PISA dan Asesmen Kompetensi Minimum (AKM) yang menunjukkan bahwa banyak siswa mampu menyelesaikan soal prosedural, tetapi mengalami kesulitan ketika menghadapi masalah kontekstual yang memerlukan interpretasi data dan penalaran matematis. Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan literasi numerasi siswa melalui penerapan model Problem Based Learning (PBL) yang terintegrasi dalam media Augmented Reality (AR). Penelitian menggunakan pendekatan kuantitatif dengan desain one-group pretest–posttest. Subjek penelitian adalah 29 siswa kelas VIII Ar-Rasyid SMP Muhammadiyah Ahmad Dahlan Metro yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui tes literasi numerasi berbentuk soal esai yang diberikan sebelum dan sesudah perlakuan, kemudian dianalisis menggunakan uji normalitas Shapiro–Wilk dan uji Wilcoxon dengan bantuan SPSS. Hasil penelitian menunjukkan bahwa terjadi peningkatan yang signifikan pada kemampuan literasi numerasi siswa, yang ditunjukkan oleh peningkatan skor rata-rata dari 18,52 pada pretest menjadi 68,72 pada posttest serta nilai signifikansi uji Wilcoxon sebesar 0,000 (<0,05). Dengan demikian, dapat disimpulkan bahwa pembelajaran PBL yang terintegrasi dalam media AR efektif dalam meningkatkan kemampuan literasi numerasi siswa. Implikasi penelitian ini menunjukkan bahwa integrasi pendekatan pembelajaran berbasis masalah dengan teknologi AR dapat menjadi strategi inovatif dalam pembelajaran matematika untuk mendukung penguatan literasi numerasi siswa.

RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT INDEX TOWARD SELF-OBSERVATION AND SELF-JUDGMENT FACTOR SCORES Rahma Faelasofi; Khoirin Nisa; Mustofa Usman; Tina Yunarti
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.v7i1.11277

Student academic achievement is one indicator in assessing the success of the educational process in higher education. Academic achievement is influenced not only by intellectual ability but also by various psychological factors related to students' self-regulation skills in managing the learning process. One component of self-regulation suspected to be related to academic success is self-observation and self-judgment. However, research specifically examining the relationship between these two constructs and student academic achievement is still limited. Therefore, this study aims to analyze the relationship between student academic achievement and self-observation and self-judgment factor scores. This study uses a quantitative approach with data obtained from students through a questionnaire instrument. The study population was third-semester students at four universities in Lampung Province, with the sampling technique used being cluster random sampling. Prior to the relationship analysis, the self-observation and self-judgment variables were tested using Confirmatory Factor Analysis (CFA). After the model was declared valid and fit by CFA, factor scores were calculated for each respondent. Next, the analysis of the relationship between self-observation and self-judgment factor scores and the Cumulative Grade Point Average (GPA) was conducted using robust regression. The results of the study showed that self-observation had a positive relationship with GPA, while self-judgment showed a negative relationship with GPA. However, both variables did not show a statistically significant effect on GPA. This finding indicates that although self-observation and self-judgment are important parts of self-regulation mechanisms, their contribution to GPA has not been proven significant in this study. This study provides an empirical overview of the relationship between psychological factors in the learning process and students' academic achievement. Prestasi akademik mahasiswa merupakan salah satu indikator dalam menilai keberhasilan proses pendidikan di perguruan tinggi. Pencapaian prestasi akademik tidak hanya dipengaruhi oleh kemampuan intelektual, tetapi juga oleh berbagai faktor psikologis yang berkaitan dengan kemampuan regulasi diri mahasiswa dalam mengelola proses belajar. Salah satu komponen regulasi diri yang diduga memiliki hubungan dengan keberhasilan akademik adalah kemampuan self-observation dan self-judgment. Namun demikian, penelitian yang secara khusus mengkaji hubungan kedua konstruk dengan prestasi akademik mahasiswa masih terbatas. Oleh karena itu, penelitian ini bertujuan untuk menganalisis hubungan prestasi akademik mahasiswa dengan skor faktor self-observation dan self-judgment. Penelitian ini menggunakan pendekatan kuantitatif dengan data yang diperoleh dari mahasiswa melalui instrumen angket. Populasi penelitian ini adalah mahasiswa semester III pada empat perguruan tinggi di Provinsi Lampung, dengan teknik sampling yang digunakan adalah cluster random sampling. Sebelum dilakukan analisis hubungan, variabel self-observation dan self-judgment diuji menggunakan Confirmatory Factor Analysis (CFA). Setelah model dinyatakan valid dan fit dengan CFA, maka dapat dihitung skor faktor untuk setiap responden. Selanjutnya, analisis hubungan antar skor faktor self-observation dan self-judgment terhadap Indeks Prestasi Kumulatif (IPK) dilakukan menggunakan regresi robust. Hasil penelitian menunjukkan bahwa self-observation memiliki hubungan positif terhadap IPK, sedangkan self-judgment menunjukkan hubungan negatif terhadap IPK. Namun, kedua variabel tidak menunjukkan pengaruh yang signifikan secara statistik terhadap IPK. Temuan ini mengindikasikan bahwa meskipun kemampuan self-observation dan self-judgment merupakan bagian penting dari mekanisme regulasi diri, kontribusi terhadap IPK dalam penelitian ini belum terbukti secara signifikan. Penelitian ini memberikan gambaran empiris mengenai hubungan antara faktor psikologis dalam proses belajar dengan capaian akademik mahasiswa

DEVELOPMENT OF A TEACHING AT THE RIGHT LEVEL (TARL)-BASED E-LKPD ON SOCIAL ARITHMETIC TO IMPROVE STUDENTS’ CRITICAL REASONING SKILLS Sinta Nuraeni; Nani Ratnaningsih; Puji Lestari
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.v7i1.11318

This study aims to develop an E-LKPD based on Teaching at the Right Level (TaRL) and to analyze the improvement of students’ critical reasoning skills. The study was conducted with 29 seventh-grade students of class VII B at MTs Ar-Rahmah, Tasikmalaya City, using a Research and Development (R&D) method with the ADDIE model, which includes the stages of analyze, design, development, implementation, and evaluation. Data were collected through observation, interviews, critical reasoning tests, and questionnaires, with instruments consisting of expert validation sheets, response questionnaires, and test items. The results showed that in the analyze stage, learning was still procedural and had not implemented differentiation. The design stage produced a differentiated E-LKPD consisting of three ability levels: need guidance, proficient, and advanced. In the development stage, the product was categorized as highly feasible, with material validity of 88%, media validity of 93%, and test instrument validity of 85%. The product was also considered highly practical based on teacher responses (84%) and student responses (80.86%). During the implementation stage, learning was conducted in three meetings. In the evaluation stage, there was a significant improvement in students’ critical reasoning skills, indicated by an increase in the mean score from 21.72 to 76.59, an N-Gain score of 0.70 (high category), and the paired sample t-test result showing p = 0.000 (<0.05). Therefore, the TaRL-based E-LKPD is effective in improving students’ critical reasoning skills. Penelitian ini bertujuan untuk mengembangkan E-LKPD berbasis Teaching at the Right Level (TaRL) serta menganalisis peningkatan kemampuan bernalar kritis peserta didik. Penelitian dilaksanakan pada 29 peserta didik kelas VII B MTs Ar-Rahmah Kota Tasikmalaya dengan menggunakan metode Research and Development (R&D) model ADDIE yang meliputi tahap analyze, design, development, implementation, dan evaluation. Teknik pengumpulan data meliputi observasi, wawancara, tes kemampuan bernalar kritis, dan angket, dengan instrumen berupa lembar validasi ahli, angket respon, dan soal tes. Hasil penelitian menunjukkan bahwa pada tahap analyze, pembelajaran masih bersifat prosedural dan belum menerapkan diferensiasi. Tahap design menghasilkan E-LKPD terdiferensiasi dalam tiga level kemampuan, yaitu perlu bimbingan, cakap, dan mahir. Pada tahap development, produk dinyatakan sangat layak dengan persentase kelayakan materi 88%, media 93%, dan instrumen tes 85%. Produk juga tergolong sangat praktis berdasarkan respon guru sebesar 84% dan peserta didik sebesar 80,86%. Pada tahap implementation, pembelajaran dilaksanakan dalam tiga pertemuan. Tahap evaluation menunjukkan adanya peningkatan signifikan kemampuan bernalar kritis, ditandai dengan peningkatan rata-rata nilai dari 21,72 menjadi 76,59, nilai N-Gain sebesar 0,70 (kategori tinggi), serta hasil uji paired sample t-test menunjukkan p = 0,000 (<0,05). Dengan demikian, E-LKPD berbasis TaRL efektif dalam meningkatkan kemampuan bernalar kritis peserta didik.

ETHNOMATHEMATICAL EXPLORATION OF THE ENGKLEK GAME IN ELEMENTARY MATHEMATICS LEARNING Rahmawati Aulia Yuliani; Dian Anggraeni Maharbid
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.v7i1.9485

Mathematics learning in elementary schools is often perceived as abstract and less engaging for students, which can hinder their understanding of mathematical concepts. Integrating cultural elements into learning activities can help create more meaningful and contextual learning experiences. One approach is through ethnomathematics embedded in traditional games such as engklek. Therefore, this study aims to explore the ethnomathematical values in the traditional engklek game and examine its potential as a medium for teaching mathematics in elementary schools. This study employed a qualitative ethnographic approach. The research subjects consisted of elementary school teachers, students, and cultural experts selected through purposive sampling. Data were collected through interviews, observations, and documentation. The data were analyzed using qualitative analysis techniques, including data reduction, data display, and conclusion drawing. The results show that the traditional engklek game contains various mathematical concepts, including geometry, numbers, and measurement. These concepts can be observed in the patterns of the game field. The findings also indicate that using engklek as a learning medium can create contextual and engaging learning experiences, enhance students’ critical thinking skills, and promote collaboration and character values. Therefore, integrating ethnomathematics through traditional games can support meaningful and culturally relevant mathematics learning in elementary schools Pembelajaran matematika di sekolah dasar seringkali dianggap abstrak dan kurang menarik bagi siswa, yang dapat menghambat pemahaman mereka terhadap konsep matematika. Mengintegrasikan unsur budaya ke dalam kegiatan pembelajaran dapat membantu menciptakan pengalaman belajar yang lebih bermakna dan kontekstual. Salah satu pendekatannya adalah melalui etnomatematika yang tertanam dalam permainan tradisional seperti engklek. Oleh karena itu, penelitian ini bertujuan untuk mengeksplorasi nilai-nilai etnomatematika dalam permainan tradisional engklek dan menguji potensinya sebagai media pengajaran matematika di sekolah dasar. Penelitian ini menggunakan pendekatan etnografi kualitatif. Subjek penelitian terdiri dari guru sekolah dasar, siswa, dan pakar budaya yang dipilih melalui pengambilan sampel bertujuan. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Data dianalisis menggunakan teknik analisis kualitatif, termasuk reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa permainan tradisional engklek mengandung berbagai konsep matematika, termasuk geometri, angka, dan pengukuran. Konsep-konsep ini dapat diamati dalam pola lapangan permainan. Temuan juga menunjukkan bahwa penggunaan engklek sebagai media pembelajaran dapat menciptakan pengalaman belajar yang kontekstual dan menarik, meningkatkan kemampuan berpikir kritis siswa, dan mendorong kolaborasi serta nilai-nilai karakter. Oleh karena itu, mengintegrasikan etnomatematika melalui permainan tradisional dapat mendukung pembelajaran matematika yang bermakna dan relevan secara budaya di sekolah dasar.

MATHEMATICAL CONNECTION ABILITY VIEWED FROM THE ADVERSITY QUOTIENT IN THE REACT LEARNING MODEL Nura Milla Husna; Mulyono Mulyono; Detalia Noriza Munahefi
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.v7i1.9544

This study aims to describe students' mathematical connection abilities in terms of adversity quotient types in the REACT learning model assisted by the Salatiga cultural ethnomathematics e-module. The research method uses a mixed method with an explanatory design. The population in this quantitative study was all VIII grade students of SMP N 10 Salatiga in the 2025/2025 academic year. The research sample was taken by cluster random sampling and obtained class VIII-H. The research subjects were taken based on the adversity quotient type using a purposive sampling technique in class VIII-H. The results of the study indicate that (1) adversity quotient has a positive effect on students' mathematical connection abilities, and (2) descriptions of mathematical connection abilities in terms of AQ in REACT learning assisted by the Salatiga cultural ethnomathematics e-module with a wordwall can be seen from each category of AQ types. Subjects with AQ climbers were able to fulfill three indicators of mathematical connections, namely 1) the connection between mathematics and real life, 2) the connection between mathematical materials, and 3) the connection between mathematics and other disciplines. Subjects with AQ campers were able to fulfill two indicators of mathematical connections, namely 1) the connection between mathematics and real life and 2) the connection between mathematical materials. Meanwhile, subjects with AQ quitters were only able to fulfill one indicator, namely 1) the connection between mathematics and real life. Penelitian ini bertujuan untuk mendeksripsikan kemampuan koneksi matematis peserta didik ditinjau dari tipe adversity quotient pada model pembelajaran REACT berbantuan e-modul etnomatematika budaya Salatiga. Metode penelitian menggunakan mixed method dengan desain explanatory design. Populasi pada penelitian kuantitatif adalah seluruh kelas VIII SMP N 10 Salatiga tahun ajaran 2025/2025. Sampel penelitian diambil dengan cluster random sampling dan diperoleh kelas VIII-H. Subjek penelitian diambil berdasarkan tipe adversity quotient menggunakan teknik purposive sampling pada kelas VIII-H. Hasil penelitian menunjukkan bahwa (1) adversity quotient berpengaruh positif terhadap kemampuan koneksi matematis peserta didik, dan (2) deskripsi kemampuan koneksi matematis ditinjau dari AQ pada pembelajaran REACT berbantuan e-modul etnomatematika budaya Salatiga dengan wordwall dapat dilihat dari masing-masing kategori tipe AQ. Subjek dengan AQ climber mampu memenuhi ketiga indikator koneksi matematis yaitu 1) kaitan matematika dengan kehidupan sehari-hari, 2) kaitan antar materi matematika, dan 3) kaitan matematika dengan disiplin ilmu lain. Subjek dengan AQ campers mampu memenuhi dua indikator koneksi matematis 1) kaitan matematika dengan kehidupan sehari-hari dan 2) kaitan antar materi matematika. Sedangkan pada subjek dengan AQ quitter hanya mampu memenuhi satu indikator saja yaitu 1) kaitan matematika dengan kehidupan sehari-hari.

THE EFFECT OF USING BAAMBOOZLE EDUCATIONAL GAMES IN IMPROVING MATHEMATICS LEARNING OUTCOMES OF HIGH SCHOOL STUDENTS Amalia Maharani; Ria Sudiana; Ilmiyati Rahayu
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.v7i1.10459

This research is motivated by the low achievement of students in mathematics even though PBL (Problem Based Learning) has been widely applied. Previous studies have generally placed PBL as a single model, with limited attention to its integration with interactive digital media as well as evaluations that include cognitive and affective aspects. This study develops an approach by integrating PBL and digital competition-based educational games (Baamboozle) which are applied systematically and evaluated through N-gain analysis and student response. The study aimed to compare the mathematics learning outcomes between students taught using Baamboozle-assisted PBL and conventional PBL. The method used was a quasi-experiment with a non-equivalent control group pretest-posttest design at SMAIT Raudhatul Jannah Cilegon, with samples selected through cluster random sampling. Data was collected through pretest, posttest, N-gain analysis, and student response questionnaires. The results showed that the experimental group obtained a higher improvement in learning outcomes than the control group, accompanied by a more positive student response. These findings confirm that the integration of PBL with interactive digital game media is effective in improving learning outcomes as well as student engagement. This research contributes in the form of strengthening gamification-enriched problem-based learning strategies and a more comprehensive evaluation approach in mathematics learning. Penelitian ini dilatarbelakangi oleh rendahnya prestasi siswa dalam matematika meskipun PBL (Problem Based Learning) telah banyak diterapkan. Studi sebelumnya umumnya menempatkan PBL sebagai model tunggal, dengan perhatian terbatas pada integrasinya dengan media digital interaktif serta evaluasi yang mencakup aspek kognitif dan afektif. Penelitian ini mengembangkan pendekatan dengan mengintegrasikan PBL dan game edukasi berbasis kompetisi digital (Baamboozle) yang diterapkan secara sistematis serta dievaluasi melalui analisis N-gain dan respons siswa. Penelitian bertujuan membandingkan hasil belajar matematika antara siswa yang diajar menggunakan PBL berbantuan Baamboozle dan PBL konvensional. Metode yang digunakan adalah kuasi-eksperimen dengan desain non-equivalent control group pretest-posttest di SMAIT Raudhatul Jannah Cilegon, dengan sampel yang dipilih melalui cluster random sampling. Data dikumpulkan melalui pretest, posttest, analisis N-gain, dan angket respons siswa. Hasil penelitian menunjukkan bahwa kelompok eksperimen memperoleh peningkatan hasil belajar yang lebih tinggi dibandingkan kelompok kontrol, disertai respons siswa yang lebih positif. Temuan ini menegaskan bahwa integrasi PBL dengan media game digital interaktif efektif dalam meningkatkan hasil belajar sekaligus keterlibatan siswa. Penelitian ini memberikan kontribusi berupa penguatan strategi pembelajaran berbasis masalah yang diperkaya gamifikasi serta pendekatan evaluasi yang lebih komprehensif dalam pembelajaran matematika.

DEVELOPING QUIZIZZ-BASED MATHEMATICS LEARNING MEDIA ON EXPONENTS TO IMPROVE HIGH SCHOOL STUDENTS’ LEARNING OUTCOMES Melda Aini Cahyani; Putri Sukma Dewi
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.v7i1.10490

This study aims to develop Quizizz-based mathematics learning media on exponents to improve high school students' learning outcomes. This research employed a Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages (Sugiyono, 2023). Data were collected through expert validation (media and material experts) and learning outcome tests in the form of pretests and posttests. The research subjects were 35 tenth-grade students of SMAN 16 Bandar Lampung in the 2025/2026 academic year, selected using a random sampling technique. The results showed that the average score increased from 59.14 in the pretest to 87.29 in the posttest. Furthermore, the statistical test using the Wilcoxon Signed-Rank Test indicated a significant difference between pretest and posttest results (p < 0.05). This finding demonstrates that the developed Quizizz-based learning media is effective in improving students’ learning outcomes. Penelitian ini bertujuan untuk mengembangkan media pembelajaran matematika berbasis Quizizz pada eksponen untuk meningkatkan hasil belajar siswa SMA. Penelitian ini menggunakan metode Penelitian dan Pengembangan (R&D) dengan model ADDIE, yang terdiri dari tahapan analisis, desain, pengembangan, implementasi, dan evaluasi (Sugiyono, 2023). Data dikumpulkan melalui validasi ahli (ahli media dan materi) dan tes hasil belajar berupa pretest dan posttest. Subjek penelitian adalah 35 siswa kelas 10 SMAN 16 Bandar Lampung tahun ajaran 2025/2026, yang dipilih menggunakan teknik random sampling. Hasil penelitian menunjukkan bahwa nilai rata-rata meningkat dari 59,14 pada pretest menjadi 87,29 pada posttest. Lebih lanjut, uji statistik menggunakan Uji Peringkat Bertanda Wilcoxon menunjukkan perbedaan signifikan antara hasil pretest dan posttest (p < 0,05). Temuan ini menunjukkan bahwa media pembelajaran berbasis Quizizz yang dikembangkan efektif dalam meningkatkan hasil belajar siswa.

GEOMETRIC THINKING OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING SIMILARITY PROBLEMS BASED ON GENDER DIFFERENCES Sartika Tempola; Dwi Juniati; Siti Khabibah
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.v7i1.11285

This study aims to describe students’ geometric thinking processes in solving similarity problems based on gender differences using Polya’s problem-solving stages. This study was motivated by students’ difficulties in understanding geometric concepts and the lack of in-depth analysis of thinking processes in previous studies. A qualitative descriptive approach was employed with two ninth-grade students (one male and one female) selected purposively based on equivalent mathematical ability. Data were collected through Geometry Problem-Solving Tasks (GPST) and semi-structured interviews. Data were analyzed through reduction, display, and conclusion drawing, supported by triangulation techniques. The results indicate that female students demonstrate more systematic and reflective thinking, while male students show more flexible and intuitive strategies. These findings highlight that gender differences influence cognitive processes rather than final outcomes. The study contributes to a deeper understanding of students’ geometric thinking using Polya’s framework. Penelitian ini bertujuan untuk mendeskripsikan proses berpikir geometris siswa dalam menyelesaikan masalah kesamaan berdasarkan perbedaan gender menggunakan tahapan pemecahan masalah Polya. Pendekatan deskriptif kualitatif digunakan. Subjek penelitian adalah dua siswa SMP dengan kemampuan matematika yang setara. Data dikumpulkan melalui tugas pemecahan masalah dan wawancara semi-terstruktur. Data dianalisis menggunakan reduksi, tampilan, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa perempuan cenderung lebih sistematis dan reflektif, sedangkan siswa laki-laki cenderung lebih fleksibel tetapi kurang terstruktur. Namun, keduanya mencapai solusi yang benar. Temuan ini menunjukkan bahwa perbedaan gender memengaruhi proses kognitif daripada hasil belajar.

DEVELOPMENT OF CONTEXTUAL ELKPD ASSISTED LIVEWORKSHEET ACCOMPANIED BY INTERACTIVE VIDEO IN CLASS VIII Mufida Sari, Rika; Linuhung, Nego; Wicaksono Sudarman, Satrio
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.v7i1.10060

Students still have difficulty understanding the Pythagorean Theorem because the teaching materials are not interesting, have not provided concrete examples, and have not made optimal use of digital media. This is evidenced by the daily test scores of students where a total of 71% of students got a score below the set KKTP of 75. This study aims to produce a contextual E-LKPD assisted by a Liveworksheet accompanied by a valid and practical interactive video for grade VIII students. E-LKPD was designed using Canva, features interactive videos from YouTube, and is converted to an interactive format with Liveworksheet for easy access and online work. This study uses the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model with 10 students in class VIII B MTs N 1 East Lampung. The instruments used include validation sheets of material experts, media experts and student practicality questionnaires. The validation results showed a validity score of 84.75% from material experts and 87.66% from media experts, with an average of 86.2% in the very valid category. Meanwhile, the practicality results of the students were 90% with the category of very practical. Thus, this Canva and Liveworksheet-based contextual E-LKPD is declared to be very valid and very practical. This media is suitable for use as an alternative teaching material that supports interesting, flexible, and in accordance with the Independent Curriculum. Peserta didik masih mengalami kesulitan memahami Teorema Pythagoras karena bahan ajar kurang menarik, belum memberikan contoh konkret, dan belum memanfaatkan media digital secara optimal. Hal ini dibuktikan dengan nilai ulangan harian peserta didik yang dimana sejumlah 71% peserta didik mendapat nilai dibawah KKTP yang ditetapkan yaitu sebesar 75. Penelitian ini bertujuan untuk menghasilkan E-LKPD kontekstual berbantu Liveworksheet disertai video interaktif yang valid dan praktis untuk peserta didik kelas VIII. E-LKPD dirancang menggunakan Canva, dilengkapi video interaktif dari YouTube, dan diubah ke format interaktif dengan Liveworksheet agar mudah diakses dan dikerjakan secara daring. Penelitian ini menggunakan model ADDIE (Analysis, Design, Development, Implementation, Evaluation) dengan subjek 10 peserta didik kelas VIII B MTs N 1 Lampung Timur. Instrumen yang digunakan meliputi lembar validasi ahli materi, ahli media dan angket kepraktisan peserta didik. Hasil validasi menunjukkan skor kevalidan 84,75% dari ahli materi dan 87,66% dari ahli media, dengan rata-rata 86,2% dengan kategori sangat valid. Sedangkan Hasil kepraktisan dari peserta didik sebesar 90% dengan kategori sangat praktis. Dengan demikian, E-LKPD kontekstual berbasis Canva dan Liveworksheet ini dinyatakan sangat valid dan sangat praktis. Media ini layak digunakan sebagai bahan ajar alternatif yang mendukung pembelajaran matematika yang menarik, fleksibel, dan sesuai dengan Kurikulum Merdeka

DEVELOPING SCRATCH GAME INTEGRATED INTERACTIVE E-LKPD TO MEASURE JUNIOR HIGH STUDENTS' MATHEMATICS COMPREHENSION Sri Malisa; Nurul Anriani; Anwar Mutaqin
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.8589

Students' mathematical conceptual understanding at the junior high school level remains relatively low, while learning media specifically designed to assess this ability are still limited. In addition, mathematics learning is often less varied, passive, and lacks the integration of technology-based educational games. This study aimed to develop an interactive Electronic Student Worksheet (E-LKPD) integrated with Scratch games to assess and enhance students' mathematical conceptual understanding. The study employed a Research and Development (R&D) approach using the Borg and Gall development model, which consists of nine stages: preliminary study, research planning, product design development, preliminary field testing, initial product revision, main field testing, further product revision, operational field testing, and final product revision. The research was conducted at SMPN 18 Serang City, involving 40 eighth-grade students selected through purposive sampling. Data were collected using expert validation questionnaires, student response questionnaires, and a mathematical conceptual understanding test. The results indicated that the developed E-LKPD achieved a validity score of 83% from material experts and 85% from media experts, both categorized as highly valid. The practicality test based on students' responses yielded a score of 76%, indicating that the product was practical. Furthermore, the effectiveness test resulted in a score of 83%, categorized as effective. These findings demonstrate that the Scratch-integrated interactive E-LKPD meets the criteria of validity, practicality, and effectiveness, making it suitable for use as both a learning medium and an assessment tool for measuring junior high school students' mathematical conceptual understanding. Kemampuan pemahaman konsep matematika siswa SMP masih tergolong rendah, sementara media pembelajaran yang secara khusus digunakan untuk mengukur kemampuan tersebut belum banyak tersedia. Selain itu, pembelajaran matematika cenderung kurang bervariasi, bersifat pasif, dan belum memanfaatkan teknologi yang terintegrasi dengan permainan edukatif. Penelitian ini bertujuan mengembangkan E-LKPD interaktif yang terintegrasi game Scratch untuk mengukur sekaligus meningkatkan kemampuan pemahaman konsep matematika siswa SMP. Penelitian menggunakan metode Research and Development (R&D) dengan model Borg & Gall yang meliputi sembilan tahap, yaitu studi pendahuluan, perencanaan penelitian, pengembangan desain produk, uji coba lapangan awal, revisi awal produk, uji coba lapangan utama, revisi lanjutan produk, uji coba lapangan operasional, dan revisi akhir produk. Penelitian dilaksanakan di SMPN 18 Kota Serang dengan sampel sebanyak 40 siswa kelas VIII yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui angket validasi ahli, angket respons siswa, dan tes kemampuan pemahaman konsep matematika. Hasil penelitian menunjukkan bahwa E-LKPD yang dikembangkan memperoleh tingkat validitas sebesar 83% dari ahli materi dan 85% dari ahli media dengan kategori sangat valid. Hasil uji kepraktisan berdasarkan respons siswa memperoleh persentase sebesar 76% dengan kategori praktis. Adapun hasil uji keefektifan menunjukkan persentase sebesar 83% dengan kategori efektif. Temuan ini menunjukkan bahwa E-LKPD interaktif terintegrasi game Scratch memenuhi kriteria valid, praktis, dan efektif sehingga layak digunakan sebagai media pembelajaran sekaligus instrumen untuk mengukur kemampuan pemahaman konsep matematika siswa SMP.

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

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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