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Ekasatya Aldila Afriansyah
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Plusminus: Jurnal Pendidikan Matematika
Published by Institut Pendidikan Indonesia
ISSN : 27982904     EISSN : 27982920     DOI : -
Core Subject : Education,
Education Mathematics Other
Plusminus: Jurnal Pendidikan Matematika (p-ISSN: 2798-2904 & e-ISSN: 2798-2798) 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. Plusminus terbit tiga kali dalam satu tahun, yaitu pada bulan Maret, Juli, dan November. Penerbit Plusminus adalah Program Studi Pendidikan Matematika Institut Pendidikan Indonesia.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 15 Documents
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Search results for , issue "Vol. 5 No. 2 (2025): July" : 15 Documents clear
The Influence of Learning Styles on Mathematical Literacy in Fifth-Grade Students: A Qualitative Study of Unit Measurement Ayuningtyas, Sekar; Nurafni, Nurafni
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i2.3034

Abstract

Rendahnya literasi matematika siswa Indonesia menegaskan perlunya strategi pembelajaran yang sesuai dengan karakteristik belajar siswa. Penelitian ini bertujuan menganalisis hubungan gaya belajar dan kemampuan literasi matematika siswa kelas V pada materi pengukuran satuan. Pendekatan deskriptif kualitatif digunakan dengan melibatkan 30 siswa melalui kuesioner gaya belajar, tes literasi matematika, wawancara, dan observasi kelas. Data dianalisis dengan model Miles dan Huberman untuk memastikan validitas dan kedalaman interpretasi. Hasil menunjukkan gaya belajar visual mendominasi (53,3%) dengan nilai rata-rata tertinggi (79,31) dan keunggulan dalam merepresentasikan data. Gaya belajar auditori (13,3%) lebih menonjol dalam penalaran dan komunikasi verbal, sedangkan gaya belajar kinestetik (33,3%) unggul dalam penggunaan alat matematika dan penerapan praktis. Penelitian ini menegaskan pentingnya pembelajaran berdiferensiasi yang menyesuaikan modalitas belajar untuk meningkatkan pemahaman dan kinerja matematika, sekaligus memberikan rekomendasi praktis bagi guru dalam merancang pembelajaran adaptif yang mendukung program Merdeka Belajar. The low level of mathematical literacy among Indonesian students, highlights the need for teaching strategies tailored to students’ learning characteristics. This study aims to analyze the relationship between learning styles and the mathematical literacy skills of fifth-grade students on unit measurement material. A descriptive qualitative approach was employed, involving 30 students through learning style questionnaires, mathematical literacy tests, interviews, and classroom observations. Data were analyzed using the Miles and Huberman model to ensure validity and depth of interpretation. The results show that visual learning styles dominate (53.3%) with the highest average score (79.31) and strengths in data representation. Auditory learning styles (13.3%) are more prominent in reasoning and verbal communication, while kinesthetic learning styles (33.3%) excel in using mathematical tools and practical applications. This study concludes that differentiated instruction that accommodates various learning modalities is crucial for improving mathematical understanding and performance, while providing practical recommendations for teachers to design adaptive learning that supports the Merdeka Belajar program.
Self-Confidence in Mathematics: Voices of Indonesian Junior High Students Muqopi, Sani Sugih Al; Afriansyah, Ekasatya Aldila
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i2.3066

Abstract

Penelitian ini bertujuan untuk mengeksplorasi self-confidence siswa SMP dalam pembelajaran matematika, sebagai faktor afektif yang memengaruhi partisipasi, motivasi, dan kemampuan pemecahan masalah. Sebagian besar penelitian sebelumnya menggunakan pendekatan kuantitatif, sehingga belum banyak mengungkap bagaimana self-confidence tercermin dalam perilaku nyata di kelas. Dengan pendekatan kualitatif deskriptif, data dikumpulkan dari 32 siswa kelas VIII di salah satu SMP negeri di Garut melalui angket skala sikap dan wawancara semi-terstruktur. Empat indikator yang dikaji yaitu keyakinan terhadap kemampuan diri, kemandirian, konsep diri positif, dan keberanian mengemukakan pendapat. Hasil menunjukkan bahwa self-confidence siswa tergolong kuat (71%), dengan skor tertinggi pada konsep diri positif (77%) dan terendah pada kemandirian (66%). Namun, wawancara menunjukkan bahwa siswa masih ragu dalam mengungkapkan pendapat dan mengambil keputusan. Penelitian ini merekomendasikan lingkungan kelas yang suportif agar siswa dapat mengekspresikan kepercayaan dirinya secara konsisten. This study examines junior high school students’ self-confidence in mathematics learning, a key affective factor influencing their participation, motivation, and problem-solving abilities. Most previous studies have used quantitative methods, leaving a gap in understanding how self-confidence manifests in real classroom behaviour. Using a descriptive qualitative design, data were collected from 32 eighth-grade students at a public school in Garut, Indonesia, through attitude scale questionnaires and semi-structured interviews. Four indicators were examined: belief in one’s abilities, independence, positive self-concept, and courage to express opinions. Results showed students’ self-confidence was generally strong (71%), with the highest score in positive self-concept (77%) and the lowest in independence (66%). However, interviews revealed that students often hesitated to express their opinions and make decisions. These findings suggest a gap between self-perception and behaviour. The study recommends creating supportive classroom environments to help students consistently demonstrate their confidence.
Improving Mathematical Literacy Skills of Grade X Vocational Students Through Project Based Learning Nasution, Nur Elisah; Reflina, Reflina
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i2.3085

Abstract

Penelitian ini bertujuan meningkatkan literasi matematika siswa kelas X SMKN 1 Aek Nabara Barumun melalui model Project-Based Learning (PjBL). Menggunakan desain one group pretest-posttest, intervensi dilakukan selama empat pertemuan pada semester genap 2024/2025 dengan 16 siswa. Hasil analisis menunjukkan peningkatan signifikan skor pretest ke posttest, dengan rata-rata N-Gain sebesar 0,57 (kategori sedang). Temuan ini menunjukkan efektivitas PjBL dalam mendorong pembelajaran aktif dan pemecahan masalah, serta layak dipertimbangkan sebagai alternatif pendekatan oleh guru matematika di SMK. This study aims to improve the mathematical literacy of tenth-grade students at SMKN 1 Aek Nabara Barumun through the Project-Based Learning (PjBL) model. Using a one-group pretest-posttest design, the intervention was conducted over four meetings in the even semester of 2024/2025 with 16 students. The analysis showed a significant increase in pretest-posttest scores, with an average N-Gain of 0.57 (moderate category). These findings demonstrate the effectiveness of PjBL in encouraging active learning and problem-solving, and are worthy of consideration as an alternative approach for mathematics teachers in vocational high schools.
Vocational Students’ Mathematical Disposition: Post-Instruction Analysis of Vector Learning Chyntia, Chyntia; Puspitasari, Nitta; Sundayana, Rostina
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i2.3124

Abstract

Penelitian ini bertujuan untuk menganalisis disposisi matematis siswa SMK setelah pembelajaran matematika semester genap 2024/2025, khususnya pada materi vektor. Penelitian dilakukan dengan pendekatan deskriptif kualitatif melalui triangulasi data dari observasi, angket skala Likert 57 siswa, dan wawancara mendalam terhadap enam siswa dari kategori disposisi tinggi, sedang, dan rendah. Fokus wawancara diarahkan pada lima indikator yang bernilai cukup, yakni pada indikator percaya diri; gigih dan tekun; minat dan rasa ingin tahu; memonitor dan merefleksi; serta bergairah dan serius dalam belajar. Hasil analisis menunjukan bahwa disposisi matematis siswa secara umum berada dalam kategori cukup, dengan variasi mencolok antarindividu. Studi ini melengkapi penelitian sebelumnya yang memberikan gambaran kontekstual dari siswa SMK yang kurang mendapat sorotan dalam kajian disposisi matematis. Peneliian ini juga menyoroti pentingnya intervensi guru dalam menciptakan lingkungan belajar yang mendukung eksplorasi, refleksi, dan keberanian berpikir, terutama dalam mengajarkan materi yang bersifat abstrak seperti vektor. This research aims to analyze the mathematical disposition of vocational high school students after the second semester of mathematics instruction in the 2024/2025 academic year, specifically on the topic of vectors. The research was conducted using a descriptive qualitative approach through data triangulation from observations, a 57-student Likert scale questionnaire, and in-depth interviews with six students from high, medium, and low disposition categories. The interview focused on five indicators considered quite valuable: self-confidence, persistence and perseverance, interest and curiosity, monitoring and reflection, and being enthusiastic and serious about learning. The analysis results show that students' mathematical disposition is generally in the sufficient category, with significant variation between individuals. This study complements previous research by providing a contextual overview of vocational high school students, who have received less attention in studies on mathematical disposition. This research also highlights the importance of teacher intervention in creating a learning environment that supports exploration, reflection, and the courage to think, particularly when teaching abstract material such as vectors.
Improving Mathematical Critical Thinking Skills through Problem-Based Learning in Correlation Analysis for High School Students Saepulrohman, Ipung; Maryati, Iyam
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i2.3161

Abstract

Penelitian ini termasuk dalam jenis Penelitian Tindakan Kelas (PTK) dengan tujuan untuk mengembangkan kemampuan berpikir kritis matematis siswa melalui penerapan model pembelajaran Problem Based Learning (PBL) pada pokok bahasan Analisis Korelasi. Subjek penelitian yaitu 36 siswa kelas XI SMAN 16 Garut semester genap tahun pelajaran 2024/2025. Studi dilaksanakan selama dua siklus meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Pengumpulan data melalui tes serta non tes. Teknik analisis data dilakukan secara deskriptif kuantitatif dan kualitatif. Hasilnya menunjukkan bahwa skor rata-rata kemampuan berpikir kritis meningkat dari 69,4% pada siklus I menjadi 80,5% pada siklus II. Temuan ini menunjukkan bahwa model PBL efektif dalam meningkatkan kemampuan berpikir kritis matematis siswa sehingga layak menjadi alternatif strategi pembelajaran aplikatif di kelas. This study is classified as Classroom Action Research (CAR) aimed at developing students' mathematical critical thinking skills through the implementation of the Problem-Based Learning (PBL) model on the topic of Correlation Analysis. The research subjects consisted of 36 eleventh-grade students from SMAN 16 Garut during the second semester of the 2024/2025 academic year. The study was conducted over two cycles, encompassing the stages of planning, implementation, observation, and reflection. Data were collected using both test and non-test instruments. The data analysis was carried out using both quantitative and qualitative descriptive techniques. The results revealed that the average score of students’ critical thinking skills increased from 69.4% in the first cycle to 80.5% in the second cycle. These findings suggest that the PBL model is effective in enhancing students’ mathematical critical thinking skills and is therefore suitable for use as an alternative instructional strategy in the classroom.

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