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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. 3 (2025): November" : 15 Documents clear
Students’ Response to E-LKPD Liveworksheets Learning Media at Suntisart Wittaya School-Thailand Saeful Hakim; Titi Rohaeti; Sumliyah Sumliyah; Firdaus Sa-a
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 3 (2025): November
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i3.3187

Abstract

Meningkatnya penggunaan media pembelajaran digital dalam pendidikan dasar menyoroti pentingnya memahami respons siswa terhadap materi pembelajaran berbasis teknologi. Studi ini bertujuan untuk meneliti respons siswa terhadap penggunaan lembar kerja elektronik siswa (e-LKPD) berbasis Liveworksheets di sebuah sekolah dasar di Thailand. Penelitian ini menggunakan Pendekatan penelitian deskriptif digunakan, melibatkan 26 siswa kelas empat di Sekolah Suntisart Wittaya, Yala, Thailand. Data dihimpun menggunakan kuesioner respons siswa 10 item dan dianalisis menggunakan analisis kuantitatif deskriptif melalui perhitungan persentase. Hasil menunjukkan bahwa respons siswa dikategorikan baik, dengan skor 74,25% untuk indikator format, 74,50% untuk relevansi, 73% untuk kepercayaan diri, dan 74,50% untuk minat, menghasilkan respons rata-rata keseluruhan sebesar 74%. Temuan ini menunjukkan bahwa e-LKPD berbasis Liveworksheets dapat dimanfaatkan secara efektif sebagai media pembelajaran digital alternatif untuk mendukung keterlibatan siswa dan pembelajaran interaktif di kelas matematika sekolah dasar. The increasing use of digital learning media in elementary education highlights the importance of understanding student responses to technology-based learning materials. This study aims to examine student responses to the use of Liveworksheets-based electronic student worksheets (e-LKPD) in an elementary school in Thailand. This study used a descriptive research approach, involving 26 fourth-grade students at Suntisart Wittaya School, Yala, Thailand. Data were collected using a 10-item student response questionnaire and analyzed using descriptive quantitative analysis through percentage calculations. The results showed that student responses were categorized as good, with scores of 74.25% for the format indicator, 74.50% for relevance, 73% for confidence, and 74.50% for interest, resulting in an overall average response of 74%. These findings indicate that Liveworksheets-based e-LKPD can be effectively utilized as an alternative digital learning medium to support student engagement and interactive learning in elementary school mathematics classes.
Developing a PBL–Flipped Classroom Model Based on Baduy Local Wisdom to Enhance Students’ Mathematical Critical Thinking Irvan Fariji; Teguh Ardianto; Nandang Kusmana; Andri Imam Subekhi; Yusup Junaedi
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 3 (2025): November
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i3.3240

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis matematis siswa Indonesia, khususnya dalam menyelesaikan masalah non-rutin. Penelitian ini bertujuan untuk mengembangkan dan menguji efektivitas model Problem Based Learning–Flipped Classroom (PBL-FC) yang terintegrasi dengan kearifan lokal Baduy dalam meningkatkan kemampuan berpikir kritis matematis siswa. Desain penelitian menggunakan pendekatan Research & Development (R&D) dengan kerangka ASSURE untuk pengembangan model, serta desain quasi-eksperimen dengan kelompok kontrol pretest–posttest untuk menguji efektivitasnya. Penelitian melibatkan 60 siswa kelas lima SD Negeri Alaswangi 1, Lebak-Banten, yang dipilih berdasarkan kesiapan, motivasi, dan akses terhadap sumber belajar. Instrumen penelitian meliputi tes berpikir kritis matematis, lembar observasi pelaksanaan pembelajaran, serta kuesioner respons guru dan siswa. Data dianalisis menggunakan uji validitas dan reliabilitas, ANOVA, uji lanjut (post hoc), dan N-Gain. Hasil penelitian menunjukkan validasi ahli terhadap model sebesar 87,5% (sangat valid), keterlaksanaan pembelajaran 97,08% (sangat praktis), serta respons guru dan siswa masing-masing 91,67% dan 86,16% (baik hingga sangat baik). Peningkatan rata-rata kemampuan berpikir kritis matematis siswa lebih tinggi pada kelompok PBL-FC (73,91%) dibandingkan dengan kelompok PBL konvensional (56,83%). Hasil ANOVA menunjukkan efek signifikan dari kemampuan akademik (F=17,536; p<0,001), model pembelajaran (F=5,100; p<0,001), dan interaksi keduanya (F=2,100; p<0,001). Uji lanjut menegaskan adanya perbedaan signifikan antar kelompok kemampuan tinggi–sedang (9,76), tinggi–rendah (19,83), dan sedang–rendah (10,06) dengan p≤0,002. Kesimpulannya, model PBL-FC berbasis kearifan lokal Baduy efektif, valid, dan praktis untuk diterapkan dalam Kurikulum Merdeka, khususnya dalam meningkatkan kemampuan berpikir kritis matematis siswa. This research is motivated by the low mathematical critical thinking skills of Indonesian students, especially in solving non-routine problems. This study aims to develop and test the effectiveness of the Problem Based Learning–Flipped Classroom (PBL-FC) model integrated with Baduy local wisdom in improving students' mathematical critical thinking skills. The research design uses a Research & Development (R&D) approach with the ASSURE framework for model development, as well as a quasi-experimental design with a pretest–posttest control group to test its effectiveness. The study involved 60 fifth-grade students of Alaswangi 1 Elementary School, Lebak-Banten, who were selected based on their readiness, motivation, and access to learning resources. The research instruments included a mathematical critical thinking test, observation sheets for learning implementation, and teacher and student response questionnaires. Data were analyzed using validity and reliability tests, ANOVA, post hoc tests, and N-Gain. The results showed expert validation of the model at 87.5% (very valid), learning implementation at 97.08% (very practical), and teacher and student responses at 91.67% and 86.16% (good to very good), respectively. The average increase in students' mathematical critical thinking skills was higher in the PBL-FC group (73.91%) compared to the conventional PBL group (56.83%). ANOVA results showed significant effects of academic ability (F=17.536; p<0.001), learning model (F=5.100; p<0.001), and the interaction between the two (F=2.100; p<0.001). Further tests confirmed significant differences between the high-medium ability groups (9.76), high-low (19.83), and medium-low (10.06) with p≤0.002. In conclusion, the PBL-FC model based on Baduy local wisdom is effective, valid, and practical to be implemented in the Independent Curriculum, especially in improving students' mathematical critical thinking skills.
From Design to Practice: Understanding by Design as a Framework for Developing Didactic Competence in Pre-Service Teachers Rita Novita; Mulia Putra; Safrina Junita; Regina Rahmi
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 3 (2025): November
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i3.3252

Abstract

Mahasiswa calon guru sering mengalami kesulitan dalam menyelaraskan tujuan pembelajaran, penilaian, dan kegiatan pembelajaran sehingga rancangan pembelajaran yang disusun cenderung tidak koheren. Penelitian kualitatif ini bertujuan untuk mengkaji peran kerangka Understanding by Design (UbD) dalam mendukung pengembangan kompetensi didaktik mahasiswa calon guru. Penelitian melibatkan 26 mahasiswa calon guru (14 Pendidikan Bahasa Inggris dan 12 Pendidikan Matematika) yang mengikuti Program Pendidikan Profesi Guru (PPG) tahun 2025 di Banda Aceh. Data dikumpulkan melalui analisis rancangan pembelajaran, jurnal reflektif, dan wawancara, kemudian dianalisis menggunakan reflexive thematic analysis. Hasil penelitian menunjukkan bahwa sebelum penerapan UbD, sebanyak 84,6% partisipan belum mampu mengaitkan tujuan pembelajaran, penilaian, dan kegiatan pembelajaran secara selaras, terutama karena penilaian masih dipahami sebatas jenis asesmen. Setelah penerapan UbD, rancangan pembelajaran menjadi lebih terarah dan selaras antara tujuan dan penilaian. Namun demikian, sebagian penilaian masih berada pada tingkat kognitif rendah dan belum mendukung keterampilan berpikir tingkat tinggi. Temuan ini menunjukkan bahwa UbD efektif sebagai scaffold untuk membangun kompetensi didaktik dasar, tetapi perlu didukung penguatan literasi asesmen dalam pendidikan profesi guru. Pre-service teachers often struggle to align learning objectives, assessment, and instructional activities, resulting in fragmented lesson design. This qualitative study examines how the Understanding by Design (UbD) framework supports the development of didactic competence among 26 pre-service teachers (14 English and 12 Mathematics) enrolled in a 2025 professional teacher education (PPG) program in Banda Aceh, Indonesia. Data were collected through lesson plan analysis, reflective journals, and interviews, and analyzed using reflexive thematic analysis. Findings show that prior to UbD instruction, 84.6% of participants failed to coherently connect objectives, assessment, and learning activities, particularly conceptualizing assessment only in terms of types rather than evidence of learning. After applying UbD, lesson designs became more aligned, with clearer connections between goals and assessment. However, assessment tasks frequently remained at low cognitive levels, limiting opportunities for higher-order thinking. The study demonstrates that UbD effectively scaffolds foundational didactic competence by promoting alignment and reflective instructional reasoning, but does not automatically lead to higher-order assessment design. These findings highlight the importance of integrating UbD with explicit assessment literacy support in professional teacher education.
Persistent Hurdles: A Systematic Review of Limit Concept Misconceptions in Undergraduate Calculus Marthinus Yohanes Ruamba
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 3 (2025): November
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i3.3291

Abstract

Konsep limit berfungsi sebagai fondasi kritis untuk kalkulus dan analisis matematika, sekaligus menjadi titik transisi penting menuju pemikiran matematika yang abstrak dan formal. Namun, mahasiswa secara global menghadapi kesulitan yang signifikan dan berulang dalam memahami esensi konsep ini. Tinjauan literatur sistematis ini bertujuan untuk menyintesis bukti-bukti empiris guna mengidentifikasi jenis, pola, dan faktor penyebab miskonsepsi serta kesulitan yang dialami mahasiswa dalam memahami konsep limit. Pencarian sistematis dilakukan pada database Scopus, Web of Science, ERIC, dan Google Scholar untuk studi empiris yang diterbitkan antara tahun 2001 hingga 2024. Proses seleksi dan ekstraksi data mengikuti protokol PRISMA. Data dari studi yang included dianalisis menggunakan analisis tematik, yang menghasilkan 30 studi yang memenuhi kriteria kelayakan. Sintesis dari 30 studi mengungkapkan pola miskonsepsi yang persisten, terutama pemahaman limit sebagai proses dinamis yang tidak terselesaikan, penyamaan limit dengan nilai fungsi, serta kesulitan mendalam dengan representasi berganda dan definisi formal epsilon-delta. Faktor penyebabnya bersifat multidimensi, meliputi aspek kognitif (intuisi sehari-hari, pengetahuan prasyarat lemah), epistemologis (keyakinan instrumentalis tentang matematika), dan pedagogis (pengajaran yang terlalu prosedural). Miskonsepsi tentang limit bersifat kompleks, universal, dan persisten. Diperlukan pendekatan pengajaran yang secara eksplisit dirancang untuk mengkonfrontasi miskonsepsi ini, seperti penggunaan multipresentasi dan assessment diagnostik. Penelitian lebih lanjut sangat diperlukan, khususnya dalam konteks Indonesia, untuk mengembangkan dan menguji efektivitas strategi intervensi yang spesifik. The concept of the limit serves as a critical foundation for calculus and mathematical analysis, while also representing a significant transitional point towards abstract and formal mathematical thinking. However, students globally encounter substantial and recurrent difficulties in grasping the essence of this concept. This systematic literature review aims to synthesize empirical evidence to identify the types, patterns, and causal factors of misconceptions and difficulties experienced by students in understanding the concept of limits. A systematic search was conducted across the Scopus, Web of Science, ERIC, and Google Scholar databases for empirical studies published between 2001 and 2024. The selection and data extraction process followed the PRISMA protocol. Data from the included studies were analyzed using thematic analysis, resulting in the inclusion of 30 studies that met the eligibility criteria. A synthesis of the 30 studies reveals persistent patterns of misconception, particularly the understanding of a limit as an unfinished dynamic process, the conflation of a limit with a function's value, and profound difficulties with multiple representations and the formal epsilon-delta definition. The causal factors are multidimensional, encompassing cognitive aspects (everyday intuition, weak prerequisite knowledge), epistemological aspects (instrumentalist beliefs about mathematics), and pedagogical aspects (overly procedural teaching). Misconceptions regarding limits are complex, universal, and persistent. Teaching approaches explicitly designed to confront these misconceptions are required, such as the use of multiple representations and diagnostic assessments. Further research is urgently needed, particularly within the Indonesian context, to develop and test the effectiveness of specific intervention strategies.
The Effect of Quizizz Media on Learning Outcomes and Self-Confidence of Eighth Grade Mathematics Students Junior High School Putri Anggraini; Isran Rasyid Karo-Karo
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 3 (2025): November
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i3.3329

Abstract

Penelitian ini dilatar belakangi oleh rendahnya hasil belajar dan kepercayaan diri siswa dalam menjawab soal matematika. Tujuan penelitian ini untuk mengetahui pengaruh media interaktif berbasis Quizizz terhadap peningkatan hasil belajar dan kepercayaan diri siswa dalam menjawab soal matematika kelas VIII SMP Muhammadiyah 01 Medan Tahun Ajaran 2025/2026. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi-experimental design) tipe pretest-posttest control group design. Sampel penelitian terdiri atas dua kelas, yaitu kelas eksperimen yang menggunakan media Quizizz dan kelas kontrol dengan pembelajaran konvensional, masing-masing berjumlah 30 siswa. Hasil penelitian ini menunjukkan bahwa nilai t hitung hasil belajar (2,737) dan kepercayaan diri (3,208) lebih besar dari t tabel (1,672), sehingga H₀ ditolak. Dengan demikian, media interaktif berbasis Quizizz berpengaruh signifikan terhadap peningkatan hasil belajar dan kepercayaan diri siswa menjawab soal matematika. This study was motivated by the low learning outcomes and self-confidence of students in answering mathematics questions. The purpose of this study was to determine the effect of Quizizz-based interactive media on improving learning outcomes and self-confidence of students in answering mathematics questions in grade VIII at SMP Muhammadiyah 01 Medan in the 2025/2026 academic year. This study used a quantitative approach with a quasi-experimental design, specifically a pretest-posttest control group design. The research sample consisted of two classes, namely the experimental class that used Quizizz media and the control class with conventional learning, each consisting of 30 students. The results of this study indicate that the calculated t-value for learning outcomes (2.737) and confidence (3.208) is greater than the t-table (1.672), so H₀ is rejected. Thus, Quizizz-based interactive media has a significant effect on improving students' learning outcomes and confidence in answering math questions.
Exploring Mathematical Concepts in Traditional Javanese Cakes Mayang Nabila; Rusydi Ananda
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 3 (2025): November
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i3.3382

Abstract

Penelitian ini bertujuan mengeksplorasi konsep-konsep matematika yang terkandung dalam proses pembuatan dan karakteristik kue tradisional suku Jawa. Metode penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik observasi, wawancara mendalam kepada pembuat kue tradisional, dan analisis dokumentasi. Sampel penelitian meliputi sepuluh jenis kue tradisional Jawa yaitu klepon, cenil, wajik, onde- onde, getuk, lupis, kue lapis, putu Bambu, nagasari, dan serabi. Hasil penelitian menunjukkan bahwa terdapat berbagai konsep matematika yang terintegrasi dalam kue tradisional Jawa meliputi geometri (bentuk lingkaran, bola, prisma segitiga, balok, belah ketupat, tabung, persegi panjang, silinder kecil), konsep pecahan dan rasio dalam komposisi bahan, pola simetri pada hiasan kue, konsep volume dan kapasitas dalam takaran, transformasi geometri pada teknik pembentukan, serta konsep bilangan dan operasi hitung dalam resep. Temuan ini mengindikasikan bahwa kue tradisional Jawa dapat dijadikan media pembelajaran matematika kontekstual yang bermakna. Matematika seringkali dipersepsikan sebagai mata pelajaran abstrak dan sulit dipahami oleh peserta didik. Pengintegrasian konteks budaya lokal, khususnya kue tradisional, dapat menjembatani kesenjangan antara konsep abstrak dengan pengalaman nyata siswa. Penelitian ini memberikan kontribusi terhadap pengembangan etnomatematika dan pembelajaran matematika berbasis budaya lokal, sekaligus upaya pelestarian warisan kuliner tradisional. This study aims to explore the mathematical concepts contained in the process of making and the characteristics of traditional Javanese cakes. The research method uses a descriptive qualitative approach with observation techniques, in-depth interviews with traditional cake makers, and documentation analysis. The research sample includes ten types of traditional Javanese cakes, namely klepon, cenil, wajik, onde-onde, getuk, lupis, kue lapis, putu Bambu, nagasari, and serabi. The results show that there are various mathematical concepts integrated in traditional Javanese cakes including geometry (circle, sphere, triangular prism, cuboid, rhombus, tube, rectangle, small cylinder), the concept of fractions and ratios in ingredient composition, symmetry patterns in cake decorations, the concept of volume and capacity in measurements, geometric transformations in forming techniques, and the concept of numbers and arithmetic operations in recipes. These findings indicate that traditional Javanese cakes can be used as a meaningful contextual mathematics learning medium. Mathematics is often perceived as an abstract subject and difficult for students to understand. Integrating local cultural contexts, especially traditional cakes, can bridge the gap between abstract concepts and students' real experiences. This research contributes to the development of ethnomathematics and local culture-based mathematics learning, as well as efforts to preserve traditional culinary heritage.
Hypothetical Learning Trajectory for Eighth Graders' Understanding of Pythagorean Theorem through Ethno-Realistic Mathematics Education Assisted by Video Farida Nursyahidah; Muhtarom Muhtarom; Irkham Ulil Albab; Maya Rini Rubowo; Windia Hadi
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 3 (2025): November
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i3.3394

Abstract

Pemahaman konsep geometri, terutama yang berkaitan dengan teorema Pythagoras, seringkali menjadi kendala bagi siswa. Artikel ini bertujuan untuk mengembangkan lintasan belajar hipotetis mengenai materi teorema Pythagoras dengan pendekatan Pendidikan Matematika Etno-Realistik Jawa (E-RME). Penelitian dilakukan dengan menggunakan metode penelitian desain yang meliputi tiga tahap utama, yaitu perancangan awal, pelaksanaan eksperimen pembelajaran, dan analisis retrospektif. Penelitian ini melibatkan siswa kelas VIII di salah satu SMP di Kota Semarang. Fokus artikel ini adalah pada tahap perancangan awal, yaitu dihasilkan hipotesis lintasan belajar yang meliputi tiga kegiatan utama: (1) mengamati konteks video rumah Joglo untuk menentukan jenis segitiga berdasarkan besar sudutnya dan konsep segitiga istimewa; (2) menemukan konsep teorema Pythagoras dan menentukan jenis segitiga berdasarkan panjang sisinya; (3) menerapkan teorema Pythagoras. Hipotesis lintasan pembelajaran ini layak untuk diujicobakan pada tahap eksperimen pembelajaran untuk membantu siswa membangun pemahaman yang lebih mendalam tentang konsep-konsep teorema Pythagoras, sekaligus menumbuhkan apresiasi terhadap budaya lokal dan keragaman dalam berpikir matematika menggunakan E-RME. Understanding of geometric concepts, especially those related to the Pythagorean theorem, is often an obstacle for students. This study aims to develop a hypothetical learning trajectory for the Pythagorean theorem material using the Javanese Ethno-Realistic Mathematics Education (E-RME) approach. The research was conducted using the design research method, which includes three main stages: initial design, implementation of learning experiments, and retrospective analysis. This research involved grade VIII students in one of the junior high schools in the city of Semarang. The focus of this study is on the initial design stage, resulted a learning trajectory hypothesis which includes three main activities: (1) observing the video context of the Joglo house to determine the type of triangle based on the size of its angles and the concept of special triangles; (2) discovering the concept of the Pythagorean theorem and determining the types of triangles based on the length of their sides; (3) applying the Pythagorean theorem. This learning trajectory hypothesis is worth testing at the experimental stage of learning to help students develop a deeper understanding of the concepts underlying the Pythagorean theorem, while simultaneously fostering an appreciation of local culture and diversity in mathematical thinking through E-RME.
Enhancing Computational Thinking through STEM Learning: The Cultural Context of Perahu Arumbae in Teaching the Pythagorean Henny Hoffmeester; Tanwey Gerson Ratumanan; Christina Martha Laaamena
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 3 (2025): November
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i3.3426

Abstract

Penelitian pengembangan ini bertujuan menghasilkan perangkat pembelajaran STEM berbasis budaya Perahu Arumbae pada materi Teorema Pythagoras yang valid, praktis, dan efektif untuk meningkatkan kemampuan berpikir komputasional siswa. Model ADDIE (Analysis, Design, Development, Implementation, Evaluation) digunakan dengan melibatkan 44 siswa kelas VIII di sebuah SMP di Maluku Tengah sebagai sampel uji coba. Instrumen penelitian meliputi lembar validasi, lembar observasi keterlaksanaan, dan tes berpikir komputasional. Hasil validasi ahli menunjukkan perangkat sangat valid (skor 3,59/4,00). Pada uji lapangan, perangkat terbukti sangat praktis (keterlaksanaan 92,1%; respons siswa 4,35/5,00).  Analisis N-Gain dan uji-t independen membuktikan peningkatan kemampuan CT kelompok eksperimen signifikan lebih tinggi (N-Gain=0,695; kategori sedang) dibanding kelompok kontrol (N-Gain=0,27; kategori rendah) yang dengan yang dikonfirmasi lebih lanjut dengan hasil uji paired sample t-test yang signifikan (sig. <0,001). Disimpulkan bahwa perangkat yang dikembangkan valid, praktis, dan efektif untuk meningkatkan kemampuan CT siswa, sekaligus menawarkan model pembelajaran kontekstual yang inovatif bagi guru. This development research aims to produce a culturally-based STEM learning device centered on the Arumbae Boat for the Pythagorean Theorem topic that is valid, practical, and effective in enhancing students' computational thinking skills. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was employed, involving 44 eighth-grade students from a junior high school in Central Maluku as the trial sample. Research instruments included validation sheets, observation sheets for learning implementation, and computational thinking tests. Expert validation results indicated that the device is highly valid (score 3.59/4.00). In the field trial, the device proved to be highly practical (implementation rate 92.1%; student response score 4.35/5.00). N-Gain analysis and independent t-tests demonstrated a significantly higher improvement in computational thinking skills for the experimental group (N-Gain=0.695; medium category) compared to the control group (N-Gain=0.27; low category), which was further confirmed by a significant paired sample t-test result (sig. <0.001). It is concluded that the developed learning device is valid, practical, and effective for enhancing students' computational thinking abilities, while also offering an innovative, contextual learning model for teachers.
Needs Analysis of Assessment Instruments to Measure Mathematical Communication Skills of Phase D Students in Measurement Content W. Eggy Yufentya; Elfis Suanto; Maimunah Maimunah
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 3 (2025): November
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i3.3429

Abstract

Asesmen dalam pembelajaran matematika harus dapat mengukur kemampuan matematis yang diharapkan dimiliki peserta didik, salah satunya yaitu kemampuan komunikasi matematis. Namun bentuk penilaian yang ada saat ini cenderung berfokus pada penilaian kompetensi kognitif peserta didik dan mengabaikan dimensi penting lain dari pembelajaran. Tujuan penelitian ini adalah untuk menganalisis kebutuhan dalam mengembangkan instrumen asesmen untuk mengukur kemampuan komunikasi matematis peserta didik fase D pada konten pengukuran. Penelitian ini merupakan penelitian pengembangan awal dengan metode mengadopsi langkah define pada model pengembangan 4D. Subjek penelitian ini adalah 20 orang guru matematika dan 15 orang peserta didik SMP di Pekanbaru. Instrumen penelitian yang digunakan adalah penyebaran angket kepada guru dan pemberian soal pada peserta didik. Hasil yang diperoleh pada penelitian ini menunjukkan bahwa diperlukan adanya pengembangan instrumen asesmen yang dapat mengukur kemampuan komunikasi matematis peserta didik fase D pada konten pengukuran. Assessment in mathematics learning should be able to measure the mathematical abilities that students are expected to possess, one of which is mathematical communication skills. Nevertheless, the prevailing forms of assessment tend to focus primarily on evaluating students’ cognitive competencies, while overlooking other important dimensions of learning. The purpose of this study is to analyze the needs in developing assessment instruments to measure students’ mathematical communication skills of Phase D in the context of measurement. This research is kind of preliminary development research and the method adopts the define stage of the 4D development model. The research subjects consisted of 20 mathematics teachers and 15 junior high school students in Pekanbaru. The research instruments used were teacher questionnaires and test items to students. The results of this study indicate the necessity of developing assessment instruments that are able to measure the mathematical communication skills of Phase D students in measurement content.
Ethnomathematical Study of Historical Mosque Buildings in South Kalimantan Muhamad Sabirin; Muh. Fajaruddin Atsnan; Maisea Ledua Nareki
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 3 (2025): November
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i3.3446

Abstract

Kalimantan Selatan kaya ragam kekayaan budaya seperti kerajinan tangan tradisional, permainan tradisional, dan kesenian tradisional (seni musik dan seni tari), serta bangunan bersejarah seperti museum dan masjid. Salah satu kekayaan budaya yang cukup terkenal adalah bangunan masjid bersejarah yang banyak dikunjungi oleh wisatawan, baik lokal, nasional maupun mancanegara. Penelitian ini akan memfokuskan pada tiga masjid bersejarah di Kalimantan Selatan, yaitu Masjid Sultan Suriansyah (Banjarmasin), Masjid Agung Al Karomah (Martapura), Masjid Keramat Al-Mukarramah (Banua Halat, Tapin). Penelitian yang dilaksanakan adalah penelitian kualitatif deskriptif, yang bertujuan mendeskripsikan hasil temuan/eksplorasi etnomatematika pada bangunan masjid bersejarah di Kalimantan Selatan, dengan pendekatan etnografi. Teknik pengumpulan data yang dilakukan peneliti yaitu dengan menggali informasi melalui studi kepustakaan, observasi, serta wawancara. Instrumen yang digunakan dalam penelitian ini peneliti sendiri (human instrument), pedoman wawancara dan lembar observasi. Teknik analisis data yang digunakan adalah analisis data kualitatif, yaitu data reduction, data display, dan conclusion drawing/verification. Hasil penelitian menunjukkan bahwa pada bangunan tiga masjid bersejarah di Kalimantan Selatan terdapat banyak konsep matematika di dalamnya. Secara garis besar ada dua konsep utama yang dominan ditemui pada ketiga masjid, yaitu konsep geometri dan konsep kekongruenan. Selain itu, ada konsep garis sejajar, konsep sudut, konsep transformasi geometri, konsep Pythagoras. South Kalimantan is rich in various cultural wealth, such as traditional handicrafts, traditional games, traditional arts (music and dance), and historical buildings (museums and mosques). One of the most famous cultural wealth is the historical mosques, which are visited by local, national, and foreign tourists. The particular study focused on three historical mosques in South Kalimantan. They were the Sultan Suriansyah Mosque in Banjarmasin, the Masjid Agung of Al-Karomah in Martapura, and the Masjid Keramat Al-Mukarramah in Banua Halat, Tapin). It used a descriptive qualitative study with an ethnographic approach. It aimed to describe the findings/exploration of ethnomathematics in historical mosque buildings in South Kalimantan. The data collection techniques were literature studies, observations, and interviews. The instruments were the researcher himself (human instrument), interview guidelines, and observation sheets. The data analysis technique used data reduction, data display, and conclusion drawing/verification. The study showed that the buildings of the three historical mosques in South Kalimantan have many mathematical concepts. Generally, two main concepts are dominant in the three mosques, namely geometry and congruence. Also, it found the concepts of parallel lines, angles, geometric transformation, and Pythagoras.

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