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International Journal of Progressive Mathematics Education
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : 27762726     EISSN : 27758435     DOI : https://doi.org/10.22236/ijopme
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other
nternational Journal of Progressive Mathematics Education E-ISSN:2775-8435, ISSN: 2776-2726, DOI Prefix 10.22236/ijopme is a peer-revieweopen-access international journal that aims to the sharing, dissemination, and discussion of current trends research results, experience, and perspectives across a wide range of mathematics education, teaching mathematics, development in mathematics instruction, innovations in mathematics learning, and current trends issue in mathematics education research. This journal will be published four-issue per year in March, June, September, and December published by the UHAMKA Press. Given that the journal prioritizes research reports in mathematics education, viewpoint articles in the same field will be considered for publication. International Journal of Progressive Mathematics Education welcomes research articles, literature reviews, book reviews from various countries in the world that have high-quality on all topics related to current trends issue in mathematics education research to publish in this journal. Submitted papers must be written in English dan Bahasa Indonesia for the initial review stage by editors and further review process by international reviewer
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 18 Documents
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Search results for , issue "Vol. 5 No. 1 (2025)" : 18 Documents clear
Membongkar Miskonsepsi Lingkaran : Telaah Komprehensif Pemahaman Siswa Sekolah Menengah Pertama Apriyanti, Desi; Nugroho, Bayu Purna; Meilasari, Venty
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18541

Abstract

Pada pembelajaran matematika siswa akan menjumpai materi lingkaran, dalam mempelajari materi tersebut siswa membutuhkan pemahaman konsep yang baik. Namun, faktanya siswa masih memiliki pemahaman konsep yang rendah. Dengan demikian tujuan penelitian ini untuk mengetahui pemahaman konsep siswa pada materi lingkaran kategori tinggi, sedang dan rendah. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek penelitian ini terdiri dari enam siswa, dua siswa yang memiliki pemahaman konsep kategori tinggi, dua siswa yang memiliki pemahaman konsep kategori sedang dan dua siswa yang memiliki pemahaman konsep kategori rendah. Pemilihan subjek dalam penelitian ini adalah menggunakan teknik purposive sampling. Instrument penelitian ini adalah peneliti, instrument tes dan pedoman wawancara. Hasil penelitian ini menunjukkan bahwa siswa yang memiliki kemampuan matematika kategori tinggi memenuhi empat indicator pemahaman konsep, yaitu  mengklasifikasikan objek menurut sifat-sifat tertentu, menggunakan, memanfaatkan, dan memilih prosedur tertentu, menyajikan konsep dalam berbagai bentuk refresentasi matematis dan mengaplikasikan konsep atau algoritma pemecahan masalah siswa. Adapun siswa yang memiliki kemampuan matematika kategori sedang memenuhi 2 indikator pemahaman konsep, yaitu mengklasifikasikan objek menurut sifat-sifat tertentu dan menggunakan, memanfaatkan dan memilih prosedur operasi tertentu. Sedangkan siswa yang memiliki kemampuan matematika kategori rendah hanya memenuhi satu indicator pemahaman konsep, yaitu mengklasifikasikan objek menurut sifat-sifat tertentu.   In learning mathematics students will encounter circle material in studying in this material, student need a good understanding of the concept. However, the fact is student still have a low understanding of the concept. The Purpose of this study is to determine students’ conceptual understanding of circle material in the high, medium and low categories. This research using descriptive methods with a qualitative approach. The subject of this research consists of six students, two students who have a high category undertsanding of concepts, two students who have a medium understanding of the concept and two student who have a low category understanding of concepts. Selection of subject in this research is to use a purposive sampling technique. The instrument for this research is researchers, tets instruments and interview guidelines. The results of this research show that students how have high cnceptual understanding have reached four indicator, namely classifying indicators object according to certain characteristics, indicator of use, utilization, and selection certain procedur, indicator present concept in various forms of representation mathematics and indicators apply concepts or problem solving algorithms student. As for students who have a moderate understanding of the concept og the category have achieved 2 indicators, namely the indicators of classifying objects according to their properties certain prosedures and use, utilixe and select certain operating procedures. Meanwhile, students who have a low category understanding of concepts only achieve one indicator classifies objects according to certain properties.
Gallery Walk sebagai Strategi untuk Meningkatkan Kerjasama dan Kreativitas Siswa Yazidah, Nok Izatul; Indrayani, Susi; Rochsun
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18618

Abstract

Penelitian ini dilatarbelakangi kurangnya pemahaman dan kreativitas siswa dalam menyelesaikan masalah geometri. Tujuan penelitian ini akan mendeskripsikan penerapan metode Gallery Walk, sebuah strategi pembelajaran berbasis pameran visual, dalam meningkatkan Kerjasama dan kreativitas siswa. Penelitian Tindakan kelas  (PTK) ini menggunakan pendekatan deskriptif kualitatif. Indikator Kerjasama mencakup interaksi dan partisipasi diskusi, sementara indikator kreativitas meliputi kualitas karya dan keunikan ide. Lembar observasi digunakan untuk mengukur kedua aspek tersebut. Subjek penelitian adalah 16 siswa kelas VII di Sekolah Menengah Pertama, Kota Malang, pada materi bangun ruang sisi datar. Hasil penelitian menyimpulkan bahwa strategi Gallery Walk efektif meningkatkan Kerjasama dan kreativitas siswa. Penelitian ini berkontribusi pada literatur mengenai inovasi metode pembelajaran matematika untuk mengembangkan keterampilan abad ke – 21.     This research is motivated by the lack of understanding and creativity of students in solving geometry problems. The purpose of this study is to describe the application of the Gallery Walk method, a visual exhibition-based learning strategy, in improving student cooperation and creativity. This Classroom Action Research (CAR) uses a qualitative descriptive approach. Cooperation indicators include interaction and discussion participation, while creativity indicators include work quality and uniqueness of ideas. Observation sheets are used to measure both aspects. The subjects of the study were 16 seventh grade students at Junior High School, Malang City, on the material of flat-sided spatial figures. The results of the study concluded that the Gallery Walk strategy was effective in improving student cooperation and creativity. This study contributes to the literature on innovations in mathematics learning methods to develop 21st century skills.
Pengaruh Model Pembelajaran Jigsaw dengan OER terhadap Kemampuan Komunikasi dan Hasil Belajar Matematis Siswa SMP Negeri 1 Balantak Bungel, Moh. Fikri; Wahyuningrum, Endang; Susandi, Ardi Dwi
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18627

Abstract

Rendahnya kemampuan komunikasi dan hasil belajar matematika dialami oleh siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran jigsaw dengan OER terhadap kemampuan komunikasi matematis dan hasil belajar matematika siswa Sekolah Menengah Pertama. Jenis penelitian ini adalah penelitian eksperimen dengan menggunakan rancangan penelitian quasi eksperimen dengan rancangan penelitian yang digunakan dalam penelitian ini adalah randomized pretest-posttest control group design. Penelitian ini dilakukan pada siswa kelas VII SMP Negeri 1 Balantak. Instrumen penelitian menggunakan tes pilihan ganda untuk mengukur hasil belajar siswa dan tes deskriptif untuk mengukur kemampuan komunikasi matematis. Kemudian data yang diperoleh dianalisis dengan uji-t dengan uji sampel bebas. Hasil penelitian menunjukkan bahwa model pembelajaran Jigsaw dengan OER tidak memberikan pengaruh yang signifikan terhadap hasil belajar dan kemampuan komunikasi matematis siswa dibandingkan dengan model pembelajaran ekspositori yang dapat ditunjukkan dengan hasil uji-t sampel bebas pada hasil belajar dengan taraf signifikansi 0,112 > 0,05 dan hasil uji-t sampel bebas pada kemampuan komunikasi matematis 0,134 > 0,05 tetapi berdasarkan analisis hasil diperoleh kelas eksperimen mempunyai hasil belajar dan kemampuan komunikasi matematis lebih tinggi dibandingkan kelas kontrol.   Low communication skills and mathematics learning outcomes are experienced by students. This study aims to determine the effect of the jigsaw learning model with OER on mathematical communication skills and mathematics learning outcomes of students at Junior High School. This type of research is experimental research using a quasi-experimental research design with the research design used in this study is a randomized pretest-posttest control group design. This study was conducted on grade VII students of Junior High School. The research instrument used a multiple-choice test to measure student learning outcomes and a descriptive test to measure mathematical communication skills. Then the data obtained were analyzed using a t-test with an independent sample test. The results of the study showed that the Jigsaw learning model with OER did not provide a significant effect on students' learning outcomes and mathematical communication skills compared to the expository learning model which can be shown by the results of the free sample t-test on learning outcomes with a significance level of 0.112> 0.05 and the results of the free sample t-test on mathematical communication skills 0.134> 0.05 but based on the analysis of the results obtained the experimental class had higher learning outcomes and mathematical communication skills than the control class.
Mengidentifikasi Miskonsepsi Matematika pada Peserta Didik Sekolah Dasar dengan Speech Delay Napfiah, Siti; Kartika, Era Dewi; Setyaningsih, Sri Wahyu
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18628

Abstract

Latar Belakang. Banyak penelitian yang membahas tentang pemahaman konsep matematika dan juga speech delay. Tetapi, belum ada penelitian yang membahas tentang hubungan speech delay dengan pemahaman konsep matematika. Tujuan penelitian ini ialah untuk menganalisis kemampuan pemahaman konsep matematika pada peserta didik speech delay. Oleh sebab itu, peneliti fokus mendeskripsikan pemahaman konsep matematika peserta didik speech delay. Metode penelitian yang digunakan adalah metode kualitatif. Tiga peserta didik kelas 2 Sekolah Dasar yang mengalami speech delay dijadikan sebagai subjek penelitian ini. Instrumen yang digunakan berupa tes pemahaman konsep matematika, wawancara dan observasi peserta didik. Instrumen penelitian dirancang berdasarkan lima indikator pemahaman konsep matematika. Hasil penelitian menunjukkan bahwa peserta didik speech delay kurang mamahami konsep ukuran dan penggunaan istilah-istilah dalam matematika masih kurang tepat. Berdasarkan hasil penelitian, diperoleh kesimpulan bahwa kemampuan pemahaman konsep matematika pada peserta didik yang mengalami speech delay termasuk kategori yang rendah. Terdapat hubungan yang saling memengaruhi antara kemampuan pemahaman konsep matematika dengan keterlambatan bicara atau speech delay karena kemampuan bahasa dan komunikasi peserta didik yang kurang baik.   Many studies discuss the understanding of mathematical concepts and also speech delay. However, there is no research that discusses the relationship between speech delay and understanding of mathematical concepts. The purpose of this study is to analyze the ability to understand mathematical concepts in speech delay students. Therefore, researchers focus on describing the understanding of mathematical concepts of speech delay students. The research method used is qualitative method. Three students grade two elementary school who experienced speech delay were used as the subjects of this study. The instruments used in this research are test of the ability to understand mathematical concepts, interviews and observation of students. The research instrument was designed based on five indicators of understanding of mathematical concepts. The result of this study indicate that speech delay learners do not understand the concept of size and the use of terms in mathematics is still inappropriate. Based on the results of this study, it is cocluded that the ability to understand mathematical concepts in student who experience speech delay is in the low category. There is mutually influencing relationship between the ability to understand mathematical concepts and speech delay due to the learner’s poor language and communication skills.
Etnomatematika: Arsitektur Masjid Raden Anji Ma’ra Sebagai Media Pembelajaran Saparwadi, Lalu; los Santos, Maria Clara de; Soberano, Liza
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18633

Abstract

Matematika sering dianggap sulit, membutuhkan media kontekstual. Etnomatematika, yang mengaitkan matematika dengan budaya, menawarkan solusi. Namun, penelitian etnomatematika di lombok belum mengeksplorasi arsitektur masjid. Tujuan penelitian ini menganalisis etnomatematika pada arsitektur masjid Jamik Raden Anji Ma’ra sebagai sumber media pembelajaran matematika. Dengan pendekatan kualitatif jenis etnografi, data dikumpulkan melalui observasi, dokumentasi, dan studi literatur. Hasil dan pembahasan menunjukkan arsitektur masjid ini kaya akan konsep geometri (bangun ruang dan datar) yang beragam. Temuan ini menunjukkan potensi signifikan arsitektur masjid sebagai media pembelajaran kontekstual yang mendukung pemahaman matematika. Penelitian ini menawarkan kebaruan dengan fokus pada arsitektur masjid, membuka perspektif inovatif bagi pembelajaran matematika berbasis budaya lokal. Mathematics is often considered difficult, requiring contextual media. Ethnomathematics, which links mathematics with culture, offers a solution. However, ethnomathematics research in Lombok has not explored mosque architecture. The purpose of this study is to analyze ethnomathematics in the architecture of the Jamik Raden Anji Ma'ra mosque as a source of mathematics learning media. With a qualitative ethnographic approach, data were collected through observation, documentation, and literature studies. The results and discussion show that the architecture of this mosque is rich in diverse geometric concepts (space and plane shapes). These findings indicate the significant potential of mosque architecture as a contextual learning medium that supports mathematical understanding. This study offers novelty by focusing on mosque architecture, opening up innovative perspectives for local culture-based mathematics learning.
Menyingkap Karakteristik Penalaran Matematis Siswa dalam Pemecahan Masalah Geometri Ruang : Tinjauan Berdasarkan Kategori Kemampuan Matematika Budi Lestari, Andika Setyo; Arifah, Siti
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18643

Abstract

Kemampuan penalaran matematika esensial untuk berpikir logis dan sistematis, namun siswa sering kesulitan dalam materi bangun ruang sisi datar karena kurangnya pemahaman konsep. Perbedaan kemampuan matematika antar siswa mempengaruhi penalaran, dengan siswa berkemampuan rendah cenderung menghafalkan rumus. Penelitian ini bertujuan menganalisis penalaran matematika siswa dalam menyelesaikan soal bangun ruang sisi datar, ditinjau berdasarkan kemampuan matematika dengan menggunakan pendekatan deskriptif kualitatif. Data dikumpulkan melalui tes dan wawancara kepada tiga subjek (tinggi, sedang, dan rendah). Hasil menunjukkan bahwa penguasaan materi yang kuat berkorelasi positif dengan penalaran efektif, terbukti pada subjek berkemampuan tinggi yang menguasai semua indikator penalaran. Sebaliknya, subjek berkemampuan sedang dan rendah mengalami kesulitan signifikan akibat deficit pemahaman konsep dasar, yang membatasi kemampuan mereka dalam mengidentifikasi langkah, mengintegrasikan konsep, dan menyusun argument. Kontibusi penelitian ini memberikan gambaran mendalam tentang karakteristik penalaran pada berbagai tingkat kemampuan, menjadi acuan untuk pengembangan pembelajaran matematika yang adaptif, dan berorientasi pada pemahaman konseptual. Mathematical reasoning ability is essential for logical and systematic thinking, but students often have difficulty in flatsided geometric geometry material due to lack of conceptual understanding. Differences in mathematical ability between students affect reasoning, with low-ability students tending to memorize formulas. This study aims to analyze students' mathematical reasoning in solving flat-sided geometric geometry problems, reviewed based on mathematical ability using a qualitative descriptive approach. Data were collected through tests and interviews with three subjects (high, medium, and low). The results showed that strong mastery of the material was positively correlated with effective reasoning, as evidenced by high-ability subjects who mastered all reasoning indicators. In contrast, medium and lowability subjects experienced significant difficulties due to deficits in understanding basic concepts, which limited their ability to identify steps, integrate concepts, and construct arguments. The contribution of this study provides an indepth picture of the characteristics of reasoning at various levels of ability, becoming a reference for the development of adaptive mathematics learning, and oriented towards conceptual understanding
Deskripsi Kemampuan Koneksi Matematis pada Materi Sistem Persamaan Linear Dua Variabel ditinjau dari Tingkat Kemampuan Matematika Siswa Kelas VIII SMP Negeri 3 Watampone Hamid, Abdurahman; Juhari, Agusalim
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18649

Abstract

Kemampuan membuat koneksi matematika penting untuk memahami konsep dan menerapkan dalam situasi nyata. Penelitian ini bertujuan menjelaskan keterampilan konektivitas matematika siswa berkemampuan sedang dari kelas 8, menggunakan metode deskriptif kualitatif melalui penilaian tertulis dan wawancara. Hasil penelitian menunjukkan siswa berkemampuan sedang memiliki tingkat konektivitas matematika yang rendah (63%), kesulitan mengintegrasikan konsep, merumuskan analgoi, dan perhitungan. Sebaliknya, terkait kolerasi matematika dan kehidupan sehari – hari, mereka menunjukkan hubungan signifikan (72%), mampu memahami masalah kontekstual, mendokumentasikan informasi, dan menghubungkannya dengan model matematika. Disimpulkan bahwa siswa berkemampuan sedang lebih mudah mengaitkan matematika dengan kehidupan sehari – hari daripada konsep matematika itu sendiri. Oleh karena itu, disarankan bagi guru mengembangkan lingkungan belajar yang mendorong pemahaman hubungan antar konsep serta beragam soal untuk meningkatkan keterampilan konektivitas matematika siswa.   The ability to make mathematical connections is important for understanding concepts and applying them in real situations. This study aims to explain the mathematical connectivity skills of 8th grade medium-ability students, using qualitative descriptive methods through written assessments and interviews. The results showed that medium-ability students had low levels of mathematical connectivity (63%), difficulty integrating concepts, formulating analogies, and calculations. In contrast, related to the correlation between mathematics and everyday life, they showed a significant relationship (72%), were able to understand contextual problems, document information, and relate it to mathematical models. It was concluded that medium-ability students found it easier to relate mathematics to everyday life than the mathematical concept itself. Therefore, it is recommended for teachers to develop a learning environment that encourages understanding of the relationship between concepts and various problems to improve students' mathematical connectivity skills..
Kemampuan Berpikir Kreatif Siswa dalam Menyelesaikan Masalah Open-Ended Ditinjau dari Gaya Belajar Husniyah, Hana Kholifatul; Sa'dijah, Cholis
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18887

Abstract

Kemampuan berpikir kreatif bagian dari kemampuan yang dibutuhkan di abad 21. Berdasarkan dari beberapa penelitian, gaya belajar dapat mempengaruhi kemampuan berpikir kreatif seseorang. Sementara itu, kemampuan berpikir kreatif dapat dibelajarkan kepada siswa melalui pembelajaran penyelesaian masalah open-ended. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif siswa dalam menyelesaikan masalah open-ended ditinjau dari gaya belajar. Pendekatan penelitian ini adalah kualitatif di mana pengumpulan data dilakukan melalui tes kemampuan berpikir kreatif, tes gaya belajar, dan wawancara. Instrumen yang digunakan dalam penelitian ini adalah valid melalui proses validasi ahli. Subjek penelitian adalah 33 siswa kelas X yang berasal dari salah satu sekolah menengah atas di Kota Malang. Wawancara penelitian ini dilakukan pada subjek di setiap gaya belajar dengan memperhatikan proporsional banyak masing-masing gaya belajar visual, auditorial, dan kinestetik serta kemampuan komunikasi siswa. Berdasarkan hasil penelitian diperoleh bahwa siswa bergaya belajar visual memenuhi fleksibilitas dan kebaruan, siswa auditorial memenuhi kefasihan dan fleksibiltas, dan siswa kinestetik tidak memenuhi kefasihan, fleksibilitas, dan kebaruan.   Creative thinking abilities are part of the skill set required in the 21st century. Based on several studies, creative thinking ability can be influenced by learning styles. Meanwhile, creative thinking abilities can be taught to students through open-ended problem solving learning. This research aims to describe students' creative thinking abilities in solving open-ended problems viewed from learning styles. The approach to this study is qualitative. Data collection was carried out through creative thinking ability tests, learning style tests, and interviews. The instruments used in this study were valid through an expert validation process. The research subjects were 33 grade X students from one of the senior high schools in Malang City. The research interviews were conducted on subjects in each learning style by considering the proportional amount of each visual, auditory, and kinesthetic learning style and students' communication skills. Based on the research results, it was found that students with a visual learning style meet flexibility and novelty, auditory students meet fluency and flexibility, and kinesthetic students do not meet fluency, flexibility, and novelty.
Desain dan Validasi Worksheet Berbasis Problem-Based Learning dengan Bantuan Algebrator untuk Mengakselerasi Pemecahan Masalah Matematis Siswa SMP Putra, Galih Rangga; Slamet; Hendriana, Benny
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18944

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah aljabar siswa SMP akibat pendekatan pembelajaran konvensional dan sifat abstrak materi. Tujuan penelitian ini adalah mengembangkan dan memvalidasi worksheet berbasis Problem Based Learning dengan bantuan Algebrator untuk mengakselerasi kemampuan pemecahan masalah matematis siswa. Penggunaan pendekatan ADDIE digunakan dalam penelitian ini untuk memberikan gambarang yang komprehensif mengenai tahapan penelitian pengembangan. Instrumen penelitian meliputi lembar validasi ahli dan lembar observasi aktivitas siswa. Hasil penelitian ini dikembangkan berdasarkan tahapan ADDIE, yang menunjukkan adanya peningkatan aktivitas dan kemampuan pemecahan masalah yang signifikan, terlihat dari aktivitas terbatas yang dikelola pada kelas uji coba. Integrasi antara PBL dan Algeberator memfasilitasi visualisasi konsep abstrak, meningkatkan pemahaman, motivasi, dan keterlibatan siswa. Penelitian ini berkontribusi nyata dalam menyediakan bahan ajar inovatif yang relevan untuk meningkatkan kualitas pembelajaran matematika.   This research is motivated by the low ability of junior high school students to solve algebra problems due to conventional learning approaches and the abstract nature of the material. The purpose of this study is to develop and validate a worksheet based on Problem Based Learning with the help of Algebrator to improve students' mathematical problem solving abilities. The use of the ADDIE approach is used in this study to provide a comprehensive picture of the stages of development research. The research instruments include expert validation sheets and student activity observation sheets. The results of this study were developed based on the ADDIE stages, which showed a significant increase in activity and problem solving abilities, as seen from the limited activities managed in the trial class. The integration between PBL and Algeberator facilitates the visualization of abstract concepts, improves student understanding, motivation, and engagement. This study contributes significantly to providing innovative teaching materials that are relevant to improving the quality of mathematics learning.
Matematika Berbasis Alam: Menumbuhkan Rasa Ingin Tahu dan Cinta Lingkungan Januardi, Ega; Cholily, Yus Mochamad; Syaifuddin, Mohammad
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18998

Abstract

Pembelajaran matematika sering dianggap abstrak, memicu kejenuhan siswa. Penelitian ini berupaya menjawab tantangan tersebut dengan mengkaji efektivitas pembelajaran matematika berbasis alam dan menumbuhkan rasa ingin tahu dan kecintaan lingkungan siswa di sekolah alam. Menggunakan pendekatan kualitatif studi kasus, data dikumpulkan melalui observasi, wawancara, dan dokumentasi terhadap guru dan siswa di SDN Bunga Bangsa, Kota Bekasi, pada Juli-Agustus 2025. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran kontekstual dan eksplorasi langsung di alam signifikan memicu rasa ingin tahu kognitif siswa dan menanamkan nilai peduli lingkungan. Interaksi indrawi, kolaborasi, dan refleksi memperkuat pemahaman konsep serta keterampilan sosial-emosional. Kontribusi penelitian ini adalah pengembangan model pedagogis adaptif yang mengintegrasikan matematika dan pendidikan karakter berbasis lingkungan, memberikan bukti empiris untuk kurikulum yang lebih relevan dan holistik serta mendorong inovasi dalam metode pengajaran berbasis alam.   Mathematics learning is often considered abstract, triggering student boredom. This study attempts to answer this challenge by examining the effectiveness of nature-based mathematics learning in fostering students’ curiosity and love of the environment in nature schools. Using a qualitative case study approach, data were collected through observation, interviews, and documentation of teachers and students at SDN Bunga Bangsa, Bekasi City, in July-August 2025. The results showed that contextual learning planning and direct exploration in nature significantly triggered students’ cognitive curiosity and instilled environmental values. Sensory interaction, collaboration, and reflection strengthened conceptual understanding and social-emotional skills. The contribution of this study is the development of an adaptive pedagogical model that integrates mathematics and environmental-based character education, provides empirical evidence for a more relevant and holistic curriculum, and encourages innovation in nature-based teaching methods.

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