International Journal of Progressive Mathematics Education
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
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<![CDATA[Melampaui sekadar nilai: mengintegrasikan assessment as learning dalam pembelajaran bangun ruang untuk melatih regulasi diri siswa ]]>
<![CDATA[Sahid]]>;
<![CDATA[Bernard]]>;
<![CDATA[Marhadi, Mulyani]]>;
<![CDATA[Prananto, Irfan Wahyu]]>;
<![CDATA[Nurwijaya, Sugian]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.19045
<![CDATA[Purpose: This research develops solid geometry instructional materials based on Assessment as Learning (AaL) to transform students into autonomous assessors while addressing deficiencies in learning independence.Design/methodology/approach: Adopting the 4-D development model (limited to Define, Design, and Develop phases), this study involved 24 junior high school students as trial subjects. Data were synthesized through expert validation instruments, practicality observations, and effectiveness tests measuring academic outcomes and student engagement.Findings: Results indicate that the developed toolkit—comprising lesson plans, student worksheets, and self/peer-assessment instruments—exhibits high validity. Field trials further confirm that the materials are both practical and effective in enhancing learning performance and eliciting favorable student responses through structured participatory evaluation.Practical implications: These findings provide a strategic framework for educators to foster metacognition and self-regulated learning by actively involving students in a continuous, internal assessment process.Originality/value: The significance of this study lies in its systematic integration of AaL within solid geometry topics, contributing a novel perspective to the literature on self-evaluation as a primary driver for cognitive autonomy in secondary education. Purpose: Penelitian ini bertujuan mengembangkan perangkat pembelajaran Bangun Ruang Sisi Datar berbasis Assessment as Learning (AaL) guna mentransformasi peran siswa menjadi asesor mandiri serta mengatasi rendahnya kemandirian belajar pada materi geometri. Design/methodology/approach: Menggunakan model pengembangan 4-D (tahap Define, Design, Develop), penelitian ini melibatkan 24 siswa SMPN 6 Topoyo sebagai subjek uji coba. Data dikumpulkan melalui instrumen validasi ahli, observasi kepraktisan, serta tes efektivitas untuk mengukur capaian belajar dan respon siswa. Findings: Temuan menunjukkan bahwa perangkat yang dihasilkan (RPP, LKPD, dan instrumen penilaian diri/sejawat) memenuhi kriteria validitas tinggi. Produk terbukti praktis dan efektif dalam meningkatkan hasil belajar, sekaligus memicu respon positif siswa melalui aktivitas evaluasi partisipatif yang sistematis. Practical implications: Hasil penelitian ini menyediakan kerangka kerja bagi pendidik untuk melatih metakognisi dan self-regulated learning melalui pelibatan aktif siswa dalam proses penilaian internal yang berkelanjutan. Originality/value: Keunggulan studi ini terletak pada integrasi sistematis AaL dalam materi geometri bangun ruang, memberikan kontribusi baru pada literatur pengembangan evaluasi mandiri sebagai penggerak kemandirian kognitif siswa di jenjang sekolah menengah.]]>
<![CDATA[Eksplorasi etnomatematika pada motif batik sicuriang ludai sebagai sumber belajar matematika ]]>
<![CDATA[Nurrahmawati]]>;
<![CDATA[Afri, Lusi Eka]]>;
<![CDATA[Syafitri, Yuni]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.8109
<![CDATA[Purpose: This study examines ethnomathematics within the Sicuriang Ludai batik motif to integrate local wisdom into the formal mathematics curriculum, effectively bridging the chasm between abstract theory and cultural reality. Design/methodology/approach: Utilizing an ethnographic design, data were gathered through participant observation and in-depth interviews with Rokan Hulu cultural experts. The data were then systematically analyzed through data condensation and verification techniques to ensure analytical rigor. Findings: The findings confirm the manifestation of plane geometry concepts—specifically rectangles and parallelograms—alongside angular relationships and geometric transformations, including translation, reflection, and rotation. Philosophically, these patterns represent the identity of the Rokan Hulu community through ingrained principles of mathematical precision. Practical implications: This research supports the implementation of culturally responsive pedagogy, providing a framework for educators to develop instructional materials that are both contextual and meaningful for students. Originality/value: As the inaugural scholarly documentation of the Sicuriang Ludai motif within a mathematical framework, this study underscores mathematics as a culture-bound entity and enriches the literature on indigenous-based learning resources in the Southeast Asian context. Purpose: Penelitian ini menganalisis etnomatematika pada motif batik Sicuriang Ludai untuk mengintegrasikan kearifan lokal ke dalam kurikulum matematika formal, sekaligus menjembatani celah antara teori abstrak dan realitas budaya. Design/methodology/approach: Melalui desain etnografi, data dikumpulkan melalui observasi partisipatif dan wawancara mendalam dengan budayawan Rokan Hulu, kemudian dianalisis secara sistematis menggunakan teknik kondensasi data dan verifikasi kesimpulan. Findings: Temuan mengonfirmasi manifestasi konsep geometri bidang (persegi panjang dan jajargenjang), hubungan sudut, serta transformasi geometri (translasi, refleksi, dan rotasi) pada motif batik. Secara filosofis, pola ini merepresentasikan identitas masyarakat melalui prinsip ketelitian matematis yang mendalam. Practical implications: Hasil penelitian ini mendukung implementasi pedagogi responsif budaya (culturally responsive pedagogy), memberikan kerangka bagi pendidik untuk menciptakan materi pembelajaran yang lebih kontekstual dan bermakna bagi siswa. Originality/value: Sebagai dokumentasi ilmiah pertama terhadap motif Sicuriang Ludai dalam konteks matematika, penelitian ini memperkuat posisi matematika sebagai entitas yang terikat budaya (culture-bound) dan memperkaya literatur sumber belajar berbasis kearifan lokal.]]>
<![CDATA[Melampaui rumus: analisis kesiapan kognitif siswa dalam menghadapi soal literasi matematis tipe PISA ]]>
<![CDATA[Nurjanah, Intan]]>;
<![CDATA[Hendriana, Benny]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.19598
<![CDATA[This study analyzes the mathematical literacy level of junior high school students based on Bloom's Taxonomy cognitive levels, motivated by the low achievement of Indonesian students in PISA 2023. Using a descriptive qualitative method, the study involved 30 seventh-grade students of SMPIT Al-Arobi through essay tests and structured interviews. The results showed 43% of students at the low level (D), 7% at very low (E), and only 20% reached the excellent level (A). In-depth analysis of three subjects (BL, AAB, FT) revealed disparities in ability: BL (level C5-C6) is capable of complex analysis and mathematical modeling, while AAB (C3) and FT (C1-C2) are limited to procedural applications and basic understanding. These findings confirm that the procedural learning approach and the lack of contextual problem practice are the main inhibiting factors. This study provides an important contribution in the development of complex problem-based mathematics learning models to improve students' Higher-Order Thinking Skills (HOTS). Penelitian ini menganalisis tingkat literasi matematis siswa SMP berdasarkan level kognitif Taksonomi Bloom, dilatarbelakangi oleh rendahnya capaian siswa Indonesia dalam PISA 2023. Menggunakan metode kualitatif deskriptif, penelitian melibatkan 30 siswa kelas VII SMPIT Al-Arobi melalui tes esai dan wawancara terstruktur. Hasil menunjukkan 43% siswa pada level rendah (D), 7% sangat rendah (E), dan hanya 20% mencapai level sangat baik (A). Analisis mendalam terhadap tiga subjek (BL, AAB, FT) mengungkap disparitas kemampuan: BL (level C5-C6) mampu analisis kompleks dan pemodelan matematis, sementara AAB (C3) dan FT (C1-C2) terbatas pada aplikasi prosedural dan pemahaman dasar. Temuan ini mengkonfirmasi bahwa pendekatan pembelajaran prosedural dan kurangnya latihan soal kontekstual menjadi faktor penghambat utama. Penelitian memberikan kontribusi penting dalam pengembangan model pembelajaran matematika berbasis masalah kompleks untuk meningkatkan Higher-Order Thinking Skills (HOTS) siswa.]]>
<![CDATA[Paradoks literasi matematika: analisis kegagalan implementasi langkah polya pada masalah berstandar TIMSS ]]>
<![CDATA[-, Sutra]]>;
<![CDATA[Majid, Ahmad Farham]]>;
<![CDATA[Shadiq, Muh Ibnu]]>;
<![CDATA[Ramadhani, Nurul Aulia]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.19801
<![CDATA[Purpose: This study dissects TIMSS-based mathematical literacy difficulties in Relation and Function topics using Polya’s framework to bridge the gap between global standards and students' cognitive realities. Design/methodology/approach: Employing a descriptive qualitative design, data were gathered from 21 tenth-grade students through problem-solving tests and in-depth interviews, then analyzed to map difficulty profiles across varying ability levels. Findings: Results reveal stratified obstacles: high-ability students struggle with accuracy; middle-ability with strategic maturity; while low-ability students face systemic failure across all Polya stages due to weak fundamental concepts and poor time management. This confirms that literacy barriers are rooted in metacognitive failures during solution evaluation. Practical implications: These findings advocate for differentiated learning and systematic heuristic training to accommodate diverse cognitive profiles in meeting international assessment standards. Originality/value: This study offers a specific diagnostic on Relation and Function topics within a madrasah context, enriching the literature on mapping mathematical literacy barriers contextualized against global TIMSS indicators. Purpose: Penelitian ini membedah kesulitan literasi matematika berstandar TIMSS pada materi Relasi dan Fungsi menggunakan kerangka Polya guna menjembatani celah antara standar global dan realitas kognitif peserta didik. Design/methodology/approach: Melalui desain deskriptif kualitatif, data dikumpulkan dari 21 siswa kelas X melalui tes pemecahan masalah dan wawancara mendalam, lalu dianalisis secara sistematis untuk memetakan profil kesulitan berdasarkan tingkat kemampuan.Findings: Temuan menunjukkan stratifikasi hambatan: siswa berkemampuan tinggi terkendala akurasi; kategori sedang terhambat pada maturitas strategi; sementara kategori rendah mengalami kegagalan sistemik di seluruh tahap Polya akibat lemahnya konsep fundamental dan manajemen waktu. Ini mengonfirmasi bahwa kesulitan literasi berakar pada hambatan metakognitif dalam mengevaluasi solusi. Practical implications: Hasil ini merekomendasikan implementasi pembelajaran berdiferensiasi (differentiated learning) dan penguatan prosedur heuristik untuk mengakomodasi keberagaman profil kognitif siswa dalam menghadapi penilaian internasional. Originality/value: Studi ini memberikan diagnosa spesifik pada materi Relasi dan Fungsi dalam konteks madrasah, memperkaya literatur pemetaan hambatan literasi matematika yang dikontekstualisasikan langsung dengan indikator global TIMSS.]]>
<![CDATA[Sinergi refleksi dan inovasi: arsitektur kecerdasan intrapersonal dalam desain matematika digital ]]>
<![CDATA[Yenni]]>;
<![CDATA[Raharjo , Sigit]]>;
<![CDATA[Firmansyah, M. Arie]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.20065
<![CDATA[This research was motivated by the suboptimal teaching methods of teachers in the class due to planning that did not take into account the variations in tntelligence possessed by students. This study aims to clearly describe the skills of students with intrapersonal intelligence in developing and implementing mathematics lesson plans using interactive digital media. The research method used a descriptive qualitative method. To determine the type of student intelligence data collection using the survey . Meanwhile, to determine the suitability of intrapersonal intelligence types with student activities in implementing lesson plans using observation instruments. The observation instruments are filled with descriptions of activities carried out by students. The results of the study show that students with intrapersonal intelligence types are able to prepare learning plans assisted by digital media and animated videos well in accordance with the characteristics of intrapersonal intelligence. The learning method chosen is guided inquiry. Activities in the guided inquiry stage nclude self-motivation, setting clear goals, managing emotions, thinking independently, enjoying alone time, and being analytical. By choosingthe right methods and media, students have the potential to produce lesson plans that are not only interesting, but are able to increase motivation and mathematics learning outcomes. Penelitian ini dilatarbelakangi oleh tidak maksimalnya cara mengajar guru kelas karena perencanaan yang tidak memperhatikan variasi kecerdasan yang dimiliki siswa. Penelitian ini bertujuan mendeskripsikan dengan jelas keterampilan mahasiswa dengan tipe kecerdasan intrapersonal dalam menyusun dan mempraktikkan rencana pembelajaran matematika berbantuan media digital interaktif. Metode penelitian menggunakan kualitatif deskripstif. Pengumpulan data jenis kecerdasan mahasiswa menggunakan link survei. Sedangkan untuk mengetahui kesesuaian tipe kecerdasan intrapersonal dengan kegiatan mahasiswa dalam mempraktikkan rencana pembelajaran menggunakan instrumen observasi. Insrumen observasi diisi dengan uraian kegiatan yang dilakukan oleh mahasiswa. Hasil penelitian menunjukkan bahwa mahasiswa dengan tipe kecerdasan intrapersonal mampu menyusun rencana pembelajaran berbantuan media digital dan video animasi dengan baik dan sesuai dengan ciri pada kecerdasan intrapersonal. Kegiatan pada tahapan inkuiri terbimbing yaitu; mengarah pada memotivasi diri, menetapkan tujuan dengan jelas, mengelola emosi, berpikir mandiri, menikmati waktu sendiri, dan analitis. Dengan pilihan metode dan media yang tepat, mahasiswa mampu menghasilkan rencana pembelajaran yang bukan hanya menarik, namun mampu meningkatkan motivasi dan hasil belajar matematika]]>
<![CDATA[Pemecahan masalah kontekstual: sebuah analisis diferensiasi berdasarkan kemampuan awal matematika siswa ]]>
<![CDATA[Napfiah, Siti]]>;
<![CDATA[Katupu, Paulus]]>;
<![CDATA[Purnomo, Heri]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.20396
<![CDATA[Background. Problem-solving skills are necessary for everyone who studies mathematics. Those who study mathematics have encountered problems that are not easy to solve. Therefore, problem-solving skills are needed to resolve such issues. The purpose of this study is to describe problem-solving skills in contextual problems based on students' mathematical abilities. The research method used is qualitative. The research subjects in this study are two students, consisting of one student with high mathematical ability and one with low mathematical ability. The results of the study indicate that subjects with high abilities have good problem-solving skills, as they are able to meet the four indicators of problem-solving. Subjects with low abilities are also able to meet the four indicators of problem-solving. However, the results show that subjects with high abilities have better problem-solving skills than subjects with low abilities because the test results and interviews of subjects with high abilities are clearer and more detailed. Latar Belakang. Kemampuan pemecahan masalah kontekstual diperlukan oleh setiap orang yang mempelajari matematika. Orang yang belajar matematika pernah mendapatkan suatu masalah yang tidak mudah untuk diselesaikan. Sehingga dibutuhkan kemampuan pemecahan masalah untuk menyelesaikan permasalahan tersebut. Tujuan penelitian ini ialah mendeskripsikan kemampuan pemecahan masalah kontekstual berdasarkan kemampuan awal matematika siswa. Metode penelitian yang digunakan adalah metode kualitatif. Subjek penelitian yang digunakan dalam penelitian ini adalah 2 siswa. Siswa terdiri dari siswa yang memiliki kemampuan matematika tinggi dan rendah. Hasil penelitian menunjukkan bahwa subjek berkemampuan tinggi memiliki kemampuan pemecahan masalah yang baik dimana siswa mampu memenuhi empat indikator pemecahan masalah. Subjek berkemampuan rendah juga mampu memenuhi empat indikator pemecahan masalah. Namun dari hasil yang diperlihatkan, subjek berkemampuan tinggi memiliki kemampuan pemecahan masalah yang lebih baik daripada subjek berkemampuan rendah karena hasil tes dan wawancara subjek berkemampuan tinggi lebih jelas dan terperinci.]]>
<![CDATA[Inovasi pembelajaran era digital: integrasi TPACK dan deep learning dalam rancangan instruksional mahasiswa calon guru matematika ]]>
<![CDATA[Fitriawan, Dona]]>;
<![CDATA[Siregar, Nurfadilah]]>;
<![CDATA[Sulistyowati, Endar]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.20416
<![CDATA[This study aims to analyze the TPACK (Technological Pedagogical Content Knowledge) competencies of prospective mathematics educator students in designing technology-based and deep learning in the digital era in microteaching courses. TPACK competencies are an important foundation in preparing 21st-century educators who are able to integrate content, pedagogy, and technology in a balanced manner. The research method used a quantitative and qualitative descriptive approach, with a case study of 80 sixth-semester students of the Mathematics Education Study Program. The instruments used included a Likert-scale TPACK questionnaire, a rubric for analyzing teaching devices and videos, and in-depth interview guidelines. The results showed a significant increase in TPACK competencies after the implementation of microteaching, particularly in the aspects of TK, PK, and deep learning integration. These findings indicate the importance of increasing TPACK-based integrative training in the microteaching curriculum, as well as the need for reflective mentoring to foster learning that is adaptive to the demands of the digital era. Penelitian ini bertujuan untuk menganalisis kompetensi TPACK (Technological Pedagogical Content Knowledge) mahasiswa calon pendidik matematika dalam merancang pembelajaran berbasis teknologi dan deep learning di era digital pada mata kuliah micro teaching. Kompetensi TPACK menjadi fondasi penting dalam menyiapkan pendidik abad ke-21 yang mampu mengintegrasikan konten, pedagogi, dan teknologi secara seimbang. Metode penelitian menggunakan pendekatan deskriptif kuantitatif dan kualitatif, dengan studi kasus pada 80 mahasiswa semester 6 Program Studi Pendidikan Matematika. Instrumen yang digunakan meliputi angket TPACK berskala Likert, rubrik analisis perangkat dan video pengajaran, serta pedoman wawancara mendalam. Hasil penelitian menunjukkan bahwa terjadi peningkatan signifikan pada kompetensi TPACK setelah pelaksanaan micro teaching, khususnya pada aspek TK, PK, dan integrasi deep learning. Temuan ini menunjukkan pentingnya peningkatan pelatihan integratif berbasis TPACK dalam kurikulum micro teaching, serta perlunya pendampingan reflektif untuk menumbuhkan pembelajaran yang adaptif terhadap tuntutan era digital. ]]>
<![CDATA[Evaluasi karakteristik peserta didik dalam menyelesaikan tes kemampuan literasi matematis dan emotional intellegence ]]>
<![CDATA[Amalia, Kurnia]]>;
<![CDATA[Safitri, Saskia Dwi]]>;
<![CDATA[Faradillah, Ayu]]>;
<![CDATA[Miatun, Asih]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.20429
<![CDATA[Indonesian students' mathematical literacy levels are relatively low compared to international standards. To overcome this challenge, it is crucial to implement contextual and applicable questions that can effectively improve students' mathematical literacy skills in a meaningful way. This study aims to analyze student characteristics in solving mathematical literacy problems and emotional intelligence tests using the Rasch model. A quantitative research approach was utilized by conducting a survey involving 280 high school students from grades 10 and 11 across three different schools in Jakarta. The instruments used were descriptive mathematical literacy questions and emotional intelligence questionnaires, both validated in terms of content and construct. The Wright map analysis revealed that variables such as gender, grade level, and school location have an influence on students' mathematical literacy and emotional intelligence levels. Male and grade 10 students demonstrated higher performance, with 25.6% showing better results compared to 11.58% of female and grade 11 students. Additionally, Differential Item Functioning (DIF) analysis revealed bias in certain test items, favoring specific groups like grade 10 and male students. The study highlights the importance of accounting for student characteristics in the development and assessment of educational tools to ensure fairness and representativeness. Tingkat kemampuan literasi matematis peserta didik di Indonesia masih berada di bawah rata-rata capaian internasional. Sehingga perlu diatasi dengan soal-soal kemampuan literasi matematis yang bersifat kontekstual dan aplikatif untuk mendukung pengembangan keterampilan literasi matematis secara signifikan. Tujuan dari penelitian ini yaitu mengevaluasi karakteristik peserta didik dalam menyelesaikan tes kemampuan literasi matematis dan kecerdasan emosional melalui pendekatan Rasch model. Metode penelitian yang digunakan yaitu kuantitatif melalui desain survei terhadap 280 peserta didik SMA kelas 10 dan 11 di tiga sekolah berbeda di Jakarta. Instrumen yang digunakan berupa soal uraian literasi matematis dan angket kecerdasan emosional yang divalidasi secara isi dan konstruk. Hasil analisis menggunakan Wright map menunjukkan bahwa jenis kelamin, jenjang kelas dan daerah sekolah dapat memengaruhi kemampuan literasi matematis dan kecerdasan emosional. Peserta didik laki-laki serta siswa kelas 10 cenderung menunjukkan tingkat literasi matematis dan kecerdasan emosional yang lebih tinggi, yaitu sebesar 25,6%, dibandingkan dengan peserta didik perempuan dan siswa kelas 11 yang hanya mencapai 11,58%. Selain itu, ditemukan bias item (DIF) yang menunjukkan kecenderungan instrumen lebih menguntungkan kelompok tertentu, seperti kelas 10 dan peserta didik laki-laki. Penelitian ini menekankan pentingnya mempertimbangkan karakteristik peserta didik dalam pengembangan dan evaluasi instrumen pendidikan agar lebih adil dan representatif.]]>
<![CDATA[Nilai integritas melalui pembelajaran matematika bagi mahasiswa pendidikan matematika ]]>
<![CDATA[Jamiah, Yulis]]>;
<![CDATA[Salsabila HS, Kintan]]>;
<![CDATA[Supriyadi, Dede]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.20434
<![CDATA[Integrity Values are a unity between mindset, feelings or sensations felt, speech and behavior that are in harmony with conscience and applicable norms. This study aims to internalize students integrity values through a humanist mathematics learning model, so that students have personalities that can strengthen a high level of honesty and ethics in their words and actions. This goal is achieved by involving a cyclical process starting from conceptual learning model assessment to implementation and evaluation. The subjects of this study were 68 students from two classes. The identification of field problems, reviewing and validating the learning model, exploration of integrity values, identification of field problems, reviewing and validating the learning model, and implementing De model trofi real action research. The results showed the percentage of value in everything the learning model was 88,3% which is categorized as very good and 100% of students gave a very positive response to humanist mathematics learning that internalizes integrity values. These findings indicate that the humanist approach is effective in building an inclusive learning climate but requires additional strategies to strengthen task precision. This research contributes significantly to formulating a mathematical pedagogical model that aligns numerical logic acumen with moral resilience as competency standards for future teachers. Nilai integritas merupakan kesatuan antara mindset, perasaan atau sensasi yang dirasakan, ucapan maupun perilaku yang selaras dengan hati nurani dan norma yang berlaku. Penelitian ini bertujuan menginternalisasikan nilai integritas mahasiswa melalui model pembelajaran dalam perkataan dan tindakannya. Tujuan tersebut dicapai yang melibatkan proses siklus mulai dari pengkajian model pembelajaran secara konseptual hingga implementasi dan evaluasi. Subjek penelitian ini berjumlah 68 mahasiswa berasal dari dua kelas. Prosedur penelitian meliputi analisis teoritis model pembelajaran, eksplorasi nilai-nilai integritas, identifikasi masalah lapangan, mengkaji dan validasi model pembelajaran, serta implementasi model melalui penelitian tindakan nyata. Hasil penelitian menunjukkan bahwa nilai persentase dalam menerapkan model pembelajaran adalah 88,3% yang berkategori sangat baik, dan 100% mahasiswa memberikan respon sangat positif terhadap pembelajaran matematika humanis yang menginternalisasikan nilai integritas. Temuan ini mengindikasikan bahwa pendekatan humanis efektif berkontribusi signifikan dalam merumuskan model pedagogi matematika yang menyelaraskan ketajaman logika numerik dengan ketangguhan moral sebagai standar kompetensi guru masa depan.]]>
<![CDATA[Dampak integrasi pembelajaran berbasis masalah dan inkuiri pada pemahaman konsep matematis ]]>
<![CDATA[Sulistyorini, Yunis]]>;
<![CDATA[Yazidah , Nok Izatul]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.20582
<![CDATA[Purpose: This study aims to enhance students' mathematical conceptual understanding through the integration of Problem-Based Learning (PBL) and Inquiry models. This approach is implemented to mitigate the constraints of teacher-centered procedural learning and to foster higher-order thinking skills. Design/methodology/approach: Utilizing a two-cycle Classroom Action Research (CAR) design, the study involved Mathematics Education students. Data were comprehensively collected via conceptual understanding tests, activity observation sheets, and student response questionnaires to evaluate the intervention's effectiveness.Findings: The findings indicate a significant improvement in the mean conceptual understanding scores from Cycle I to Cycle II. The integration proved effective in actively engaging students across five stages—problem orientation, hypothesis formulation, investigation, concept analysis, and presentation—thereby rendering the learning process more meaningful.Practical implications: These results recommend the adoption of the integrated PBL-Inquiry syntax by educators to facilitate student autonomy in solution-finding and to reinforce the retention of mathematical concepts.Originality/value: This study presents a pedagogical framework that synergizes the depth of inquiry with the contextual relevance of PBL, serving as a robust strategy to address conceptual difficulties. Purpose: Penelitian ini bertujuan meningkatkan pemahaman konsep matematis peserta didik melalui integrasi model Problem-Based Learning (PBL) dan Inkuiri. Pendekatan ini diterapkan untuk mengatasi kendala pembelajaran prosedural yang berpusat pada guru dan mengembangkan keterampilan berpikir tingkat tinggi. Design/methodology/approach: Menggunakan desain Penelitian Tindakan Kelas (PTK) dalam dua siklus, penelitian melibatkan mahasiswa Pendidikan Matematika. Data dikumpulkan secara komprehensif melalui tes pemahaman konsep, lembar observasi aktivitas, dan angket respons peserta didik untuk mengukur efektivitas intervensi.Findings: Temuan menunjukkan peningkatan signifikan rata-rata pemahaman konsep dari siklus I ke II. Integrasi ini terbukti efektif membuat peserta didik lebih aktif dalam lima tahapan: orientasi masalah, perumusan hipotesis, investigasi, analisis konsep, hingga presentasi, menjadikan pembelajaran lebih bermakna.Practical implications: Hasil ini merekomendasikan adopsi sintaks integrasi PBL-Inkuiri bagi pendidik untuk memfasilitasi kemandirian siswa dalam menemukan solusi dan memperkuat retensi konsep matematis.Originality/value: Studi ini menawarkan kerangka kerja pedagogis yang menggabungkan kedalaman inkuiri dengan relevansi kontekstual PBL sebagai strategi ampuh mengatasi kesulitan konseptual.]]>
