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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 113 Documents
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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.
Analisis Kemampuan Komunikasi Matematis Ditinjau dari Kemampuan Numerasi Siswa Anggraini, Bunga Ayu; Hanim Faizah
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.v5i1.19005

Abstract

Tingkat komunikasi matematis masih beragam dan seringkali dipengaruhi oleh tingkat kemampuan numerasinya. Tujuan penelitian yaitu guna menganalisis kemampuan komunikasi matematis siswa berdasarkan kemampuan numerasi dalam materi Kelipatan Persekutuan Terkecil (KPK). Pendekatan yang diterapkan merupakan kualitatif deskriptif dengan subjek 3 siswa kelas V-A SDN Manukan Kulon VI Surabaya yang dipilih berdasarkan hasil tes numerasi ke dalam kategori rendah, sedang, dan tinggi. Proses analisis data mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa dengan kemampuan numerasi tinggi mampu mengomunikasikan ide matematis secara jelas, logis, dan lengkap, sedangkan siswa dengan kemampuan numerasi sedang dan rendah menunjukkan kelemahan dalam struktur penyampaian, penggunaan bahasa matematis, serta representasi ide. Kesimpulannya, semakin tinggi kemampuan numerasi siswa, semakin baik pula kemampuan komunikasi matematis yang dimilikinya.   Students’ mathematical communication skills vary and are often influenced by their level of numeracy. This study aims to analyze students’ mathematical communication skills in relation to their numeracy abilities on the topic of Least Common Multiple (LCM). The research employed a qualitative method with a descriptive design. The subjects consisted of three fifth-grade students from SDN Manukan Kulon VI Surabaya, selected based on high, medium, and low numeracy categories. Data analysis techniques included data reduction, data display, and conclusion drawing. The results showed that students with high numeracy skills were able to communicate mathematical ideas clearly, logically, and thoroughly, while students with medium and low numeracy levels exhibited weaknesses in the structure of explanation, use of mathematical language, and representation of ideas. It can be concluded that the higher the student’s numeracy ability, the better their mathematical communication skills.
Penguatan Kemampuan Numerasi Siswa Sekolah Dasar Melalui Pembelajaran Inovatif CTL Berbasis Budaya Afifah, Putri Nur; Faizah, Hanim
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.v5i1.19008

Abstract

Kemampuan numerasi siswa SD masih tergolong rendah, terlihat dari hasil observasi di SDN Manukan Kulon VI yang menunjukkan tidak ada siswa mencapai nilai sempurna.Tujuan utama adalah mengetahui penguatan kemampuan numerasi siswa melalui pembelajaran inovatif Contextual Teaching and Learning (CTL) berbasis budaya lokal dengan memanfaatkan permainan tradisional dakon pada materi Kelipatan Persekutuan Kecil (KPK). Penelitian kuantitatif ini mengadopsi desain pre-eksperimen dengan model One Group Pretest-Posttest Design dan melibatkan 30 siswa kelas V-A SDN Manukan Kulon VI. Data dikumpulkan melalui pretest dan posttest dengan instrumen yang berupa soal uraian berdasarkan indikator numerasi. Temuan penelitian menunjukkan adanya kenaikan rata-rata skor dari 53,8 pada pretest menjadi 81,6 pada posttest. Perbedaan signifikan antara hasil pretest dan posttest ditunjukkan oleh nilai thitung 9,961 dan signifikansi 0,000 dari uji paired sample t-test dengan selisih rata-rata sebesar -27,867. Pembelajaran CTL berbasis budaya lokal terbukti memperkuat kemampuan numerasi dan menjadikan pembelajaran lebih kontekstual dan bermakna.   Elementary school students' numeracy skills are still relatively low, as seen from the results of observations at SDN Manukan Kulon VI which showed that no students achieved perfect scores. The main objective was to determine the strengthening of students' numeracy skills through innovative Contextual Teaching and Learning (CTL) learning based on local culture by utilizing the traditional dakon game on the Smaller Multiples (KPK) material. This quantitative study adopted a pre-experimental design with the One Group Pretest-Posttest Design model and involved 30 students in grade V-A of SDN Manukan Kulon VI. Data were collected through pretest and posttest with instruments in the form of descriptive questions based on numeracy indicators. The research findings showed an increase in the average score from 53.8 in the pretest to 81.6 in the posttest. The significant difference between the pretest and posttest results was indicated by the t-test value of 9.961 and a significance of 0.000 from the paired sample t-test with an average difference of -27.867. CTL learning based on local culture has been proven to strengthen numeracy skills and make learning more contextual and meaningful.
Arsitek Pemahaman Ruang: Studi Profil Kemampuan Spasial Mahasiswa Calon Guru Matematika untuk Mengembangkan Pedagogi Geometri Analitik Ruang yang Efektif Safitri, Prahesti Tirta; Purbaningrum, Kus Andini; Nopitasari, Dian
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.v5i1.19092

Abstract

Kemampuan spasial merupakan prediktor penting dalam keberhasilan pembelajaran STEM, khususnya mata kuliahgeometri analitik ruang yang memerlukan visualisasi tiga dimensi. Penelitian ini bertujuan menganalisis profilkemampuan spasial mahasiswa calon guru matematika dalam menyelesaikan masalah geometri analitik ruang.Metode penelitian menggunakan desain mixed-method dengan melibatkan 15 mahasiswa semester 5 Program Studi Pendidikan Matematika Universitas Muhammadiyah Tangerang yang dipilih secara random sampling. Instrumen berupa tes kemampuan spasial 15 soal pilihan ganda yang mencakup visualisasi spasial, orientasi spasial, dan relasi spasial. Data dianalisis menggunakan statistik deskriptif dan coding kualitatif strategi penyelesaian mahasiswa. Hasil menunjukkan kemampuan spasial kategori sedang dengan rata-rata 9,07/15 (60,4%). Analisis per aspek mengungkap orientasi spasial unggul (64%), visualisasi spasial (61,3%), dan relasi spasial terlemah (54,7%). Temuan mengindikasikan perlunya pendekatan pembelajaran yang mengintegrasikan metode visual dan analitis serta intervensi khusus untuk mengatasi miskonsepsi pada konsep irisan bidang dan polarisasi ekstrem tingkat kesulitansoal. Kontribusi penelitian memberikan baseline profil kemampuan spasial calon guru matematika dan implikasi desain pembelajaran yang mengintegrasikan pendekatan visual-analitis untuk mengembangkan kemampuan spasial secara optimal.Spatial ability is an important predictor of the success of STEM learning, especially in spatial analytical geometrycourses that require three-dimensional visualization. This study aims to analyze the profile of spatial ability ofprospective mathematics teacher students in solving spatial analytical geometry problems. The research method used a mixed-method design involving 15 5th semester students of the Mathematics Education Study Program,Muhammadiyah University of Tangerang who were selected by random sampling. The instrument was a spatial ability test of 15 multiple-choice questions covering spatial visualization, spatial orientation, and spatial relations. Data were analyzed using descriptive statistics and qualitative coding of student solving strategies. The results showed that spatial ability was in the moderate category with an average of 9.07/15 (60.4%). Analysis per aspect revealed superior spatial orientation (64%), spatial visualization (61.3%), and the weakest spatial relations (54.7%). The findings indicate theneed for a learning approach that integrates visual and analytical methods and specific interventions to overcomemisconceptions on the concept of plane intersection and extreme polarization of problem difficulty levels. Thecontribution of the study provides a baseline profile of prospective mathematics teacher spatial ability and implications for learning design that integrates a visual-analytical approach to develop spatial ability optimally
Kemampuan Komunikasi Matematis Siswa SMA dalam Memecahkan Masalah Matematika Ditinjau dari Tipe Kepribadian MBTI Thinking (T) dan Feeling (F) Galuh Putri, Yuniar Heksaria; 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.v5i1.19104

Abstract

Kemampuan komunikasi matematis penting dimiliki siswa untuk memahami konsep matematika secara mendalam. Namun, hasil PISA 2022 menunjukkan hasil literasi matematika siswa Indonesia masih perlu ditingkatkan, terutama kemampuan siswa dalam menyampaikan ide dan solusi secara jelas dan terstruktur. Temuan awal peneliti menunjukkan adanya perbedaan pola komunikasi matematis tertulis antar siswa, yang diduga dipengaruhi oleh tipe kepribadian. Tipe thinking dan feeling dalam MBTI dinilai relevan karena berpengaruh terhadap cara siswa berpikir, memproses informasi, dan mengomunikasikan pemahaman dalam pemecahan masalah matematika. Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi matematis tertulis siswa SMA dalam menyelesaikan masalah matematika ditinjau dari tipe kepribadian MBTI thinking (T) dan feeling (F). Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian ini adalah 36 siswa kelas XI di salah satu sekolah menengah atas di Kota Malang. Dari subjek tersebut dipilih 4 siswa sebagai subjek wawancara, dengan dua siswa mewakili tipe kepribadian MBTI thinking dan dua siswa mewakili tipe kepribadian MBTI feeling. Teknik pengumpulan data yang digunakan berupa angket MBTI, tes soal kemampuan komunikasi matematis, dan wawancara. Hasil penelitian menunjukkan bahwa siswa dengan tipe kepribadian MBTI thinking cenderung menunjukkan kemampuan komunikasi matematis yang sistematis, logis, dan analitis, baik dalam penggunaan simbol, representasi visual, maupun penulisan solusi. Sementara itu, siswa dengan tipe kepribadian MBTI feeling lebih menonjolkan kepraktisan dan aspek emosional dalam penyampaian ide matematika, serta menunjukkan sensitivitas terhadap tampilan estetis.   Mathematical communication skills are important for students to understand mathematical concepts in depth. However, the 2022 PISA results show that Indonesian students' mathematical literacy still needs to be improved, especially their ability to convey ideas and solutions clearly and structurally. Initial findings by researchers indicate differences in written mathematical communication patterns among students, which are thought to be influenced by personality type. The thinking and feeling types in the MBTI are considered relevant because they influence how students think, process information, and communicate their understanding in solving mathematical problems. This study aims to describe the written mathematical communication skills of high school students in solving mathematical problems from the perspective of MBTI personality types thinking (T) and feeling (F). This study uses a descriptive qualitative approach. The research subjects were 36 eleventh-grade students at a high school in Malang City. From these subjects, four students were selected for interviews, with two students representing the MBTI thinking personality type and two students representing the MBTI feeling personality type. The data collection techniques used were the MBTI questionnaire, a mathematical communication ability test, and interviews. The results of the study indicate that students with MBTI thinking personality types tend to demonstrate systematic, logical, and analytical mathematical communication skills, both in the use of symbols, visual representations, and writing solutions. Meanwhile, students with MBTI feeling personality types emphasize practicality and emotional aspects in conveying mathematical ideas and demonstrate sensitivity to aesthetic presentation.
Revolusi Belajar Matematika: Eksplorasi Pengaruh Media Digital Interaktif terhadap Hasil Belajar Siswa di Sekolah Menengah Pertama Santika, Lisa; Wahidin; Supriadi, Edi
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.v5i1.19136

Abstract

Rendahnya hasil belajar matematika siswa SMP, seringkali disebabkan oleh metode pembelajaran konvensional yang kurang di era digital. Penelitian ini bertujuan mengkaji pengaruh penggunaan media pembelajaran interaktif berbasis digital yang terintegrasi terhadap hasil belajar matematika siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain kuasi eksperimen, studi ini melibatkan 68 siswa yang terbagi dalam kelompok eksperimen dan kontrol dengan data hasil belajar diukur melalui post-test. Hasil analitik statistik menunjukkan adanya pengaruh positif dan signifikan dari penggunaan media digital, namun dengan ukuran efek yang tergolong rendah, terutama pada materi abstrak seperti relasi dan fungsi. Temuan ini mengindikasikan bahwa efektifitas media digital dapat bervariasi tergantung karakteristik materi ajar. Penelitian ini berkontribusi dalam menyoroti adanya batasan efektivitas media digital pada materi matematika abstrak tertentu, serta merekomendasikan pengembangan strategi implementasi yang lebih selektif dan inovatif.   The low mathematics learning outcomes of junior high school students are often caused by conventional learning methods that are lacking in the digital era. This study aims to examine the effect of using integrated digital-based interactive learning media on students' mathematics learning outcomes. This study uses a quantitative approach with a quasi-experimental design, this study involved 68 students divided into experimental and control groups with learning outcome data measured through a post-test. The results of statistical analysis showed a positive and significant effect of the use of digital media, but with a relatively low effect size, especially on abstract materials such as relations and functions. This finding indicates that the effectiveness of digital media can vary depending on the characteristics of the teaching materials. This study contributes to highlighting the limitations of the effectiveness of digital media on certain abstract mathematics materials, and recommends the development of more selective and innovative implementation strategies.
Inovasi Media Pembelajaran Matematika: Pemanfaatan Android dan Adobe Animate untuk Peningkatan Literasi Siswa pada Relasi dan Fungsi Majid, Ahmad Farham; -, Sutra; Shadiq, Muh Ibnu; Kurniati
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.v5i1.19251

Abstract

Rendahnya literasi matematika siswa menjadi tantangan utama dalam pembelajaran konvensional dan minim media interaktif. Penelitian ini bertujuan untuk mengembangkan serta menguji efektivitas media pembelajaran matematika dengan pemanfaatan Android dan Adobe Animate pada materi relasi fungsi. Teknik penelitian dan pengembangan (R&D) untuk studi ini memanfaatkan model ADDIE, yang terdiri dari fase analisis, desain, pengembangan, implementasi, dan evaluasi.. Subjek penelitian adalah 21 siswa kelas X MA Madani Pao-Pao. Data diperoleh melalui lembar validasi ahli, angket respons guru dan siswa, serta tes pretest-posttest. Hasil validasi media dan materi menunjukkan kualitas “sangat baik” dengan skor 87, dan hasil kelayakan dari guru dan siswa mencapai 89%. Nilai rata-rata siswa meningkat dari 60,5 (pretest) menjadi 79,9 (posttest), dengan nilai N-gain sebesar 0,41 (kategori sedang). Hasil ini menunjukkan media yang dikembangkan terbukti valid, praktis, dan efektif meningkatkan pemahaman konsep serta literasi matematika siswa. Ini berimplikasi bahwa integrasi teknologi kedalam pembelajaran menciptakan pengalaman belajar yang lebih menarik, adaptif, dan mendukung pencapaian kompetensi abad ke-21 dalam matematika berbasis literasi.Low mathematical literacy among students remains a major challenge in conventional learning settings that lack interactive media. This study aims to develop and evaluate the effectiveness of a mathematics learning media utilizing Android and Adobe Animate for the topic of relations and functions. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of the phases: Analysis, Design, Development, Implementation, and Evaluation. The study involved 21 tenth-grade students from MA Madani Pao-Pao. Data were collected through expert validation sheets, teacher and student response questionnaires, as well as pretest and posttest assessments. The results of media and content validation indicated a “very good” quality with a score of 87, while the feasibility ratings from both teachers and students reached 89%. The students' average scores improved from 60.5 (pretest) to 79.9 (posttest), with an N-gain score of 0.41, categorized as moderate. These findings indicate that the developed media is valid, practical, and effective in enhancing students’ conceptual understanding and mathematical literacy. This implies that integrating technology into learning fosters a more engaging, adaptive experience and supports the achievement of 21st-century competencies in literacy-based mathematics education.
Mengungkap Perspektif Siswa: Peran Deep Learning dalam Visualisasi Konsep dan Pemecahan Masalah Matematika Slamet, Slamet; Hendriana, Benny; Supiat
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.v5i1.19310

Abstract

Pendidikan matematika modern menuntut pemahaman konseptual dan pemecahan masalah adaptif. Integrasi deep learning menawarkan potensi revolusioner, namun perspektif siswa belum banyak digali. Penelitian ini bertujuan memahami perspektif siswa SMA terhadap pembelajaran matematika dengan deep learning dan dampaknya pada pemecahan masalah. Menggunakan metode kualitatif studi kasus pada 12 siswa di Jakarta, data dikumpulkan via wawancara, observasi, dan analisis dokumen, lalu dianalisis tematik. Hasil menunjukkan deep learning dianggap asisten visualisasi dan umpan balik instan, meski ada kekhawatiran ketergantungan. Tantangan adaptasi dan interpretasi hasil teratasi melalui pengembangan literasi teknologi dan kolaborasi. Deep learning mendorong pendekatan iteratif dan fokus konseptual, namun validasi solusi tetap krusial. Kontribusi penelitian ini adalah wawasan mendalam dari sudut pandang siswa, esensial untuk perancangan pedagogi deep learning yang efektif dan berpusat pada siswa.   Modern mathematics education demands conceptual understanding and adaptive problem solving. Deep learning integration offers revolutionary potential, but students’ perspectives have not been widely explored. This study aims to understand high school students’ perspectives on mathematics learning with deep learning and its impact on problem solving. Using a qualitative case study method on 12 students in Jakarta, data were collected via interviews, observations, and document analysis, then analyzed thematically. The results show that deep learning is considered an assistant to visualization and instant feedback, although there are concerns about dependency. Challenges of adaptation and interpretation of results are overcome through the development of technological literacy and collaboration. Deep learning encourages an iterative approach and conceptual focus, but validation of solutions remains crucial. The contribution of this study is in-depth insight from the students’ perspective, essential for designing effective and student-centered deep learning pedagogy.

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