cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Khoerul Umam
Contact Email
ijopme@uhamka.ac.id
Phone
+6281319297200
Journal Mail Official
ijopme@uhamka.ac.id
Editorial Address
Sekolah Pascasarjana Uhamka Jl. Warung Buncit Raya, No. 17, Pancoran, Jakarta Selatan.
Location
Kota adm. jakarta timur,
Dki jakarta
INDONESIA
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 130 Documents
 9   10   11   12   13 
Dampak integrasi pembelajaran berbasis masalah dan inkuiri pada pemahaman konsep matematis Sulistyorini, Yunis; Yazidah , Nok Izatul
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.20582

Abstract

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.
Mengurai benang kusut: analisis kesulitan dan kemampuan pemecahan masalah matriks pada mahasiswa Noviana, Widyah; Atieka , Try Apriani
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.20708

Abstract

Purpose: This study aims to analyze students' difficulties and problem-solving abilities in arithmetic operations on matrices. Design/methodology/approach:  is a descriptive method with a qualitative approach. The subjects in this study were 30 students of class 03TPLP012. The instrument used was a test on matrix arithmetic operation. FindingsThe results showed that 4 student (13,3%) has problem solving abilities in the high category, 20 students (66,6%) were in the medium category, and 6 students (20%) were in the low category. From this study, it was found that some students were able to understand the problem, plan the problem, implement the problem, and check in again. However, there were still students who were unable to understand to problem, were unable to plan the problem, were unable to implement the problem, and were unable to check it again. The conclusion of this study was that most students problem-solving abilities were still in the medium category. Practical Implications: Lecturers can use this finding to adjust learning strategies, especially with the emphasis on understanding basic matrix concepts. Originality/Value: This study examines in depth the difficulties and abilities of students solving matrix problems simultaneously. This study emphasizes the students' thought processes in solving matrix problems, including conceptualization and procedural difficulties that arise at each stage of problem solving. Purpose: Penelitian ini bertujuan bagaimana menganalisis kesulitan dan kemampuan pemecahan masalah mahasiswa dalam operasi hitung pada matriks. Design/methodology/approach: menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek dalam penelitian ini adalah mahasiswa kelas 03TPLP012 dengan jumlah mahasiswa yaitu 30 mahasiswa. Instrumen yang digunakan berupa tes materi operasi hitung matriks. Findings: Hasil dari penelitian menunjukkan bahwa sebanyak 4 mahasiswa (13,3%) memiliki kemampuan pemecahan masalah pada kategori tinggi, 20 mahasiswa (66,6%) berada pada kategori sedang, dan 6 mahasiswa (20%) termasuk dalam kategori rendah. Dari penelitian ini diperoleh bahwa beberapa mahasiswa sudah mampu memahami masalah, merencanakan penyelesaian masalah, melaksanakan penyelesaian masalah, dan mengecek kembali. Namun ditemukan masih terdapat mahasiswa yang tidak mampu memahami masalah, tidak mampu merencanakan penyelesaian masalah, tidak mampu melaksanakan penyelesaian masalah dan tidak mampu mengecek kembali. Kesimpulan dari penelitian ini diperoleh sebagian besar kemampuan menyelesaikan masalah mahasiswa masih tergolong kategori sedang. Practical Implications: dosen dapat menggunakan temuin ini untuk menyesuaikan strategi pembelajaran, khususnya dengan menekankan pemahaman konsep dasar matriks. Originality/value: penelitian ini mengkaji secara mendalam kesulitan dam kemampuan pemecahan masalah matriks mahasiswa secara simultan. Studi ini menekankan pada proses berpikit mahasiswa dalam menyelesaikan masalah matriks, termasuk kesulitan konseptual, prosedural yang muncul pada setiap tahap pemecahan masalah.
Application of self-assessment to improve students' critical thinking ability in mathematics learning wisnu, Prawidi; Raharjo, Sigit
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.20998

Abstract

21st century mathematics learning demands that students be able to think critically and reflect on their thinking process. Formative assessment techniques, such as self-assessment, offer an approach that facilitates metacognitive awareness, but their implementation in the Junior High School (SMP) context has not been widely studied. This study aims to explore the application of self-assessment techniques in mathematics learning and their contribution to students' critical thinking skills. The study used a qualitative case study method on 22 students from a well-accredited private junior high school in Depok City. Data was collected through in-depth interviews, classroom observations, and self-assessment sheets, and then analyzed thematically. The results show that self-assessment encourages students to reflect on problem-solving strategies, recognize mistakes, and improve critical thinking skills. Although students initially showed confusion, teacher support and rubric structure proved to be important in forming reflective habits. This technique also opens up space for internal dialogue and awareness of the mathematical thinking process. The contribution of this research lies in the understanding of the context of implementing self-assessment at the junior high school level and its potential in fostering critical thinking skills on an ongoing basis.   Pembelajaran matematika abad 21 menuntut siswa mampu berpikir kritis dan merefleksikan proses berpikirnya. Teknik asesmen formatif, seperti self-assessment, menawarkan pendekatan yang memfasilitasi kesadaran metakognitif, namun implementasinya dalam konteks Sekolah Menengah Pertama (SMP) belum banyak ditelaah. Penelitian ini bertujuan mengeksplorasi penerapan teknik self-assessment dalam pembelajaran matematika dan kontribusinya terhadap kemampuan berpikir kritis siswa. Penelitian menggunakan metode kualitatif studi kasus pada 22 siswa SMP Swasta terakreditasi baik sekali di Kota Depok. Data dikumpulkan melalui wawancara mendalam, observasi kelas, dan lembar self-assessment, lalu dianalisis secara tematik. Hasil menunjukkan bahwa self-assessment mendorong siswa merefleksikan strategi penyelesaian soal, mengenali kesalahan, dan meningkatkan kemampuan berpikir kritis. Meski awalnya siswa menunjukkan kebingungan, dukungan guru dan struktur rubrik terbukti penting dalam membentuk kebiasaan reflektif. Teknik ini juga membuka ruang dialog internal dan kesadaran proses berpikir matematis. Kontribusi penelitian ini terletak pada pemahaman konteks implementasi self-assessment di jenjang SMP dan potensinya dalam menumbuhkan kemampuan berpikir kritis secara berkelanjutan
Sinergi pembelajaran berbasis masalah dan motivasi berprestasi: membentuk kompetensi pemecahan masalah matematis siswa sekolah menengah kejuruan Triyono, Didik; Gorky Sembiring, Maximus; Dwi Susandi, Ardi
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.21210

Abstract

The low level of students’ Mathematical Problem-Solving Ability (MPSA) in Vocational High Schools (SMK) prompted this study. Its purpose is to compare MPSA between a group of students taught using Desmos-assisted Problem-Based Learning (PBL) and a control group taught using expository instruction, while also considering their level of achievement motivation (AM). This quasi-experimental research analyzed MPSA and AM using test and questionnaire instruments, with data processed through Two-Way ANOVA. The results show that Desmos-assisted PBL is significantly more effective in improving MPSA than the expository model. In addition, achievement motivation also produces significant differences in students’ MPSA (students with high AM achieved the best outcomes). However, no interaction was found between the learning model and the level of MA in influencing MPSA. The discussion highlights that PBL–Desmos is an effective instructional strategy, and strong MA is a better predictor of MPSA. This study’s contribution emphasizes the importance of adopting PBL–Desmos and strengthening motivation as key policy pillars to enhance MPSA among vocational high school students.   Rendahnya kemampuan pemecahan masalah matematis (KPM) pada siswa Sekolah Menengah Kejuruan (SMK) mendorong dilakukannya penelitian ini. Tujuannya adalah membandingkan KPM antara kelompok siswa yang menggunakan Pembelajaran Berbasis Masalah (PBM) berbantuan Desmos dan kelompok kontrol (pembelajaran ekspositori), dengan mempertimbangkan tingkat motivasi berprestasi (MB). Penelitian quasi-eksperimen ini menganalisis KPM dan MB menggunakan instrumen tes dan angket, dengan analisis data ANOVA Dua Arah. Hasil menunjukkan PBM berbantuan Desmos secara signifikan lebih unggul dalam meningkatkan KPM dibandingkan model ekspositori. Selain itu, motivasi berprestasi juga memberikan perbedaan signifikan pada capaian KPM siswa (siswa MB tinggi menunjukkan hasil terbaik). Namun, tidak ditemukan adanya interaksi antara model pembelajaran dan tingkat motivasi berprestasi dalam memengaruhi KPM. Pembahasan menegaskan bahwa PBM-Desmos adalah strategi efektif dan motivasi yang kuat merupakan prediktor KPM yang lebih baik. Kontribusi penelitian ini menggarisbawahi pentingnya adopsi PBM-Desmos dan penguatan MB sebagai pilar kebijakan untuk meningkatkan KPM siswa SMK.
Dari konkret ke virtual: mengembangkan LKPD problem-based learning berbantuan cabri 3D sebagai jembatan peningkatan kompetensi pemecahan dan komunikasi matematis siswa Shaf, Sapyuddin; Prastiti, Tri Dyah; Mery Noviyanti
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.21358

Abstract

This study was motivated by the low levels of students’ mathematical communication and problem-solving abilities in junior high schools, caused by the use of conventional learning models and the lack of innovative teaching materials. The aim of this research was to develop a Student Worksheet (LKPD) based on the Problem-Based Learning (PBL) model assisted by Cabri 3D software as a solution to enhance both abilities. The research employed the Research and Development (R&D) method using the Plomp model, which consists of the preliminary investigation, prototype development, and assessment phases, along with Tessmer’s formative evaluation design. The subjects were ninth-grade students at SMP Negeri 5 Tinambung. Data were collected through expert validation, questionnaires, observations, and pretest–posttest, and analyzed descriptively and inferentially. The results indicated that the developed LKPD met the criteria of being highly valid, highly practical, and effective, as evidenced by a significant improvement in students’ communication and problem-solving abilities (Sig. 0.000 < 0.05). This product contributes as an innovative teaching material that strengthens the integration of technology and the PBL model in mathematics learning.   Penelitian ini dilatarbelakangi oleh rendahnya kemampuan komunikasi matematis dan pemecahan masalah siswa SMP akibat penggunaan model pembelajaran konvensional dan minimnya bahan ajar inovatif. Penelitian ini bertujuan mengembangkan Lembar Kerja Peserta Didik (LKPD) berbasis Problem Based Learning (PBL) berbantuan Cabri 3D sebagai solusi peningkatan kedua kemampuan tersebut. Metode yang digunakan adalah penelitian dan pengembangan (R&D) model Plomp dengan tahapan investigasi awal, pengembangan prototipe, dan penilaian, serta desain formative evaluation Tessmer. Subjek penelitian adalah siswa kelas IX SMP Negeri 5 Tinambung. Data dikumpulkan melalui validasi ahli, angket, observasi, dan pretest-posttest, dianalisis secara deskriptif dan inferensial. Hasil menunjukkan LKPD memenuhi kriteria sangat valid, sangat praktis, dan efektif dengan peningkatan signifikan kemampuan komunikasi dan pemecahan masalah (Sig. 0,000 < 0,05). Produk ini berkontribusi sebagai bahan ajar inovatif yang memperkuat integrasi teknologi dan model PBL dalam pembelajaran matematika.  
Pengembangan e-komik matematika berbasis etnomatematika betawi untuk meningkatkan literasi matematika siswa SMK Nuraita, Nurjana; Suhendri, Huri; Mulyatna, Fauzi
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.21395

Abstract

Purpose: This study aims to develop a mathematics e-comic based on Betawi ethnomathematics as an alternative instructional medium for tenth-grade vocational high school (SMK) students, thereby providing learning materials that are both contextual and engaging. Design/methodology/approach: Employing the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation), this research involved a limited trial across three vocational high schools. Data collection instruments encompassed needs analysis questionnaires, validation sheets from experts (subject matter, educational technology, and information technology), mathematics literacy tests, and response questionnaires from both teachers and students.Findings: The findings reveal that the e-comic medium falls into the "highly viable" category, based on assessments by subject matter experts (98%), educational technology experts (88.3%), and information technology experts (95.2%). Field trials recorded teacher and student responses at 92.97% and 93% respectively, indicating that the medium is highly practical. Furthermore, the integration of Betawi cultural visual narratives proved effective in contextualizing mathematical concepts.Practical implications: This research presents an innovative instructional medium suitable for deployment in vocational high schools to reinforce conceptual understanding through a cultural approach, while simultaneously holding the potential to enhance students' mathematical literacy within the vocational education setting.Originality/value: The novelty of this study lies in the synthesis of e-comic technology with Betawi ethnomathematics, effectively bridging the gap between the preservation of local heritage and modern, visually interactive mathematics education.   Purpose: Penelitian ini bertujuan mengembangkan e-komik matematika berbasis etnomatematika budaya Betawi sebagai media pembelajaran alternatif untuk siswa kelas X SMK, guna menyediakan materi yang kontekstual dan menarik. Design/methodology/approach: Menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation), penelitian ini melibatkan uji coba terbatas pada tiga SMK. Instrumen pengumpulan data meliputi angket analisis kebutuhan, lembar validasi ahli (materi, teknologi pendidikan, dan teknologi informasi), tes literasi matematika, serta angket respons guru dan siswa. Findings: Temuan menunjukkan bahwa media e-komik berada pada kategori sangat layak berdasarkan penilaian ahli materi (98%), ahli teknologi pendidikan (88,3%), dan ahli teknologi informasi (95,2%). Hasil uji coba lapangan mencatat respons guru sebesar 92,97% dan siswa 93%, yang mengindikasikan bahwa media ini sangat praktis. Selain itu, integrasi narasi visual budaya Betawi terbukti efektif dalam mengontekstualisasikan konsep matematika. Practical implications: Hasil penelitian ini menawarkan media pembelajaran inovatif yang layak digunakan di SMK untuk memperkuat pemahaman konsep melalui pendekatan budaya, sekaligus berpotensi meningkatkan literasi matematika siswa dalam lingkungan pendidikan vokasi. Originality/value: Nilai kebaruan studi ini terletak pada penggabungan teknologi e-komik dengan etnomatematika Betawi, menciptakan jembatan antara pelestarian budaya lokal dan pembelajaran matematika modern yang visual dan interaktif.
Memutus Rantai Hambatan Belajar: Analisis Kedalaman Berpikir Konseptual dalam Aljabar Elementer. Purwasih, Silviana Maya; Faizah, Hanim; Prajitno, Sunyoto Hadi
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.21478

Abstract

Purpose: This study characterizes learning obstacles in elementary algebra among pre-service mathematics teachers to address gaps in conceptual and reflective thinking that are frequently overshadowed by purely procedural mastery. Design/methodology/approach: Adopting a descriptive qualitative design, this research involved three mathematics education students at Universitas PGRI Adi Buana Surabaya. Data were gathered through problem-solving tests and in-depth interviews, subsequently analyzed using the Miles-Huberman model and validated through technical triangulation. Findings: The results identify three primary categories of obstacles: (1) ontogenic (anxiety and carelessness); (2) didactic (entrenched procedural learning habits); and (3) epistemological (conceptual misconceptions). These interconnected barriers significantly impede students' capacity to construct sound mathematical knowledge. Practical implications: It is recommended that educators implement error analysis and metacognitive reflection strategies to facilitate the reconstruction of robust conceptual frameworks among students. Originality/value: The significance of this research lies in its comprehensive mapping of psychological and cognitive obstacles occurring simultaneously, providing a strategic foundation for targeted pedagogical interventions in Elementary Algebra courses..   Purpose: Penelitian ini mendeskripsikan hambatan belajar aljabar elementer mahasiswa calon guru guna mengatasi kendala berpikir konseptual dan reflektif yang sering terabaikan oleh penguasaan prosedural semata. Design/methodology/approach: Studi deskriptif kualitatif ini melibatkan tiga mahasiswa Pendidikan Matematika Universitas PGRI Adi Buana Surabaya. Data dikumpulkan melalui tes pemecahan masalah dan wawancara, lalu dianalisis menggunakan model Miles-Huberman dengan validasi triangulasi teknik. Findings: Temuan mengungkap tiga hambatan utama: (1) ontogenik (kecemasan dan ketidaktelitian); (2) didaktik (kebiasaan belajar prosedural); dan (3) epistemologis (miskonsepsi konsep). Keterkaitan hambatan tersebut berdampak signifikan pada rendahnya kemampuan mahasiswa mengonstruksi pengetahuan matematis. Practical implications: Pendidik direkomendasikan menerapkan strategi analisis kesalahan (error analysis) dan refleksi metakognitif untuk membantu mahasiswa membangun kembali pemahaman konseptual yang kokoh. Originality/value: Keunggulan penelitian ini terletak pada pemetaan hambatan belajar yang menggabungkan aspek psikologis dan kognitif secara simultan sebagai landasan intervensi pedagogis tepat sasaran dalam mata kuliah Aljabar Elementer.
The Impact of artificial intelligence-based mathematics learning innovations on personal ethics Hartati, Sulis Janu; Putri Susanto, Nabilla Calista
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.21547

Abstract

Artificial Intelligence (AI)-based learning innovations have revolutionized approaches in modern mathematics education. Behind these technological advancements are ethical dynamics that every educator should consider. Therefore, this study examines the impact of AI-based mathematics learning innovations, especially ChatGPT, on students' ethics in achieving National Education Goals in Law Number 20 of 2003 concerning the National Education System in Indonesia. The research method used is a Systematic Literature Review (SLR), which includes planning, implementation, and reporting stages. Data collection is carried out with the help of publish or perish software where google scholar is the selected database. Based on the inclusion and exclusion criteria, 21 articles were selected as data in the study. The results of the study found that there is a contradiction in the implementation of ChatGPT in mathematics learning in Indonesia with the purpose of National Education, especially students' personal ethics. These findings reflect that the use of AI in mathematics learning is not fully aligned with the goals of national education in Indonesia.   Inovasi pembelajaran berbasis Artificial Intelligence (AI) telah merevolusi pendekatan dalam pendidikan matematika modern. Dibalik kemajuan teknologi tersebut, terdapat dinamika etika yang patut diperhatikan oleh setiap pendidik. Oleh karena itu, penelitian ini bertujuan untuk mengkaji dampak inovasi pembelajaran matematika berbasis AI, khususnya ChatGPT, terhadap etika pribadi siswa dikaitkan dengan pencapaian Tujuan Pendidikan Nasional pada  Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional di Indonesia. Metode penelitian yang digunakan adalah Systematic Literature Review (SLR), yang mencakup tahapan perencanaan, pelaksanaan, dan pelaporan. Pengumpulan data dilakukan dengan bantuan software publish or perish dimana google scholar menjadi basis data terpilih. Berdasarkan kriteria inklusi dan eksklusi, terpilih 21 artikel sebagai data dalam penelitian. Hasil studi ditemukan bahwa terdapat kontradiksi implementasi ChatGPT pada pembelajaran matematika di Indonesia dengan tujuan Pendidikan Nasionalnya, terkhusus etika pribadi siswa. Temuan ini mencerminkan bahwa pendayagunaan AI pada pembelajaran matematika belum secara menyeluruh selaras dengan tujuan pendidikan nasional di Indonesia.    
Menghidupkan matematika abstrak: eksplorasi kebutuhan siswa sma terhadap worksheet berbasis virtual reality Nur Hidayah, Hikmah; Handayani, Ratih
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.21707

Abstract

Purpose: This study analyzes the necessity of developing Virtual Reality (VR)-based mathematics worksheets to mitigate cognitive barriers in visualizing abstract concepts, while simultaneously addressing the literature gap concerning the integration of immersive technology into self-directed learning tools. Design/methodology/approach: Employing a descriptive qualitative design, the study involved tenth-grade students and mathematics educators at SMA Negeri 1 Kotabumi. Data were collected through semi-structured interviews and analyzed using the Miles and Huberman model to ensure analytical rigor and validity. Findings: The findings confirm that an over-reliance on conventional lecture-based methods triggers motivational stagnation and conceptual visualization difficulties. The needs analysis underscores the urgency of interactive-contextual media to transform students from passive recipients into exploratory learners. Practical implications: These results offer a strategic framework for educational institutions to integrate VR into the mathematics curriculum, enhancing literacy and numeracy outcomes in alignment with the characteristics of the digital generation. Originality/value: The significance of this research lies in identifying the specific requirements for embedding VR into worksheet structures, providing an innovative solution that synergizes self-regulated learning with immersive simulations.   Purpose: Penelitian ini menganalisis kebutuhan pengembangan worksheet matematika berbasis Virtual Reality (VR) untuk mengatasi hambatan kognitif dalam memvisualisasikan konsep abstrak, sekaligus mengisi celah literatur mengenai integrasi teknologi imersif dalam media pembelajaran mandiri. Design/methodology/approach: Menggunakan desain kualitatif deskriptif, studi ini melibatkan siswa kelas X dan pendidik di SMA Negeri 1 Kotabumi. Data dihimpun melalui wawancara semi-terstruktur dan dianalisis menggunakan model Miles dan Huberman untuk menjamin validitas temuan. Findings: Temuan mengonfirmasi bahwa ketergantungan pada metode ceramah memicu stagnasi motivasi dan kesulitan visualisasi konsep. Analisis kebutuhan menekankan urgensi media interaktif-kontekstual untuk mentransformasi siswa menjadi pembelajar eksploratif. Practical implications: Hasil penelitian memberikan landasan strategis bagi institusi untuk mengadopsi VR dalam kurikulum guna meningkatkan capaian literasi dan numerasi sesuai karakteristik generasi digital. Originality/value: Nilai utama penelitian ini terletak pada identifikasi kebutuhan spesifik integrasi VR ke dalam struktur worksheet, menawarkan solusi inovatif yang menggabungkan kemandirian belajar dengan simulasi imersif.
Desain pembelajaran RME untuk menstimulasi kemampuan berpikir kritis dan literasi numerasi siswa MTs Nur Rosaini, Della; Handayani, Ratih
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.21741

Abstract

This study aims to test the effectiveness of a Realistic Mathematics Education (RME)-based learning design in stimulating critical thinking and numeracy literacy in Islamic Junior High School (Islamic Junior High School) students. This study used a quantitative method with a quasi-experimental Non-Equivalent Control Group design. The subjects consisted of seventh-grade students divided into an experimental class and a control class. The experimental class implemented the RME learning design, assisted by worksheets (LKPD), which emphasized progressive mathematization processes through the stages of model-of, model-for, and formal representation, while the control class used conventional learning. The research instrument was a descriptive test of numeracy literacy and critical thinking, which had been tested for validity and reliability. The results of the N-Gain analysis showed an increase in student abilities in the moderate category, with the experimental class achieving higher achievement than the control class, although the difference was not statistically significant. These findings indicate that the RME learning design has the potential to improve students' activeness, critical reasoning, and contextual numeracy understanding, but requires a longer implementation period to have a significant impact.   Penelitian ini bertujuan dan menguji efektivitas desain pembelajaran berbasis Realistic Mthematics Education (RME) dalam menstimulasi kemampuan berpikir kritis dan literasi numerasi siswa Madrasah Tsanawiyah. Penelitian ini menggunakan metode kuantitatif dengan desain quasi eksperimen tipe Non-Equivalent Control Group. subjek penelitian terdiri atas siswa kelas VII yang dibagi ke dalam kelas eksperimen dan kelas kontrol. Kelas eksperimen menerapkan desain pembelajaran RME berbantuan LKPD yang tekanan proses matematisasi progresif melalui tahapan model-of, model-for, dan representasi formal, sedangkan kelas kontrol menggunakan pembelajaran konvensional. Instrumen penelitian berupa tes uraian literasi numerasi dan berpikir kritis yang telah diuji validitas dan reliabilitasnya. Hasil analisis N-Gain menunjukkan peningkatan kemampuan siswa pada kategori sedang, dengan pencapaian kelas eksperimen lebih tinggi di bandingkan kelas kontrol, meskipun perbedaannya belum signifikan secara statistik. Temuan ini menunjukkan bahwa desain pembelajaran RME berpotensi meningkatkan keaktifan, penalaran kritis, dan pemahaman numerasi kontekstual siswa, namun memerlukan durasi implementasi yang lebih panjang agar berdampak signifikan

Page 13 of 13 | Total Record : 130

 9   10   11   12   13 

Filter by Year

2021 2025


Reset
Filter By Issues
All Issue Vol. 5 No. 2 (2025) Vol. 5 No. 1 (2025) Vol. 4 No. 2 (2024) Vol. 4 No. 1 (2024) Vol. 3 No. 2 (2023) Vol. 3 No. 1 (2023) Vol. 1 No. 4 (2021)0 Vol. 2 No. 2 (2022) Vol. 2 No. 1 (2022) Vol. 1 No. 4 (2021) Vol. 1 No. 3 (2021) Vol. 1 No. 2 (2021) Vol. 1 No. 1 (2021) More Issue