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Eureka: Journal of Educational Research
ISSN : -     EISSN : 29625548     DOI : https://doi.org/10.56773/ejer
Core Subject : Education, Social,
Eureka: Journal of Educational Research provides a platform for research on the future challenges and developments that education will face. Eureka: Journal of Educational Research is an international, peer-reviewed open access journal that publishes original work in all areas of education, serving the community as a broad-scope journal for academic trends and future developments in the field. The journal publishes a broad range of article types and formats, and there are no limitations in theoretical, empirical or methodological content. Eureka: Journal of Educational Research particularly welcomes research with the potential for global impact, especially about perspective, and work on achieving the United Nations Sustainable Development Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Eureka: Journal of Educational Research covers a broad range of areas related to education in schools, universities, vocational institutions, early childhood settings and the community. It will be concerned with formal and informal education in multiple contexts with a particular focus on students, teachers and parents, their social interactions and the political contexts in which they are embedded. Eureka: Journal of Educational Research will be eclectic, which will support a full range of research methods that address critical and significant issues. Specific topics include (but are not limited to): science education, digital education, STEM education, engineering education, alternative education, art education, bilingual education, cooperative learning, critical pedagogy, distance education, educational leadership, educational philosophy, educational psychology, civic education, educational technology, primary education, secondary education, higher education, language education, mathematics education, teaching and learning in medical education, special education, childhood education, physical education
Articles 71 Documents
Mathematical problem-solving ability of junior high school students through the contextual teaching and learning model assisted by Wayground Nazwa Alifia Rabbani; Dahlia Fisher; Agus Dede Anggiana
Eureka: Journal of Educational Research Vol. 5 No. 1 (2026): Inclusive, Contextual, and Innovative Approaches to Transforming Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v5i1.127

Abstract

This study responds to a persistent gap between students' actual problem-solving performance and the standards set by the National Council of Teachers of Mathematics (NCTM) and the Kurikulum Merdeka, and draws its theoretical framework from Polya's four problem-solving stages and CTL's seven instructional components. The study analyzed whether Grade VII students receiving the Contextual Teaching and Learning (CTL) model assisted by Wayground achieved better mathematical problem-solving ability than students receiving conventional instruction. Using a posttest-only control group design, 62 seventh-grade students from a private junior high school in Bandung, Indonesia were assigned through purposive sampling to an experimental class (n=31) and a control class (n=31). Hypothesis testing used an independent-samples t-test in IBM SPSS 23.0. The experimental class's posttest mean (62.23) significantly exceeded the control class's mean (57.58), one-tailed t(60)=3.559, p=0.0005<0.05=α. This advantage reflects CTL's capacity to train students to work through a problem step by step, reinforced by Wayground's automatic feedback and leaderboard, which sustain engagement during the reflection stage of problem-solving. The findings offer mathematics educators a concrete reference for pairing contextual instruction with interactive technology to strengthen junior high school students' problem-solving ability.