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Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences
Published by Pusat Studi Bahasa dan Publikasi Ilmiah
ISSN : -     EISSN : 2964867X     DOI : https://doi.org/10.53696/2964-867X.60
Core Subject : Science, Education, Social,
Education Environmental Science Mathematics Physics Other
Mathematics and Natural Sciences Education Learning Innovation Development of Mathematics and Natural Sciences Education Sciences Aplication of Mathematics and Natural Sciences Education Actuarial Technology Based of Learning Mathematics and Natural Sciences Study of Learning Mathematics and Natural Sciences
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 87 Documents
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Analisis Gesture Siswa dalam Pemecahan Masalah Geometri secara Berkelompok Ditinjau dari Tahapan Berpikir Van Hiele Mulbar, Usman; Rosidah; Sahid; Wazithah T., Mar Athul
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 1 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i1.435

Abstract

This study addresses the problem of students’ low mathematical literacy, particularly in relation to problem-solving strategies and creativity in solving contextual mathematical tasks. The research aims to describe students’ problem-solving strategies and creativity based on their levels of mathematical ability in solving mathematical literacy problems. This study employed a descriptive qualitative approach involving six seventh-grade junior high school students selected through purposive sampling and categorized into high, intermediate, and low mathematical ability groups. Data were collected through mathematical literacy tests and semi-structured interviews, then analyzed using indicators of creativity (fluency, flexibility, and novelty) and problem-solving strategies. The findings reveal that high-ability students fulfilled all three creativity indicators by applying varied, appropriate, and original strategies. Intermediate-ability students generally achieved two indicators, mainly fluency and flexibility or fluency and novelty, but showed limitations in consistently demonstrating all aspects of creativity. In contrast, low-ability students struggled to understand contextual problems, selected inappropriate strategies, and did not meet any of the creativity indicators. The discussion highlights that mathematical ability strongly influences students’ strategic behavior and creative performance in solving literacy-based problems. In conclusion, students’ problem-solving strategies and creativity are proportional to their mathematical ability levels. Therefore, instructional practices that explicitly promote diverse strategies and creative thinking are essential to enhance students’ mathematical literacy skills.
Analisis Analisis Kemampuan Berpikir Komputasi Mahasiswa dalam Menyelesaikan Soal Aljabar Linear Dasar Sa'diyyah, Fadhilah Nur; Syamsinar, Syamsinar; Asfyra, Intan Buhati
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 1 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i1.437

Abstract

Pengembangan kemampuan berpikir komputasi pada mahasiswa, khususnya bagi calon pendidik, semakin meningkat seiring dengan tuntutan abad ke-21 yang menekankan pada kemampuan berpikir logis, sistematis, kritis, dalam menyelesaikan suatu permasalahan. Penelitian ini bertujuan untuk menganalisis kemampuan berpikir komputasi mahasiswa dalam memecahkan masalah kontekstual pada sistem persamaan linear yang dimodelkan melalui desain pola jaringan lalu lintas. Kemampuan berpikir komputasi dianalisis berdasarkan empat indikator utama: dekomposisi, pengenalan pola, abstraksi, dan berpikir algoritmik. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan empat mahasiswa jurusan matematika program studi pendidikan matematika reguler dan pendidikan matematika ICP (International Class Program) Universitas Negeri Makassar sebagai subjek yang dianalisis berdasarkan jawaban tertulis mereka terhadap masalah pemodelan jaringan lalu lintas. Hasil penelitian menunjukkan bahwa mahasiswa mampu menerapkan keempat indikator berpikir komputasional dalam memecahkan masalah, meskipun tingkat kedalamannya bervariasi. Beberapa mahasiswa mampu secara sistematis memecah masalah, mengenali pola keseimbangan, membangun model matematika dalam bentuk sistem persamaan linear, dan menyusun langkah-langkah penyelesaian secara berurutan. Hal ini menunjukkan bahwa kemampuan berpikir komputasional perlu terus dikembangkan, terutama bagi mahasiswa pendidikan sebagai calon pendidik, karena pola berpikir logis, sistematis, dan terstruktur penting untuk diterapkan dalam memecahkan berbagai masalah dan ditanamkan pada siswa di sekolah. Oleh karena itu, dosen diharapkan membiasakan siswa untuk menerapkan dan mengimplementasikan kemampuan berpikir komputasional dalam proses pembelajaran. Penelitian lebih lanjut disarankan untuk menguji keterampilan berpikir komputasional dalam mata kuliah lain atau program studi di luar bidang pendidikan untuk mendapatkan gambaran yang lebih komprehensif tentang penerapan keterampilan ini dalam pendidikan tinggi.
Scaffolding Metakognitif dalam Pembelajaran Matematika untuk Meningkatkan Literasi Matematika Siswa Nasir, Norma; Khadijah
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 1 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i1.440

Abstract

Students’ mathematical literacy remains relatively low, particularly in understanding, modeling, and solving contextual problems. This study aims to examine the effectiveness of metacognitive scaffolding in mathematics instruction to improve students’ mathematical literacy. A quasi-experimental method with a nonequivalent control group design was employed, conducted at MA Arifah Gowa, involving two classes consisting of 30 students each. The experimental group received instruction integrated with metacognitive scaffolding, while the control group was taught using conventional methods. The instruments included a mathematical literacy test and an observation sheet of metacognitive activities. Data were analyzed using descriptive and inferential statistics. The results show that the mean pretest scores of the experimental and control groups were 41.27 and 40.85, respectively, indicating comparable initial abilities. After the treatment, the mean posttest score of the experimental group increased to 78.45 (high category), while the control group reached 61.32 (medium category). The difference in improvement between the two groups was 17.13 points. The independent t-test revealed that t = 4.276 > 1.67 with p = 0.000 < 0.05, indicating a significant difference between the groups. These findings indicate that metacognitive scaffolding facilitates students’ ability to plan, monitor, and evaluate their thinking processes, leading to better problem-solving performance and more consistent learning outcomes. Metacognitive scaffolding is therefore an effective instructional approach for enhancing students’ mathematical literacy.
Pemanfaatan Simulasi PhET dalam Pembelajaran Matematika untuk Meningkatkan Pemahaman Draf Aljabar Hamid, Abdurahman
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 1 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i1.441

Abstract

Mathematics learning often face challenges in helping student understand concepts abstract , especially in algebraic material that demands ability think symbolic and representational mathematically . This condition demonstrates the necessity for innovative approaches that enhance learning and facilitate a more concrete and interactive comprehension of concepts. This study aims to analyze the impact of interactive simulations on algebra students' understanding in mathematics learning. The research uses a descriptive approach quantitative with design experiment pseudo through pretest–posttest pattern of the control group . The research population comprised all eighth-grade students at a junior high school, employing cluster sampling to select two classes as the experimental and control groups, resulting in a total of ninety-two respondents. Data collection was conducted through a mathematically validated and reliable understanding draft test. Data analysis was conducted utilizing descriptive and inferential statistics, including normality tests, homogeneity tests, and independent sample t-tests, facilitated by statistical software. The analysis results indicate that mathematics instruction employing interactive simulations significantly enhances algebra students' understanding compared to conventional learning methods. These findings suggest that incorporating simulation media in mathematics education facilitates a more exploratory and student-centered learning experience. The findings of this study offer recommendations for educators to employ interactive technology as a strategy to enhance the quality of mathematics education, while simultaneously contributing theoretically to the reinforcement of constructivist learning models in mathematics education
Analisis Penerapan Assesment For Learning Dalam Pembelajaran Matematika di SMP Danial, Danial; Kalfin, Kalfin; Rais, Damar
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 1 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i1.443

Abstract

This study was motivated by the importance of implementing Assessment for Learning in mathematics instruction to support continuous monitoring of students’ learning progress, the provision of feedback, and the improvement of the learning process. The study aimed to analyze the implementation of Assessment for Learning in mathematics learning at SMP Negeri 5 Sinjai, particularly in the aspects of formative assessment, remedial teaching, feedback, and the follow-up use of assessment results in instructional planning. This study employed a qualitative approach with a descriptive research design. The research subjects were a mathematics teacher eighth-grade, while the data were collected through classroom observations and interviews. The data were analyzed using descriptive qualitative analysis through the stages of data reduction, data display, and conclusion drawing. The findings revealed that the teacher had implemented formative assessment in the form of quizzes, assignments, and daily assessments, which were adjusted to students’ characteristics and the cognitive level of the material. When the learning objectives were not achieved, the teacher conducted remedial teaching through reteaching, grouping students, and adjusting the level of difficulty of the assessment items. Feedback was provided in the form of scores and verbal responses, and its effectiveness was monitored through subsequent assessments. Assessment results were also used to improve teaching modules, assessment instruments, and instructional strategies. These findings indicate that Assessment for Learning plays an important role in creating mathematics instruction that is adaptive, reflective, and oriented toward students’ needs.
Penerapan Metode Singular Value Decomposition (SVD) dalam Menyelesaikan Sistem Persamaan Linear Asmaun, Asmaun
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 1 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i1.445

Abstract

Eliminasi Gauss atau eliminasi Gauss-Jordan merupakan metode yang sangat lazim dan banyak digunakan untuk menentukan solusi dari sistem persamaan linear Ax = b. Namun demikian metode ini hanya dapat digunakan untuk sistem persamaan linear yang konsisten. Sehingga diperlukan suatu metode yang tidak hanya dapat digunakan untuk menentukan solusi dari suatu sistem persamaan linear konsisten tapi juga dapat memberikan solusi untuk sistem persamaan linear yang tidak konsisten. Solusi aproksimasi untuk sistem persamaan linear yang tidak konsisten dapat ditentukan dengan menggunakan metode Singular Value Decomposition (SVD). Metode SVD ini adalah metode faktorisasi matriks yang berkaitan erat dengan nilai singular matriks. Analisis SVD dapat digunakan untuk menentukan suatu solusi pendekatan dengan memanfaatkan basis ortonormal untuk empat subruang fundamental yang terkait dengan matriks A yaitu R(A), R(AH), N(A) dan N(AH) . Basis-basis tersebut dapat digunakan untuk menghitung solusi sistem persamaan linear yang konsisten dan tidak konsisten.
Pengaruh Model Problem Based Learning (PBL)-4C terhadap Kemampuan Literasi Matematis Siswa SMAN 1 Wondama Syamsinar, Syamsinar; Asfyra, Intan Buhati
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 1 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i1.446

Abstract

This study aims to determine the effect of the Problem Based Learning (PBL) model based on 4C skills (critical thinking, creativity, collaboration, communication) on the mathematical literacy skills of high school students. This study is motivated by the low mathematical literacy skills of students and the need for learning that integrates 21st-century skills. This study uses a quantitative approach with a quasi-experimental design through a nonequivalent control group design. The research sample consisted of 63 students divided into two groups, namely 32 students in the experimental class taught using the PBL-4C model and 31 students in the control class taught with conventional learning. The research instrument was a mathematical literacy ability test given in the form of a pretest and posttest. The results of the hypothesis test using the independent sample t-test showed a significance value of 0.003 <0.05, so H₀ was rejected. In addition, the magnitude of the learning model's influence was included in the high category with an effect size value (Cohen's d) of 1.08. Thus, it can be concluded that the PBL-4C model had a significant and effective effect in improving the mathematical literacy skills of students of SMAN 1 Wondama.

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