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Pusat Studi Pengembangan Pembelajaran Matematika Sekolah Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta Jl. Marsda Adisucipto, Yogyakarta 55281
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Jurnal Pengembangan Pembelajaran Matematika
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 26560240     EISSN : 26558750     DOI : https://doi.org/10.14421/jppm
Core Subject : Education,
Education Mathematics
Jurnal Pengembangan Pembelajaran Matematika (JPPM) is a scientific journal published by Pusat Studi Pengembangan Pembelajaran Matematika Sekolah, UIN Sunan Kalijaga Yogyakarta incorporating with Asosiasi Dosen Matematika dan Pendidikan Matematika (Admapeta). It published twice a year (in February & August). This publication is available online via open access. This journal focuses on research in mathematics education including teaching and learning, teacher education, educational technology, educational developments, STEM, from many kinds of research such as survey, research and development, experimental research, classroom action research, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 84 Documents
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Differences in mathematical problem-solving skills based on computational thinking in problem-based learning and conventional learning Fuadah, Alifah Shofia; Mukti, Taufiq Satria; Firmansyah, Achmad
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 7 No. 2 (2025): Jurnal Pengembangan Pembelajaran Matematika: Volume 7 Nomor 2 August 2025
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2025.72.122-133

Abstract

Problem solving ability with Computational Thinking strategy is important for students. The study aims to determine the differences in mathematical problem solving ability with computational thinking on statistics material through the Problem Based Learning (PBL) model and conventional methods in class VII MTs Daarul Uluum Blitar. The study was conducted with a quasi-experiment through a pretest-posttest design with nonequivalent control group. Saturated samples were used in the study with class VII-B as the experimental class by implementing PBL and class VII-C as the control class. Data collection was carried out with a computational thinking ability test: decomposition, pattern recognition, abstraction, and algorithms to solve mathematical problems on statistics material. An independent sample t-test was conducted to answer the problem formulation. The results showed a significance value (2-tailed) of 0.019 (α <0.05), with an average pretest and posttest of the experimental class of 49 and 63, while the control class was 32 and 54. These findings indicate that the PBL model is effective in improving mathematical problem solving abilities based on computational thinking.
Students’ probabilistic thinking level in solving probability problems reviewed from Honey Mumford’s learning style Khurrotul, A'yun; Masamah, Ulfa
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 7 No. 2 (2025): Jurnal Pengembangan Pembelajaran Matematika: Volume 7 Nomor 2 August 2025
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2025.72.134-147

Abstract

Students' difficulties in solving probabilistic problems occur due to their lack of knowledge and understanding of probability concepts. Probabilistic thinking skills are essential to enhance students' ability to solve probabilistic problems in everyday life. This qualitative research aims to describe student’s levels of probabilistic thinking in solving probability problems reviewed from Honey Mumford's learning style. The research subjects consisted of eight ninth-grade students from a State Tsanawiyah Madrasah of Batu City. The primary instrument in this study was the researcher, supported by additional instruments such as probabilistic thinking test and a task-based interview guide. Data were collected through written tests, task-based interviews, and documentation. Data analysis was carried out using the constant comparative method which includes the stages of reduction, categorization, synthesis, and substantive theory preparation. The results showed that students with activist and pragmatist learning styles met all indicators at level 1 of subjective thinking, while reflector and theorist students showed wider variations up to level 3 if informal quantitative thinking and some at level 4 of numerical thinking. This finding implies that differences in learning styles contribute to student’s probabilistic thinking abilities at each level.
Development of pjbl-based teaching modules to improve critical and creative thinking skills Yuliana, Ina; Toheri; Sukmaangara, Bayu
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 7 No. 2 (2025): Jurnal Pengembangan Pembelajaran Matematika: Volume 7 Nomor 2 August 2025
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2025.72.163-176

Abstract

This study aims to develop a Project Based Learning (PjBL)-based teaching module to enhance students’ critical and creative thinking skills on the topic of the Pythagorean Theorem. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The module was validated by five experts, resulting a score of 0.71, categorized as very valid. The module was tested on 38 eighth-grade students at SMP Negeri 11 Cirebon. The effectiveness test showed a significant improvement in students’ critical and creative thinking abilities, with N-Gain scores of 0.56 and 0.57 respectively, both categorized as moderately effective. The Wilcoxon test showed a significance value of 0.000 for both skills, indicating a significant difference between pretest and posttest scores. Additionally, student responses to the module were highly positive, with an average score of 85.91%. Based on these results, the developed PjBL-based teaching module is considered feasible and effective for enhancing higher-order thinking skills in mathematics learning.
The effectiveness of microlearning on student engagement and learning outcomes in educational statistics courses Jainuri, Muhammad
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 7 No. 2 (2025): Jurnal Pengembangan Pembelajaran Matematika: Volume 7 Nomor 2 August 2025
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2025.72.148-162

Abstract

The Educational Statistics course is often seen as challenging for students, leading to low engagement and learning outcomes. This study aims to analyze the effectiveness of microlearning implementation to optimize student engagement and learning outcomes in the Education Statistics course, identify changes in the dimension of student engagement through the implementation of microlearning, analyze the relationship between student engagement and learning outcomes, and develop an effective microlearning implementation model in the Education Statistics course. Using a quasi-experimental design with a pretest-posttest control group, the study involved 66 students divided into an experimental group (n = 32) who received microlearning-based learning and a control group (n = 34) using traditional methods. Data were collected using the Student Engagement Questionnaire (SEQ), pretest-posttest statistical learning outcomes, digital activity log analysis, and semi-structured interviews. The results showed a significant increase in the engagement rate of the experimental group compared to the control (t = 4.87, p < 0.001) with a large effect size (Cohen's d = 0.79). MANOVA's analysis showed a significant increase in four dimensions of engagement: behavioral (F = 18.34, p < 0.001), cognitive (F = 21.56, p < 0.001), emotional (F = 15.89, p < 0.001), and social engagement (F = 12.45, p < 0.001). The implementation of microlearning resulted in significant improvements in learning outcomes (t = 5.23, p < 0.001) and statistical knowledge retention (F = 19.76, p < 0.001). Thematic analysis of qualitative data identified five factors that support the effectiveness of microlearning: (1) flexibility of content access, (2) visualization of complex concepts, (3) immediacy of feedback, (4) personalization of learning, and (5) integrated collaboration. This study recommends a tiered microlearning implementation model for educational statistics courses that can be adapted for various higher education contexts.

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