cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ardhi Prabowo
Contact Email
ardhiprabowo@mail.unnes.ac.id
Phone
+62818240132
Journal Mail Official
kreano@mail.unnes.ac.id
Editorial Address
Gedung D7 Lantai 1 Kampus UNNES Sekaran, Jalan Taman Siswa Sekaran Semarang 50229
Location
Kota semarang,
Jawa tengah
INDONESIA
Kreano, Jurnal Matematika Kreatif Inovatif
Published by Universitas Negeri Semarang
ISSN : 20862334     EISSN : 24424218     DOI : https://doi.org/10.15294
Core Subject : Education,
Education Mathematics
Kreano is a place to share and communicate research results from researchers or invited authors. Kreano publishes original, novel, and empirical works in the field of mathematics education. Researchers can come from Lecturers, Teachers, Researchers, and students who need broad access to the publication of your research results. Jurnal Kreano invites authors to conduct empirical research according to the classification in the Mathematics Education Database. The criteria for articles that are included in the scope of the journal are as follows: Psychology of mathematics education, research in mathematics education, Education and instruction in mathematics, Education of foundations of mathematics, including Reasoning and proving in the mathematics classroom, Educational materials and media and educational technology in mathematics education, Learning on mathematics topics. Furthermore, the Journal Kreano does not limit the methods used in research including: Didactical Design Research (DDR), Qualitative Research, Classroom Action Research, Research and Development, Quantitative research
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 57 Documents
 2   3   4   5   6 
Design Of Student Live Worksheet to Support Students' Computational Thinking Skills Through Differentiation Learning Echa Alda Melinia; Budi Mulyono; Anita Desiani
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 1 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i1.16368

Abstract

Current mathematics learning methods limit students' computational thinking (CT) skills, because teaching focuses on knowledge and lacks abstraction and algorithmic thinking. To improve CT skills, a differentiated learning approach can be applied, using problem-solving strategies such as direct worksheets and technology-based learning. This study designed a Student Live Worksheet (SLW) for arithmetic sequences and series material, which combines Pagaralam contexts to motivate learning. The ADDIE development model was used to create a valid and practical SLW, which was tested on grade X students of one private vocational school (SMK) in Pagaralam. The SLW, which was validated by three experts, received a validity rating of 84.28% after revision and based on the practicality questionnaire, the percentage of practicality was 89,58%. Its practicality was demonstrated by student engagement during the trial. The SLW is independent, adaptive, and user-friendly, with facilities provided according to students' learning interests, and an attractive design. It serves a variety of electronic devices and fosters creativity in learning. This research can serve as a reference for further development in other mathematical topics to support computational thinking skills. The SLW developed is proven to be valid and practical, and effectively supports students’ computational thinking skills. Therefore, it can be used as a useful tool in differentiated mathematics instruction and adapted to various contexts. Abstrak Metode pembelajaran matematika yang ada saat ini membatasi kemampuan berpikir komputasional (CT) siswa, karena pembelajaran berfokus pada pengetahuan dan kurang abstraksi serta berpikir algoritmik. Untuk meningkatkan kemampuan CT, pendekatan pembelajaran terdiferensiasi dapat diterapkan, dengan menggunakan strategi pemecahan masalah seperti lembar kerja langsung dan pembelajaran berbasis teknologi. Penelitian ini merancang Lembar Kerja Siswa (LKS) untuk materi deret dan deret aritmatika, yang menggabungkan konteks Pagaralam untuk memotivasi pembelajaran. Model pengembangan ADDIE digunakan untuk membuat LKS yang valid dan praktis, yang diuji coba pada siswa kelas X di salah satu SMK swasta di Pagaralam. LKS yang telah divalidasi oleh tiga orang pakar ini memperoleh peringkat validitas sebesar 84,28% setelah direvisi dan berdasarkan angket kepraktisan, persentase kepraktisannya sebesar 89,58%. Kepraktisannya ditunjukkan dengan keterlibatan siswa selama uji coba. LKS bersifat mandiri, adaptif, dan mudah digunakan, dengan fasilitas yang disediakan sesuai dengan minat belajar siswa, dan desain yang menarik. Ini berfungsi untuk berbagai perangkat elektronik dan menumbuhkan kreativitas dalam pembelajaran. Penelitian ini dapat menjadi referensi untuk pengembangan lebih lanjut dalam topik matematika lainnya untuk mendukung keterampilan berpikir komputasional.
Development of STEM-Based E-LKPD on Pythagorean Theorem Material on Students' Problem-Solving Ability Oktaviani Silaen, Elza; Susanti, Ely; Aisyah, Nyimas
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 1 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i1.16468

Abstract

Problem-solving ability is a critical component of mathematics education, particularly in understanding Pythagorean theorem concepts. However, current instructional practices often lack integration of STEM approaches and interactive digital tools that support the development of this ability. This study aimed to develop a valid, practical, and potentially effective STEM-based Electronic Student Worksheet (E-LKPD) to enhance students’ problem-solving ability. The research employed the ADDIE development model (Analyze, Design, Development, Implementation, and Evaluation) and involved expert validation, practicality testing, and effectiveness assessment with eighth-grade students in a public junior high school following the Merdeka Curriculum. Data were collected through expert validation sheets, student practicality questionnaires, and problem-solving ability tests, then analyzed using descriptive statistics. Results showed that the E-LKPD met validity criteria with an average score of 4.20, reached a practicality level of 85.33%, and demonstrated a positive potential effect, with 57.71% of students achieving a good performance in problem-solving ability. These findings indicate that the developed STEM-based E-LKPD aligns with pedagogical and technological requirements and is suitable for implementation in mathematics learning contexts. This study contributes to digital mathematics pedagogy by offering a contextual STEM-based learning tool supported by interactive technology, addressing current needs in technology-integrated instruction. Abstrak Kemampuan pemecahan masalah merupakan komponen penting dalam pembelajaran matematika, khususnya pada pemahaman konsep Teorema Pythagoras. Namun, praktik pembelajaran saat ini masih kurang dalam mengintegrasikan pendekatan STEM dan alat digital interaktif yang mendukung pengembangan kemampuan ini. Penelitian ini bertujuan untuk mengembangkan Lembar Kerja Peserta Didik Elektronik (E-LKPD) berbasis STEM yang valid, praktis, dan berpotensi efektif untuk meningkatkan kemampuan pemecahan masalah siswa. Penelitian menggunakan model pengembangan ADDIE (Analyze, Design, Development, Implementation, dan Evaluation) serta melibatkan validasi ahli, uji kepraktisan, dan uji efektivitas terhadap siswa kelas VIII di salah satu SMP negeri yang menerapkan Kurikulum Merdeka. Data dikumpulkan melalui lembar validasi ahli, angket kepraktisan, dan tes kemampuan pemecahan masalah, kemudian dianalisis secara deskriptif. Hasil menunjukkan bahwa E-LKPD memenuhi kriteria valid dengan skor rata-rata 4,20, tingkat kepraktisan sebesar 85,33%, dan menunjukkan potensi efektivitas, dengan 57,71% siswa mencapai kategori baik dalam kemampuan pemecahan masalah. Temuan ini menunjukkan bahwa E-LKPD berbasis STEM yang dikembangkan telah sesuai dengan kebutuhan pedagogis dan teknologi, serta layak diterapkan dalam pembelajaran matematika. Penelitian ini berkontribusi terhadap pedagogi digital matematika melalui penyediaan alat pembelajaran kontekstual yang mengintegrasikan prinsip STEM dan teknologi interaktif.
Development of "LELI" Application to Enhance Mathematics Critical Thinking of Quality Generations in Society 5.0 Era Rosyadi, Alfiani Athma Putri; Aulia Firdaus Azzahra; Meisya Andjani Nagaya Dara; Vina Ananda Aprilia
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 1 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i1.17347

Abstract

Students' mathematical critical thinking skills are one of the important competencies that need to be developed to face the challenges of the Society 5.0 era. However, conventional learning, which is less interactive, is often an obstacle to improving these abilities. This study aims to develop an interactive learning application called "LELI" to enhance junior high school students' mathematical critical thinking skills in the context of integer material. This type of research is a development approach utilizing the Research and Development (R&D) method in conjunction with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The subjects of this study were grade VII junior high school students in the Merdeka Curriculum. Data collection techniques included observation, unstructured interviews, and tests. Data collection instruments used expert validation sheets, student response questionnaire sheets, and pre-tests and post-tests. The results showed that the "LELI" application was valid (77%), very practical (95.95%), and effective in improving critical thinking skills, with the average student score increasing from 65% (good) to 85% (very good). Based on the results obtained, the "LELI" application is valid, practical, and effective in improving the critical thinking skills of junior high school students in learning mathematics on integer material. These findings suggest that the "LELI" application can be a strategic solution for educators to enhance critical mathematical thinking skills in alignment with the demands of the Society 5.0 era. Abstrak Kemampuan berpikir kritis matematis siswa menjadi salah satu kompetensi penting yang perlu dikembangkan untuk menghadapi tantangan era Society 5.0. Namun, pembelajaran konvensional yang kurang interaktif seringkali menjadi kendala dalam meningkatkan kemampuan tersebut. Penelitian ini bertujuan untuk mengembangkan aplikasi pembelajaran interaktif bernama "LELI" untuk meningkatkan kemampuan berpikir kritis matematis siswa SMP pada materi bilangan bulat. Jenis penelitian ini adalah pengembangan menggunakan metode Research and Development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Subjek penelitian ini adalah siswa kelas VII SMP pada kurikulum merdeka. Teknik pengumpulan data berupa observasi, wawancara secara tidak terstruktur, dan tes. Instrumen pengumpulan data menggunakan lembar validasi ahli, lembar angket respon siswa, serta pre-test dan post-test. Hasil menunjukkan aplikasi "LELI" valid (77%), sangat praktis (95,95%), dan efektif meningkatkan kemampuan berpikir kritis, dengan score rata-rata siswa meningkat dari 65% (baik) menjadi 85% (sangat baik). Berdasarkan hasil yang diperoleh, maka aplikasi "LELI" valid, praktis, dan efektif untuk meningkatkan kemampuan berpikir kritis siswa SMP pada pembelajaran matematika materi bilangan bulat. Temuan ini menunjukkan bahwa aplikasi “LELI” dapat menjadi solusi strategis bagi para pendidik untuk meningkatkan kemampuan berpikir kritis matematis yang sejalan dengan tuntutan era society 5.0.
Formal Mental Models of Junior High School Students in Understanding the Concept of Integers Mutina, Mutina; Sudirman, Sudirman; Kusumasari, Vita
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 1 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i1.19535

Abstract

Mental models are internal representations students form about a concept, which can be inferred through their external representations. This study aims to describe the characteristics of junior high school students' formal mental models in understanding the concept of integers. Conducted in a class of 44 seventh-grade students, this qualitative study employed a case study methodology. Subjects were selected using a purposive sampling, with two subjects chosen for in depth exploration and interviews. Data were analyzed using the Miles and Huberman model, encompassing data condensation, data presentation, and conclusion drawing. The results revealed that the students at the formal mental model level demonstrated the characteristics of being able to place positive integers, zero, and negative integers on a number line, compare positive and negative integers, compare two negative integers, sort integers, add and subtract integers, and sort them accordingly. By refining the characteristics of mental models of value and order of integers, and integrating Bofferding's ideas on the mental model of value and order of integers and mental model of directed magnitude, this study successfully expands the theoretical framework of students' mental models in understanding the concept of integers, extending it to include addition and subtraction operations. Practically, it provides educators with insights into the characteristics of formal mental models that seventh-grade students need to master, supporting the development of meaningful instructional strategies to strengthen students’ conceptual understanding and promote the advancement of mental models to the formal level. In addition, these findings serve as a reference for future research on students' mental models in understanding integers and performing integer operations. Abstrak Model mental diartikan sebagai representasi internal yang dimiliki siswa mengenai suatu konsep yang kemudian dapat diketahui melalui representasi eksternal. Penelitian ini bertujuan untuk mendeskripsikan karakteristik model mental formal siswa SMP dalam memahami konsep bilangan bulat. Penelitian ini dilakukan di kelas VII SMP yang terdiri dari 44 siswa. Metode penelitian yang digunakan adalah kualitatif dengan jenis penelitian studi kasus. Pemilihan subjek menggunakan teknik purposive sampling, yakni terdapat 2 subjek untuk dieksplorasi dan diwawancarai. Teknik analisis data menggunakan model Miles dan Huberman meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa karakteristik siswa pada level model mental formal adalah dapat menempatkan bilangan bulat positif, nol, dan bilangan bulat negatif pada garis bilangan, dapat membandingkan bilangan bulat positif dan bilangan bulat negatif, dapat membandingkan dua bilangan bulat negatif, dapat mengurutkan bilangan bulat, dapat menjumlahkan dan mengurangkan bilangan bulat sekaligus mengurutkannya. Dengan mempertajam karakteristik model mental nilai dan urutan bilangan bulat, serta mengintegrasikan gagasan Bofferding tentang model mental nilai dan urutan bilangan bulat dan model mental besaran terarah, penelitian ini berhasil memperluas kerangka teori tentang model mental siswa dalam memahami konsep bilangan bulat, sehingga mencakup pula operasi penjumlahan dan pengurangan. Secara praktis, studi ini memberikan wawasan kepada pendidik mengenai karakteristik model mental formal yang perlu dikuasai oleh siswa kelas tujuh, mendukung pengembangan strategi pengajaran yang bermakna untuk memperkuat pemahaman konseptual siswa dan mendorong perkembangan model mental mereka ke tingkat formal. Selain itu, temuan ini dapat dijadikan acuan untuk penelitian lebih lanjut mengenai model mental siswa dalam memahami bilangan bulat dan melakukan operasi bilangan bulat.
Didactic Design for Developing Students' Creative Thinking Ability in Solving Open-Ended Problems: An Adversity Quotient Perspective Nursalam, Nursalam; L Zakiyah Nur S; Andi Kusumayanti
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 1 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i1.21434

Abstract

This study aims to develop students’ creative thinking skills, address their learning obstacles, and describe their creative thinking abilities in relation to their adversity quotient. A qualitative approach was employed using the Didactical Design Research (DDR) method, which consists of three stages: prospective analysis, metapedadidactic analysis, and retrospective analysis. The participants were students from class XA DPIB, selected based on preliminary findings indicating variations in creative thinking skills and levels of adversity quotient (the ability to endure and overcome challenges). Data were collected through both test and non-test techniques, including observation, interviews, questionnaires, and documentation. Data analysis was carried out through the stages of data reduction, data display, and conclusion drawing or verification. The results of the prospective analysis revealed the existence of learning obstacles among students, emphasizing the need to identify, analyze, and address these barriers in the learning process. The metapedadidactic analysis indicated that the developed didactical design was effective in overcoming students’ learning difficulties. Meanwhile, the retrospective analysis demonstrated an expansion in the prediction of student responses and an improvement in the quality of didactic-pedagogical anticipation by the teacher. The findings imply that the implementation of a didactical design based on students’ learning obstacles and adversity quotient can serve as an effective strategy for enhancing students’ mathematical creative thinking skills. It can be concluded that the didactical design developed in this study not only succeeded in addressing students’ learning barriers but also effectively improved their mathematical creative thinking skills when viewed from the perspective of their adversity quotient. Abstrak Penelitian ini bertujuan untuk mengembangkan kemampuan berpikir kreatif siswa dan mengatasi hambatan belajarnya, serta mendeskripsikan kemampuan berpikir kreatif siswa ditinjau dari adversity quotient. Penelitian ini menggunakan pendekatan kualitatif dengan metode DDR (Didactical Design Research) yang terdiri dari tiga tahapan, yaitu prospective analysis, metapedadidactic analysis, dan retrospective analysis. Subjek dalam penelitian ini adalah siswa kelas XA DPIB. Pemilihan subjek ini didasarkan pada temuan awal bahwa kelas tersebut menunjukkan variasi dalam kemampuan berpikir kreatif dan tingkat adversity quotient (kemampuan bertahan dan mengatasi kesulitan). Teknik pengumpulan data dilakukan melalui tes dan non-tes, meliputi observasi, wawancara, angket (kuesioner), dan dokumentasi. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan atau verifikasi. Berdasarkan hasil analisis prospektif, ditemukan adanya hambatan belajar pada peserta didik, yang menunjukkan pentingnya identifikasi, analisis, dan penanganan faktor-faktor penghambat dalam proses pembelajaran. Selanjutnya, dari hasil analisis metapedadidaktik diketahui bahwa desain didaktis yang dikembangkan terbukti efektif dalam mengatasi hambatan belajar siswa. Sementara itu, hasil analisis retrospektif menunjukkan adanya perluasan dalam prediksi respon siswa dan peningkatan kualitas antisipasi didaktis-pedagogis oleh guru. Implikasi dari penelitian ini adalah bahwa penerapan desain didaktis berbasis hambatan belajar dan karakter adversity quotient siswa dapat menjadi strategi yang efektif dalam meningkatkan kemampuan berpikir kreatif matematis. Dengan demikian, dapat disimpulkan bahwa desain didaktis yang dikembangkan dalam penelitian ini tidak hanya mampu mengatasi hambatan belajar siswa, tetapi juga berhasil meningkatkan kemampuan berpikir kreatif matematis siswa ditinjau dari adversity quotient-nya.
Analysis of Location and Causes Of College Students' Errors In Probabilistic Problem Solving Agoestanto, Arief; St. Budi Waluya; Scolastika Mariani; Annisa Salma Zakiyyah
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 1 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i1.22111

Abstract

Problem solving is a necessity for college students, including probabilistic problems. However, student errors in solving these problems continue to occur, necessitating an analysis of the location and causes. The goal of this research is to identify the locations and causes of probabilistic problem-solving errors. This is a qualitative research. The study's subjects were nine students from Semarang State University's Mathematics Education Study Program with low Student Academic Ability (SAA). Based on the subject's problem-solving outcomes, the location and sources of errors in solving probabilistic issues using the Newman Procedure were thoroughly investigated. Data analysis starts with minimising data, then presents data, and finally draws conclusions.  Checking the validity of the data using triangulation approaches, such as comparing test results to interview findings and comparing study subjects' outcomes. The findings of this study revealed that the research subjects made errors during the transformation, process skill, and encoding processes. Students' errors are caused by a lack of understanding of the strategy that must be employed in addressing probabilistic problems, topic confusion between the use of permutations and combinations, and confusion in identifying the sample space when taking one or more items in the experiment. The study's findings are likely to inspire and inform lecturers on how to use appropriate learning tactics to limit the possibility of student errors when tackling probabilistic questions. The conclusion of this research is that student errors in probabilistic problem solving lie in the transformation stage, the calculation process , and the error of writing answers so that it is necessary to be given the task of practicing probability problem solving in stages and there are brief instructions in developing a solution strategy. Abstrak Pemecahan masalah sangat penting untuk dikuasai mahasiswa, salah satunya pada masalah probabilistik. Namun, masih sering dijumpai kesalahan mahasiswa dala menyelesaikan masalah tersebut, sehingga perlu dilakukan analisis letak maupun penyebabnya. Penelitian kualitatif ini bertujuan menganalisis letak serta penyebab kesalahan pemecahan masalah probabilistik. Subjek penelitian sebanyak 9 mahasiswa Pendidikan Matematika Universitas Negeri Semarang dengan Kemampuan Akademik Mahasiswa (KAM) rendah. Dari hasil pemecahan masalah subjek dieksplorasi secara mendalam letak dan penyebab kesalahan dalam memecahan masalah probabilistik  berdasarkan Prosedur Newman. Analisis data diawali reduksi data, kemudian penyajian data, dan diakhiri dengan penarikan simpulan. Pemeriksaan keabsahan data dengan teknik triangulasi yaitu membandingkan hasil tes dengan hasil wawancara, serta membandingkan hasil subjek-subjek penelitian. Hasil penelitian ini menunjukkan subjek penelitian mengalami kesalahan pada langkah transformation, process skill dan encoding. Adapun penyebab kesalahan adalah tidak mengetahui strategi yang harus digunakan dalam memecahkan masalah probabilistik, subjek kebingungan antara penggunaan permutasi dan kombinasi, kebingungan dalam menentukan ruang sampel antara pengambilan 1 objek dan beberapa objek dalam percobaan. Hasil penelitian ini dapat dijadikan dasar bagi dosen dalam menggunakan strategi pembelajaran yang tepat untuk mengurangi potensi kesalahan mahasiswa dalam menyelesaikan masalah probabilistik. Simpulan dari penelitian ini adalah kesalahan mahasiswa dalam pemecahan masalah probabilistik terletak pada tahap transformasi (transformation), proses perhitungan, dan kesalahan penulisan jawaban sehingga perlu diberi tugas latihan soal-soal pemecahan masalah probabilitas secara bertahap dan terdapat petunjuk singkat dalam menyusun strategi penyelesaian.
Designing Learning Instructional Theory Topics Special Lines Triangle with Augmented Reality: A Design Research Putri, Agustiany Dumeva; Agustiani, Riza; Zahra, Atika
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 1 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i1.2226

Abstract

Geometry is still most commonly taught using two-dimensional media such as a blackboard. What is presented on the whiteboard can have varied points of view depending on the circumstances.  The digitalization of learning is progressing in tandem with the most recent technical breakthroughs, such as Augmented Reality (AR). The purpose of this research is to create a learning design for specific triangle line material in the context of the Musi 6 Bridge utilizing AR. The research was conducted on junior high school students. This design research has three stages: experiment preparation, design experiment, and retrospective analysis. Observation, interview, documentation, and test were used to obtain data. This study developed a Local Instruction Theory (LIT) comprising five sequenced activities using the Musi 6 Palembang Bridge context and augmented reality (AR) technology. It consists of 5 activities: observing AR of Musi 6 bridge, defining height line, defining bisector line, defining median of a triangle, defining axis lines in a triangle. The study's findings revealed that, students in cycle-2 did not do better on the preliminary test than students in cycle-1, their grasp of special lines of triangles performed better than students in cycle-1. This difference shows how the activity sheet in cycle-2 provides more convenience for students in understanding the material with additional activities at the beginning of cycle-2 to recall the prerequisite material contained in the TKA. Revisions to the activity sheet made on the activity sheet include: easier AR access, AR is made more real in front of students without background, Geogebra applet is made easier to access and operate by students. This study shows that integrating AR-GeoGebra into geometry instruction (1) improves conceptual understanding through interactive 3D visualization and (2) bridges hypothetical-actual learning trajectories via real-time conjecture adjustments, while emphasizing the need for infrastructure support and teacher training. With contextual modifications, the results suggest an adaptive pedagogical model that can be used in all STEM fields. Abstrak Geometri masih paling sering diajarkan menggunakan media dua dimensi seperti papan tulis. Apa yang disajikan di papan tulis dapat memiliki sudut pandang yang berbeda-beda tergantung pada keadaannya. Digitalisasi pembelajaran mengalami kemajuan seiring dengan terobosan teknis terkini, seperti Augmented Reality (AR). Tujuan penelitian ini adalah membuat desain pembelajaran materi garis segitiga tertentu pada konteks Jembatan Musi 6 dengan memanfaatkan AR. Penelitian ini dilakukan pada siswa sekolah menengah pertama. Penelitian desain ini memiliki tiga tahap: persiapan eksperimen, desain eksperimen, dan analisis retrospektif. Observasi, wawancara, dokumentasi, dan tes digunakan untuk memperoleh data. Penelitian ini mengembangkan Teori Pembelajaran Lokal (LIT) yang terdiri dari lima kegiatan berurutan menggunakan konteks Jembatan Musi 6 Palembang dan teknologi augmented reality (AR). LIT terdiri dari 5 kegiatan yaitu mengamati AR jembatan Musi 6, menentukan garis ketinggian, menentukan garis bagi, menentukan garis berat, menentukan garis sumbu pada suatu segitiga. Temuan penelitian mengungkapkan bahwa, siswa pada siklus-2 tidak mengerjakan tes pendahuluan lebih baik dibandingkan siswa pada siklus-1, pemahaman mereka terhadap garis-garis khusus segitiga lebih baik daripada siswa pada siklus-1. Perbedaan ini menunjukkan bahwa lembar kegiatan pada siklus-2 memberikan kemudahan bagi siswa dalam memahami materi dengan kegiatan tambahan di awal siklus-2  untuk mengingat kembali materi prasyarat yang ada pada TKA. Revisi lembar kegiatan yang dilakukan pada lembar kegiatan antara lain: akses AR lebih mudah, AR dibuat lebih nyata di depan siswa tanpa latar belakang, applet Geogebra dibuat lebih mudah diakses dan dioperasikan oleh siswa. Studi ini menunjukkan bahwa mengintegrasikan AR-GeoGebra ke dalam pembelajaran geometri (1) meningkatkan pemahaman konseptual melalui visualisasi 3D interaktif dan (2) menjembatani lintasan pembelajaran hipotetis-aktual melalui penyesuaian dugaan waktu nyata, sekaligus menekankan perlunya dukungan infrastruktur dan pelatihan guru. Dengan modifikasi kontekstual, hasilnya menunjukkan model pedagogis adaptif yang dapat digunakan di semua bidang STEM.

Page 6 of 6 | Total Record : 57

 2   3   4   5   6 

Filter by Year

2024 2025


Reset
Filter By Issues
All Issue Vol. 16 No. 1 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 2 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 1 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif