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Jurnal Pendidikan MIPA
Published by Universitas Lampung
ISSN : 14112531     EISSN : 26855488     DOI : http://doi.org/10.23960/jpmipa
Core Subject : Education,
Education
Jurnal Pendidikan MIPA (JPMIPA) focused on mathematics education, science education, and the use of technology in the educational field. In more detail, the scope of interest are, but not limited to: STEM/STEAM Education Environmental and Sustainability Education Scientific Literacy Computer-based Education and Digital Competence Higher Order Thinking Skills Multicultural and Inclusive Education Attitude towards Mathematics and Science Learning Models, Methods, Strategies of Math & Science Learning Virtual and Blended Learning Teacher Education
Arjuna Subject : Ilmu Sosial - Pendidikan
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Search results for "Integrating Comprehensive Mathematics Instruction into Google Classroom" : 1 Documents clear
Integrating Comprehensive Mathematics Instruction into Google Classroom: Effects on Students’ Mathematical Critical Thinking and Self-Efficacy Delima, Nita; Sayekti, Ismi Jamesti; Nurhayati, Nurhayati; Supriyadi, Endang Irawan; Soh, Mazlan Che
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp219-239

Abstract

Indonesian students’ mathematics performance remains below the OECD average, particularly on items requiring reasoning, interpretation of data, and problem-solving in real-world contexts. Although PISA outcomes are influenced by multiple factors, including curriculum alignment, learning opportunities, and socioeconomic conditions, prior studies indicate that students’ difficulties with non-routine, reasoning-based tasks reflect limitations in higher-order mathematical thinking. In this context, strengthening students’ mathematical critical thinking remains an urgent instructional challenge. This study aimed to determine whether students’ mathematical critical thinking skills improved more significantly after using a Google Classroom-based Comprehensive Mathematics Instruction (CMI) model than after regular learning. Additionally, this research examined changes in students’ mathematics self-efficacy before and after the intervention and explored the relationship between mathematical critical thinking skills and mathematics self-efficacy. A quasi-experimental nonequivalent control group design was employed. The population consisted of all tenth-grade students at SMAN 1 Jalancagak, with a purposive sample of 70 students drawn from two classes (X-10 and X-9). Data were collected using a mathematical critical thinking test and a mathematics self-efficacy questionnaire. The results show that students using the Google Classroom-based CMI model achieved significantly greater improvements in mathematical critical thinking skills than those in standard learning. Moreover, students’ mathematics self-efficacy increased significantly following implementation of the model. The analysis also found a statistically significant, though modest, relationship between mathematical critical thinking skills and mathematics self-efficacy. These results indicate that combining structured cognitive instruction with digital learning environments can enhance students’ mathematical critical thinking and mathematics self-efficacy, while recognising that broader contextual factors influence their mathematics development achievement. Keywords: CMI model, google classroom-based CMI model, google classroom, mathematical critical thinking skills, mathematics self-efficacy.

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