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Tesseract: International Journal of Geometry and Applied Mathematics
Published by Nindikayla Institute
ISSN : -     EISSN : 29868076     DOI : https://doi.org/10.57254/tess
Core Subject : Education, Social,
Mathematics Social Sciences
Tesseract Journal is an international, open-access journal that seeks to promote the integration of and provide an advanced forum for, Geometry, mathematics with applied disciplines. It is devoted exclusively to the publication of high-quality reviews, regular research papers, and short communications that apply mathematical concepts, theories, and methods to other subjects such as physics, engineering, medicine, chemistry, biology, information science, energy, environmental science, finance, business, computer science, industry, and social sciences. In addition, submissions with a good balance between mathematical analysis and development of the application(s) are expected e-ISSN: 2986-8076
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 43 Documents
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The Effectiveness of Peer Tutoring Learning Model Assisted by Canva-Based Learning Media on Mathematical Understanding and Learning Interest of Student at SMPN 14 Cilegon Handayani, Astuti; Hamidah, Hamidah; Caesarani, Sarah; Kusuma, Jaka Wijaya
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 3 No. 1 (2025): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v3i1.38

Abstract

This study aims to determine the effectiveness of the peer tutoring learning model assisted by Canva-based learning media on students' mathematical understanding and learning interest. The background of this study is based on the low mathematical understanding and learning interest of students at SMPN 14 Cilegon in mathematics learning, as well as the lack of variety of learning media used. This study uses a quantitative method with a quasi-experimental design of the nonequivalent pretest-posttest control group design. The subjects of the study were grade VII students of SMPN 14 Cilegon, with class VII C as the experimental class and class VII A as the control class. The research instruments included a mathematical understanding test and a student learning interest questionnaire. The results of the data analysis showed that, 1) the increase in mathematical understanding of students who were given learning with the peer tutoring model assisted by Canva-based learning media was better than those who used conventional learning, 2) the learning interest of students who were given learning with the peer tutoring model assisted by Canva-based learning media was better than those who used conventional learning. From the results of the N-Gain data analysis of the experimental and control classes, a sig. value was obtained. (2-tailed) 0.000 <0.05 and for the average learning interest of the questionnaire 83.07 high category in the experimental class, while in the control class obtained an average questionnaire of 71.67. So it can be concluded that there is an increase in mathematical understanding and learning interest of students who use peer tutor learning model assisted by Canva-based learning media better than students who use conventional learning. Thus, the peer tutor learning model assisted by Canva media is effective in improving mathematical understanding and learning interest of students of SMPN 14 Cilegon
Implementation of the Cooperative Creative Problem Solving (CPS) Model using Interactive LKPD to Improve Literacy Abilities and Learning Interest Safitri, Violin Rahma; Hamidah, Hamidah; Nisa, Ratu Khoirotun; Kusuma, Jaka Wijaya
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 3 No. 1 (2025): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v3i1.48

Abstract

This study aims to analyze the effectiveness of the implementation of the Cooperative Creative Problem Solving (CPS) learning model assisted by interactive Student Worksheets (LKPD) in improving students' mathematical literacy skills and learning interest at SMP Negeri 16 Serang City. The study used a quasi-experimental design with a non-equivalent control group design. The sample consisted of two classes, namely the experimental class (n = 40) which was given CPS learning with interactive LKPD based on Live Worksheet, and the control class (n = 40) which used conventional learning. Data were collected through mathematical literacy tests and learning interest questionnaires given before and after the learning. The results of data analysis showed that the experimental class achieved a significant increase in mathematical literacy skills with an average N-gain of 0.7873 (high category), while the control class only achieved 0.4644 (medium category). Independent t-test analysis showed a significant difference between the two classes (p < 0.05). Furthermore, student learning interest in the experimental class also increased, with an average score of 86% (very strong category), higher than the control class's score of 70.75% (strong category). Thus, the CPS learning model assisted by interactive student worksheets (LKPD) has proven effective in improving students' mathematical literacy skills and learning interest. Educators are advised to widely implement this model, supported by digital media, to support active and meaningful learning.
The Effect of Wordwall-Assisted Problem-Based Learning Model on Improving Mathematical Literacy and Self-Regulated Learning Nuraeni, Nuraeni; Hamidah, Hamidah; Caesarani, Sarah; Kusuma, Jaka Wijaya
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 3 No. 1 (2025): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v3i1.49

Abstract

This study aims to determine the improvement of students' mathematical literacy skills given learning with a problem-based learning model assisted by Wordwall is better than those using conventional learning. This study uses a quantitative approach with a quasi-experimental design type Pretest-Posttest Control Group Design. The research subjects consisted of 32 students of class VII D as the experimental class and 32 students of class VII B as the control class at SMP Negeri 16 Kota Serang. The instruments used were essay tests to measure mathematical literacy and Likert scale questionnaires to measure self-regulated learning. The results of the analysis showed that the average N-Gain of the experimental class was 66.51 and the control class was 38.81. The t-test showed a sig. (2-tailed) value of 0.000 < 0.05, indicating a significant difference between the two groups. The average score of the self-regulated learning questionnaire in the experimental class reached 80%. This study concluded that the use of the PBL model assisted by Wordwall is more effective in improving students' mathematical literacy and self-regulated learning compared to conventional learning.

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