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Jurnal Karya Pendidikan Matematika
Published by Universitas Muhammadiyah Semarang
ISSN : 23392444     EISSN : 25498401     DOI : https://dx.doi.org/10.26714/jkpm
Core Subject : Education,
Education Mathematics
JKPM | Jurnal Karya Pendidikan Matematika | P-ISSN: 2339-2444 E-ISSN: 2549-8401 is peer reviewed journal that contains the work of the field of educational research or teaching mathematics, mathematics, mathematical applications, mathematical computerization and models of mathematics education in the learning process. JKPM published twice a year, every April and September.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 308 Documents
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PENGEMBANGAN BAHAN AJAR BERBASIS MODEL DISCOVERY LEARNING BERBANTUAN GEOGEBRA TERHADAP KEMAMPUAN KONEKSI MATEMATIS SISWA Maya Arsita Septiyani; Amidi Amidi
Jurnal Karya Pendidikan Matematika Vol 12, No 2 (2025): Jurnal Karya Pendidikan Matematika Volume 12 Nomor 2 Tahun 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.12.2.2025.17-28

Abstract

Penelitian ini mengarah pada pengembangan bahan ajar dengan pendekatan model Discovery Learning dengan dukungan aplikasi GeoGebra dalam rangka meningkatkan kemampuan koneksi matematis siswa dalam memahami topik Sistem Persamaan Linear Dua Variabel. Latar belakang penelitian ini didasarkan pada rendahnya keterampilan siswa dalam menyambungkan teori matematika dengan situasi kehidupan nyata, serta rendahnya keterlibatan siswa dalam pembelajaran yang belum menggunakan pendekatan modern dan didominasi oleh penggunaan buku paket serta media PowerPoint. Penelitian ini dilaksanakan dengan menerapkan pendekatan Research and Development (R&D). Pengumpulan data dilakukan melalui angket validasi kelayakan yang diisi oleh seorang dosen serta dua orang guru mata pelajaran matematika, menghasilkan data dalam bentuk kualitatif dan kuantitatif yang kemudian dianalisis melalui metode deskriptif persentase. Hasil validasi menunjukkan kategori sangat layak, meliputi aspek isi, penyajian, kebahasaan, dan inovasi pembelajaran. Integrasi GeoGebra dalam model Discovery Learning terbukti meningkatkan keterlibatan siswa dan memfasilitasi pemahaman konsep melalui eksplorasi visual. Kesimpulannya, bahan ajar ini sangat layak dan siap diterapkan dalam pembelajaran matematika guna mendukung peningkatan kemampuan koneksi matematis siswa terkait topik Sistem Persamaan Linear Dua Variabel.
Eksperimen Media Zep Quiz Dan Flashcard Dalam Model Pembelajaran Team Games Tournament (TGT) Terhadap Motivasi Belajar Siswa Nur Hidayati; Wiwin Astuti; Suyatman Suyatman; Ari Wibowo
Jurnal Karya Pendidikan Matematika Vol 13, No 1 (2026): Jurnal Karya Pendidikan Matematika Volume 13 Nomor 1 Tahun 2026
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.13.1.2026.89-98

Abstract

Motivasi belajar menjadi aspek esensial siswa agar dapatmemaksimalkan pembelajaran. Namun, motivasi belajar siswa dikelas VIII MTsN 4 Klaten masih belum mencapai hasil maksimal,mengindikasikan pentingnya media pembelajaran yangmengoptimalkan keterlibatan siswa. Penelitian ini mengkajiperbedaan: (1) motivasi belajar siswa sebelum dan sesudaheksperimen media ZEP Quiz dalam model TGT; (2) motivasibelajar siswa sebelum dan sesudah eksperimen media flashcarddalam model TGT; serta (3) motivasi belajar siswa sesudaheksperimen media ZEP Quiz dan flashcard dalam modelpembelajaran TGT. Metode kuantitatif dengan rancanganeksperimen semu nonequivalent control group design digunakandalam penelitian ini. Sebanyak 167 siswa kelas VIII MTsN 4Klaten menjadi populasi penelitian, sedangkan sampel ditetapkanmelalui teknik cluster random sampling yaitu kelas VIII A dan kelasVIII B. Validitas dan reliabilitas diujikan pada angket motivasibelajar untuk mengumpulkan data. Analisis data mencangkupanalisis deskriptif, pengujian normalitas dan homogenitas, sertauji hipotesis mencangkup paired dan independent sample t-test.Berdasaarkan hasil analisis dinyatakan: adanya perbedaanmotivasi belajar setelah eksperimen media ZEP Quiz dan flashcarddalam model pembelajaran TGT, namun tidak terdapatperbedaan yang signifikan antara motivasi belajar siswa padakelas yang menggunakan media ZEP Quiz maupun kelas yangmenggunakan media flashcard dalam model pembelajaran TGT.
ANALISIS PEMECAHAN MASALAH PADA KURIKULUM MATEMATIKA SEKOLAH DI SINGAPORE DAN INDONESIA Nur Fauziah Siregar; Iwan Junaedi; Mulyono Mulyono
Jurnal Karya Pendidikan Matematika Vol 12, No 1 (2025): Jurnal Karya Pendidikan Matematika Volume 12 Nomor 1 Tahun 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.12.1.2025.47-54

Abstract

Problem solving is one of the objectives of the mathematics curriculum in various countries. This study aims to describe the problem solving contained in the mathematics curriculum in Singapore and Indonesia. This research uses the Systematic Literature Review (SLR) method. The results obtained are the curriculum in Singapore is known as an education system that focuses on problem solving, supported by 5  interconnected components namely concepts, skills, processes, attitudes, and metacognition. With the education system in Singapore shows good results at the international level in the top three positions achieved by students. In the Indonesian curriculum, problem solving is one of the learning outcomes of mathematics. In learning mathematics, problem solving is used as a learning approach. The problem-solving approach can improve problem solving skills based on research results. Meanwhile, according to the results of PISA 2022 that Indonesian students have not achieved maximum results
DI BALIK ANGKA: MENGGALI KEMAMPUAN BERPIKIR KREATIF SISWA DALAM MENYELESAIKAN SOAL HOTS Jahring Jahring; Wilda Purnamasari; Nasruddin Nasruddin
Jurnal Karya Pendidikan Matematika Vol 12, No 2 (2025): Jurnal Karya Pendidikan Matematika Volume 12 Nomor 2 Tahun 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.12.2.2025.123-128

Abstract

This study aims to describe the creative thinking abilities of high school students, both overall and based on indicators of creative thinking abilities. The research subjects were 25 students from class XI at SMA Negeri 1 Wundulako, Kolaka, Southeast Sulawesi, Indonesia. This study is a descriptive study using totally sampling technique. The research instrument used a creative thinking ability test. The indicators of creative thinking ability measured included fluency, flexibility, originality, and elaboration. The results showed that: (1) overall, the creative thinking ability of students, with a percentage score of 65.63%, was in the good category; and (2) creative thinking ability based on indicators, namely student fluency was 58.67% (sufficient), student flexibility was 79.33% (good), student originality was 82% (very good), and student elaboration was 42.5% (sufficient). This indicates that students' creative thinking skills are quite optimal because they have successfully applied student-centered learning and are accustomed to working on open-ended and non-routine problems that are complex in nature.
Reducing Functional Fixedness in Geometry Through Analogical Maping and Representation Shifts: A Randomized Controlled Trial Anggie Yudistira Aditya; Hamam Al Faruq
Jurnal Karya Pendidikan Matematika Vol 13, No 1 (2026): Jurnal Karya Pendidikan Matematika Volume 13 Nomor 1 Tahun 2026
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.13.1.2026.143-152

Abstract

Functional fixedness constitutes a pervasive cognitive bottleneck in geometry, yet educational interventions rarely target the representational mechanisms underlying this rigidity. Addressing this critical gap, this study challenges the view of fixedness as an immutable trait by experimentally testing the efficacy of analogical mapping and dynamic representational shifts. Through a rigorous randomized controlled trial, the investigation demonstrates that integrating analogical reasoning with dynamic geometry environments significantly outperforms conventional procedural instruction in fostering creativity. Crucially, mediation analysis reveals that representational flexibility rather than mere software usage serves as the primary mechanism driving this cognitive breakthrough. These findings validate the proposed Analogical Representational Shift Model (ARSM), offering a theoretical advancement in creative cognition. Practically, the study provides a definitive blueprint for developing next-generation AI tutoring systems capable of detecting and dismantling cognitive rigidity, marking a pivotal shift from routine drill-based learning to the cultivation of adaptive mathematical insight.
Development of a Comic-Based Mathematics E-Handout on Trigonometry Material to Improve Learning Outcomes of 10th Grade Students of SMA Negeri 5 Surakarta in the 2024/2025 Academic Year Nesthi Wahyuningsih; Ira Kurniawati
Jurnal Karya Pendidikan Matematika Vol 12, No 1 (2025): Jurnal Karya Pendidikan Matematika Volume 12 Nomor 1 Tahun 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.12.1.2025.55-66

Abstract

This research focuses on the development of comic-based e-handouts on Trigonometry material for class X students of SMA Negeri 5 Surakarta for the 2024/2025 academic year. The main objectives of this research are to find out how the e-handout development process, the validity of the e-handou t developed, the practicality of the e-handout developed, and measure the effectiveness in improving student learning outcomes. This research uses the ADDIE development model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The subjects of this study were 33 students of class X-E6 SMA Negeri 5 Surakarta in the 2024/2025 academic year. Data were collected through interviews, documentation, questionnaires, and tests. The results showed that: (1) the comic-based e-handout development process uses the ADDIE development model and digital platforms in the form of Canva, Heyzine, Padlet, Quizizz, and Google Forms; (2) the validity of the e-handout gets an average score of 0.9027 from the validation of material and media experts which is included in the very high validity category; (3) teacher responses have an average score with a percentage of 79.33%, included in the practical category; (4) student responses have an average score with a percentage of 83.5%, also included in the very practical category; (5) the average increase in N-Gain is 0.75 or 75.18%, classified as a high increase with sufficient effectiveness. Based on these results, it is concluded that the comic-based e-handout developed is valid, practical, and effective in improving student learning outcomes, and is suitable for use to deepen understanding of Trigonometry concepts for grade X high school students.
VARK LEARNING SEBAGAI INOVASI PEMBELAJARAN: PENGARUH KEAKTIFAN, MOTIVASI, TERHADAP STRUKTUR KOGNITIF MAHASISWA Yusak Suharno; Eko Andy Purnomo; Nurmawati Nurmawati
Jurnal Karya Pendidikan Matematika Vol 12, No 2 (2025): Jurnal Karya Pendidikan Matematika Volume 12 Nomor 2 Tahun 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.12.2.2025.129-139

Abstract

This study aims to analyze the effect of learning activity and motivation on students' cognitive structure through the implementation of VARK (Visual, Auditory, Reading, Kinesthetic) Learning-based learning. The research method uses a quantitative approach with a quasi-experimental design. The sample of this study was students majoring in Elementary School Teacher Education (PGSD) at UT in a study group in Kendal Regency who took the Educational Statistics course. The research instruments included a learning motivation questionnaire, an activeness observation sheet, and a test to measure cognitive structure. The results of the study provide an overview of the role of VARK Learning media in increasing student engagement while strengthening their cognitive structure. Based on the analysis, it was concluded that 1). the effect of motivation on cognitive structure was 71.4% 2). the effect of activeness on students' cognitive structure was 60.1%, and 3). the effect of motivation and activeness on cognitive structure was 73.3%. The conclusion was that the implementation of VARK Learning media had a significant effect between motivation and activeness on cognitive structure. Further research is expected to enable lecturers to implement VARK Learning for a wider research sample and courses other than Educational Statistics.
Instructional Framework in Addressing Mathematics Anxiety and Learning Engagement Among Grade 9 Students Lorna L Tumampil; Amelia T Buan; Salamah M Basher
Jurnal Karya Pendidikan Matematika Vol 12, No 2 (2025): Jurnal Karya Pendidikan Matematika Volume 12 Nomor 2 Tahun 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.12.2.2025.29-37

Abstract

This study developed an instructional framework to address mathematics anxiety and promote engagement among Grade 9 students. A convergent mixed-method design was employed, combining pretests, posttests, standardized surveys, and a 10-item PISA-type problem-solving test with interviews and classroom observations. Quantitative data were analyzed using descriptive statistics and paired t-tests, while qualitative data underwent content analysis and triangulation.Results indicated that mathematics anxiety showed little reduction, though students’ social engagement became more structured through teacher-facilitated collaboration. Emotional and cognitive engagement improved slightly but not significantly. Thematic analysis identified subject difficulty, low confidence, negative self-perception, and teacher attitudes as key anxiety factors, while collaborative learning, intrinsic motivation, and supportive teachers encouraged positive engagement. Notably, students achieved significant gains in PISA-type problem-solving performance, reflecting enhanced higher-order thinking skills.The framework demonstrated potential to improve academic outcomes and stabilize engagement but had a limited effect on reducing anxiety. Further refinement should focus on targeted anxiety-reduction strategies and sustained integration of real-world, collaborative learning experiences

Page 31 of 31 | Total Record : 308

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