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Muhammad Hidayat
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Magister Pendidikan Matematika Program Pascasarjana Universitas Muhammadiyah Sumatera Utara, Jl. Denai No 217, Medan, Indonesia
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Journal of Mathematics Education and Application (JMEA)
Published by Universitas Muhammadiyah Sumatera Utara
ISSN : -     EISSN : 28291514     DOI : DOI: http://dx.doi.org/10.30596%2Fjmea.v1i2
Core Subject : Education,
Education Mathematics
Journal of Mathematics Education and Application (JMEA) menerima artikel dan mempublikasikan hasil kajian/penelitian ilmiah tentang Pendidikan dan Aplikasi Matematika dan yang berkaitan. Penyebarluasan penelitian bertujuan untuk membangun peradaban bangsa serta mengembangkan Ilmu Pendidikan dan Aplikasi Matematikadan teknologi dalam meningkatkan sumber daya manusia. Focus & Scope 1. Learning Media for Mathematics Education 2. Mathematics Education Curriculum Development 3. Development of Mathematics Education Teaching Materials 4. Research and Teaching Mathematics Education 5. Application of Mathematics Applications 6. Applications of Mathematics Science
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 66 Documents
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Literature Study of STAD Type Cooperative Learning Model to Improve Student's Mathematical Communication Skills Pratama, Rizky Putra
JMEA : Journal of Mathematics Education and Application Vol 4, No 1 (2025): Februari
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i1.20554

Abstract

This research is the result of literature research as a technique used to study several references to books and the results of similar research previously conducted by others according to the problem being studied. This study uses a descriptive research method through a qualitative approach. This study aims to determine the improvement of students' mathematical communication skills by applying the STAD Type Cooperative learning model and analyze the causative factors. The data of this study was obtained from several journals and articles that revealed the improvement of students' mathematical communication skills with the application of the STAD Type Cooperative learning model. The researcher's findings show that from the indicators of mathematical communication and syntax of the STAD Type Cooperative learning model, each journal and article studied with the one written by the researcher has several similarities in indicators that explain that there is a suitability of the learning model to improve students' mathematical communication skills. For the results of each journal and article studied, it was stated that there was an increase in student learning outcomes from the students' mathematical communication skills. The STAD Type Cooperative learning model is also considered effective in improving students' mathematical communication skills. From all the articles and journals that were researched experienced an increase in grades and good learning achievement results, it can be concluded that the application of the STAD Type Cooperative learning model can improve students' mathematical communication skills.
Integrating Visualisation and Spatial Reasoning (VSR) with Realistic Mathematics Education (RME) in Junior High School Mathematics: A Study in Southeast Aceh, Indonesia Irmayani, Nuri; Irvan, Irvan
JMEA : Journal of Mathematics Education and Application Vol 4, No 2 (2025): Juni
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i2.20547

Abstract

The low levels of students’ critical and creative thinking skills in mathematics remain a major challenge in 21st-century education. One key factor is the limited use of approaches that foster spatial visualization and contextual conceptual understanding. This study aims to examine the effectiveness of integrating the Visualisation and Spatial Reasoning (VSR) approach with Realistic Mathematics Education (RME), supported by digital technology, in improving the critical and creative thinking abilities of junior high school students in Southeast Aceh, Indonesia. The research used a quasi-experimental method with a pretest–posttest control group design. The sample consisted of two eighth-grade classes: the experimental class received VSR–RME-based instruction using digital media (e.g., GeoGebra and spatial animations), while the control class received conventional instruction. The research instruments were essay-type tests on critical and creative mathematical thinking, validated and proven reliable (α = 0.82). Data analysis included independent t-tests and normalized gain calculations. The results showed a significant difference between the groups, with the experimental class achieving a higher normalized gain of 0.68 (moderate–high category) compared to 0.41 (moderate category) in the control class. These findings indicate that the integrated VSR–RME approach is more effective in enhancing students' critical and creative thinking. The integration of visual–spatial reasoning, contextual learning, and digital technology is recommended as an innovative model for fostering higher-order thinking in mathematics education.
The Role of the TIMPERSARI Teaching Aid in Enhancing Students’ Mathematical Problem-Solving Skills in One-Variable Linear Equations Br Sitepu, Zenfiqa Aditya Ramadhani; Irvan, Irvan; Harahap, Tua Halomoan
JMEA : Journal of Mathematics Education and Application Vol 4, No 2 (2025): Juni
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i2.20559

Abstract

This study aims to examine the role of the TIMPERSARI (Linear Equation Balance Scale) teaching aid in improving students' mathematical problem-solving abilities on the topic of One-Variable Linear Equations (PLSV). The background of the study stems from the low level of basic algebraic concept understanding and the limited use of concrete media in junior high school mathematics learning. This research employed a descriptive qualitative approach with data collection techniques including classroom observation, student worksheets, student reflections, teacher interviews, and documentation. The results indicated that the use of the TIMPERSARI tool significantly enhanced students’ conceptual understanding of equivalence, encouraged more systematic problem-solving strategies, and fostered students’ affective and collaborative engagement. Additionally, students' reflections and teacher interviews revealed positive responses to the media implementation, both in terms of conceptual understanding and learning motivation. This study concludes that TIMPERSARI is effective in bridging abstract concepts into meaningful, concrete experiences and is a viable innovative alternative in junior high school mathematics education.
An Experimental Study on the Effects of Discovery Learning and Differentiated Instruction on Cognitive and Affective Aspects in Mathematics Education Muhsi, Asriko
JMEA : Journal of Mathematics Education and Application Vol 4, No 2 (2025): Juni
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i2.23086

Abstract

This experimental study investigates the effects of Discovery Learning and Differentiated Instruction on students’ cognitive and affective learning outcomes in mathematics education. Specifically, it examines the impact of these instructional models on problem-solving ability and interest in learning mathematics among eleventh-grade students. The research employed a quasi-experimental design with a pretest-posttest control group, involving 60 students divided equally into three groups: a control group (conventional instruction), an experimental group with Discovery Learning, and another with Differentiated Instruction.Data were collected using a validated problem-solving test and a mathematics interest questionnaire. The results revealed that both experimental groups significantly outperformed the control group in posttest scores. The Discovery Learning group achieved the highest mean scores in both cognitive (M = 85, SD = 5) and affective (M = 88, SD = 4) domains, followed closely by the Differentiated Instruction group (M = 82, SD = 6 for problem-solving; M = 85, SD = 5 for interest). One-way ANOVA showed significant differences among the groups (F = 36.92, p 0.001), and Tukey HSD tests confirmed that both experimental groups differed significantly from the control group, though not from each other.These findings suggest that both Discovery Learning and Differentiated Instruction are effective in improving students’ mathematical reasoning and motivation. Their student-centered nature and alignment with constructivist principles make them suitable strategies for enhancing mathematics instruction, particularly in diverse classrooms. Educators are encouraged to adopt either model to improve student outcomes both cognitively and affectively
Students' Mathematical Reasoning Ability and Self-Efficacy Viewed from the Application of Problem Based Learning and Contextual Teaching and Learning Models Assisted Nurlinda, Epi; Azis, Zainal; Nasution, Marah Doly
JMEA : Journal of Mathematics Education and Application Vol 4, No 2 (2025): Juni
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i2.23066

Abstract

The aim of this research is to reveal; (1) the significant influence of PBL and CTL models assisted by interactive media on students' mathematical reasoning abilities, (2) the interaction between KAM and the application of learning models on students' mathematical reasoning abilities, (3) the significant influence of the application of PBL and CTL models assisted by interactive media on self-efficacy students, (4) knowing the interaction between students' initial mathematics abilities and learning models on students' self-efficacy. Quasi experiment is applied, especially counter balanced design with instruments: (1) test of students' initial mathematical abilities, (2) test of students' mathematical reasoning abilities, (3) self-efficacy questionnaire. Infrential data uses covariance analysis (ANCOVA). The research results showed that: (1) The two experimental classes taught using the PBL (Problem Based Learning) model and the CTL (Contextual Teaching and Learning) model assisted by interactive media had a significant influence on students' mathematical reasoning abilities. (2) There is an interaction between initial mathematics abilities (KAM) and the learning model used on students' mathematical reasoning abilities. (3) The two experimental classes taught using the PBL (Problem Based Learning) model and the CTL (Contextual Teaching and Learning) model assisted by interactive media have a significant influence on student self-efficacy. (4) There is an interaction between initial mathematics abilities (KAM) and the learning model used on student self-efficacy.
Effectiveness of Quizizz Gamification Mastery Peak Model on Critical Thinking and Collaboration Skills of Junior High School Students Aritonang, Akhir Andika; Irvan, Irvan
JMEA : Journal of Mathematics Education and Application Vol 4, No 2 (2025): Juni
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i2.20552

Abstract

This study aims to examine the effectiveness of implementing Quizizz gamification based on the Mastery Peak model in improving students' critical thinking and collaboration skills at SMP IT Madani. A quasi-experimental method with a pretest–posttest control group design was used. The sample consisted of 60 eighth-grade students, divided into two groups: an experimental group (using Mastery Peak Quizizz) and a control group (conventional learning), each consisting of 30 students. The instruments used included descriptive tests to measure critical thinking and a Likert scale questionnaire to assess collaboration skills. The results showed that the experimental group improved their critical thinking posttest scores from 63.67 to 84.50, with a normalized gain (N-Gain) of 0.56 (medium–high category), while the control group improved from 65.67 to 75.67 (N-Gain = 0.30). This difference was statistically significant (p = 0.0005). In terms of collaboration, the experimental group's scores increased from 60.87 to 88.53 (N-Gain = 0.71), while the control group increased from 61.93 to 74.27 (N-Gain = 0.37), also showing a significant difference. The most improved dimensions were open communication and joint decision-making. These findings provide practical insights that Mastery Peak-based gamification is effective not only in enhancing cognitive achievement but also in fostering social interaction and teamwork. Therefore, this strategy is recommended as a relevant and transformative instructional approach for developing 21st-century skills.

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