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PENGARUH KEMANDIRIAN BELAJAR DAN PERAN ORANG TUA TERHADAP HASIL BELAJAR MATEMATIKA SISWA SMK TAMANSISWA MOJOAGUNG Nur Wahida Putri; Nova Ergi Ananda; Nurwiani Nurwiani; Jauhara Dian Nurul Iffah; Ama Noor Fikrati
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.21745

Abstrak: Penelitian ini bertujuan untuk mengetahui ada atau tidaknya pengaruh kemandirian belajar dan peran orang tua secara simultan terhadap hasil belajar matematika. Metode penelitian ini yaitu kuantitatif yang dilakukan pada siswa SMK Tamansiswa Mojoagung, Jombang, Jawa Timur. Peneliti juga menggunakan menggunkan model regresi linier berganda untuk memodelkan nilai hasil belajar siswa (sebagai variabel terikat) yang dipengaruhi oleh pengaruh kemandirian belajar dan peran orang tua (sebagai variabel bebas). Sebanyak 32 siswa XI TKJ SMK Tamansiswa Mojoagung sebagai sampel yang dipilih dengan metode Purposive sampling. Penelitian ini berbentuk regresi linier berganda. Model regresi linier berganda yang robust yaitu model regresi yang memenuhi uji prasyarat normalitas, linieritas, heteroskedastis, multikolinearitas, outlier dan autokorelasi. Pengujian hipotesis pada penelitian ini menggunakan uji t, uji F, adjusted r square dan koefisien determinasi. Hasil penelitian ini menyatakan secara simultan kemandirian belajar dan peran orang tua tidak berpengaruh terhadap hasil belajar matematika siswa SMK Tamansiswa Mojoagung yang didukung oleh rendahnya nilai adjusted r square sebesar 8,4%. Model regresi yang diperoleh yaitu dengan Y adalah hasil belajar, X1 adalah kemandirian belajar, dan X2 adalah peran orang tua.Kata kunci: kemandirian belajar, peran orang tua, hasil belajar matematika. Abstract: This study aimed to determine whether there is a simultaneous influence of learning independence and parental involvement on students' mathematics learning outcomes. The research was quantitative and conducted at SMK Tamansiswa Mojoagung, Jombang, East Java. The researcher utilized a multiple linear regression model to analyze students' academic performance (as the dependent variable) as influenced by learning independence and parental involvement (as independent variables). A total of 32 students from Grade XI TKJ at SMK Tamansiswa Mojoagung were selected as the sample using purposive sampling. This research employed a multiple linear regression approach. A robust multiple-linear regression model refers to one that meets the assumptions of normality, linearity, homoscedasticity, multicollinearity, absence of outliers, and autocorrelation. Hypothesis testing in this study was conducted using t-tests, F-tests, adjusted R-squared, and the coefficient of determination. The study's results indicate that learning independence and parental involvement do not significantly affect students' mathematics learning outcomes at SMK Tamansiswa Mojoagung. This conclusion is supported by a low adjusted R-squared value of 8.4%. The resulting regression model is Y = 1.545 + 0.062X₁ - 0.066X₂, where Y represents the learning outcome, X₁ denotes learning independence, and X₂ denotes parental involvement. Keywords: learning independence, parental involvement, mathematics learning outcomes.

KEMAMPUAN REPRESENTASI MATEMATIS SISWA DALAM MENYELESAIKAN SOAL BERSTANDAR PISA KONTEN UNCERTAINTY AND DATA Nurhadida Nurhadida; Dede Suratman; Edy Yusmin; Hamdani Hamdani
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.19558

Penelitian ini bertujuan untuk mendeskripsikan kemampuan representasi matematis siswa dalam menyelesaikan soal berstandar PISA pada konten uncertainty and data. Metode penelitian yang digunakan adalah deskriptif dengan pendekatan kualitatif. Subjek penelitian terdiri dari 29 siswa kelas IX SMP Negeri 3 Pontianak, dan data berasal dari tes kemampuan representasi matematis serta wawancara dengan siswa kelas IX SMP Negeri 3 Pontianak. Secara keseluruhan, hasil penelitian menunjukkan bahwa kemampuan representasi matematis siswa dalam menyelesaikan soal berstandar PISA pada konten uncertainty and data masih rendah, dengan persentase pencapaian sebesar 35,06%. Berdasarkan indikator representasi matematis, hasil penelitian menunjukkan bahwa: (1) kemampuan representasi visual siswa dikategorikan rendah dengan persentase pencapaian sebesar 16,75%, (2) kemampuan representasi verbal siswa dikategorikan sedang dengan persentase pencapaian sebesar 64,62%, dan (3) kemampuan representasi simbolik siswa dikategorikan rendah dengan persentase pencapaian sebesar 23,75%. Analisis data menunjukkan bahwa siswa mengalami kesulitan dalam memahami konteks soal, membaca data secara visual, dan memahami simbol-simbol matematis yang digunakan dalam soal tersebut. Hasil penelitian ini memberikan pemahaman mendalam tentang kemampuan representasi matematis siswa dalam menyelesaikan masalah standar PISA pada konten uncertainty and data, serta dapat menjadi dasar untuk pengembangan strategi pembelajaran yang lebih efektif dalam meningkatkan kemampuan tersebut. Kata kunci: Kemampuan Representasi Matematis, Soal Berstandar PISA, Konten Uncertainty and data Abstract: This research aimed to describe the mathematical representation skills of students in solving PISA standard problems on the content of uncertainty and data. The research method used is descriptive with qualitative research. The research subjects consisted of 29 students from the ninth grade of SMP Negeri 3 Pontianak, and the data was sourced from tests of mathematical representation skills as well as interviews with students of the ninth grade of SMP Negeri 3 Pontianak. Overall, the study results showed that students' mathematical representation skills in solving PISA standard problems on the content of uncertainty and data were still low, with a percentage of achievement of 35.06%. Evaluation of mathematical representation indicators showed that: (1) students' visual representation skills were classified as low with a percentage achievement of 16.75%, (2) students' verbal representation skills were classified as moderate with a percentage achievement of 64.62%, and (3) students' symbolic representation skills were classified as low with a percentage achievement of 23.75%. Data analysis showed that students had difficulties understanding the problem's context, reading data visually, and understanding the mathematical symbols used in the problem. The results of this research provide an in-depth understanding of students' mathematical representation skills in solving PISA standard problems on the content of uncertainty and data. Additionally, it can serve as a foundation for developing more effective teaching strategies to enhance these skills. Keywords: Mathematical Representation Skills, PISA Standard Problems, Uncertainty and Data Content

ANALISIS KESULITAN BELAJAR MATEMATIKA PADA MAHASISWA CALON GURU MADRASAH IBTIDAIYAH: STUDI KASUS DI IAIN PONTIANAK Bagus Bagus
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.21406

Abstrak: Penelitian ini dilakukan di Prodi PGMI IAIN Pontianak dengan tujuan untuk mengetahui karakteristik kesulitan belajar matematika mahasiswa dan faktor penyebab kesulitan belajar matematika mahasiswa. Penelitian menggunakan pendekatan kualitatif dengan desain penelitian adalah studi kasus. Partisipan penelitian ini yaitu mahasiswa dan dosen. Alat pengumpulan datanya berupa wawancara mendalam dengan 3 cara yaitu wawancara langsung, wawancara melalui WhatsApp, dan wawancara gform, serta studi dokumentasi. Hasil analisis data dari penelitian menunjukkan 1) Karakteristik kesulitan belajar matematika yaitu: kesulitan membedakan angka dan simbol dalam matematika, rendahnya daya ingat mahasiswa terhadap rumus-rumus matematika, kesulitan memahami catatan sendiri, kesulitan memahami simbol-simbol matematika, kemampuan berpikir abstrak mahasiswa masih rendah, kemampuan identifikasi dalam memecahkan soal-soal matematika masih rendah. 2) Faktor penyebab kesulitan belajar matematika yaitu faktor internal dan eksternal. Faktor internal yaitu: malas belajar, kurangnya motivasi, kecemasan terhadap matematika, kurangnya pemahaman dasar matematika, lupa rumus matematika, tidak suka matematika, tidak teliti, tergesa-gesa mengerjakan tugas. Faktor eksternalnya yaitu: strategi pembelajaran, pembelajaran online, kondisi kelas yang kurang mendukung, penghambat dari teman, kurangnya penggunaan proyektor, gaya belajar yang berbeda, kurangnya praktik, keterbatasan waktu, lingkungan keluarga dan lingkungan masyarakat yang tidak mendukung. Kata kunci: Karakteristik Kesulitan Belajar, Faktor Kesulitan Belajar, Kesulitan Belajar Matematika Abstract: This research was conducted in the PGMI Department of IAIN Pontianak to identify the characteristics of student's difficulties in learning mathematics and the factors that caused these difficulties. The research used a qualitative approach with a case study research design. The participants of this research were students and lecturers. The data collection tools were in-depth interviews in 3 ways, namely direct interviews, interviews via WhatsApp, and interviews via Google form, as well as documentation studies. The results of data analysis from the study showed 1) Characteristics of mathematics learning difficulties, namely: difficulty distinguishing numbers and symbols in mathematics, low student memory of mathematical formulas, difficulty understanding their notes, difficulty understanding mathematical symbols, students' abstract thinking skills are still low, identification skills in solving mathematical problems are still low. 2) Factors causing mathematics learning difficulties are internal and external factors. Internal factors are laziness to study, lack of motivation, anxiety about mathematics, lack of basic understanding of mathematics, forgetting to calculate mathematics, not liking mathematics, not being careful, and rushing to do assignments. External factors include learning strategies, online learning, less supportive classroom conditions, inhibition from friends, lack of use of projectors, different learning styles, lack of practice, time constraints, and unsupportive family and community environments. Keywords: Characteristics of Learning Difficulties, Learning Difficulty Factors, Mathematics Learning Difficulties

META SINTESIS: PENALARAN MATEMATIS MELALUI PENDEKATAN OPEN-ENDED Ulya Ulfiyati; Mariani Scolastika; Isnaini Rosyida; Emi Pujiastuti; Mulyono Mulyono
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.21046

Abstrak: Tujuan penelitian ini adalah untuk mendeskripsikan pendekatan open-ended terhadap peningkatan kemampuan penalaran matematis siswa. Penjelasan tersebut menunjukkan pentingnya melakukan meta-sintesis secara komprehensif tentang pengaruh pendekatan open-ended untuk meningkatkan kemampuan penalaran matematis secara keseluruhan, jelas, dan mendalam. Metode penelitian ini adalah penelitian dengan jenis meta analisis, dimana peneliti akan merangkum data penelitian, mereview, dan menganalisis data penelitian dari beberapa hasil penelitian yang sudah ada sebelumnya. Hasil penelitian ini adalah pendekatan open-ended terbukti efektif dalam meningkatkan kemampuan penalaran matematis, yang ditinjau dari 4 indikator yaitu, mengajukan dugaan, melakukan manipulasi matematika, memberikan kesimpulan, menyusun bukti, memberikan alasan atau bukti terhadap beberapa solusi, serta memeriksa kesahihan dari pernyataan. Kata kunci: Penalaran Matematis, Open-ended, Meta Sintesis. Abstract: This research aimed to describe an open-ended approach to improving students' mathematical reasoning abilities. This explanation shows the importance of conducting a comprehensive meta-synthesis regarding the influence of the open-ended approach to improving overall, transparent and in-depth mathematical reasoning abilities. This research method is meta-analysis type research, where researchers will summarize research data, review and analyze data from several previously existing research results. The results of this research are that the open-ended approach is proven to be effective in improving mathematical reasoning abilities, which are viewed from 4 indicators, namely, making conjectures, carrying out mathematical manipulations, providing conclusions, compiling evidence, providing reasons or evidence for several solutions, and checking the validity of statements. Keywords: Mathematical Reasoning, Open-ended, Meta Synthesis.

ANALYZING THE NEEDS OF ENGLISH FOR MATHEMATICS TEACHING MATERIALS IN FACILITATING PROJECT-BASED LEARNING: STUDENTS’ AND LECTURERS’ PERSPECTIVES Miftah Al Farhan; Iin Ariyanti
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.20784

Teaching English for Mathematics aims to develop English language skills within mathematical concepts. Currently, learning resources for English for Mathematics using the Project-Based Learning (PjBL) approach are still very limited. Therefore, this study aimed to obtain a comprehensive overview of the needs of students and lecturers for instructional materials in English for Mathematics that are designed to support the implementation of PjBL. This study employed a mixed-methods approach to collect both quantitative and qualitative data. The quantitative data consists of a needs analysis conducted through interviews with two lecturers who teach the course, while the qualitative data was gathered through a needs analysis questionnaire completed by 42 students from three different universities. The interview results revealed that lecturers expect instructional materials that thoroughly cover all stages of PjBL, including school-level mathematics content, problem-solving tasks, the eight teaching skills, interactive media, as well as control cards and assessment rubrics. The student questionnaire results indicated that although 90.7% of respondents were enthusiastic about the course, 41.8% acknowledged facing challenges, including mathematical vocabulary in English, pronunciation of mathematical symbols, and planning and delivering lessons in English. Most students (72.1%) received a video project as their course assessment. This project enhanced their confidence, speaking abilities, and comprehension. Students suggested that the course should be interactive, creative, and focused on improving their English mathematical vocabulary. Keywords: English for mathematics, project-based learning, needs analysis

PENERAPAN PENDEKATAN CULTURALLY RESPONSIVE TEACHING UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS VII SMPN 15 PALU PADA MATERI FAKTORISASI PRIMA Sutji Rochaminah; Mirnawati Mirnawati; Zahariati Zahariati
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.21763

Abstrak: Penelitian ini bertujuan memperoleh deskripsi penerapan pendekatan Culturally Responsive Teaching untuk meningkatkan hasil belajar siswa kelas VII SMPN 15 Palu pada materi Faktorisasi Prima. Subjek penelitian ini adalah siswa kelas VII B SMPN 15 Palu yang berjumlah 31 orang. Penelitian ini adalah Penelitian Tindakan Kelas yang mengacu pada desain penelitian Kemmis dan Mc. Taggart. Data dikumpulkan melalui observasi, angket suku-budaya siswa, dan tes tertulis. Penelitian ini dilaksanakan dalam dua siklus dengan menerapkan pendekatan CRT yang mengikuti sintaks model PBL. Pada fase 1, siswa diperkenalkan dengan masalah kontekstual yang terintegrasi dengan makanan tradisional kue Tetu dan tarian tradisional Pamonte dan Pontanu. Sedangkan pada fase 2, siswa dikelompokkan secara heterogen berdasarkan suku budaya. Hasil analisis data diperoleh persentase ketuntasan hasil belajar siswa pada prasiklus sebesar 45%, siklus I sebesar 61%, dan siklus II sebesar 87%. Hasil ini menunjukkan bahwa penerapan pendekatan Culturally Responsive Teaching dapat meningkatkan hasil belajar siswa kelas VII SMPN 15 Palu pada materi Faktorisasi Prima. Kata kunci: Culturally Responsive Teaching, Hasil Belajar, Faktorisasi Prima Abstract: This research aimed to obtain a description of the application of the Culturally Responsive Teaching approach to improving the learning outcomes of class VII students at SMPN 15 Palu on Prime Factorization material. The subjects of this research were 31 students of class VII B at SMPN 15 Palu. This research is Classroom Action Research, which refers to the research design of Kemmis and Mc. Taggart. Data was collected through observation, student ethno-cultural questionnaires, and written tests. This research was carried out in two cycles by applying the CRT approach, which follows the syntax of the PBL model. In the first phase, students are introduced to contextual problems integrated with the traditional food Tetu cake and traditional Pamonte and Pontanu dances. Meanwhile, in the second phase, students collaborate heterogeneously based on ethnicity and culture. The results of data analysis showed that the percentage of completeness of student learning outcomes in the pre-cycle was 45%, the first cycle was 61%, and the second cycle was 87%. These results indicate that applying the Culturally Responsive Teaching approach can improve the learning outcomes of class VII students at SMPN 15 Palu on Prime Factorization material. Keywords: Culturally Responsive Teaching, Learning Outcomes, Prime Factorization

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK ELEKTRONIK BERBASIS LITERASI MATEMATIS DENGAN MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING KELAS XI DI SMA Muflihatul Azkiyah; Vita Istihapsari
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.21965

Abstrak: Penelitian ini bertujuan untuk mengembangkan Lembar Kerja Peserta Didik Elektronik (E-LKPD) berbasis literasi matematis dengan model Problem-Based Learning (PBL) pada materi lingkaran dan garis singgung kelas XI. E-LKPD tersebut dikembangkan dengan alat bantu Canva dan Live Worksheet. Penelitian ini menggunakan model pengembangan ADDIE serta mengumpulkan data menggunakan instrumen lembar validasi dan angket respons peserta didik. Subjek penelitian adalah peserta didik SMAN 1 Cawas, dengan uji coba yang melibatkan 32 peserta didik, untuk menilai kevalidan serta kepraktisan E-LKPD. Hasil penelitian menunjukkan bahwa validasi oleh ahli materi mencapai skor 65 (81,25%) dan ahli media mencapai skor 55 (78,57%), keduanya dalam kategori valid, sedangkan skor respons peserta didik memperoleh 73,5, yang dikategorikan praktis. Dengan demikian, E-LKPD dinyatakan valid dan praktis untuk digunakan dalam proses pembelajaran. E-LKPD yang dikembangkan ini dapat menjadi rujukan para guru dalam membelajarkan materi lingkaran dan garis singgung dengan memanfaatkan sumber belajar online, serta menginspirasi guru untuk mengembangkan E-LKPD pada materi lainnya. Kata kunci: E-LKPD, Literasi Matematis, PBL, Lingkaran dan Garis Singgung Abstract: This study aimed to develop an Electronic Student Worksheet (E-Worksheet) based on mathematical literacy with the Problem-Based Learning (PBL) model on the material of circles and tangents for grade XI students. The E-Worksheet was developed using Canva and the Live Worksheet platform. This study used the ADDIE development model and collected data using the validation sheet and student response questionnaire. The subjects of the study were students of SMA N 1 Cawas, with a trial involving 32 students to assess the validity and practicality of the E-Worksheet. The results showed that validation by content experts reached 65 (81.25%) and media experts 55 (78.57%), both in the valid category, while the student responses obtained 73.5, which was categorized as practical. Thus, the developed E-Worksheet is declared valid and practical for learning. The E-Worksheet can be a good reference for teachers to teach circle and tangent by utilizing online learning resources. It also inspires them to develop the E-Worksheet for the other materials using the same platform. Keywords: E-Worksheet, Mathematical Literacy, PBL, Circles and Tangents

KEMAMPUAN BERPIKIR ALJABAR SISWA SMA DALAM MODEL DISCOVERY LEARNING Rivani Adistia Dewi; Nanang Priatna; Turmudi Turmudi
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.21119

Penelitian ini bertujuan untuk menganalisis kemampuan berpikir aljabar siswa SMA dengan model discovery learning. Indikator kemampuan berpikir aljabar yang digunakan yaitu generalisasi, abstraksi, berpikir dinamis, berpikir analitik, pengorganisasian, dan pemodelan. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek penelitian terdiri dari 17 kelas X-2 SMA Plus Ulumul Quran Al Mustofa yang telah mengikuti pembelajaran dengan model discovery learning dan mengerjakan tes kemampuan berpikir aljabar. Dari 17 siswa, dipilih satu siswa dengan perolehan nilai tertinggi, satu siswa dengan perolehan nilai di sekitar rata-rata, dan satu siswa dengan perolehan nilai terendah. Data penelitian diperoleh dari hasil tes dan wawancara yang dianalisis dengan teknik kategorisasi, reduksi, penyajian, interpretasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa dengan perolehan nilai tertinggi memenuhi hampir semua indikator kemampuan berpikir aljabar, kecuali berpikir analitik. Siswa dengan perolehan nilai di sekitar rata-rata memenuhi indikator generalisasi dan berpikir dinamis dalam kemampuan berpikir aljabar. Sedangkan siswa dengan perolehan nilai terendah hanya memenuhi indikator generalisasi dalam kemampuan berpikir aljabar. Temuan ini menunjukkan bahwa proses pembelajaran berpengaruh terhadap kemampuan berpikir aljabar siswa, sehingga guru disarankan untuk bisa menerapkan model pembelajaran yang tepat untuk melatih dan mengembangkan kemampuan berpikir aljabar siswa. Kata kunci: berpikir aljabar, discovery learning, generalisasi Abstract: This study aimed to analyze the algebraic thinking ability of high school students by implementing the discovery learning model. The indicators used to assess algebraic thinking ability include generalization, abstraction, dynamic thinking, analytical thinking, organizing, and modeling. The study employed a descriptive method with a qualitative approach. The subjects were 17 students from class X-2 at SMA Plus Ulumul Quran Al Mustofa who had undergone learning using a discovery learning model and completed a test on algebraic thinking ability. Three students were selected: one student with the highest score, one with a score around the average, and one with the lowest score. The data were collected through tests and interviews and then analyzed using categorization, reduction, presentation, interpretation, and conclusion-drawing techniques. The results showed that the student with the highest score can implement almost all indicators of algebraic thinking ability except analytical thinking. Students with scores around the average are able to implement generalization and dynamic thinking indicators in algebraic thinking ability. Students with the lowest scores are able to implement generalization indicators in algebraic thinking ability. These findings suggest that the learning process significantly influences students' algebraic thinking ability, so teachers should apply the right learning model to develop students' algebraic thinking ability. Keywords: algebraic thinking, discovery learning, generalization

PENGEMBANGAN SOAL PEMECAHAN MASALAH MATEMATIKA BERBASIS COMPUTATIONAL THINKING DENGAN KONTEKS ETNOMATEMATIKA Nazhira Yuliana; Hidayah Ansori; Juhairiah Juhairiah
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.20250

Abstrak: Tujuan penelitian ini menghasilkan soal pemecahan masalah matematika berbasis Computational Thinking dengan konteks etnomatematika yang valid, reliabel dan praktis. Metode yang digunakan adalah penelitian dan pengembangan, dengan model Tessmer tipe formative research yang terdiri atas preliminary dan formative evaluation. Subjek penelitian adalah siswa kelas IX C SMP Negeri 14 Banjarmasin. Instrumen yang digunakan yaitu lembar validasi, angket dan lembar soal tes. Analisis data menggunakan teknik uji validitas, uji reliabilitas, serta analisis kepraktisan soal. Tahap Preliminary, peneliti peneliti melakukan pengkajian mengenai soal pemecahan masalah berbasis computional thinking, pembuatan kisi-kisi soal berdasarkan karakteristik siswa sebagai subjek penelitian, dan pendesainan produk sebanyak 5 buah soal. Kemudian, pada tahap formative evaluation, dilakukan tahapan Self-evaluation yaitu penilaian produk oleh peneliti dengan bantuan pembimbing, kemudian dilanjutkan dengan tahapan expert review yaitu validasi soal oleh 3 orang ahli, kemudian dilakukan uji coba soal kepada 6 orang siswa, dilanjutkan dengan uji coba ke siswa pada satu kelas. Hasil Validasi oleh validator diperoleh bahwa produk yang dikembangkan memperoleh skor validitas logis 3,47 yang masuk dalam kategori valid. Adapun berdasarkan uji coba soal ke siswa diperoleh bahwa soal juga terkategori valid secara empiris. Soal yang dikembangkan memiliki nilai reliabel 0,722 yang terkategori tinggi. Hasil angket respon siswa menunjukkan nilai kepraktisan 4,50 yang masuk dalam kategori praktis. Penelitian ini menghasilkan 5 soal pemecahan masalah matematika berbasis Computational Thinking dengan konteks etnomatematika berbentuk uraian yang valid, reliabel dan praktis. Kata kunci: Pemecahan masalah, Computational Thinking, etnomatematika Abstract: This study aimed to develop valid, reliable, and practical mathematics problem-solving questions based on Computational Thinking within the context of ethnomathematics. The method employed is research and development, utilizing the Tessmer model of formative research, which consists of the preliminary and formative evaluation stages. The research subjects were students of Class IX C at SMP Negeri 14 Banjarmasin. The instruments used included validation sheets, questionnaires, and test question sheets. Data analysis involved validity testing, reliability testing, and practical questions analysis. In the preliminary stage, the researcher reviewed problem-solving questions based on Computational Thinking, developed a question grid based on the characteristics of the research subjects, and designed five test items. During the formative evaluation stage, the researcher first conducted a self-evaluation with assistance from a supervisor. This was followed by an expert review involving validation by three experts. Subsequently, a limited trial was conducted with six students, followed by a class-wide trial. Validation results showed that the developed product achieved a logical validity score of 3.47, which is categorized as valid. Based on empirical testing with students, the questions were also found to be empirically valid. The reliability coefficient of the developed questions was 0.722, which falls into the high category. Student response questionnaires indicated a practicality score of 4.50, which is categorized as practical. This study produced five essay-type mathematics problem-solving questions based on Computational Thinking and situated in an ethnomathematics context that are valid, reliable, and practical. Keywords: Problem-solving, Computational Thinking, Ethnomathematics

PENGEMBANGAN MODUL AJAR OPERASI HITUNG PECAHAN BERKONTEKS RESEP WADAI BANJAR DENGAN PENDEKATAN TARL UNTUK SISWA SD/MI Ardi Rahmawan; Iskandar Zulkarnain; Taufiq Hidayanto
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.21973

Abstrak: Hasil observasi dan temuan dari beberapa penelitian yang relevan menunjukkan bahwa beberapa siswa sekolah dasar mengalami kesulitan dalam memahami dan mengerjakan operasi hitung pecahan. Salah satu upaya untuk mengatasi permasalahan ini adalah dengan menyediakan modul ajar yang disesuaikan dengan kemampuan siswa dalam memahami konsep operasi hitung pecahan. Tujuan dari penelitian ini adalah menghasilkan modul ajar operasi hitung pecahan berkonteks resep wadai Banjar dengan pendekatan Teaching at the Right Level (TaRL) untuk siswa SD/MI. Peneliti ini menggunakan metode penelitian pengembangan (R&D) dengan model pengembangan 4D (Define, Design, Develop, Disseminate). Subjek implementasi dalam penelitian ini adalah siswa kelas V SD Negeri Kelayan Tengah 4, Banjarmasin. Instrumen penelitian terdiri dari lembar validasi, angket respons, tes diagnostik, dan tes formatif. Hasil validasi dari dua orang validator rata-ratanya adalah 4,16 yang termasuk kategori valid. Hasil analisis dari angket respons guru dan siswa masing-masing memperoleh skor 86,2% dan 81% dengan kategori praktis. Sedangkan hasil analisis uji keefektifan memperoleh skor N-Gain sebesar 0,57 yang termasuk dalam kategori efektif. Dengan demikian modul ajar yang dikembangkan telah memenuhi kriteria valid, praktis, dan efektif. Hasil penelitian ini berkontribusi pada penyediaan alternatif modul ajar dengan pendekatan TaRL yang sesuai dengan kemampuan siswa dalam pembelajaran materi operasi hitung pecahan jenjang sekolah dasar. Kata kunci: Modul Ajar, Resep Wadai Banjar, TaRL, Operasi Hitung Pecahan Abstract: Observational results and findings from several relevant studies indicate that several elementary school students struggle to understand and perform operations involving fractions. One effort to address this issue is the provision of teaching modules tailored to students’ abilities to comprehend the concepts of fraction operations. This study aimed to develop a teaching module on fraction operations using the context of Wadai Banjar recipes, based on the Teaching at the Right Level (TaRL) approach for elementary students. This research employs a Research and Development (R&D) method using the 4D model (Define, Design, Develop, Disseminate). The implementation subjects in this study were fifth-grade students at SD Negeri Kelayan Tengah 4, Banjarmasin. The research instruments included validation sheets, response questionnaires, diagnostic tests, and formative tests. The validation result from two validators yielded an average score of 4.16, which was categorized as valid. The analysis of teacher and student response questionnaires resulted in scores of 86.2% and 81%, respectively, bothcategorized as practical. Furthermore, the effectiveness test analysis produced an N-Gain score of 0,57, which was classified as effective. Thus, the developed teaching module meets the valid, practical, and effective criteria. The findings of this study contribute to providing an alternative teaching module using the TaRL approach that aligns with students’ abilities in learning fraction operations at the elementary school level. Keywords: Teaching Module, Wadai Banjar Recipe, TaRL, Fraction Operations

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Contact Name
Chairil Faif Pasani

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chfaifp@ulm.ac.id

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-

Journal Mail Official
edu.mat@ulm.ac.id

Editorial Address
Ruang Prodi Pendidikan Matematika Gedung FKIP ULM Banjarmasin Jalan Brigjen H. Hasan Basri, Kayu Tangi, Banjarmasin, Kalimantan Selatan

Location
Kota banjarmasin,

Kalimantan selatan

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Chairil Faif Pasani

Contact Email chfaifp@ulm.ac.id

Phone -

Journal Mail Official edu.mat@ulm.ac.id

Editorial Address Ruang Prodi Pendidikan Matematika Gedung FKIP ULM Banjarmasin Jalan Brigjen H. Hasan Basri, Kayu Tangi, Banjarmasin, Kalimantan Selatan

Location Kota banjarmasin, Kalimantan selatan INDONESIA

Abstract

Abstract

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Abstract

Contact Name
Chairil Faif Pasani

Contact Email
chfaifp@ulm.ac.id

Phone
-

Journal Mail Official
edu.mat@ulm.ac.id

Editorial Address
Ruang Prodi Pendidikan Matematika Gedung FKIP ULM Banjarmasin Jalan Brigjen H. Hasan Basri, Kayu Tangi, Banjarmasin, Kalimantan Selatan

Location
Kota banjarmasin,

Kalimantan selatan

INDONESIA