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PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS WORDWALL MATERI SPLDV KELAS IX DENGAN KONTEKS LINGKUNGAN LAHAN BASAH Bahri, Nur Maulidiya; Zulkarnain, Iskandar; Suryaningsih, Yuni
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.22363

Abstrak: Penggunaan media pembelajaran yang inovatif dan terkini dapat meningkatkan kualitas proses belajar. Salah satu upaya yang dapat dilaksanakan adalah mengembangkan media pembelajaran interaktif berbasis wordwall untuk mata pelajaran matematika. Kurangnya pemahaman peserta didik terhadap materi Sistem Persamaan Linear Dua Variabel (SPLDV) menjadi alasan untuk mengembangkan media pembelajaran interaktif berbasis wordwall dengan konteks lingkungan lahan basah. Adapun tujuan dari penelitian ini adalah untuk mengembangkan media yang memenuhi kriteria valid, praktis, dan efektif. Metode penelitian yang digunakan adalah RnD (Research and Development) dengan model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Teknik pengumpulan data dilakukan melalui wawancara, angket, dan tes hasil belajar dari 26 peserta didik kelas IX di SMP Negeri 29 Banjarmasin. Hasil penelitian menunjukkan bahwa media pembelajaran ini valid dari segi materi dan media, praktis berdasarkan tanggapan positif guru dan peserta didik, serta efektif dengan rata-rata N-Gain sebesar 0,638, yang menunjukkan peningkatan skor hasil belajar. Berdasarkan hal ini, dapat disimpulkan bahwa media pembelajaran interaktif berbasis wordwall untuk materi SPLDV dengan konteks lingkungan lahan basah dapat digunakan dalam proses pembelajaran karena telah memenuhi kriteria valid, praktis, dan efektif.Kata kunci: Media Pembelajaran Interaktif, Wordwall, Sistem Persamaan Linear Dua Variabel, Lingkungan Lahan BasahAbstract: The use of innovative and up-to-date learning media can enhance the quality of the learning process. One effort to achieve this is by developing interactive learning media based on wordwalls for mathematics. The lack of student understanding of the Two-Variable Linear Equation System material prompted the development of interactive wordwall-based media with a wetland environment context. This study aims to develop media that meets the criteria of validity, practicality, and effectiveness. The research method used was Research and Development (RnD) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were collected through interviews, questionnaires, and learning outcome tests involving 26 ninth-grade students at State Junior High School 29 Banjarmasin. The results showed the learning media was valid in terms of content and media, practical based on positive feedback from teachers and students, and effective with an average N-Gain of 0.638, indicating improved learning outcomes. In conclusion, interactive learning media based on wordwalls for the two-variable linear equation system material with a wetland context can be used in the learning process as it fulfills the criteria of being valid, practical, and effective. Keywords: Interactive Learning Media, Wordwall, Two-Variable Linear Equation System, Wetland Environment

SYSTEMATIC LITERATURE REVIEW: INTEGRASI NILAI-NILAI KEISLAMAN TERHADAP NUMERASI PESERTA DIDIK Hartanti, Hartanti; Faradiba, Surya Sari
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.24235

Penelitian ini bertujuan untuk mengeksplorasi penggabungan prinsip-prinsip keislaman terhadap keterampilan numerasi siswa dengan menggunakan pendekatan Systematic Literature Review (SLR). Metode penelitian ini mengikuti pedoman PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) untuk memastikan proses pencarian, pemilihan, dan pengolahan literatur dapat dilakukan secara sistematis dan jelas. Pengumpulan data menggunakan Publish or Perish (PoP), sumber utama berasal dari database Google Scholar, Research Gate, Garuda dan Crosref dengan kata kunci “nilai-nilai keislaman, numerasi, matematika” dengan rentang waktu publikasi 2020-2025. Diperoleh 7 artikel yang relevan untuk dianalisis berdasarkan kriteria inklusi yang mencakup topik numerasi, pendidikan Islam, serta penggabungan nilai-nilai keislaman dalam proses pembelajaran. Hasil kajian menunjukkan bahwa pengintegrasian nilai-nilai keislaman dalam numerasi dilakukan dengan cara pendekatan kontekstual, penguatan karakter religius, serta pengembangan materi ajar dan strategi pembelajaran yang berfokus pada nilai. Namun, masih ada keterbatasan dalam penelitian empiris yang menyelidiki secara langsung dampak pengintegrasian nilai-nilai keislaman terhadap hasil numerasi siswa. Diharapkan temuan ini bisa menjadi landasan konseptual untuk pengembangan pembelajaran numerasi yang komprehensif dan bernuansa Islami. Kata kunci: Integrasi, Numerasi, Nilai-nilai Keislaman, Matematika, Systematic Literature Review (SLR) Abstract: This study aims to explore the integration of Islamic principles into students' numeracy skills using a Systematic Literature Review (SLR) approach. The research method follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines to ensure that the process of searching, selecting, and processing the literature is conducted systematically and clearly. Data collection was carried out using Publish or Perish (PoP), with the primary sources obtained from Google Scholar, ResearchGate, Garuda, and Crossref databases using the keywords "Islamic values, numeracy, mathematics" within the publication period of 2020–2025. A total of 7 relevant articles were identified for analysis based on inclusion criteria covering the topics of numeracy, Islamic education, and the integration of Islamic values into the learning process. The findings indicate that the integration of Islamic values into numeracy is carried out through contextual approaches, reinforcement of religious character, and the development of teaching materials and learning strategies focused on values. However, there remain limitations in empirical research that directly investigate the impact of integrating Islamic values on students' numeracy outcomes. It is expected that these findings can serve as a conceptual foundation for the development of comprehensive, Islamic-oriented numeracy learning. Keywords: Integration, Islamic Values, Mathematics, Numeracy, Systematic Literature Review (SLR)

ETNOMATEMATIKA ADAT BABILANGAN: ANALISIS KONSEP PENJUMLAHAN DAN ARITMETIKA MODULO DALAM BUDAYA MASYARAKAT TAPIN Syifa, Muhammad; Ekawati, Aminah; Khair, Muhammad Sa'duddien
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.25073

Pembelajaran matematika tidak hanya menuntut penguasaan konsep, tetapi juga pemaknaan proses berpikir dalam konteks kehidupan nyata, termasuk budaya lokal. Penelitian ini bertujuan mengidentifikasi dan menganalisis konsep penjumlahan dan aritmetika modulo dalam praktik adat babilangan serta menjelaskan langkah-langkah pelaksanaannya di masyarakat Tapin. Penelitian menggunakan pendekatan kualitatif eksploratif. Data dikumpulkan melalui wawancara semi-terstruktur dan dokumentasi terhadap tiga informan dari desa berbeda yang memahami Adat Babilangan. Analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan.Hasil penelitian menunjukkan bahwa Adat Babilangan berakar pada praktik hisab berbasis aksara hijaiyah yang diwariskan secara turun-temurun. Konsep matematis yang ditemukan meliputi penjumlahan bilangan bulat serta aritmetika modulo multibasis, seperti modulo 12 untuk menentukan sifat individu serta modulo 3, 5, dan 7 dalam penentuan nasib pernikahan melalui perhitungan nilai aksara. Meskipun terdapat variasi nilai aksara dan perbedaan penafsiran antar narasumber, struktur perhitungan tetap konsisten, yaitu penjumlahan yang diikuti pembagian bersisa. Temuan ini menunjukkan bahwa Adat Babilangan merupakan bentuk matematika informal yang berpotensi menjadi konteks pembelajaran yang mengaitkan konsep matematika formal dengan budaya lokal. Kata kunci: Adat Babilangan, Etnomatematika, Modulo, Penjumlahan Abstract: Mathematics learning requires not only conceptual mastery but also meaningful understanding of thinking processes in real-life contexts, including local cultural practices. This study aims to identify and analyze the concepts of addition and modular arithmetic embedded in the Adat Babilangan tradition and to systematically describe the procedures used in its implementation within the Tapin community. The study employed an exploratory qualitative approach. Data were collected through semi-structured interviews and documentation involving three participants from different villages who are knowledgeable about Adat Babilangan. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings indicate that Adat Babilangan is rooted in a traditional calculation system based on the Arabic (Hijaiyah) script, transmitted across generations. The identified mathematical concepts include integer addition and multi-base modular arithmetic, such as modulo 12 for determining individual characteristics, and modulo 3, 5, and 7 for determining marital compatibility through calculations based on the numerical values of Hijaiyah letters. Despite variations in letter values and differences in interpretation among informants, the underlying computational structure remains consistent, involving addition followed by division with remainders. These findings suggest that Adat Babilangan represents a form of informal mathematics with potential as a culturally relevant context for connecting formal mathematical concepts to local traditions. Keywords: Adat Babilangan, Addtion, Etnomatematics, Modular

ANALISIS HUBUNGAN ANTARA PEMAHAMAN KONSEP MATEMATIS DAN KEMAMPUAN PEMECAHAN MASALAH SISWA MELALUI K-MEANS CLUSTERING Hidayat, Supian; Noverli, Muthiah Fildzah; Kartika, Hendra
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.24510

Pemahaman konsep matematis dan kemampuan pemecahan masalah merupakan dua kompetensi penting dalam pembelajaranmatematika. Penelitian ini bertujuan untuk mengukur tingkat hubungan antara pemahaman konsep matematis dengan kemampuan pemecahan masalah pada siswa kelas XI. Metode penelitian yang digunakan adalah kuantitatif dengan pendekatan korelasional. Sampel penelitian terdiri dari 62 siswa kelas XI di SMA Negeri 1 Bojongmangu yang dipilih secara acak menggunakan teknik randomsampling. Instrumen yang digunakan berupa tes uraian, terdiri dari 5 soal untuk mengukur pemahaman konsep matematis dan 3 soaluntuk mengukur kemampuan pemecahan masalah, khusus pada materi barisan dan deret. Teknik analisis data menggunakan korelasi Rank Spearman. Hasil penelitian menunjukkan adanya hubungan yang signifikan antara pemahaman konsep matematis dan kemampuan pemecahan masalah dengan tingkat kekuatan hubungan pada kategori sedang. Namun, analisis lebih lanjut berdasarkan klasterisasi menggunakan K-Means menunjukkan bahwa pada Cluster 1 (kategori rendah) dan Cluster 2 (kategori sedang), tidak ditemukan hubungan yang signifikan antara kedua kemampuan tersebut. Kata kunci: Pemahaman Konsep Matematis, Kemampuan Pemecahan Masalah, K-means Clsutering Abstract: Conceptual understanding and problem-solving ability are two essential competencies in mathematics learning. This study aims to measure the degree of correlation between students’ mathematical conceptual understanding and their mathematicalproblem-solving ability in grade XI. A quantitative research method with a correlational approach was employed. The research sample consisted of 62 eleventh-grade students from SMA Negeri 1 Bojongmangu, selected randomly using a simple random sampling technique. The research instruments were essay tests comprising five items to assess conceptual understanding and threeitems to evaluate problem-solving ability, specifically on the topic of sequences and series. Data analysis was conducted using Spearman’s rank correlation. The results indicate a significant correlation between conceptual understanding and problem-solving ability, with a moderate level of relationship. However, further analysis using K-Means clustering revealed that no significant correlation was found in Cluster 1 (low category) and Cluster 2 (moderate category).Keywords: Mathematical Conceptual Understanding, Problem-Solving Ability, K-means Clustering

ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL COMPARE AND EXCHANGE PADA BUKU MATHEMATICS IN CONTEXT Susilowaty, Nora; Jupri, Al; Turmudi, Turmudi
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.24968

Penelitian ini bertujuan untuk mendeskripsikan jenis-jenis kesalahan dan faktor penyebab siswa melakukan kesalahan dalam menyelesaikan soal Compare and Exchange pada buku Mathematics in Context (MiC) menggunakan kerangka Analisis Kesalahan Newman. Penelitian menggunakan pendekatan deskriptif kualitatif dengan subjek 17 siswa kelas VI. Data diperoleh melalui hasil jawaban siswa pada soal Compare and Exchange yang diadaptasi dari MiC dan wawancara pada 3 subjek yang dipilih berdasarkan variasi kesalahannya. Hasil penelitian menunjukkan bahwa kesalahan yang paling dominan adalah kesalahan transformasi, dengan persentase mencapai 87,5% hingga 93,75% pada soal nomor 2 hingga 4. Kesalahan memahami masalah meningkat seiring dengan kompleksitas soal, terutama pada soal yang melibatkan lebih dari satu informasi dan hubungan tidak langsung. Selain itu, kesalahan keterampilan proses dan kesalahan penulisan jawaban juga ditemukan secara signifikan, meskipun beberapa siswa mampu memberikan jawaban akhir yang benar. Hasil wawancara mengungkap bahwa siswa cenderung mengandalkan intuisi, pengalaman sebelumnya, dan representasi visual tanpa menuliskan proses berpikir matematis secara eksplisit. Temuan ini menyimpulkan bahwa jawaban benar tidak selalu mencerminkan proses berpikir matematis yang benar dan lengkap. Oleh karena itu, pembelajaran matematika perlu menekankan pemahaman masalah, pemodelan matematika, dan komunikasi matematis agar siswa mampu menyelesaikan soal kontekstual secara sistematis dan bermakna. Kata kunci: Jenis Kesalahan, Soal Compare and Exchange, Book of Mathematics In Context Abstract: This study aims to describe the types of errors and the factors contributing to students’ errors in solving Compare and Exchange problems from the Mathematics in Context (MiC) textbook using the Newman Error Analysis framework. The study employed a qualitative descriptive approach involving 17 sixth-grade students as research participants. Data were collected from students’ written responses to Compare and Exchange problems adapted from MiC and from interviews with three selected students based on variations in the types of errors identified. The results indicate that transformation errors were the most dominant type, with percentages ranging from 87.5% to 93.75% on items 2 through 4. Errors in understanding the problem increased with the level of task complexity, particularly in problems involving multiple pieces of information and indirect relationships. In addition, process skill errors and answer presentation errors were also found to be significant, although some students were able to produce correct final answers. Interview findings reveal that students tended to rely on intuition, prior experience, and visual representations without explicitly articulating their mathematical reasoning processes. These findings suggest that correct answers do not necessarily reflect correct and complete mathematical thinking processes. Therefore, mathematics instruction should place greater emphasis on problem comprehension, mathematical modeling, and mathematical communication to enable students to solve contextual problems systematically and meaningfully.. Keywords: Types of Errors, Test of Compare and exchange, Book of Mathematics in Context

HIGH AWARENESS, LOW SCORES: UNVEILING THE CONTRADICTION BETWEEN METACOGNITIVE REFLECTION AND WRITTEN MATHEMATICS TEST PERFORMANCE Hasanah, Nur Riski; Turmudi, Turmudi; Juandi, Dadang
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.23913

This study aims to describe students’ levels of metacognitive reflection and their written test performance in mathematics learning, as well as to analyze the relationship between the two. The study employed a mixed-method approach with a descriptive–correlational design involving 24 seventh-grade junior high school students selected through purposive sampling. Data were collected using a 10-item metacognitive reflection questionnaire (4-point Likert scale) and a written mathematics test consisting of two open-ended questions. The questionnaire demonstrated acceptable reliability (Cronbach’s Alpha = 0.768). Descriptive analysis indicated that most students were categorized at moderate to high levels of metacognitive reflection. However, Pearson correlation analysis revealed no significant relationship between metacognitive reflection and written test performance (r = −0.152, p = 0.479). These findings suggest that students reported metacognitive reflection does not necessarily correspond to their performance on written mathematical tasks. The results highlight the need for further investigation using multiple data sources to better understand the relationship between metacognitive reflection and mathematical performance. Keywords: Metacognitive Reflection, Written Test, Mathematics Learning, Academic Performance, Awareness

PENGEMBANGAN E-LKPD BERBASIS DISCOVERY LEARNING PENDEKATAN PMR UNTUK MENINGKATKAN PEMAHAMAN KONSEP PERBANDINGAN TRIGONOMETRI SISWA SMA/MA Aulia, Nur Tsabita; Karim, Karim; Hidayanto, Taufiq
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.25400

Pemahaman konsep matematika merupakan landasan penting untuk berpikir dalam menyelesaikan permasalahan matematika maupun permasalahan sehari-hari. Namun siswa masih mengalami kesulitan dalam memahami konsep matematika, khususnya pada materi perbandingan trigonometri. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan Lembar Kerja Peserta Didik Elektronik (E-LKPD) berbasis Discovery Learning dengan pendekatan Pendidikan Matematika Realistik (PMR) yang valid, praktis, dan efektif untuk meningkatkan pemahaman konsep siswa pada materi perbandingan trigonometri. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE. Subjek uji coba penelitian adalah siswa kelas XG SMA Negeri 11 Banjarmasin. Teknik pengumpulan data menggunakan lembar validasi ahli, angket respons siswa, serta tes pemahaman konsep berupa pretest dan posttest. Hasil penelitian menunjukkan bahwa E-LKPD yang dikembangkan memiliki tingkat validitas dengan skor rata-rata sebesar 3,31 pada kategori valid, tingkat kepraktisan sebesar 82,35% dengan kategori praktis, serta tingkat keefektifan berdasarkan uji N-gain sebesar 0,83 dengan kriteria sangat efektif. Dengan demikian, E-LKPD berbasis discovery learning dengan pendekatan PMR untuk meningkatkan pemahaman konsep perbandingan trigonometri dalam kategori valid, praktis, dan efektif. Kata kunci: E-LKPD, Discovery Learning, Pendidikan Matematika Realistik, Pemahaman Konsep, Perbandingan Trigonometri. Abstract: Conceptual understanding in mathematics is an essential foundation for thinking in solving both mathematical problems and everyday problems. However, students still experience difficulties in understanding mathematical concepts, particularly in trigonometric ratio material. Therefore, this study aims to develop an Electronic Student Worksheet based on Discovery Learning with a Realistic Mathematics Education (RME) approach that is valid, practical, and effective in improving students' conceptual understanding of trigonometric ratios. This study employed a Research and Development (R&D) method using the ADDIE development model. The trial subjects were students of class XG at SMA Negeri 11 Banjarmasin. Data collection techniques included expert validation sheets, student response questionnaires, and conceptual understanding tests in the form of pretests and posttests. The results indicate that the developed E-worksheet achieved a validity level with an average score of 3.31 in the valid category, a practicality level of 82.35% in the practical category, and an effectiveness level based on the N-gain test of 0.83 in the highly effective category. Thus, the Discovery Learning-based E-worksheet with an RME approach to improve conceptual understanding of trigonometric ratios falls into the valid, practical, and effective categories. Keywords: Electronic Student Worksheet, Discovery Learning, Realistic Mathematics Education, Conceptual Understanding, Trigonometric Ratios.

PENGARUH MODEL STUDENT FACILITATOR AND EXPLAINING DALAM MENINGKATKAN KEMAMPUAN NUMERASI MATEMATIKA PESERTA DIDIK SMP KELAS VIII Saputri, Della Keyza; Karim, Karim; Juhairiah, Juhairiah
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.22357

Rendahnya kemampuan numerasi di SMP Negeri 29 Banjarmasin, yang ditunjukkan oleh hasil AKM dengan persentase jawaban benar hanya 18%, menjadi latar belakang penelitian ini. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Student Facilitator and Explaining (SFAE) dalam meningkatkan kemampuan numerasi matematika peserta didik SMP kelas VIII. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan eksperimen semu dan Pre-test Post-test Nonequivalent Control Group Design. Teknik analisis data yang digunakan dalam penelitian ini adalah uji t sampel bebas, Mann-Whitney U, N-Gain, dan Effect Size. Hasil uji-t pada data pre-test menunjukkan nilai signifikansi > 0,05, yang berarti tidak terdapat perbedaan awal yang signifikan antara kedua kelas, namun hasil uji Mann-Whitney U pada data post-test menghasilkan nilai signifikansi 0,000, yang menunjukkan adanya perbedaan signifikan setelah perlakuan. Efektivitas model diukur melalui uji N-Gain, kelas eksperimen memperoleh skor 0,60 (60%) dengan kategori cukup efektif, sedangkan kelas kontrol hanya 0,42 (42%) dalam kategori kurang efektif. Selain itu, uji Effect Size sebesar 0,59 mengonfirmasi bahwa model SFAE memberikan pengaruh dalam kategori sedang terhadap peningkatan kemampuan numerasi peserta didik. Dapat disimpulkan bahwa penerapan model pembelajaran SFAE secara signifikan lebih efektif dibandingkan model konvensional dalam meningkatkan kemampuan numerasi matematika peserta didik kelas VIII di SMP Negeri 29 Banjarmasin. Kata kunci: eksperimen, numerasi matematika, Student Facilitator and Explaining. Abstract: The low level of numeracy skills at SMP Negeri 29 Banjarmasin, as evidenced by Minimum Competency Assessment (AKM) results showing only 18% correct answers, serves as the background for this study. This research aims to determine the effect of the Student Facilitator and Explaining (SFAE) learning model in improving the mathematical numeracy skills of eighth-grade students. The research method used is a quantitative approach with a quasi-experimental design and a Pre-test Post-test Nonequivalent Control Group Design. Data analysis techniques used in this study include the independent sample t-test, Mann-Whitney U, N-Gain, and Effect Size. The t-test results on the pre-test data showed a significance value of > 0.05, which means there was no significant initial difference between the two classes; however, the Mann-Whitney U test results on the post-test data yielded a significance value of 0.000, indicating a significant difference after treatment. The effectiveness of the model was measured through the N-Gain test, where the experimental class obtained a score of 0.60 (60%) in the moderately effective category, while the control class only obtained 0.42 (42%) in the less effective category. Additionally, an Effect Size test of 0.59 confirmed that the SFAE model provides a moderate influence on the improvement of students' numeracy skills. It can be concluded that the implementation of the SFAE learning model is significantly more effective than the conventional model in improving the mathematical numeracy skills of eighth-grade students at SMP Negeri 29 Banjarmasin. Keywords: experiments, mathematical numeracy, Student Facilitator and Explaining.

TELAAH SISTEMATIS PENGGUNAAN KALKULATOR DAN DEEP LEARNING DALAM PEMBELAJARAN MATEMATIKA DI SEKOLAH MENENGAH Ramadhan, Katon Agung; Ahmadi, Ahmadi; Anggraheni, Fani Yunida; Ramdhani, Alifais Farrel
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.24132

Kalkulator merupakan media pembelajaran yang paling banyak digunakan di dalam kelas. Sejak kemunculannya, kalkulator mengalami berbagai perkembangan dan memberikan banyak dampak positif terhadap siswa. Lebih lanjut, terdapat empat model aktivitas integrasi kalkulator dalam pembelajaran, antara lain representasi, komputasi, eksplorasi, dan afirmasi. Aspek lain yang sangat penting adalah pendekatan pembelajaran. Deep learning merupakan pendekatan pembelajaran yang dapat diintegrasikan dengan kalkulator. Sifat alamiahnya yang menuntut siswa mengkonstruksi pengetahuannya sendiri melalui aktivitas seperti eksplorasi membuatnya sangat sesuai untuk diintegrasikan dengan kalkulator. Deep learning terintegrasi dengan kalkulator membantu guru untuk menghadirkan lingkungan belajar yang memberikan kesempatan kepada siswa untuk mempelajari konsep matematika secara mendalam. Tidak banyak penelitian yang mengkaji cara implementasi kalkulator pada deep learning. Sehingga penelitian ini bertujuan untuk menganalisis terkait relevansi kalkulator dalam pembelajaran matematika dan memberikan alternatif setting pembelajaran yang dapat mengintegrasikan kalkulator berdasarkan kajian literatur yang telah dipilih. Metode yang digunakan dalam penelitian ini adalah systematic literature review, dimana peneliti menghimpun artikel dari berbagai database dan menyeleksinya sesuai dengan prosedur pada The Prisma Statement hingga diperoleh artikel yang layak untuk menjadi dasar review. Berdasarkan analisis tersebut, didapatkan bahwa kalkulator dapat diintegrasikan ke dalam setting pembelajaran yang berbasis eksplorasi dan inquiry, salah satunya deep learning. Kata kunci: Kalkulator, Deep learning, Literatur Review Abstract: Calculators are the most widely used learning media in classrooms. Since their emergence, calculators have undergone significant developments and provided many positive impacts on students. Furthermore, there are four models of calculator integration activities: representation, computation, exploration, and affirmation. Deep learning is an instructional approach that can be integrated with calculators. Its inherent nature, which requires students to construct their own knowledge through exploratory activities, makes it highly suitable for such integration. Deep learning integrated with calculators helps teachers create a learning environment that allows students to study mathematical concepts in depth. However, few studies have examined how to implement calculators within deep learning. Therefore, this study aims to analyze the relevance of calculators in mathematics learning and to provide alternative learning settings that integrate calculators based on a selected literature review. The method used is a systematic literature review, in which the researcher collects articles from various databases and selects them according to the PRISMA Statement procedures until eligible articles are obtained. Based on the analysis, it was found that calculators can be integrated into exploration- and inquiry-based learning settings, one of which is deep learning. Keywords: Calculator, Deep learning, Literature Review

PENGEMBANGAN MODUL AJAR DENGAN PENDEKATAN TARL KONTEKS LINGKUNGAN LAHAN BASAH UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS IV SD/MI Karim, Karim; Hadi, Sutarto; Hidayanto, Taufiq; Kamaliyah, Kamaliyah; Noorbaiti, Rahmita; Ma’aruf, Muhammad Salim; Aleida, Najwa Endah; Rahmawan, Ardi
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.25706

Penelitian ini bertujuan menghasilkan modul ajar dengan pendekatan Teaching at the Right Level (TaRL) berbasis konteks lingkungan lahan basah untuk meningkatkan pemahaman konsep bilangan cacah dan bilangan pecahan siswa kelas IV SD/MI. Penelitian menggunakan metode Research and Development (R&D) dengan model 4D (define, design, develop, disseminate). Modul ajar bilangan cacah menggunakan konteks Pasar Terapung, sedangkan modul ajar bilangan pecahan menggunakan konteks wadai khas Banjar. Implementasi dilakukan di SD Negeri Basirih 6 dan SD Negeri Alalak Selatan, Banjarmasin, dengan melibatkan 20 dan 23 siswa kelas IV. Instrumen penelitian meliputi lembar validasi, angket respons guru dan siswa, serta soal pretest dan posttest. Hasil penelitian menunjukkan bahwa kedua modul ajar memenuhi kriteria valid, praktis, dan efektif. Skor validitas modul bilangan cacah sebesar 4,65 dan modul bilangan pecahan sebesar 4,84 (kriteria valid). Uji kepraktisan memperoleh skor respons guru dan siswa untuk modul bilangan cacah sebesar 95,4% dan 97,1%, serta untuk modul bilangan pecahan sebesar 92,9% dan 98,5% (kriteria sangat praktis). Hasil uji efektivitas menunjukkan skor N-Gain modul bilangan cacah sebesar 0,50 dan modul bilangan pecahan sebesar 0,48 (kriteria efektif). Dengan demikian, modul ajar TaRL berbasis konteks lahan basah terbukti layak digunakan untuk meningkatkan pemahaman matematika siswa SD/MI.Kata kunci: Modul Ajar, Pasar Terapung, Wadai Banjar, TaRL Abstract: This study aims to develop teaching modules using the Teaching at the Right Level (TaRL) approach, grounded in local wetland contexts, to improve fourth-grade students' conceptual understanding of whole numbers and fractions in elementary school (SD/MI). The study employed a Research and Development (R&D) method using the 4D model (define, design, develop, and disseminate). The whole-number teaching module was developed using the Floating Market context, while the fraction teaching module was developed using the traditional Banjar wadai (cake) context. Implementation was carried out at Basirih 6 Elementary School and Alalak Selatan Elementary School in Banjarmasin, involving 20 and 23 fourth-grade students, respectively. Research instruments included validation sheets, teacher and student response questionnaires, and pretest and posttest items. The results indicate that both teaching modules met the criteria of validity, practicality, and effectiveness. The validity scores were 4.65 for the whole-number module and 4.84 for the fraction module, both of which satisfied the validity criterion. Practicality scores based on teacher and student responses were 95.4% and 97.1% for the whole-number module, and 92.9% and 98.5% for the fraction module, all meeting the highly practical criterion. Effectiveness scores based on the N-Gain index were 0.50 for the whole-number module and 0.48 for the fraction module, both of which were classified as effective. Therefore, the TaRL-based teaching modules grounded in wetland local contexts are proven suitable for improving mathematics conceptual understanding among SD/MI students. Keywords: Teaching Module, Floating Market, Wadai Banjar, TaRL

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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

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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

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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