THE IMPACT OF PROBLEM-BASED LEARNING AUGMENTED WITH HOTS PROBLEMS ON STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITIES

This study seeks to determine the impact of the Problem-Based Learning (PBL) model supplemented with higher-order thinking skills (HOTS) problems on the mathematical problem-solving skills of high school students. The research employs a quantitative approach, specifically through adopting a quasi-experimental method with a post-test-only non-equivalent control group design. The participants consist of 72 tenth-grade students, with half (36 students) exposed to the PBL model enriched with HOTS problems, and the other half exposed to the standard PBL model without HOTS problems. A descriptive test comprising five mathematical problem-solving items was administered to measure the impact. This test was rigorously validated by two professors from UHAMKA and further validated by students from another tenth-grade class. The data analysis was conducted using the Non-Parametric Mann-Whitney test. The findings suggest a noteworthy difference in mathematical problem-solving abilities between students instructed using the PBL model integrated with HOTS problems and those who did not

ENHANCING STUDENT NUMERACY AND LITERACY WITH GEOGEBRA: A CASE IN NUMERICAL METHODS

Rapid advancement in technology has increased the significance of numerical literacy skills. The numerical methods course requires numerical literacy skills. The course enables students to solve a mathematical problem by interpreting the answer using an approximation rather than an actual value. This research used a descriptive quantitative method. The population of this study consisted of 80 university students enrolled in a numerical methods course. The sampling technique used a saturated sample, which involved everyone in the population as the sample. Data were collected from the learning outcomes test and questionnaire responses. The data were analyzed using a quantitative descriptive statistical analysis technique, and the data analysis computations were performed using SPSS Statistics 2. The study showed that the students' Numeracy and Literacy Skills improved when GeoGebra-assisted teaching materials were implemented in the numerical methods

LEARNING SYSTEM OF LINEAR EQUATIONS WITH APTITUDE TREATMENT INTERACTION MODEL FOR VOCATIONAL HIGH SCHOOL

This project aims to employ the aptitude treatment interaction model in the teaching system of linear equations as an alternative learning approach for high school students pursuing vocational careers. Instructional design was utilized to develop the learning model. An essential aspect of applying the aptitude treatment interaction model to learning design is the analysis of student requirements. Learning outcomes and performance goals are thoughtfully considered and aligned with instructional objectives. The findings suggest that educators should utilize the aptitude treatment interaction model when teaching systems of linear equations. The effectiveness of the learning model depends on how well it is tailored to the student's abilities.Tujuan penelitian ini adalah untuk memberikan alternatif pilihan desain pembelajaran, dengan menggunakan model aptitude treatment interaction pada materi sistem persamaan linear untuk siswa SMK. Penulisan ini menggunakan desain instruksional untuk mengembangkan model pembelajaran. Pengembangan desain pembelajaran dilakukan dengan menganalisis kebutuhan peserta didik. Tujuan kinerja dan hasil belajar dibahas secara rinci dan disesuaikan dengan tujuan instruksional. Hasil penelitian ini menunjukkan bahwa desain pembelajaran pada materi sistem persamaan linear dengan menerapkan model aptitude treatment interaction direkomendasikan bagi pendidik dalam melaksanakan pembelajaran sistem persamaan linear. Hal ini terjadi karena strategi pembelajaran (treatment) yang efektif diterapkan kepada siswa adalah berdasarkan kemampuannya masing-masing, sehingga dapat membantu siswa dalam memahami sistem persamaan linear

Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Asesment Kompetensi Minimum Berdasarkan Teori Kastolan

In studying geometry, it is common for students to make various errors when working on word problems. Although some students understand the example problems, they may be confused and make errors when presented with different questions. This study employed a qualitative descriptive approach to examine the types and causes of errors made by Grade 8 students from a junior high school in Pronojiwo, Indonesia. The study involved 40 students, with six students selected for interviews. Data were collected using descriptions and interviews. The research employed three procedural stages: preparation, implementation, and data analysis. Data analysis involved data reduction, data encoding, and conclusions. The analysis revealed that 23.3% of students made conceptual errors, 27% made procedural errors, and 44.5% made technical errors. The factors contributing to these errors included students' lack of focus on reading the questions, limited understanding of the material, haste in completing the questions, insufficient knowledge of the problems in the questions, and carelessness in checking their answers

THE INFLUENCE OF THE TREFFINGER LEARNING MODEL AND SELF-DIRECTED LEARNING ON STUDENTS’ MATHEMATIC CRITICAL THINKING SKILLS

The study investigated the influence of the Treffinger learning model and self-directed learning on the critical thinking skills of junior high school students. The Treffinger learning model is one of the few models addressing the problem of creativity and providing practical suggestions on how to achieve cohesion. On the other hand, self-directed learning is a mental process to increase the knowledge, skills, and self-achievement of individuals with self-planned and self-conducted activities. The research employed a post-test experiment and control group design with two groups. The study employed two groups; one group was treated using the Treffinger learning model, while the other group was treated using a conventional model. Both groups were analyzed using a self-directed learning questionnaire and a critical mathematical thinking skills test. The sample of this research comprised 88 Grade 8 students purposefully selected in relation to the research objectives. The results of the study showed that the Treffinger learning model was statistically significant in enhancing critical mathematical thinking skills compared to the conventional learning models. Additionally, the study found that students who exhibited high levels of self-directed learning were more likely to benefit from the Treffinger learning model than the conventional model, with a statistically significant mean difference of 3.05 points

MATHEMATICAL REPRESENTATION ABILITY OF PROSPECTIVE MATHEMATICS TEACHERS IN SOLVING TRIGONOMETRIC PROBLEMS

This study aims to investigate the proficiency of prospective mathematics teacher students in mathematical representation. To achieve this goal, we used a qualitative research design with a descriptive approach. The research subjects consisted of three undergraduate students from Mathematics Education department at a private university in Yogyakarta. Data were collected using a test for mathematical representation ability and interviews. The data were analysed descriptively using techniques by Miles and Huberman. It shows that the mathematical representation ability of prospective teacher students was in low category. This can be seen from the average achievement of indicators of mathematical representation ability (34.74%). The ability to create and use representations for collecting/organizing, recording, and communicating mathematical ideas is 33.33%. The ability to select, apply and translate various forms of representation mathematics to solve problems is 29.76%. And the ability to use multiple representations is 41.11%

Eksplorasi Etnomatematika Pada Makanan Khas Tumbu’ Bugis

Culture-based education holds significant value as a tool and strategy for individuals and society in the information and technology age. Consequently, the researchers aim to explore ethnomathematics in typical Bugis food called Tumbu' Bugis. This study employed a qualitative method, utilizing an ethnographic approach and involving local communities familiar with the research study, specifically the Bugis tribe. Through observation and interviews, it was found that the typical food of Tumbu' Bugis contains the concept of geometry on the leaves used as Tumbu' wrappers and on the shape of Tumbu'. The concept of 3D shapes was also found, especially tubes (cylinders). In addition, there is also an algebraic concept in Tumbu' regarding the number of leaves needed to make Tumbu' and the number of Tumbu wrappers produced in one banana leaf. Tumbu' can be used as a medium for learning mathematics in plane geometry, including the properties and area of circumference and rectangular shapes. Comparison materials may also involve Tumbu' Bugis specialties. In conclusion, the typical food of Tumbu' Bugis encapsulates mathematical concepts, facilitating the teaching and learning process for teachers and students, ultimately aiding in achieving learning goals

VALIDITY OF GUIDED INQUIRY-BASED LEARNING INSTRUMENT WITH GEOGEBRA APPLETS FOR TEACHING CIRCLES

The guided inquiry learning model is a student activity that emphasizes maximally training critical thinking skills. The learning instruments developed must be adapted to the syntax/stages of the guided inquiry learning model. Several learning instruments have been developed to assist teachers in making teaching materials. However, many teachers have not mastered technology, especially learning media using applications. Therefore, teachers need learning applications in schools, such as the GeoGebra applet. This study aims to develop valid guided inquiry-based learning instruments using GeoGebra applets for circles. This research is development research employing Plomp’s model and involving preliminary research and prototyping stages. The data was collected by compiling the comments and input from the validator through validation sheets related to learning instruments (lesson plans, worksheets, and GeoGebra applets). The results of the data analysis showed that the learning instruments were declared valid with an average lesson plan score of 4.75, an average student worksheet validation score of 4.60, and an average value of the total validation of GeoGebra applets of 4.94. Further research should assess the practicality and effectiveness of the instruments.Model pembelajaran inquiry terbimbing merupakan aktivitas siswa yang menekankan secara maksimal untuk melatih keterampilan berpikir kritis. Perangkat pembelajaran yang dikembangkan harus disesuaikan dengan sintaks/tahap pada model pembelajaran inquiry terbimbing. Beberapa perangkat pembelajaran telah dikembangkan untuk membantu guru dalam membuat bahan ajar, akan tetapi pada kenyataannya masih banyak ditemukan guru yang belum menguasai atau memahami penggunaan teknologi terutama media pembelajaran dalam bentuk aplikasi. Oleh karena itu, guru membutuhkan aplikasi belajar di sekolah seperti applet geogebra. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berbantuan applet geogebra yang valid untuk materi lingkaran menggunakan model inquiry terbimbing. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model Plomp, yang melibatkan  tahap pendahuluan (preliminary research), dan tahap pembuatan (prototyping stage). Teknik pengumpulan data pada penelitian ini mengandalkan komentar dan masukkan dari validator melalui lembar validasi terkait dengan perangkat pembelajaran berupa RPP, LKPD, dan applet geogebra. Hasil analisis data menunjukkan bahwa perangkat pembelajaran dinyatakan valid dengan nilai rata-rata RPP 4,75, nilai rata-rata total validasi LKPD sebesar 4,60 dan nilai rata-rata total validasi applet geogebra sebesar 4,94. Harapan dari penelitian ini adalah adanya penelitian lanjutan terkait kepraktisan dan keefeketifan dari perangkat pembelajaran yang telah dikembangkan sehingga perangkat tersebut tidak hanya valid tetapi praktis dan juga efektif digunakan dalam proses pembelajaran. &nbsp

PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MODEL PEMBELAJARAN REALISTIK UNTUK MENINGKATKAN KEMAMPUAN LITERASI MATEMATIKA DAN MINAT BELAJAR SISWA

This study employed GeoGebra to develop interactive learning instruments for SLETV content, using the 4-D Thiagaradjan model as the framework, involving four phases: define, design, develop, and disseminate. The investigation included two eighth-grade math teachers and fourteen-year-old eighth-graders, and observational data were collected through needs analysis, interviews, and questionnaires. The data collection comprised need analysis, interviews, and surveys. Before trial implementation, three crucial development requirements had to be met: validity, practicality, and efficacy. The validation of learning instrument formats, illustrations, language, and content showed valid. The research findings indicate that the developed learning instruments were effective, with an average student score of 74.3 on the pretest and 87 on the posttest (meeting the minimum criteria of mastery learning). Teacher's ability to manage learning was rated as very good, with an average score of 4.4. The observation of learning implementation showed an average score of 4.4 in the very good category (practical). The learning instruments based on RME can be used to enhance students' mathematical literacy and learning interest.Dalam rangka meningkatkan kemampuan literasi matematis siswa, penelitian ini bertujuan untuk 1) menemukan perangkat pembelajaran berbasis model pembelajaran Realistic Mathematical Education (RME) berbantuan Geogebra dalam pembelajaran matematika yang memenuhi validitas, kepraktisan, dan keefektifan; dan 2) mendeskripsikan bagaimana peningkatan kemampuan literasi matematis siswa dengan menggunakan perangkat pembelajaran berbasis model pembelajaran Realistic Mathematical Education (RME) berbantuan Geogebra dalam pembelajaran matematika. 3) Mendeskripsikan cara penggunaan perangkat pembelajaran berbasis model pembelajaran Realistic Mathematical Education (RME) berbantuan Geogebra dalam Pembelajaran Matematika untuk meningkatkan semangat belajar siswa. Investigasi ini berkaitan dengan pertumbuhan. Model pengembangan Thiagaradjan 4-D digunakan dalam penelitian ini. Hasil penelitian menunjukkan bahwa: 1) perangkat pembelajaran berbasis model pembelajaran Realistic Mathematical Education (RME) berbantuan Geogebra dalam pembelajaran matematika memenuhi kriteria kevalidan, keterapan, dan keefektifan perangkat pembelajaran; dan 2) dengan menggunakan perangkat pembelajaran berbasis model pembelajaran Realistic Mathematical Education (RME) berbantuan Geogebra dalam pembelajaran matematika dapat meningkatkan kemampuan literasi matematis siswa yang diukur dengan n-gai. 3) Kajian n-gain menunjukkan adanya peningkatan kemampuan minat siswa ketika perangkat pembelajaran berbasis paradigma pembelajaran Realistic Mathematical Education (RME) digunakan bersamaan dengan Geogebra

DESAIN MEDIA PEMBELAJARAN MATEMATIKA BERBASIS VIDEO KEARIFAN LOKAL MATERI POLA BILANGAN ERA 5.0

Teachers often face challenges in creating effective learning materials, particularly in mathematics. Traditional lecture methods and insufficiently engaging learning tools can lead to student disinterest. Hence, it is essential to develop mathematics learning media that stimulate interest and connect to real-world experiences, including local cultural practices. Therefore, this study aimed to design effective learning media for Year 8 students focused on number patterns and to assess the validity of this media. This research adopted a development approach, utilizing the Analysis, Design, and Development (ADDIE) method. The development process was limited to the Analysis, Design, and Development stages. An assessment questionnaire was used to evaluate the validity of the video media, with input from both media experts and material experts. Five experts from each field were consulted for media validation. Results of the validation process indicated that the video media scored 88% and 87% in the material expert and media expert evaluations, respectively. These scores met the criteria for validity, indicating that the media is suitable for use in the classroom.Pembuatan media pembelajaran khususnya dalam pelajaran matematika seringkali menjadi kendala bagi guru. Hal ini dikarenakan guru mengalami kesulitan dalam mengembangkan media pembelajaran yang sesuai dengan materi yang disampaikan. Metode ceramah dan media yang kurang mendukung dalam proses pembelajaran membuat siswa bosan dan tidak tertarik dengan materi yang disampaikan. Salah satu materi yang sulit dipahami siswa adalah materi pola bilangan dimana siswa mengalami kesulitan dalam memahami dan menentukan rumus setiap pola. Maka perlu adanya media pembelajaran yang dapat membantu siswa memahami materi pola bilangan baik di sekolah maupun di luar sekolah, selain itu agar siswa lebih memahami materi pola bilangan ini dapat dikaitkan dengan kehidupan sehari-hari termasuk kearifan lokal daerah setempat. Maka penelitian ini bertujuan untuk merancang media pembelajaran matematika kelas VIII materi pola bilangan dan mengetahui kevalidan media tersebut. Penelitian ini merupakan penelitian pengembangan dengan melalui tahapan Analysis, Design dan Development. Instrumen dalam penelitian ini berupa angket penilaian oleh ahli media dan ahli materi untuk mengukur validitas media video. Validasi media dilakukan oleh lima orang ahli media dan ahli materi. Berdasarkan hasil validasi media video nilai ahli materi dan ahli media adalah 88% dan 87% dengan kriteria “Valid” dan layak digunakan