KEMAMPUAN PEMECAHAN MASALAH DITINJAU DARI METAKOGNISI PADA MODEL PROBLEM BASED LEARNING BERBANTUAN GOOGLE CLASSROOM

Based on the results of interviews with teachers at SMP N 16 Semarang, it is known that in the learning process, students are not yet optimal in their mathematical problem solving abilities. This research aims to: (1) find out whether the Problem Based Learning learning model assisted by Google Classroom is effective on students\u27 mathematical problem solving abilities, (2) find out the proportion of students\u27 mathematical problem solving ability who obtain the Problem Based Learning model assisted by Google Classroom is higher than the proportion the mathematical problem solving ability of students who receive conventional learning, (3) knowing that the mathematical problem solving ability of students who receive the Problem Based Learning model assisted by Google Classroom is higher than conventional learning, and (4) whether there is an increase in students\u27 mathematical problem solving ability after implementing Problem Based Learning model assisted by Google Classroom. The method used is mixed method sequential explanatory design. The research population was class VIII students at SMP Negeri 16 Semarang for the 2023/2024 academic year. The research subjects consisted of 6 students, namely 2 high, 2 medium and 2 low metacognition categories.Berdasarkan hasil wawancara terhadap guru SMP N 16 Semarang diketahui bahwa dalam proses pembelajaran, siswa belum optimal dalam kemampuan pemecahan masalah matematis. Penelitian ini bertujuan untuk: (1) mengetahui model pembelajaran Problem Based Learning berbantuan Google Classroom efektif terhadap kemampuan pemecahan masalah matematis siswa, (2) mengetahui proporsi kemampuan pemecahan masalah matematis peserta didik yang memperoleh model Problem Based Learning berbantuan google classroom lebih tinggi dari pada proporsi kemampuan pemeahan masalah matematis siswa yang memperoleh pembelajaran konvensional,(3) mengetahui kemampuan pemecahan masalah matematis peserta didik yang memperoleh model Problem Based Learning berbantuan google classroom lebih tinggi dari pada pembelajaran konvensional, dan (4) apakah terdapat peningkatan kemampuan pemecahan masalah matematis siswa setelah menerapkan model Problem Based Learning berbantuan google classroom. Metode yang digunakan mix method sequential explanatory design. Populasi penelitian siswa kelas VIII SMP Negeri 16 Semarang tahun ajaran 2023/2024. Subjek penelitian terdiri dari 6 orang siswa, yaitu 2 kategori metakognisi tinggi, 2 sedang dan 2 rendah

PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA MELALUI PEMBELAJARAN PROBLEM BASED LEARNING

Kemampuan pemecahan masalah matematika adalah kemampuan yang penting untuk dimiliki siswa. Artikel ini berisi tentang hasil penelitian tindakan kelas yang bertujuan untuk meningkatkan kemampuan pemecahan masalah matematika. Subyek penelitian ini adalah siswa kelas XI-1. Penelitian ini dilakukan dalam 2 siklus dengan 2 pertemuan tiap siklus. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran problem based learning dapat meningkatkan kemampuan pemecahan masalah matematika pada materi turunan fungsi trigonometri. Hasil dari tes kemampuan pemecahan masalah matematika mengalami peningkatan dari rata-rata hasil tes pada pratindakan yaitu 40,28 siklus I yaitu 64,89 menjadi 78,56 pada siklus II. Dari penelitian ini disarankan para guru untuk memberikan pengetahuan prasyarat untuk materi yang akan diajarkan supaya siswa bisa memprediksi apa yang akan dipelajari. Selain itu guru disarankan memberi scaffolding secara khusus kepada siswa yang membutuhkan bantuan agar siswa aktif dalam berdiskusi dan dapat membangun pengetahuannya sendiri serta sebaiknya guru mengelompokkan kelompok belajar secara acak agar siswa dapat menjadi tutor sebaya bagi teman lainnya

Meta-Synthesis: The Use of Augmented Reality Technology as A Mathematics Learning Media

This study aims to review, analyze and classify articles that contain literature related to the use of augmented reality technology as a mathematics learning medium. Using meta-synthesis methodology, this research systematically reviews and interprets findings from various articles related to the integration of AR in mathematics education. Through extensive searches in the Scopus and Sinta databases, 15 relevant articles were selected based on predetermined inclusion criteria, including year of publication (2018-2023), focus on mathematics learning in schools, and the presence of AR output images. Conducting a literature review with specific keywords ('Augmented Reality in mathematics learning'). The analysis reveals AR applications/modules, visualizations, and worksheets as prevalent AR outputs in math learning. In particular, Unity 3D and Vuforia excel among diverse development tools, showcasing flexibility. The discussion underscores AR's potential for intuitive math visualizations, enhancing learning experiences, and improving comprehension of complex concepts. The main characteristics of AR are virtual environments, real-time interactivity, and 3D representation, with an attractive design that makes a positive contribution to mathematics education

META-SINTESIS: SELF-ESTEEM DALAM HARD SKILL MATEMATIK SISWA

Challenges in mathematics education are becoming increasingly complex, particularly in achieving a balance between students’ hard skills and soft skills. One crucial aspect of soft skills is self-esteem. This article aims to examine the relationship between self-esteem and students’ mastery of mathematical hard skills through a meta-synthesis approach. Data were collected from articles published between 2020 and 2025, focusing on self-esteem in the context of mathematics proficiency. The search strategy utilized the Publish or Perish software, Google Scholar, and the PRISMA 2020 framework. The analysis results indicate that self-esteem has a positive impact on the mastery of mathematical hard skills by fostering students’ confidence, creativity, and learning independence. This study highlights the importance of incorporating affective aspects—particularly self-esteem—into instructional strategies to optimally support students’ cognitive abilitiesTantangan dalam pendidikan matematika semakin lama semakin kompleks, khususnya dalam membentuk keseimbangan antara hard skill dan soft skill siswa. Salah satu aspek penting dari soft skill adalah self-esteem. Artikel ini bertujuan untuk meninjau keterkaitan antara self-esteem dan penguasaan hard skill matematika siswa melalui pendekatan meta-sintesis. Data dikumpulkan dari artikel-artikel yang terbit antara tahun 2020 hingga 2025 dengan fokus pada self-esteem dalam konteks penguasaan matematika. Strategi pencarian menggunakan perangkat lunak Publish or Perish, Google Scholar, dan PRISMA 2020. Hasil analisis menunjukkan bahwa self-esteem berpengaruh positif terhadap penguasaan hard skill matematika, mendorong kepercayaan diri, kreativitas, dan kemandirian belajar siswa. Studi ini menegaskan perlunya strategi pembelajaran yang juga memperhatikan aspek afektif terutama self-esteem dalam mendukung kemampuan kognitif siswa secara optima

Vygotsky Theory Based on Mathematics Literacy in The New Normal Era

Theory teaching and learning very calculated in influencing a history and culture as well as confess that school, besides reproduce knowledge, also reproduce injustice social. This article focuses on activity of literacy mathematics through interaction social in context certain, no on performance Skills someone 's math in isolation from context. It is in focus on practice activity literacy mathematics as culture, history, and political. Perspective practice social on literacy mathematics no ignore importance learning based school or skills technical. This paper aims to convey the actualization of theory based literacy math, so could give contribution

Analysis of Students’ Mathematical Creative Thinking Process Based on Cognitive Style

An in-depth examination of the topic using the reflective cognitive style can answer questions regarding one’s capacity for creative thought. It is accomplished through preparation, intuition, incubation, and verification. The stages of incubation and illumination are carried out once the verification stage has been completed. During the verification phase, they are coding on the shape of the flat side. Process of reflective student intuition according to characteristics of students who apply the appropriate completion strategy. Students who act without thinking first have yet to answer questions requiring creative thinking successfully. It can be seen from the preparation process, which needs to be more thorough to produce correct answers

Before dan After: Kemampuan Siswa Kelas V Setelah Belajar dengan Menggunakan Pendekatan Realistik Matematika

Data has been an integrated part of daily life and it is important for students to be able to read data in its many representations. Therefore, there is a need for suitable teaching and learning approach to support students in learning how to read data, such as Realistic Mathematics Education (RME). The aim of this study is to discover whether RME is effective enough in supporting students by comparing students’ ability in reading data before and after the learning process. The data in this study was analyzed from the pretest and posttest result of 28 fifth grader of Jebed 3 Primary School in Pemalang, Central java. The data was analyzed using descriptive statistics, paired-sample t test, Cohen’s d effect size, and also normalized change. The study found that RME lesson can support students to be able to read data. Most students have the ability to read the data, but several students still have difficulties in making comparison and making further calculation to read between the data. Additionally, some students also had difficulty in perceiving the symbols representation in pictogram, and also in calculate numbers

ANALISIS KEMAMPUAN BERPIKIR KREATIF DITINJAU DARI ADVERSITY QUOTIENT PADA PEMBELAJARAN CREATIVE PROBLEM SOLVING PENDEKATAN OPEN-ENDED

This research aims to determine the quality of creative mathematical thinking abilities in terms of AQ in CPS learning with an open-ended approach assisted by G. Classroom. The type of research is quantitative research. The research population was all class VII. The research sample used a cluster random sampling technique. The conclusions of the results of the analysis were: (1) the mathematical creative thinking ability of participants who received the CPS learning model with an open-ended approach assisted by Google Classroom achieved BTA (2) Students with the ability to think creatively mathematically in terms of AQ in CPS learning with an open-ended approach assisted with Google classroom achieves learning completeness of more than 75%, (3) the mathematical creative thinking ability in the CPS learning model with the open-ended approach assisted by G. Classroom is better than the PBL learning model, (4) the proportion of mathematical creative thinking ability completeness in the CPS learning model approach open-ended with the help of Google Classroom is more than the proportion of students in the PBL learning model, (5) there is a difference in the average increase in mathematical creative thinking abilities of students in the CPS learning model with the open-ended approach assisted with G. Classroom and students in the PBL learning model, (6) There is a positive influence on the adversity quotient on the ability to think creatively mathematically in mathematics learnin

Tracing the Footsteps of Ethnomathematics in Indonesian High School Education: Literature Metasynthesis and Trend Analysis 2015-2025

Matematika sering dianggap sebagai pelajaran yang abstrak dan jauh dari kehidupan nyata. Padahal, konsep matematika banyak ditemukan dalam budaya lokal Indonesia. Penelitian ini bertujuan mengkaji penerapan etnomatematika dalam pembelajaran matematika di SMA melalui Tinjauan Literatur Sistematis (SLR) terhadap 20 artikel yang terbit antara 2015–2025. Artikel tersebut mencakup pengembangan bahan ajar, eksperimen kelas, serta integrasi unsur budaya seperti permainan tradisional, rumah adat, seni, dan tradisi lokal, terutama pada materi geometri, aljabar, dan bilangan. Hasil sintesis menunjukkan bahwa 85% studi melaporkan peningkatan pemahaman konsep, dan 70% menyebut peningkatan motivasi dan keterlibatan siswa. Etnomatematika juga memperkuat identitas budaya dan sikap positif siswa terhadap matematika. Pendekatan ini efektif menjembatani materi akademik dengan kehidupan nyata siswa. Kesimpulannya, etnomatematika layak diintegrasikan dalam kurikulum SMA untuk menciptakan pembelajaran yang kontekstual, bermakna, dan berakar pada budaya lokal. Mathematics is often considered an abstract subject, one that is far removed from real life. Mathematical concepts are widely found in local Indonesian culture. This study aims to examine the application of ethnomathematics in high school mathematics learning through a Systematic Literature Review (SLR) of 20 articles published between 2015 and 2025. The articles cover the development of teaching materials, classroom experiments, and the integration of cultural elements such as traditional games, traditional houses, art, and local traditions, especially in geometry, algebra, and number materials. The synthesis results showed that 85% of studies reported an increase in conceptual understanding, and 70% mentioned an increase in student motivation and engagement. Ethnomathematics also strengthens students’ cultural identity and positive attitudes towards mathematics. This approach effectively bridges academic material with students’ real lives. In conclusion, ethnomathematics is a valuable addition to the high school curriculum, as it fosters contextual, meaningful, and culturally rooted learning