Jurnal Ilmiah Matematika Realistik

PENGEMBANGAN E-MODUL BERBANTUAN HEYZINE FLIPBOOK BERBABSIS RME UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN GROWTH MINDSET

Hikmi Inayah — 2026-05-26

The purpose of this study is to develop an e-module using Heyzine Flipbook on single-variable linear equations based on Realistic Mathematics Education (RME) to improve the critical thinking skills and growth mindset of seventh-grade students at Dharma Ksatria Junior High School in Pangandaran. The background of the problem includes low thinking skills due to a lack of interactive digital media and the prevalence of a fixed mindset among students, which hinders the understanding of mathematical concepts from real-world contexts. Previous studies focused solely on critical thinking skills. This research is an R&D (Research and Development) study using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects consisted of 2 subject matter experts, 2 media experts, 1 mathematics teacher, 5 students in a small pilot test, and 20 students in the experimental class. Data collection techniques included observation, structured interviews, validation questionnaires, critical thinking tests (pretest-posttest), user response questionnaires, and growth mindset questionnaires. Data analysis utilized the feasibility percentage (>81% highly feasible), N-Gain (>0.7 high), effect size (>1.00 strong), Shapiro-Wilk normality test, and Wilcoxon test (Sig. < 0.05). The results of the study showed that the subject matter expert validation achieved a score of 100%, and the subject matter experts scored 85% in the “highly valid” category, while the growth mindset questionnaire met the “very good” criteria. The results of the hypothesis testing led to the conclusion that “there was a significant improvement in students’ critical thinking skills after using the RME-based e-module on single-variable linear equations supported by the Heyzine flipbook.” The students’ growth mindset outcomes after using the RME-based single-variable linear equation e-module supported by the Heyzine flipbook, across each aspect of the growth mindset, were as follows: regarding belief in challenges, it fell into the “High” category; regarding belief in ability, effort, criticism, and the success of others, it fell into the “Very high” category.

KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA MELALUI MODEL PROJECT BASED LEARNING BERBANTUAN KAHOOT

Zaskia Mutia Herianti — 2026-05-26

This study aims to determine the application of the Project Based Learning model to the mathematical problem-solving abilities of eleventh-grade students at SMAN I V Koto Timur. The research method used was a pre-experiment with a one-group pretest-posttest design. The research sample, namely class XI F2 as a sample class with the Kahoot-assisted Project Based Learning model. The research instrument was a descriptive test of problem-solving abilities, and data analysis used normality tests, homogeneity tests, and the wilcoxon test. The research was carried out in three stages: the preparation stage, the implementation stage, and the final stage. The novelty of this study lies in the integration of the Project Based Learning model with Kahoot as a gamified evaluation tool within the Merdeka Curriculum framework, which has not been widely studied in the context of high school mathematics learning. The results showed that students’ problem-solving abilities with the Kahoot-assisted Project Based Learning model were better than those before implementing the Kahoot-assisted Project Based Learning model. Thus, the Kahoot-assisted Project Based Learning model can be used as an innovative learning alternative to improve students’ mathematical problem-solving abilities.

PENGARUH AI GEMINI TERHADAP SELF-EFFICACY MATEMATIS SISWA SMK

Syarifah Mahdiyah — 2026-06-05

This study aims to determine the effect of mathematics learning assisted by Artificial Intelligence using AI Gemini on students’ mathematical self-efficacy in vocational high schools. This study contributes novelty by specifically examining the use of AI Gemini as an instructional support tool to improve mathematical self-efficacy among vocational high school students, a topic that has received limited attention in previous studies. The study employed a quantitative approach with a quasi experiment design using a posttest-only control group design. Participants consisted of 30 students divided into an experimental class and a control class. The experimental class received mathematics learning assisted by AI Gemini, while the control class received conventional learning without AI assistance. The research instrument used a mathematical self-efficacy questionnaire with a Likert scale adapted from Usher and Pajares. Data analysis employed descriptive statistics and an independent sample t-test using SPSS. The findings showed that students in the experimental class achieved higher mathematical self-efficacy scores than those in the control class. The experimental class obtained an average score of 53.60, while the control class obtained 32.20. The independent sample t-test results indicated a significance value below 0.05, demonstrating that mathematics learning assisted by Artificial Intelligence significantly affected students’ mathematical self-efficacy. AI Gemini supported students in obtaining a more interactive, flexible, and responsive learning experience, thereby strengthening confidence in mathematics learning.

PEMANFAATAN CHATGPT DALAM PEMBELAJARAN MATEMATIKA UNTUK MENGANALISIS PENGALAMAN BELAJAR DAN KESULITAN SISWA

Aminullah — 2026-06-05

The purpose of this study was to analyze students’ learning experiences and difficulties in using ChatGPT in mathematics instruction. The study employed a descriptive qualitative approach with subjects selected through purposive sampling, specifically students who had already utilized ChatGPT as a learning tool. Data were collected through observation, semi-structured interviews and documentation. The research focused on how students used ChatGPT, their understanding of solution steps, their ability to rephrase the process and the difficulties they faced in solving math problems. The results indicated that ChatGPT use tended to be result-oriented, with students directly copying answers without understanding the solution steps. Students also struggled to comprehend explanations, rephrase the process and solve problems with varying formats. Additionally, there are differences in students’ abilities to utilize ChatGPT, leading to variations in learning experiences. These findings suggest that the use of ChatGPT has not yet fully supported the development of students’ conceptual understanding. Therefore, a more targeted management of ChatGPT usage is needed so that it does not merely focus on results but also fosters an understanding of the thinking process and concept formation in mathematics learning.

PENGARUH MODEL PROBLEM BASED LEARNING (PBL) TERHADAP HASIL BELAJAR SISWA

Siti Lestari — 2026-06-05

Students are encouraged to actively participate in problem-solving by utilizing past knowledge through the PBL paradigm. Teachers that often talk in front of the class discourage students from voicing their thoughts and impede the growth of critical thinking abilities, in addition to seldom involve students in the mastery of subject concepts. The purpose of this study is to investigate how using the PBL approach affects the learning results of SMA Kartikatama Metro eleventh-grade students. In order to gather data for this study, an experimental method with a quantitative approach was employed. The experimental class at SMA Kartikatama Metro was instructed utilizing the PBL paradigm employing a pretest–posttest control group design. According to the findings, the implementation percentage of learning activities utilizing the PBL model was 85% at the first meeting and rose to 90% during the second. The control group, on the other hand, scored 85% in the second meeting and 71% in the first. These results suggest that student learning outcomes are significantly impacted by the PBL approach. The posttest hypothesis testing using the t-test, which yielded a computed t value of 3.14 in contrast to the t-table value of 1.99, supports this finding. The alternative hypothesis (H₁) is accepted since the computed t-value is greater than the table t-value. According to these findings, students who are taught using the PBL model obtain better learning outcomes than those who are taught using traditional teaching techniques like talks and question-and-answer sessions.

PENGEMBANGAN MEDIA PAPAN BATANG NAPIER TERHADAP PEMAHAMAN PERKALIAN DUA ANGKA DI SDN KAMALAKA

Hilma Galby — 2026-06-05

This study aims to develop a Napier's bone learning medium for integer multiplication for fifth-grade students at SDN Kamalaka and to determine the feasibility and effectiveness of this medium in supporting the learning process. The research method used is Research and Development (R&D) with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The developed media was validated by subject matter experts and media experts, then tested on 21 fifth-grade students. The validation results showed that the Napier's Bead board media was very feasible to use, with an increase in the material validation score from 88.2% to 91.7% and an increase in the media validation score from 89% to 95.3% after revision. The students' post-test results also showed an increase in their understanding of the concept of two-digit multiplication, accompanied by high enthusiasm and motivation during the learning process.

UPAYA MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIS MELALUI PENDEKATAN REALISTIC MATHEMATICS EDUCATION

Chelvy Yoelanda — 2026-06-05

This classroom action research aimed to improve the instructional process and enhance students' mathematical understanding ability through the application of the Realistic Mathematics Education (RME) approach in class XI TKJ 2 of SMK Negeri 1 Pekanbaru. A collaborative classroom action research design was used, conducted over two cycles, each consisting of planning, action, observation, and reflection. The study was carried out in the odd semester of the 2025/2026 academic year on the topics of composite functions, inverse functions, and function transformations. Data were collected through a mathematical understanding test in the form of essay questions and observation sheets documenting teacher and student activities throughout the learning process. The data were analyzed using descriptive and qualitative techniques. The results show that the implementation of the RME approach improved the learning process and increased students' mathematical understanding ability. The improvement in the learning process was indicated by the increasing quality of instruction in line with the stages of the RME approach, as reflected in the observations of teacher and student activities. In addition, the mathematical understanding test results demonstrated a gradual increase between before and after the intervention. This was evidenced by the rise in the number of students in the very high category from 2 to 12, accompanied by a decrease in those in the very low category from 19 to 4. Based on these findings, the RME approach is proven capable of improving the instructional process and enhancing the mathematical understanding ability of class XI TKJ 2 students at SMK Negeri 1 Pekanbaru in the odd semester of the 2025/2026 academic year on the topics of composite functions, inverse functions, and function transformations.

PENGARUH PENERAPAN MODEL PROJECT BASED LEARNING TERHADAP KEMAMPUAN MENYELESAIKAN SOAL HOTS MATEMATIS SISWA

Pika Audia Sari — 2026-06-05

This study aims to analyze the effect of implementing the Project Based Learning (PjBL) model on students' ability to solve Higher Order Thinking Skills (HOTS) mathematical problems at SMP Tunas Dharma. The background of this study is based on the importance of higher-order thinking skills in mathematics learning and the need for instructional models that can enhance these skills. The novelty of this research lies in the implementation of the Project Based Learning (PjBL) model to improve students' ability to solve HOTS mathematical problems in basic statistics at the junior high school level, which is examined through HOTS test results and students' responses to the learning process. This study employed a quantitative approach with an experimental design. The research subjects consisted of two classes: an experimental class that received instruction using the Project Based Learning (PjBL) model and a control class that received conventional learning. The study was conducted through several stages, namely the administration of a pre-test, the implementation of Project Based Learning (PjBL) in the experimental class and conventional learning in the control class, and the administration of a post-test to measure students' HOTS mathematical abilities after the treatment. The research instrument was a HOTS mathematical ability test that had been validated and tested for reliability. Data analysis techniques included validity and reliability tests, normality tests, homogeneity tests, descriptive statistical analysis, and the Independent Samples t-test to determine differences in HOTS mathematical abilities between the two research groups. The results showed that the data were normally distributed and homogeneous. Based on the results of the Independent Samples t-test, a significance value of p < 0.05 was obtained, indicating a significant difference between the experimental and control groups. Therefore, it can be concluded that the implementation of the Project Based Learning (PjBL) model has a significant effect on students' ability to solve HOTS mathematical problems.

MODUL AJAR BERBASIS PROBLEM BASED LEARNING DENGAN PEMBELAJARAN MENDALAM MATERI RASIO UNTUK MEMFASILITASI KEMAMPUAN PEMAHAMAN MATEMATIS MURID FASE D

Naswa Jumeli Putri — 2026-06-05

This study was conducted to facilitate students’ mathematical understanding, which remains relatively low. Students experience difficulties in understanding mathematics due to irregular learning habits and the use of instructional methods that are less engaging. The aim of this research was to create a Problem Based Learning (PBL) based teaching module with a deep learning approach on ratio material to facilitate the mathematical understanding of Phase D students, and to examine its validity and practicality. The ADDIE model analysis, design, development, implementation, and evaluation was used in this study's development research design. The module was validated by three expert validators and achieved a validation score of 94.71, demonstrating a highly valid category. The test of practicality conducted by teachers resulted in a score of 93.58, categorized as very practical. Furthermore, the small-group trial obtained a score of 88.47 and the large-group trial obtained a score of 86.27, both of which met the practical criteria. These findings support the validity and usefulness of the PBL based teaching module with a deep learning strategy on ratio content for enhancing Phase D students' mathematics comprehension.

EFEKTIVITAS GUIDED DISCOVERY LEARNING BERBANTUAN TRANSGEO BOARD TERHADAP HASIL BELAJAR MATERI TRANSFORMASI GEOMETRI

Chandra Umbu Keba Andunara — 2026-06-05

This study aimed to examine the effectiveness of the Guided Discovery Learning model supported by the TransGeo Board in enhancing students’ mathematics learning outcomes, particularly in the topic of geometric transformations. A quantitative approach was employed using a quasi-experimental pretest–posttest control group design to compare students’ achievement before and after the intervention. The participants were Grade IX students of SMP Katolik Andaluri, divided into an experimental group and a control group, each consisting of 28 students. Data were collected through pretests and posttests and analyzed using descriptive and inferential statistics with the aid of SPSS software. The novelty of this research lies in the integration of Guided Discovery Learning with the TransGeo Board as a visual and manipulative learning tool that facilitates students’ discovery of geometric transformation concepts. The results showed that the experimental group achieved a higher average posttest score than the control group, with the difference found to be statistically significant. In addition, the N-Gain analysis indicated that the improvement in learning outcomes among students in the experimental group was categorized as high. These findings demonstrate that the implementation of Guided Discovery Learning assisted by the TransGeo Board is effective in improving students’ understanding of concepts and overall achievement in learning geometric transformations.

PENGEMBANGAN INTELLIGENT MOBILE LEARNING BERBASIS KODULAR PADA MATERI BILANGAN BULAT UNTUK MEMFASILITASI PEMAHAMAN KONSEPTUAL MATEMATIS

Emmy Lufian — 2026-06-05

Mathematical conceptual understanding is one of the essential competencies that students must possess to face the challenges of 21st-century learning. However, students’ understanding of mathematical concepts, particularly in integer material, is still relatively low. In addition, Android-based learning media that have been developed generally focus only on delivering materials and simple exercises, so they have not been able to facilitate conceptual understanding in an interactive and contextual manner. Therefore, this study aims to develop Kodular-based Intelligent Mobile Learning on integer material to facilitate students’ mathematical conceptual understanding. This study employed a Research and Development (R&D) method using the ADDIE development model, which consists of the Analysis, Design, Development, Implementation, and Evaluation stages. The study involved 35 seventh-grade students of MTs Madani Alauddin, Gowa Regency. The developed product was an Android-based learning application equipped with interactive materials, learning videos, example problems, practice exercises, quizzes, discussions, and automatic feedback features. The validation results indicated that the developed media was highly valid, with material expert validation reaching 89.25% and media expert validation reaching 91.11%. The implementation of the media also showed positive results, with student responses reaching 85.14% and teacher responses reaching 89.27%, both categorized as very good. In addition, the implementation results demonstrated high effectiveness with an N-Gain score of 0.72. The findings indicate that the Kodular-based Intelligent Mobile Learning is valid, practical, and effective in facilitating students’ mathematical conceptual understanding of integer material. Thus, the development of Kodular-based learning media can serve as an innovative solution to support interactive mathematics

UPAYA PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP MELALUI MODEL PROBLEM BASED LEARNING

Fathiyah Adlina Amelia — 2026-06-05

Mathematical problem-solving skills (MPS) are one of the key competencies in mathematics education because they relate to students’ ability to solve contextual problems in everyday life. This study aims to improve the learning process and enhance students’ MPS through the implementation of the Problem-Based Learning (PBL) model. This study employs the Classroom Action Research (CAR) method, conducted in two cycles during the odd semester of the 2025/2026 academic year. The research subjects were 26 eighth-grade students from Class VIII.2 at State Junior High School 5 Tambang. Each cycle consisted of the planning, implementation, observation, and reflection stages. Data collection techniques were carried out through PBL proficiency tests in the form of essay questions as well as observation sheets of teacher and student activities. The research results showed an increase in the average PBL proficiency score of students, namely from 26.91 on the initial test to 55.66 in cycle I, and increased to 67.79 in cycle II. These findings indicate that the implementation of the PBL model is effective in improving the quality of the learning process as well as students’ mathematical problem-solving skills. The novelty of this study lies in the correlation between each PBL syntax and the indicators of mathematical problem-solving skills in the material on linear equations and inequalities with one variable in class VIII.2 at SMP Negeri 5 Tambang.

ANALISIS KESALAHAN SISWA SMA DALAM MENYELESAIKAN SOAL HOTS BERDASARKAN NEWMAN’S ERROR ANALYSIS (NEA)

Rizky Ananda — 2026-06-05

This study aims to analyze students' errors in solving Higher Order Thinking Skills (HOTS)-based composite function problems using Newman’s Error Analysis (NEA). This research employed a descriptive qualitative approach with 26 eleventh-grade students at SMA Negeri 1 Percut Sei Tuan as the research subjects. The instruments used consisted of four validated essay questions and interview guidelines to support data analysis. The data analysis technique was carried out through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that students made errors across all stages of NEA, namely reading, comprehension, transformation, process skills, and encoding. The percentage of errors shows that process skill errors are the most dominant (34.61%), followed by encoding errors (29.81%), while transformation errors have the lowest percentage (8.65%). Comprehension and reading errors are categorized as low (11.54%) to moderate (13.46%), yet they still influence subsequent stages. These findings indicate that students' errors are systemic and related to weaknesses in procedural aspects as well as mathematical communication. Therefore, instructional efforts are needed that specifically emphasize reinforcement and scaffolding at the process skill and encoding stages through structured procedural exercises and continuous practice in presenting final answers accurately in accordance with the problem context.

PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERMUATAN BUDAYA LOKAL CANDI BADUT MALANG PADA MATERI BANGUN DATAR

Victoriana Ohoiledwarin — 2026-06-05

Learning plane geometry in junior high school still faces several challenges, particularly students’ limited spatial visualization skills and the lack of interactive and contextual learning media. This study aimed to develop an interactive PowerPoint-based learning media integrating the local culture of Badut Temple Malang and to determine its validity, effectiveness, and practicality. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The research subjects were seventh-grade students of SMP PGRI 08 Malang, while media and material experts were involved in the validation process. Data were collected through validation sheets, learning achievement tests, and student response questionnaires. The results revealed that the developed media obtained a validity score of 76% from the media expert, categorized as feasible, and 99% from the material expert, categorized as highly feasible. The effectiveness test yielded a score of 88%, categorized as effective, while the practicality assessment based on student responses reached 93%, categorized as highly practical. The novelty of this study lies in integrating the geometric elements of Badut Temple Malang into an interactive PowerPoint-based learning media as a contextual approach to teaching plane geometry. Therefore, the developed media meets the criteria of validity, effectiveness, and practicality, making it suitable for mathematics learning and capable of providing a more contextual and meaningful learning experience.

INTEGRASI ARITMATIKA SOSIAL BERBASIS DUNIA KERJA DALAM PEMBELAJARAN MATEMATIKA

Dewanggita Aldora — 2026-06-13

This study aims to describe the integration of social arithmetic concepts based on the world of work in mathematics learning, analyze the implementation of learning, measure students' conceptual understanding, and examine students' responses and learning motivation. The study used a qualitative approach with a descriptive research type and case study design. The research subjects consisted of 24 seventh-grade female students of MTs An-Nur Al-Huda. Data collection was carried out through observation, conceptual understanding tests, student response questionnaires, interviews, and documentation. Data analysis used qualitative descriptive analysis techniques through the stages of data reduction, data presentation, and conclusion drawing. The results of the study showed that the implementation of learning reached an average of 85.25% with a very good category. The results of the conceptual understanding test showed that 41.7% of students were in the high category, 45.8% were in the medium category, and 12.5% were in the low category. In addition, students' responses to learning obtained an average of 88.2% with a very good category. The interview results showed that students found it easier to understand the concepts of profit, loss, discounts, and percentages because the learning was linked to economic activities and the world of work that were close to their lives. Learning also increases student activity, motivation, and engagement throughout the learning process. Thus, the integration of workplace-based social arithmetic concepts can be effectively implemented and become a contextual, meaningful learning alternative that enhances students' conceptual understanding and motivation.

PENGARUH PENGGUNAAN MEDIA VIDEO ANIMASI TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS 5 SD N 03 BERINGIN

Vovi Tridian Ulfah — 2026-06-05

Mathematics is one of the subjects taught in elementary schools that continues to face various challenges in its implementation. These challenges range from the widespread perception that mathematics is a difficult subject to the selection of appropriate teaching methods and instructional media for 21st-century learning. The background of this study stems from students' low understanding of mathematical concepts, which is caused by conventional teaching methods that are often less engaging and less effective in facilitating conceptual understanding. This study aims to determine the effect of using animated video media on the mathematics learning outcomes of fifth-grade students at SD N 03 Beringin. The research is motivated by students’ low learning interest and difficulties in understanding abstract mathematical concepts when taught solely through conventional methods. The novelty of this study lies in the integration of Animaker-based animated video media, a contextual learning approach that connects word problems to students’ daily lives, and a focus on fraction operations, which are considered one of the most complex mathematics topics in elementary education. This research employed an experimental method using a pretest-posttest control group design. The participants were fifth-grade students divided into an experimental class and a control class, with 23 students in each group. The research instrument consisted of a learning achievement test administered before and after the treatment. The results revealed a significant difference between the learning outcomes of students in the experimental class, which utilized animated video media, and those in the control class, which received conventional instruction. The average posttest score of the experimental class was higher than that of the control class, and statistical analysis indicated a positive effect of animated video media on improving mathematics learning outcomes. Therefore, it can be concluded that animated video media is effective in mathematics instruction, as it enhances students’ understanding of mathematical concepts and improves their learning outcomes..

PENGEMBANGAN INSTRUMEN TES KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI RELASI DAN FUNGSI

Ramuna Maysa — 2026-06-05

The purpose of this study was to develop a mathematical communication skills test instrument on the topic of relations and functions that meets the criteria of validity, reliability, appropriate difficulty level, and good discriminating power. The development process employed the Tessmer model, which consists of the preliminary stage and formative evaluation stage. The preliminary stage involved needs analysis and instrument design, while the formative evaluation stage included self-evaluation, expert review, one-to-one evaluation, and field testing. The instrument, which had been validated by experts and analyzed based on students’ responses, was subsequently administered in field trials involving 30 students for Package I and 30 students for Package II. The final product consisted of 14 test items, all of which were validated by experts and proven capable of measuring students’ mathematical communication skills, particularly in the content area of relations and functions. The results indicated that all 14 items were valid, with reliability coefficients of 0.91 for Package I and 0.83 for Package II. The final instrument comprised 3 difficult items and 11 moderately difficult items, while the discrimination indices ranged from good to very good categories. Based on these findings, the developed instrument is considered feasible and appropriate for use as a tool to assess students’ mathematical communication skills.

PENERAPAN DISCOVERY LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIS PESERTA DIDIK KELAS VIII.2 SMPN 13 PEKANBARU

Ira Yustika — 2026-06-05

This study aims to improve the mathematical understanding skills of class VIII.2 students of SMPN 13 Pekanbaru through the application of the model.Discovery Learning matter theorem Pythagoras The research subjects were 42 students, 17 male and 25 female. The type of research was Classroom Action Research (CAR) consisting of two cycles, each cycle consisting of four stages: planning, implementation, observation, and reflection. The instruments used were learning devices and data collection instruments. The results of the study showed that the application of the learning model Discovery Learning can improve students' mathematical comprehension skills. This is demonstrated by the increase in Mathematical Understanding Ability (MUA) scores in each cycle. In the initial test, the KPM score increased from 51.19 to 73.6 in cycle I, and to 83.55 in cycle II. Based on this, the application of the model Discovery Learningcan improve the mathematical understanding ability of class VIII.2 students of SMPN 13 Pekanbaru in the odd semester of the 2025/2026 academic year.

PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIS PESERTA DIDIK KELAS X.7 SMA NEGERI 4 PEKANBARU

Angelina Agatha Hutabalian — 2026-06-05

Difficulties in connecting mathematical concepts with other concepts and real-life situations indicate that students’ mathematical connection ability is still relatively low. One effort to overcome this problem is the implementation of the Problem Based Learning (PBL) model, which emphasizes learning through contextual problems. This study aimed to improve the learning process and enhance the mathematical connection ability of Grade X.7 students at SMA Negeri 4 Pekanbaru on the topic of Systems of Linear Inequalities in Two Variables during the first semester of the 2025/2026 academic year. This study employed Classroom Action Research conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The participants were 43 students. The research instruments included lesson plans, observation sheets of teacher and student activities, and a mathematical connection ability test. Data were analyzed using descriptive qualitative and quantitative techniques based on three indicators: connections among mathematical concepts, connections between mathematics and other disciplines, and connections between mathematics and everyday life. The results showed that the implementation of the PBL model improved both the learning process and students’ mathematical connection ability. This was indicated by an increase in the number of students in the very high category from 8 students in Cycle I to 15 students in Cycle II, accompanied by a decrease in the number of students in the low category. The novelty of this study lies in examining the improvement of mathematical connection ability through the gradual implementation of PBL in each action cycle.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DALAM UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA

Irma Gusneli — 2026-06-05

This research is motivated by the low mathematics learning outcomes of class VIII-1 students of SMPN 5 Tambang who have not achieved mastery. Based on the initial test, only 11 out of 26 students (40.30%) achieved mastery. This study aims to improve the learning process and increase mathematics learning outcomes through the application of the Team Assisted Individualization (TAI) cooperative learning model. The type of research used is collaborative Classroom Action Research (CAR) which was implemented in two cycles. The subjects of the study were 26 class VIII-1 students. Data were collected through observation and learning outcome tests, then analyzed descriptively qualitatively and quantitatively. The results of the study showed an increase in student learning outcomes, namely from 42.30% in the initial test to 51.53% in cycle I and increased to 88.46% in cycle II. In addition, teacher and student activities also improved at each meeting. Thus, the application of the TAI type cooperative learning model can improve students' mathematics learning outcomes.

PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA PESERTA DIDIK KELAS IX-2

Emily Muslimah — 2026-06-26

This investigation was spurred by the poor academic results in mathematics of student due to difficulties in understanding mathematical concepts and the absence of involvement from students in the educational process. To address this issue, the Problem-Based Learning (PBL) model was implemented to improve the learning outcomes of class IX₂ students at Junior High School of YLPI P. Marpoyan Pekanbaru. Engaging 16 students (6 females and 10 males) from the odd semester of the 2025/2026 academic year, this research applied Classroom Action Research (CAR). The study was executed across two distinct cycles, each following a structured sequence of planning, action, observation, and reflection. The learning tools included Learning Objective Flow (ATP), teaching modules, and Student Worksheets (LKPD). The instruments used for data collection included observation sheets for classroom activities and mathematics learning tests. The results demonstrated that the PBL model integration positively affected students' learning outcomes. This was evident from the significant growth in learning mastery, which progressed from 37.5% at baseline to 68.75% and 93.75% in the first and second summative assessments, respectively. Ultimately, the PBL model proves effective in advancing both learning quality and students' mathematical achievement.

MODUL BERBASIS PBL UNTUK MEMFASILITASI KEMAMPUAN PEMECAHAN MASALAH MATEMATIS KONTEN BARISAN DAN DERET GEOMETRI

Ilyas Mulama Hartanta — 2026-06-05

The background of this study stems from the inadequacy of students' mathematical problem-solving competencies alongside the scarcity of instructional materials aligned with the Merdeka Curriculum. Teacher-dominated instruction deprives learners of opportunities for autonomous exploration. Accordingly, this study intends to construct a PBL-anchored instructional package covering geometric sequences and series for phase F that is both valid and practical. An R&D approach employing the 4-D framework was adopted, encompassing define, design, develop, and disseminate stages. Product trials took place at SMKN Pertanian Terpadu Pekanbaru. Three assessors rated validity as "highly valid," yielding 97.44% for the instructional package, 96.18% for student worksheets, and 96% for assessments. The limited-scale trial produced student response rates of 92.38% and teacher response rates of 90.42%, both classified as highly practical. The broad-scale trial produced student response rates of 88.98% and teacher response rates of 91.45%, both classified as highly practical. Drawing on these findings, the PBL-anchored instructional package supporting phase F learners' mathematical problem-solving competencies on geometric sequences and series content has been verified as valid and practical.

PERBANDINGAN MODEL DISCOVERY LEARNING DENGAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SMA

Mutmainah — 2026-06-30

The Discovery Learning and Problem-Based Learning models each offer unique characteristics at every stage of learning, demonstrating their respective strengths through the process of solving mathematical problems involving exponential concepts. Research comparing these two models remains limited in scope, with a focus on providing an empirical contribution to students’ mathematical problem-solving abilities. This study aims to examine differences in the improvement of mathematical problem-solving skills between students learning through the Discovery Learning model and those learning through the Problem-Based Learning model. The study employs a quasi-experimental approach with a Nonequivalent Comparison Group design. The study population consists of all 75 tenth-grade high school students. Cluster random sampling was used to select two classes as the sample: Class XA and Class XB, each consisting of 25 students. The research instrument was a mathematics problem-solving ability test designed based on the indicators of understanding the problem, planning the solution, implementing strategies, and evaluating the results. Data analysis was conducted using descriptive and inferential statistics, specifically an ANOVA test. Prior to the inferential test, prerequisite tests—namely, normality and homogeneity tests—were performed to ensure the data’s suitability. The results of the study indicate that there was no significant difference in the improvement of mathematical problem-solving skills between the Discovery Learning class and the Problem-Based Learning class. These findings suggest that both models are equally effective in improving students’ mathematical problem-solving skills in the area of exponents.

PENGEMBANGAN MEDIA PEMBELAJARAN DIGITAL INTERAKTIF BERBASIS CANVA UNTUK MATERI POLA BILANGAN DI KELAS IV

Patra Aghtiar Rakhman — 2026-06-05

This study aims to develop and evaluate the feasibility of an interactive digital learning medium based on Canva for number patterns for fourth-grade elementary school students. This study was conducted using the Research and Development method with the ADDIE development model, which includes the analysis, design, development, implementation, and evaluation stages. The analysis stage was conducted to identify the needs of teachers and students through observation and interviews, which revealed a lack of engaging and relevant teaching materials. In the design and development stages, the media was created by integrating text, illustrations, audio, and interactive features via the Canva platform to facilitate understanding of number pattern concepts. The product was then validated by subject matter experts and media experts, resulting in an average score of 80.25%, indicating a “highly suitable” category for use. Implementation was carried out through a limited pilot test with students, yielding a positive response rate of 85%, indicating that this interactive media is capable of enhancing student learning. This final evaluation demonstrates that the Canva-based interactive media is easily accessible, visually appealing, and facilitates understanding of number pattern material; its user-friendly navigation makes it suitable for use in learning settings anywhere. This differs from previous research, which focused solely on using it as a presentation or visualization tool. Based on these overall findings, the Canva-based digital learning media is deemed suitable and effective for implementation as an alternative for learning in mathematics education.