USN Scientific Journal Publisher (Universitas Sembilanbelas November Kolaka - USN-SJ)
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Heuristic Strategies as Cognitive Bridges in Solving Arithmetic Sequence Word Problems: A Case Study
No full textThis study explores the micro-process dynamics of students in applying heuristic strategies to arithmetic sequence word problems through a qualitative case study. Using Think Aloud with the subject YD, the results show a paradox between procedural fluency with formulas and cognitive failure when switching to manual strategies. This transition triggers cognitive overload and representational misconceptions, where the subject is distracted by visuals, resulting in inconsistent answers. This study concludes that without a solid conceptual foundation, heuristic instruction risks weakening students' confidence and triggering logical errors, leading to a loss of focus in their work
DEVELOPMENT OF A MOODLE QUIZ AS A MATHEMATICS ASSESSMENT TOOL FOR GRADE VIII STUDENTS OF SMP NEGERI 1 KOLAKA
No full textThis study aims to develop a digital-based mathematics assessment tool using the Moodle application for Grade VIII students at SMP Negeri 1 Kolaka, in response to the growing need for effective and accessible digital testing platforms in mathematics education. The development process followed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), which supports a systematic and iterative approach to instructional design. The research involved 30 students from Class VIII D, selected through purposive sampling. Content validity was evaluated by two subject-matter experts using a structured rubric, resulting in an average score of 93% (very valid). Media validity was assessed by a media expert, yielding an average score of 82% (very valid). The practicality of the instrument was examined through student questionnaires focusing on usability and clarity, achieving an average score of 84%, indicating high practicality. These results suggest that the Moodle-based quiz is a valid and practical tool for mathematics assessment in junior high schools, with potential to enhance digital assessment practices in similar educational settings
DEVELOPMENT OF BAMBOOZLE LEARNING MEDIA BASED ON A TEAM GAME TOURNAMENT TO INCREASE STUDENT LEARNING MOTIVATION
No full textEncouraging student motivation requires a supportive classroomlearning atmosphere. This study addresses this challenge inmathematics education by developing learning media calledBamboozle. Bamboozle is an online-based learning platform. It wasplayed in tournament mode and employs a keypad as quizzes. Thisresearch was integrated Bamboozle into a cooperative learningmodel—Team Game Tournament (TGT)—and applied to GradeVIII MTsN 1 Medan, focusing on the topic of relations andfunctions. This study used the 4-D model. First, identified theneeds (Define), made media draft (Design), improved with experthelp (Develop), and tested in a small trial (Disseminate). Theresults indicate that the media achieved valid scores in terms ofcontent (3,95), construct (3,91), and media itself (3,92). Theincrease in students’ motivation, from 51.83 to 71.9, falls withinthe medium category based on the N-gain analysis and percentageof positive response above 95% for almost all indicators, indicatingits effectiveness. Additionally, the media was found to be practical,with students and teachers reporting ease of use and suitability withclass time. These findings suggest that Bamboozle has the potentialto enhance student motivation in learning mathematics,particularly when appropriate classroom preparation is ensured
EFFECTIVENESS OF BLENDED LEARNING STAGE ROTATION ON DIGITAL LITERACY AND CRITICAL THINKING
No full textRotation model on digital literacy and critical thinking skills among Mathematics Education students of the 2022 cohort at Sembilanbelas November University, Kolaka. With the increasing need for digital literacy and critical thinking skills in modern education, blended learning models such as Stage Rotation offer potential solutions to meet these demands in the technological era. A quasi-experimental method with a One Group Pretest-Posttest design was employed, involving a total sample of 15 students. Digital literacy and critical thinking skills were assessed using a likert scale questionnaire and essay test, respectively. The research instruments were validated to ensure reliability, and statistical analysis was conducted using a paired sample T-test to evaluate the effectiveness of the learning model. The results revealed a significant improvement in digital literacy and critical thinking skills following the intervention. These findings suggest that the blended learning model is an effective pedagogical strategy and has the potential to be implemented in curriculum courses. Further research is recommended to explore the impact of this model in other educational contexts to enhance the generalisability of the findings
The Use of Audio-Visual Methods to Improve Language Development of Children with Speech Delay Aged 5–6 Years: A Classroom Action Research in Early Childhood Education
No full textThis study aims to improve the language development of children with speech delay aged 5–6 years through the implementation of audio-visual learning methods in early childhood education. Language development is a fundamental aspect of early childhood growth and serves as a foundation for cognitive, social-emotional, and academic development. However, some children experience speech delay, which may hinder their ability to communicate effectively. This research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were two children aged 5–6 years identified as experiencing speech delay at PAUD Mentari Bengalon. Data were collected through observation checklists based on developmental indicators and analyzed descriptively using percentage improvements across cycles. The findings indicated a consistent increase in children’s language development from the pre-cycle stage to Cycle I and Cycle II. The use of audio-visual media, such as instructional videos and picture cards, was found to enhance children’s vocabulary acquisition, pronunciation, attention, and motivation to participate in learning activities. The study concludes that audio-visual methods are effective in supporting language development in children with speech delay and recommends their integration into inclusive early childhood learning practices
ANALYSIS OF GRADE XI STUDENTS’ DIFFICULTIES IN SOLVING MATH STORY PROBLEMS BASED ON CRITICAL THINKING SKILLS
No full textThis descriptive study aims to analyze students' difficulties in solvingmathematical word problems based on their critical thinking skills. Thestudy was conducted at SMA Negeri 1 Tanggetada, involving 26 studentsas research subjects using purposive sampling technique. Several studentsrepresenting different categories of critical thinking skills were selectedfor interviews based on their test results. The results showed that, onaverage, students experienced a 68.97% difficulty level across allindicators, indicating a high category of difficulty. Among the indicators,students had the greatest difficulties in drawing conclusions (93.59%) andperforming calculation operations (87.18%). Furthermore, the students’critical thinking skills were found to be very low, with an average score of10.9
THE INFLUENCE OF METACOGNITIVE AWARENESS, MATHEMATICAL DISPOSITION, AND SELF-EFFICACY ON REFLECTIVE THINKING AND MATHEMATICS ACHIEVEMENT
No full textStudent learning achievement is one of the most crucial aspects of mathematicseducation. Various factors have been found to influence this achievement, suchas metacognitive awareness, mathematical disposition, self-efficacy, andreflective thinking. However, previous studies have rarely investigated thesimultaneous effect of these four factors, especially through the mediating roleof reflective thinking. This study aims to: (1) examine the direct effects ofmetacognitive awareness, mathematical disposition, and self-efficacy onreflective thinking; (2) test the direct effects of these variables on mathematicsachievement; and (3) analyze indirect effects on achievement throughreflective thinking. This study uses quantitative-correlational. The studyinvolved 200 students from grades X and XI at SMA 1 Boyolali. Data werecollected using validated questionnaires and mathematics tests, then analyzedusing path analysis. The results showed that metacognitive awareness,disposition, and self-efficacy significantly affected reflective thinking, with acontribution of 66.1%. Additionally, those three factors also had significantdirect effects on mathematics achievement, contributing 67.4%. Furthermore,reflective thinking was found to mediate the indirect effect of metacognitiveawareness, disposition, and self-efficacy on mathematics achievement. Thesefindings contribute to the development of more comprehensive models ofmathematics learning by highlighting the central role of reflective thinking asa mediator
Improving Students’ Learning Activeness and Achievement through the Two Stay Two Stray Learning Model Integrated with Group Guidance
No full textLearning activeness and academic achievement are essential indicators of successful instructional processes. However, many junior high school students still demonstrate low participation and limited engagement during classroom learning activities, which negatively affects their learning outcomes. This study aims to improve students’ learning activeness and academic achievement through the implementation of the Two Stay Two Stray (TSTS) learning model integrated with group guidance. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were students of class VIII at SMP Negeri 29 Rumbia in the academic year 2024/2025. Data were collected through classroom observations, learning achievement tests, and documentation. Quantitative data were analyzed using percentage analysis, while qualitative data were analyzed descriptively to support the quantitative findings. The results revealed a significant improvement in students’ learning activeness and academic achievement. Students’ activeness increased from 59.67 in Cycle I to 84.94 in Cycle II. In addition, students’ learning achievement improved from an average score of 67.18 in Cycle I to 81.32 in Cycle II. The percentage of students achieving mastery learning also increased from 54.84% to 70.97%. These findings indicate that the integration of the Two Stay Two Stray learning model with group guidance effectively enhances students’ engagement and learning outcomes. Therefore, it can be concluded that the application of cooperative learning models supported by group guidance is an effective strategy to improve students’ learning activeness and academic achievement. This approach is recommended for teachers seeking to create a more interactive, student-centered, and meaningful learning environment
AN ANALYSIS OF EIGHTH-GRADE STUDENTS’ ERRORS IN SOLVING PYTHAGOREAN THEOREM PROBLEMS BASED ON NEWMAN’S ERROR ANALYSIS
No full textThis study aims to describe students’ errors in solving Pythagorean theorem problems based on Newman’s Error Analysis (NEA). This study employed a qualitative descriptive approach. The subjects consisted of two eighth-grade students of SMP Negeri 1 Banawa Tengah selected through written tests and interviews. The results show that both students made errors at several stages of NEA, with one student committing more errors than the other. The dominant errors occurred at the comprehension, transformation, and process skill stages. These errors were caused by limited conceptual understanding of the Pythagorean theorem, carelessness in calculations, and haste in answering the questions. The findings of this study provide insights for improving mathematics instruction, particularly in strengthening students’ conceptual understanding and problem-solving skills
IMPROVING STATISTICS LEARNING OUTCOMES THROUGH DEEP LEARNING AND TARL APPROACHES IN GRADE X
No full textThis study aims to improve students’ learning outcomes in statisticsusing a digital-based approach. The approach integrates DeepLearning principles and the Teaching at the Right Level (TaRL)framework. The research was conducted as a Classroom ActionResearch (CAR) in two cycles involving Grade X students at SMAN 3Malang. Data were collected using pre-tests and post-tests to measurechanges in students' performance. The results showed an increase instudents’ average learning outcomes: from 35.15% in the initialcondition to 54% in Cycle I, and further to 88.4% in Cycle II. Thesefindings suggest that a digital-based Deep Learning and TaRLapproach effectively enhances students’ understanding andengagement in learning statistics