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Development of A Web-Based Dominance, Influence, Steadiness, Compliance, (DISC) Test Platform With A Career Recommendation System For Optimizing Career Decision Making in Generation Z
Full text linkGeneration Z is a cohort that has grown up in the digital era, characterized by their adaptability to technology and preference for flexible careers aligned with their personality. However, many individuals from this generation often experience confusion in determining their career paths due to a lack of self-awareness and job compatibility. This study aims to develop a web-based DISC personality test platform equipped with a career recommendation system to assist Generation Z in making accurate career decisions. The research method used is Research and Development (R&D) with a software development approach using the waterfall model. The system enables users to take the DISC test, receive personality result, and obtain career recommendation based on the trait and factor psychological approach. Testing result indicate that the system function well, is user-friendly, and provides accurate and relevant outcomes tailored to user needs. This platform is expected to serve as an effective tool in supporting career decision-making for generation Z
Development of android-based educational game media math adventure using powerpoint add-ins ispring and apk builder
Full text linkThe problem in mathematics learning, particularly on the topic of function composition, often causes students to struggle. Monotonous teaching methods and the limited use of instructional media lead students to feel bored and lose interest in learning. This study aims to develop an instructional media in the form of an Android-based educational game called GEMA (Game Edukasi Math Adventure), which utilizes PowerPoint add-ins iSpring and APK Builder. Through this research, it is expected that the GEMA learning media can enhance students\u27 understanding of the concept of function composition in an interactive and engaging way. The method used in this research is development research with the ADDIE model, and data analysis techniques include validity, practicality, and student responses. The results of the study show that the Android-based GEMA instructional media obtained validation with an average total percentage of 90%, which falls into the excellent category. In terms of practicality, this media received an average total percentage of 80.5%, which is categorized as practical. The students\u27 response to this instructional media reached an average total percentage of 81.5%. These findings indicate that the Android-based GEMA instructional media is not only valid and practical but also received a positive response from students. Therefore, the GEMA instructional media is suitable for use in mathematics learning on the topic of function composition.
Permasalahan dalam pembelajaran matematika, khususnya pada materi fungsi komposisi, sering kali membuat peserta didik mengalami kesulitan. Metode pengajaran yang monoton dan penggunaan media pembelajaran yang terbatas menyebabkan peserta didik merasa bosan dan kehilangan minat belajar. Penelitian ini bertujuan untuk mengembangkan media pembelajaran berupa game edukasi berbasis android, bernama GEMA (Game Edukasi Math Adventure), yang menggunakan PowerPoint add-ins iSpring dan APK Builder. Melalui penelitian ini, diharapkan media pembelajaran GEMA dapat meningkatkan pemahaman peserta didik terhadap konsep fungsi komposisi dengan cara yang interaktif dan menarik. Metode yang digunakan dalam penelitian ini adalah penelitian pengembangan dengan model pengembangan ADDIE dan teknik analisis data meliputi kevalidan, kepraktisan, dan respon peserta didik. Hasil penelitian menunjukkan bahwa media pembelajaran GEMA berbasis android memperoleh validasi dengan rata-rata total persentase 90%, yang termasuk dalam kategori sangat baik. Dari segi praktikalitas, media ini memperoleh rata-rata total persentase 80,5%, yang termasuk dalam kategori praktis. Respon peserta didik terhadap media pembelajaran ini mencapai rata-rata total persentase 81,5%. Temuan ini mengindikasikan bahwa media pembelajaran GEMA berbasis android tidak hanya valid dan praktis, tetapi juga mendapat respon positif dari peserta didik. Dengan demikian, media pembelajaran GEMA layak digunakan dalam pembelajaran matematika pada materi fungsi komposisi
IMPLEMENTATION OF CANVA-BASED MIND MAPPING TO IMPROVE STUDENTS\u27 CREATIVITY ON INDEPENDENCE MATERIAL IN THE 1945-1950 PERIOD: Classroom Action Research in Class IX MTs. Ma\u27arif Peundeuy Garut
No full textThe low level of student creativity in history learning, particularly regarding the topic of Indonesian independence during the 1945–1950 period, served as the background for this research. This is indicated by the lack of originality, flexibility, and elaboration skills in thinking and expressing ideas. The aim of this study is to describe the implementation of Canva-based Mind Mapping as a learning model, analyze the improvement in students\u27 creativity, and identify obstacles and solutions in applying this method. This research employed a Classroom Action Research (CAR) approach with two cycles conducted in Class IX of MTs. Ma’arif Peundeuy Garut. The instruments used included observation, interviews, documentation, and tests. The results showed that the application of Canva-based Mind Mapping significantly improved students\u27 creativity, as evidenced by their enhanced ability to express ideas, create engaging visualizations, and convey information systematically. These findings indicate that the use of digital media such as Canva can be an innovative and effective alternative for fostering student creativity
Comparing Realistic Mathematics Education and Cyclical Learning: Effects on Mathematical Communication and Reasoning Skills
No full textPenelitian kuasi-eksperimen ini bertujuan menguji perbedaan efektivitas model Realistic Mathematics Education (RME) dan Pembelajaran Bersiklus dalam meningkatkan kemampuan komunikasi dan penalaran matematis siswa. Melibatkan dua kelas eksperimen di SMP N 2 Kisaran (kelas VIII-4 dan VIII-5) yang dipilih melalui cluster random sampling, penelitian mengumpulkan data melalui instrumen tes yang kemudian dianalisis menggunakan ANOVA. Hasil penelitian menunjukkan bahwa kelompok RME mencapai performa yang secara signifikan lebih tinggi dalam kedua kemampuan dibandingkan kelompok Pembelajaran Bersiklus, dengan selisih 9,5% pada komunikasi matematis (F=4.627, p=0.03) dan 9,0% pada penalaran matematis (F=15.31, p=0.00). Temuan kunci mengungkap bahwa sementara kemampuan awal matematis tidak berinteraksi dengan model pembelajaran dalam memengaruhi komunikasi, interaksi signifikan terdeteksi pada kemampuan penalaran matematis (F=16.54, p=0.00). Kesimpulannya, model RME terbukti lebih unggul dalam mengembangkan kedua kemampuan matematis tersebut, menegaskan pentingnya pemilihan model pembelajaran yang sesuai untuk mencapai hasil belajar yang optimal.
This quasi-experimental study aims to examine the difference in effectiveness between the Realistic Mathematics Education (RME) model and Cyclical Learning in improving students\u27 mathematical communication and reasoning skills. Involving two experimental classes at SMP N 2 Kisaran (classes VIII-4 and VIII-5) selected through cluster random sampling, the study collected data through test instruments, which were then analyzed using ANOVA. The results showed that the RME group achieved significantly higher performance in both abilities compared to the Cyclical Learning group, with a difference of 9.5% in mathematical communication (F=4.627, p=0.03) and 9.0% in mathematical reasoning (F=15.31, p=0.00). Key findings revealed that while initial mathematical ability did not interact with the learning model in influencing communication, a significant interaction was detected in mathematical reasoning ability (F=16.54, p=0.00). In conclusion, the RME model proved to be superior in developing both mathematical abilities, emphasizing the importance of selecting an appropriate learning model to achieve optimal learning outcomes
Enhancing Matrix Multiplication Learning in Grade XI: A Design Thinking Approach with Talking Stick and Row-by-Column Techniques
No full textPenelitian ini mengungkap penerapan konsep tongkat bicara dan teknik kolom-kali-baris untuk pembelajaran perkalian matriks siswa kelas XI dengan pendekatan desain berpikir. Penelitian kuantitatif deskriptif ini melibatkan guru mata pelajaran dan 32 peserta didik XI F 1 sebagai subjek penelitian. Penelitian ini diawali dengan observasi awal, diikuti dengan pelatihan teknik, metode, dan pendekatan gabungan, dan kemudian penerapan teknik gabungan oleh guru. Metode pengumpulan data dan instrumen yang diterapkan adalah lembar observasi untuk mengamati situasi sebelum dan sesudah guru saat menggunakan teknik, proses, dan pendekatan gabungan yang telah ditentukan. Para peneliti menganalisis data yang terkumpul menggunakan analisis deskriptif kuantitatif untuk mengidentifikasi perubahan yang paling efektif. Hasilnya menemukan bahwa teknik, metode, dan pendekatan gabungan memiliki pembelajaran perkalian matriks yang lebih baik. Kombinasi yang diterapkan menciptakan suasana belajar yang terstruktur dan interaktif untuk mendorong tanggung jawab dan kolaborasi. Para siswa dapat menjelaskan konsep matriks, memberikan solusi, dan berkolaborasi dengan teman sebayanya. Temuan-temuan ini menunjukkan bahwa memadukan konsep tongkat bicara dengan teknik kolom dikalikan baris melalui pendekatan desain berpikir dapat berfungsi sebagai model pedagogis yang efektif untuk meningkatkan keterlibatan siswa, pemahaman konseptual, dan pemecahan masalah kolaboratif dalam pembelajaran perkalian matriks.
This research revealed the implementation of the talking-stick concept and column-multiplied-by-row technique for matrix multiplication learning of XI graders with a thinking design approach. This descriptive quantitative research involved the course teacher and 32 learners of XI F 1 as the research subjects. This research began with preliminary observation, followed by training in the combined technique, method, and approach, and then implementation of the combined technique by the teacher. The method of collecting data and the applied instruments were an observation sheet to observe the pre- and post-situations of the teacher while using the predetermined combined technique, process, and approach. The researchers analyzed the collected data using a quantitative descriptive analysis to identify the most effective changes. The results found that the combined technique, method, and approach had better matrix multiplication learning. The applied combination created structured and interactive learning atmospheres to encourage responsibility and collaboration. The students could explain the matrix concept, provide a solution, and collaborate with their peers. These findings suggest that integrating the talking-stick concept with the column-multiplied-by-row technique through a thinking design approach can serve as an effective pedagogical model to enhance student engagement, conceptual understanding, and collaborative problem-solving in matrix multiplication learning
Effective Learning Models for Enhancing Mathematical Creative Thinking: A Systematic Literature Review
Full text linkAbstrak
Berpikir kreatif matematis (Mathematical Creative Thinking/MCT) merupakan kompetensi penting abad ke-21 yang mencakup kelancaran, keluwesan, elaborasi, dan orisinalitas. Namun, berbagai penelitian menunjukkan bahwa siswa masih mengalami kesulitan dalam mengembangkan kemampuan ini. Penelitian ini bertujuan mengidentifikasi tren model pembelajaran yang digunakan untuk meningkatkan MCT melalui metode Systematic Literature Review (SLR). Data diperoleh dari 6 artikel Scopus dan Publish or Perish (PoP) yang diterbitkan pada 2019–2024, dipilih melalui kriteria inklusi dan eksklusi. Hasil kajian menunjukkan bahwa Project-Based Learning (PjBL) merupakan model yang paling banyak digunakan (2 artikel), sedangkan Problem-Based Learning (PBL), Creative Problem Solving (CPS), Resource-Based Learning (RBL), dan representasi dalam pemecahan masalah matematis masing-masing digunakan dalam 1 artikel. Setiap model berkontribusi pada indikator MCT yang berbeda, sehingga tidak ada satu model yang sepenuhnya unggul. Implikasinya, guru perlu mengombinasikan beberapa pendekatan agar pengembangan MCT siswa lebih optimal.
Abstract
Mathematical Creative Thinking (MCT) is an essential 21st-century competence that encompasses fluency, flexibility, elaboration, and originality. However, various studies have shown that students still face difficulties in develo ping these abilities. This study aims to identify trends in learning models used to enhance MCT through the Systematic Literature Review (SLR) method. Data were obtained from 6 articles Scopus dan Publish or Perish (PoP) published between 2019 and 2024, selected based on inclusion and exclusion criteria. The findings indicate that Project-Based Learning (PjBL) is the most frequently applied model (2 articles), while Problem-Based Learning (PBL), Creative Problem Solving (CPS), Resource-Based Learning (RBL), and representations in solving mathematical problems were each used in 1 article. Each model contributes to different indicators of MCT, meaning that no single model is entirely superior. The implication is that teachers should integrate multiple approaches to more effectively optimize the development of students’ MCT
Improving Students\u27 Computational Thinking Skills Based on Minangkabau Literature
Full text linkKemampuan berpikir komputasi diperlukan untuk beradaptasi dengan kecanggihan teknologi era society 5.0. Penelitian ini bertujuan merancang pembelajaran literasi numerasi berbasis sastra Minangkabau untuk meningkatkan keterampilan berpikir komputasional siswa. Penelitian Research and Development ini berdasarkan model Plomp. Instrumen penelitian meliputi instrumen validasi dan lembar angket praktikalitas. Analisis validitas dan analisis praktikalitas menjadi bagian dari teknik analisis data. Penelitian melibatkan validator ahli materi, ahli bahasa, ahli media, dan ahli desain. Uji praktikalitas melibatkan guru dan siswa di salah satu gugus di Kabupaten Lima Puluh Kota. Penelitian ini menunjukkan hasil validasi dari desain pembelajaran yaitu 90% dengan kategori sangat valid oleh ahli bahasa, 85% valid oleh ahli materi, 90% sangat valid oleh ahli media, dan 80% valid oleh ahli desain. Rata-rata praktikalitas berdasarkan respon guru dan siswa adalah 91,73% dengan kategori sangat praktis. Penelitian ini berhasil menghasilkan desain pembelajaran literasi numerasi berbasis sastra Minangkabau yang mampu meningkatkan kemampuan berpikir komputasi siswa sekolah dasar.
Computational thinking skills are needed to adapt to the technological sophistication of the Society 5.0 era. This study aims to design numeracy literacy learning based on Minangkabau literature to improve students\u27 computational thinking skills.. This research is Research and Development study based on the Plomp model. The research instruments consist of a validation sheet and a practicality questionnaire. The data analysis methods employed in this study were validity analysis and practicality analysis. The research involved content expert validators, linguists, media experts, and design experts. The practicality test involved teachers and students in one cluster in Lima Puluh Kota Regency. The findings of the study indicate that the validation of the learning design created is 90% with a very valid category by linguists, 85% valid by content experts, 90% very valid by media experts, and 80% valid by design experts. The average practicality based on teacher and student responses is 91.73% with very paractical category. This research successfully produced a Minangkabau literature-based numeracy literacy learning design to improve elementary school students\u27 computational thinking skills
Ethnomathematical Insights from the Geometric Architecture of the Sultan Mahmud Badaruddin II Museum
Full text linkPembelajaran geometri di sekolah sering kali bersifat abstrak dan kurang memanfaatkan sumber belajar kontekstual yang dekat dengan kehidupan sehari-hari siswa. Padahal, warisan budaya memiliki potensi besar sebagai media pembelajaran matematika yang menghubungkan konsep geometri dengan nilai-nilai lokal. Penelitian ini mengkaji konsep geometri dalam arsitektur Museum Sultan Mahmud Badaruddin II Palembang serta potensinya sebagai sumber belajar etnomatematika. Menggunakan pendekatan kualitatif dengan metode etnografi yang dimodifikasi, penelitian dilakukan melalui lima tahap utama: eksplorasi awal dan identifikasi informan, pengumpulan data lapangan, dokumentasi visual dan kontekstual, analisis data, serta interpretasi etnomatematis. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi visual, dianalisis dengan pendekatan domain dan taksonomi, serta diverifikasi melalui traingulasi sumber. Hasil menunjukkan elemen arsitektur museum, memuat konsep bangun datar, bangun ruang, kesebangunan, simetri, dan transformasi geometri yang terintegrasi dengan nilai budaya lokal. Temuan ini merekomendasikan integrasi museum dalam PjBL dan kurikulum berbasis kearifan lokal untuk meningkatkan keterlibatan siswa, identitas budaya, dan kompetensi guru.
Geometry learning in schools often remains abstract and makes limited use of contextual resources that are closely connected to students’ daily lives. Cultural heritage holds significant potential as a medium for mathematics instruction, linking geometric concepts to local values. This study examines the geometric concepts embedded in the architecture of the Sultan Mahmud Badaruddin II Museum in Palembang and explores its potential as a learning resource within an ethnomathematics framework. Employing a qualitative approach with a modified ethnographic method, the research was conducted in five main stages: initial exploration and informant identification, field data collection, visual and contextual documentation, data analysis, and ethnomathematical interpretation. Data were collected through observations, semi-structured interviews, and visual documentation, analyzed using domain and taxonomic approaches, and verified through source triangulation. The results indicate that the museum’s architectural elements contain concepts of plane figures, solid figures, similarity, symmetry, and geometric transformations, all integrated with local cultural values. The study recommends integrating museums into PjBL and local wisdom-based curricula to enhance student engagement, strengthen cultural identity, and improve teachers’ competencies
A Systematic Analysis of Effective Math Trail Characteristics in Mathematics Learning: A Literature Review
No full textMath trails dan pembelajaran di luar ruangan menawarkan matematika dengan konteks, namun karakteristik efektifnya belum dibahas. Systematic Literature Review mensintesis efektifitas dan dukungan digital. Menggunakan PRISMA, jurnal yang terindeks Scopus (2019–2025) kata “math trails” dan “outdoor learning”, menghasilkan 312 artikel dan 50 artikel yang memenuhi kriteria inklusi. Analisis deskriptif dan tematik menjawab tiga pertanyaan. Efektivitas sejalan dengan desain tugas yang kontekstual, terstruktur, dan kolaboratif; dukungan digital yang proporsional, yang mendukung eksplorasi kontekstual tanpa mendominasi pengalaman belajar (umpan balik/validasi berbasis perangkat, geolokasi/GPS, dasbord pemantauan, realitas tertambah); dan koordinasi yang disengaja oleh peneliti di seluruh fase briefing pra-lapangan, petunjuk di pos dan refleksi pasca-aktivitas. Hasil dilaporkan secara konsisten mencakup peningkatan pemahaman konseptual, pemecahan masalah, motivasi dan sikap, literasi spasial, dan keterampilan sosial. Efektivitas meningkat ketika konteks budaya lokal diintegrasikan dengan scaffolding eksplisit dan teknologi yang sesuai. Batasan intervensi yang singkat dan akses teknologi yang tidak merata di sekolah. Temuan ini menawarkan kerangka kerja praktis desain kurikulum dan pengembangan pelatihan.
Math trails and outdoor learning offer context-rich mathematics, yet effective characteristics remain scattered. This review synthesizes effective features, digital supports, and key outcomes. Using PRISMA, we searched Scopus-indexed journals (2019–2025) with “math trails” and “outdoor learning,” yielding 312 records; 50 met inclusion criteria. Descriptive and thematic analyses addressed three questions. Effectiveness aligned with contextualized, scaffolded, collaborative task design; proportional digital supports contextual exploration without dominating the learning experience (device-based feedback/validation, geolocation/GPS, monitoring dashboards, augmented reality); and deliberate teacher/researcher orchestration across phases pre-field briefing, on-site prompts and hints at each post, and post-activity reflection. Reported outcomes consistently included gains in conceptual understanding, problem solving, motivation and attitudes, spatial literacy, and social skills. Effectiveness strengthened when local cultural contexts were integrated with explicit scaffolding and appropriate technologies. Limitations involved short intervention windows and uneven school access to technology. Findings offer a practical framework for curriculum design and teacher professional development
Designing a Game-Based PMRI Learning Trajectory on Money Value Equivalence for Autistic Students
No full textPenelitian ini bertujuan mengembangkan lintasan belajar bagi siswa autistik untuk memahami konsep kesetaraan uang melalui permainan Monopoli yang dimodifikasi, di mana konteks berenang di Opi Waterfun ditempatkan sebagai salah satu petak dalam papan permainan. Menggunakan penelitian desain yang mencakup tiga tahap, desain awal, eksperimen pembelajaran, dan analisis retrospektif. Penelitian ini melibatkan delapan siswa autistik kelas VIII dengan level kemampuan berada pada kategori menengah (moderate), ditandai dengan keterbatasan komunikasi sosial dan kesulitan berpikir abstrak. Data dikumpulkan melalui observasi, rekaman video, dan hasil kerja siswa untuk mengidentifikasi lintasan belajar aktual yang muncul selama kegiatan bermain. Hasil penelitian menunjukkan bahwa penggunaan rupiah dalam konteks berhenti pada petak aktivitas berenang, seperti membeli tiket masuk dan menyewa pelampung, membantu siswa mengenali, membandingkan, dan mengombinasikan nilai uang secara bermakna. Lintasan belajar berkembang dari mengenali pecahan uang, menghitung total biaya, hingga melakukan pembayaran kontekstual secara tepat. Berdasarkan prinsip PMRI, permainan Monopoli yang dimodifikasi secara kontekstual dapat membuat pembelajaran matematika lebih adaptif, menyenangkan, dan inklusif bagi siswa autistik.
This study aims to develop a learning trajectory for autistic students to understand the concept of money value equivalence through a modified Monopoly game, in which a swimming context at Opi Waterfun is embedded as one of the board spaces. The study employed a design research methodology consisting of three phases, preliminary design, teaching experiment, and retrospective analysis. It involved eight eighth-grade autistic students with moderate-level abilities, characterized by limitations in social communication and difficulties in abstract thinking. Data were collected through observations, video recordings, and student work to identify the actual learning trajectory that emerged during the game-based activities. The findings show that the use of Indonesian rupiah within the swimming activity space, such as purchasing entry tickets and renting float rings, helped students recognize, compare, and combine money values meaningfully. Their learning trajectory progressed from identifying denominations and calculating total costs to making accurate contextual payments. Guided by PMRI principles, the contextually modified Monopoly game supports mathematics learning that is more adaptive, engaging, and inclusive for autistic students