JPMI (Jurnal Pendidikan Matematika Indonesia)
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Transformational Leadership Strategies of the School Principal in Implementing the Independent Curriculum at SMP Negeri 7 Dedai, Sintang Regency
Full text linkThis study aims to explore the transformational leadership strategies of the school principal in implementing the Independent Curriculum at SMP Negeri 7 Dedai, Sintang Regency. The research employed a qualitative descriptive approach with participants including 1 principal, 4 vice-principals, and 1 administrative staff, selected through purposive sampling. Data were collected through in-depth interviews, participant observation, and documentation, and analyzed using Miles and Huberman’s model through data reduction, presentation, and verification, with triangulation of sources and techniques. The results indicate that the principal applied transformational leadership strategies by emphasizing the development of a vision and mission aligned with the Independent Curriculum, motivating teachers through support, training, and constructive supervision, and empowering all stakeholders, including administrative staff and parents. The strategies also included a personal approach to teachers to develop their competencies, creativity, and innovation, while fostering a collaborative, adaptive, and innovative school culture. The implementation of these strategies positively impacted the school environment and work culture, evident in increased teacher participation, project-based learning methods, professional competency development, and the integration of the Pancasila Student Profile values in curricular, co-curricular, and extracurricular activities. The success of implementing the Independent Curriculum is reflected in both quantitative indicators, such as improved student average scores and competition participation, and qualitative indicators, including student independence, self-confidence, and critical thinking skills. The study concludes that the principal, as a pedagogical leader, inspires, facilitates innovation, and creates a learning environment that supports the goals of the Independent Curriculum. These findings are expected to provide theoretical contributions to educational leadership studies and practical recommendations for principals to enhance teaching quality and teacher empowerment in secondary schools.Strategi Kepemimpinan Transformasional Kepala Sekolah Mewujudkan Kurikulum Merdeka di SMP Negeri 7 Dedai Kabupaten SintangABSTRAKPenelitian ini bertujuan untuk mengeksplorasi strategi kepemimpinan transformasional kepala sekolah dalam mewujudkan Kurikulum Merdeka di SMP Negeri 7 Dedai, Kabupaten Sintang. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian meliputi 1 kepala sekolah, 4 guru wakil kepala sekolah, dan 1 staf administrasi, yang dipilih melalui purposive sampling. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman melalui reduksi, penyajian, dan verifikasi data dengan triangulasi sumber serta teknik. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan strategi kepemimpinan transformasional dengan menekankan pembentukan visi dan misi yang selaras dengan Kurikulum Merdeka, motivasi guru melalui dukungan, pelatihan, dan supervisi konstruktif, serta pemberdayaan seluruh pemangku kepentingan, termasuk staf administrasi dan orang tua. Strategi ini juga mencakup pendekatan personal terhadap guru untuk mengembangkan kompetensi, inovasi, dan kreativitas, sekaligus menciptakan budaya sekolah yang kolaboratif, adaptif, dan inovatif. Implementasi strategi tersebut berdampak positif pada lingkungan sekolah dan budaya kerja, terlihat dari peningkatan partisipasi aktif guru, pengembangan metode pembelajaran berbasis proyek, peningkatan kompetensi profesional, serta penerapan nilai Profil Pelajar Pancasila dalam kegiatan intrakurikuler, kokurikuler, dan ekstrakurikuler. Keberhasilan implementasi Kurikulum Merdeka di sekolah ini juga tercermin pada pencapaian indikator kuantitatif, seperti peningkatan rata-rata nilai siswa dan partisipasi dalam kompetisi, serta indikator kualitatif, seperti kemandirian, kepercayaan diri, dan kemampuan berpikir kritis peserta didik. Penelitian ini menyimpulkan bahwa kepemimpinan transformasional kepala sekolah berperan sebagai pemimpin pedagogis yang menginspirasi, memfasilitasi inovasi, serta membangun lingkungan belajar yang mendukung tujuan Kurikulum Merdeka. Temuan ini diharapkan memberikan kontribusi teoritis bagi pengembangan ilmu kepemimpinan pendidikan dan manfaat praktis sebagai rekomendasi bagi kepala sekolah dalam meningkatkan kualitas pembelajaran dan pemberdayaan guru di sekolah menengah.Kata Kunci :kepemimpinan transformasional; kepala sekolah; Kurikulum Merdeka; motivasi guru; pengembangan kompetensi; budaya sekola
Analysis of the Ability of Class IX Students In Solving Quadratic Equation Problems
Full text linkThe problem addressed in this study is the variation in the ability of ninth-grade students at SMPN Satu Atap 1 Kalipucang in solving mathematical problems, particularly quadratic equations. Some students demonstrate excellent abilities, while others face difficulties in understanding and solving quadratic equation problems accurately and systematically. This variation in abilities highlights challenges in mathematics education that need to be addressed. This study aims to evaluate students' ability to solve mathematical problems, with a focus on quadratic equations. The method used is descriptive analysis with a combination of quantitative and qualitative approaches. The quantitative technique is used to assess students' ability levels through tests, while the qualitative technique is employed to delve deeper into the students' thought processes through interviews. The results indicate that students with high and very high abilities can solve quadratic equation problems well. On the other hand, students with medium ability levels struggle with understanding basic concepts and structured problem-solving steps. Meanwhile, students with low and very low abilities have difficulty understanding the material in-depth, resulting in their inability to solve the problems effectively. These findings suggest the need for a more systematic teaching approach, focusing on strengthening basic understanding and providing additional practice to enhance problem-solving skills, particularly in quadratic equations.Analisis Kemampuan Peserta Didik Kelas IX Dalam Menyelesaikan Masalah Persamaan Kuadrat ABSTRAKPermasalahan yang dihadapi dalam penelitian ini adalah adanya variasi kemampuan peserta didik kelas IX di SMPN Satu Atap 1 Kalipucang dalam memecahkan masalah matematika, khususnya materi persamaan kuadrat. Beberapa peserta didik menunjukkan kemampuan yang sangat baik, sementara yang lain mengalami kesulitan dalam memahami dan menyelesaikan soal-soal persamaan kuadrat secara tepat dan sistematis. Variasi kemampuan ini menunjukkan adanya tantangan dalam pembelajaran matematika yang perlu diatasi. Penelitian ini bertujuan untuk mengevaluasi kemampuan peserta didik dalam memecahkan masalah matematika, dengan fokus pada topik persamaan kuadrat. Metode yang digunakan adalah analisis deskriptif dengan pendekatan kuantitatif dan kualitatif. Teknik kuantitatif digunakan untuk mengukur tingkat kemampuan peserta didik melalui tes, sementara teknik kualitatif digunakan untuk menggali lebih dalam proses berpikir peserta didik melalui wawancara. Hasil penelitian menunjukkan bahwa peserta didik dengan kemampuan tinggi dan sangat tinggi mampu menyelesaikan soal-soal persamaan kuadrat dengan baik. Sebaliknya, peserta didik dengan kemampuan sedang mengalami kesulitan dalam memahami konsep dasar dan langkah-langkah penyelesaian. Sementara itu, peserta didik dengan kemampuan rendah dan sangat rendah kesulitan dalam memahami materi secara mendalam, sehingga tidak dapat menyelesaikan soal dengan baik. Temuan ini mengindikasikan perlunya pendekatan pembelajaran yang lebih sistematis, dengan fokus pada penguatan pemahaman dasar dan latihan ekstra untuk meningkatkan keterampilan pemecahan masalah matematika, khususnya pada materi persamaan kuadrat.Kata Kunci :Analisis; Persamaan Kuadrat; Variasi kemampua
Improving the Understanding of Grade IV Students on Multiplication Operation Material Through the Assignment Method at SDS IT Sulthoniyah Sambas
Full text linkThe research aims to improve the understanding of grade IV students through the assignment method in the Mathematics lesson of multiplication operation material. The subject of the study is 30 students in class IV of SDS IT Sulthoniyah Sambas, Sambas District for the 2024/2025 school year. This type of research is classroom action research that is carried out in two learning cycles. The learning cycle consists of 4 stages, namely planning, implementation, observation, and reflection. Based on the results of the research, there is an increase in student understanding in each cycle, namely in cycle I; student activity 45%, student cooperation 55%, student courage 60%, while in cycle II; student activeness 85%, student cooperation 90%, student courage 90%. So it can be concluded that the use of assignment strategies can have a positive effect on the understanding of students in grade IV of SDS IT Sulthoniyah Sambas, Sambas DistrictMeningkatkan Pemahaman Peserta Didik Kelas IV Pada Materi Operasi Perkalian Melalui Metode Penugasan Di SDS IT Sulthoniyah SambasABSTRAKPenelitian bertujuan untuk meningkatkan pemahaman peserta didik kelas IV melalui metode penugasan dalam pelajaran Matematika materi operasi perkalian. Subjek penelitian tersebut adalah peserta didik kelas IV SDS IT Sulthoniyah Sambas, Kecamatan Sambas tahun ajaran 2024/2025 yang berjumlah 30 orang peserta didik. Jenis penelitian tersebut adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus pembelajaran. Persiklus pembelajaran terdiri atas 4 tahapan, yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Berdasarkan hasil penelitian diperoleh yaitu adanya peningkatan pemahaman siswa disetiap siklus yaitu pada siklus I; keaktifan siswa 45%, kerjasama siswa 55%, keberanian siswa 60%, sedangkan pada siklus II; keaktifan siswa 85%, kerjasama siswa 90%, keberanian siswa 90%. Sehingga dapat disimpulkan bahwa penggunaan strategi penugasan dapat berpengaruh positif terhadap pemahaman peserta didik kelas IV SDS IT Sulthoniyah Sambas Kecamatan Sambas.Kata Kunci :Metode Penugasan; Pelajaran Matematika; Peningkatan Pemahama
The "VLOKS" Geometrical Thinking Model of Students in Relation to Meaningful Learning Processes and Teacher Pedagogy
Full text linkUnderstanding geometry is an essential aspect of mathematics learning as it plays a central role in developing students’ spatial, visual, and logical reasoning abilities. However, previous studies indicate that students often encounter difficulties in comprehending geometric concepts deeply due to learning approaches that remain largely procedural and insufficiently emphasize visualization or conceptual connections. This study aims to explore students’ geometric thinking profiles through the VLOKS model (Visual, Literational, Operational, Correlational, Spatial), examine their perceptions of meaningful learning, and analyze the relationship between geometric thinking abilities and teachers’ pedagogical competence. A mixed-methods approach was employed using a sequential explanatory design, beginning with quantitative data collection through a VLOKS-based geometric thinking test and a meaningful learning questionnaire, followed by qualitative data through classroom observations of teachers’ pedagogy and in-depth interviews. The research subjects consisted of 33 tenth-grade students at SMAN 7 Pontianak and 31 students at SMAN 2 Teluk Keramat, along with mathematics teachers applying meaningful learning approaches. The findings reveal that students at SMAN 7 Pontianak achieved a moderate average score (70.4%), with their strongest performance in the literational dimension (79%), while their weaknesses were found in the operational (67%) and correlational dimensions, partly due to technical aspects of the test items. In contrast, students at SMAN 2 Teluk Keramat attained a relatively low average score (31.6%) across all VLOKS dimensions without significant dominance in any particular aspect. Qualitative data further indicate that teachers in both schools attempted to implement meaningful learning through contextual approaches, problem-based learning, and remedial strategies, though the implementation proved more effective at SMAN 7 than at SMAN 2. This study concludes that integrating the VLOKS model, meaningful learning processes, and teachers’ pedagogical competence significantly strengthens students’ understanding of geometry, highlighting the need for contextual, reflective, and adaptive instructional designs aligned with students’ thinking processes within the framework of the Merdeka Curriculum.Model Berpikir Geometris “VLOKS” Siswa Dikaitkan Dengan Proses Pembelajaran Bermakna Dan Pedagogis GuruABSTRAKPemahaman terhadap geometri merupakan aspek penting dalam pembelajaran matematika karena berperan dalam mengembangkan kemampuan spasial, visual, serta berpikir logis siswa, namun berbagai penelitian menunjukkan bahwa siswa kerap mengalami kesulitan dalam memahami konsep-konsep geometri secara mendalam akibat pendekatan pembelajaran yang masih dominan bersifat prosedural dan kurang menekankan visualisasi maupun koneksi antar konsep. Penelitian ini bertujuan untuk mengeksplorasi profil berpikir geometris siswa melalui model VLOKS (Visual, Literasional, Operasional, Korelasional, Spasial), mengkaji persepsi siswa terhadap pembelajaran bermakna, serta menganalisis hubungan antara kemampuan berpikir geometris dengan kompetensi pedagogis guru. Metode penelitian yang digunakan adalah mixed methods dengan desain eksplanatoris sekuensial, dimulai dari pengumpulan data kuantitatif melalui tes kemampuan berpikir geometris berbasis VLOKS dan kuesioner pembelajaran bermakna, kemudian dilanjutkan dengan data kualitatif berupa observasi pedagogis guru dan wawancara mendalam. Subjek penelitian adalah siswa kelas X di SMAN 7 Pontianak (33 siswa) dan SMAN 2 Teluk Keramat (31 siswa), serta guru matematika yang menerapkan pendekatan pembelajaran bermakna. Hasil penelitian menunjukkan bahwa siswa SMAN 7 Pontianak memiliki capaian rata-rata cukup baik (70,4%), dengan kekuatan utama pada dimensi literasional (79%), sementara kelemahan terdapat pada dimensi operasional (67%) dan korelasional akibat faktor teknis soal. Sebaliknya, siswa SMAN 2 Teluk Keramat memperoleh rata-rata skor rendah (31,6%) pada seluruh dimensi VLOKS tanpa ada dominasi yang signifikan. Data kualitatif mengungkap bahwa guru di kedua sekolah telah berupaya menerapkan pembelajaran bermakna melalui pendekatan kontekstual, problem-based learning, serta strategi remedial, namun implementasinya lebih efektif di SMAN 7 dibandingkan di SMAN 2 Teluk Keramat. Simpulan penelitian ini menegaskan bahwa integrasi antara VLOKS, pembelajaran bermakna, dan kompetensi pedagogis guru berkontribusi penting terhadap penguatan pemahaman geometri siswa, serta menekankan perlunya pengembangan desain pembelajaran yang kontekstual, reflektif, dan adaptif terhadap cara berpikir siswa dalam kerangka Kurikulum Merdeka.Kata Kunci :Model Berpikir Geometris “VLOKS”; Proses Pembelajaran Bermakna; Pedagogis Gur
Implementation of Teaching Modules with a Culturally Responsive Teaching Approach and Problem-Based Learning Model
Full text linkThis research aims to improve student learning outcomes through the implementation a teaching module using the Culturally Responsive Teaching (CRT) approach and the Problem-Based Learning (PBL) model to on proportional comparison material. The study employs a quantitative approach with a Pre-Experimental Design method and a One-Group Pretest-Posttest design. The research subjects were 28 seventh-grade students at SMP Islamic Leader School, Tasikmalaya. The teaching module was designed to include teaching materials, learning steps, student worksheets (LKPD), as well as diagnostic assessments and culturally-based assessment rubrics. The results of the study show a significant improvement in the average student learning outcomes, from 54.17 on the pretest to 84.52 on the posttest. Statistical analysis using the Paired Sample t-Test produced a Sig. (2-tailed) value of 0.000 < 0.05, indicating that the application of the CRT approach with the PBL model is effective in improving student learning outcomes. This study makes a significant contribution to culturally relevant and meaningful mathematics learning for students.Implementasi Modul Ajar dengan Pendekatan Culturally Responsive Teaching dan Model Problem-Based LearningABSTRAKPenelitian ini bertujuan untuk meningkatkan hasil belajar siswa melalui penerapan modul ajar dengan pendekatan Culturally Responsive Teaching (CRT) dan model Problem-Based Learning (PBL) pada materi perbandingan senilai. Penelitian menggunakan pendekatan kuantitatif dengan metode Pre-Eksperimental Design dengan desain One-Group Pretest-Posttest. Subjek penelitian adalah 28 siswa kelas VII di SMP Islamic Leader School, Tasikmalaya. Modul ajar dirancang mencakup bahan ajar, langkah-langkah pembelajaran, Lembar Kerja Peserta Didik (LKPD), serta asesmen diagnostik dan rubrik penilaian berbasis budaya siswa. Hasil penelitian menunjukkan adanya peningkatan signifikan pada nilai rata-rata hasil belajar siswa, dari 54,17 pada pretest menjadi 84,52 pada posttest. Analisis statistik menggunakan uji Paired Sample t-Test menghasilkan nilai Sig. (2-tailed) sebesar 0,000 < 0,05, yang mengindikasikan bahwa penerapan pendekatan CRT dengan model PBL efektif dalam meningkatkan hasil belajar siswa. Studi ini memberikan kontribusi signifikan terhadap pembelajaran matematika berbasis budaya, yang relevan dan bermakna bagi siswa.Kata Kunci:modul ajar; culturally responsive teaching; problem-based learning; hasil belaja
The Effect of the Project Based Learning Learning Model on the Ability of Problem Solving of Students at SMA Negeri 6 Kepahiang
Full text linkThis study aims to determine the effect of the Project Based Learning (PJBL) Learning Model on Students' Problem Solving Ability. This type of research uses the Quasi Experiment method. Data collection is done through tests. Data analysis used the Ancova test. The sample of this study were students of SMA Negeri 6 Kepahiang class XI IPA 1 and XI IPA 2. The results showed that: (1) There was a linear covariate effect of initial ability on students' problem solving abilities with an effect of 24.2%. (2) There is an influence of the Project Based Learning (PJBL) learning model on problem solving abilities of 76.2%. (3) There is a higher problem-solving ability achievement for class XI IPA students of SMA Negeri 6 Kepahiang who are taught using the Project Based Learning (PJBL) learning model compared to classes taught by conventional learning models
Mathematical Resilience and Bis-VOLKS Misconceptions in School Mathematics Learning
Full text linkWhen mastering mathematical concepts, it is rather difficult to avoid misconceptions. Beginner's understanding that does not match scientific concepts is often found in learners and even teachers. The effect of a learner's misconception is certainly different from the teachers. An educator's misconception can be misleading for himself and around his friends only. However as a teacher, misconceptions can affect many learners. Especially those who do not have stability and resilience in concept mastery. The reliance or resilience that learners have is not only emotional and attitudinal, but cognitive resilience or mastery that is measurable and ready with scientific reasons should reach many learners. There are many theories of misconception from experts. The author introduces the Bis-VOLKS misconceptions, namely: (1) visual misconceptions; (2) operational misconceptions; (3) literational misconceptions; (4) correlational misconceptions; and (5) spatial misconceptions. Visual can be defined as anything that the eye can see. Visual misconception means an error in perceiving something through eye observation. There are four visual elements that need to be known. Operational misconceptions are errors that arise as a result of incorrect basic and advanced operations. Literacy can be defined as the ability to read, write, and understand written texts. Literacy includes the ability to process, analyze and present information through text. About literational, the concept is broader and includes more than just the ability to read and write. Correlational can be interpreted as a study that explores the causal relationship of two or more aspects. Correlational misconceptions result from errors that arise in uncovering different causes and effects in scientific concepts. Spatial misconceptions. Spatial ability is an ability that includes spatiality and all its applications. Spatial ability refers to a person's ability to understand and manipulate objects in space. It involves the perception and understanding of spatial relationships between objects, directions, and surrounding space
Development of Discovery Learning-Based Modules for PGSD Students at PGRI Silampari University
Full text linkThis research aims to determine the development of a Discovery Learning-based module for PGSD students that is valid and practical. This research was carried out on first semester PGSD students at PGRI Silampari University. The module development research procedure was adapted from the 4-D learning device development model. Based on the research results, the development of discovery learning-based modules on number sequences and series is in the valid and practical category. This is shown from the results of validation by material, construction/media and language experts who obtained an average score of 0.82, 0.8 and 0.89 respectively with the high validity category. Practicality is shown from the results of observing the implementation of the module, the results of the questionnaire analysis of lecturer and student responses with average scores of 4.7, 4.6 and 4.4 respectively, all in the very practical category
Students' Mathematical Conceptual Understanding Ability with Problem Posing Model on the Topic of Probability to Students' Curiosity Perspective
Full text linkUnderstanding concepts is crucial in facilitating students' learning to achieve mathematical goals. Strong and meaningful understanding serves as a vital foundation for problem-solving in daily life. However, In the fact, students' abilities in understanding concepts are still inadequate. Literature indicates that the problem posing learning model is effective in enhancing students' problem-solving abilities in mathematical learning. This study aims to determine the improvement of students' mathematical concept understanding abilities on probability material, considering students' curiosity before and after the implementation of the Problem Posing learning model. This research used a mixed-method approach with a Sequential Explanatory Design comprising 8 research stages. Quantitative research utilized Quasi Experimental Design with class VIIIB as the experimental group and class VIIIC as the control group. This research was conducted at SMP 20 Singkawang. Meanwhile, qualitative data analysis involves questionnaire categorization. The research findings reveal that: 1) There is a difference in the improvement of students' mathematical concept understanding abilities using the problem posing model, with an average score of 24.44 and a Z-score < Z-table. 2) The concept understanding abilities in terms of curiosity indicate an average score of 79.48, categorized as moderate
Mathematics Learning Outcomes and Student Learning Motivation and Teacher Activities in the Integration of Problem Based Learning, Rhealistic Mathematic Education and Snowball Throwing Learning Models
Full text linkThe problem in this research is the low level of activity, motivation and student learning outcomes in mathematics learning. This is due to the lack of activities that involve students in learning, lack of student motivation and responsibility in learning and difficulty understanding the concept of the material. The aim of this research is to describe teacher activities, analyze student activities, motivation and student learning outcomes. This research method is a combination of qualitative and quantitative approaches, carried out in 3 meetings in the IVA class of SDN Sungai Miai 10 Years in the 2023/2024 academic year with a total of 33 students. Research instruments include teacher activity observation sheets, student activity observations, student learning motivation questionnaires, and student learning outcomes. After that, the data was analyzed descriptively and presented in the form of tables and graphs. From the research results, it can be seen that teacher performance increased at meeting I by 78.12%, II by 84.38%, and III by 93.75% with a rating of "Very Good". Meanwhile, student participation increased at meeting I by 3.03%, II 36.36%, and III 87.88% with the assessment "Almost All Students Are Active". Student learning motivation also increased at meeting I by 3.03%, II 24.24%, and III 93.94%, with the assessment "Almost All Students Are Motivated". Overall, student learning outcomes increased at meeting I by 27.27%, II 48.48%, and III 90.91% with the assessment "Achieved". According to research, it is concluded that the combination of Problem Based Learning, Realistic Mathematic Education, and Snowball Throwing can significantly increase student activity, interest in learning, and achievement