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Analisis Komparatif Penyajian Buku Teks Matematika Indonesia dan India Materi Lingkaran untuk Sekolah Tingkat Menengah
No full textStudents\u27 understanding of the concept of circles is still low, which can be influenced by differences in presentation in textbooks between countries and curriculum. Therefore, this study aimed to analyze by comparing the material and questions on the topic of circles in Indonesian and Indian mathematics textbooks in terms of facts, concepts, principles, cognitive levels, PISA framework, and problem-solving questions. This study was conducted using a descriptive-comparative method with a qualitative approach. The objects of this study were Indonesian mathematics textbooks Merdeka Curriculum for grade XI and Curriculum 2013 for grade VIII, as well as Indian mathematics textbooks for grade X. The results showed that the three books had different focuses in delivering the material. Indian books emphasized formal proofs and geometric visualizations and included exploratory activities based on practice. Indonesian books, Curriculum 2013, focused more on contextual activities and gradual discovery of concepts, while Merdeka Curriculum books emphasized conceptual understanding through an exploratory and reflective approach. The questions in the Merdeka Curriculum book are more cognitively diverse, in line with the PISA framework and Polya\u27s problem-solving stages. This finding is essential for developing adaptive textbooks that support higher-order thinking and 21st-century mathematical literacy.Tujuan penelitian ini adalah untuk menganalisis dengan membandingkan materi dan soal materi lingkaran dalam buku teks matematika Indonesia dan India dilihat dari aspek fakta, konsep, prinsip, level kognitif soal, framework PISA, dan soal pemecahan masalah. Penelitian ini dilakukan dengan metode deskriptif-komparatif dengan pendekatan kualitatif. Objek penelitian ini adalah buku teks matematika Indonesia Kurikulum Merdeka dan Kurikulum 2013, serta buku teks matematika India. Hasil penelitian menunjukkan bahwa ketiga buku memiliki fokus yang berbeda dalam penyampaian materi. Buku India cenderung menekankan pada pembuktian formal dan visualisasi geometris, serta menyertakan aktivitas eksploratif berbasis praktik. Buku Indonesia Kurikulum 2013 lebih menitikberatkan pada aktivitas kontekstual dan penemuan konsep secara bertahap, sementara buku Kurikulum Merdeka mengedepankan pemahaman konseptual melalui pendekatan eksploratif dan reflektif. Temuan ini mengindikasikan adanya perbedaan penyajian yang dapat menjadi dasar pertimbangan dalam pengembangan buku teks yang adaptif terhadap kebutuhan peserta didik
Effectiveness of the problem-based learning model to improve mathematical literacy of junior high school students
Full text linkExisting studies show that learning using problem-based learning teaching modules can significantly improve mathematical literacy in class VII students at SMPN 1 Kampar. A quasi-experimental design was used, with the research population consisting of VII-grade students of SMPN 01 Kampar. The research sample consisted of two classes: VII-B, the control class, and VII-A, the experimental class. The data analysis technique employed was a posttest analysis of the results from the mathematical literacy test, using the t-test to determine whether there was an increase in performance, as indicated by N-Gain data. The results of data analysis showed that the Independent Sample t-test obtained a significance value of 0.001, which means that there is a significant difference between the control class and the experimental class. The average value of N-Gain was 0.6722 for the experimental class, categorized as medium, and 0.2970 for the control class, also categorized as medium. Indicates that learning using the PBL model increases mathematical literacy higher than classes that do not use the PBL model. These findings reveal that there is an increase in mathematical literacy, thus indicating that the use of the PBL model helps improve mathematical literacy
Culturally integrated interactive worksheets based on maritime Malay context to enhance mathematical literacy in grade VII differentiated learning
Full text linkThe low level of students’ mathematical literacy, particularly in linking mathematical concepts to daily life, remains a challenge in education. This study develops an interactive Student Worksheet that incorporates Malay maritime culture to enhance seventh-grade students’ mathematical literacy through differentiated learning. Cultural elements such as the traditional game porok and the fish trap bubu are included, since both represent proportional concepts relevant in mathematics. Differentiation is based on diagnostic tests of students’ literacy levels and applied to process and content aspects, adjusted to their readiness. The research follows the ADDIE development model through analysis, design, development, implementation, and evaluation phases. Practicality testing involved one mathematics teacher and 30 students from Class VII.E at SMP Negeri 17 Bintan, while effectiveness testing used the same participants. Data were collected using interviews, validation and practicality questionnaires, and literacy tests adapted from the 2022 PISA framework, focusing on reasoning and problem-solving. The findings show the worksheets is highly valid (88.14%) and practical, with positive responses from the teacher (93%) and students (88.40%). An N-Gain score of 0.75 (high category) confirms effectiveness. These results indicate that the developed worksheets successfully improve students’ mathematical literacy through differentiated learning and the integration of Malay maritime culture
Enhancing learners\u27 mathematics achievement by using a gamified flipped classroom instructional strategy
Full text linkFlipped learning is an educational approach that inverts the traditional teaching pattern by giving pupils access to learning materials before class, while using classroom time to deepen their understanding. However, few studies investigate whether low-basic learners possess the readiness and digital literacy to benefit from this approach. Hence, this study examined the impact of implementing a Gamified Flipped Classroom Instructional Strategy on enhancing mathematics achievement among lower primary learners in Ilorin West Local Government Area of Kwara State, Nigeria. Employing the pre and posttest control group in line with a quasi-experimental design, 74 learners from two private primary schools participated in the research. This study employed three validated research instruments: the Mathematics Achievement Test (MAT), the Guide for Gamified Flipped Classroom Instructional Strategy (GGFCIS), and the Guide for Control Group (GCG). The MAT instrument demonstrated a reliability coefficient of 0.74 using the test-retest method. Two hypotheses were evaluated by using Analysis of Covariance (ANCOVA) at a 0.05 significance level. Results indicated a significant positive effect of the gamified flipped classroom instructional strategy on learners\u27 academic achievement in mathematics. However, no significant interaction between treatment and gender was found. The study concluded that regardless of gender, the instructional strategy improved the academic achievement of lower basic learners in mathematics. The study recommended that primary school teachers undergo training in using the gamified flipped classroom instructional Strategy for teaching mathematics to lower basic primary learners, as it promotes academic success while encouraging parental involvement in learners\u27 learning
Research trends in mathematical literacy and self-regulated learning: A scoping review using bibliometric analysis
Full text linkMathematical literacy and self-regulated learning (SRL) are essential competencies for students\u27 success in mathematics. However, research on their intersection remains fragmented, lacking a comprehensive overview of trends, key themes, and influential contributions. This study used Google Scholar and Publish or Perish to conduct a scoping review and bibliometric analysis of mathematical literacy and SRL research from 2009 to 2023. The analysis included publication trends, citation patterns, co-word analysis, and collaboration networks. The findings showed a significant increase in research after 2015, with peaks in publications in 2021 and 2022. Key themes include cognitive strategies, motivation, pedagogical approaches, technological integration, and assessment methods. The most cited works emphasize SRL\u27s role in problem-solving, metacognition, and technology-enhanced learning. Collaboration networks indicate that research is dominated by North American, European, and Australian institutions, with limited contributions from developing regions. The study suggests expanding AI-enabled SRL research, teacher professional development, and culturally diverse frameworks to enhance mathematical literacy instruction globally. These insights contribute to advancing evidence-based instructional models that integrate Technology, self-regulation, and mathematical reasoning to improve learning outcomes
Ethno-STEAM based ReMIS (read, make video, identify, solve problem) learning model to improve critical thinking abilities and digital literacy
Full text linkThis study aims to describe the effect of the Ethno-STEAM-based ReMIS learning model on students\u27 critical thinking and digital literacy skills. The primary issue of this study is the low level of critical thinking and digital literacy skills in the technological era, which hinders students from analyzing information and adapting to digital-based learning. The method used in this study is a quantitative, quasi-experimental design that directly tests the effect of the Ethno-STEAM-based ReMIS learning model on students\u27 critical thinking and digital literacy skills, employing a pretest and posttest non-equivalent control group design. The research sample employed a purposive sampling method, comprising 26 students from class 2024A and 24 students from class 2024B. The results showed that the application of the Ethno-STEAM-based ReMIS learning model was significantly effective in improving students\u27 critical thinking skills, with an average increase of 79.85 students and an N-Gain of 0.459. The Ethno-STEAM-based ReMIS learning model significantly improved students\u27 digital literacy with an average increase of 77.46 and an N-Gain of 0.418. The implementation of the Ethno-STEAM-based ReMIS learning model represents a significant learning innovation in higher education, capable of enhancing the quality of students\u27 science learning outcomes through a culturally informed approach
Development of CORE model-based student worksheet on trigonometric ratios to facilitate students’ mathematical conceptual understanding
Full text linkThis research was motivated by the low ability of students to understand mathematical concepts, particularly in the topic of trigonometric ratios. The CORE model was chosen because it encourages active student participation in constructing concepts through systematic stages. The purpose of this study is to develop a valid and practical CORE-based worksheet on trigonometric ratios to support students\u27 conceptual understanding. The development process followed the 4-D model (define, design, development, disseminate). Research data consisted of qualitative input from validators and students, as well as quantitative data from questionnaire scores. Data collection was conducted through interviews and questionnaires using validation sheets and student response instruments. The sample was selected through purposive sampling: 6 students from class XE.1 (Small Group) and 30 students from class XE.3 (Field Test). A worksheet is considered valid and practical if it achieves its values. The results showed that the developed worksheet was very valid (94.31%) based on appearance, content, and construction aspects. It was also very practical, with scores of 97.36% for Small Group and 90.13% for Field Test, assessed based on presentation, ease of use, readability, and time. CORE based worksheets encourage students to actively construct concepts actively actively, thereby facilitating their ability to conceptual understand trigonometric ratios
How students with masculine and feminine genders solve circle problem: A commognitive perspective
Full text linkCognitive is the way students communicate their thinking processes in problem-solving. In solving problems, it is not only influenced by their thinking process, but other factors can affect it, such as gender differences. One of the subjects that can demonstrate students\u27 cognitive abilities is the topic of circles. This study aims to determine students\u27 cognitive abilities in solving circle problems from the perspective of masculine and feminine gender. The type of this research is exploratory research with a qualitative approach. This research was conducted in the 11th grade at SMA Negeri 1 Torue. The subjects in this study consist of one male student and one female student. After determining the research subjects, they were given a circular task. In addition, interviews were conducted while the subjects completed the task. The data analysis techniques used in this study are data condensation, data presentation, and conclusion drawing. The results of this study indicate that female students can solve circle problems by expressing all cognitive aspects in detail, neatly, clearly, and correctly. Meanwhile, when solving circle problems, male students express all cognitive aspects briefly and correctly
Students’ mathematical modelling ability in solving PISA tasks on uncertainty and data content
Full text linkMathematical modeling is key in helping students connect abstract mathematics with real-life situations by transforming practical problems into mathematical forms, solving them analytically, and interpreting solutions in context. This study investigates junior high school students\u27 mathematical modeling abilities in solving PISA tasks on Uncertainty and Data, analyzed through the OECD (2018) framework of formulating, employing, interpreting, and evaluating. Employing a descriptive qualitative approach, we collected data through written tests and follow-up interviews with seventh-grade students. Findings reveal that students show moderate ability in employing mathematical procedures (50.2%) but struggle with formulating problems (45.3%). Most critically, they demonstrate significant difficulties in interpreting (33.7%) and evaluating (28.5%) solutions within real-world contexts, impairing their ability to apply mathematics practically. Qualitative analysis of written tests and interviews shows that students often develop mental strategies but fail to articulate them in writing. These findings underscore the critical need to strengthen higher-order modeling skills in instructional practices, particularly interpretation, evaluation, and mathematical communication. The study reveals essential gaps between procedural competence and practical application, suggesting that curriculum reforms should emphasize problem-solving approaches to develop mathematical modeling abilities that meet PISA’s standards
Pengembangan Media Pembelajaran Game Adventure dengan Konteks Budaya Melayu Maritim untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis pada Siswa SMP
No full textStudents\u27 mathematical problem-solving skills remain a critical challenge in junior high school education, with only 5% of students able to solve problems effectively. This difficulty is compounded by abstract learning materials and a lack of engaging, culturally relevant learning media. This research project aims to develop an adventure game learning medium set in the context of Maritime Malay culture to enhance junior high school students\u27 mathematical problem-solving abilities. The purpose of this study is to determine the validity, practicality, and effectiveness of the learning media. This study employed the ADDIE research method, consisting of five stages: analysis, design, development, implementation, and evaluation. The subjects of this study were 35 eighth-grade students from SMP Negeri 1 Tanjungpinang. The instruments used were validation, practicality, and media effectiveness sheets. Data analysis techniques use both qualitative and quantitative methods. The material expert validation results showed an average assessment of 85.6%, indicating very valid criteria. The practicality results from the student-teacher trial showed 86.5% practicality, with very practical criteria. Furthermore, the product\u27s effectiveness, measured using the N-Gain score, obtained a value of 0.61. Based on the data obtained, adventure games with a maritime Malay cultural context that improve mathematical problem-solving skills in junior high school students meet the criteria of validity, practicality, and effectiveness, making them suitable for use as learning media in the mathematics learning process.Penelitian ini adalah penelitian dan pengembangan (R&D) yang mengembangkan sebuah media pembelajaran game adventure dengan konteks budaya melayu maritim untuk meningkatkan kemampuan pemecahan masalah matematis pada siswa SMP. Tujuan penelitian ini ialah mengetahui kevalidan, kepraktisan, dan keefektifan dari media pembelajaran game adventure. Metode penelitian yang digunakan adalah metode penelitian ADDIE yang terdiri dari lima tahap yaitu analysis, design, development, implementation, dan evaluation. Subjek dalam penelitian ini adalah 35 peserta didik kelas VIII.7 salah satu satu SMP Negeri 1 Tanjungpinang. Instrumen yang digunakan adalah lembar validasi, lembar kepraktisan, dan lembar keefektifan media. Teknik analisis data menggunakan teknik campuran yaitu kualitatif dan kuantitatif. Hasil validasi ahli materi memperoleh penilaian dengam rata-rata 85,6% dengan kriteria sangat valid. Kemudian hasil praktikalitas dari uji coba peserta didik dan guru menunjukkan persentase 86,5% dengan kriteria sangat praktis. Selanjutnya, efektivitas produk diukur menggunakan n-gain score didapatkan perolehan nilai sebesar 0,61 dengan tingkat efektif sedang. Berdasarkan data yang didapatkan menunjukkan bahwa game adventure dengan konteks budaya melayu maritim untuk meningkatkan kemampuan pemecahan masalah maetamatis pada siswa SMP meemnuhi kriteria valid, praktis, dan efektif sehingga layak digunakan sebagai media pembelajaran dalam proses pembelajaran matematik