Jurnal Inovasi Pendidikan Matematika (JIPM)

Analisis Kemandirian Belajar Peserta Didik pada Pembelajaran Matematika dengan Menggunakan Model TPS (Think Pair Share)

Siti Raehani, Mukhlas Triono, Dwi Pamungkas — Tue, 29 Apr 2025 00:00:00 +0700

This study aims to analyze the learning independence of students towards mathematics learning with the use of the TPS learning model. This type of research uses a qualitative approach, with data collection techniques using interviews and questionnaires. The results that were found in this study that learning with the application of the TPS model showed independence to students. This can be seen from the results of the independence questionnaire filled out with a large value of 77 with “Medium” criteria, as well as the results of interviews from subject participants S1, S2, and S3.

Dampak Pembelajaran Jarak Jauh Terhadap Pemahaman Materi Bangun Ruang di SMPN 2 Karangrejo Setelah Pandemi COVID-19

Yulis Dwi Riyana, Hasan Subekti — Wed, 30 Apr 2025 00:43:25 +0700

This study aims to analyze the difficulties faced by students when understanding and working on descriptive questions on spatial geometry material during distance learning. The type of research used is quantitative research with a phenomenological approach. The research subjects were selected purposively, namely grade VII students who experienced distance learning during the COVID-19 pandemic. Data collection methods included questionnaires, tests, interviews, documentation, and field notes. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The results revealed that distance learning has a significant impact on students' ability to understand the concept of building space. Many students have difficulty in visualizing three-dimensional shapes and applying volume and surface area formulas. However, with assistance and the use of interactive learning media, students' understanding can gradually improve. In addition, students who have limited access to technology tend to experience greater obstacles than those who have adequate facilities.

Analisis Kemampuan Representasi Matematis Siswa dalam Pembelajaran Berdiferensiasi Berbantuan Media Interaktif

Tina Kartina, Irena Puji Luritawaty, Tina Sri Sumartini — Thu, 01 May 2025 01:03:41 +0700

Mathematical representation ability is very important to help construct and understand mathematical concepts, express mathematical ideas according to ability, and facilitate the development of students' abilities. This study aims to identify the mathematical representation ability of grade VIII students in solving problems related to the material of Relations and Functions in differentiated learning assisted by interactive media. The method used in this study is a qualitative approach with a descriptive design, which uses a mathematical representation ability test instrument on the material of Relations and Functions. The subjects of this study were 8 grade VIII students of SMPN 3 Banyuresmi, Garut Regency. The results of the study showed that students were able to present and solve mathematical problems related to the material of relations and functions according to their understanding. In general, students have adequate mathematical representation abilities in the visual representation indicator, both presenting problems in the form of images and vice versa. The verbal representation indicator is also met, because students can answer the problems presented according to their understanding. The ability to solve problems presented correctly shows that students have an indicator of mathematical expression. Overall, students have representation abilities in the moderate category, with 88% achievement in the visual representation indicator, 75% in the verbal representation indicator, and 100% in the mathematical expression representation indicator. This ability to represent is important because if students understand certain concepts and materials correctly and can represent them in various forms of presentation, then students will have the ability to solve mathematical problems with their own understanding and language.