Koordinat Jurnal MIPA

The Effectiveness Of Local Wisdom-Based LKPD In Improving Algebraic Numeracy Literacy Of Students At SMPN Kab. Sigi

Hajerina Hajerina — 2025-12-10

This study aims to examine the effectiveness of Student Worksheets (LKPD) based on local wisdom in improving students' numeracy literacy in the subject of Two-Variable Linear Equation Systems (SPLDV). This study uses an pre-experimental design with pre-tests and post-tests to measure students' numeracy literacy. A total of 90 students from 3 public junior high schools in Sigi Regency participated in this study, which were selected through purposive sampling. The instruments used to collect data were tests, questionnaires, and interviews, which were then analyzed using qualitative analysis for questionnaires and interviews and quantitative analysis for test instruments. The results showed a significant increase in post-test scores, with an average pre-test score of 42.86 and a post-test score of 84.17. Data analysis showed an effect size of 2.06, which is classified as very large, indicating a strong impact of the use of local wisdom-based LKPD in improving students' numeracy literacy. In addition, the results of the student response questionnaire showed that the majority of students (80%) felt that LKPD based on local wisdom helped them understand SPLDV material better and made learning more interesting and relevant to their lives. This study concludes that LKPD based on local wisdom is effective in improving students' numeracy literacy and can be an attractive and contextual learning alternative in areas with rich local cultures, with the hope that it can be used as a reference for teachers in designing more contextual mathematics learning tools.

Effect of 6E Learning by Design on Students’ Problem Solving Skills in Sound Waves

Isnawati — 2025-12-12

This study aims to examine the effect of the 6E Learning by Design model on students’ problem-solving skills in learning sound wave material at MAN 2 Palu City. The research used a quasi-experimental method with a nonequivalent pretest-posttest control group design. The population consisted of all class XI MIPA students. The sample was selected using purposive sampling, with class XI MIPA I (n = 34) as the control class and class XI MIPA J (n = 34) as the experimental class. The instrument used was a problem-solving skills open-ended test. The results showed that the increase in problem-solving skills scores in the experimental class was higher than in the control class, with an N-gain value of 0,685, categorized as moderate. Hypothesis testing was conducted using the Mann-Whitney U test at a significance level of 0,05. Furthermore, the effect size was 1,4 (d ≥ 1.3), indicating a strong effect. These results indicate that the 6E Learning by Design model effectively improves students’ problem-solving skills on sound wave material.

Mathematical Engagement In Interactive Learning: A Case Study Of The Use Of Lumio In Understanding The Concept Of Normal Distribution

Indri Lestari — 2025-12-12

Understanding the concept of normal distribution in statistics is often challenging for students, as it requires a deep understanding of symmetry, probability distribution, and the use of normal distribution tables. These challenges are often caused by difficulties in connecting theoretical concepts with data visualization and in comprehending z-score transformations. This study aims to analyze students' mathematical engagement in understanding the concept of normal distribution using Lumio-based interactive media. The study employed a quantitative, quasi-experimental design, with a pre-test post-test control group design. The experimental group engaged in learning using Lumio-based interactive media, while the control group received traditional lecture-based teaching methods. The research instruments included a concept comprehension test, a mathematical engagement questionnaire, and an analysis of Lumio activity logs. The data were analyzed using paired sample t-tests and ANCOVA to evaluate the effectiveness of Lumio in improving students' mathematical engagement and conceptual understanding. The results showed a significant difference between pre-test and post-test scores in both the experimental and control groups. The experimental group, which used Lumio, showed a significantly higher improvement in both conceptual understanding and engagement compared to the control group. The findings suggest that using Lumio-based learning significantly enhanced students' engagement and understanding of normal distribution, compared to the conventional teaching methods

Geogebra-Assisted Teaching Experiment On Students’ Conceptual Change In Multivariable Calculus

Dini Andiani — 2025-12-12

This study explores students’ conceptual change in understanding gradients and tangent planes through a GeoGebra-assisted teaching experiment in a multivariable calculus course. The study involved eight second year undergraduate mathematics students enrolled at the Mathematics Department of a university in West Java, Indonesia. Data were collected through diagnostic tests, classroom observations, students’ written work, and reflective notes, and semi sructured interviews, then analyzed qualitatively using coding, triangulation, and retrospective analysis.The findings revealed that, at the outset, students were able to perform symbolic differentiation of partial derivatives but struggled to interpret the gradient vector conceptually or relate it to the tangent plane. Through guided use of GeoGebra, students gradually reconceptualized the gradient as representing both the direction and rate of steepest ascent, demonstrating a shift from procedural to structural understanding. This study contributes to the theory of conceptual change by illustrating how dynamic visualization and guided reinvention can facilitate the transformation of students’ procedural knowledge into coherent conceptual models. Practically, the findings provide insights for designing technology-assisted instruction to address persistent misconceptions in multivariable calculus learning

Factors Contributing To Students’ Difficulties In Number Pattern Generalization: A Thematic Qualitative Meta-Analysis Within The Framework Of Early Algebraic Thinking

Nazwa Wulandari Azis — 2025-12-12

This study examines students’ difficulties in generalizing number patterns and their multidimensional interactions within early algebraic thinking. A thematic qualitative meta-analysis of 15 Scopus-indexed articles (2019–2024) was conducted under the PRISMA protocol using open coding and thematic clustering (κ = 0.82). Five categories of difficulty were identified: reasoning–generalization (80%), conceptual (73%), procedural–operational (60%), strategic (47%), and didactic (40%). Reasoning–generalization difficulties involved students’ inability to identify relationships or formulate general rules, while conceptual and procedural weaknesses reflected misconceptions of pattern structures and errors in extending sequences. Strategic and didactic challenges were linked to limited problem-solving approaches and insufficient scaffolding. The findings highlight dynamic interactions—especially between conceptual and procedural factors—and emphasize teachers’ mediating role in fostering the transition from arithmetic to algebraic symbolization

Enhancing Students’ Critical Thinking, Creativity, and Mathematical Self-Esteem Through Worked-Example Learning With Culturally Responsive Pedagogy

Trian Pamungkas Alamsyah — 2025-12-19

This study aims to examine the impact of worked-example learning integrated with Culturally Responsive Pedagogy (CRP) on enhancing students’ critical thinking, creativity, and mathematical self-esteem. The research design employed was quasi-experimental, involving two groups of students: a control group that received conventional instruction and an experimental group that experienced the worked-example method based on Culturally Responsive Pedagogy. The participants in this study is 20 students of Natural Sciences Education program at Sultan Ageng Tirtayasa University during the first semester. Tests and questionnaires were used to gather data, and independent sample t-tests were used to compare the mean scores of the various groups. The worked-example method provides structured problem-solving examples to help students learn solution steps, while the CRP approach offers a culturally relevant learning environment and encourages students’ emotional engagement. Results indicated that students in the experimental group achieved higher averages in critical thinking, creativity, and mathematical self-esteem compared to those in the control group. These findings suggest that the combination of the worked-example method and Culturally Responsive Pedagogy effectively enhances students’ critical and creative thinking skills and fosters positive mathematical self-esteem. Moreover, this approach has been shown to make mathematics learning more inclusive and meaningful for students from diverse cultural backgrounds. This study contributes to mathematics education by proposing a learning strategy that not only supports cognitive development but also prioritizes cultural inclusivity, thereby promoting students’ academic success and personal growth

The Impact Of Inquiry-Based Learning On K-12 Students’ Motivation And Science Literacy: A Systematic Literature Review

Diego Stefvannof — 2025-12-24

This systematic literature review (SLR) explores the impact of inquiry-based learning (IBL) on K–12 students’ learning motivation and science literacy. A total of 20 empirical studies published between 2018 until 2025 were selected using PRISMA 2020 guidelines from Scopus, SpringerLink, and Elsevier databases. The studies employed various inquiry-based learning models (guided, open, and socio-scientific), educational levels, and instructional media. The findings show that inquiry-based learning consistently enhances students’ intrinsic motivation by fostering autonomy, engagement, and contextual learning. Simultaneously, inquiry-based learning improves science literacy through inquiry cycles involving observation, hypothesis testing, experimentation, and reasoning. Guided inquiry appears to be the most effective form, particularly at primary and lower secondary levels, while hybrid models like SSIBL and IB-NOSA enhance students’ argumentation and scientific thinking. However, the effectiveness of inquiry-based learning is influenced by teacher readiness, duration of intervention, and technological support. This review reinforces the pedagogical relevance of inquiry-based learning in promoting 21st-century competencies and suggests its integration into curriculum design, teacher training, and science education policies

Understanding Of Computer Science Students' Concepts In Solving Problems Integral Based On Gender

Widyah Noviana — 2025-12-31

This study aims to determine the extent of students' understanding concepts in solving problems integral based on gender. This study employed a descriptive qualitative approach involving four computer science students from Universitas Pamulang consisting of two females and two males with varying ability levels. The results of this study that female and male students in the high category were able to restate concepts well. While on the indicator of being able to use, utilize and select certain procedures or operations, presenting concepts in various forms of representation and applying concepts or algorithms to problem solving, high-ability female students obtained a score of 3 which means they were able to answer but not correctly. Meanwhile, high-ability male students were able to master the indicator of restating the concept, while on the indicator of being able to use, utilize and select certain procedures or operations, presenting concepts in various forms of representation and applying concepts or algorithms to problem solving, high-ability male students obtained a score of 2 which means they still made mistakes. Furthermore, female and male students with low category were unable to master all the questions on the indicator namely restating concepts, being able to use, utilize, and select certain procedures or operations, presenting concepts in various forms of representation, and applying concepts or algorithms to problem solving The impact of this study is expected to be used by lecturers to design relevant learning designs to improve students' to understand the concept of integral based on gender