This study aims to develop a mathematics teaching module based on Problem Based Learning (PBL) to improve the mathematical problem-solving skills of grade XI high school students. This study is a research and development study using the Plomp model, which includes the stages of preliminary research, development or prototyping, and assessment, combined with Tessmer's formative evaluation. The products developed are teaching modules and Student Worksheets (LKPD) on the subject of Circles, which are compiled in accordance with the Merdeka Curriculum. The research subjects were 11th grade high school students, with research instruments in the form of expert validation sheets, practicality questionnaires, observation sheets, and mathematical problem-solving ability tests. The results showed that the PBL-based teaching modules and LKPD met the validity criteria with an average validity of 83.78% and 80.87%, respectively. The teaching modules were also categorized as practical with an average score of 77.93%. The effectiveness of the teaching module was demonstrated by the students' mathematical problem-solving skills, with an average score of 81.22% and a classical mastery score of 76.67%. Thus, PBL-based mathematics teaching modules are suitable for use as an innovative alternative in supporting the implementation of the Merdeka Curriculum and improving the mathematical problem-solving skills of high school students.
The limited implementation of innovative learning and the low mathematical problem-solving skills of students pose a challenge in achieving complex mathematical competencies. This underscores the need for the use of interactive and attractive learning media to foster more active student participation in the learning process. This study is a research and development (R&D) study carried out with reference to the ADDIE model. The study aims to develop XOMEGA learning media that meet validity, practicality, and effectiveness criteria. The media were developed to optimise students' mathematical problem-solving abilities. A total of 70 students, consisting of 35 students from class X-11 as the control group and 35 students from class X-12 as the experimental group, participated in this study. Research data were collected through observation, pretests and posttests, as well as questionnaires. The assessment results for XOMEGA reached a feasibility percentage of 92.80% in the media aspect and 96.92% in the material aspect, making both categories highly valid. The practicality assessment of the media, based on student responses, resulted in a percentage of 81.81%, placing it in the very practical category. The effectiveness test employed the Mann-Whitney test to determine differences in abilities between groups, while N-gain analysis was used to identify improvements in each group's abilities. The Mann-Whitney test yielded a significance value of 0.004<0.05, indicating a difference in mathematical problem-solving abilities between students in the experimental and control groups. The average posttest score of the experimental group was 43.93, higher than the control group, which scored 31.07. Furthermore, the N-gain calculation results indicated an improvement in ability in the experimental group of 0.47, classified as moderate, while the control group obtained a score of 0.04, classified as low. The research findings show that the implementation of XOMEGA has an effect on enhancing the mathematical problem-solving abilities of Grade X students at SMA N 3 Salatiga.
Statistics courses in higher education consistently show a gap between short-term mastery of procedures and durable, long-term retention of statistical concepts, yet no existing instrument integrates the cognitive and affective strategies known to support retention into a single, empirically validated model; this gap motivated the present study, which examined the STATE-based statistics learning model designed to strengthen students’ long-term memory in higher education. The research addressed persistent problems in statistics learning, including low retention, weak conceptual understanding, and limited engagement, and aimed to assess the measurement model of the five constructs of STATE: Spacing, Testing Effect, Association, Teaching Others, and Enjoyment. A quantitative survey method was employed involving 253 undergraduate students from Indonesian universities who had taken a statistics course. Data were collected using a 4-point Likert-scale questionnaire that had been validated by experts. A PLS-SEM measurement-model assessment using SmartPLS 4 was used to examine convergent validity, internal consistency reliability, and discriminant validity, and the SRMR and NFI were reported as approximate model-fit indices. The results showed that all indicators met the criteria for convergent validity with loading values above 0.70 and AVE above 0.50. Composite reliability and Cronbach’s alpha values exceeded 0.90, indicating strong internal consistency. However, seven of ten HTMT values exceeded the 0.90 threshold, indicating insufficient discriminant validity among several construct pairs, and the approximate model-fit indices (SRMR = 0.469; NFI = 0.787) did not reach conventional standards. These results therefore provide strong evidence of convergent validity and internal consistency for the five STATE constructs, but only an initial, partially supported measurement-model assessment rather than full confirmatory validation; further refinement of item content and re-testing of the model are needed before the STATE instrument can be recommended for broader use in designing statistics learning in higher education.
Pembelajaran matematika di perguruan tinggi abad ke-21 menuntut mahasiswa tidak hanya menguasai konsep matematis, tetapi juga memiliki self-efficacy dan kemampuan berpikir kritis yang memadai untuk menghadapi permasalahan kompleks. Namun, praktik pembelajaran konvensional yang masih berpusat pada dosen sering kali belum mampu mengembangkan kedua kemampuan tersebut secara optimal. Penelitian ini bertujuan untuk menganalisis pengaruh pembelajaran berbasis Science, Technology, Engineering, and Mathematics (STEM) terhadap transformasi self-efficacy dan kemampuan berpikir kritis mahasiswa pendidikan matematika. Penelitian ini menggunakan desain eksperimen semu dengan model pretest–posttest control group. Subjek penelitian terdiri atas 60 mahasiswa pendidikan matematika yang terbagi ke dalam kelas eksperimen dan kelas kontrol. Instrumen penelitian meliputi angket self-efficacy dan tes kemampuan berpikir kritis yang telah memenuhi kriteria validitas dan reliabilitas. Data dianalisis menggunakan analisis kovarian (ANCOVA) dan analisis multivariat (MANOVA). Hasil penelitian menunjukkan bahwa pembelajaran berbasis STEM berpengaruh positif dan signifikan terhadap peningkatan self-efficacy dan kemampuan berpikir kritis mahasiswa dibandingkan pembelajaran konvensional. Pembelajaran STEM mendorong keterlibatan aktif mahasiswa melalui pemecahan masalah kontekstual, kolaborasi, dan refleksi, sehingga berdampak pada penguatan aspek afektif dan kognitif secara simultan. Temuan ini menegaskan bahwa pembelajaran STEM merupakan pendekatan inovatif yang efektif untuk meningkatkan kualitas pembelajaran matematika di perguruan tinggi serta memperkuat kesiapan akademik dan psikologis mahasiswa.
Problem-solving requires multiple cognitive skills, including creative reasoning, which enables individuals to generate diverse strategies. Conversely, math anxiety, as an affective factor in mathematics learning, can hinder cognitive performance during problem solving. This study aims to describe the creative reasoning process of prospective mathematics teachers with high and low working memory capacity (WMC) who exhibit low mathematics anxiety when solving mathematical problems. This descriptive exploratory study uses a qualitative approach. The researcher served as the main instrument, supported by a Mathematics Ability Test, a Working Memory Capacity Test (OSPAN Task), a Mathematics Anxiety Test, a Mathematics Problem Solving Task, and interview guidelines. Data were analyzed through data condensation, data display, and conclusion drawing. The findings show that students with high WMC demonstrate creative reasoning by identifying problems, connecting prior concepts, and generating strategies supported by logical arguments. Meanwhile, students with low WMC develop strategies through trial-and-error, lack confidence, and exhibit conceptual weaknesses. The findings suggest that differences in WMC may be associated with differences in the quality of creative reasoning under low mathematics anxiety conditions, offering preliminary pedagogical implications for mathematics teacher education, particularly the need for instructional strategies that support working memory and foster confident, conceptually grounded creative reasoning.
