Advances in artificial intelligence (AI) technology offer significant opportunities for education to create more innovative and adaptive learning experiences. Mojokerto Regency, East Java, with over 100 junior high schools, faces challenges in integrating modern technology into learning, particularly in mathematics. These challenges include teachers' limited understanding of AI technologies such as ChatGPT, limited resources, and limited access to technology-based training. This study aims to describe the improvement of junior high school Mathematics teachers' understanding and competency in developing deep learning of lesson plans using the ChatGPT after participating in technology-based training. This study was conducted through training on an introduction to AI (ChatGPT), discussions on the ChatGPT-assisted deep learning of Mathematics lesson plans and mentoring in developing the ChatGPT-assisted deep learning of Mathematics lesson plans. Participants were given a pretest before the activity and a post test after the training. Furthermore, participants were assessed as a group on their performance in developing the ChatGPT-assisted deep learning Mathematics lesson plan. Based on the results of the pretest and posttest analysis, and group performance, it can be concluded that there is an increase in the understanding and competence of Mathematics teachers in using AI (ChatGPT), to develop a deep learning of lesson plan that is interactive, relevant, and supports the implementation of the Merdeka Curriculum
In 21st-century learning, creative thinking and collaboration skills are abilities that need to be developed in every subject, including mathematics. The low level of creative thinking skills among Indonesian students, as shown in the PISA results, as well as students' difficulties in individual problem solving, are important reasons for exploring the collaborative creative thinking process. Therefore, this study uses open-ended questions because this type of question allows for a variety of solution strategies and ideas to emerge, exposing students' creative thinking processes in a collaborative context. This study aims to describe students' creative thinking processes in collaborative problem solving in heterogeneous groups (high, medium, and low). This research is a descriptive qualitative study with two groups of eighth-grade students at a junior high school in Gresik as subjects. Data collection techniques included tests, observations, and interviews. Data analysis was conducted based on the stages of creative thinking according to Siswono (2008) and collaboration competencies according to the OECD (2017). The results showed that Group 1 demonstrated collaboration through active communication, role-sharing, and contributions from all members. This group successfully met all indicators of creative thinking, such as fluency, flexibility, and originality. In contrast, Group 2 was dominated by high-ability students in the early stages, while other members tended to be passive. Although participation increased during the planning phase of idea implementation, this group could only meet the fluency and flexibility indicators. The creative thinking process of both groups went through the stages of synthesizing ideas, developing ideas, planning idea implementation, and implementing ideas. Interaction patterns showed that high-ability students tended to lead, moderate-ability students acted as connectors, and low-ability students were passive but still contributed to task execution.
Penelitian ini dilakukan untuk mengetahui tingkat keberhasilan penerapan PMRI dalam meningkatkan hasil belajar matematika siswa kelas 8 Sekolah Menengah Pertama, khususnya pada materi SPLDV. Penelitian ini dirancang menggunakan pendekatan one-shot case study, dengan satu kelas yang ditetapkan sebagai kelompok eksperimen tanpa perbandingan dengan kelompok kontrol. Data dikumpulkan melalui tes akhir (post-test) berupa soal uraian yang telah melalui proses validasi dan uji reliabilitas. Hasil studi mengungkapkan bahwa pembelajaran berpengaruh secara signifikan terhadap peningkatan hasil belajar siswa, yang terlihat dari rata-rata nilai post-test mereka mencapai 76,19, naik dari rata-rata sebelumnya sebesar 58,41. Uji normalitas menyatakan bahwa data tersebar secara normal, serta uji-t memberikan hasil bahwa perbedaan signifikan dengan nilai signifikansi 0,000. Temuan ini mengindikasikan bahwa pendekatan PMRI membantu dalam meningkatkan kemampuan siswa memahami konsep-konsep matematika secara lebih mendalam siswa. Pendekatan pembelajaran yang relevan dengan aktivitas dan peristiwa harian siswa melalui pendekatan PMRI ternyata mampu meningkatkan keterlibatan dan motivasi belajar siswa secara lebih bermakna.
Mathematical reasoning is the process of thinking in drawing logical conclusions regarding mathematical problems based on statements that are proven to be true and known previously. This research is a descriptive study with a qualitative approach which aims to describe the mathematical reasoning of students who have high, medium and low mathematical abilities in solving realistic problems. The research subjects were 3 class VII junior high school students in Surabaya who represented each category of mathematical ability. The instruments used are mathematical ability tests, mathematical reasoning tests, and interviews. The research results show that students with high and moderate mathematical abilities analyze problems by identifying important information in the problem, proposing conjectures using assumptions based on important information in the problem, and constructing arguments by carrying out detailed calculations on the problem given. In drawing logical conclusions, students with high mathematical abilities draw conclusions based on the completion steps that have been carried out, while students with moderate mathematical abilities draw conclusions based on assumptions and completion steps that have been carried out. Students with low mathematical abilities analyze problems by identifying important information in the problem, put forward conjectures regarding the solution steps taken but do not explain the reasons for choosing the assumptions made, and experience difficulty in constructing arguments because the solution steps are not appropriate so they do not provide accurate conclusions. regarding the correctness of the solution.
This research aims to develop and test the feasibility of ICT-based X-Pirate learning media on Single Variable Linear Equations (SVLE) material to increase students' interest, motivation, and learning outcomes. The development used the ADDIE model with 29 eighth-grade students as subjects. The validation results showed that the X-Pirate media was highly valid, with a score of 98% from media experts and 90% from subject matter experts. The media was also considered highly practical, as evidenced by the 86.75% implementation rate, 80% teacher response rate, and 85% student response rate. The effectiveness of the media was demonstrated through improved learning outcomes with an N-Gain score of 0.46 in the moderate category. Overall, X-Pirate was declared valid, practical, and effective as ICT-based learning media for PLSV material.
