Enhancing students' problem-solving skills and engagement through inquiry-based mathematics education with Mathigon: A study on Cartesian coordinates

Tujuan penelitian ini adalah untuk mengetahui kualitas komik matematika berbasis Problem Based Learning (PBL) menggunakan Pixton untuk meningkatkan kemampuan pemecahan masalah matematis siswa kelas VIII SMP. Penelitian ini menggunakan metodologi penelitian dan pengembangan (R&D) dengan menggunakan model pengembangan ADDIE. Subjek penelitian ini adalah Dosen Pendidikan Matematika Universitas Jambi sebagai tim ahli yang terdiri dari ahli materi dan ahli media, guru matematika kelas VIII SMPN 18 Kota Jambi pada uji coba perorangan, 9 siswa kelas VIII G pada uji coba kelompok kecil, dan seluruh siswa kelas VIII H yang berjumlah 28 siswa pada uji coba kelompok besar. Hasil produk yang didapatkan dari penelitian ini yaitu memenuhi kriteria valid, diperoleh rata-rata skor 4,79 yakni memenuhi kriteria “Sangat Baik” termasuk dalam interval X>(X_l ) ̅+1,8×Sb_i. Produk memenuhi kriteria “Sangat Praktis”, yaitu berdasarkan hasil penilaian guru matematika dengan rata-rata skor 4,77 memenuhi kategori “Sangat Baik”, dan hasil penilaian siswa dengan rata-rata skor 4,90 memenuhi kategori “Sangat Baik”. Produk memenuhi kriteria “Cukup Efektif”, hasil penilaian oleh siswa satu kelas dengan rata-rata skor 4,67 memenuhi kategori “Sangat Baik” dan perhitungan nilai gain pada peningkatan kemampuan pemecahan masalah matematis siswa yakni 0,72 termasuk kategori “Sedang” dengan persentase 72% termasuk ke dalam kategori “Cukup Efektif”. Berdasarkan penelitian, dapat disimpulkan bahwa media komik matematika dapat digunakan untuk proses pembelajaran karena telah memenuhi kriteria kevalidan, kepraktisan, dan keefektifan. The purpose of this study is to determine the quality of Pixton's Problem Based Learning (PBL) mathematics comic books for developing students' mathematical problem solving skills using SPLDV materials for SMP class VIII. This study utilized the research and development (R&D) method with branches. The product results obtained from this research meet valid criteria, obtained from the results of material validation, namely meeting the "Very Good" criteria with a total score of 81 included in the interval Good" with a total score of 82. The product meets practical criteria, namely based on the results of the mathematics teacher's assessment with a total score of 86 fulfilling the "Very Good" category, and student assessment results with a total score of 497 fulfilling the "Very Good" category. The product meets the effective criteria, the results of the assessment by students in one class with a total score of 1,177 meet the "Very Good" category and the calculation of the gain value for increasing students' mathematical problem-solving abilities is 0.7, which is included in the "Quite Effective" category. It was concluded from this research that problem-based learning mathematics comics to improve students' mathematical problem-solving abilities are worthy of being applied in the learning process because they are classified as valid, practical, and effective criteria.

This study examined the improvement of mathematical problem-solving skills and learning motivation among students taught using the Project-Based Learning (PjBL) model assisted by Augmented Reality (AR). It also investigated the interaction between the learning model and students' ability levels to enhance these skills and motivation. A quantitative approach was employed using a pre-test and post-test control group design. The study population consisted of eighth-grade students from a public junior high school in Banda Aceh, Indonesia, with a randomly selected sample of four classes—two experimental and two control groups. Research instruments included mathematical problem-solving tests and student motivation questionnaires. Data were analyzed using one-way and two-way ANOVA. Findings indicate that students taught with the AR-assisted PjBL model demonstrated greater problem-solving skills and motivation improvements than those taught with the PjBL model without AR. Additionally, no significant interaction was found between the learning model and students' ability levels to influence these outcomes. These results suggest that the AR-assisted PjBL model is effective for students of all ability levels and should be further implemented across different mathematical topics.

This study aims to develop and describe the characteristics, feasibility, practicality, and effectiveness of Senimatika, an Android-based mathematics learning media integrated with an ethnomathematics approach to support junior high school students’ mathematical problem-solving skills, particularly in understanding the problem, devising a solution plan, carrying out the plan, and reviewing or verifying the solution. The development of Senimatika was driven by the need for contextual learning media that connect mathematical concepts with students’ cultural backgrounds. The research employed the ADDIE development model, consisting of the Analyze, Design, Develop, Implement, and Evaluate stages. The final product, Senimatika, presents ethnomathematics-based content through interactive features, contextual problem-solving tasks, and culturally relevant visual designs. Data were collected using expert validation questionnaires, student response questionnaires, pretest, and post-test instruments. The validity analysis using Aiken’s V indicated that Senimatika is valid for instructional use, with material experts’ ratings classified as “High Validity” ( ) and media experts’ ratings classified as “Moderate Validity” ( ). These results demonstrate that the product is valid and feasible for use in mathematics learning. Furthermore, student response data revealed a score of 85.86, categorized as “Very Good”, indicating that Senimatika is practical, enjoyable, and easy to use. In terms of effectiveness, the Wilcoxon signed-rank test showed a statistically significant improvement in students’ mathematical problem-solving abilities ( , ). The effect size analysis yielded a moderate effect ( ), confirming the positive impact of Senimatika on students’ learning outcomes. Overall, this study concludes that Senimatika is an innovative, effective, and culturally responsive learning media that enhances students’ engagement and mathematical problem-solving skills by integrating local cultural elements into digital learning environments. Keywords: learning media, android, ethnomathematics, geometric transformation, mathematical problem-solving.

Students' mathematical problem-solving abilities are still relatively low, thus requiring innovative, effective, and contextual learning media. This study aims to develop learning media based on Articulate Storyline to improve junior high school students’ mathematical problem-solving skills by integrating Polya’s problem-solving steps. The research method employed is Research and Development (R&D) using the 4D model (Define, Design, Develop, Disseminate). The research instruments included expert validation questionnaires, student response questionnaires, and mathematical problem-solving ability tests. The results showed that the developed media was valid according to media experts (score: 3.39) and material experts (score: 3.27), and was considered highly attractive by students (average score: 3.62 for the small group and 3.49 for the large group). The effectiveness test using N-gain indicated an improvement in students’ mathematical problem-solving skills, with average scores of 0.67 (small group) and 0.69 (large group), both falling into the moderate category. These findings imply that learning media based on Articulate Storyline is effective and feasible to be used as an alternative interactive learning tool for enhancing students’ mathematical problem-solving skills. This research contributes theoretically to the development of media based on Polya’s indicators and practically by providing a media model that can be adapted by mathematics teachers.

Purpose: This study aims to examine the ability of junior high school students to solve mathematical problems through the application of the Problem-Based Learning (PBL) model. Methodology: The research method used in this study is a systematic literature review. Researchers searched for journal articles on junior high school students' mathematical problem-solving ability using the Problem-Based Learning model. The search was conducted through the Google Scholar database, and the Publish or Perish application was used. Findings: Based on the analyzed articles, it can be concluded that the Problem-Based Learning model improves students' mathematical problem-solving skills. This is supported by the increase in students' skills before and after implementation. Significance: This research is expected to serve as a reference for teachers and researchers interested in improving mathematical problem-solving skills using the Problem-Based Learning model.

Mathematics is a fundamental discipline that plays an important role in developing students' logical, analytical, and systematic thinking skills. However, many students still struggle with solving non-routine mathematical problems due to a reliance on memorization and teacher-centered learning. This study aims to improve students’ mathematical problem-solving ability, especially in probability, through the implementation of Polya’s problem-solving steps assisted by Lumio interactive media. This classroom action research employed the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages conducted over two cycles. The research subjects were 12 eighth-grade students from SMP Muhammadiyah Kwandang. Data were collected through tests and observation sheets, then analyzed both quantitatively and qualitatively. The instruments included essay tests based on probability story problems and validated observation sheets for teacher and student activities. The results showed a significant improvement in students’ problem-solving skills. The average score increased from 70.05% in the first cycle to 83.59% in the second cycle. The proportion of students achieving mastery also rose from 33% to 91.7%. Learning activities became more interactive and student-centered. It is concluded that integrating Polya’s strategy and Lumio media is effective in enhancing students’ mathematical problem-solving skills and active learning engagement.

Students' mathematical problem-solving skills are an important ability to have. One of the factors that can affect mathematical problem-solving ability is the teacher's pedagogic in learning mathematics. This study aims to analyze the pedagogical aspects of mathematics learning. The research method used is a qualitative approach with a descriptive method. The research subjects consisted of 35 grade VIII students in one of the schools in the city of Bandung. Data collection was carried out through observation of the mathematics learning process, test items of mathematical problem-solving skills, and the implementation of interviews with teachers and students. Data analysis was carried out by calculating the percentage of answers to the item test for mathematical problem-solving ability and analyzing the pedagogic learning of mathematics. The results showed that the average mathematical problem-solving ability as a whole reached 64.5%, indicating a medium category. The lowest indicator of mathematical problem-solving ability is the recheck indicator. Based on the analysis of pedagogic aspects in mathematics learning on mathematical problem-solving abilities related to teachers' ability to use learning methods and technology. This means that learning methods and technology are important in improving students' mathematical problem-solving skills.

This study was motivated by the low mathematical problem-solving skills of students at SMP Negeri 2 Suwawa, which is believed to be caused by the use of the Direct Instruction model that has not effectively supported the development of such skills. This study aimed to examine the effect of implementing the Problem-Based Learning (PBL) model on students’ mathematical problem-solving abilities, particularly on the topic of Systems of Linear Equations in Two Variables (SPLDV). The research employed a quasi-experimental method with a pretest-posttest design with a nonequivalent group. The participants were students of classes VIII-3 and VIII-4 at SMP Negeri 2 Suwawa, selected through cluster random sampling. The instrument used was a test measuring mathematical problem-solving skills based on SPLDV material. The hypothesis was tested using the t-test, which yielded a result of tₕ = 3.767 > tₜ = 2.024, indicating that students taught using the PBL model had significantly higher average problem-solving abilities than those taught using the Direct Instruction model. Additionally, the effect size calculated with Cohen’s d was 1.191, categorized as a high effect. These results suggest that the implementation of Problem-Based Learning significantly enhances students' mathematical problem-solving skills and can serve as an effective alternative to traditional instructional models in mathematics learning.

This research is based on the results of previous research that showed that students' mathematical problem-solving skills have not been as expected. While problem solving skills are a way to build education so that students further develop problem solving skills. The writing of this article aims to review and analyze the problem-solving skills of junior high school students in working on mathematical problem solving. The research method used is a descriptive analysis method to analyze the available and processed data so that a clear picture of the facts is obtained. The samples in this study were grade VIII junior high school students. The study subject consisted of 3 grade VIII Mts students located in Sukarasa Village. The samples in this study were determined by stratified proportional random sampling. The results showed that 3 students who were subjected to the study had problem solving skills in low criteria. Penelitian ini dilatarbelakangi oleh hasil-hasil penelitian terdahulu yang menunjukkan bahwa kemampuan pemecahan masalah matematis siswa belum sesuai dengan yang diharapkan. Sedangkan kemampuan pemecahan masalah merupakan sebuah jalan untuk membangun pendidikan agar siswa lebih mengembangkan kemampuan pemecahan masalah. Penulisan artikel ini bertujuan untuk mengkaji dan menganalisis kemampuan pemecahan masalah siswa SMP dalam mengerjakan soal-soal pemecahan masalah matematis siswa. Metode penelitian yang digunakan adalah metode analisis deskriptif untuk menganalisis data-data yang tersedia dan diolah sehingga diperoleh gambaran yang jelas tentang fakta-fakta. Sampel dalam penelitian ini adalah siswa SMP kelas VIII. Subjek penelitian terdiri dari 3 siswa kelas VIII Mts yang berada di Desa Sukarasa. Sampel dalam penelitian ini ditentukan dengan stratified proporsional random sampling. Hasil penelitian menunjukkan bahwa 3 siswa yang dijadikan subjek penelitian memiliki kemampuan pemecahan masalah dalam kriteria rendah.

This study aimed to investigate differences in the mathematical problem-solving and metacognitive skills of the fifth-grade students in Oman as a function of gender and level of academic achievement. The participants were 90 grade five students randomly selected from one educational governorate in the Sultanate of Oman. They were evenly divided into three groups based on gender and levels of academic achievement. Four instruments were used in the study: a mathematical problemsolving test, a non-verbal metacognitive scale, Raven Coloured Progressive Matrices and a long-term memory test. The results for metacognitive and mathematical problem-solving skills indicate that students with a high level of academic achievement obtained the highest score while students enrolled in a learning disability program obtained the lowest score. In addition, possible interventions were identified that may improve the metacognitive skills of students enrolled in the learning disability program, which could lead to improvement in their mathematical problem-solving skills.
 Keywords: Problem-solving, metacognition, learning disability, academic achievement.

<p> Mathematical reasoning and problem-solving skills have become a very necessary need at this time. Students who do not have mathematical reasoning and problem-solving skills will have difficulty adapting to current technological advances. The purpose of this study is to design mobile-based mathematics learning to improve students' mathematical reasoning and problem-solving skills. The subjects of this study were junior high school students. The research method developed was ADDIE (Analysis, Design, Development, Implementation, Evaluation). The results of the study showed that improving students' mathematical reasoning skills had a very positive impact on students' mathematical problem-solving skills. These results provide additional contributions and references for mathematics teachers who want to add knowledge related to improving the quality of mathematics learning in the classroom.</p>

Education is the main foundation in character building and individual intellectual abilities. Mathematical problem solving ability is one of the important skills that must be mastered by students in the modern educational era, especially in the context of social arithmetic material that is often applied in everyday life. This study aims to analyze the mathematical problem solving ability of students in class VII-A at SMPN 3 Cisarua in solving social arithmetic problems. This research uses a descriptive qualitative approach with data collection methods through interviews with math teachers and observations of students during the learning process and problem solving. The data analysis process was carried out descriptively to describe the variations in students' problem solving abilities and the factors that influence these abilities. The results of the analysis show that the mathematical problem solving ability of students in class VII-A at SMPN 3 Cisarua still varies, with some students showing significant improvement after the application of the Problem-Based Learning (PBL) learning method. Factors such as student engagement in learning, understanding of mathematical concepts, and critical thinking ability affect students' mathematical problem solving ability. The application of PBL method can be one of the effective strategies to improve student engagement, understanding of mathematical concepts, and mathematical problem solving skills. In conclusion, PBL method is proven to be an effective strategy to improve students' engagement, understanding of concepts, and their mathematical problem solving skills, so it can be implemented more widely in mathematics learning.

The background of this research problem is due to the low mathematical problem-solving ability of elementary school students, students find it difficult to understand the material taught. The purpose of this study is to determine the influence and improvement of the Problem Based Learning (PBL) model on students' mathematical problem-solving abilities in elementary school. This type of research uses a quasi-experiment with a nonequivalent control group design model. The sample in this study uses a purpossive sampling technique, with two classes as samples. For the experimental class, the VB class gets the Problem Based Learning (PBL) treatment model while the VA class gets the conventional treatment model. The instrument used in this study is in the form of four descriptive questions to measure students' mathematical problem-solving skills. The results showed that the improvement of mathematical problem-solving skills of VB class students who used the Problem Based Learning (PBL) model got better results than VA class students who used the conventional model. The Problem Based Learning (PBL) model has an effect of 68.2% on students' mathematical problem-solving skills. Judging from the results obtained, the Problem Based Learning (PBL) learning model can be used as an alternative to teaching and learning activities in the classroom so that the learning carried out becomes more active and trains students' mathematical problem-solving skills.

Cognitive and socioeconomic factors that influence the mathematical problem-solving skills of students

Students' 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' 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's 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.