Supermat : Jurnal Pendidikan Matematika

Analisis Implementasi Metode Drill dengan Tutor Sebaya dalam Mengembangkan Kemampuan Kognitif Matematis Siswa Di Sekolah Dasar

Putri Dwi Fatmawati, Jamilatun Nafi'ah — Thu, 28 May 2026 00:00:00 +0000

Learning mathematics in elementary school often presents difficulties because many students still struggle to understand multiplication, a concept that requires both procedural skills and automatic recall. This study explores how the Drill method combined with peer tutoring was applied in the classroom, how interactions among students supported the memorization process, and how these activities contributed to the development of their cognitive abilities. The research used a qualitative case study design involving 37 students and a classroom teacher as an additional informant, with data gathered through observation, interviews, and documentation. The analysis followed the Miles and Huberman model through stages of reducing data, organizing it, and drawing conclusions. The results show that the Drill activities supported by peer tutors were carried out in a structured pattern of repeated practice, alternating checking, and teacher supervision, leading to improvements in students’ thinking speed, accuracy in recalling multiplication facts, and ability to respond quickly. Consistent application of this method strengthened students’ multiplication mastery, and the study highlights its value as a simple yet effective approach for large classes while offering teachers an alternative strategy to enhance students’ cognitive skills through a mix of intensive practice and social support.

Perbedaan Hasil Belajar Penjumlahan Siswa Sekolah Dasar Melalui Problem Based Learning dan Contextual Teaching and Learning

Sholehati Sholehati, Khurin In Ratnasari — Thu, 28 May 2026 00:00:00 +0000

The necessity to find learning models that are pertinent to elementary school pupils’ characteristics is what motivates this work. The main focus of this study is to compare the impact of the use of problem -based learning models and contextual learning on the learning outcomes of summation material for grade 2 students. This study employs a quantitative method The approach employed in this study was quantitative research using a quasi-experimental design with an unequal control design in which only post treatment measures are made. The sample consisted of 51 students from 2A and 2B. the 2A student group was given learning by applying problem-based learning strategies (PBL), while class 2B applied the contextual teaching and learning (CTL) model. Data is collected through observation, conversations, documentation, and the dissemination of the questionnaire. After that, the data collected through a questionnaire processed using the independent sample t-test aims to measure the significances of differences in student learning outcomes between the experimental group and the control group. At a significant level of 5%, the data analysis showed a significant difference between the two group, with significance value of 0,000 < 0,05. These findings indicate that contextual teaching and learning (CTL), which offers a more authentic and contextual teaching and learning experience, is more pertinent for students in the concrete operational level.

Outcome Based Education: Analisis Kemampuan Mahasiswa dalam Mengembangkan Project Berbasis Critical Thinking.

Raras Kartika Sari — Thu, 28 May 2026 00:00:00 +0000

The study aims to analyze the application of the Outcome-Based Education (OBE) approach in learning Advanced differential equations with laplace transform material to analyze the critical thinking skills of Mathematics Education students. The study was conducted using a descriptive qualitative method, with a case study approach involving two subjects of Mathematics Education students who took the Advanced Differential Equations course. The subjects were taken by purposive sampling. The research instruments used included observation sheets, interview sheets and video results of course projects. Data analysis was carried out through analysis of field observation notes and analysis of student video project results. The research stage was carried out with the stages of data collection, data reduction in the form of video project results, data presentation and drawing conclusions. The results showed that students had fulfilled various elements of critical thinking. In subject 1 in making the project, it had not fulfilled the clarity element while in subject 2 it had fulfilled all elements of critical thinking such as focus, reasons, Interface, situation, clarity, and overview through developing a video project using the OBE application strategy

Mathematical Problem-Solving Skills of Eleventh-Grade High School Students on Circle Material

Fadil Saputra, Suherman Suherman, Armiati Armiati — Thu, 28 May 2026 00:00:00 +0000

Mathematical problem-solving skills is an important skill that students must possess because it can train critical, creative, and independent thinking in facing various problems. However, in reality, this skills is still not optimal, especially in solving problem-based problems. This study aims to analyze the skills of eleventh-grade students in solving mathematical problems related to the topic of circles, based on the stages of Polya's problem solving. This study used a descriptive quantitative approach. The research subjects consisted of 47 grade XI students from two classes. Data were collected through a mathematical problem-solving skills test and analyzed using descriptive statistics. The results of the study indicate that students' mathematical problem-solving skills are generally still relatively low. As many as 43.8% of students are in the low category and 39.6% are in the very low category. Based on the analysis of each indicator, students are relatively more capable at the stage of understanding the problem, while the greatest difficulties are found at the stage of planning the solution and reviewing the results of the solution.