Afore : Jurnal Pendidikan Matematika

TELAAH KRITIS: BUKU MATEMATIKA UNTUK SMA KELAS X (EDISI REVISI 2023) KURIKULUM MERDEKA MATERI ANALISIS DATA

Nurfadilah, Kasmawati, Muhammad Ammar Naufal — Thu, 01 Oct 2026 00:00:00 +0700

This critical review aims to evaluate the Grade X Senior High School Mathematics textbook (2023 Revised Edition) of the Kurikulum Merdeka, specifically on the Data Analysis topic. This study employs a qualitative descriptive method using document analysis to assess various aspects, including the consistency of the conceptual map, the relevance of the material to learning objectives, the essence of the content, and the strengths and weaknesses of the book's substance. The findings indicate that the textbook generally covers the fundamental concepts of descriptive statistics and is highly relevant in supporting the development of students' data literacy and interpretation skills through real-life contexts. However, several significant weaknesses were identified, such as a conceptual map structure that is not fully hierarchical and lacks consistent connecting words, the use of unconventional terminology, and learning objectives that do not fully meet the ABCD (Audience, Behavior, Condition, Degree) operational criteria. Furthermore, some exercises still tend to emphasize routine calculation procedures rather than deep reasoning, and there is a high dependency on the teacher's ability to facilitate discussions. Based on these findings, it is recommended to revise the systematic structure of the material map, refine the learning objectives to be more measurable, and strengthen content that encourages Higher Order Thinking Skills (HOTS) through technology integration and reflective activities.

ANALISIS KESALAHAN SISWA KELAS VII SMP KATOLIK REGINA PACIS AIRMADIDI DALAM MENYELESAIKAN SOAL CERITA OPERASI HITUNG BILANGAN BULAT

Raymond Pesik, James U.L. Mangobi, Miftahul Jannah — Thu, 28 May 2026 23:18:10 +0700

The high rate of student mistakes in working through integer operation word problems formed the basis of this investigation. Solving word problems demands that learners comprehend the scenario, convert it into a mathematical representation, and execute computations correctly. The present study set out to map the categories of mistakes committed by students and trace their root causes through the lens of Newman’s Error Analysis framework. A descriptive qualitative methodology was applied throughout the research. Thirteen Grade VII students of SMP Katolik Regina Pacis Airmadidi served as research participants. Data were gathered via written examinations and follow-up interviews, then processed using the Miles and Huberman interactive model. Findings revealed an absence of reading errors across all participants. Encoding errors emerged as the most prevalent mistake type (60%), with process skills errors (47.69%), transformation errors (32.30%), and comprehension errors (30.76%) following in sequence. The aggregate error rate reached 34.15%. Contributing factors included insufficient grasp of problem content, careless computation particularly involving negative integers difficulty converting narrative problems into mathematical expressions, and unfamiliarity with structured solution writing. It is recommended that teachers cultivate students’ habit of recording systematic, step-by-step solutions and deepening their conceptual understanding of integer operations.

PENERAPAN MODEL PEMBELAJARAN KONTEKSTUAL UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DALAM MENYELESAIKAN SOAL CERITA STATISTIK SISWA SMA NEGERI 9 BANDA ACEH

Fia Sufina Sadhore Jhd, Nur Ainun, Cut Nurul Fahmi, Rini Sulastri, Khairul Asri — Wed, 10 Jun 2026 16:10:57 +0700

The low problem-solving skills of students in mathematical word problems form the basis of this study, as their difficulties lie not only in understanding concepts but also in interpreting problems and selecting appropriate solution strategies. This condition highlights the need for an instructional model that helps students connect material to real-life situations, such as the Contextual Teaching and Learning (CTL) model. This study aims to examine the effect of the CTL model on improving students’ problem-solving skills in statistical word problems. Using a quantitative approach with a one-group pretest-posttest design, the study involved 20 students from class XI-B of SMA Negeri 9 Banda Aceh as the sample. Data were collected through a 3-item essay test given in the pretest and posttest, and analyzed using normality test, homogeneity test, paired sample t-test, and N-gain test. The results showed an increase in the average score from 33.10 in the pretest to 55.10 in the posttest, with the paired sample t-test yielding a significance value of 0.000 < 0.05. Based on these findings, the alternative hypothesis is accepted, indicating that the Contextual Teaching and Learning model significantly improves students’ problem-solving skills in statistical word problems.

PENERAPAN MODEL KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN DAMPAKNYA TERHADAP PRESTASI BELAJAR MATEMATIKA PADA MATERI BANGUN RUANG SISI DATAR DI SMP NEGERI 2 LOLAYAN

Mohammad Fahrul Muhfito, Patricia V.J. Runtu, Ichdar Domu — Fri, 31 Jul 2026 13:00:44 +0700

Weak mathematics mastery among learners is a recurring issue in education, particularly in schools that still rely on one-way instruction. This study focused on determining whether there is a significant disparity in mathematics learning achievement between Grade VIII students using the Numbered Heads Together (NHT) cooperative approach and those receiving direct instruction, specifically on the topic of Flat-Sided Three-Dimensional Shapes. A quasi-experimental pretest-posttest control group method was used. Through random procedures, Class VIII B was designated as the experimental class and Class VIII C as the comparison class, with 16 students each. The evaluation instrument consisted of essay questions that had been tested for suitability. Data processing was conducted through an independent-samples t-test (α = 0.05). A t-value of 9.60 was obtained, exceeding ttable = 1.697, so the null hypothesis was successfully rejected. The final mean of the experimental class reached 76.00 compared to 48.25 in the comparison class, indicating that NHT implementation significantly elevates students' mathematics achievement.