EMTEKA: Jurnal Pendidikan Matematika

DEVELOPING SCRATCH GAME INTEGRATED INTERACTIVE E-LKPD TO MEASURE JUNIOR HIGH STUDENTS' MATHEMATICS COMPREHENSION

Sri Malisa — 2026-05-29

Students' mathematical conceptual understanding at the junior high school level remains relatively low, while learning media specifically designed to assess this ability are still limited. In addition, mathematics learning is often less varied, passive, and lacks the integration of technology-based educational games. This study aimed to develop an interactive Electronic Student Worksheet (E-LKPD) integrated with Scratch games to assess and enhance students' mathematical conceptual understanding. The study employed a Research and Development (R&D) approach using the Borg and Gall development model, which consists of nine stages: preliminary study, research planning, product design development, preliminary field testing, initial product revision, main field testing, further product revision, operational field testing, and final product revision. The research was conducted at SMPN 18 Serang City, involving 40 eighth-grade students selected through purposive sampling. Data were collected using expert validation questionnaires, student response questionnaires, and a mathematical conceptual understanding test. The results indicated that the developed E-LKPD achieved a validity score of 83% from material experts and 85% from media experts, both categorized as highly valid. The practicality test based on students' responses yielded a score of 76%, indicating that the product was practical. Furthermore, the effectiveness test resulted in a score of 83%, categorized as effective. These findings demonstrate that the Scratch-integrated interactive E-LKPD meets the criteria of validity, practicality, and effectiveness, making it suitable for use as both a learning medium and an assessment tool for measuring junior high school students' mathematical conceptual understanding.

Kemampuan pemahaman konsep matematika siswa SMP masih tergolong rendah, sementara media pembelajaran yang secara khusus digunakan untuk mengukur kemampuan tersebut belum banyak tersedia. Selain itu, pembelajaran matematika cenderung kurang bervariasi, bersifat pasif, dan belum memanfaatkan teknologi yang terintegrasi dengan permainan edukatif. Penelitian ini bertujuan mengembangkan E-LKPD interaktif yang terintegrasi game Scratch untuk mengukur sekaligus meningkatkan kemampuan pemahaman konsep matematika siswa SMP. Penelitian menggunakan metode Research and Development (R&D) dengan model Borg & Gall yang meliputi sembilan tahap, yaitu studi pendahuluan, perencanaan penelitian, pengembangan desain produk, uji coba lapangan awal, revisi awal produk, uji coba lapangan utama, revisi lanjutan produk, uji coba lapangan operasional, dan revisi akhir produk. Penelitian dilaksanakan di SMPN 18 Kota Serang dengan sampel sebanyak 40 siswa kelas VIII yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui angket validasi ahli, angket respons siswa, dan tes kemampuan pemahaman konsep matematika. Hasil penelitian menunjukkan bahwa E-LKPD yang dikembangkan memperoleh tingkat validitas sebesar 83% dari ahli materi dan 85% dari ahli media dengan kategori sangat valid. Hasil uji kepraktisan berdasarkan respons siswa memperoleh persentase sebesar 76% dengan kategori praktis. Adapun hasil uji keefektifan menunjukkan persentase sebesar 83% dengan kategori efektif. Temuan ini menunjukkan bahwa E-LKPD interaktif terintegrasi game Scratch memenuhi kriteria valid, praktis, dan efektif sehingga layak digunakan sebagai media pembelajaran sekaligus instrumen untuk mengukur kemampuan pemahaman konsep matematika siswa SMP.

DESIGN AND DEVELOPMENT OF ROBLOX-BASED CRAFTEDU BLOX FOR CONSTRUCTING AND DECOMPOSING CUBE STRUCTURES

Ahmad Rijal Hakim Fathulloh — 2026-06-01

Mathematics learning on cube geometry in elementary schools still faces challenges, particularly in students’ conceptual understanding and spatial visualization abilities. These challenges are influenced by the limited use of learning media that primarily rely on two-dimensional representations, restricting opportunities for conceptual exploration. This study aimed to (1) design Roblox-based CraftEdu Blox digital learning media for teaching the construction and decomposition of cube structures and (2) determine the validity and feasibility of the developed media through expert evaluation. The study employed a Research and Development (R&D) approach using the ADDIE model limited to the analysis, design, and development stages. The participants were 54 sixth-grade students at SD Negeri Palebon 03. Data were collected through observations, interviews, initial ability tests, and expert validation instruments. The results indicated that CraftEdu Blox was successfully developed as a three-dimensional virtual learning environment that supports conceptual exploration through direct interaction with geometric objects, structured navigation, and interactive learning and assessment features. Expert validation results showed feasibility percentages of 94.00% for language, 95.38% for material, and 93.85% for media aspects, all categorized as highly feasible. These findings indicate that Roblox-based CraftEdu Blox is highly suitable for elementary mathematics learning and has the potential to support students’ conceptual understanding and spatial visualization in constructing and decomposing cube structures.

Pembelajaran matematika pada materi geometri kubus di sekolah dasar masih menghadapi berbagai tantangan, terutama pada pemahaman konsep dan kemampuan visualisasi spasial siswa. Tantangan tersebut dipengaruhi oleh keterbatasan penggunaan media pembelajaran yang masih didominasi representasi dua dimensi sehingga membatasi kesempatan siswa untuk melakukan eksplorasi konsep secara mendalam. Penelitian ini bertujuan untuk (1) merancang media pembelajaran digital CraftEdu Blox berbasis Roblox pada materi mengonstruksi dan mengurai bangun kubus serta (2) mengetahui validitas dan kelayakan media yang dikembangkan melalui penilaian para ahli. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan model ADDIE yang dibatasi pada tahap analisis, desain, dan pengembangan. Subjek penelitian terdiri atas 54 siswa kelas VI SD Negeri Palebon 03. Pengumpulan data dilakukan melalui observasi, wawancara, tes kemampuan awal, dan instrumen validasi ahli. Hasil penelitian menunjukkan bahwa CraftEdu Blox berhasil dikembangkan sebagai lingkungan belajar virtual tiga dimensi yang mendukung eksplorasi konsep melalui interaksi langsung dengan objek geometri, navigasi yang terstruktur, serta fitur pembelajaran dan evaluasi yang interaktif. Hasil validasi ahli menunjukkan persentase kelayakan sebesar 94,00% pada aspek bahasa, 95,38% pada aspek materi, dan 93,85% pada aspek media, yang seluruhnya berada dalam kategori sangat layak. Temuan ini menunjukkan bahwa CraftEdu Blox berbasis Roblox sangat layak digunakan dalam pembelajaran matematika sekolah dasar dan berpotensi mendukung pemahaman konsep serta kemampuan visualisasi spasial siswa pada materi mengonstruksi dan mengurai bangun kubus.

STUDENTS’ MATHEMATICAL COMMUNICATION SKILLS IN SOLVING DATA PRESENTATION PROBLEMS

Arjuna Yahdil Fauza Rambe — 2026-09-01

Mathematical communication skills are an essential competency in mathematics learning because they help students organize information, represent data, and communicate ideas and problem-solving processes accurately. However, in data presentation topics, students still encounter difficulties in explaining solution procedures, creating visual representations, and using mathematical expressions correctly. This study aimed to analyze students' mathematical communication skills in solving data presentation problems based on the indicators of written text, drawing, and mathematical expression. This research employed a qualitative descriptive approach. The subjects were seventh-grade students of MTs Mamba’ul ‘Ulum, selected based on high, moderate, and low levels of mathematical communication skills. Data were collected through essay tests and semi-structured interviews and were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results showed that students in the high category were able to identify information, present data in tables and diagrams, and use mathematical expressions systematically and accurately. Students in the moderate category were able to communicate mathematical ideas fairly well, although they still made errors in representations and calculations. Meanwhile, students in the low category experienced difficulties in explaining procedures, presenting data visually, and constructing appropriate mathematical models. These findings indicate differences in mathematical communication skills across student categories, which influence the quality of mathematical problem-solving.

Kemampuan komunikasi matematis merupakan kompetensi penting dalam pembelajaran matematika karena membantu siswa mengorganisasi informasi, merepresentasikan data, serta mengomunikasikan ide dan proses penyelesaian masalah secara tepat. Namun, pada materi penyajian data masih ditemukan siswa yang mengalami kesulitan dalam menjelaskan langkah penyelesaian, membuat representasi visual, dan menggunakan ekspresi matematis secara benar. Penelitian ini bertujuan untuk menganalisis kemampuan komunikasi matematis siswa dalam menyelesaikan soal penyajian data berdasarkan indikator written text, drawing, dan mathematical expression. Penelitian menggunakan pendekatan deskriptif kualitatif. Subjek penelitian adalah siswa kelas VII MTs Mamba’ul ‘Ulum yang dipilih berdasarkan kategori kemampuan komunikasi matematis tinggi, sedang, dan rendah. Data dikumpulkan melalui tes uraian dan wawancara semi-terstruktur, kemudian dianalisis menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa kategori tinggi mampu mengidentifikasi informasi, menyajikan data dalam bentuk tabel dan diagram, serta menggunakan ekspresi matematis secara sistematis dan tepat. Siswa kategori sedang mampu mengomunikasikan ide matematika dengan cukup baik, meskipun masih melakukan kesalahan pada representasi dan perhitungan. Sementara itu, siswa kategori rendah mengalami kesulitan dalam menjelaskan prosedur, menyajikan data secara visual, dan menyusun model matematika. Temuan ini menunjukkan adanya perbedaan kemampuan komunikasi matematis yang memengaruhi kualitas pemecahan masalah matematika.

OPTIMIZING MATHEMATICAL PROBLEM SOLVING ABILITY THROUGH DEEP LEARNING INTEGRATION ORIENTED TOWARDS SELF-REGULATED LEARNING

Hana Lastiar Olivia Sagala — 2026-09-01

Mathematical problem-solving ability is an essential competency in mathematics learning; however, research conducted during 2022–2025 consistently indicates that junior high school students’ problem-solving ability remains in the low category. Students tend to apply formulas without understanding the problem context and rarely verify their solutions. This study aims to examine: (1) whether there is a significant difference in mathematical problem-solving ability between students taught using the Deep Learning approach and those taught using a conventional approach; and (2) whether the improvement in mathematical problem-solving ability of students using the Deep Learning approach is better than that of students using the conventional approach. This study employed a quantitative method with a quasi-experimental design (Nonequivalent Pretest-Posttest Control Group Design), involving 61 eighth-grade students at SMP Negeri 1 Jatiwangi: 31 students in the experimental class (VIII-E) and 30 students in the control class (VIII-H). Data were collected through essay tests based on Polya’s problem-solving indicators and analyzed using independent samples t-test and Welch’s T’ test via IBM SPSS Statistics 26.0. The results show that: (1) there is a significant difference in posttest scores between the two classes (sig./2 = 0.0115 < 0.05), with the experimental class mean (56.42) higher than the control class (51.33); and (2) the improvement of the experimental class (N-Gain = 0.3013; moderate category) is significantly better than the control class (N-Gain = 0.1920; low category), based on Welch’s T’ test (sig./2 = 0.0015 < 0.05). These findings confirm that the Deep Learning effectively enhances students’ mathematical problem-solving ability.

Kemampuan pemecahan masalah matematika merupakan kompetensi penting dalam pembelajaran matematika; namun, penelitian yang dilakukan selama tahun 2022–2025 secara konsisten menunjukkan bahwa kemampuan pemecahan masalah siswa SMP masih berada pada kategori rendah. Siswa cenderung menerapkan rumus tanpa memahami konteks masalah dan jarang memverifikasi solusi mereka. Penelitian ini bertujuan untuk menguji: (1) apakah terdapat perbedaan signifikan dalam kemampuan pemecahan masalah matematika antara siswa yang diajar menggunakan pendekatan Deep Learning dan siswa yang diajar menggunakan pendekatan konvensional; dan (2) apakah peningkatan kemampuan pemecahan masalah matematika siswa yang menggunakan pendekatan Deep Learning lebih baik daripada siswa yang menggunakan pendekatan konvensional. Penelitian ini menggunakan metode kuantitatif dengan desain kuasi-eksperimental (Desain Kelompok Kontrol Non-ekuivalen Pretest-Posttest), yang melibatkan 61 siswa kelas delapan di SMP Negeri 1 Jatiwangi: 31 siswa di kelas eksperimen (VIII-E) dan 30 siswa di kelas kontrol (VIII-H). Data dikumpulkan melalui tes esai berdasarkan indikator pemecahan masalah Polya dan dianalisis menggunakan uji t sampel independen dan uji T Welch melalui IBM SPSS Statistics 26.0. Hasil menunjukkan bahwa: (1) terdapat perbedaan signifikan pada skor posttest antara kedua kelas (sig./2 = 0,0115 < 0,05), dengan rata-rata kelas eksperimen (56,42) lebih tinggi daripada kelas kontrol (51,33); dan (2) peningkatan kelas eksperimen (N-Gain = 0,3013; kategori sedang) secara signifikan lebih baik daripada kelas kontrol (N-Gain = 0,1920; kategori rendah), berdasarkan uji T Welch (sig./2 = 0,0015 < 0,05). Temuan ini menegaskan bahwa Deep Learning secara efektif meningkatkan kemampuan pemecahan masalah matematika siswa.

STUDENTS’ ERRORS IN SOLVING CALCULUS PROBLEMS ON INCREASING, DECREASING, AND CONCAVITY OF FUNCTIONS

Rizki Harahap — 2026-06-14

Calculus is a fundamental course in mathematics education; however, many students experience difficulties that lead to errors in problem solving. This study aimed to identify and analyze students’ errors in solving calculus problems involving increasing functions, decreasing functions, and function concavity. A qualitative descriptive case study approach was employed involving 22 fifth-semester mathematics education students at UIN Sheikh Ali Hasan Ahmad Addary Padangsidimpuan during the 2024/2025 academic year. Data were collected through four essay-test items and semi-structured interviews with six purposively selected students representing different error categories. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings revealed three categories of errors: conceptual, operational, and factual errors. Operational errors were the most dominant, particularly in derivative calculations, algebraic manipulations, and interval determination. Conceptual errors occurred when students misinterpreted the meaning of first and second derivatives in determining function behavior, whereas factual errors were related to the incorrect use of mathematical symbols and notation. The errors were mainly influenced by insufficient conceptual understanding, lack of carefulness, and ineffective problem-solving practices. These findings provide important implications for calculus instruction by highlighting the need to strengthen conceptual understanding alongside procedural fluency. The study contributes to the literature on calculus error analysis by providing an in-depth examination of students’ difficulties in applying derivative concepts to analyze increasing functions, decreasing functions, and function concavity.

Kalkulus merupakan salah satu mata kuliah dasar dalam pendidikan matematika. Namun, banyak mahasiswa mengalami kesulitan yang menyebabkan terjadinya kesalahan dalam menyelesaikan masalah matematika. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis kesalahan mahasiswa dalam menyelesaikan soal kalkulus yang berkaitan dengan fungsi naik, fungsi turun, dan kecekungan fungsi. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif yang melibatkan 22 mahasiswa semester V Program Studi Pendidikan Matematika di UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan pada tahun akademik 2024/2025. Data dikumpulkan melalui empat butir soal uraian dan wawancara semi-terstruktur terhadap enam mahasiswa yang dipilih secara purposive untuk mewakili kategori kesalahan yang berbeda. Data dianalisis menggunakan model analisis interaktif Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan adanya tiga kategori kesalahan, yaitu kesalahan konseptual, kesalahan operasional, dan kesalahan faktual. Kesalahan operasional merupakan jenis kesalahan yang paling dominan, terutama dalam perhitungan turunan, manipulasi aljabar, dan penentuan interval. Kesalahan konseptual terjadi ketika mahasiswa salah menafsirkan makna turunan pertama dan turunan kedua dalam menentukan perilaku fungsi, sedangkan kesalahan faktual berkaitan dengan penggunaan simbol dan notasi matematika yang tidak tepat. Kesalahan-kesalahan tersebut terutama dipengaruhi oleh kurangnya pemahaman konseptual, rendahnya ketelitian, serta praktik pemecahan masalah yang kurang efektif. Temuan penelitian ini memberikan implikasi penting bagi pembelajaran kalkulus dengan menekankan perlunya penguatan pemahaman konseptual yang seimbang dengan kelancaran prosedural. Penelitian ini berkontribusi pada kajian analisis kesalahan dalam kalkulus melalui penyajian analisis mendalam mengenai kesulitan mahasiswa dalam menerapkan konsep turunan untuk menganalisis fungsi naik, fungsi turun, dan kecekungan fungsi.

NUMERACY LITERACY AND LEARNING STYLES: A SYSTEMATIC REVIEW OF ARTIFICIAL INTELLIGENCE TUTOR USE

Indri Margaretha — 2026-06-16

Despite the growing integration of Artificial Intelligence (AI) in education, there remains a critical gap in research that specifically synthesizes how AI tutors interact with diverse learning styles to influence students' numeracy literacy. Previous studies tend to address AI in education or learning styles in isolation, without examining their intersecting effects on numeracy outcomes. This study aims to map the profile of students' numeracy literacy across learning styles when using an AI tutor, analyze student interaction patterns with AI tutor features, and identify factors influencing numeracy literacy outcomes. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines, analyzing 14 peer-reviewed articles published between 2018 and 2025 from Scopus and ScienceDirect databases. Bibliometric analysis using VOSViewer identified four conceptual clusters with "numeracy literacy," "learning style," "artificial intelligence," and "ChatGPT" as central nodes. Findings reveal that AI tutors demonstrate significant potential to improve numeracy literacy with gains of 28.7%–32% across studies by adapting to Visual, Auditory, Read/Write, and Kinesthetic (VARK) learning preferences, with visual learners showing the highest gains. This review provides a novel synthesis by integrating AI tutor effectiveness with learning style perspectives in numeracy literacy, offering theoretical and

Meskipun integrasi kecerdasan buatan (AI) dalam pendidikan semakin meluas, masih terdapat kesenjangan penelitian mensintesis bagaimana AI tutor berinteraksi dengan berbagai gaya belajar untuk memengaruhi literasi numerasi siswa. Studi-studi sebelumnya cenderung mengkaji AI dalam pendidikan atau gaya belajar secara terpisah, tanpa meneliti efek persilangannya terhadap hasil numerasi. Penelitian ini bertujuan untuk memetakan profil literasi numerasi siswa ditinjau dari gaya belajar dalam penggunaan AI tutor, menganalisis pola interaksi siswa dengan fitur AI tutor, serta mengidentifikasi faktor-faktor yang memengaruhi hasil literasi numerasi. Systematic Literature Review (SLR) dilakukan mengacu pada panduan PRISMA , dengan menganalisis 14 artikel jurnal ilmiah yang diterbitkan antara tahun 2018- 2025 dari database Scopus dan ScienceDirect. Analisis bibliometrik menggunakan VOSViewer mengidentifikasi empat klaster konseptual dengan "literasi numerasi," "gaya belajar," "kecerdasan buatan," dan "ChatGPT" sebagai simpul sentral. Temuan menunjukkan bahwa AI tutor memiliki potensi signifikan dalam meningkatkan literasi numerasi dengan peningkatan 28,7%–32% lintas studi melalui adaptasi terhadap preferensi belajar Visual, Auditori, Read/Write, dan Kinestetik (VAK), dengan siswa visual menunjukkan peningkatan tertinggi. Tinjauan ini memberikan sintesis baru dengan mengintegrasikan efektivitas AI tutor dan perspektif gaya belajar terhadap literasi numerasi, sekaligus menawarkan implikasi teoritis dan praktis dalam mengembangkan strategi pembelajaran berdiferensiasi yang terintegrasi AI.

EFFECTIVENESS OF DEEP LEARNING BASED ON PROBLEM-BASED LEARNING ON STUDENTS' CRITICAL THINKING IN BRAIN ROT CONTEXT

Talenta Valentina Christi — 2026-06-16

Mathematical critical thinking skills are essential competencies in mathematics education, yet their development among students remains suboptimal. This condition is compounded by the brain rot phenomenon arising from excessive digital content consumption and the dominance of conventional teaching practices that offer limited opportunities for deep cognitive engagement. This study aimed to analyze differences in the improvement of mathematical critical thinking skills between students taught through Deep Learning-oriented instruction using the Problem Based Learning (PBL) model and those taught through Teacher-Centered Learning (TCL) using the Direct Instruction model, while also describing students' critical thinking profiles based on gadget-use intensity categories.

A quasi-experimental method with a Nonequivalent Pretest–Posttest Control Group Design was employed. Participants comprised 92 tenth-grade students from SMA Negeri 2 Cileungsi, with 45 students in the experimental class and 47 in the control class, selected through purposive sampling. Data were collected via essay tests measuring mathematical critical thinking skills and questionnaires assessing gadget-use intensity. Analysis was conducted using the Shapiro–Wilk normality test, Levene's homogeneity test, and an independent samples t-test.

Results indicated a significant difference in the improvement of mathematical critical thinking skills between groups (t = −7.715; p = 0.000 < 0.05), favoring the PBL class. Additionally, students with high gadget-use intensity recorded lower mean pretest scores (47.73) compared to moderate (56.08) and low (64.52) intensity groups, suggesting that the brain rot phenomenon negatively impacts students' mathematical critical thinking skills.

THE EFFECT OF THE GEOGEBRA-ASSISTED DISCOVERY LEARNING MODEL ON THE ABILITY TO UNDERSTAND MATHEMATICAL CONCEPTS IN STATISTICS MATERIALS

Masroh Saragih — 2026-06-16

The study aims to determine the effect of GeoGebra-Assisted Discovery Learning on students' mathematical concept understanding in Statistics (Measures of Central Order) at Xth grade students of SMA Negeri 1 Air Joman in 2025/2026 Academic Year. This research is quantitative, using a quasi-experimental research method with a Pretest-Posttest Control Group Design. The population in the study are all 6 Xth grade students of SMA Negeri 1 Air Joman in 2025/2026 Academic Year totaling 206 students. In this study, the sample taken are X-2 class as an experimental class with a Geogebra-assisted Discovery Learning model and Xth-4 class as a control class with a direct learning model. After completing the learning the posttest results obtained for the experimental class were higher than those for the control class. Thus, it can be concluded that the mathematical concept comprehension ability of students using the Discovery Learning model assisted by the GeoGebra application on Statistics (Measures of Central Order) material at Xth grade students of SMA Negeri 1 Air Joman in 2025/2026 Academic Year is better than the mathematical concept comprehension ability of students using the direct learning model at Xth grade students of SMA Negeri 1 Air Joman in 2025/2026 Academic year.

Penelitian ini bertujuan untuk mengetahui pengaruh model discovery learning berbantuan geogebra terhadap kemampuan pemahaman konsep matematis siswa pada materi Statistika (Ukuran Pemusatan Data) Kelas X SMA Negeri 1 Air Joman Tahun Ajaran 2025/2026. Jenis penelitian ini adalah penelitian kuantitatif, dengan menggunakan metode penelitian quasy experiment dengan desain penelitian yang digunakan dalam penelitian ini adalah Pretest-Posttest Control Group Design. Populasi pada penelitian ini yaitu seluruh siswa kelas X SMA Negeri 1 Air Joman yang berjumlah 6 kelas pada tahun ajaran 2025/2026 sebanyak 206 siswa. Dalam penelitian ini, sampel yang diambil adalah kelas X-2 sebagai kelas eksperimen dengan model discovery learning berbantuan geogebra dan kelas X-4 sebagai kelas kontrol dengan model pembelajaran langsung. Setelah proses pembelajaran selesai dilaksanakan, diperoleh hasil posttest kelas eksperimen lebih tinggi disbanding kelas kontrol. Dengan demikian diperoleh kesimpulan bahwa kemampuan pemahaman konsep matematis siswa menggunakan model Discovery Learning berbantuan Aplikasi Geogebra pada materi Statistika (Ukuran Pemusatan Data) kelas X SMA Negeri 1 Air Joman tahun ajaran 2025/2026 lebih baik dari pada kemampuan pemahaman konsep matematis siswa menggunakan model pembelajaran langsung pada siswa kelas X SMA Negeri 1 Air Joman tahun ajaran 2025/2026.