Pembinaan Intensif Problem-Solving Kombinatorika Siswa SMA Menggunakan Modul Berbasis Worked Examples sebagai Teknologi Tepat Guna

DOI: https://doi.org/10.33650/guyub.v7i3.17124
Authors

(1) * Nandia Primasari   (Universitas Brawiaya)  
        Indonesia
(2)  Mila Kurniawaty   (Universitas Brawiaya)  
        Indonesia
(3)  Darmajid Darmajid   (Universitas Brawiaya)  
        Indonesia
(4)  Kwardiniya Andawaningtyas   (Universitas Brawiaya)
(5)  Raqqasyi Rahmatullah Musafir   (Universitas Brawiaya)  
        Indonesia
(*) Corresponding Author

Abstract


High school students often struggle to solve combinatorics problems because classroom instruction tends to focus on rote memorization of formulas; however, mastering combinatorial reasoning is essential, not least because it is a key component of the Academic Ability Test (TKA) and university entrance selection (SNBT). Addressing this issue, this community service initiative aimed to equip students with problem-solving skills through the implementation of an educational "Appropriate Technology" (TTG) package. This package comprised a student module, a facilitator module featuring step-by-step solutions, pre- and post-test instruments, and intensive coaching on combinatorics. The program was implemented with 29 Grade 11 students at SMA Negeri 1 Krembung, Sidoarjo Regency—a sample selected by the school. Results showed a significant increase in students' average problem-solving scores, rising from 2.07 to 6.21 on a 0–24 scale (Wilcoxon test, ). Questionnaire results indicated a highly positive reception, with an average score of 3.40 out of 4 (85.0%). These findings confirm that the coaching module package is practical to use and effectively supports the strengthening of students' numeracy skills in the short term. The initiative's outcomes contribute directly to achieving Sustainable Development Goal (SDG) 4, specifically by enhancing learning outcomes and numeracy literacy relevant to upper secondary education.

Keywords

Appropriate Educational Technology; Combinatorics; Problem-Solving; Secondary Education; SDG 4



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Copyright (c) 2026 Nandia Primasari, Mila Kurniawaty, Darmajid Darmajid, Kwardiniya Andawaningtyas

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