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All Journal Mosharafa: Jurnal Pendidikan Matematika Journal of General Education and Humanities AKSIOMA : Jurnal Matematika dan Pendidikan Matematika
Margaretha Madha Melissa
Hiroshima University
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Needs Analysis For Developing Problem-Based Learning E-LKPD Integrating Local Wisdom to Improve Mathematical Connection Skills Evih Evih; Yusfita Yusuf; Margaretha Madha Melissa; Muhammad Hafidz Danujati Prayogo Yulianto
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1182

Abstract

Mathematical connection skills constitute a core competency emphasised in the Independent Curriculum and by the National Council of Teachers of Mathematics (NCTM). Nevertheless, empirical classroom evidence reveals that these skills remain at a low level. This condition is paradoxical, given the increasing availability of digital infrastructure in schools, which has not been optimally integrated into mathematics learning practices. This study aims to identify the need to develop Problem-Based Learning (PBL)–based electronic student worksheets (E-LKPD) that integrate local wisdom, with a particular focus on uncovering the gap between technological availability and its pedagogical utilisation. This research adopts a Research and Development framework using the ADDIE model, limited to the needs analysis phase. Data were collected through teacher interviews, student and teacher questionnaires, and a mathematical connection skills test administered to 22 eighth-grade students at one of the junior high schools in Sumedang. The data were analysed using descriptive quantitative and qualitative techniques and validated through technical triangulation. The findings indicate that mathematics instruction continues to rely predominantly on textbooks and printed worksheets, despite the presence of adequate digital infrastructure. Both teachers and students expressed a strong need for interactive digital learning media that incorporate local wisdom within a PBL framework. Furthermore, students’ mathematical connection skills were found to be low, with an average score of 57.5 and only 27.3% achieving the minimum mastery criterion. These results underscore a significant discrepancy between infrastructure readiness and classroom practice, highlighting the urgency of developing PBL-based E-LKPD to foster students’ mathematical connection skills.
Needs Analysis: Development of an LMS-Assisted DELPHI-STEAM Model to Improve Students' Computational Thinking and Character Yusfita Yusuf; Margaretha Madha Melissa; Tuti Yuliawati Wachyar; Fidi Supriadi; Shofia Annisa Ratnasari; Ucu Kosmawa; Hadian Setya Ramdani; Anggia Gantira
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3541

Abstract

Kemajuan teknologi menuntut siswa memiliki keterampilan berpikir komputasional sekaligus karakter yang kuat. Namun, belum tersedia model pembelajaran yang mengintegrasikan kedua aspek tersebut secara simultan. Penelitian ini bertujuan melakukan analisis kebutuhan untuk mengembangkan model pembelajaran DELPHI-STEAM (Deep Learning Project Hypnoteaching-STEAM) berbasis Learning Management System (LMS). Menggunakan model pengembangan ADDIE, penelitian saat ini berada pada fase analisis. Data dikumpulkan melalui instrumen penilaian berpikir komputasional, survei karakter, protokol observasi, dan wawancara terhadap guru serta siswa di 15 sekolah negeri dan swasta di Kabupaten Sumedang. Hasil penelitian menunjukkan bahwa pengembangan model DELPHI-STEAM berbasis LMS beserta perangkat pendukungnya sangat esensial dan layak diimplementasikan. Model ini terbukti dapat meningkatkan kemampuan berpikir komputasional dan pengembangan karakter secara bersamaan. Selain itu, model ini mampu mentransformasi matematika dalam proyek STEAM menjadi pengalaman belajar yang lebih bermakna dan menyenangkan bagi siswa. Technological advancements demand that students possess both computational thinking skills and strong character development. Currently, pedagogical models that simultaneously integrate these two aspects remain scarce. This study aims to conduct a needs analysis for developing the LMS-supported DELPHI-STEAM (Deep Learning Project Hypnoteaching-STEAM) model. Adopting the ADDIE development framework, the research is currently in the analysis phase. Data were collected through computational thinking assessments, character surveys, observation protocols, and interviews involving teachers and students across 15 public and private schools in Sumedang Regency. The findings indicate that the development of the LMS-based DELPHI-STEAM model and its supporting tools is both essential and feasible. This model is designed to concurrently enhance computational thinking and character growth. Furthermore, it transforms mathematics, traditionally utilized as a mere computational tool in STEAM projects, into a more meaningful and engaging learning experience for students.
Designing translation learning trajectory using tayub dance context through RME assisted by GeoGebra Zahra Fadila; Farida Nursyahidah; Noviana Dini Rahmawati; Margaretha Madha Melissa
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 17 No. 2 (2026): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/0g20hz36

Abstract

The concept of translation plays a crucial role in geometry education, fostering students' spatial understanding, visual thinking, and transformational reasoning. Despite its importance, many students still struggle to abstract the concept of translation, demonstrating a low level of conceptual understanding and a limited ability to apply it in a coordinate context. To address this gap, this study introduces a culturally grounded, context-based learning design that integrates Tayub dancers' movement into translation learning. This study aims to develop a learning trajectory that supports students’ conceptual understanding of translation through meaningful and realistic mathematical experiences. This study involved 32 ninth-grade students from a public junior high school in Semarang. It employed a validation study design research methodology that included three phases: preliminary design, teaching experiment, and retrospective analysis. The learning activities were implemented using the Realistic Mathematics Education (RME) approach assisted by GeoGebra. The resulting Learning Trajectory (LT) consisted of three interrelated activities: analyzing a video of Tayub dance movements to identify translation features; deriving formal rules for translation vectors through the “box arc” strategy and GeoGebra exploration; and solving a contextual problem involving the design of dancer formations. The findings indicate that integrating culturally relevant contexts and visual media into RME effectively enhances students' understanding of translation. This research contributes to the field by offering a novel approach that bridges ethnomathematics and the teaching of formal geometric transformations, and by serving as a reference for future studies seeking to incorporate local wisdom and technology into mathematics education.
Co-Authors Anggia Gantira Evih Evih Farida Nursyahidah Fidi Supriadi Hadian Setya Ramdani Muhammad Hafidz Danujati Prayogo Yulianto Noviana Dini Rahmawati Shofia Annisa Ratnasari Tuti Yuliawati Wachyar Ucu Kosmawa Yusfita Yusuf Zahra Fadila