Article Per Year (5 Year)
p-Index From 2021 - 2026
1.434
P-Index
This Author published in this journals
All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Prima Abdika: Jurnal Pengabdian Masyarakat SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Journal of Educational Technology and Learning Creativity JES-MAT (Jurnal Edukasi dan Sains Matematika) Journal of Emerging Techologies in Ethnomathematics
Sumarni Sumarni
Universitas Negeri Surabaya
Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 9 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 9 Documents
Search

 1 
A Bibliometric Analysis of the Use of Augmented Reality in Ethnomathematics Education Sumarni Sumarni; Ratu Mauladaniyati
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 1 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i1.40844

Abstract

One area that has been gaining increasing attention is the integration of Augmented Reality (AR) technologies in mathematics education, especially within the context of ethnomathematics. This study aims to explore trends, developments, and directions of research related to the use of Augmented Reality (AR) technology in ethnomathematics education through a bibliometric approach. By utilizing the Scopus database, relevant scientific articles were selected based on keywords such as "augmented reality", "ethnomathematics", and "education" from the Google Scholar database between 2015 and 2025. Publish or perish software was used to collect data while the Vosviwer application was applied to analyze the data. Using descriptive and bibliometric analysis, this study addresses two research problems as follows: a) the growth trajectory of studies related to the use of Augmented Reality (AR) technology in ethnomathematics; and b) mapping studies to identify the most important themes and topics. The results of the analysis show that the trajectory of studies related to the use of Augmented Reality (AR) technology in ethnomathematics. Several topics that are rarely studied are recommended to be basic ideas in further research. These findings contribute not only to mathematics education researchers but also to other stakeholders, including education policy makers.
Development of a Numeracy Test Instrument for Kuningan Cultural Tourism Based on Quizizz Sumarni Sumarni; Debia Nuriza; Imeldrif Tri Lestari; Lilis Fauziah; Niniek Rachmatu Adiyah; Nurnajib Al Fiqri; Rifky Tegar Nugraha; Tiara Dwi Mahardhika
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 2 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i2.46571

Abstract

This study aims to develop a numeracy test instrument based on the context of Kuningan cultural tourism using the Quizizz platform. This valid, reliable, and practical tool is used in the numeracy assessment of the Independent Curriculum (Curriculum Merdeka). This research is developmental research using the Plomp model, which includes preliminary research, design, and evaluation. The trial subjects involved 30 junior high school students in Kuningan Regency. Content validation was conducted by three experts in mathematics education, assessment, and local culture, and analyzed using the Aiken's V coefficient. Empirical testing included analysis of item validity, reliability, discrimination power, and difficulty index using classical test theory. The results showed that the Aiken's V value ranged from 0.83 to 0.94, with an average of 0.89, indicating high content validity. The instrument's reliability value of α = 0.79 is in the high category. Most of the test items had good discrimination power (0.40 ≤ D < 0.70) and a moderate difficulty index (0.30 ≤ p ≤ 0.80). These findings indicate that the developed instrument is suitable for use as a contextual numeracy assessment tool. Integrating Kuningan's cultural context, such as the Linggarjati Museum and Cibulan Pond, with the Quizizz platform has been shown to increase student engagement and provide a meaningful and enjoyable digital assessment. This research contributes to strengthening local culture-based numeracy literacy and supports the implementation of the Pancasila Student Profile through technology-based assessment. Keywords: ,, local culture, Quizizz,
Meta-Analysis of the Impact of Ethnomathematics-Based Digital Learning on Students' Mathematical Understanding Ratu Mauladaniyati; Sumarni Sumarni; Heri Purnomo; Pradnyo Wijayanti
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 1 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i1.41039

Abstract

This research addresses the growing urgency to contextualize mathematics education by integrating local cultural elements through digital learning. In increasingly diverse classrooms, traditional teaching methods often fail to connect with students' cultural backgrounds, which may hinder engagement and conceptual understanding. This study aims to conduct a meta-analysis to evaluate the influence of ethnomathematics-based digital learning on students' mathematical understanding. A total of 15 peer-reviewed articles published between 2015 and 2024 were systematically selected using inclusion criteria focused on empirical studies involving digital platforms and cultural content in mathematics education. The meta-analysis procedure involved coding of effect sizes and statistical synthesis using a random-effects model. The results show that integrating ethnomathematical content into digital learning significantly improves students’ conceptual understanding, mathematical connections, and critical thinking skills. Effect sizes ranged from moderate to high, indicating a meaningful impact. The novelty of this study lies in quantifying the pedagogical value of combining ethnomathematics and technology, which has not been thoroughly addressed in previous meta-analyses. These findings recommend that educators, curriculum developers, and education policymakers adopt culturally contextualized digital learning designs to enhance mathematics learning outcomes in diverse educational settings.
Design of Quadrilateral Teaching Materials Assisted by GeoGebra in the Context of the Joglo Mosque UNESA 5 Campus Sumarni Sumarni; Nafisyatul Azizah; Rahma Afinnisa Noviari; Ratu Mauladaniyati
Journal of Emerging Technologies in Ethnomathematics Vol. 2 No. 1 (2026): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v2i1.52486

Abstract

The integration of local culture and digital technology into mathematics learning has become an important strategy for creating meaningful learning experiences. However, learning materials about quadrilaterals are generally still abstract and rarely incorporate local cultural contexts supported by interactive technology. Therefore, this study aims to design learning materials for quadrilaterals by integrating the ethnomathematics context of the Joglo Al-Hasan Mosque at UNESA Campus 5, using the Realistic Mathematics Education (RME) approach, and GeoGebra as an interactive visualization tool. This study uses a Research and Development (R&D) approach that focuses on the design phase of the ADDIE model. The design process consists of needs analysis through a literature review, identification of quadrilateral concepts embedded in the mosque architecture, formulation of learning outcomes, preparation of learning activities, selection of learning methods and media, development of assessment instruments, and preparation of learning material designs. The resulting design integrates realistic learning scenarios, GeoGebra-assisted exploration activities, student worksheets, problem-solving tasks, and assessments aligned with the learning objectives. Learning activities are structured to facilitate students in building quadrilateral concepts through exploration, mathematical reasoning, discussion, and reflection based on meaningful real-life contexts. This study provides a theoretically grounded blueprint for developing culturally responsive and technology-enabled learning materials that support the implementation of contextual mathematics learning in the 21st century. Further research is recommended to continue the development, implementation, and evaluation stages to test the validity, practicality, and effectiveness of the proposed teaching materials.
PENGARUH MODEL COOPERATIVE LEARNING TIPE TWO STAY TWO STRAY (TSTS) TERHADAP KEMAMPUAN PEMAHAMAN DAN BERPIKIR KRITIS MATEMATIS SISWA SEKOLAH DASAR Khalida Ziah Siregar; Sendi Ramdhani; Sumarni Sumarni
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.10734

Abstract

This research is motivated by students' low mathematical understanding and critical thinking skills in mathematics learning in elementary schools. Initial observations at SDN 100900 Gunungtua showed that some students still had difficulty understanding the concept of plane figures and had not yet achieved the Minimum Completion Criteria (KKM). This study aims to determine the effect of the Two Stay Two Stray (TSTS) Cooperative Learning model on the mathematical understanding and critical thinking skills of fourth-grade students at SDN 100900 Gunungtua. This study used a quantitative approach with a quasi-experimental type and a Nonequivalent Control Group Design. The study population was all 40 fourth-grade students. The sampling technique used total sampling, with class IV-B as the experimental class and class IV-A as the control class. Data collection techniques were carried out through mathematical understanding tests and critical thinking skills tests. The research instrument was a descriptive test that had been tested for validity and reliability. Data analysis was carried out through normality tests, homogeneity tests, Independent Sample t-tests, and MANOVA. The results of the study showed that the TSTS learning model had a significant effect on students' mathematical understanding (t = 4.367; Sig. 0.000 < 0.05) and critical thinking skills (t = 3.835; Sig. 0.000 < 0.05). The MANOVA test results also showed a significant simultaneous effect (F = 10.025; Sig. 0.000 < 0.05). Thus, the TSTS learning model effectively improves students' mathematical understanding and critical thinking skills. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya pemahaman matematis dan kemampuan berpikir kritis siswa dalam pembelajaran matematika di sekolah dasar. Hasil observasi awal di SDN 100900 Gunungtua menunjukkan bahwa sebagian siswa masih mengalami kesulitan memahami konsep bangun datar dan belum mencapai Kriteria Ketuntasan Minimal (KKM). Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Cooperative Learning tipe Two Stay Two Stray (TSTS) terhadap pemahaman matematis dan kemampuan berpikir kritis siswa kelas IV SDN 100900 Gunungtua. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis quasi experiment dan desain Nonequivalent Control Group Design. Populasi penelitian adalah seluruh siswa kelas IV yang berjumlah 40 siswa. Teknik pengambilan sampel menggunakan total sampling, yaitu kelas IV-B sebagai kelas eksperimen dan kelas IV-A sebagai kelas kontrol. Teknik pengumpulan data dilakukan melalui tes pemahaman matematis dan tes kemampuan berpikir kritis. Instrumen penelitian berupa tes uraian yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan melalui uji normalitas, homogenitas, uji Independent Sample t-test, dan MANOVA. Hasil penelitian menunjukkan bahwa model pembelajaran TSTS berpengaruh signifikan terhadap pemahaman matematis siswa (t = 4,367; Sig. 0,000 < 0,05) dan kemampuan berpikir kritis siswa (t = 3,835; Sig. 0,000 < 0,05). Hasil uji MANOVA juga menunjukkan pengaruh signifikan secara simultan (F = 10,025; Sig. 0,000 < 0,05). Dengan demikian, model pembelajaran TSTS efektif meningkatkan pemahaman matematis dan kemampuan berpikir kritis siswa.    
Pelatihan Penyusunan Soal Matematika Berbasis Keterampilan Berpikir Tingkat Tinggi untuk Guru SMA di Kabupaten Magetan Pradnyo Wijayanti; Ratu Mauladaniyati; Lisnani Lisnani; Heri Purnomo; Sumarni Sumarni; Hilma Alia; Rahma Noviari
Prima Abdika: Jurnal Pengabdian Masyarakat Vol. 5 No. 4 (2025): Volume 5 Nomor 4 Tahun 2025 (Desember 2025)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Flores Ende

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/abdika.v5i4.6817

Abstract

This Community Service Program aims to improve the competency of high school mathematics teachers in Magetan Regency in developing questions based on Higher Order Thinking Skills (HOTS). The training is designed to provide a deep understanding of HOTS concepts, including cognitive levels C4 (analysis), C5 (evaluation), and C6 (creation), and to equip teachers to design contextual, relevant questions that meet students' needs. With this approach, teachers are expected to produce questions that not only assess students' basic abilities but also foster their critical, creative, and analytical thinking. The training will be conducted through several stages: HOTS concept socialization, a question development workshop, classroom simulations, and post-training mentoring. Teachers will be trained to develop question outlines, select engaging contextual stimuli, and develop HOTS-based questions in accordance with the Merdeka Curriculum and Minimum Competency Assessment (MCA) standards. Additionally, a questionnaire will be used to assess teachers' understanding of the training material. Participants found this activity highly beneficial in improving teacher competency, both in material delivery, question development, and knowledge of the latest curriculum.
DEVELOPMENT OF AN INTERACTIVE FLIPBOOK-BASED E-MODULE TO ENHANCE STUDENTS’ ABILITY TO UNDERSTAND MATHEMATICAL CONCEPTS IN ARITHMETIC SEQUENCES AND SERIES Nuranita Adiastuty; Sumarni Sumarni; Nunu Nurhayati; Siska Siti Rukoyah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 14 No. 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.11429

Abstract

This study addresses the challenges in the learning process, particularly the reliance on textbooks and limited instructional materials, leading to low mathematical conceptual understanding among students, especially in arithmetic sequences and series. To tackle this issue, an interactive flipbook-based e-module was developed to enhance students’ conceptual understanding. The aim of this study is to create valid, practical, and effective teaching materials in the form of this e-module. Using the ADDIE development model, the research comprises five phases: Analysis, Design, Development, Implementation, and Evaluation. Data analysis techniques include tests for validity, practicality, and improvements in conceptual understanding. Validity analysis yielded scores of 92.36% from media experts and 87.84% from content experts, both classified as “very valid.” Practicality analysis resulted in a score of 78.33% from teacher responses (categorized as “practical”) and 81.56% from student responses (categorized as “very practical”). The e-module successfully enhances conceptual understanding, with average pretest and posttest scores of 16.91 and 23.04, respectively. N-Gain analysis indicates an average N-Gain score of 0.88, classified as “high.” In conclusion, the developed interactive flipbook-based e-module is valid, practical, and effective in improving students' mathematical conceptual understanding.
Integrating Artificial Intelligence and Science Education to Support Computational Thinking: A Multi-Model Benchmarking Study in Primary Numeracy Suprih Widodo; Muhamad Akda Fathul Barri; Ayu Permata Sari; Hapizah Hapizah; Intan Sari Rufiana; Sumarni Sumarni; Zuriani Mustaffa
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.3397

Abstract

Purpose of the study: This study investigates the multidisciplinary integration of artificial intelligence, learning analytics, cognitive psychology, and science education to evaluate three Large Language Model (LLM) configurations. It aims to optimize an adaptive digital scaffolding framework for primary computational thinking (CT) and scientific reasoning under tight latency constraints. Methodology: Deployed via Python 3.11 within an automated benchmarking ecosystem, OpenAI gpt-5-mini, Google gemini-3.5-flash, and Meta llama-3.3-70b-versatile (Groq LPU) were evaluated across 15 Bebras tasks (135 structured API interactions). The multidisciplinary validation applied content and psycholinguistic triage to analyze the interface between technical inference latency and the continuity of students' scientific inquiry processes. Main Findings: Meta Llama-3.3-70b achieved optimal performance with a 0.2687s latency, maximizing the Student Waiting Threshold (SWT) compliance margin to support uninterrupted scientific schema construction. OpenAI GPT-5 Mini exhibited superior Socratic instruction adherence (6.9% failure) but introduced a 2.3764s latency overhead. Gemini 3.5 Flash truncated crucial pedagogical contexts due to its constrained 3-token output distribution. Novelty/Originality of this study: This work introduces a multidisciplinary engineering blueprint that bridges hardware-level computing optimization with technology-enhanced science education. By formalizing a latency-constrained routing protocol, it establishes a theoretical model demonstrating how infrastructure responsiveness directly safeguards the cognitive sustainability of scientific reasoning and problem-solving sequences in primary STEM learning contexts.
Application of the Hungarian Method in Workforce Scheduling Optimization at the Magetan Dynamic Vegetable-Tanned Leather Sandal Industry Nafisyatul Azizah; Putri Amelia Hanifa; Revania Eka Putri Devitasari; Rizka Tri Wahyuni; Lisnani Lisnani; Sumarni Sumarni
JES-MAT: Jurnal Edukasi dan Sains Matematika Vol. 11 No. 2 (2025): Jurnal Edukasi dan Sains Matematika (JES-MAT)
Publisher : Program Studi Pendidikan Matematika Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/jes-mat.v11i2.52

Abstract

Task allocation at the Dinamis Magetan vegetable-tanned leather sandal industry is currently handled flexibly, based on workers' general availability rather than a systematic evaluation of individual processing-time efficiency, creating a risk of inconsistent completion times across its five sequential production stages. Although the Hungarian Method has been widely applied to optimize labor assignment across various Indonesian MSME sectors, its application to traditional craft industries with a flexible, multi-skilled workforce — such as vegetable-tanned leather sandal production, where workers are trained to master every stage ("pinter kabeh") rather than remain fixed to one station — remains largely unexamined. This study addresses that gap through a descriptive quantitative case study involving five workers, selected via stratified random sampling to represent five main production units: Design and Pattern, Upper Production, Insole Production, Assembly, and Finishing. Processing-time data were collected through observation, interviews, and documentation, analyzed manually using the Hungarian Method, and verified using the POM-QM application for Windows. The results show that the optimal assignment places Worker 1 in Design and Pattern, Worker 2 in Upper Production, Worker 3 in Insole Production, Worker 4 in Assembly, and Worker 5 in Finishing, yielding a minimum total processing time of 73 minutes per production cycle — a result consistent between manual and software calculations, and closely matching the factory's actual reported daily output. These findings indicate that, for this case, the Hungarian Method can be applied accurately and consistently to obtain an optimal assignment solution, offering craft-based MSMEs a low-cost, evidence-based reference point for workforce allocation decisions that can be adopted alongside their existing flexible rotation systems.
Co-Authors Ayu Permata Sari Debia Nuriza Hapizah Heri Purnomo Heri Purnomo Hilma Alia Imeldrif Tri Lestari Intan Sari Rufiana Khalida Ziah Siregar Lilis Fauziah Lisnani Lisnani Lisnani Lisnani Muhamad Akda Fathul Barri Nafisyatul Azizah Niniek Rachmatu Adiyah Nunu Nurhayati Nuranita Adiastuty, Nuranita Nurnajib Al Fiqri Pradnyo Wijayanti Pradnyo Wijayanti Putri Amelia Hanifa Rahma Afinnisa Noviari Rahma Noviari Ratu Mauladaniyati Revania Eka Putri Devitasari Rifky Tegar Nugraha Rizka Tri Wahyuni Sendi Ramdhani Siska Siti Rukoyah Tiara Dwi Mahardhika Zuriani Mustaffa