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All Journal Aptisi Transactions on Technopreneurship (ATT) Journal Evaluation in Education (JEE)
Wardono Wardono
State University of Semarang
Humanities Computer Science & IT Economics, Econometrics & Finance Education Social Sciences Other

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A Systematic Review of Junior High School Mathematics Curriculum in Indonesia and Australia Bayu Murti Suryonegoro; Wardono Wardono; Stevanus Budi Waluya; Mulyono Mulyono; Ifan Badra Wijaya
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2472

Abstract

Purpose of the study: This study analyzes the comparative mathematics curricula between Indonesia and Australia to uncover various aspects of the education systems. The focus is on the similarities and differences between the curricula, systematically examining them in terms of objectives, materials, methods, and assessment, particularly in mathematics. Methodology: This study used a library method with the main data sources coming from 58 articles, 44 books, and 10 official documents in a qualitative descriptive manner. The research data analysis used the Systematic Literature Review method through the following steps: identification, screening, eligibility, and inclusion based on keywords, titles, abstracts, inclusion and exclusion criteria, and referenced literature. Main Findings: The mathematics curriculum in Indonesia and Australia at the Junior High School level is almost the same with a few differences, namely the focus on the profile of Pancasila students and providing more specific mathematical knowledge and skills to support the development numeracy and direct further fields of study in mathematics and other disciplines, so that it can add other aspects or components that researchers have never studied regarding the comparison of the mathematics curriculum in Indonesia and Australia. Novelty/Originality of this study: This analytical study of the comparative study of the Indonesian and Australian mathematics curriculum was conducted by citing various sources, namely articles, journals, official curriculum websites, books, and proceedings articles, thus providing a broader study of further studies on the development of the mathematics curriculum in Indonesia and Australia globally.
Meta Analysis: Analysis of Students' Mathematical Critical Thinking Ability Through the Inquiry Learning Model Bayu Murti Suryonegoro; Wardono Wardono; Tri Sri Noor Asih; Scolastika Mariani; Isnaini Rosyida; Aulia Hurul Aini
Journal Evaluation in Education (JEE) Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i1.1305

Abstract

Purpose of the study: The importance of critical mathematical thinking skills in mathematics learning in the current era of the industrial revolution and globalization has encouraged research to evaluate the impact of learning models, one of which is the inquiry model, on students' critical mathematical thinking skills. Methodology: This meta-analysis review was conducted using the stages of data collection, literature review using PRISMA, statistical analysis, qualitative study, and conclusions. Data were collected through national and international journals and proceedings indexed by Sinta or Scopus to make the information obtained more credible. This study uses the PRISMA framework with the steps identification, screening, eligibility, and inclusion to help transparency, consistency, and completeness of reporting the results of the meta-analysis review. Main Findings: Based on the research results, inquiry learning significantly influences students' critical mathematical thinking skills. This is evidenced by increased motivation, curiosity, and student involvement in learning. However, this finding requires follow-up in the future, for example, the development of innovations in textbook learning in the form of textbooks or other learning media. Novelty/Originality of this study: The study analysis of the process of students' critical mathematical thinking skills towards the inquiry learning model in this study was conducted by citing various cross-disciplinary studies and studies from multiple countries or regions to balance more detailed analysis perspectives globally.
Edupreneurial Innovations in Mathematical Literacy and Global Instructional Practices Sumliyah Sumliyah; Wardono Wardono; Scolastika Mariani; Stevanus Budi Waluya; Emi Pujiastuti; Nyree Ani
Aptisi Transactions On Technopreneurship (ATT) Vol 8 No 2 (2026): July
Publisher : Pandawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34306/att.v8i2.722

Abstract

This study provides a global synthesis of pedagogical innovations and research developments in mathematical literacy from 2022 to 2026, uniquely emphasizing an edupreneurial perspective that integrates entrepreneurial creativity into mathematics education through innovative teaching and learning practices. The analysis utilizes the Scopus, ERIC, and Google Scholar databases to identify global trends and research gaps. Employing the Systematic Literature Review (SLR) method based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, a total of 564 articles were initially identified, with selected studies analyzed to address predefined research questions. The review highlights that research on mathematical literacy is predominantly characterized by qualitative and quantitative approaches, with junior high school students as the most frequent subjects and research settings. A growing trend in edupreneurial pedagogical practices is evident through the integration of contextual problem-solving strategies, ethnomathematical perspectives, and technology-enhanced learning models. Recommendations for future research and policy include strengthening teacher conceptual understanding of mathematical literacy, developing contextually rich assessment models, advancing technology-integrated instruction, and expanding research toward psychological factors influencing mathematical literacy. Moreover, the study underscores the need for increased research at the vocational education level and calls for education policymakers to design and implement professional development programs aimed at enhancing teachers’ and students’ competencies in mathematical literacy through innovative, entrepreneurial-based learning approaches.
Geometry Learning Pathways for Creative Thinking via Edupreneurial Approaches Hendri Handoko; Stevanus Budi Waluya; Wardono Wardono; Sugiman Sugiman; Li Wei Ming
Aptisi Transactions On Technopreneurship (ATT) Vol 8 No 2 (2026): July
Publisher : Pandawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34306/att.v8i2.723

Abstract

This study highlights the importance of creative thinking as a 21st-century competency that is closely connected to technopreneurship and edupreneurship, emphasizing how students’ cognitive styles Field Independent (FI) and Field Dependent (FD) shape their creative performance in geometry learning. The objective of this research is to design and describe a learning trajectory that fosters creative thinking by integrating cognitive diversity into geometry education. Using a descriptive qualitative approach, six purposively selected students representing FI and FD groups with high, medium, and low ability levels were examined through the Group Embedded Figures Test (GEFT), creative thinking tests, and semi-structured interviews. Data analysis followed the Miles and Huberman model, comprising data collection, reduction, display, and conclusion. The findings show that FI students exhibit stronger creative thinking skills across fluency, flexibility, originality, elaboration, and evaluation, while FD students particularly those with medium and low abilities, experience challenges in conceptual understanding and visual-spatial reasoning, indicating that creative thinking in geometry is strongly tied to spatial imagination. The study concludes that the proposed learning trajectory enhances creative education by linking cognitive styles with innovative learning design, offering practical contributions for curriculum development, teacher training, and educational product creation. It further supports the cultivation of innovation-oriented mindsets essential for building edupreneurial ecosystems and aligns with Sustainable Development Goal 4 (Quality Education).
Co-Authors Aulia Hurul Aini Bayu Murti Suryonegoro Emi Pujiastuti Hendri Handoko Ifan Badra Wijaya Isnaini Rosyida Li Wei Ming Mulyono Mulyono Nyree Ani Scolastika Mariani Stevanus Budi Waluya Sugiman Sugiman Sumliyah Sumliyah Tri Sri Noor Asih