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All Journal Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Jurnal Pendidikan dan Pembelajaran EduInovasi: Journal of Basic Educational Studies
Ferra Fijantari
Universitas Ahmad Dahlan
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Komparatif Kurikulum Matematika SMP di Indonesia dan Australia: Implikasi untuk Penguatan Pembelajaran di Indonesia Ferra Fijantari; Nur Robiah Nofikusumawati Peni
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 4 (2025): Oktober 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i4.5365

Abstract

Mathematics learning in junior high schools plays an important role in shaping logical thinking skills and problem-solving skills, but the implementation of the Independent Curriculum in Indonesia still faces various challenges such as limited teacher training and educational infrastructure. Therefore, a comparative study of the Australian curriculum which is more structured, contextual, and competency-based is needed to identify best practices that can be adopted to strengthen the quality of the junior high school mathematics curriculum in Indonesia. This study uses a descriptive-comparative qualitative approach by analyzing junior high school mathematics curriculum documents in Indonesia and Australia in depth through literature and documentation studies, in order to compare the content, structure, learning approaches, and assessments, with data validation carried out through source triangulation and expert discussions. This study concludes that the junior high school mathematics curriculum in Indonesia and Australia has significant differences in structure, learning approaches, content, and assessment systems. Indonesia stands out in flexibility and authentic assessment, while Australia excels in a systematic curriculum structure and integration of proficiency strands. By adopting best practices from Australia and strengthening training and infrastructure, Indonesia has the opportunity to develop a more adaptive, quality, and globally relevant curriculum.
Integrasi Nilai-nilai Keislaman dan Kemuhammadiyahan dalam Pembelajaran Zakat dan Waris pada Kurikulum Matematika Sekolah Muhammadiyah Ferra Fijantari; Mhd. Lailan Arqam
EduInovasi:  Journal of Basic Educational Studies Vol. 5 No. 3 (2025): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i3.8452

Abstract

Muhammadiyah education integrates Islamic and Muhammadiyah values ​​in learning, including mathematics, to form students who excel intellectually and spiritually through materials such as zakat and inheritance. However, the implementation of this integrative curriculum still faces challenges, such as limited teacher understanding, minimal references, and lack of systematic guidance, so that effective and applicable learning strategies and modules are needed. This study uses a qualitative approach with a historical method to analyze the integration of Islamic and Muhammadiyah values ​​in the mathematics curriculum, especially the material on zakat and inheritance in Muhammadiyah schools, with secondary data analyzed qualitatively through data reduction, presentation, and triangulation of sources to ensure data validity. This study concludes that the integration of Islamic and Muhammadiyah values ​​in zakat and inheritance learning in the mathematics curriculum of Muhammadiyah Schools is effective in shaping students' character and improving their understanding of mathematical concepts. This approach successfully links mathematical concepts with the values ​​of justice, honesty, and social concern, as well as strengthening students' motivation and religious awareness. Despite challenges related to limited resources and teacher training, positive impacts on students' cognitive, affective, and spiritual aspects are still evident. To improve its effectiveness, it is recommended to develop comprehensive teaching materials, more intensive teacher training, and stronger collaboration between teachers. Keywords: Integration of Islamic Values, Muhammadiyah, Mathematics Curriculum, Zakat and Inheritance Learning, Muhammadiyah Education
Studi kualitatif tentang kebutuhan pembelajaran matematika berbasis experiential learning di tingkat SMP: Dasar pengembangan e-modul interaktif Ferra Fijantari; Suparman Suparman; Burhanudin Arif Nurnugroho
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 12 No 1 (2026): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v12i1.27377

Abstract

Pembelajaran matematika di tingkat SMP masih menghadapi tantangan dalam menerapkan pendekatan berbasis pengalaman (experiential learning), meskipun kurikulum merdeka mendorong inovasi pembelajaran kontekstual. Gurumembutuhkan panduan sistematis dan media interaktif yang mendukung ekspolrasi serta refleksi siswa. Penelitian ini bertujuan untuk menganalisis kebutuhan pedagogis dan teknologi dalam pembelajaran matematika berbasis experiential learning sebagai dasar pengembangan e-modul interaktif. Metode penelitian yang digunakan adalah studi kulaitatif dengan pendekatan deskriptif, melibatkan wawancara mendalam dengan guru, observasi kelas dan analisis dokumen pembelajaran. Hasil penelitian menunjukkan bahwa guru memahami pentingnya pembelajaran kontekstual namun belum memiliki panduan sistematis; siswa membutuhkan pengalaman belajar interaktif melalui media dgital; integrasi teknologi dalam pembelajaran masih terbatas. Kesimpulannya, pengembangan e-modul berbasis experiential learning diperlukan untuk meningkatkan pemahaman konsep matematika melalui pengalaman langsung siswa. Mathematics learning at junior high school level still faces chalenges in imprenting experiential learning, even though the Kurikulum Merdeka encourages contextual learning innovation. teachers require systematic guidelines and interactive media to support student exploration and reflection. This study aims to analyze pedagogical and technological needs in experiential learning-based mathematics as the foundation for developing an interactive e-module. A qualitative descriptive approach was used, including in-depth interviews with teachers, classroom observation, and learning document analysis. The results indicate that teachers understand the importance of contextual learning but lack systematic guidance; students need interactive learning experience through digital media; technology integration in learning remains limited. In coclusion developing an interactive e-module based on experiential learning is essential to enhance students conceptual understanding through direct experience.  
Co-Authors Burhanudin Arif Nurnugroho Mhd. Lailan Arqam Nur Robiah Nofikusumawati Peni Suparman