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All Journal Jurnal Karya Pendidikan Matematika AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Jurnal Pendidikan dan Kebudayaan Missio Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Penelitian Pendidikan Matematika dan Sains Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Journal of Innovation and Research in Primary Education MATHEdunesa Journal of Mathematical Pedagogy (JOMP) Journal on Mathematics Education JURNAL PENDIDIKAN DAN KEBUDAYAAN MISSIO
Rahaju, Endah Budi
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Kemampuan Komunikasi Matematis Siswa dalam Memecahkan Masalah Pada Materi Peluang Ditinjau dari Gaya Belajar Az Zahra, Destrilia Fitri; Rahaju, Endah Budi
MATHEdunesa Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n2.p649-672

Abstract

This purpose of this study is to describe students' written and oral mathematics communication abilities in solving probability problems based on their learning styles. This research uses a qualitative approach with qualitative description research methods. The subjects of this study were three ninth grade junior high school students with different learning styles (visual, auditory, and kinesthetic), equivalent mathematical ability, and the same gender. Data were collected from learning style questionnaires, mathematics ability tests, mathematical communication ability tests (both written and oral), and interviews. The mathematical communication ability test was analyzed using the mathematical communication ability indicators from Nurhasanah et al. (2019). The results of the study showed that in written mathematical communication, students with visual, auditory, and kinesthetic learning styles met four indicators: expressing a problem in mathematical ideas, expressing a problem in mathematical models, solving problems in an organized and structured way, and evaluating mathematical ideas. The difference is that visual students do not write what is asked but explain it through interviews, auditory students do not make a problem-solving plan, and there are inaccuracies in problem-solving among visual and kinesthetic students. In oral mathematical communication, students with visual, auditory, and kinesthetic learning styles met four indicators: expressing a problem in mathematical ideas, expressing a problem in mathematical models, solving problems in an organized and structured way, and evaluating mathematical ideas. The difference is that auditory students do not explain the information that is asked directly but rather through interviews. The benefits of this study can be used as a basis for designing teaching strategies that can improve students' mathematical communication abilities and to further develop future research.
Penerapan Pembelajaran Core Berbantuan LKPD Berbasis Kultural Untuk Meningkatkan Kemampuan Berpikir Kritis Putri, Ika Mariana; Rahaju, Endah Budi; Hidayat, Taufik
Jurnal Pendidikan dan Kebudayaan Missio Vol. 16 No. 1 (2024): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v16i1.288

Abstract

This research is a class action research (CAR). This research aims to improve students’ critical thinking skills by applying CORE learning (Connecting, Organizing, Reflecting, and Extending) through cultural worksheet. This research was conducted at SMPN 2 Kertosono in May 2023. The subject in this research were 7G class students, totaling 32 students. The instrument that used in this research is a matter of critical thinking skills test. The data collection technique used is through a critical thinking ability test. Critical thinking indikators that used in this research are interpretation, analysis, evaluation and inference. The result of this research indicated that implementation CORE learning through cultural worksheet can improve students’ critical thinking skills. This can be seen from the number of students who are able to achive indikators of critical thinking has increased from initial data to cycle 2. Based on the percentage increase in the number of students who achieve indikators of critical thinking from initial data to cycle 2 the percentage of students who achieve interpretation indikators has increased by 50%. The percentage of the number of students who reached the analysis indikators increased by 78%. The percentage of the number of students who reached the evaluation indikator increased by 59%. The percentage of the number of students who achieve the inference indikator has increased by 25%.
Proses Berpikir Komputasi Siswa dalam Menyelesaikan Soal Numerasi Konten Geometri dan Pengukuran Ditinjau dari Gaya Kognitif Farida, Siti; Rahaju, Endah Budi
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p704-720

Abstract

This study aims to describe the computational thinking processes of junior high school students with field independent (FI) and field dependent (FD) cognitive styles in solving numeracy problems in geometry and measurement content. This study uses a qualitative approach with descriptive analysis techniques. The research subjects were two students (one FI and one FD) of the same gender and with equivalent high mathematical abilities. Data were collected through the Group Embedded Figures Test (GEFT), AKM numeracy problems on geometry and measurement content, and interview guidelines. The results of the study indicate that FI students meet all five indicators of computational thinking, namely decomposition, pattern recognition, abstraction, algorithms and procedures, and generalization. Meanwhile, FD students only met three indicators: decomposition, abstraction, and generalization. These findings indicate that cognitive style influences the development of computational thinking skills, so teachers need to design appropriate learning strategies to support students with different cognitive styles in numeracy learning.
Evaluating the Effectiveness of Khan Academy for Fraction Word Problem Solving: A Mixed-Methods Study in Remote Indonesian Elementary Schools Huda, Miftakhul; Mariana, Neni; Rahaju, Endah Budi
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1789

Abstract

This mixed-methods study investigates the effectiveness of Khan Academy in improving fifth-grade students’ ability to solve fraction word problems in a remote primary school in East Java, Indonesia. FouTwenty-four students participated in a quasi-experimental pretest-posttest design, supported by qualitative interviews with the classroom teacher. Quantitative results indicated a paradoxical outcome: although 86% of students expressed positive attitudes toward the platform, the class average decreased slightly from 37.14 to 34.29, with an increased standard deviation from 15.67 to 16.47. Only 36% of students improved their scores, while 43% experienced notable declines. These findings suggest that initial technological engagement does not guarantee improved academic performance, particularly in under-resourced settings where digital fluency and mathematical foundations are limited. Qualitative analysis revealed that while students favored features such as audio feedback and step-by-step guidance, many struggled with contextual understanding of word problems. Teacher insights highlighted the importance of scaffolding and cultural adaptation in content delivery. The study concludes that Khan Academy holds potential for enhancing learning but requires thoughtful integration with teacher-led instruction, contextual relevance, and differentiated support. This research contributes to the growing discourse on equity and contextualization in digital education, particularly in remote and underserved communities. It also emphasizes the need for blended pedagogical models that bridge the gap between digital enthusiasm and conceptual understanding.
Wordwall Educational Games and Elementary Students' Mathematics Learning: A Systematic Review of Interest and Critical Thinking Development Suhartuti, Lia Indra; Wiryanto; Rahaju, Endah Budi; Mariana, Neni; Purwoko, Budi
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1870

Abstract

This study aims to examine the effect of Wordwall-based educational game media on elementary students’ interest and critical thinking in mathematics learning. The research is motivated by the need for learning approaches that can enhance student engagement and foster higher-order thinking skills (HOTS). Digital platforms such as Wordwall provide opportunities for fun, contextual, and adaptive interactions aligned with the characteristics of mathematical content and students’ cognitive development. This study employs a systematic literature review of ten nationally indexed journal articles published between 2020 and 2024. The inclusion criteria focused on studies involving elementary school students, the use of Wordwall in mathematics learning, and outcomes related to learning interest or critical thinking. Exclusion criteria included articles lacking empirical data or those focusing on non-mathematical subjects. The results indicate that consistent use of Wordwall positively influences students’ learning interest, classroom participation, and critical thinking skills in understanding basic mathematical concepts. Interactive features such as quizzes, matching pairs, and random wheels encourage students to analyze, evaluate, and draw conclusions both independently and collaboratively. Furthermore, Wordwall has shown flexibility in supporting various learning strategies, including project-based learning, flipped classrooms, and differentiated instruction. In conclusion, the integration of Wordwall contributes to enhancing both cognitive and affective aspects of mathematics learning. Future research with experimental or mixed-method approaches is recommended to measure the real impact of Wordwall implementation in classroom contexts. Thus, Wordwall serves not only as a digital tool but as a strategic medium for fostering active and meaningful learning in the 21st century.
Ethnomathematics in Traditional Indonesian Dance: A Systematic Literature Review Endilina, Euistika; Mariana, Neni; Rahaju, Endah Budi; Purwoko, Budi
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1871

Abstract

This study presents a Systematic Literature Review (SLR) on the integration of ethnomathematics in traditional Indonesian dance and its pedagogical potential within mathematics education. Ethnomathematics, as a cultural lens in mathematics, fosters meaningful learning by contextualizing abstract concepts through local knowledge systems. The objective of this review is to explore how traditional dance elements—such as floor patterns, body postures, rhythmic structures, and accessories—reflect mathematical ideas that are adaptable for classroom instruction. A total of ten peer-reviewed articles published between 2014 and 2024 were systematically analyzed based on inclusion criteria involving journal accreditation, mention of mathematical-cultural elements, and instructional integration. Findings indicate that various mathematical concepts, particularly in geometry, arithmetic, and transformation, are embedded in traditional dances like Tari Piring, Topeng Malangan, Gandrung, and Dolalak. These include angles, symmetry, rotation, reflection, coordinate geometry, as well as patterns related to Fibonacci sequences and fractals. The review also reveals the importance of teacher training, curriculum support, and interdisciplinary collaboration in ensuring the effective use of ethnomathematics in classrooms. This research underscores the significance of culturally responsive teaching in the Merdeka Curriculum and highlights traditional dance as a rich and underutilized resource for contextual mathematics learning. Integrating local culture into pedagogy not only enhances student engagement and understanding but also supports the preservation of intangible cultural heritage. However, given that only ten studies met the inclusion criteria over a ten-year span, this review acknowledges that the limited sample may not fully represent all existing research in the field. Further empirical investigations and broader database searches are therefore recommended to strengthen the findings and explore new perspectives on ethnomathematics in traditional arts.
Co-Authors Abdul Haris Rosyidi Abdur Rohim, Abdur Adha, Sophia Maulidatul Ahmad Wachidul Kohar Ali Shodikin Andi Mariani Ramlan Anjasari, Tika Antika, Helen Novi Auni, Anggita Az Zahra, Destrilia Fitri Budi Purwoko Endilina, Euistika Faturrohmah, Lirriza Diana Febriani, Indri Rohmatul Fakhri I Ketut Budayasa Indarasati, Nanda Ayu Ismail Ismail Khafidhoh, Masruroh Lusianisita, Raras Luthfaturrohmah, Luthfaturrohmah Masrurroh, Aidatul Mega Teguh Budiarto Miftakhul Huda Neni Mariana NUR JANNAH, RIRIN Nurrohmi, Faninda Jamilah Pardosi, Romario Petrus Prihartiwi, Nina Rinda Putri, Ika Mariana Ramanda, Alvira Rooselyna Ekawati Safitri, Windy Irma Siti Farida Solikha, Nursyahidatin Amrullohis Sugi Hartono, Sugi Suhartuti, Lia Indra Susanah Susanah Tatag Yuli Eko Siswono Taufik Hidayat Wahyuni, Indah Saptaning Wiryanto Yanto, Arfan Dwi