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All Journal Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen International Journal on Emerging Mathematics Education MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Jurnal Cendekia : Jurnal Pendidikan Matematika Brillo Journal Jurnal Pengabdian Pada Masyarakat Jurnal Ilmu Pendidikan dan Psikologi (JIPPSI) SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Jurnal Jamsostek Journal of Emerging Techologies in Ethnomathematics
Ratu Mauladaniyati
Universitas Negeri Surabaya
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

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Analisis Customer Behavior BPJS Ketenagakerjaan: Menentukan Strategi Pelayanan melalui Big Data Analytics Wendy Destean; Mauladaniyati, Ratu
Jurnal Jamsostek Vol. 3 No. 1 (2025): Juni
Publisher : BPJS Ketenagakerjaan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61626/jamsostek.v3i1.108

Abstract

Menghadapi era Volatility, Uncertainty, Complexity, and Ambiguity (VUCA), data menjadi semakin kompleks, sulit diolah, dipahami dan diinterpretasikan. Data historis layanan, seperti pola kunjungan, kelompok usia, dan kebutuhan pelanggan dapat dianalisis untuk memahami customer behavior. Penelitian ini bertujuan memberikan gambaran mengenai pemanfaatan big data analytics untuk merumuskan strategi pelayanan berbasis customer behavior. Penelitian dilakukan di Kantor Cabang BPJS Ketenagakerjaan Madiun dengan menerapkan metode deskriptif melalui big data analytics, yang meliputi tahap data preparation, data visualization, dan data analysis. Hasil studi menunjukkan bahwa penerapan big data analytics dapat memberikan wawasan yang bernilai tentang customer behavior peserta BPJS Ketenagakerjaan, sehingga dapat dijadikan acuan dalam menentukan strategi pelayanan yang lebih efektif dan efisien. Berdasarkan hasil analisis data, disimpulkan bahwa penambahan personel layanan diperlukan setiap awal bulan untuk mengantisipasi lonjakan kunjungan peserta. Informasi terkait perubahan skema layanan juga perlu disosialisasikan setidaknya dua bulan sebelum diberlakukan, untuk memberi waktu kepada peserta memahaminya. Strategi Direct Information Services disarankan bagi peserta yang berusia lebih dari 42 tahun, karena jumlah kunjungan atas permintaan informasinya yang tinggi. Selain itu, direkomendasikan melakukan pemutakhiran aplikasi Jamsostek Mobile (JMO) menjadi lebih user-friendly bagi Generasi Z dan Milenial. Pemantauan JMO secara rutin juga perlu dilakukan untuk memastikan keandalan performanya.
Prospective Mathematics Teachers’ Digital Literacy through Web-based Learning Mauladaniyati, Ratu; Sartika, Nenden Suciyati; Perbowo, Krisna Satrio; Wahyudin, Wahyudin; Cahya, Endang
International Journal on Emerging Mathematics Education IJEME, Vol. 6 No. 1, March 2022
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v6i1.21485

Abstract

This study aims to describe the digital literacy of prospective mathematics teachers who are conducting web-based learning in the new normal era. This research is classified as a qualitative descriptive research, data collected through surveys and interviews. The research subjects were 4th semester students of the mathematics education study program. Subjects were taken using purposive sampling technique for filling out the questionnaire and then 5 students were randomly selected to be interviewed. The results showed that the digital literacy of prospective mathematics teachers in web-based learning in the new normal era was quite good, this was evidenced by the results of student questionnaires which showed positive categories on each indicator. In addition, the cumulative percentage of students on the indicator of basic ability to use the internet (81.08%), on the indicator of the ability to seek and obtain information (75.32%), on the indicator of skills in choosing frequently used information sources (59.49%) and cumulative percentage of ability to use information effectively (81.87%). This is reinforced by the results of interviews with students which showed that the five students were able to achieve these four indicators.
Learning obstacles in solving story problems on probability for vocational high school students Sartika, Nenden Suciyati; Mustika, Siti Mega; Sahrudin, Asep; Meika, Ika; Mauladaniyati, Ratu; Yunitasari, Ika
Jurnal Elemen Vol 10 No 1 (2024): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i1.18348

Abstract

This research aims to determine and obtain actual data on the types of epistemological learning obstacles in solving probability story problems. This study was motivated by the low learning outcomes of students in solving probability story problems. The research uses a qualitative descriptive method with data collection techniques, including written tests, interviews, and documentation. Based on the analysis of the written test, interviews, and documentation data, it was found that out of 20 students who took the learning obstacle test, 11 scored below 60. The percentage of students who scored below the minimum completion criteria was 55%. These obstacles include errors in understanding the problem concept, errors in selecting and using solution procedures, errors in writing answers, and errors in operational techniques. It indicates that half of the students who took the learning obstacle test on probability story problems still experience learning obstacles, particularly epistemological obstacles, in solving such issues. It is reinforced by analysis and in-depth interviews with three vocational students that these students still participate in epistemological obstacles ranging from conceptual, procedural, and technical operational obstacles.
Mathematical Communication Ability of High School Students in the Implementation of Experiental Learning Model Triani, Nina Ayu; Mauladaniyati, Ratu; Sartika, Nenden Suciyati
Brillo Journal Vol 3 No 1 (2023): Advancing Mathematics Education: Inquiry, Exploration, and Integration
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i1.43

Abstract

The objective of this research is to determine whether the enhancement in mathematical communication skills of students instructed with the experiential learning model surpasses that of students instructed with the conventional learning model. This research is a quasi-experimental research design, with the research sample comprising one experimental class (utilizing the experiential learning model) and one control class (following the conventional approach), each consisting of 20 students. The research instrument employed is a descriptive test comprising a pretest and posttest. Based on the research data analyzed using the N-Gain hypothesis test, it can be concluded that there is an improvement in students' mathematical communication skills in the context of the three-variable linear equation system material. This improvement is more pronounced among students taught using the experiential learning model compared to those instructed using the conventional learning model.
Peningkatan Kemampuan Pemahaman Konsep Geometri Siswa SMP Berbasis Software Geogebra Sopiah, Siti; Sahrudin, Asep; Mauladaniyati, Ratu
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol 10 No 2 (2024)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research was carried out based on the problem of students' low ability to understand geometric concepts in mathematics learning, especially in geometry material and the lack of use of learning media. This research aims to: Find out the difference in increasing the ability to understand geometric concepts between students who receive mathematics learning assisted by Geogebra software and students who receive regular learning. The population and sample in this study were students of class VIII SMP Berdikari Cijaku as many as two classes selected by purposive sampling. The instruments used are tests of ability to understand concepts, observation guidelines, and documentation guidelines. Based on the results of data analysis, the conclusion is: There is a difference in the increase in students' ability to understand geometric concepts, where students who receive learning using Geogebra software are better than students who receive conventional learning.
Self-efficacy Matematika dan Mengajar Matematika Mahasiswa Calon Guru Matematika Meika, Ika; Mauladaniyati, Ratu; Sujana, Asep; Berliana, Risma
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol 9 No 2 (2023)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202392.454

Abstract

In-depth mathematics self-efficacy research is particularly important in educational contexts. Because understanding students' levels of self-efficacy can help identify factors that influence student academic performance and develop more effective learning strategies. For this reason, this research aims to describe mathematics self-efficacy and mathematics teaching self-efficacy among prospective mathematics teacher students. The research method was descriptive qualitative with an instrument in the form of a self-efficacy questionnaire and the research subjects were 13 second semester students of the mathematics education study program at Mathla'ul Anwar University. The results show that student teachers' mathematics self-efficacy and mathematics teaching are at a moderate level. These two self-efficacy are not much different, although the average value of mathematics teaching self-efficacy is lower than mathematics self-efficacy.
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.
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.
Systematic Review of Technology-Based Media in Enhancing Joyful and Meaningful Mathematics Learning through Ethnomathematics Contexts Ratu Mauladaniyati; Heri Purnomo; Hilma Alia
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.v1i2.45918

Abstract

Mathematics is often perceived as abstract and difficult, reducing students’ motivation and engagement. To address these challenges, learning approaches that are joyful and meaningful are increasingly emphasized. Ethnomathematics provides cultural contexts that make mathematics relevant, while technology-based media enhance interactivity and engagement. Yet, research combining these two approaches remains fragmented. This study conducted a systematic review using the PRISMA 2020 protocol, synthesizing 38 peer-reviewed articles published between 2019 and 2024 from Scopus, Web of Science, ERIC, and Google Scholar. The review identified two main themes. First, the integration of ethnomathematics and technology-based media, including digital modules, gamification, mobile apps, and augmented reality, which embed cultural practices such as weaving, batik, and traditional games into mathematics learning. Second, the impact on joyful and meaningful learning, with consistent findings of improved motivation, engagement, problem-solving, and higher-order thinking, as well as strengthened cultural identity. The findings suggest that technology-enhanced ethnomathematics not only improves cognitive outcomes but also fosters affective and cultural dimensions of learning. This approach provides a promising pathway toward culturally responsive and engaging mathematics education. Future research should explore diverse educational levels, employ longitudinal designs, and examine emerging technologies such as AI and metaverse applications in ethnomathematics-based learning.
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.
Co-Authors Asep Sahrudin Asep Sujana Berliana, Risma Darojatun Nasihin Dede Uniah Eka Rosdianwinata Endang Cahya Mulyaning A. Ervi Nurafliyan Susanti Heri Purnomo Hilma Alia Ika Meika Ika Yunitasari Ina Ramadina Kamila Cahyati Krisna Satrio Perbowo Krisna Satrio Perbowo Meika, Ika Mohamad Restu Cahyadi Mulyanah, Mulyanah Mustika, Siti Mega Nafisyatul Azizah Nais Pebriyani Nenden Suciyati Sartika Peni Permatasari Pradnyo Wijayanti Pratidiana, Deni Rahma Afinnisa Noviari Rifa'i, Rusdian Risma Berliana Rojudin Rojudin Rosdianwinata, Eka Rusdian Rifai Sahrudin, Asep Siti Muslikhatul Tsaniyah Siti Sopiah, Siti Sujana, Asep Sumarni Sumarni Tatu Munawaroh Tia Ekawahyu Agustin Triani, Nina Ayu Wahyudin Wahyudin Wendy Destean