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All Journal Kontinu: Jurnal Penelitian Didaktik Matematika Imajiner: Jurnal Matematika dan Pendidikan Matematika Journal of Advanced Sciences and Mathematics Education
Purwosetiyono, F.X. Didik
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Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Analisis Berpikir Kritis Siswa SMP Kelas VII dalam Memecahkan Masalah Matematika Ditinjau dari Kemandirian Belajar Herviana, Erin; Sudargo, Sudargo; Purwosetiyono, F.X. Didik
Imajiner: Jurnal Matematika dan Pendidikan Matematika Vol 4, No 4 (2022): Imajiner: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/imajiner.v4i4.12795

Abstract

Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif yang bertujuan untuk mendeskripsikan berpikir kritis siswa dalam memecahkan masalah matematika ditinjau dari kemandirian belajar. Subjek penelitian ini adalah siswa kelas VII E SMP Negeri 2 Weleri sebanyak 32 siswa dengan menggunakan purposive sampling terpilih 2 siswa dengan kemandirian belajar tinggi, 2 siswa dengan kemandirian belajar sedang, dan 2 siswa dengan kemandirian belajar rendah. Teknik pengumpulan data yang digunakan pada penelitian ini yaitu angket, tes tertulis, wawancara serta dilengkapi dengan dokumentasi. Teknik analisis data yang dilakukan pada penelitian ini yaitu reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Teknik pemeriksaan keabsahan data dengan menggunakan triangulasi teknik dan triagulasi sumber. Hasil penelitian ini sebagai berikut: (1) siswa dengan kemandirian belajar tinggi memunculkan keenam indikator berpikir kritis yaitu focus, reason, inference, situation, clarity, overview. (2) siswa dengan kemandirian belajar sedang memunculkan empat indikator berpikir kritis yaitu focus, reason, inference, situation. (3) siswa dengan kemandirian belajar rendah hanya memunculkan satu indikator berpikir kritis yaitu focus. (4) Berpikir kritis siswa berkemandirian belajar tinggi lebih baik dari siswa berkemandirian belajar sedang dan rendah dengan rata-rata nilai siswa berkemandirian belajar tingi sebesar 99, siswa berkemandirian belajar sedang rata-rata nilai sebesar 85 dan siswa berkemandirian belajar rendah rata-rata nilai sebesar 27.
Pengembangan Media Pembelajaran Berbasis Etnomatematika Menara Kudus Menggunakan Adobe Flash Professional CS 6 pada Siswa Kelas VIII Wahid, Abdul; Handayanto, Agung; Purwosetiyono, F.X. Didik
Imajiner: Jurnal Matematika dan Pendidikan Matematika Vol 2, No 1 (2020): Imajiner: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/imajiner.v2i1.5765

Abstract

Perkembangan teknologi yang semakin pesat berdampak pada seluruh bidang kehidupan, diantaranya adalah bidang pendidikan. Sebagai tolak ukur pengimplementasian Kurikulum 2013, budaya dan TIK menjadi kombinasi yang tepat diterapkan dalam pembelajaran. Tujuan penelitian ini untuk mengembangkan media pembelajaran berbasis etnomatematika Menara Kudus menggunakan Adobe Flash Professional CS 6 yang efektif pada materi bangun ruang sisi datar. Jenis penelitian ini adalah Research and Development dengan menggunakan model pengembangan ADDIE yang meliputi 5 langkah-langkah, yaitu Analysis (Analisis), Design (Perancangan), Development (Pengembangan), Implementation(Implementasi), danEvaluation (Evaluasi). Hasil penelitian ini menunjukkan bahwa (1) Media dinyatakan layak berdasarkan validasi ahli media dengan persentase kelayakan 92,4% dan validasi ahli materi dengan persentase kelayakan 93%. (2) Media dinyatakan efektif karena mencakup 3 indikator, yaitu rerata hasil belajar kelas ekperimen lebih baik dari kelas kontrol, bahwa ada pengaruh positif minat belajar terhadap hasil belajar dengan uji regresi linear diperoleh persamaan regresi  dengan memiliki pengaruh sebesar 40,3 %, dan hasil belajar kelas eksperimen mencapai ketuntasan. Pengembangan media pembelajaran berbasis etnomatematika Menara Kudus menggunakan Adobe Flash Professional CS 6 pada siswa kelas VIII efektif digunakan dalam pembelajaran.
Development of Creative Alternative Assessments for Mathematics Learning Using a Design Thinking Approach Purwosetiyono, F.X. Didik; Shodiqin, Ali; Wardani, Theodora Indriati
JURNAL PENDIDIKAN MATEMATIKA Vol 8, No 2: November 2024
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.8.2.170-186

Abstract

Abstract. Alternative assessments in mathematics education face several challenges that need to be designed to measure students' abilities holistically. The objectives of this research are: 1) to determine the feasibility of developing creative alternative mathematics assessments using a design thinking approach, and 2) to assess the effectiveness of mathematics learning using alternative assessments with a design thinking approach. The research sample consists of graduate students from the Mathematics Education program at PGRI University Semarang. This study employs the development model proposed by Plomp J and Nieveen N. The development of creative alternative mathematics assessments using a design thinking approach is analyzed through: a) pretest data, b) posttest data, and c) effectiveness analysis, including n-gain calculations (pretest-posttest) and completeness testing. The findings indicate that: 1) the development of creative alternative mathematics assessments with a design thinking approach is deemed feasible for use, and 2) the effectiveness of alternative mathematics assessments using a design thinking approach is evidenced by: a) an increase in the average learning outcomes of students before and after using the creative alternative mathematics assessment with a design thinking approach, and b) student learning outcomes meeting the completeness criteria when using the creative alternative mathematics assessment with a design thinking approach.  Keywords: Development; Alternative Assessment; Mathematics Learning; Design Thinking
Design thinking–mediated joyful learning through AI-interactive media: An applied study on enhancing higher-order thinking skills in secondary education Edison, Alfha; Dwijayanti, Ida; Purwosetiyono, F.X. Didik
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.779

Abstract

Background: The growing demand for higher-order thinking skills (HOTS) in secondary education has exposed the limitations of conventional instructional media that remain procedural, teacher-centered, and cognitively shallow. Although digital learning tools are increasingly adopted, many fail to explain how pedagogical mechanisms such as design thinking and joyful learning interact with AI-assisted media to produce meaningful cognitive gains. Aims: This study aims to examine the role of design thinking as a mediating pedagogical mechanism within AI-interactive learning media to enhance students’ higher-order thinking skills. Methods: An applied research and development study was conducted using an ADDIE framework integrated with design thinking stages. Sixty secondary school students were assigned to experimental and control groups. Data were collected through expert validation instruments, HOTS tests aligned with revised Bloom’s taxonomy, observation sheets, and student response questionnaires. Quantitative analyses included validity indices, N-gain scores, and independent sample t-tests, supported by qualitative thematic interpretation. Results: The AI-interactive media demonstrated high validity and practicality. Students in the experimental group achieved a high N-gain score (0.76), significantly outperforming the control group. Improvements were consistent across HOTS levels, particularly in creative and evaluative thinking, supported by strong engagement indicators associated with joyful learning features. Conclusion: The findings indicate that design thinking–mediated joyful learning, when operationalized through AI-interactive media, functions as a cognitive scaffold rather than merely a technological enhancement. This approach systematically promotes deeper reasoning, learner autonomy, and sustained cognitive engagement. The study offers an applied pedagogical model that extends beyond media development by explaining the mechanism through which AI-supported interactivity amplifies higher-order thinking. These results provide robust empirical evidence for integrating design thinking and joyful learning as foundational principles in future educational technology design and applied learning research.
Co-Authors Abdul Wahid Agung Handayanto Ali Shodiqin Edison, Alfha Herviana, Erin Ida Dwijayanti Sudargo Wardani, Theodora Indriati