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All Journal Jurnal Elemen JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Teorema: Teori dan Riset Matematika SJME (Supremum Journal of Mathematics Education) JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya JKPM (Jurnal Kajian Pendidikan Matematika) Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Southeast Asian Mathematics Education Journal Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Warta Pengabdian Andalas: Jurnal Ilmiah Pengembangan Dan Penerapan Ipteks Jurnal Multidisiplin Madani (MUDIMA) Edumatica: Jurnal Pendidikan Matematika Geomath Wilangan : Jurnal Inovasi dan Riset Pendidikan Matematika IndoMath: Indonesia Mathematics Education Journal on Mathematics Education SJME (Supremum Journal of Mathematics Education)
Juniawan, Egi Adha
Universitas La Tansa Mashiro
Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Mathematics Medicine & Pharmacology Social Sciences Other

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Penguatan Kapasitas Masyarakat Desa Cibarani dalam Pemanfaatan Minyak Sereh Wangi (Cymbopogon nardus) sebagai Bahan Baku Produk Turunan Bernilai Ekonomi Eka Candra Lina; Hasmiandy Hamid; Prima Fithri; Yumhi Yumhi; Yusup Junaedi; Egi Adha Juniawan
Warta Pengabdian Andalas Vol 31 No 3 (2024)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/jwa.31.3.650-657.2024

Abstract

The discovery of active compounds such as citronellol, citronellal, and geraniol in citronella grass (Cymbopogon nardus) opens new opportunities for using essential oils derived from this plant. These compounds are well-known for their aromatic properties and various benefits in the derivative product industry. Combining these three compounds presents immense potential for developing high-quality products such as soaps, aromatherapy, and pesticides. Community engagement activities were conducted in Cibarani Village, Lebak Regency, Banten. The fertile land in Cibarani Village is well-suited for cultivating citronella grass (C. nardus). The activities began with outreach and training sessions to educate the local community on the potential of C. nardus essential oil. This initiative aimed to equip the community with adequate knowledge and skills to process C. nardus oil into various derivative products. The derivative products introduced included botanical pesticides for controlling pests in cultivated plants. This information is particularly beneficial for the Mekar Rahayu Farmers Group, enhancing their knowledge and understanding of the potential of C. nardus essential oil as a botanical pesticide. It is hoped that the community will be able to produce botanical pesticides for personal use and sale to other farmers, thereby increasing their income. Simultaneously, the team also collected samples of citronella grass from Cibarani Village for distillation. The C. nardus oil obtained was analyzed using Gas Chromatography-Mass Spectrometry (GC-MS) to identify the dominant compounds. The essential oil produced from citronella grass in Cibarani Village, based on GC-MS results, revealed the main components as geraniol at 25.53% with a retention time of 13.212 minutes, citronellol at 15.71% with a retention time of 12.694 minutes, and citronellal at 17.19% with a retention time of 11.422 minutes.
Studi Komparatif Kemampuan Numerasi Siswa SMP Berdasarkan Jenis Kelamin di Kabupaten Lebak Banten Maryam, Siti; Yulianto, Dwi; Juniawan, Egi Adha
JKPM (Jurnal Kajian Pendidikan Matematika) Vol 10, No 2 (2025): JKPM (Jurnal Kajian Pendidikan Matematika)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jkpm.v10i2.26034

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan numerasi siswa berdasarkan jenis kelamin. Metode yang dilakukan adalah survei cross-sectional dengan pendekatan kuantitatif. Populasi dalam penelitian ini sebanyak 864 siswa SMP Negeri di Kabupaten Lebak-Banten dengan menggunakan purposive sampling. Teknik pengambilan sampel adalah proportional random sampling (Isaac dan Michael) dikarenakan jumlah populasi yang terlalu besar sehingga ditetapkan sebanyak 266 siswa SMP dari empat sekolah. Teknik pengumpulan data melalui hasil observasi, tes numerasi yang diadposi dari soal AKM, wawancara dan dokumentasi. Instrumen yang digunakan adalah tes kemampuan numerasi dengan tipe essay sebanyak 5 soal yang sudah valid dengan reliabilitas tinggi. Teknik analisis data menggunakan uji normalitas, homogenitas dan uji t. Temuan hasil penelitian menunjukkan bahwa siswa laki-laki dan perempuan mempunyai kemampuan numerasi yang berbeda, yang dimana siswa perempuan lebih unggul dibandingkan siswa laki-laki.
Pengaruh Strategi Metakognitif Dan Kemampuan Awal Terhadap Kemampuan Penalaran Matematis Siswa: (Studi Eksperimen di Kelas VII MTs se-Kabupaten Tangerang) Juniawan, Egi Adha
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 10 No. 1 (2020): Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/pjme.v10i1.2423

Abstract

Penelitian ini bertujuan untuk mengkaji pengaruh strategi metakognitif dan kemampuan awal terhadap kemampuan penalaran matematis siswa. Metode yang digunakan dalam penelitian ini adalah treatment by level 2×2 dengan menerapkan dua perlakuan yaitu: strategi metakognitif pemecahan masalah dan strategi metakognitif mengulang. Jenis penelitian ini kuantitatif dengan eksperimen semu. Populasi penelitian seluruh siswa kelas VII MTs Swasta yang terakreditasi A se-kabupaten Tangerang, dengan jumlah sampel 128 siswa dari beberapa kelas VII MTs Daar El Qolam 1 dan MTs Daar El Qolam 4 di Kabupaten Tangerang. Teknik pengumpulan data dengan menggunakan tes berbentuk uraian. Teknik analisis data menggunakan analisis varians dua jalan dan uji-t. Temuan hasil penelitian adalah kemampuan penalaran matematis siswa yang belajar menggunakan strategi pemecahan masalah lebih tinggi daripada siswa yang belajar menggunakan strategi mengulang, terdapat pengaruh interaksi yang signifikan antara strategi metakognitif dan kemampuan awal terhadap kemampuan penalaran matematis siswa, kelompok siswa yang memiliki kemampuan awal tinggi, kemampuan penalaran matematis siswa yang belajar menggunakan strategi metakognitif mengulang lebih tinggi dari kelompok siswa yang belajar dengan menggunakan strategi metakognitif pemecahan masalah, kelompok siswa yang memiliki kemampuan awal rendah, kemampuan penalaran kelompok siswa yang belajar menggunakan strategi metakognitif pemecahan masalah lebih rendah dari kelompok siswa yang belajar dengan menggunakan strategi metakognitif mengulang. Hasil penelitian ini menunjukkan bahwa strategi metakognitif ini dapat dijadikan sebagai alternatif strategi pembelajaran yang efektif untuk mencapai kemampuan penalaran matematis siswa secara optimal khususnya pada siswa yang memiliki kemampuan awal tinggi.
Innovative Approaches to Geometry Learning: Harnessing Gamification and ICT to Elevate Student Motivation and Academic Achievement Yulianto, Dwi; Juniawan, Egi Adha; Anwar, Syahrul; Junaedi, Yusup
Southeast Asian Mathematics Education Journal Vol 15, No 1 (2025)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v15i1.465

Abstract

This study investigated the impact of a gamification-based didactic program on students’ motivation, lexical availability, and academic achievement in high school geometry. Addressing concerns over low student engagement and performance in mathematics, often due to abstract content and passive pedagogy, the research integrates gamified elements into ICT-based geometry modules to foster active and meaningful learning. Anchored in Self-Determination Theory and the ARCS Motivation Model, the study employed a quasi-experimental design with a pretest-posttest control group, involving 89 tenth-grade students students (aged 15–16), consisting of 45 females (50.6%) and 44 males (49.4%), from a from a subsidized private school in Jakarta. Over a five-week trigonometry unit, the experimental group engaged with digital tools including PhET simulations, Kahoot!, and TikTok-based mnemonic media, all structured within the e-TPACK framework. Results showed a 23% improvement in academic performance based on pre- and post-test comparisons. Gamification significantly enhanced students’ verbal expression in geometry, as reflected in increased word production and lexical diversity. Post-test motivation scores were also higher in the experimental group, indicating greater engagement. Moreover, a stronger correlation between motivation and academic achievement in this group reinforces gamification as a robust pedagogical strategy for enhancing learning outcomes in secondary mathematics education. These findings suggest that educators and curriculum developers should consider systematically integrating gamified, ICT-supported modules anchored in motivational theories such as SDT and ARCS into geometry instruction. Future implementations should prioritize culturally relevant game elements and adaptive technologies to sustain engagement, particularly among diverse student populations.
A Pengaruh Gender dan Jenis Umpan Balik dalam Pembelajaran Matematika Berbasis Permainan Digital di Sekolah Dasar Yulianto, Dwi; Juniawan, Egi Adha; Junaedi, Yusup
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 1 (2025): Edumatica: Jurnal Pendidikan Matematika (April 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i1.43673

Abstract

This study investigates gender-based differences in learning outcomes and motivation in digital game-based mathematics instruction using the Lectora Inspire platform. The primary focus centers on the effectiveness of two types of instructional feedback, MTF and STF. The study aims to explore how gender and feedback type interact in influencing cognitive learning gains as well as motivational and perceptual dimensions, including interest, competence, autonomy, effort, pressure-free experience, and perceived value of learning activities. Employing a quasi-experimental pretest–posttest design, the study involved 81 third and fourth-grade students from three elementary schools in Jakarta, Indonesia, who were randomly assigned to either the MTF or STF group. Learning outcomes were assessed using standardized mathematics tests aligned with the national curriculum, while motivation was measured through the IMI. Two-way ANOVA and MANOVA analyses revealed that although male students scored higher on post-tests, female students demonstrated greater learning gains after controlling for pre-test scores, particularly under the STF condition. Female students also reported significantly higher motivation in the domains of interest and perceived competence, with no significant differences observed in autonomy. Furthermore, gender differences in perceptions of effort, pressure-free experience, and learning value were not statistically significant, though females showed more positive trends overall. Feedback condition alone did not significantly influence learning outcomes or student perceptions. These findings underscore the importance of incorporating gender-sensitive approaches when designing adaptive and inclusive digital feedback mechanisms in mathematics education.
PENGARUH METODE ACCELERTED LEARNING FOR THE 21ST CENTURY TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA DALAM MENYELESAIKAN SOAL HIGHER ORDER THINKING SKILL (HOTS) Yulianto, Dwi; Juniawan, Egi Adha; Kusdini, Reni
Jurnal Silogisme : Kajian Ilmu Matematika dan Pembelajarannya Vol 8 No 2 (2023): Desember
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/silogisme.v8i2.7882

Abstract

Penelitian ini dilatarbelakangi pentingnya kemampuan berpikir kritis matematis siswa setelah dalam kehidupan sehari-hari. Namun, kenyataannya menunjukkan kemampuan berpikir kritis matematis siswa di Indonesia masih rendah. Setiap siswa memiliki tingkat kemampuan awal yang berbeda-beda. Penelitian ini bertujuan untuk mendeskripsikan pengaruh metode Accelerted Learning For The 21st Century terhadap kemampuan berpikir kritis matematis siswa dalam menyelesaikan soal-soal Higher Order Thinking Skill (HOTS) ditinjau dari kemampuan awal kelas IX di MTsN 1 Lebak. Jenis penelitian yang digunakan metode quasi eksperiment dengan desain posttes only menggunakan treatment by level 2 3. Pengumpulan data dilakukan dengan pemberian tes kemampuan awal matematis dan posttest. Instrumen penelitian terdiri dari 5 soal essay tipe AKM (Asesmen Kompetensi Minimum) pada pembahasan bangun ruang sisi lengkung. Analisis data penelitian ini menggunakan pendekatan uji normalitas, uji homogenitas, uji kesamaan rataan, ANOVA dua arah dan uji t. Hasil temuan dalam penelitian ini adalah: (1) Kemampuan berpikir kritis siswa dalam menyelesaikan soal-soal Higher Order Thinking Skill (HOTS) kelompok siswa yang belajar menggunakan Metode Accelerted Learning For The 21st Century lebih tinggi dari kelompok siswa yang belajar dengan model pembelajaran konvensional, (2) Terdapat pengaruh antar kemampuan awal dengan metode Accelerted Learning For The 21st Century dan model pembelajaran konvensional terhadap kemampuan berpikir kritis siswa dalam menyelesaikan soal-soal Higher Order Thinking Skill (HOTS), (3) Kemampuan berpikir kritis matematis siswa berkemampuan awal tinggi, dalam menyelesaikan soal-soal Higher Order Thinking Skill (HOTS) dengan metode Accelerted Learning For The 21st Century lebih tinggi dari metode pembelajaran konvensional, (4) Kemampuan berpikir kritis matematis siswa berkemampuan awal sedang, dalam menyelesaikan soal-soal Higher Order Thinking Skill (HOTS) dengan metode Accelerted Learning For The 21st Century lebih tinggi dari metode pembelajaran konvensional, (5) Kemampuan berpikir kritis matematis siswa berkemampuan awal rendah, dalam menyelesaikan soal-soal Higher Order Thinking Skill (HOTS) dengan Metode Accelerted Learning For The 21st Century lebih tinggi dari metode pembelajaran konvensional
GAYA BELAJAR KOLB DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PADA MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS LA TANSA MASHIRO Juniawan, Egi Adha; Yulianto, Dwi; Junaedi, Yusup
Jurnal Silogisme : Kajian Ilmu Matematika dan Pembelajarannya Vol 9 No 1 (2024): Juni
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/silogisme.v9i1.8720

Abstract

Tujuan penelitian adalah mengidentifikasi perbedaan dan mendeskripsikan kemampuan pemecahan masalah matematika mahasiswa dengan menganalisis data kuantitatif dan kualitatif dalam konteks gaya belajar David Kolb menggunakan metode pembelajaran dosen. Pendekatan dalam penelitian ini adalah mixed research jenis sequential explanatory. Populasi dalam penelitian ini seluruh mahasiswa pendidikan matematika semester 3 sebanyak 81 mahasiswa. Sampel dipilih melalui teknik puposive random sampling (program kelas reguler dan kelas nonreguler). Data kuantitatif melalui hasil tes kemampuan pemecahan masalah matematis dan angket gaya belajar mahasiswa yang diadaptasi dari KLS. Analisis data kuantitatif menggunakan uji ANOVA dua jalur. Sedangkan penelitian kualitatif menggunakan desain deskriptif kualitatif. Data kualitatif diperoleh hasil observasi, wawancara dan catatan lapangan. Temuan meliputi: 1) adanya perbedaan kemampuan pemecahan masalah matematis antara mahasiswa program kelas reguler dan nonregular, 2) perbedaan signifikan dalam kemampuan pemecahan masalah matematis antara mahasiswa dengan gaya belajar berdasarkan David Kolb, dan 3) interaksi antara program kelas (unggulan dan reguler) dan gaya belajar berdasarkan David Kolb terkait kemampuan pemecahan masalah matematis di Universitas La Tansa Mashiro. Gaya belajar accommodator/akomodasi cenderung efektif dengan metode pemecahan masalah, sementara converger/penemu lebih sesuai dengan metode prosedural dan diskusi. Problem-Based Learning dianggap metode efektif, di mana masalah dunia nyata digunakan sebagai konteks untuk mengembangkan keterampilan pemecahan masalah dan pemikiran kritis mahasiswa serta memperoleh pengetahuan esensial
Fostering mathematical creativity and autonomy through a STEM-based digital learning space Yulianto, Dwi; Juniawan, Egi Adha
Journal on Mathematics Education Vol. 16 No. 3 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i3.pp1093-1118

Abstract

Although STEM education emphasizes the integration of science, technology, engineering, and mathematics to foster 21st-century competencies, in Indonesian secondary schools STEM subjects are still commonly taught in isolation, while digital learning remains limited to passive presentation tools with little personalization. This gap highlights the need for innovative designs that connect STEM domains and foster higher-order mathematical skills. To address this, the present study develops and evaluates a STEM-Based Digital Learning Space (DLS) integrating a Personal Learning Environment (PLE) and a Personal Teaching Environment (PTE), aimed at enhancing junior high school students’ creative mathematical thinking and autonomous learning in probability. Using the 4D model (Define, Design, Develop, and Disseminate), the DLS was validated by experts (Aiken’s V ≥ 0.80) and tested through multi-stage field trials: a pilot (n = 7), an expanded trial (n = 60, two schools), and a large-scale implementation (n = 120, four schools). Results confirmed high feasibility (Mean = 95.07%, SD = 1.2) and practicality (Mean = 89.38%, SD = 2.1). Effectiveness testing demonstrated significant gains in creative mathematical thinking (N-Gain = 0.554, moderate effect) and strengthened autonomous learning, supported by significant interaction effects (F = 4.62, p < .05). Specific features yielded measurable outcomes: simulations enhanced fluency and flexibility, adaptive quizzes supported metacognitive regulation, digital worksheets improved originality, and collaborative forums fostered responsibility. Overall, the DLS proved effective even in low-resource contexts and scalable through teacher training, offering evidence-based guidance for advancing digital literacy and supporting the Merdeka Belajar policy.
Modeling the determinants of AI integration in primary mathematics education: A structural equation modeling analysis Yulianto, Dwi; Juniawan, Egi Adha; Junaedi, Yusup; Astari; Nurcahyo, Rahmat
Jurnal Elemen Vol 11 No 4 (2025): October
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i4.30518

Abstract

This study addresses a critical gap in educational technology research by simultaneously examining the internal and external determinants of Artificial Intelligence (AI) integration in primary mathematics instruction. Using a second-order Structural Equation Modeling (SEM) framework, the study investigates how teachers’ attitudes and TPACK competencies (internal factors), alongside policy support, infrastructure, and community engagement (external factors), influence AI utilization among 516 primary school mathematics teachers in Jakarta, Indonesia. The results reveal that internal factors have a strong direct effect on AI utilization (β = 0.791; p < 0.001), while external factors exert a significant indirect influence via internal mediators (β = 0.217; p < 0.001), despite an insignificant direct effect (β = 0.008; p = 0.908). The model explains 78.1% of the variance in AI utilization (R² = 0.781) and shows high predictive relevance (Q² > 0.70). These findings underscore the pivotal role of teacher readiness in AI integration, with systemic support enhancing its effectiveness through internal capacity-building. The study contributes an empirically validated instrument and a comprehensive ecological model, offering actionable insights for policymakers and educators in developing nations pursuing ethical, equitable, and sustainable AI integration in primary education.
Membangun Motivasi dalam Pembelajaran Matematika Berbasis Media Wordwall: Studi Komparatif tentang Motivasi Model ARCS dan Perspektif Gender di Kalangan Siswa Sekolah Menengah Atas di Lebak-Banten Yulianto, Dwi; Juniawan, Egi Adha; Junaedi, Yusup; Anwar, Syahrul; Umami, Moh Rizal
SJME (Supremum Journal of Mathematics Education) Vol 8 No 2 (2024): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v8i2.11186

Abstract

This research is motivated by concerns about low student motivation in the educational environment. The main objectives of this study are: 1) to understand the level of motivation among the majority of high school students in Lebak Banten Regency in learning mathematics using the Wordwall media; 2) to explore differences in the level of student motivation based on the ARCS model in mathematics learning utilizing the Wordwall media, considering sex factors; 3) to analyze the percentage of each ARCS aspect contributing to the level of motivation in mathematics learning using the Wordwall media; 4) to identify how the percentage of each ARCS aspect affects the level of motivation in mathematics learning using the Wordwall media, considering sex differences; 5) to examine the influence of Wordwall-based mathematics learning on sex-based motivation seen from the ARCS model. The research method used is quantitative with a quasi-experimental approach and a One-Group Pretest-Posttest research design. The data analysis results show that female students' motivation tends to be higher than that of male students, with the motivation percentage of female students being higher in each aspect of ARCS motivation. The Satisfaction aspect has the highest percentage, which is 78.53%. There is a significant increase in the motivation of male and female students from pretest to posttest. The increase is seen in all four aspects of ARCS motivation. In male students, there is an increase from an average of 47.36% to 75.00%, while in female students, there is an increase from 54.25% to 83.16%. Additionally, there is an influence before and after Wordwall-based mathematics learning based on sex seen from the ARCS model
Co-Authors Aan Subhan Pamungkas Anwar, Syahrul Astari Dwi Yulianto Dwi Yulianto Eka Candra Lina Hasmiandy Hamid Jajang Miharja Kusdini, Reni Maryam, Siti Moh. Rizal Umami Prima Fithri Rahmat Nurcahyo Umami, Moh. Rizal Yulianto, Dwi Yusup Junaedi