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All Journal Jurnal Penelitian dan Evaluasi Pendidikan JURNAL EVALUASI PENDIDIKAN JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Sarwahita : Jurnal Pengabdian Kepada Masyarakat Griya Journal of Mathematics Education and Application Jurnal Riset Pendidikan Matematika Jakarta Information Technology Education Journal EduInovasi: Journal of Basic Educational Studies Riemann : Research of Mathematics and Mathematics Education Exploration In Early Childhood Research Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam
Wardani Rahayu
Unknown Affiliation
Religion Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Systematic Literature Review: Hubungan antara Self-Efficacy dengan Kemampuan Pemahaman Konsep Matematis Siswa Sofyan Husein Nasution; Meiliasari Meiliasari; Wardani Rahayu
Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 2 No. 2 (2024): Juni : Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/konstanta.v2i2.2943

Abstract

This research aims to explain a review of the relationship between Self-efficacy and the ability to understand mathematical concepts, and how to develop and measure student Self-efficacy. In this research, the Systematic Literature research method was used which aims to obtain data from relevant research. With research sources coming from Google Scholar, Researchgate, Scopus, Syntax, and DOAJ. In this research, 17 reference sources were collected to obtain data and information. Information collected regarding differences in mathematical concept abilities in students' Self-Efficacy criteria, Development of Self-Efficacy in students in mathematics learning, Impact of students' Self-Efficacy on their ability to understand mathematical concepts, Measurement techniques (Indicators) of Self-Efficacy Efficacy of students' understanding of mathematical concepts. From the data collected, it was found that the technique that is often used is the Bandura technique. To develop self-efficacy in mathematics learning, you can focus on learning objectives, adding learning models, as well as 4 triggers, including: Mastery of experience, represented experience, social persuasion, and physical and affective conditions. In activating or applying these abilities, self-efficacy can have a positive impact on learning for students through external and internal learning activities of individual students. And self-efficacy is also useful in maintaining students' resilience in answering difficult questions, as well as understanding the concepts more deeply.
Systematic Literature Review: Validitas Internal dan Eksternal dalam Desain Ekperimen Siska Merrydian; Indah Mustika Rini; Wardani Rahayu; Riyadi
EduInovasi:  Journal of Basic Educational Studies Vol. 4 No. 3 (2024): 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.v4i3.2734

Abstract

In experimental research must have external and internal validity in order to control secondary variables. External validity relates to the generalization of research results, while internal validity relates to the extent of the causal relationship between the independent variable and the dependent variable. Therefore, it is important to examine internal and external validity in experimental design. The method used in this study is a systematic literature review. The database used for literature search utilizes two digital libraries, namely Google Scholar and Scopus. The literature search will take place in May 2024. In order for the selected literature to be relevant, the search uses the keyword "internal external validity". The analysis technique used is a narrative method by grouping the data being explored. This research is expected to provide information related to internal and external validity in experimental design
Implementation of the REACT Learning Model in Mathematics Education: A Systematic Literature Review Trian Fajrianto; Larasati Rizky Putri; Wardani Rahayu
Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 3 (2025): EDISI DESEMBER
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v7i3.118

Abstract

Mathematics education requires learning approaches that enable students to construct conceptual understanding through meaningful and contextual experiences rather than procedural memorization. One approach that aligns with this demand is the REACT learning model (Relating, Experiencing, Applying, Cooperating, Transferring). Despite its growing application, research on REACT in mathematics education, particularly in the Indonesian context, remains fragmented and tends to emphasize specific learning outcomes without systematically mapping its conceptual characteristics, implementation patterns, and reported effectiveness. Therefore, this study aims to synthesize empirical evidence on the implementation of the REACT model in mathematics learning through a Systematic Literature Review. This study employed a Systematic Literature Review (SLR) guided by the PRISMA protocol. Fifteen empirical articles published between 2015 and 2025 were selected from Google Scholar, Garuda, ERIC, and ScienceDirect databases. The selected studies were analyzed using thematic analysis and descriptive synthesis to identify trends related to REACT components, mathematics topics, educational levels, and learning outcomes. The results indicate that REACT is consistently framed as a contextual and constructivist learning approach that contributes positively to students' conceptual understanding and Higher Order Thinking Skills (HOTS). The Relating and Experiencing stages are the most frequently emphasized components, reflecting a strong focus on contextualization and active exploration. Across the reviewed studies, improvements are most commonly reported in conceptual understanding and mathematical problem-solving ability, followed by gains in mathematical communication and representation. Several studies report the use of problem-oriented tasks and technology-supported activities within the REACT framework; however, such integrations remain limited and are not examined as independent intervention models. In conclusion, the findings suggest that the REACT learning model is effective in supporting meaningful and competency-based mathematics learning. Nevertheless, the integration of REACT with other instructional models or digital media remains underexplored in the existing literature, indicating the need for future research to investigate such hybrid implementations more systematically and empirically.
Co-Authors Andi Muhammad Ishak Azka Rabbihadi Joe Indah Mustika Rini Larasati Rizky Putri Meiliasari Meiliasari Meiliasari Nuridayanti Ratna Maryam Rayhana Risa Nursamsih Lubis Riyadi Riyan Arthur Selly Rezeqi Siska Merrydian Sofyan Husein Nasution Suyono Suyono Trian Fajrianto Vivied Eka Pratiwi Widayati Widayati Yuli Rahmawati