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Satrio Ardiansyah, Adi

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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Languange, Linguistic, Communication & Media Mathematics Nursing Public Health Social Sciences Other

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Enhancing Numeracy Literacy through CBL-STEM: Developing Differentiated Learning Materials with Augmented Reality and Articulate Storyline Integration Ananda Verry Setiawan; Selva Ayu Meilina; Stefany Margaretha Hutauruk; Fadhila Salvia Khairunnisa; Alfina Nur Arofah; Adi Satrio Ardiansyah
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5789

Numeracy literacy is a critical skill for solving real-world problems, yet it remains low among students in Indonesia. This study aims to address this issue by developing Challenge-Based Learning (CBL)-STEM learning materials tailored to differentiated learning styles and integrated with Articulate Storyline and Augmented Reality (AR). This Research and Development (RD) study utilized cluster random sampling and employed tests, questionnaires, and interviews for data collection. Data analysis was conducted using descriptive quantitative and qualitative techniques. The feasibility, readability, and student response tests scored averages of 93.38%, 88.13%, and 87.27%, respectively, demonstrating the effectiveness of the developed materials. The CBL model presented real-life challenges, while the STEM approach integrated science, technology, engineering, and mathematics to create meaningful learning experiences. These materials significantly enhanced numeracy literacy among students. The integration of CBL-STEM with technologies such as Articulate Storyline and AR proved highly feasible and effective. Students found the materials easy to understand and engaging, indicating a positive reception. This approach highlights the potential of innovative, tech-integrated learning solutions in addressing Indonesia’s numeracy literacy challenges. CBL-STEM learning materials incorporating Articulate Storyline and AR are highly effective and practical for improving numeracy literacy. This innovation demonstrates promise for broader applications, with the potential to address low numeracy literacy in Indonesia on a larger scale by integrating additional technologies.

Challenge based on STEM-Context Learning Assisted by Role Playing Game: Analysis of Creative Thinking Skills on Self-Efficacy Sari, Laily Arfina; Ardiansyah, Adi Satrio; Zubaidah, Ida
Jurnal Inovasi Matematika Vol 8 No 1 (2026): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.584

Creative thinking skills are essential skills that students need to possess in the 21st century. In reality, creative thinking skills of Indonesian students remain low. This is evidenced by the 2022 PISA results, in which Indonesia only scored 19 out of 60. This research aims to analyze the effectiveness of Challenge based on STEM-Context Learning assisted by RPG, analyze the influence of self-efficacy on creative thinking skills, and describe creative thinking skills in terms of self-efficacy. This research employed a mixed-method approach with a sequential explanatory design. The population of this study consisted of eighth-grade students at SMPN 41 Semarang. The research sample was class VIII B and VIII G which were selected through simple random sampling. The research subjects were six students were selected using a purposive sampling, consisting of two students from each self-efficacy category. The results revealed that Challenge based on STEM-Context Learning effectively improved creative thinking skills, and self-efficacy influenced on creative thinking skills by 47.7%. Based on the description of creative thinking skills in terms of self-efficacy, it was found that students with high self-efficacy were able to meet the indicators of fluency, flexibility, and novelty; students with moderate self-efficacy were only able to meet the indicators of fluency and flexibility; while students with low self-efficacy did not meet the indicators of fluency, flexibility, and novelty.

Pelatihan Digitalisasi Modul Ajar Kurikulum Merdeka bagi Guru SMP Negeri 2 Tulung Adi Satrio Ardiansyah; Nuriana Rachmani Dewi; Iwan Junaedi; Devi Ajeng Efrilianda; Mulyono Mulyono; Clara Rosita Hani Yuli Astuti; Dea Erlita; Elsa Fadila Hasaroh
Jurnal Pengabdian kepada Masyarakat Indonesia (JPKMI) Vol. 3 No. 3 (2023): Desember : Jurnal Pengabdian Kepada Masyarakat Indonesia (JPKMI)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpkmi.v3i3.2177

Technological developments and changes in the curriculum are challenges for teachers to overcome. Presenting digitalized learning and digitalized learning tools is a necessity that needs to be prepared well. A training program that focuses on strengthening teacher literacy and competency in developing digitalized Modul Ajar in Kurikulum Merdeka is the aim of this community service activity. Modul Ajar in Kurikulum Merdeka itself is one of the key learning tools in the learning process, so it needs to be developed well. Systematically, teachers have been given training ranging from socialization activities, demonstrations, mentoring, to evaluation design so that teacher literacy and competence develops. With this activity, not only does teacher literacy and competence develop, but the learning process becomes better quality so that students' learning outcomes can increase.

Improving Critical Thinking Skills through Mathematics Textbooks Integrated with a Challenge-Based Learning Model in a STEM Context Assisted by Quizizz Application Adi Satrio Ardiansyah; Eni Lestari; Karunia Ma’ariffatun
Didaktik Matematika Vol 12, No 2 (2025): October 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i2.41256

The challenge to develop critical thinking skills resonates both for education in general or mathematics education. Developing a mathematics textbook that integrated Challenge based on STEM Context Learning assisted by Quizizz is an option to answer this challenge. Development research with the 4D model has been carried out with a focus on developing a product that is feasible, easy to understand, effective in improving critical thinking skills, and has a good response from students. Data was collected using interview techniques, questionnaires and tests which were then analyzed qualitatively, descriptive quantitatively, and a number of parametric statistical tests. The results show that the mathematics textbook that integrated Challenge based on STEM Context Learning assisted by Quizizz is feasible as seen from the average score of 92.66%, easy to understand as seen from the average score of 98%, effective in improving critical thinking skills as seen from the achievement of the research hypothesis, and has a good response from students as seen from the average score of 94.6%. Further implementation as a form of dissemination and adoption needs to be carried out by teachers in the classroom so that the challenge of developing critical thinking skills can be carried out properly

Improving students' numeracy literacy through challenge-based stem context learning website using flipped classroom assisted by animation video Meilina, Selva Ayu; Ardiansyah, Adi Satrio; Rahardi, Wilis
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.29643

Purposes: The low PISA 2022 results show that students' numeracy literacy skills in Indonesia are still far below the international average. So, this research aims to examine the feasibility, the effectiveness, and student responses of challenge-based STEM context learning website named PythaFlip website to improve students numeracy literacy. Method: The research method used was Research and Development (RnD) with a 4D model (define, design, develop, and disseminate). In addition, data analysis was conducted quantitatively and qualitatively based on research instruments that had been distributed to teachers, students, and validators. Findings: The results showed a feasibility result of 85.475% with a very feasible criterion. The effectiveness test indicated that improvement of students numeracy literacy reached a high criterion reflected by score of , the student completion scores with KKTP of 70, the proportion of students who completed the average in posttest was above 70%, and an average pretest-posttest difference of 42.7875. In addition, student responses test results showed an average score of 90.75% with a very good criterion. Significance: Based on the results, it can be concluded that the PythaFlip website is very feasible, effective, and received very good responses so it contributes significantly to improving students numeracy literacy.

Creative thinking ability for each self-efficacy level on challenge-based on ethnomathematics learning class with AR-comic book Ardiansyah, Adi Satrio; Wulandari, Annisa; Setiawan, Ananda Verry; Mulyono
Journal on Mathematics Education Vol. 17 No. 1 (2026): 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.v17i1.pp199-224

The development of creative thinking has emerged as a central objective in contemporary mathematics education, reflecting the need to cultivate higher-order cognitive competencies essential for twenty-first-century learning. While ethnomathematics provides culturally situated contexts that enhance the relevance and meaning of mathematical concepts, augmented reality (AR) offers advanced visualization and engagement opportunities that enrich learning experiences. Nevertheless, empirical investigations that integrate challenge-based learning, ethnomathematics, and AR-assisted media remain scarce. Moreover, limited attention has been given to understanding how students’ self-efficacy influences creative thinking within such an integrative pedagogical framework. This study seeks to evaluate the pedagogical quality of a challenge-based ethnomathematics model supported by an Augmented Reality Comic Book in fostering students’ creative thinking abilities. Specifically, it examines the effect of self-efficacy on creative thinking performance within this model and characterizes students’ creative thinking profiles across different self-efficacy levels. A mixed-methods design employing a concurrent embedded strategy was implemented. Data were collected through creative thinking assessments, self-efficacy questionnaires, classroom observations, and semi-structured interviews. Quantitative data were analyzed using inferential statistical techniques, while qualitative data underwent systematic analysis through data reduction, display, conclusion drawing, and triangulation procedures. The findings indicate that the proposed instructional model satisfies established quality criteria. Students’ self-efficacy accounts for 52.1% of the variance in creative thinking, with higher self-efficacy levels associated with stronger manifestations of fluency, flexibility, and originality. These results provide empirical evidence for the efficacy of culturally grounded, technology-enhanced challenge-based learning in strengthening students’ creative mathematical competencies and advancing contemporary pedagogical practice.

Students’ critical thinking across self-efficacy levels in STEM website-supported challenge-based differentiated learning Khairunnisa, Fadhila Salvia; Ardiansyah, Adi Satrio; Wulandari, Rini
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.32330

This study aims to examine the effectiveness of implementing Challenge-Based Differentiated Learning supported by a STEM website, analyze the influence of self-efficacy on critical thinking, and describe students’ critical thinking skills in relation to self-efficacy. The research employed a mixed-methods approach, a sequential explanatory design, and simple random sampling. Class VIII B served as the experimental group implementing the CB-DL model, and VIII A as the control group implementing problem-based learning, with each group consisting of 33 students. The results showed that the CB-DL model was effective in improving critical thinking skills, as indicated by an increase in the average pretest score from 65.15 to 83.33 on the posttest and a Cohen's D of 0.57. In addition, self-efficacy has a significant effect on critical thinking skills with a value R2 of 0.3542. Subjects with high self-efficacy met all six indicators of critical thinking skills, including interpretation, analysis, evaluation, inference, explanation, and self-regulation. Those with moderate self-efficacy did not meet the self-regulation indicator, and those with low self-efficacy did not meet the explanation and self-regulation indicators. These findings confirm that the CB-DL supported by a STEM website, along with self-efficacy reinforcement, can optimize students’ critical thinking skills.

Students' Creative Thinking Skills across Learning Styles in Scratch-Assisted Challenge-Based Learning with an Ethnomathematics Context Putri Erika Febrianti; Adi Satrio Ardiansyah
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 14 No. 2 (2026): Article in Press
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v14i2.23898

Penelitian ini bertujuan untuk menguji kualitas implementasi model Challenge-Based Learning (CBL) berbantuan Scratch dengan konteks etnomatematika terhadap kemampuan berpikir kreatif siswa, serta menganalisis perbedaan dan deskripsi kemampuan tersebut ditinjau dari gaya belajar (visual, auditori, kinestetik). Penelitian menggunakan mixed methods dengan desain sequential explanatory, melibatkan siswa kelas VII SMPN 30 Semarang sebagai populasi. Kelompok eksperimen mendapat perlakuan dengan model CBL berbantuan media Scratch dengan konteks etnomatematika, sedangkan kelompok kontrol menggunakan model Problem Based Learning. Hasil penelitian menunjukkan bahwa model yang diimplementasikan berkualitas, ditandai dengan validitas perangkat yang sangat baik, implementasi yang sangat baik dan hasil yang efektif. Uji statistik one-way ANOVA menunjukkan tidak ada perbedaan signifikan kemampuan berpikir kreatif antar ketiga gaya belajar. Analisis kualitatif mendalam terhadap sembilan subjek memperlihatkan variasi pencapaian indikator kreativitas (fluency, flexibility, novelty) di dalam setiap kelompok gaya belajar, tetapi pola pencapaiannya serupa. Pada kelompok visual, pencapaian indikator kreativitas bervariasi mulai dari yang belum memenuhi, memenuhi sebagian, hingga memenuhi semua indikator. Pola yang lebih terstruktur ditemukan pada kelompok auditori dan kinestetik, di mana kemampuan peserta terpolarisasi ke dalam tiga kategori: unggul hanya dalam kebaruan, menguasai kelancaran dan fleksibilitas tanpa kebaruan, dan menguasai ketiga indikator secara lengkap This study aims to test the quality of the implementation of the Challenge-Based Learning (CBL) model assisted by Scratch with ethnomathematics context on students' creative thinking abilities, as well as to analyze the differences and descriptions of these abilities in terms of learning styles (visual, auditory, kinesthetic). The study used a mixed methods with a sequential explanatory design, involving seventh-grade students of SMPN 30 Semarang as the population. The experimental group received treatment with the CBL model assisted by Scratch media with ethnomathematics context, while the control group used the Problem Based Learning model. The results of the study showed that the implemented model was of high quality, characterized by excellent device validity, excellent implementation and effective results. The one-way ANOVA statistical test showed no significant difference in creative thinking abilities between the three learning styles. In-depth qualitative analysis of nine subjects showed variations in the achievement of creativity indicators (fluency, flexibility, novelty) within each learning style group, but the achievement patterns were similar. In the visual group, the achievement of creativity indicators varied from not yet meeting, partially meeting, to meeting all indicators. A more structured pattern was found in the auditory and kinesthetic groups, where participants' abilities were polarized into three categories: excelling only in novelty, mastering fluency and flexibility without novelty, and mastering all three indicators completely.

Co-Authors Adi, Yudhi Wahyu Adistia Nia Safitri Alfina Nur Arofah Ali, Mat Amidi Amidi, Amidi Ananda Verry Setiawan Anisa Firdaus Oktaviani Astuti, Clara Rosita Hani Yuli Azis, Vivi Anggraini Saputri Berlian Disi Prasetya Budi Prasetiyo, Budi Budiman, Kholiq Caesario, Nico Chafshoh, Nabillah Arifa Choirunnisa, Fakhrur Rini Cici Rayagura Rahmatillah Clara Rosita Hani Yuli Astuti Dea Erlita Devi Ajeng Efrilianda Dewi, Heni Lilia Dewi, Nuriana Rachmani Dinasari, Arum Dita Ayuni Tasya Djouharrochmah, Djouharrochmah Efrilianda, Devi Ajeng Elsa Fadila Hasaroh Eni Lestari Erlita, Dea Fadhila Salvia Khairunnisa Fariz, Regilsa Ferianto, Andika Nur Fitriana, Dea Rizqi Hamidah, Faridah Shawatul Hasaroh, Elsa Fadila Hutauruk, Stefany Margaretha Iin Ariyas Setyawati Indah Ayu Kusumawardani Isbianto, Isbianto Iwan Junaedi Iwan junaedi Karunia Ma’ariffatun Khairunnisa, Fadhila Salvia Khayatun, Nur Khoirunnisa, Karima Laelatul Maghfiroh Mahfiroh, Halillah Meilina, Selva Ayu Mohammad Asikin Muhamad Riza Mahendra Muhammad Ainun Niam Muhammad Anwar Muhammad Ghozi Izzulhaq Mulyono Mulyono Mulyono Mulyono Mulyono Munahefi, Detalia Noriza Musdalifah Asti Nur Isnaini Nadia Rizki Ardelia Nanik Ratnawati Nisa Farah Maulida Novita Triska Pratama Nur Hafidh Ash-Showy Nuriana Rachmani Dewi Nurul Qomari Putri Erika Febrianti Putri, Rani Rafika Raharani, Fatkhiya An-Nisa Rahardi, Wilis Rahmadani, Sabila Hanifa Rahmatjati, Abdul Mu'iz Rahmawati Kusuma Wardani Rini Wulandari Rochmad - Saniyah, Siti Malihatus Sari, Laily Arfina Sari, Salsabilla Naura Selva Ayu Meilina Septiani, Lintang Rizqy Setiawan, Ananda Verry Simarmata, Raivo Siti Huda Dienina Stefany Margaretha Hutauruk Sumarti Sumarti Susnasuhah, Lilik Tri Mega Utami Ulya Farahani Vivi Anggraini Saputri Azis Wardani, Deva Fitria Wati, Irma Meika Wulandari, Annisa Yahya Nur Ifriza Zubaidah, Ida

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