Article Per Year (5 Year)
p-Index From 2021 - 2026
6.575
P-Index
This Author published in this journals
All Journal Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Daya Matematis Scientific Journal of Informatics JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Elemen Al-Jabar : Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan Kinetik: Game Technology, Information System, Computer Network, Computing, Electronics, and Control Juring (Journal for Research in Mathematics Learning) Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika JURNAL PENDIDIKAN TAMBUSAI Unnes Journal of Mathematics Education Research Transformasi : Jurnal Pendidikan Matematika dan Matematika Budimas : Jurnal Pengabdian Masyarakat Arithmetic : Academic Journal of Math Journal of Didactic Mathematics Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Ethnomathematics Journal Unnes Journal of Mathematics Education Circle: Jurnal Pendidikan Matematika PENA ABDIMAS : Jurnal Pengabdian Masyarakat Circle: Jurnal Pendidikan Matematika Bookchapter Pendidikan Universitas Negeri Semarang JNPM (Jurnal Nasional Pendidikan Matematika) JURNAL KARYA ILMIAH MULTIDISIPLIN International Journal of Research in Mathematics Education JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Pengembangan Pembelajaran Matematika Himpunan: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Journal on Mathematics Education Jurnal Pengabdian Kepada Masyarakat Indonesia Jurnal Didaktik Matematika
Satrio Ardiansyah, Adi
Unknown Affiliation
Religion 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

Published : 43 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 43 Documents
Search

 1   2   3   4   5 
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

Abstract

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.
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

Abstract

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

Abstract

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

Abstract

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

Abstract

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' 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)
Publisher : Universitas PGRI Madiun

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

Abstract

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.  
KEMAMPUAN BERPIKIR KRITIS DITINJAU DARI ADVERSITY QUOTIENT PADA CHALLENGE-BASED ON DIFFERENTIATED LEARNING BERBANTUAN WEBSITE STEM Setiawan, Ananda Verry; Ardiansyah, Adi Satrio; Suparsono, Suparsono
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.13829

Abstract

21st century education emphasizes the importance of critical thinking skills. Data from Programme for International Student Assessment indicate that these skills still need improvement, thus requiring instructional innovations such as Challenge-Based on Differentiated Learning (CB-DL) supported by a STEM-based website. This study aims to (1) analyze the quality of instructional innovation in enhancing critical thinking skills, (2) examine the effect of Adversity Quotient (AQ) on critical thinking skills, and (3) describe critical thinking skills in terms of AQ. The study employed mixed methods approach. Quantitative data were collected through questionnaires and tests and analyzed using RStudio, while qualitative data were collected through interviews and analyzed using technique triangulation. The results show that CB-DL supported by a STEM-based website is of high quality in improving critical thinking skills. In addition, AQ has a positive effect of 12.92% on critical thinking skills. The findings indicate that climbers-type participants fulfill the indicators of interpretation, analysis, evaluation, inference, explanation, and self-regulation, whereas campers-type participants fulfill interpretation, analysis, evaluation, inference, and explanation. This study provides significant empirical contributions to improving critical thinking skills.
Enhancing critical thinking through differentiated challenge-based STEM context learning integrated AI-Website: An analysis of adversity quotient Wahid Jauhari; Adi Satrio Ardiansyah; Eny Agustianingsih
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 11, Issue 2, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v11i2.14507

Abstract

Society 5.0 transforms education, urging students to develop their critical thinking for complex problems. Indonesia's low proportion of students with these skills highlights the need to develop learning innovations. Beyond innovations, this research also considers affective factors like the Adversity Quotient in their impact on critical thinking. On the other hand, there has been no research that integrates Challenge-Based STEM Context Learning, AI-Websites, and differentiated learning simultaneously and examines the influence of AQ within that framework. Therefore, this study aims to determine the effectiveness of differentiated CBL-STEM Context learning integrated by AI-Website to improve critical thinking skills, analyze the influence of AQ on critical thinking skills, and describe those critical thinking skills based on the students' AQ categories. This research used a mixed-method with a sequential explanatory design in all eighth-grade students at one of the state junior high schools in Semarang, represented by two sample groups. Conducted over four weeks, it collected quantitative data through tests and questionnaires, and qualitative data via interviews. Quantitative data were analysed with R software, while qualitative data were condensed and compared to assess critical thinking skills indicators. The results show that the learning model effectively improved students’ critical thinking skills, with the experimental group achieving a 75.6% improvement. Regression analysis indicated that the adversity quotient contributed only 8.4% to critical thinking skills in this learning. Field interviews show students meet interpretation and analysis indicators across AQ categories, with differences in other critical thinking areas. This study suggests that similar research should include AQ differentiation in the learning process.
Efektivitas Problem-Based Learning Berbantuan Modul Terintegrasi AR Cagar Budaya Semarang untuk Meningkatkan Kemampuan Berpikir Kritis Indar Rizky; Nabilla Arisatul Faizah; Isna Riska Amalia; Cindy Setya Amanda; Suri Mecilita; Adi Satrio Ardiansyah
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i2.39159

Abstract

Indonesia menempati urutan 10 negara terbawah dengan skor matematika 379 pada PISA 2018. Geometri merupakan salah satu materi yang berkaitan dengan konten PISA yang membutuhkan kemampuan berpikir kritis. Namun, kemampuan berpikir kritis peserta didik Indonesia masih rendah. Problem Based Learning (PBL) berbantuan modul terintegrasi augmented reality (AR) cagar budaya Semarang merupakan inovasi untuk masalah tersebut. Penelitian ini bertujuan menganalisis efektivitas PBL berbantuan modul terintegrasi AR cagar budaya Semarang. Metode penelitian yang digunakan adalah kuantitatif dengan desain quasi experimental. Populasi terdiri seluruh peserta didik kelas VIII SMPN 21 Semarang. Pengambilan sampel menggunakan teknik cluster random sampling. Hasil penelitian diperoleh bahwa peserta didik: (1) Tuntas secara klasikal; (2) Tuntas secara individual; (3) Terdapat perbedaan rata-rata nilai posttest dan pretest; (4) Peningkatkan kemampuan berpikir kritis kelompok eksperimen lebih dari kelompok kontrol. Dengan demikian, model PBL berbantuan modul terintegrasi AR cagar budaya Semarang lebih efektif untuk meningkatkan kemampuan berpikir kritis dibandingkan menggunakan PBL saja.
KEMAMPUAN BERPIKIR KRITIS DITINJAU DARI ADVERSITY QUOTIENT PADA CHALLENGE-BASED ON DIFFERENTIATED LEARNING BERBANTUAN WEBSITE STEM Ananda Verry Setiawan; Adi Satrio Ardiansyah; Suparsono Suparsono
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.13829

Abstract

21st century education emphasizes the importance of critical thinking skills. Data from Programme for International Student Assessment indicate that these skills still need improvement, thus requiring instructional innovations such as Challenge-Based on Differentiated Learning (CB-DL) supported by a STEM-based website. This study aims to (1) analyze the quality of instructional innovation in enhancing critical thinking skills, (2) examine the effect of Adversity Quotient (AQ) on critical thinking skills, and (3) describe critical thinking skills in terms of AQ. The study employed mixed methods approach. Quantitative data were collected through questionnaires and tests and analyzed using RStudio, while qualitative data were collected through interviews and analyzed using technique triangulation. The results show that CB-DL supported by a STEM-based website is of high quality in improving critical thinking skills. In addition, AQ has a positive effect of 12.92% on critical thinking skills. The findings indicate that climbers-type participants fulfill the indicators of interpretation, analysis, evaluation, inference, explanation, and self-regulation, whereas campers-type participants fulfill interpretation, analysis, evaluation, inference, and explanation. This study provides significant empirical contributions to improving critical thinking skills.
Co-Authors Adi, Yudhi Wahyu Adistia Nia Safitri Alfina Nur Arofah Ali, Mat Alyana Aurellia Putri Arifadewi Amidi Amidi, Amidi Amir Fahrudi 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 Cindy Setya Amanda 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 Eny Agustianingsih 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 Indar Rizky Isbianto, Isbianto Isna Riska Amalia Iwan Junaedi Karunia Ma’ariffatun 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 Nabilla Arisatul Faizah Nadia Rizki Ardelia Nanik Ratnawati Nanik Wijayati 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 Rina Rachmawati Rini Wulandari Rochmad - Saniyah, Siti Malihatus Sari, Salsabilla Naura Selva Ayu Meilina Septiani, Lintang Rizqy Setiawan, Ananda Verry Simarmata, Raivo Siti Huda Dienina Stefany Margaretha Hutauruk Sumarti Sumarti Suparsono Suparsono Suparsono, Suparsono Suri Mecilita Susnasuhah, Lilik Tri Mega Utami Ulya Farahani Vivi Anggraini Saputri Azis Wahid Jauhari Wardani, Deva Fitria Wati, Irma Meika Wulandari, Annisa Yahya Nur Ifriza