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Duano Sapta Nusantara

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THE INFLUENCE OF SCIENTIFIC ATTITUDE, ACTIVE LEARNING, AND FRIENDLY CHARACTER ON SCIENCE LEARNING OUTCOMES IN JUNIOR HIGH SCHOOL STUDENTS Ilhami, Mohamad; Amanah, Siti; Rahmawati, Sophia; Priyanto, Priyanto; Kumalasari, Ade; Kurniati, Erisa; Hayati, Suci; Nusantara, Duano Sapta
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 1 (2025): Volume 9, Nomor 1, March 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i1.41809

This research investigates the combined influence of scientific attitude, active learning, and friendly character on the science learning outcomes of junior high school students in Kota Jambi. It explores how these factors contribute to student's academic performance and social development in science education. A mixed-methods approach was used, integrating quantitative data from questionnaires with qualitative insights from interviews. The sample consisted of junior high school students in Kota Jambi. Data analysis was performed using multiple regression tests with SPSS to examine the relationship between the variables. The results indicate that scientific attitude, active learning, and friendly character significantly and positively affect students' science learning outcomes. Active learning enhanced students’ engagement and critical thinking skills, while a strong scientific attitude improved their curiosity and problem-solving abilities. Students with well-developed, friendly character traits also demonstrated better social interactions, leading to more effective collaboration in group-based learning activities. Despite these positive outcomes, the study highlights the challenge of translating scientific concepts into real-world applications, which requires greater emphasis on contextual learning and motivation. This study offers a fresh perspective by integrating social-emotional traits such as friendly character into analyzing science learning outcomes, an area often overlooked in previous research. It provides actionable insights into how fostering active learning and positive social interactions can create a more engaging and effective science learning environment.

Analysis of Students’ Conceptual Understanding of Pythagorean Prerequisite Concepts Retno Ayu Wulandari; Yelli Ramalisa; Duano Sapta Nusantara
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1143

This study aims to determine students' ability to understand the prerequisite material for Pythagorean concepts. The study was conducted using a descriptive qualitative approach. The subjects of this study were students of class VIII B at SMP Adhyaksa 1 in Jambi City. Data collection involved written tests, interviews, and documentation, followed by analysis through data reduction, data presentation, and the formulation of conclusions. Data analysis was conducted based on concept comprehension indicators, namely 1) restating a concept, 2) writing down concepts in various mathematical representations, 3) using certain procedures, and 4) applying a concept. Based on the findings, of the 14 students, 7 were classified as having low comprehension, 5 were categorized at a moderate level, and 2 students achieved a high level of comprehension. This shows that students' conceptual understanding abilities vary. The results of the study show that students' conceptual understanding of the prerequisite material on Pythagoras tends to be low, with 50% in the low category. Some students showed fairly good achievement in the indicators of restating concepts and representing concepts. However, students were still weak in the indicators of selecting and using specific procedures and applying concepts.

Designing JUMPISA: A PISA-Based Jumping Task to Support Students’ Statistical Literacy using Jambi Context Duano Sapta Nusantara; Florante P. Ibarra; Feri Tiona Pasaribu; Uci Lusinda
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): Innovative Approaches to Mathematical Understanding and Literacy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2518

Statistical literacy is a critical competence for 21st-century students, yet many struggle to apply statistical concepts in authentic contexts. This study reports the development of JUMPISA, a PISA-based Jumping Task contextualized for secondary students in Jambi Province, designed to enhance students’ abilities to interpret, represent, and reason with data. Employing a design research approach with iterative development, the study included preliminary and formative evaluations to assess task validity and feasibility. The JUMPISA tasks integrate content on uncertainty, work-related contexts, and varying reasoning levels in line with PISA’s framework. Results indicate that students demonstrated notable improvement in engaging with authentic statistical problems. Beyond practical effectiveness, this study advances the theoretical understanding of context-sensitive PISA Task design, showing how locally contextualized, inquiry-driven tasks can be systematically developed and validated for international assessment. JUMPISA exemplifies a model for aligning global assessment frameworks with local educational contexts, offering guidance for both researchers and practitioners in designing assessment-informed instructional activities.

Mathematical Creativity in Secondary Education: Conceptual and Assessment Evolution (2016-2025) B. Widya Melati Patricia; Duano Sapta Nusantara; Rohati Rohati; Kgaladi Maphutha
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1171

Mathematical creativity is increasingly recognized as an essential competency in 21st-century mathematics education, as it underpins students’ capacity for higher-order thinking and adaptive problem-solving. However, existing studies have examined it in isolation without integrating publication trends, conceptual evolution, and assessment methods within a unified analytical framework. This study addresses that gap through a systematic literature review of mathematical creativity in secondary education from 2016 to 2025. Following the PRISMA 2020 guidelines, searches were conducted in the Scopus and ScienceDirect databases. From 544 initial records, 23 articles met eligibility criteria and were analyzed through bibliometric analysis, thematic synthesis, and methodological categorization. Results revealed a substantial increase in publications, with 68.9% of studies published during 2023–2025, driven by curriculum reforms, technology integration, and post-pandemic pedagogical transformation. Conceptualization evolved from Torrance’s traditional four-component framework toward more integrative models emphasizing collaborative processes and contextual problem-solving. Assessment methods showed balanced distribution: quantitative tests (39.1%), qualitative approaches (34.8%), and mixed methods (26.1%). Practically, the findings offer actionable guidance for curriculum developers, teachers, and policy makers to foster mathematical creativity more effectively, while theoretically, the holistic integration of three analytical dimensions provides a replicable model for future systematic reviews in mathematics education.

Designing a Project-Based Learning Worksheet: Validity and Feasibility Evidence from the Geometrocity Project Wibowo, Fadhia Aliva; Rohati, Rohati; Nusantara, Duano Sapta; Kumalasari, Ade
Edumatica : Jurnal Pendidikan Matematika Vol 16 No 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026)
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.v16i1.49315

Students often struggle to express mathematical ideas through multiple external representations, particularly when learning polyhedral geometry that requires coordination of visual, verbal, and symbolic forms. This study aims to design a project-based learning worksheet and examine its validity and feasibility through the Geometrocity project. In this activity, students construct a miniature city as a contextual medium to explore geometric concepts while engaging with structured representational tasks. The study follows the ADDIE development framework and is limited to the development stage. The focus lies on producing a valid and feasible learning tool rather than measuring classroom effectiveness. Two material experts and one media expert evaluated the worksheet using validation instruments that assess content accuracy, language clarity, instructional presentation, and graphical design. Quantitative ratings were analyzed using descriptive statistics, while qualitative feedback supported iterative product revisions. The results indicate that the Geometrocity worksheet achieved high validity scores across all assessed aspects and met the criteria for feasibility. These findings suggest that the worksheet is suitable for use in further implementation studies. This study contributes a project-based worksheet that integrates structured representational activities within contextual geometry tasks.

Contextual Design of Literacy and Numeracy–Based Assessments: A Systematic Literature Review Mursyidah J Parandrengi; Duano Sapta Nusantara; Rohati Rohati; Da Tien Nguyen; Kgaladi Maphutha
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1114

The increasing emphasis on literacy and numeracy requires assessment tasks that reflect real-world contexts. However, existing studies indicate that contextual assessment is often implemented at a superficial level, with limited use of second-order contextualization that supports deeper reasoning. This study aims to systematically examine how context is used in the design of literacy and numeracy-based assessments. This research employs a Systematic Literature Review (SLR) of 17 articles published between 2015 and 2025. Bibliometric analysis using VOSviewer and content analysis were conducted to examine context types, context levels (zero, first, and second order), and question design. The findings show that most studies apply context at the zero and first-order levels, while only a few reached second-order contextualization. Context use is dominated by local settings, with contexts such as tourism remaining underexplored. In addition, digital technology is mostly used in non-interactive formats. This study recommends developing PISA-based questions in tourism contexts at the second-order level, as well as integrating interactive digital technology to enhance students’ abilities to formulate, employ, and interpret. This study contributes theoretically by linking context type, context level, and cognitive processes within mathematical literacy frameworks, and practically by guiding the design of more authentic assessment tasks.

The Role of Realistic Mathematics Education in Developing Critical Thinking Skills: A Systematic Literature Review Hanipa Hanipa; Duano Sapta Nusantara; Rohati Rohati
Journal of Instructional Mathematics Vol. 7 No. 1 (2026): Digital Media and Critical Thinking in Mathematics Learning
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v7i1.2761

Although critical thinking is fundamental to 21st-century mathematics learning, research synthesizing how Realistic Mathematics Education (RME) develops this competency remains fragmented and underexplored. This study aims to map the literature profile, development trends, as well as challenges and recommendations of research related to the integration of RME and critical thinking abilities. A Systematic Literature Review (SLR) method was applied to 18 articles from Scopus and Google Scholar for the period 2019-2025 using VOSViewer bibliometric analysis. The results show that RME consistently improves critical thinking abilities through three clusters: learning implementation, RME characteristics based on real contexts, and effectiveness evaluation. Research trends evolved from effectiveness verification (2019-2021), technology integration (2022-2023), toward differentiated learning and exploration of local cultural contexts (2024-2025). This evolutionary pattern raises a critical question: whether such trends reflect the theoretical maturity of RME as a robust and coherent pedagogical framework, or whether they indicate fragmentation of approaches that risks diluting the core principles of RME. Main challenges include variations in learning design quality and limited digital infrastructure. The study recommends continuous RME implementation, strengthening of teacher education curriculum, and development of specific critical thinking measurement instruments for RME based mathematics learning are needed.

Scoping Literature Review: What Activities Can Help Students Discover Permutations? Aan Putra; Zulkardi Zulkardi; Ratu Ilma Indra Putri; Laswadi Laswadi; Duano Sapta Nusantara
Edumatika Vol 6 No 2 (2023): November 2023, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v6i2.3167

Mathematical knowledge will be meaningful for students if it is discovered through mathematical rediscovery activities. This research aims to provide an overview of the activities carried out by researchers in teaching material on multiplication rule and permutation as an insight for other researchers to try various activities that are relevant for teaching combinatorics material in general. This research is a scoping literature review using the 8-stage framework of Xiao & Watson. The review was carried out on 6 relevant articles published in various reputable international journals without a specific time limit. Based on the results of the review, it was found that learning permutations using activities included using the context of towers, beaded bracelets, presentation sequences, teddy bears, and photography. The activities used generally consist of arranging physical objects. The author suggests using reorderable objects to teach permutations. The context used must be adapted to the knowledge and experience of the students.

Secondary School Students’ Numeracy Skills Across Four PISA Mathematics Content Domains Mursyidah J Parandrengi; Duano Sapta Nusantara; Tria Gustiningsi
Edumatika Vol 9 No 1 (2026): May 2026, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v9i1.6770

Background: Despite extensive reporting underperformance of Indonesian students in PISA mathematics, limited studies have examined students’ numeracy skills across all four PISA mathematics content domains using translated PISA items. Purpose: This study aims to analyze secondary school students’ numeracy skills in solving translated PISA items across four content domains. Method: An explanatory sequential mixed methods design was conducted involving 28 ninth-grade students in Jambi. Quantitative data were collected through a tests consisting of eight translated PISA items, followed by interviews to explain students’ responses in test results. Data were analyzed using a scoring rubric based on formulating, employing, and interpreting. Findings: Students’ performance varied across content domains, with the highest achievement in uncertainty and data (59.90%) and the lowest in space and shape (28.13%). Meanwhile, interviews revealed that students struggled in visualizing geometric situation and connecting it to real-world contexts. Implications: The findings suggest that mathematics instruction should provide more opportunities for students to interpret geometric contexts and justify it in real-life situations. Originality: This study provides a comprehensive localized analysis of students’ numeracy skills across the four PISA mathematics content domains by integrating quantitative data with qualitative explanations.

Mathematical Problem-Solving Ability in Open-Ended Circle Problems: A Study Based on Students' Learning Interest Duano Sapta Nusantara; Annisa Febrianty; Feri Tiona Pasaribu
Jurnal Inovasi Matematika Vol 7 No 2 (2025): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v7i2.496

This study aims to describe students' mathematical problem-solving abilities in solving open-ended problems related to the topic of circles, based on their learning interest. The research employs a descriptive qualitative approach, involving junior high school students from SMP Negeri 14 Kota Jambi, categorized into high, medium, and low levels of learning interest. Data were collected through questionnaires to measure students' learning interest, tests to assess problem-solving abilities, and interviews for in-depth exploration. The findings reveal that students with high learning interest successfully demonstrated all indicators of problem-solving ability, including understanding the problem, planning a solution, executing the plan, and re-checking the results. Students with medium learning interest faced difficulties in calculation and were unable to re-check their solutions. Meanwhile, students with low learning interest struggled to plan solutions, resulting in an inability to solve problems or verify their answers. These results highlight the critical role of learning interest in enhancing students' problem-solving abilities in mathematics, particularly in addressing open-ended problems.

Co-Authors Aan Putra Aan Putra Abdullah, Abdul Halim Ade Kumalasari Agyta Meitrilova Ambarita, Sahala Martua Andika, Windi Dwi Annisa Febrianty Aprilisa, Shinta Arika Sari Asmaul Husna Ayu Luviyanti Tanjung B. Widya Melati Patricia Berliani, Risma Cahyani , Feby Indah Chn, Rafika Riana Da Tien Nguyen Delia Septimiranti Deska, Salsabila Putri Dewi Rawani Dita Nur Syaharani Drajat Friansah Elika Elika ELLY SUSANTI Elly Susanti Ely Susanti Fadhia Aliva Wibowo Felisha , Melvi Feri Tiona Pasaribu Feri Tiona Pasaribu Fidella Justine Mulyadi Florante P. Ibarra Hanipa Hanipa Herlambang, Satria Bayu Ida Hamidah Ilhami, Mohamad Intan Juniarmi Iswari, Ira Jayanti Jayanti Jayanti Junita, Ranisa Kgaladi Maphutha Kgaladi Maphutha Kiraam, Rachma Laswadi Laswadi Linda Puspitasari Lisnaini Lisnaini Lusiana Lusinda, Uci Maharani Maharani, Yulianita Malalina Malalina Maphutha, Kgaladi Marhamah Marhamah Marlina Marlina Marsyandia, Inaara Pangesti Meitrilova, Agyta Meryansumayeka Meryansumayeka Milla Rodhiana Rasyid Mursyidah J Parandrengi Najwa Olifia Annnisa Rambe Ninik Purwaning Setyorini Novi Rahmayanti Novi Susanti Nuria Amanda Manda Partono Partono Perdana, Yogi Permatasari, Ranni Pratama, Nasya Aprina Pratiwi, Riszky Pabela Priyanto Priyanto Puspitasari, Linda Putri, Maifa Munsyaila Rahayu, Chika Ranni Permatasari Ratu Ilma Indra Putri Retno Ayu Wulandari Rini Rini Risda Intan Sistyawati Risdiyanti, Irma Riska Amelia Riszky Pabela Pratiwi Rita Inderawati Rohati Rohati Rohati Roseli Theis Rully Charitas Indra Prahmana Sahala Martua Ambarita Sainuddin, Syamsir Sakiman, Novi Komariyatiningsih Samsuriyadi Samsuriyadi Samsuryadi Samsuryadi Samsuryadi Sari, Filian Yunita Saskiyah, Sulafah Ansya Sepriliani, Sisca Puspita Setiyani, Eka Denti Setyorini, Ninik Purwaning Sisca Puspita Sepriliani Sistyawati, Risda Intan Soleha, Dwi Ardanti Sophia Rahmawati Sri Sumarni Sri Winarni Suci Hayati Sulafah Ansya Saskiyah Sutrimo Sutrimo, Sutrimo Syutaridho Syutaridho Tanjung, Ayu Luviyanti Tria Gustiningsi Uci Lusinda Wardi Syafmen Wibowo, Fadhia Aliva Yelli Ramalisa Yufitri Yanto Yulianita Maharani Yusuf Hartono Zahra Alwi Zahra Alwi, Zahra Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi

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