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Riki Andriatna

Universitas Sebelas Maret

Author-ID : 1986135

Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Nursing Physics Public Health Social Sciences Transportation Other

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EKSPERIMENTASI PEMBELAJARAN MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN MURDER DENGAN BRAIN GYM TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA DITINJAU DARI RESILIENSI MATEMATIS SISWA Millentika Rachmadani; Dyah Ratri Aryuna; Riki Andriatna
Jurnal Karya Pendidikan Matematika Vol 12, No 2 (2025): Jurnal Karya Pendidikan Matematika Volume 12 Nomor 2 Tahun 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.12.2.2025.91-101

This study aims to determine the effect of learning models on students' mathematical problem-solving abilities in terms of their mathematical resilience. The type of this research is quasi-experimental. The population of this study is the 11th-grade students of SMA Negeri 2 Sukoharjo for the 2023/2024 academic year, consisting of 4 11th-grade classes with a focus on Science and Mathematics. The sample used consists of two classes, with 36 students from class XI 2B as the experimental class and 35 students from class XI 1 as the control class, selected through cluster random sampling. Data collection was carried out using tests and questionnaires. The data analysis technique used is a two-way ANOVA with unequal cells, followed by a multiple comparison test using the Scheffé method. The research results show that the mathematical problem-solving ability of students who received the MURDER learning model with Brain Gym is better than that of students who received the MURDER learning model, both in general and at each level of mathematical resilience. Additionally, at each level of mathematical resilience, students show differences in mathematical problem-solving ability, both in general and in each learning model. In the MURDER learning model with Brain Gym, students with moderate mathematical resilience have better mathematical problem-solving ability than those with high and low resilience. Meanwhile, in the MURDER learning model, students with high mathematical resilience have better mathematical problem-solving ability than those with moderate and low resilience.

Hypothetical Learning Trajectory for Negative Integer in Differentiated Instruction: A Prospective Analysis in Didactical Design Research Riki Andriatna; Imam Sujadi; Ira Kurniawati; Arum Nur Wulandari; Yuli Bangun Nursanti; Kanya Barndt
Hipotenusa: Journal of Mathematical Society Vol. 8 No. 1 (2026): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v8i1.2195

Integers are one of the essential materials in mathematics, but provides its own difficulties for students, especially with regard to negative integers. This study aims to develop a hypothetical learning trajectory based on the results of the learning obstcale study. Specifically, the alleged learning trajectory is a conjecture on phase D students, namely Junior High School students based on the differentiation of the readiness aspects of high, medium, and low students. This study used development research with a didactical design research approach at the prospective analysis stage, namely analyzing the didactic situation before learning. The development results obtained a hypothetical learning trajectory based on the analysis of learning obstacle and literature review. Based on this, the hypothetical learning trajectory that is compiled consists of four stages starting from the concept of negative numbers, the concept of integers, counting operations on integers, and the properties of calculating operations on integers and their application. In addition to these four stages, the alleged learning trajectory also emphasizes the meaning of the minus sign as a prerequisite concept in integers. The integration of didactical situations in the hypothetical learning trajectory emphasizes the diversity of didactical situations towards students’ abilities as a form of differentiated instruction, especially in differentiating content.

Pendampingan Pembelajaran Matematika dengan Pendekatan Deep Learning: Mendorong Adaptabilitas Guru untuk Mengembangkan Mathematical Thinking Siswa Imam Sujadi; Arum Nur Wulandari; Ira Kurniawati; Yuli Bangun Nursanti; Riki Andriatna
Abdimas Galuh Vol 8, No 1 (2026): Maret 2026
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v8i1.21831

Pendidikan di Indonesia bersifat dinamis dan memerlukan peningkatan kualitas secara berkesinambungan. Peningkatan kualitas tersebut bertujuan untuk mengoptimalkan potensi siswa, sehingga menciptakan individu yang cerdas, mandiri, dan kompetitif. Ini menjadi tantangan bagi guru untuk dapat adaptif terhadap perubahan serta melakukan inovasi untuk mencapai tujuan tersebut. Kecendurungan siswa yang masih mengandalkan hafalan juga menyebabkan pemahamannya kurang mendalam dan kemampuannya dalam memecahkan masalah rendah. Oleh karena itu diperlukan upaya pengembangan mathematical thinking sebagai guiding force dalam pemecahan masalah. Deep learning merupakan pendekatan pembelajaran yang menekankan pemahaman konsep dan penguasaan kompetensi secara mendalam, dalam cakupan materi yang lebih sempit sehingga dapat mendukung pembelajaran yang berkesadaran, bermakna, dan menggembirakan. Dengan tiga prinsip tersebut deep learning dapat digunakan sebagai pendekatan untuk mengembangkan mathematical thinking siswa. Namun demikian belum banyak guru yang memiliki bekal pengetahuan serta keterampilan untuk menerapkannya, khususnya pada pembelajaran matematika. Oleh karena itu, Research Group Dikdasmen UNS bekerjasama dengan MGMP Matematika SMP Kota Surakarta melaksanakan pendampingan dengan tujuan untuk meningkatkan adaptabilitas guru untuk mengembangkan mathematical thinking siswa dengan penerapan pendekatan deep learning. Pendampingan dilaksanakan melalui empat tahapan yaitu brainstorming terkait pendekatan deep learning dan implementasinya pada pembelajaran matematika, penyusunan desain pembelajaran, diskusi mengenai implementasi desain pembelajaran, dan refleksi. Hasil pendampingan menunjukkan bahwa guru sudah mampu mendesain dan mengimplementasikan pendekatan deep learning dengan cukup baik. Guru menyatakan bahwa pendekatan deep learning meningkatkan ketertarikan belajar serta pemahaman siswa. Namun demikian guru masih menemui hambatan antara lain keterbatasan waktu, perbedaan kecepatan belajar siswa, serta referensi untuk modul ajar yang terbatas.

The emergent role of artificial intelligence in Mathematics education: Examining students’ acceptance and perception Yuli Bangun Nursanti; Imam Sujadi; Ira Kurniawati; Riki Andriatna; Arum Nur Wulandari
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 2 (2025): July-December 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i2.11242

Artificial intelligence (AI) is increasingly being integrated into education, offering new opportunities for enhancing learning, especially in challenging subjects like mathematics. However, there is limited research on how students perceive and accept AI in mathematics education, particularly in the context of Indonesian higher education. This study aims to explore mathematics education students’ acceptance and perceptions of AI tools in enhancing their learning experience. Using a sequential explanatory mixed-methods design, the study employed a Technology Acceptance Model (TAM) questionnaire for quantitative data and in-depth semi-structured interviews to gather qualitative insights. The participants were 389 mathematic students from several universities in Surakarta municipality, Indonesia based on non-probability sampling technique through sampling quota. The results show that students generally perceive AI as useful and easy to use, with high scores for Perceived Usefulness (PU) and Perceived Ease of Use (PEU). AI was appreciated for its ability to provide personalized learning, immediate feedback, and flexibility. However, students' Behavioral Intention to Use (BIU) AI was lower, indicating hesitation toward integrating AI regularly into their learning routines. The findings highlight that while AI has the potential to enhance learning, students still value traditional face-to-face interactions with instructors and are concerned about over-reliance on technology. The study contributes to theoretical framework that AI tools should complement, not replace, traditional teaching methods. Practically, the integration of AI in education should be gradual, with adequate support for both students and instructors. Future research should explore long-term adoption and investigate the role of educational policies in supporting AI integration.

Inductive Thinking of Junior High School Students in Solving Number Pattern Problems Based on Mathematical Thinking Theory Ira Kurniawati Ira; Imam Sujadi; Arum Nur Wulandari; Riki Andriatna; Yuli Bangun Nursanti
Jurnal Pendidikan dan Pengajaran Vol 59 No 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v59i1.105606

The development of mathematical thinking is an important goal in mathematics learning because it relates to students’ ability to solve problems through various reasoning processes, including inductive thinking methods. However, students’ application of inductive thinking in solving mathematical problems still requires further exploration. This study aims to explore the application of inductive thinking methods in solving number pattern problems based on the perspective of mathematical thinking. The research employed a qualitative descriptive approach involving three students representing high, medium, and low levels of mathematical ability. Data were collected through a reasoning test and interviews and analyzed through data reduction, data display, and conclusion drawing. The results show that the high ability student was able to identify patterns but still experienced difficulty in formulating accurate generalizations. The medium ability student recognized some patterns but was not able to generalize correctly, while the low-ability student experienced difficulties from understanding the problem to determining general rules. These findings indicate differences in students’ inductive thinking across levels of mathematical ability. The study implies the importance of designing mathematics learning that encourages pattern exploration and generalization processes to support students’ mathematical thinking development.

Co-Authors Alfiany, Zakiah Alifta Nurillah Kosasih Arum Nur Wulandari Arum Nur Wulandari Arum Nur Wulandari Arum Nur Wulandari Asfanudin, Imam Nurrochman Aulia Nurmalitasari Bisri Musa Azhari Budiyono Budiyono BUDIYONO Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Dadan Dasari Dyah Ratri Aryuna Dyah Ratri Aryuna Ema Prasetyaningsih Yulianti Falach Noor Syahid Hanifa Alifia Puteri Hanifa Alifia Puteri Hanifa Alifia Puteri Hanifa Alifia Puteri Hanifa Puteri Hapsari, Rania Febri Hasna Azifatun Nazwa Imam Sujadi Ira Kurniawati Ira Kurniawati Ira Kurniawati Ira Kurniawati Ira Ira, Ira Kurniawati Izmi Azizah Kanya Barndt Kurniawati, Ira Kusumadewi, Yuvita Andriani Millentika Rachmadani Nurisa Kamila Nursanti, Yuli Bangun Puteri, Hanifa Alifia Ramdan Faturohman, Deni Robawati Robawati Sugiyani Sugiyani Turmudi Wulandari, Arum Nur Yemi Kuswardi, Yemi Yuli Bangun Nursanti Yuli Bangun Nursanti Yuli Bangun Nursanti Yuli Bangun Nursanti Yuli Bangun Nursanti

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