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All Journal Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Pengabdian Masyarakat Edukasia: Jurnal Pendidikan dan Pembelajaran Progressive of Cognitive and Ability MATHEdunesa Indonesian Journal of Mathematics Education Jejak digital: Jurnal Ilmiah Multidisiplin Advances in Tourism Studies SJME (Supremum Journal of Mathematics Education)
Masriyah
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : MATHEdunesa

 1 
Karakteristik Butir Soal Setara AKM Numerasi Berbasis Jotform untuk Peserta Didik SMP Mulyani, Adela; Masriyah; Sari, Yurizka Melia
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p892-901

Abstract

The low percentage of numeracy proficiency among junior high school students, as reported in the 2024 Indonesian Education Report, emphasizes the importance of high-quality numeracy questions equivalent to the Minimum Competency Assessment as effective practice materials to enhance students' numeracy skills. This study aims to analyze the characteristics of numeracy questions equivalent to the Minimum Competency Assessment delivered through the Jotform platform for junior high school students. The items are developed as online practice materials aimed at familiarizing students with solving numeracy problems in accordance with the standards of the national competency assessment. This research is an exploratory study using a quantitative approach. The primary data were collected from the result of 20 numeracy items distributed through Jotform to 27 students enrolled in the eighth grade of a privacy secondary school located in Surabaya. Four analyses were conducted to examine the item characteristics: validity, reliability, difficulty index, and discrimination index. Findings indicate that the average validity of the items falls within the moderate level, the reliability in categorized as high, the average difficulty index is also in the moderate range-suggesting the items are effective for evaluating students’ numeracy skill-and the average discrimination index demonstrates an excellent classification. In light of the results, the questions are considered appropriate for use in online numeracy practice.
Penerapan Scaffolding terhadap Kesalahan Siswa Kelas VIII SMP dalam Menyelesaikan Soal Numerasi Setara AKM Rizqullah, Muhammad Rizal; Masriyah
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p57-71

Abstract

Scaffolding is assistance in the form of guidance provided by teachers or adults during learning so that students can independently solve problems and understand the concept material being studied. Numeracy problem equivalent to AKM is problem designed to assess students reasoning skills and abilities in understanding and applying mathematical operation concepts in various everyday problems with the aim of encouraging the development of their self-capacity. This study aims to describe students’ errors, forms of scaffolding, and the results of students AKM-equivalent numeracy problem after scaffolding. Data collection was carried out at SMPN 22 Surabaya in Grade 8th of the 2024/2025 academic year. The subjects of this study were 3 male students in class VIII of junior high school who made the most and varied errors grouped based on the level of students’ numeracy ability, including high ability, medium ability, and low ability. Data collection techniques by providing test problem and interviews. Data analysis techniques based on students’ error indicators. Interviews were analyzed by reducing data, presenting data, and drawing conclusions. The results obtained in this study are that the errors made by students are adjusted to the combination of numeracy problem components between cognitive and context levels with students’ error indicators. The scaffolding provided by the researcher is adjusted to students’ errors in the combination of numeracy problem components between cognitive and context levels with 3 forms of scaffolding, namely reviewing, explaining, and restructuring. The results of the study showed that students experienced an increase in scores and a decrease in making errors in solving numeracy problem equivalent to AKM after scaffolding was given. Several research subjects still repeated the same mistakes even though they had received scaffolding.
Improving Islamic Boarding School Teacher’ Competence in Designing AI-Based Assessment of Critical Thinking Skills Masriyah; Rosyidi, Abdul Haris; Saadah, Nurus; Hafidz, Abdul; Hanifah, Umi; Hariyanti, Firda; Sari, Ayu Silvi Lisvian
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p127-133

Abstract

This study reports a structured capacity-building program designed to improve Islamic boarding school teachers’ competence in designing AI-based assessments for critical thinking skills. The intervention was carried out with 91 teachers across 14 school subjects at a large pesantren —a traditional Islamic educational institution that integrates religious and national curricula—in East Java, Indonesia. The program integrated three components: (i) foundational understanding of generative AI, (ii) explicit mapping of higher-order thinking indicators (analysis, inference, evaluation), and (iii) co-construction of assessment tasks and analytic rubrics through guided prompt engineering. A one-group pretest–posttest design was used to evaluate teacher learning gains. Results demonstrate a very large improvement in teachers’ assessment design knowledge and skills, with mean scores increasing from 37.75 (pretest) to 90.49 (posttest), and a statistically significant t-value (t = 29.49, p < .01). Survey findings also indicate strong positive perceptions of AI usefulness, relevance, and feasibility. Teachers were able to generate authentic HOTS tasks contextualized to Islamic and local cultural values, accompanied by clear rubrics for evaluating evidence-based reasoning. The study concludes that AI-assisted design can meaningfully accelerate teacher capacity to design higher-order assessments in faith-based educational settings, provided that AI is used as a scaffold for human reasoning, not as an answer generator. Implications for scaling professional development and institutionalizing AI-embedded assessment innovation in pesantren contexts are discussed
Improving the Skills of Junior High School Mathematics Teachers in Developing Deep Learning-Oriented Lesson Plans Using ChatGPT Masriyah; Rosyidi, Abdul Haris; Ismail; Setianingsih, Rini; Hanifah, Umi
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p106-113

Abstract

Advances in artificial intelligence (AI) technology offer significant opportunities for education to create more innovative and adaptive learning experiences. Mojokerto Regency, East Java, with over 100 junior high schools, faces challenges in integrating modern technology into learning, particularly in mathematics. These challenges include teachers' limited understanding of AI technologies such as ChatGPT, limited resources, and limited access to technology-based training. This study aims to describe the improvement of junior high school Mathematics teachers' understanding and competency in developing deep learning of lesson plans using the ChatGPT after participating in technology-based training. This study was conducted through training on an introduction to AI (ChatGPT), discussions on the ChatGPT-assisted deep learning of Mathematics lesson plans and mentoring in developing the ChatGPT-assisted deep learning of Mathematics lesson plans. Participants were given a pretest before the activity and a post test after the training. Furthermore, participants were assessed as a group on their performance in developing the ChatGPT-assisted deep learning Mathematics lesson plan. Based on the results of the pretest and posttest analysis, and group performance, it can be concluded that there is an increase in the understanding and competence of Mathematics teachers in using AI (ChatGPT), to develop a deep learning of lesson plan that is interactive, relevant, and supports the implementation of the Merdeka Curriculum
Menilai Kualitas Tugas Matematika Buatan Guru SMP dengan Stimulus Soal Berbasis Literasi dan Numerasi yang Menumbuhkan Berpikir Kritis Siswa Ismail; Siswono, Tatag Yuli Eko; Masriyah; Abadi
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p72-80

Abstract

Questions that encourage students to construct meaning and build mental connections tend to foster critical thinking skills. Previous research on junior high school mathematics teachers shows that, in reality, teachers often have not been successful in teaching students to think critically; instead, they focus more on teaching the subject matter content alone. The problem concerns how to improve the quality of mathematics tasks designed by junior high school mathematics teachers in Pasuruan Regency, and whether the tasks developed by teachers have already fostered students’ critical thinking skills. One effort that teachers can undertake is to use literacy- and numeracy-based problem stimuli in the tasks given to students. However, the development of literacy- and numeracy-based questions that can enhance critical thinking skills has not yet been well mastered by mathematics teachers. Therefore, they need to engage in direct, interactive activities with experts in mathematics education, particularly in the field of critical thinking. Through the workshop on critical thinking–oriented learning for junior high school mathematics teachers in Pasuruan Regency, it is expected that teachers will be able to design literacy- and numeracy-based problem stimuli to be used in critical thinking–oriented mathematics instruction at the junior high school level. The results of the teacher mentoring activities in designing mathematics tasks with literacy- and numeracy-based problem stimuli for critical thinking–oriented mathematics learning at the junior high school level are as follows: 16 out of 19 participants (84%) produced stimuli that were well designed based on literacy and numeracy, containing sufficient information to develop questions that trigger students’ critical thinking skills; 2 out of 19 participants (10.5%) produced stimuli that were fairly well designed based on literacy and numeracy, containing limited information to develop questions that stimulate students’ critical thinking skills; and 1 out of 19 participants (5%) produced stimuli that were poorly designed based on literacy and numeracy, containing no information that could develop questions to stimulate students’ critical thinking skills. Based on the questionnaire results, 53.8% of participants strongly agreed and 46.2% agreed that the workshop materials could be easily understood and applied; 76.9% strongly agreed and 23.1% agreed that the workshop materials were delivered in a well-structured and systematic manner; 84.8% strongly agreed and 15.4% agreed that the resource person mastered the material presented; 61.5% strongly agreed and 38.5% agreed that the resource person presented the material clearly and sequentially; 69.2% strongly agreed and 30.8% agreed that the answers provided by the resource person to participants’ questions were very clear; and 38.5% strongly agreed, 46.2% agreed, while only 15.4% disagreed that the duration of the training was appropriate.
Penalaran Analogi Peserta Didik SMP Kemampuan Matematika Rendah dalam Menyelesaikan Masalah Open-Ended Topik Aljabar Ain, Zulfa Qurrotu; Masriyah; Yurizka Melia Sari
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p223-233

Abstract

Analogical reasoning is a person's thought process to draw conclusions by processing information and identifying factual relationships so that it can be used to solve problems. Analogical reasoning is important in solving mathematical problems. However, some studies show that analogical reasoning in low mathematics ability students still requires in-depth research, especially in solving problems. This study aims to describe the analogical reasoning of low mathematics ability students in solving open-ended problems on algebra topics. This study used a qualitative method with a case study approach, in which data were obtained through tests and interviews with one eighth-grade student with low mathematical ability. The subject was selected based on mathematical ability, communication skills, and problem-solving skills. Analogical reasoning was analyzed based on four stages according to Ruppert: structuring, mapping, applying, and verifying. The results of the analysis show that students with low mathematical ability only identify some of the information in the structuring stage, do not find similarities in structure in the mapping stage, use the wrong solution strategy in the applying stage, and do not check the solution in the verifying stage. This research is expected to lead to further studies that can explore analogical reasoning on various topics, classes, reviews, mathematics ability levels, and other open-ended problem categories to gain a deeper understanding of students' analogical reasoning.
Co-Authors Abadi Abd. Wafi Abdul Hafidz Abdul Haris Rosyidi Ain, Zulfa Qurrotu Ali Shodikin Apriani, Jupita Arif, Ahmad Bachtiar Auliaul Haque Auni, Anggita Cahyani, Jessica Dwi Nur ENDAH BUDI RAHAJU Firda Hariyanti Galih Kurniadi Ismail Jayanti Putri Purwaningrum Kurnia, ⁠Lusi Malau, Grace Carolina Mega Teguh Budiarto Mulyani, Adela Pamjuji, Dian Dhany Rini Setianingsih Riskiyah Rizqullah, Muhammad Rizal Saadah, Nurus Sari, Ayu Silvi Lisvian Sa’diyah, Fatichatus Shofrian Rendiaji Siti Fatima Syafiul Muzid Tatag Yuli Eko Siswono Umi Hanifah Utama, Dikey Putra Yurizka Melia Sari Yurizka Melia Sari Zarkas, Ilham Azmi