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All Journal Jurnal Pendidikan Matematika Undiksha Prosiding Seminar Nasional MIPA Wahana Matematika dan Sains AKSIOMA: Jurnal Program Studi Pendidikan Matematika SIGMA: Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran IJoLE: International Journal of Language Education Cetta: Jurnal Ilmu Pendidikan JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) WIDYA LAKSANA Journal of Education Technology FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Jurnal EDUCATIO: Jurnal Pendidikan Indonesia de Fermat : Jurnal Pendidikan Matematika MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Jurnal Fibonaci: Jurnal Pendidikan Matematika Jurnal Math-UMB.EDU Enthusiastic : International Journal of Applied Statistics and Data Science CITIZEN: Jurnal Ilmiah Mulitidisiplin Indonesia Indonesian Journal of Educational Development (IJED) Emasains : Jurnal Edukasi Matematika dan Sains Polinomial : Jurnal Pendidikan Matematika Buletin Edukasi Indonesia Jurnal Abdi Dharma Masyarakat Paradharma: Jurnal Aplikasi IPTEK Science and Education Journal Al-Zayn: Jurnal Ilmu Sosial & Hukum QOSIM: Jurnal Pendidikan, Sosial & Humaniora Prosiding SENAMA PGRI International Journal of Education, Management, and Technology Jurnal Inovasi dan Teknologi Pembelajaran
I Gusti Ngurah Pujawan
Universitas Pendidikan Ganesha
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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An exploration of teachers' perspectives on computational thinking in mathematics learning I Gusti Nyoman Yudi Hartawan; I Gusti Ngurah Pujawan; Nyoman Arda Wibawa
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5594

Abstract

The integration of Computational Thinking (CT) into mathematics learning has become a key demand in 21st-century education, as it plays an important role in developing logical, creative, and systematic thinking skills. However, in the context of Indonesian education, implementing CT still faces various challenges, particularly regarding teachers’ understanding and readiness to integrate it into the learning process. This study aims to explore teachers’ perspectives on CT-based mathematics learning, including their understanding, perceived relevance, readiness, and the challenges they face in its implementation at the junior high school level. This study offers a novel contribution by explicitly distinguishing between teachers’ conceptual understanding of CT and their pedagogical readiness to implement CT in mathematics learning, a gap that has been insufficiently explored in previous studies. The study employed a qualitative approach with an exploratory design. The research population consisted of junior high school mathematics teachers in Singaraja City, Indonesia. Eight teachers were selected as research participants using purposive sampling based on criteria such as teaching experience, involvement in CT-related or technology-based learning, and willingness to participate in the study. Data were collected through semi-structured interviews, classroom observations, and analysis of learning documents, then analyzed inductively through the stages of data reduction, data presentation, and conclusion drawing. The results showed that the teachers’ perspectives on CT-based mathematics learning are conceptually positive but still limited in practice. CT is considered relevant and potentially effective in strengthening mathematical thinking skills; however, its implementation requires systematic support. Based on these findings, the study recommends providing continuous, practice-oriented professional development programs for teachers, developing CT-based mathematics teaching resources, and stronger policy support to facilitate the effective integration of CT into junior high school mathematics learning. The study's implications highlight the importance of strategies to strengthen teachers’ capacity.
Kemampuan Pemecahan Masalah Matematis Siswa SMP Kelas VIII Ditinjau dari Kemampuan Awal Matematika Gusti Ayu Komang Pipin Suartania; I Gusti Ngurah Pujawan; Ni Nyoman Parwati
Emasains : Jurnal Edukasi Matematika dan Sains Vol. 15 No. 2 (2026): Juli 2026
Publisher : Program Studi Pendidikan Matematika dan Pendidikan Biologi Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/emasains.v15i2.6405

Abstract

Kemampuan pemecahan masalah matematis merupakan kompetensi penting yang perlu dimiliki siswa untuk menyelesaikan berbagai permasalahan yang berkaitan dengan matematika dalam kehidupan sehari-hari. Kemampuan ini mencakup beberapa tahapan, yaitu memahami permasalahan, menyusun rencana penyelesaian, melaksanakan rencana, serta melakukan pengecekan kembali terhadap hasil yang diperoleh. Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah matematis siswa kelas VIII berdasarkan kemampuan awal matematika yang dimiliki. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek dalam penelitian ini adalah siswa kelas VIII A9 SMP Negeri 1 Banjar. Pengumpulan data dilakukan melalui pemberian tes uraian yang dirancang untuk mengukur kemampuan pemecahan masalah matematis siswa. Data dianalisis dengan mengelompokkan siswa ke dalam tiga kategori kemampuan awal matematika, yaitu tinggi, sedang, dan rendah. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah matematis siswa berbeda pada setiap kategori KAM. Siswa dengan kemampuan awal matematika (KAM) tinggi cenderung mampu memahami masalah, merencanakan, dan melaksanakan penyelesaian dengan lebih baik dibandingkan siswa pada kategori lainnya. Sementara itu, siswa dengan KAM sedang dan rendah masih mengalami kesulitan dalam beberapa tahapan penyelesaian, terutama pada tahap melaksanakan prosedur penyelesaian. Secara umum, siswa mengalami kesulitan yang paling menonjol pada penyelesaian soal nomor 3. Selain itu, sebagian siswa pada setiap kelompok KAM belum terbiasa melakukan pemeriksaan kembali terhadap jawaban yang diperoleh. Dengan demikian, kemampuan awal matematika memiliki keterkaitan dengan kemampuan pemecahan masalah matematis siswa.
Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe STAD berbantuan Video Pembelajaran Interaktif terhadap Pemahaman Konsep Pecahan I Wayan Widya Adi Nugraha; I Gusti Ngurah Pujawan; I Nyoman Budayana
Wahana Matematika dan Sains: Jurnal Matematika, Sains, dan Pembelajarannya Vol. 19 No. 3 (2025): Desember 2025
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/wms.v19i3.108823

Abstract

Tujuan penelitian ini adalah untuk menguji Pengaruh Penerapan Model pembelajaran kooperatif Tipe Student Teams Achievement Division (STAD) Berbantuan Video Pembelajaran Interaktif Terhadap Pemahaman Konsep Pecahan Siswa Kelas V. Penelitian kuasi eksperimen dengan post-test only control group design ini dilakukan pada siswa kelas V SD di Gugus I Kecamatan Manggis pada tahun ajaran 2025/2026 semester ganjil sebanyak 8 kelas. Dengan menggunakan teknik cluster random sampling, terpilih kelas V SD Negeri 1 Pesedahan sebagai kelas eksperimen, kelas V SD Negeri 2 Nyuhtebel sebagai kelas control, dan kelas V SD Negeri 3 Tenganan sebagai kelas pembanding, dengan banyak siswa berturut-turut sebanyak 17,13,17 siswa. Uji kesetaraan kelas menggunakan pre-test soal pilihan ganda. Hasil penelitian adalah rata-rata post-test siswa kelompok eksperimen, kelompok control, dan kelompok pembanding berturut-turut 82,35; 61,85; 72,23. Pengujan hipotesis dilakukan dengan uji Anava satu jalur pada taraf signifikansi 5% yang menghasilkan kesimpulan bahwa model pembelajaran STAD berbantuan video pembelajaran interaktif merupakan model pembelajaran terbaik di antara model pembelajaran STAD dan pembelajaran konvensional.
Unraveling the cognitive pathway: how critical thinking mediates the impact of anxiety and self-efficacy on informatics achievement in early adolescence Muhammad Alwan Nursuhaida; I Nyoman Jampel; Komang Setemen; I Gusti Ngurah Pujawan; Gst. Ayu Mahayukti
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202526656

Abstract

Informatics education in early adolescence demands high-order cognitive skills, yet student performance is frequently impeded by psychological barriers such as anxiety and low self-efficacy. While the direct effects of these factors are known, the specific cognitive mechanisms through which they influence academic achievement remain underexplored. This study investigates the structural pathways connecting anxiety and self-efficacy to informatics learning outcomes, specifically examining the mediating role of critical thinking skills. A predictive correlational design was employed involving 109 seventh-grade students. Data were collected using validated psychological scales and cognitive tests, then analyzed using path analysis to test the mediation hypothesis. The findings demonstrate that anxiety does not merely correlate with lower grades but significantly degrades critical thinking capabilities (cognitive interference). Conversely, self-efficacy acts as a predictor for the activation of these skills (cognitive facilitation). Crucially, critical thinking skills were found to significantly mediate the impact of both psychological factors on learning outcomes. These results suggest that emotional states influence informatics achievement primarily by modulating a student's capacity for algorithmic reasoning. Consequently, effective pedagogy must integrate psychological scaffolding to preserve the cognitive resources required for complex problem-solving.
Hubungan antara Kecerdasan Logis Matematis dengan Kemampuan Computational Thinking Siswa SMP Dewi, Kadek Cintya Purnama; Pujawan, I Gusti Ngurah; Hartawan, I Gusti Nyoman Yudi; Widnyana, Gede Supanca
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2489

Abstract

The development of the 21st century requires students to possess higher-order thinking skills, one of which is computational thinking, which plays a crucial role in systematic problem-solving. However, students’ computational thinking skills have not yet reached their optimal potential, highlighting the need to investigate factors that influence them. Logical-mathematical intelligence is considered one of these factors. This study aims to identify and characterize the correlation between logical-mathematical intelligence and computational thinking skills among junior high school students. The sample consisted of 29 ninth-grade students from SMP Satu Atap Negeri 3 Banjar, located in Buleleng, Bali. The research instruments included validated multiple-choice tests to measure logical-mathematical intelligence and essay tests to assess computational thinking skills. Data were analyzed using normality tests, linearity tests, and the Pearson Product-Moment correlation test. The prerequisite tests indicated that the data were normally distributed and exhibited a linear relationship. The results of hypothesis testing revealed a significant positive correlation between logical-mathematical intelligence and computational thinking skills, with a correlation coefficient of 0.781, which is categorized as strong. This finding indicates that students’ computational thinking skills are directly proportional to their level of logical-mathematical intelligence.
PEMANFAATAN MASALAH MATEMATIKA TERBUKA DALAM PEMBELAJARAN SEBAGAI STRATEGI DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS : SYSTEMATIC LITERATURE REVIEW Junita, Ni Ketut; Pujawan, I Gusti Ngurah; Ariawan, I Putu Wisna
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2499

Abstract

Students' critical thinking skills in mathematics learning remain relatively low due to the dominance of conventional teaching that focuses on procedures and single correct answers. This study aims to analyze the effectiveness of open-ended mathematical problems in improving students' critical thinking skills, describe their implementation, and identify factors influencing their success. The method employed is a Systematic Literature Review (SLR) examining 22 selected articles obtained through searches on Google Scholar, ERIC, and Semantic Scholar databases, supplemented by manual reference searching, from a total of 212 identified articles. The article selection process was carried out using the identification, screening, eligibility, and inclusion stages based on the PRISMA guidelines, applying predefined inclusion and exclusion criteria within the publication range of 2016–2026. The results indicate that the use of open-ended mathematical problems is effective in enhancing students' critical thinking skills, evidenced by improvements in analysis, evaluation, and decision-making abilities, with a high effect size of 1.44. Implementation is carried out through stages of problem presentation, strategy exploration, discussion, and student-centered reflection. The success of this approach is influenced by problem quality, teacher competence, student engagement, and a supportive learning environment. Therefore, open-ended mathematical problems can serve as an effective alternative learning strategy to develop students' critical thinking skills.
Contextual problem-based project-based learning as an effective strategy to improve science process skills and science achievement Nyoman Maesha Bramanda; I Gusti Ngurah Pujawan; I Dewa Ayu Made Budhyani
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 13 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v13i12026p014

Abstract

This study examines the effect of a contextual problem-based Project Based Learning (PjBL) model assisted by E-LKPD on science process skills and science learning achievement of fifth-grade elementary school students. This research employed a quasi-experimental method with a posttest-only control group design involving two intact classes in the Diponegoro Cluster, West Denpasar. Data were collected using a science achievement test and an observation sheet of science process skills and analyzed using MANOVA. The results indicate that students taught through contextual problem-based PjBL assisted by E-LKPD achieved significantly higher science process skills and science learning achievement than those taught using conventional instruction, both partially and simultaneously. Practically, this learning model supports the implementation of the current competency-based curriculum by promoting student-centered learning, strengthening scientific inquiry skills, and facilitating meaningful science learning through contextual project activities in elementary schools.
Co-Authors ., I G. P. Habibi Mudi Sucipta ., I Gede Karya Danu Palguna ., I Nengah Adi Mahendra ., I Nyoman Mei Adi Shantiyana ., Kadek Eva Virga Yuni ., Made Dwi Savitri ., Ni Ketut Arum ., NI WAYAN SANJIWANI UTAMI ., Putu Wisma Artha Diputra A.A. I Ngurah Maya Pradnyani . Budayana, I Made Dewi, Kadek Cintya Purnama Dharma Tari, I Dewa Ayu Eka Purba Divayana, Dewa Hendra Dr. I Made Sugiarta, M.Si. . Drs.Djoko Waluyo,M.Sc . Durasa, Helfra Femmi Permata Sari Br Bangun Fitrianiayuningsih, Niputu Bela Frisillia Br Sinurat Gede Suweken Gst. Ayu Mahayukti Gusti Ayu Komang Pipin Suartania Gusti Ayu Mahayukti Helfra Durasa I Dewa Ayu Made Budhyani I Dewa Gede Agung Pratama Putra . I Dewa Gede Agung Pratama Putra ., I Dewa Gede Agung Pratama Putra I G. P. Habibi Mudi Sucipta . I Gede Karya Danu Palguna . I Gede Ratnaya I Gusti Bagus Gending . I Gusti Nyoman Yudi Hartawan I Gusti Nyoman Yudi Hartawan, S.Si . I Kadek Agus Prabawan Saputra I Kadek Agus Prabawan Saputra I Komang Wahyu Wiguna I Made Ardana I Made Candiasa I Made Suarsana I Made Suarsana I Made Wargina I made Yudi Suardi I Nengah Adi Mahendra . I Nyoman Jampel I Nyoman Mei Adi Shantiyana . I Nyoman Sukajaya I PUTU PASEK SURYAWAN I Putu Wisna Ariawan I Wayan Amperawan I Wayan Puja Astawa I Wayan Widiana I Wayan Widya Adi Nugraha Ida Ayu Dewi Wulandari Ida Ayu Dewi Wulandari Ida Ayu Putu Mahayani Ida Bagus Putrayasa Jayanta, Kadek Jelevia Lorenca Br Sinuhaji Junita, Ni Ketut Kadek Eva Virga Yuni . Kartini, Siluh Made Surya Komang Setemen Made Dwi Savitri . Made Evi Marliantini Made Juniantari, Made Mardika Pranata, Kadek Muhammad Alwan Nursuhaida N. N. T Tesashogi Ni Kadek Santiyani Ni Kadek Widya Regina Putri Ni Ketut Arum . Ni Ketut Widiartini Ni Komang Sepiani Ni Made Arri Sudani . Ni Made Arri Sudani ., Ni Made Arri Sudani Ni Made Elin Sri Artini Ni Made Sri Mertasari Ni Nyoman Parwati Ni Putu Risma Sastra Heni Ni Wayan Eka Sentana Wati . Ni Wayan Eka Sentana Wati ., Ni Wayan Eka Sentana Wati Ni Wayan Sanjiwani Utami . Niputu Bela Fitrianiayuningsih Nirwana Dwiyanti Nyoman Arda Wibawa Nyoman Maesha Bramanda Oktaviani, Ni Putu Ari Pramono, Campa Febriana Sanggra Prof. Dr.I Nengah Suparta,M.Si . Putu Kartika Dewi Putu Rie Hana Putu Wika Purwani . Putu Wika Purwani ., Putu Wika Purwani Putu Wisma Artha Diputra . Raphita Yanisari Silalahi Sariyasa . Suardi, I made Yudi Suardika, I Made Dandi Tesashogi, N. N. T Widhiasih, I Dewa Ayu Gede Widhiasih, I Dewa Ayu Gede Widiastuti, Ni Putu Kusuma Widnyana, Gede Supanca Wulandari, Ida Ayu Dewi Yudi Hartawan , I Gusti Nyoman