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All Journal Math Didactic: Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan SIGMA Reflektika Jurnal Inovasi Pembelajaran Matematika (JIPM) Reflektika
Puspitorini, Agusriyanti
STKIP PGRI Sumenep
Religion Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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Enhancing Students’ Mathematical Communication through Deep Learning-Based Course Review Horay in the Society 5.0 Era Eko Agustiawan; Agusriyanti Puspitorini; Kurratul Aini
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8631

Abstract

In the Society 5.0 era, students are expected to not only solve mathematical problems but also articulate their reasoning clearly. However, many students struggle with mathematical communication, especially in expressing, justifying, and representing their thinking. This study investigates the effectiveness of the Deep Learning-Based Course Review Horay (CRH) model in enhancing students’ mathematical communication skills through an interactive and technology-supported approach. A sequential explanatory mixed-methods design was employed involving 15 eighth-grade students at MTs. Nurul Hidayah, Sumenep. The intervention integrated Course Review Horay—a collaborative, game-based strategy—with deep learning analytics that provided automated, personalized feedback on students’ written responses. Quantitative data were collected using a validated Mathematical Communication Test (pre- and post-intervention), while qualitative insights were drawn from classroom observations and student interviews. Findings revealed a significant improvement in mathematical communication scores, from a pretest mean of 42.87 to a posttest mean of 78.93, t(14) = 4.38, p 0.001, with a large effect size (Cohen’s d = 1.13). Thematic analysis showed increased participation, clearer expression of reasoning, and enhanced student confidence supported by real-time feedback. The Deep Learning-Based CRH model effectively fostered cognitive and communicative growth by combining active learning and intelligent feedback. It supported students in verbalizing, representing, and justifying mathematical ideas in a low-anxiety, reflective environment. This model presents a scalable, student-centered approach aligned with the goals of Society 5.0 and 21st-century education.
STEAM Learning Integrating Deep Learning and Ethnomathematics to Improve Numeracy Literacy and Pancasila Student Profile Agusriyanti Puspitorini; Eko Agustiawan; Kurratul Aini
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8630

Abstract

Improving numeracy literacy and character education aligned with the Pancasila Student Profile (P5) remains a key challenge in Indonesian education, particularly in remote areas. Conventional mathematics instruction often lacks contextual and cultural relevance, limiting student engagement and holistic development. This study implemented a STEAM (Science, Technology, Engineering, Arts, Mathematics) learning model integrating Deep Learning principles and Ethnomathematics to enhance numeracy and character development. Using a mixed-methods sequential exploratory design, the research was conducted with 28 ninth-grade students at SMPN 1 Masalembu. Qualitative data from observations, interviews, and reflections informed the development of quantitative instruments measuring numeracy literacy and P5 competencies. Quantitative analysis showed significant gains in numeracy literacy, with pre-test scores increasing from M = 42.80 (SD = 7.61) to post-test scores of M = 82.47 (SD = 6.32), t(27) = −27.58, p 0.001, with a large effect size (Cohen’s d = 5.21). Qualitative findings indicated that students engaged meaningfully and joyfully with mathematical concepts through culturally relevant tasks involving Sumenep batik motifs. Improvements were also observed in critical thinking, creativity, cooperation, and cultural appreciation. The integration of STEAM, Deep Learning, and Ethnomathematics effectively enhanced students’ cognitive and character outcomes. This model offers a promising, culturally responsive approach for mathematics instruction in remote and diverse educational settings, supporting the objectives of the Merdeka Belajar curriculum.
Co-Authors Agustiawan, Eko Amilia, Ledys Baehaqi Darmawan, Bagus Rahmad Fauzi, Akh. Indraswari, Nur Fitriyah iwan kuswandi Kurratul Aini Lilis Mariyatul Fitriyah Minggani, Fitriana Mustafa, Azmil R. Azmil Musthafa, R. Azmil Rahmah, Khalilatur