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All Journal JURNAL LITIGASI (e-Journal) Jurnal Elemen MaPan : Jurnal Matematika dan Pembelajaran Desimal: Jurnal Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Prosiding SNITP (Seminar Nasional Inovasi Teknologi Penerbangan) Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Griya Journal of Mathematics Education and Application Plusminus: Jurnal Pendidikan Matematika Indo-MathEdu Intellectuals Journal Ius Positum: Journal of Journal Of Law Theory And Law Enforcement Jurnal Penelitian Jurnal Ilmiah Pendidikan Citra Bakti
Kusno
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Aerospace Engineering Education Electrical & Electronics Engineering Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Transportation Other

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ANALISIS DAMPAK KURIKULUM MERDEKA TERHADAP PERUBAHAN PERILAKU BELAJAR MATEMATIKA SISWA SMP Ardelia Annora, Azra; Ayu Widianingrum, Erica; Hanan, Naura; Kusno
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51684

Abstract

The degradation of numeracy competence and the post-pandemic learning loss escalation indicate a systematic urgency to reconstruct mathematics learning behaviors among junior high school (SMP) students. Orienting on these problems, this qualitative descriptive research utilizing a literature review method is designed to construct a profound understanding regarding the implications of Kurikulum Merdeka implementation on students' adaptation patterns and learning behavior transformations. Through content analysis techniques reviewing 25 scientific articles from 2020–2025 registered in Google Scholar, Garuda, and SINTA databases, it is revealed that this curricular transition triggers an ambivalent influence. Within the positive spectrum, instructional flexibility escalates active participation, self-regulated learning, intrinsic motivation, and students' collaborative orientation, whereas the negative spectrum introduces barriers such as limited self-efficacy, academic anxiety, stagnation of teacher pedagogical readiness, and digital device distraction risks. Based on these dynamic insights, future researchers are recommended to conduct direct empirical investigations in the field to authentically verify these shifts in mathematics learning behavior across various geographical variations and socioeconomic stratifications of educational institutions in Indonesia.
ANALISIS DAMPAK LITERASI DIGITAL DALAM PEMBELAJARAN MATEMATIKA TERHADAP KARAKTERISTIK BELAJAR GEN Z: SEBUAH KAJIAN LITERATUR Candra Faturrizki, Aditya; Cahya Wardani, Alifia; Naintin Febriane, Berlian; Kusno
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53465

Abstract

This study aims to analyze research trends, identify the most frequently used digital mathematics media, and evaluate the positive impacts and challenges of digital literacy on the learning characteristics of Generation Z students in mathematics learning. The method employed was a qualitative approach with a literature review design. The units of analysis were 25 relevant scientific documents obtained through a systematic search of Google Scholar, SINTA, Scopus, and DOAJ databases using a purposive sampling technique. Data were analyzed using qualitative content analysis through the stages of data reduction, data display, and conclusion drawing. The results indicated that the trend of technology utilization had shifted toward an interactive learning ecosystem, with GeoGebra identified as the most widely used digital medium in geometry topics. The integration of digital literacy positively impacted students' spatial visualization, conceptual representation, intrinsic motivation, learning autonomy, and self-efficacy. However, its implementation still faced real challenges, including the risk of learning distraction, weak digital etiquette (netiquette), and potential social friction in virtual interactions. These findings contributed to strengthening the digital social constructivism paradigm and provided practical recommendations for enhancing teachers' technopedagogical competence and students' digital citizenship.
Co-Authors Anton Jaelani Ardelia Annora, Azra Arnaz Olieve Astria, Restu Tera Ayu Widianingrum, Erica Besar Ajisanto Cahya Wardani, Alifia Candra Faturrizki, Aditya Citra Rahayu Hidarwanti Doni Saputra Dwijayanti, Agil Dyah Pitaloka Eka Setyaningsih Gunawan Hafizh, Faizal Abdul Hanan, Naura Hengki Syahyunan Hidayati, Litsa Arfi Kukuh Tri Prasetyo Kumalasari M, Indra Kusno Ferianto, Kusno Listyani, Erlin Makhful Mei Widyawati Moch Rifai Nabila, Intan Naintin Febriane, Berlian Nasywa Alya Syafitri Nur Santoso, Khanza Maritza Pramida, Intan Prisnaini, Rizqi Muji Putu Agus Valguna Rezki Iqbal Ramadyanto Ridwan Maulana Rosiatuningsih Siregar, Risdalina Sri Supiyati, Sri Sriono, Sriono Suhardi Sumaryanto, Dr. Djoko Titania Firda Yanto Tri Yuliani, Tri Triyana, Evi Wahyu, Wiwit Wildan Mubarok, Wildan Yafnida, Neli Yolanda, Gelvia