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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Matematika dan IPA Journal on Mathematics Education (JME) AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM Language Literacy: Journal of Linguistics, Literature, and Language Teaching Educatio Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) Jurnal Basicedu Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Journal of Authentic Research on Mathematics Eduacation (JARME) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia Cakrawala Pedagogik Jurnal Ilmiah Keperawatan Indonesia (JIKI) Publica: Jurnal Pemikiran Administrasi Negara JIIP (Jurnal Ilmiah Ilmu Pendidikan) Edunesia : jurnal Ilmiah Pendidikan Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling Tirtamath : Jurnal Penelitian dan Pengajaran Matematika Jurnal Pendidikan Jasmani (JPJ) Indonesian Journal of Elementary Education (IJOEE) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Ilmiah Wahana Pendidikan EMTEKA: Jurnal Pendidikan Matematika Jurnal Simki Pedagogia IJORER : International Journal of Recent Educational Research Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Journal of Green Learning Pedagogy : Jurnal Pendidikan Matematika Jurnal Basicedu Jurnal Pengabdian Pada Masyarakat Bata Ilyas Journal of Accounting Wilangan : Jurnal Inovasi dan Riset Pendidikan Matematika Jurnal Pendidikan Matematika PPSDP International Journal of Education Jurnal Pendidikan Progresif SJME (Supremum Journal of Mathematics Education)
Nurul Anriani
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SELF-EFFICACY DAN SELF REGULATED LEARNING TERHADAP PEMBELAJARAN MATEMATIKA: SYSTEMATIC LITERATURE REVIEW DENGAN PENDEKATAN PRISMA Kusuma, Arum; Pujiastuti, Heni; Anriani, Nurul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.48134

Abstract

Mathematics learning at the secondary school level still faces challenges related to students’ low achievement caused by a lack of self-confidence and independent learning management skills. This study examines the influence of both variables on mathematics learning among junior and senior high school students through a Systematic Literature Review (SLR) using the PRISMA 2020 approach. Data were collected from the Consensus and Google Scholar databases using relevant keywords, resulting in 78 articles. After the screening, eligibility, and selection stages, 11 articles met the inclusion criteria. The synthesis findings indicate that self-efficacy and self-regulated learning (SRL) have a significant effect on mathematics learning. Self-efficacy enhances students’ motivation and resilience in dealing with difficult tasks, while SRL supports independent learning through planning, monitoring, and evaluation processes. This study concludes that strengthening both variables is an effective strategy for improving mathematics learning at the secondary education level.
MATHEMATICAL THINKING ABILITY: A LITERATURE REVIEW ON COGNITIVE STYLES AND THE PROBLEM-BASED LEARNING MODEL Riwanda, Mesa; Nindiasari, Hepsi; Anriani, Nurul; Fatah, Abdul
Jurnal Pendidikan Matematika dan IPA Vol. 17 No. 2 (2026): May 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i2.95158

Abstract

This study explores the relationship between mathematical creative thinking, students’ cognitive styles (Field Independent and Field Dependent), and the Problem Based Learning (PBL) model in solving open-ended problems. Using a Systematic Literature Review (SLR) based on the PRISMA framework, this research analyzed 15 relevant articles published between 2018 and 2025. The findings reveal that cognitive styles influence students' creative thinking patterns. Field Independent students tend to produce more original and flexible solutions, while Field Dependent students perform better with structured guidance. Moreover, PBL is effective in enhancing the dimensions of creative thinking—fluency, flexibility, originality, and elaboration—especially when combined with open-ended tasks. This review highlights the importance of adaptive instructional design that integrates PBL and accounts for students’ cognitive styles to foster mathematical creative thinking skills.
The Impact of Differentiated Learning, Adversity Intelligence, and Peer Tutoring on Student Learning Outcomes Hidayat, Nur; Ruhiat, Yayat; Anriani, Nurul; Suryadi, Suryadi
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i3.586

Abstract

Objective: Differentiation is a well-recognized strategy that assists teachers in addressing the needs of students with varying abilities in a classroom of students with different characteristics. The research investigates the impact of differentiation learning, adversity intelligence, and peer tutoring on student learning outcomes. Method: This research employs a statistical survey approach to guarantee outcome accuracy. The researchers employed a partial least squares-structural equation model (PLS-SEM) to determine the values of latent variables to make predictions. The questionnaire was used as the data-gathering tool in this study. The investigation occurred at a vocational high school in Serang Regency in Banten Province, Indonesia. Were 250 students in the vocational high school in Serang Regency, Indonesia. The sampling procedure was conducted using a random approach. Results: The statistical study of the structural model indicates a considerable positive link between differentiated learning and adversity intelligence. Adversity intelligence and peer tutoring were positively correlated. Differentiated learning is positively correlated with learning outcomes. Learning outcomes are positively correlated with peer tutoring. Novelty: This research presents novelty research that combines differentiated learning, adversity intelligence, and peer tutoring to examine their impact on student learning outcomes. This research is novel in its attempt to incorporate multiple variables into a single unit for investigation and exploration. This research is intriguing due to variations in emphasis, research participants, and incorporation of research factors compared to earlier studies.
The Effect of Learning Method and Self-Confidence on Student Learning Outcomes Awaludin, Asep; Ruhiat, Yayat; Anriani, Nurul; Suryadi, Suryadi
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i3.604

Abstract

Objective: This study examines the disparities in enhancing student learning outcomes based on learning methods and varying levels of student self-confidence, categorized as high, medium, and low. Method: This study employs quantitative methodologies utilizing quasi-experimental methods. The study uses a non-equivalent control group technique and follows a 2 x 3 two-way ANOVA factorial design. The study sample comprised 1000 students enrolled at the health Polytechnic Banten, an educational institution in Indonesia. The enormity of this scale requires the study to be divided into many portions due to the significant temporal and financial resources needed. Therefore, a sample size of 10.00% of the population was chosen. In addition, the researchers utilized a systematic random sampling method to determine the number of students involved in the study. Results: The research findings can be classified into three main areas. Firstly, there were significant differences in student learning outcomes between those taught using STEM learning methods and those who received bedside teaching. Secondly, variations in student self-confidence levels (high, medium, and low) also resulted in differences in learning outcomes. Lastly, an interaction was observed between the learning methods and the levels of student self-confidence, which influenced the overall learning outcomes as measured by the average pre-test and post-test scores and questionnaires. Novelty: The novelty of this research was variations from previous research in terms of emphasis, subject, results, and combination of research variables. Previous research only concentrated on STEM methods and self-confidence to improve student learning outcomes. Previous research only examined one research variable: STEM, bedside teaching method, and self-confidence.
SYSTEMATIC LITERATUR REVIEW : PERAN COOPERATIVE LEARNING DALAM MENINGKATKAN SELF-EFFICACY PADA PEMBELAJARAN MATEMATIKA Rahel Gebi Rianty Siahaan; Heni Pujiastuti; Nurul Anriani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47878

Abstract

In mathematics learning, students have low self-efficacy, which results in low engagement and learning outcomes. One method that can be used to address this problem is by implementing a cooperative learning model. The purpose of this study is to analyze various types of cooperative learning, discover how cooperative learning helps students become more independent, and find errors in previous research. A Systematic Literature Review (SLR) is the method used. SLR examines relevant scientific articles from the last five years (2020–2025) collected from various databases such as Google Scholar, ERIC, ScienceDirect, and SINTA. The results of the study indicate that cooperative learning significantly improves students' self-efficacy. Cooperative learning such as Division of Student Team Achievement (STAD), Group Investigation (GI), Think Pair Share (TPS), and Teams Games Tournament (TGT) have been shown to increase students' self-confidence because they provide significant learning experiences, group collaboration, and social interaction. In addition, learning together improves cognitive abilities such as reasoning, conceptual understanding, and mathematics learning outcomes. Because student self-efficacy increases unevenly, teachers must employ appropriate learning strategies. Consequently, cooperative learning is recommended as an effective learning model for improving the quality of mathematics learning.
SYSTEMATIC LITERATURE REVIEW: PROFIL PROSES BERPIKIR SISWA SMP BERDASARKAN TAHAPAN PEMECAHAN MASALAH MATEMATIS Rifani, Afni; Pujiastuti, Heni; Anriani, Nurul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.48052

Abstract

Thinking process is a crucial aspect in mathematical problem solving that has rarely been examined comprehensively through a synthesis approach. The purpose of this investigation is to examine the profile of junior high school student’s thinking processes based on Polya’s mathematical problem-solving stages and identify the factors that influence them. A systematic literature review (SLR) in accordance with PRISMA 2020 standards is the methodology employed. Three databases, Google Scholar, Garuda, and SINTA were searched for articles from 2020 to 2026. Based on a selection process using predetermined inclusion and exclusion criteria, 14 articles were deemed eligible for synthesis. The synthesis results indicate that the thinking process profiles of junior high school students vary across each stage of Polya’s model. These variations in thinking processes were influenced by student’s internal factors, including prior mathematical ability, adversity quotient, gender, and emotional intelligence. These findings imply the need for mathematics learning that is designed with attention to the quality od student’s thinking processes at each stage rather than focusing solely on final answers. Problem-based learning and scaffolding are suggested as relevant strategies to support the comprehensive development of junior high school student’s mathematical problem-solving abilities.
STRATEGI REDUKSI KECEMASAN MATEMATIKA UNTUK MENINGKATKAN LITERASI MATEMATIKA SISWA SMP : SYSTEMATIC LITERATURE REVIEW Umniyah, Zulfa Afro; Ade Nandang Mustafa; Nurul Anriani
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.v11i02.49803

Abstract

Mathematics anxiety is the main affective barrier hindering junior high school students' mathematical literacy. This study aims to identify mathematics anxiety reduction strategies, analyze their effectiveness, examine their relationship with literacy improvement, and formulate evidence-based practical recommendations. A Systematic Literature Review (SLR) following the PRISMA 2020 protocol was employed. Searches via Publish or Perish (Google Scholar) for 2023–2026 yielded 200 articles, screened to 19 final articles. Five strategy categories were identified: (1) contextual learning approaches (RME/PMRI, CTL, PBL, Guided Inquiry); (2) technological media (YouTube videos, e-modules, flipped classroom); (3) psychological support (resilience, growth mindset, counseling); (4) VAK learning style differentiation; and (5) data-based anxiety profile analysis. The anxiety–literacy relationship is non-linear, mediated by resilience, and moderated by prior ability and learning style. The most effective strategies are those that are contextual, personal, and simultaneously build students' resilience.
PENGARUH PEMBELAJARAN DEEP LEARNING DENGAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN LITERASI MATEMATIKA SISWA SMA Nur Hasanah, Siti Risna; Anriani, Nurul; Yuhana, Yuyu
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.57382

Abstract

This study was conducted to examine whether there is a significant difference in the mathematical literacy abilities of students who participate in Deep Learning programs implementing the Problem-Based Learning (PBL) model and those who participate in Deep Learning programs without the implementation of PBL. The study employed a quasi-experimental method using a Nonequivalent Control Group Pretest–Posttest Design. The population consisted of all eleventh-grade students at SMA Negeri 2 Pandeglang in the 2025/2026 academic year. A total of 70 students were selected as the sample through purposive sampling, with 35 students assigned to the experimental group and 35 students to the control group. Data were collected using a mathematical literacy test administered as both a pretest and a posttest. The experimental group received Deep Learning instruction integrated with the Problem-Based Learning model, whereas the control group received Deep Learning instruction without the implementation of Problem-Based Learning. Data analysis was carried out using both descriptive and inferential statistics. The normality test results, based on the Shapiro–Wilk test, indicated that one of the posttest datasets did not meet the assumption of normality. Therefore, hypothesis testing was conducted using the nonparametric Mann–Whitney U test. The findings revealed a significant difference in the mathematical literacy abilities of students who participated in Deep Learning instruction integrated with the Problem-Based Learning model and those who participated in Deep Learning instruction without the implementation of Problem-Based Learning.
Co-Authors Aan Hendrayana Abdul Fatah Abdul Karim Ade Nandang Mustafa Agus Suherman Almaida, Farihah Andree Saylendra, Andree Anggraini, Rifa Zulfa Ani Susilawati Anwar H. F. Santosa, Cecep Apriani, Reni Ari Gunardi Ariestika, Elsa Asep Awaludin, Asep Depi Prihamdani Elly Purnamasari Erwin Erwin Etika Khaerunnisa Fany Monica Yuniarti, Veronika Farmah, Elisha Firdaus, Rizki Amsyarul Forsia, Lastry Gholibi, Muhammad Ibra Guntoro, Dede Tri Hanafie, Syadeli Heni Pujiastuti Heni Pujiastuti Hepsi Nindiasari Hepsi Nindiasari Herviana, Ditta Ahmad Heryadi, Yadi Hidayat, Sholeh Ihsanudin Iskandar, Didik Isna Rafianti Jarinah, Jarinah Kurnia, Gita Afiati Kusuma, Arum Lovita Fauziah Maman Fathurrohman, Maman Maria, Vera Maryamah, Ida Meileni, Dita Mulyaningsih, Asih Munawar, Badri Nada Shofa Lubis Nanang Maulana Nandang Mustafa, Ade Nenden Suciyati Sartika Nisiyatussani, Nisiyatussani Novaliyosi Novaliyosi Novaliyosi Nugraha, Yogi Nur Hasanah, Siti Risna Nur Hidayat Nuraini, Hery Nurhakiki, M. Pamungkas, Aan S. Prihamdani, Depi Puput Puspito Rini Putra, Yuda Ganda Putri, Puspita Dwi Anggraeni Putri, Widiya Rabiatul Asiah, Mina Rahel Gebi Rianty Siahaan Rahmawati, Cantika Rahmawati, Tati Razak, Linda Arizanty Repelita, Tridays Ria Sudiana, Ria Rifani, Afni Rima, Rosmania Riwanda, Mesa Ruhiyat, Yayat Salsabila, Falah Santani SARASWATI SARASWATI Sholeh Hidayat Solihat, Ilmi Soraya , Kety Suherman, Suherman Sumiyati Sumiyati Suryadi Suryadi Syadeli, Syadeli Syarifuddin, Encep Tarso Rudiana, Tarso Tuti Rostianti Maulani Ucu Wandi Somantri Umniyah, Zulfa Afro Vidya Ayuningtyas Wahid, Farid Ibnu wahyuni wahyuni Waluyo, Bambang Suhardi Wiratama, Nugraha Wiyono, Slamet Worapun, Wittaya Yani Setiani Yayat Ruhiat Yogi Nugraha Yuyu Yuhana, Yuyu Zakiyya, Ismi Ahdan Zuhairiah, Fadhilatul