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All Journal Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Jurnal Gantang Journal of Instructional and Development Researches Mathematics Education Journal
Wulandari, Trisna
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Education Mathematics Other

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Digital-Worksheets Based Creative Problem Solving to Support Students Mathematical Thinking for Audio-Visual Students Susanti, Ely; Wulandari, Trisna; Hapizah; Indaryanti; Isrok’atun; Simarmata, Ruth Helen
Mathematics Education Journal Vol. 19 No. 1 (2025): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v19i1.pp23-46

Abstract

Mathematical thinking involves how individuals present, understand, and critically examine mathematical truths, considering how their relation to representation or imagination. However, students often exhibit low mathematical thinking skills. Previous research shows that digital worksheets based on creative problem-solving can foster these skills, yet the relationship between mathematical thinking and learning styles remains unexplored. This study aims to develop innovative digital worksheets based on creative problem solving, categorized as valid, practical, and effective in enhancing students' mathematical thinking with audio-visual learning styles. The study employs a development method comprising two main stages: a preliminary study (analysis and design) and a formative study (evaluation and revision). Data collection instruments include tests, observations, validation sheets, questionnaires, and interviews. The analysis integrates both quantitative and qualitative approaches. The study involved 15 audio-visual learners from 24 eighth-grade students at SMP Srijaya Negara Palembang. The results indicate that students excel in specializing and identifying problems based on given information. Their generalizing skills, including finding patterns and relationships are strong. However, their conjecturing and convincing skills require improvement, particularly in making connections and reasoning. The digital worksheets were deemed 93% valid and practical, significantly enhancing students' mathematical thinking, particularly for those with an audio-visual learning style. While students demonstrated excellent skills in specialization and good skills in generalization, there is still a need for improvement in conjecturing and convincing due to errors in mathematical reasoning.
Analisis Komparatif Penyajian Buku Teks Matematika Indonesia dan India Materi Lingkaran untuk Sekolah Tingkat Menengah Wulandari, Trisna; Hiltrimartin, Cecil; Susanti, Ely
Jurnal Gantang Vol 10 No 1 (2025): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v10i1.7170

Abstract

Students' understanding of the concept of circles is still low, which can be influenced by differences in presentation in textbooks between countries and curriculum. Therefore, this study aimed to analyze by comparing the material and questions on the topic of circles in Indonesian and Indian mathematics textbooks in terms of facts, concepts, principles, cognitive levels, PISA framework, and problem-solving questions. This study was conducted using a descriptive-comparative method with a qualitative approach. The objects of this study were Indonesian mathematics textbooks Merdeka Curriculum for grade XI and Curriculum 2013 for grade VIII, as well as Indian mathematics textbooks for grade X. The results showed that the three books had different focuses in delivering the material. Indian books emphasized formal proofs and geometric visualizations and included exploratory activities based on practice. Indonesian books, Curriculum 2013, focused more on contextual activities and gradual discovery of concepts, while Merdeka Curriculum books emphasized conceptual understanding through an exploratory and reflective approach. The questions in the Merdeka Curriculum book are more cognitively diverse, in line with the PISA framework and Polya's problem-solving stages. This finding is essential for developing adaptive textbooks that support higher-order thinking and 21st-century mathematical literacy.
Analisis Kemampuan Pemodelan Matematika Dan Penalaran Siswa Dalam Menyelesaikan Soal Kontekstual PISA Wulandari, Trisna; Firsta, Risa Rahmatia; Darmawijoyo, Darmawijoyo; Hartono, Yusuf
Journal of Instructional and Development Researches Vol. 5 No. 3 (2025): June
Publisher : Yayasan Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/jider.v5i3.538

Abstract

Kemampuan pemodelan matematika dan penalaran merupakan kompetensi kunci dalam literasi matematika PISA yang masih menjadi tantangan bagi siswa Indonesia. Penelitian ini bertujuan untuk menganalisis kemampuan pemodelan matematika dan penalaran siswa kelas VIII SMP Negeri 3 Gelumbang dalam menyelesaikan soal kontekstual PISA. Penelitian kualitatif deskriptif ini melibatkan 17 siswa yang dipilih berdasarkan variasi kemampuan matematika. Lima indikator pemodelan matematika Blum dan Kaiser digunakan sebagai kerangka analisis: structuring, mathematization, solving, interpreting, dan validating. Data dikumpulkan melalui tes tertulis menggunakan soal PISA. Analisis kualitatif dilakukan terhadap jawaban siswa pada soal-soal PISA yang dipilih, untuk mengidentifikasi strategi, kesulitan, dan pemahaman konsep yang dimiliki siswa. Hasil penelitian menunjukkan bahwa siswa menguasai dengan baik indikator structuring dan solving, namun mengalami kesulitan signifikan pada indikator interpreting dan validating. Pada aspek penalaran matematis, siswa menunjukkan kemampuan yang memadai dalam penalaran kuantitatif, tetapi mengalami kesulitan dalam penalaran spasial-temporal dan argumentasi logis. Kesulitan utama yang diidentifikasi meliputi ketidakmampuan menghubungkan hasil matematis dengan konteks masalah nyata, kurangnya kebiasaan melakukan validasi solusi, dan lemahnya kemampuan mengkonstruksi argumen matematis yang logis. Penelitian ini menyoroti pentingnya pengembangan kemampuan pemodelan matematika dan penalaran siswa dalam pembelajaran matematika saat ini.
Pengaruh Pemikiran Pendidikan Ki Hadjar Dewantara dalam Kurikulum 2013 di Indonesia Wulandari, Trisna
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 8 No 1 (2021): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v8i1.3413

Abstract

Perkembangan pendidikan di Indonesia, tidak lepas dari pengaruh pemikiran Ki Hadjar Dewantara. Tokoh yang memberikan sumbangsi besar untuk kemajuan pendidikan di Indonesia dan mendapat gelar sebagai Bapak Pendidikan Naisonal. Tujuan penelitian ini adalah untuk menguraikan pengaruh dari pemikiran Ki Hadjar Dewantara dalam kurikulum 2013 di Indonesia. Metode penelitian ini adalah kajian pustaka. Sumber data yang digunakan adalah buku dan artikel jurnal yang membahas topik terkait. Hasil penelitian menunjukkan bahwa pengaruh pemikirannya dalam dunia pendidikan inilah yang menjadi salah satu peran penting dalam menghantarkan pada Kemajuan pendidikan saat ini. Sumbangan pemikiran dan konsep pendidikan Ki Hadjar Dewantara dengan sistem among dan tripusat pendidikan memiliki kesesuaian dengan penerapan kurikulum 2013 yaitu pendidikan harus mengedepankan jasmani, akal, sosial, dan rohani. Hingga kini semboyan Tut Wuri Handayani yang mengandung arti di belakang memberi dorongan telah menjadi semboyan untuk pendidikan di Indonesia.
Co-Authors Cecil Hiltrimartin Darmawijoyo, Darmawijoyo Ely Susanti Firsta, Risa Rahmatia Hapizah Indaryanti Indaryanti Isrok’atun Simarmata, Ruth Helen Yusuf Hartono