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All Journal Jurnal Gantang Journal of Instructional and Development Researches Mathematics Education Journal Jurnal VARIDIKA
Wulandari, Trisna
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Education Languange, Linguistic, Communication & Media 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.
The effect of PMRI assisted by augmented reality on circle for students’ problem-solving ability Wulandari, Trisna; Susanti, Ely; Hiltrimartin, Cecil
Jurnal Gantang Vol 10 No 2 (2025): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/7mjbm154

Abstract

Mathematical problem-solving ability among students remains low in conventional learning environments. The integration of Augmented Reality (AR) into the Indonesian Realistic Mathematics Education (PMRI) approach facilitates visualization of abstract concepts and promotes contextual learning. This study analyzes the effect of PMRI-based circle learning assisted by AR on students' problem-solving abilities. A quantitative approach was employed using a One Group Pretest pretest-posttest design with 35 eleventh-grade students from SMA Srijaya Negara Palembang. Data were collected through a mathematical problem-solving test based on Polya's four stages: understanding the problem, devising a plan, carrying out the plan, and looking back, administered before and after the intervention. The Shapiro–Wilk test indicated that the data were normally distributed (pretest = 0.084; posttest = 0.309, both > 0.05). Paired sample t-test analysis revealed a pretest mean score of 19.37 and a posttest mean score of 66.51, with a mean difference of 47.14. The t-test result (t = -23.053, Sig. (2-tailed) < 0.001) indicated a significant difference between pretest and posttest scores. These findings demonstrate that the PMRI-based learning design assisted by AR is effective in improving students' problem-solving abilities through contextual learning experiences and interactive visualization. The results suggest that integrating PMRI with Augmented Reality in circle learning represents an effective instructional innovation for enhancing students' problem-solving abilities.
Students' Perceptions of Augmented Reality Based Student Worksheets on Circle Geometry Wulandari, Trisna; Susanti, Ely; Hiltrimartin, Cecil
Jurnal VARIDIKA Volume 38 No 2, June 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i2.13592

Abstract

This study aimed to describe students’ perceptions of the use of Augmented Reality (AR)-based student worksheets in learning circle geometry. A descriptive quantitative approach was employed. The participants were 30 eleventh-grade students from a senior high school in Palembang selected using convenience sampling, as they were directly involved in learning activities using AR-based worksheets. Data were collected through a 20-item Likert-scale questionnaire covering cognitive, affective, and psychomotor/social aspects. Students’ responses were analyzed descriptively by calculating the percentage of response frequencies for each Likert-scale category and aspect to identify overall perception trends. The results indicated that most students expressed positive perceptions of AR-based student worksheets, particularly in supporting conceptual understanding, learning engagement, and classroom interaction. However, a considerable proportion of neutral responses was also observed, especially in the affective aspect, indicating variation in students’ emotional engagement. Overall, AR-based student worksheets were perceived as a supportive learning medium for circle geometry learning within the context of this study.
Co-Authors Cecil Hiltrimartin Darmawijoyo, Darmawijoyo Ely Susanti Firsta, Risa Rahmatia Hapizah Indaryanti Indaryanti Isrok’atun Simarmata, Ruth Helen Yusuf Hartono