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Wardani Rahayu

Universitas Negeri Jakarta

Author-ID : 2388761

Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Systematic Literature Review: Pendidikan Matematika Realistik Berbasis Etnomatematika Faiza Izzati Mufti; Meiliasari; Wardani Rahayu
Jurnal Riset Pendidikan Matematika Jakarta Vol. 7 No. 2 (2025): Jurnal Riset Pendidikan Matematika Jakarta Volume 7, Nomor 2, Tahun 2025
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpmj.v7i2.40540

With the problem of having difficulty understanding mathematical ideas experienced by students, due to the abstract nature of ideas and their rarity in our everyday existence. Therefore, the need arises for a Realistic Mathematics Education (PMR) method that offers learning from an authentic setting. This research aims to conduct a literature review related to Realistic Mathematics Education (PMR) and the effectiveness of the ethnomathematics-based Realistic Mathematics Education approach. Systematic Literature Review (SLR) is the research method chosen for this research. The data collection process includes collecting and analyzing every publication published between 2007 and 2023 that discusses ethnomathematics-based realistic mathematics education. The journals used in this research were 15 national and international journals indexed by SINTA and SCOPUS. Research findings show that PMR techniques build mathematical concepts by utilizing real-world contexts. Everyday existence occurs within a cultural framework. Learning with an ethnomathematics-based PMR approach is effective to use because it can improve various types of mathematical abilities.

Menumbuhkan Kreativitas dalam Matematika: Analisis Sistematis Kemampuan Berpikir Kreatif Matematis dan Faktor Afektif yang Mempengaruhinya Sidik, Jaelani; Meiliasari, Meiliasari; Rahayu, Wardani
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 8 No. 4 (2025): Volume 8 Nomor 4 Tahun 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v8i4.7431

This study aims to conduct a systematic review of mathematical creative thinking abilities and the affective factors that influence them based on national and international research findings. This study will piece together the pieces of the “puzzle” into a comprehensive big picture, resulting in evidence-based and theoretically sound recommendations. This study uses the Systematic Literature Review (SLR) method with a descriptive analytical approach to empirical articles published between 2020 and 2025 in accredited national journals and reputable international journals. The results of the analysis show that mathematical creative thinking skills, which include indicators of fluency, flexibility, originality, and detail of ideas, have improved through the application of innovative and student-centered learning models, such as Creative Problem Solving, Project-Based Learning, SAVI, the Lesson Study-based Problem Solving model, and the Indonesian Realistic Mathematics Education approach. In addition to learning strategies, a number of affective factors such as self-efficacy, self-regulated learning, motivation, perception of creativity, and learning style were found to contribute positively to the development of mathematical creativity. Conversely, mathematical anxiety was found to be an inhibiting factor that reduced flexibility and fluency of thinking. Additional findings also showed that computational thinking and perception of creativity played an important mediating role in the relationship between self-confidence and mathematical creative thinking skills. Overall, the study results emphasize the importance of a holistic approach that combines pedagogical innovation with strengthening students' affective aspects in an effort to develop mathematical creative thinking skills. Educators should not only focus on technical pedagogical training for teachers, but also provide guidance on managing students' psychological aspects. The synergy between innovative teaching methods and an emotionally supportive learning environment will be a major factor in producing a generation that is mathematically competent and creative.

Systematic Literature Review: Implementation of Game-Based Learning (GBL) Model to Improve Students' Mathematical Creative Thinking Skills Ade Dwi Oktaviani; Meiliasari Meiliasari; Wardani Rahayu
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 1 No. 2 (2025)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v2i1.15

This study aims to analyze the implementation of the Game Based Learning (GBL) model in enhancing students’ mathematical creative thinking skills through a Systematic Literature Review (SLR) approach. A total of 100 articles were identified from Google Scholar and Publish or Perish, then screened through the stages of identification, screening, eligibility, and inclusion using the PRISMA guidelines. From this process, 15 articles met the eligibility criteria and were analyzed in depth. The review findings indicate that the GBL model consistently provides positive outcomes in improving students’ mathematical creative thinking abilities. Various game-based media—such as Wordwall, quiz games, board games, digital games, and Construct 2–PhET Simulation-based applications—were proven effective in encouraging students to generate flexible and original ideas, enhance problem-solving skills, and strengthen conceptual understanding in mathematics. Beyond the cognitive domain, GBL also influences the affective and psychomotor domains by improving motivation, learning engagement, and students’ motor coordination. However, the effectiveness of GBL depends on the quality of game design, alignment with the curriculum, availability of technological facilities, and teachers’ competence in managing the learning process. Overall, this study concludes that GBL is an innovative instructional model that effectively supports the development of students’ mathematical creative thinking skills. With sufficient media resources, technological support, and well-prepared teachers, GBL holds strong potential to be optimized as a learning strategy across various educational levels.

Kemampuan Komunikasi Matematis Siswa dalam Pembelajaran Matematika: Kajian Systematic Literature Review nabila, faizah tasya; Meiliasari; Rahayu, Wardani
Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika Vol. 11 No. 1 (2026): Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar

Kemampuan komunikasi matematis merupakan salah satu kompetensi penting dalam pembelajaran matematika yang berperan dalam membantu siswa menyampaikan ide, memahami konsep, dan membangun argumentasi matematis secara sistematis. Namun, kemampuan komunikasi matematis siswa di Indonesia masih tergolong rendah sehingga diperlukan kajian komprehensif mengenai indikator dan strategi pembelajaran yang efektif untuk meningkatkannya. Penelitian ini bertujuan untuk menganalisis konsep kemampuan komunikasi matematis, mengidentifikasi indikator pengukurannya, serta mengevaluasi efektivitas berbagai model pembelajaran dalam meningkatkan kemampuan komunikasi matematis siswa. Penelitian ini menggunakan metode Systematic Literature Review (SLR). Data diperoleh melalui penelusuran artikel pada database Google Scholar, ResearchGate, DOAJ, dan Publish or Perish. Proses seleksi artikel dilakukan berdasarkan kriteria inklusi dan eksklusi sehingga diperoleh 13 artikel utama yang dipublikasikan pada jurnal nasional terindeks Sinta 1–3 dan jurnal internasional dalam rentang tahun 2021–2025. Hasil penelitian menunjukkan bahwa kemampuan komunikasi matematis dapat diukur melalui lima indikator utama, yaitu kemampuan menyampaikan ide matematis secara lisan dan tulisan, merepresentasikan masalah ke dalam model matematika, menggunakan simbol dan notasi matematika, menyusun argumentasi matematis, serta menarik kesimpulan secara sistematis. Selain itu, hasil sintesis literatur menunjukkan bahwa model Problem Based Learning (PBL), Think Pair Share (TPS), dan pembelajaran ELPSA berbantuan GeoGebra lebih efektif dalam meningkatkan kemampuan komunikasi matematis dibandingkan pembelajaran konvensional. Integrasi GeoGebra terbukti membantu siswa dalam mengembangkan kemampuan verbal dan nonverbal untuk menjelaskan ide dan algoritma matematika secara lebih jelas dan terstruktur. Temuan penelitian ini diharapkan dapat menjadi referensi dalam pengembangan strategi pembelajaran matematika yang berorientasi pada peningkatan kemampuan komunikasi matematis siswa.

Rasch Model Analysis: Validity and Reliability of Context-Based Geometry Performance Assessment Instruments Jakarta Cultural Heritage Bayu Gunawan; Wardani Rahayu; Tian Abdul Aziz
EduMa: Mathematics education learning and teaching Vol. 13 No. 2 (2024)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.18136

The objective of this study is to examine the validity and reliability of performance evaluation rubrics when applied to Jakarta's cultural heritage structures, specifically focusing on the geometrical material. The Rasch Model, namely the Winstep version 3.73, will be utilized for analysis. The Rasch model offers benefits due to its ability to provide more precise estimations and identify flaws within the model. The rubric-based performance evaluation instrument is utilized to evaluate students' problem-solving abilities, with each problem being assigned a distinct rubric. A total of 381 students were sampled from two distinct schools located in North Jakarta and East Jakarta. The study's results indicate that the Cronbach's alpha value attained is 0.96, which is classified as excellent. The individual's dependability score is 0.91, which falls inside the excellent range. Similarly, the item's reliability score is 0.94, also classified as excellent. The item fit test conducted on the instrument indicates that there is no need to reject any items. The components in this performance evaluation instrument have strong validity and reliability, rendering it appropriate for evaluating student performance

CONTENT VALIDITY AND RELIABILITY OF A STUDENT PERFORMANCE ASSESSMENT INSTRUMENT IN COLLABORATIVE PROBLEM SOLVING-BASED MATHEMATICS LEARNING Isnurani Isnurani; Wardani Rahayu; Iva Sarifah
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 3, No 1 (2025): Three International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aimed to examine the content validity and internal reliability of a student performance assessment instrument for mathematics learning based on Collaborative Problem Solving (CPS). The participants of this study were 45 students from a private high school in South Tangerang, Banten. The instrument is a self-assessment questionnaire with 32 statements based on four dimensions of Collaborative Problem Solving (CPS), namely cognitive, social, emotional, and metacognitive. Content validity in this study uses Aiken's V index test, while internal reliability is analyzed using Cronbach's Alpha. The results showed that most items had fairly good validity with an Aiken's V value ≥ 0.60, but there were 11 items with values below 0.60 that needed improvement. Meanwhile, the reliability value of the instrument was very high with a Cronbach's Alpha value above 0.90 for each dimension and 0.986 overall. These findings confirm that the instrument is suitable for use as a comprehensive measurement tool in supporting mathematics learning transformation based on collaborative problem solving.

The effectiveness of problem-based learning on critical thinking skill: A meta-analysis study reviewed by implementation type, cluster, and geography Shofa, Gharitza Zahira; Meiliasari; Rahayu, Wardani
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/

Although Problem-Based Learning (PBL) has been implemented to foster critical thinking, evidence regarding the consistency of its effectiveness across instructional formats, subject domains, and geographical contexts in Indonesia remains fragmented. This meta-analysis quantitatively synthesized the effects of PBL on students’ critical thinking while examining implementation type, subject cluster, and geographical region as moderators. A systematic search of Google Scholar was conducted in May–June 2026 for peer-reviewed studies published between 2019 and 2026. Following PRISMA 2020 procedures, 100 records were identified and 22 studies involving 1,513 participants were included. Effect sizes were calculated using Hedges’ g and synthesized with a random-effects model in Comprehensive Meta-Analysis Version 3. The pooled effect was large and statistically significant (g = 1.487, 95% CI [1.018, 1.955], p < .001). However, heterogeneity was very high (I² = 92.90%), and the prediction interval crossed zero (−0.616 to 3.589), indicating contextual variation. Subject cluster and geography did not significantly moderate the effect, suggesting that the observed benefits were not systematically confined to particular disciplines or regions. In contrast, implementation type was a significant moderator, with Integrated PBL producing a larger pooled estimate than Pure PBL. The Assisted PBL estimate was imprecise, non-significant, and based on only two studies, precluding claims of superiority. The funnel plot appeared approximately symmetrical, although visual inspection alone could not rule out publication bias. Overall, implementation quality, scaffolding, facilitation, and contextual alignment appear more decisive than subject area or geography in shaping PBL effectiveness.

Co-Authors Achmad Ridwan Achmad Ridwan, Achmad Ade Dwi Oktaviani Adi Rahman Adinda Cahyani Afriadi, Bambang Agustiani Putri Ahmad Zaeni Ahmad, Nurul Qomariyah Alifa Sabrina Amalia, Nazira Ambarwati, Lukita Amini, Ingriani Indah Anan Sutisna Andi Muhammad Ishak Anggela Soraya Anggraini, Tesi Ani Rusilowati Anny Sovia Arafiyah, Ria arnianti arnianti Arofah, Irvana Asep Sutisna Aurelia Hidajat, Flavia Awaluddin Tjalla Ayu Lestari Sardi Azima, Laely Astafiani Bahrul Hayat Bayu Gunawan Besse Arnawisuda Ningsi Burhanuddin Tola Candra Irawan Christian, Michael Bobby Corry Yohana Dadan Sumardani Dali S. Naga Dali S. Naga Dali Santun Naga Dali Santun Naga Darmastuti, Lintang Deni Iriyadi Deviana, Tina Dian Pertiwi Josua Dien Maya Alvionita Dion Aris Simanjuntak Dwi Rismi Ocy Dwi Rismi Ocy Eko Siswanto Eko Wahyudi Eko Widodo El Hakim, Lukman Elfrida Ratnawati Ellis Salsabila, Ellis Ema Noviah Erdawaty Kamaruddin Erry Utomo Erwin Sulaeman Faiza Izzati Mufti Fajrianto, Trian Firmansyah, Firmansyah Fitri Khairunnisa Flavia Aurelia Hidajat, Flavia Aurelia Fridani, Lara Gartika, Euis Hajizah, Mimi Nur Hakim, Lukman El Handayani, Lisya Hidayat, Flavia Aurelia Hutagalung, Lastri I Made Putrawan Iasha, Vina Ibnu Salman, Ibnu Intan Isma Fauziyah Isnurani Isnurani Iva Sarifah Kacep Muslim Kadir Kadir Kadir Kadir Kadir Kadir Kartono , Ketty Diana Tundoong Ketty Diana Tundoong, Ketty Diana Khairunesa Isa Khoirunnisa, Mustika Kismanto, Nugro Koeshella, Ajeng Komarudin Komarudin Larasati Rizky Putri Leny Dhianti Haeruman Lesmanawati, Yunita Lidia Lidia, Lidia Lisa Dwi Ningtyas Lubis, Risa Nursamsih Lukman El Hakim Lusi Lusiyana Makmuri Makmuri Makmuri Makmuri Makmuri Maysun Meilani, Ajeng Meilanie, R Sri Martini Meiliasari Meiliasari Meiliasari Meiliasari Merrydian, Siska Mezika Wahyuni Miiftakhul Fitri Moch. Herlan Mochamad Herlan Muhammad Dede Firman Muhammad Dwirifqi Kharisma Putra Muhammad Dwirifqi Kharisma Putra nabila, faizah tasya Ndoluanak, Yofran Hengki Nidia Rosita Ninik Anggraini Novaliyosi Novaliyosi Novelin Gracia Noviah, Ema Nur Hajizah, Mimi Nur Sholihin Nurhasanah, Heni Nuridayanti Nuridayanti Nurjannah Nurjannah Nurjannah Nurwijayanti Ocy Dwi Rismi Ocy, Dwi Rismi Oktavia Oktavia Oktaviani, Ade Dwi Oktaviani Oktaviani, Maya Permana, Agus Agung Piliyang, Yusriizal Pinta Deniyanti Sampoerno Puri, Valendra Granitha Shandika Putri, Zita Trisni Rahmawati Rahmadhani, Elfi Rahmi. S, Laila Rahmirini Datau Raihanati Raihanati Ramadan, Awalia Nor Ratna Widyati Rini Setiawati Rini, Indah Mustika Riyadi Riyadi Riyan Arthur Rofifah, Jihan Rosita Uli Sihombing Rosita Uli Sihombing Roudloh Muna Lia Samsun, Samsun . Sembiring, Rinawati Shofa, Gharitza Zahira Sidik, Jaelani Sihombing, Jesika Yanti Simanjuntak, Dion Aris Siti Nur Cholifah Siti Rohmah Rohimah Soesanto, Robert Harry Sugeng Priyanto, Sugeng Sukarman Sukarman Sukarman Sukarman Sulaeman, Erwin Supriyadi Supriyadi Supriyati, Yetti Suraji Suraji Suryadi, S Syarifah Ayu Tengku Riza Zarzani N Tesi Anggraini Tian Abdul Aziz Tika, Neni Widias Tri Cahya Mulia Tri Suryaningsih tri wahyuni Umar, Jahja Valeria Yekti Kwasaning Gusti Vera Maya Santi Vina Iasha Wahyu Akbari Waryadi Waryadi Widiputera, Ferdi Winona Amanda Tiara Widodo Wiwi Isnaeni Yuli Rahmawati Yunida, Helvy Yunika Apriyani Yunita Lesmanawati

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