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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Jurnal Infinity Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Edukasi Matematika dan Sains NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Journal of Instructional Mathematics Jurnal Pengabdian Sains dan Humaniora Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Infinity Journal of Emerging Techologies in Ethnomathematics
Sri Adi Widodo
Universitas Sarjanawiyata Tamansiswa
Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Library & Information Science Mathematics Public Health Social Sciences Other

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Fostering mathematical connections and habits of mind: A problem-based learning module for elementary education Yoppy Wahyu Purnomo; Rokhmatun Nabillah; Tian Abdul Aziz; Sri Adi Widodo
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p333-348

Abstract

Previous research has highlighted the challenges of improving students' mathematical skills, particularly in connecting mathematical concepts to everyday life and developing strong mathematical habits of mind. This research aims to integrate problem-based learning (PBL) into a mathematics module to enhance mathematical connection abilities and mathematical habits of mind. The ADDIE method was employed to achieve this goal, encompassing five stages: Analysis, Design, Development, Implementation, and Evaluation. The findings indicate that media, material, and language experts deemed the module highly suitable. Furthermore, the product was rated as highly practical based on teacher assessments, student responses, and observations during implementation. Effectiveness tests of the product, conducted through MANOVA, t-tests, and N-gain tests, revealed that the module is highly effective in enhancing students' mathematical connection abilities and moderately effective in improving their mathematical habits of mind. These findings underscore the importance of integrating digital learning technologies to increase the module's engagement and accessibility.
Ethnomathematics in the Digitalization of Museums in Indonesia by Using Virtual Reality Lisnani Lisnani; Sri Adi Widodo; Siti Muslikhatul Tsaniyah
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 1 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i1.41236

Abstract

This research explores the integration of ethnomathematics and virtual reality (VR) to digitize Indonesian museums, enhancing educational accessibility and cultural preservation. The study aims to investigate how VR technology can visualize and communicate mathematical knowledge embedded in Indonesian cultural artifacts, particularly within traditional crafts, architecture, and measurement systems. Employing a qualitative approach with a design-based research (DBR) methodology, data were gathered through observation, interviews, and artifact analysis in several Indonesian museums. VR-based ethnomathematics models were developed, tested, and revised iteratively. Findings show that VR facilitates immersive experiences and improves student engagement in learning mathematics through cultural context. This approach contributes to mathematics education by integrating technology and local culture within the framework of ethnomathematics. Integrating ethnomathematics and virtual reality (VR) in museum digitalization has significant implications for mathematics education research. VR-based applications in ethnomathematics offer inclusive opportunities for students in remote or underserved areas to experience museum-based learning. This addresses educational equity and access, especially for regions where physical museum visits are not feasible.
E-Worksheets Based on Ethno-Modeling and Tri-N to Improve Mathematical Critical Thinking Skills of Grade VII Students Hani Handayani; Sri Adi Widodo; Irham Taufiq; Wahyu Hidayat; Usman Arifin
Journal of Instructional Mathematics Vol. 7 No. 1 (2026): Digital Media and Critical Thinking in Mathematics Learning
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v7i1.2758

Abstract

Mathematical critical thinking remains an essential yet underdeveloped competency in 21st-century mathematics learning, particularly when instruction lacks meaningful cultural context. At SMP Pembangunan Piyungan, number-topic instruction predominantly emphasizes procedural over contextual and reflective thinking, signaling an urgent need for culturally-grounded, innovative learning media. This study examines the improvement trend in seventh-grade students' mathematical critical thinking ability through E-Worksheets integrating Ethno-Modeling—connecting mathematical concepts with Piyungan's local cultural context—and the Tri-N approach (Niteni, Nirokke, Nambahi), which systematically guides students through observing, imitating, and developing ideas. Employing a time-series design, data were collected via mathematical critical thinking tests administered at each intervention meeting and analyzed quantitatively by tracking average score trends over time. Results demonstrate a consistent upward trend, with average scores rising from 89.09 at the first meeting to 96.18 at the seventh—indicating that E-Worksheets grounded in local cultural contexts and structured Tri-N learning stages effectively foster students' mathematical critical thinking development. These findings position Ethno-Modeling-based E-Worksheets integrated with Tri-N as a promising alternative medium for meaningful and culturally responsive mathematics learning.
Co-Authors Adinda Vrihastien Agustina Sri Purnami Aloisius Loka Son Ana Fitrotun Nisa Annis Deshinta Ayuningtyas Astuti Wijayanti Ayu Fitri Amalia B Kusmanto Benedictus Kusmanto Dafid S. Setiana Denik Agustito Desi D. Sari Desi Noor Utami Doni Indra Setiawan Esti Harini Fiki Alghadari Fikri Aulia Fitria Sulistyowati Hani Handayani Ida Megawati Irham Taufiq Istiqomah Istiqomah Jarnawi Afgani Dahlan K Kustantini Krida Singgih Kuncoro Krisna S. Perbowo Lisnani Lisnani Lukman Kalbuadi Mahmudah Titi Muanifah Martalia Ardiyaningrum muhammad irfan Nelly Rhosyida Nisa Wijayanti Rika Yuliani Rokhmatun Nabillah Rooselyna Ekawati Rosafika Aziza S Sukiyanto Samsul Maarif Siti Muslikhatul Tsaniyah Sudirman Suwandayani, Beti Istanti Syahrizal, Trisnendri Tian Abdul Aziz Tri Astuti Arigiyati Trisniawati Trisniawati Turmudi Usman Arifin Wahyu Hidayat Widowati Pusporini, Widowati Wikan Budi Utami Yoppy Wahyu Purnomo