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Meiliasari

Universitas Negeri Jakarta

Author-ID : 2451405

Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Optimalisasi Kemampuan Pemecahan Masalah Matematika melalui Implementasi Pembelajaran Problem Based Learning (PBL): Systematic Literature Review Siswanto, Eko; Rahayu, Wardani; Meiliasari, Meiliasari
SJME (Supremum Journal of Mathematics Education) Vol 9 No 1 (2025): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v9i1.185

Model Problem Based Learning (PBL) memberikan peluang bagi siswa untuk mengasah keterampilan berpikir kritis, analitis, dan kemampuan memecahkan masalah melalui partisipasi aktif dalam pembelajaran matematika. Penelitian ini bertujuan untuk mengeksplorasi implementasi PBL dalam meningkatkan kemampuan pemecahan masalah matematika siswa. Metodologi yang diterapkan dalam penelitian ini adalah Systematic Literature Review (SLR) dengan mengikuti Protokol PRISMA. Hasil analisis menunjukkan bahwa PBL merupakan pendekatan yang sangat efektif dalam memperbaiki kemampuan pemecahan masalah matematis siswa. Berbagai studi menunjukkan bahwa PBL secara konsisten menghasilkan performa yang lebih baik dibandingkan metode pembelajaran tradisional dalam meningkatkan kemampuan pemecahan masalah matematika di berbagai jenjang pendidikan, mulai dari dasar hingga menengah atas. PBL terbukti menjadi metode pembelajaran yang ampuh dalam meningkatkan kemampuan pemecahan masalah matematika siswa melalui partisipasi aktif, penerapan konteks nyata, peran guru sebagai fasilitator, serta penguatan kemandirian dan kemampuan berpikir kritis siswa.

PENINGKATAN KOMPETENSI GURU MATEMATIKA SMP MELALUI PELATIHAN NUMERASI DI KABUPATEN SUKABUMI Puspita Sari; Meiliasari; Khaola Rachma Adzima; Agus Agung Permana; Septiani Dwi Astuti; Tahnia Nafra Tamira
Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Vol. 6 No. 1 (2025): PROSIDING SEMINAR NASIONAL PENGABDIAN KEPADA MASYARAKAT - SNPPM2025
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Negeri Jakarta

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

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru matematika tingkat SMP di Kecamatan Gegerbitung, Kabupaten Sukabumi, melalui pelatihan numerasi. Kemampuan numerasi merupakan kemampuan memahami, menggunakan, dan menginterpretasikan konsep matematika dalam kehidupan sehari-hari. Pelatihan ini dilaksanakan dalam tiga tahapan, yaitu, pelatihan penguatan konsep numerasi, implementasi pengembangan desain pembelajaran berbasis numerasi, dan refleksi serta penguatan. Peserta yang merupakan guru matematika SMP menyatakan bahwa kegiatan pelatihan sangat bermanfaat dan dapat meningkatkan kemampuan berpikir kritis mereka. Pada tahap implementasi, peserta berkolaborasi dengan guru bidang studi lain untuk mengembangkan desain pembelajaran berbasis numerasi. Pada tahap refleksi dan penguatan, peserta menyatakan bahwa kolaborasi antar guru bidang studi dapat meningkatkan pemahaman konsep numerasi dan mengembangkan desain pembelajaran berbasis numerasi pada berbagai bidang studi. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru terhadap konsep numerasi, serta kemampuan mereka dalam merancang pembelajaran berbasis numerasi, serta kemampuan berkolaborasi antar guru bidang studi. Kegiatan ini diharapkan menjadi sebuah upaya berkelanjutan dalam penguatan literasi numerasi di tingkat SMP. Kata Kunci: literasi matematika, matematika, numerasi, pengabdian kepada masyarakat AbstractThis community service activity aims to improve the competency of junior high school mathematics teachersin Gegerbitung District, Sukabumi Regency, through numeracy training. Numeracy skills are the ability tounderstand, use, and interpret mathematical concepts in everyday life. This training was carried out in three stages: numeracy concept strengthening training, implementation of numeracy-based learning design development, and reflection and reinforcement. Participants, who are junior high school mathematicsteachers, stated that the training activities were very beneficial and could improve their critical thinkingskills. During the implementation stage, participants collaborated with other subject teachers to developnumeracy-based learning designs. During the reflection and reinforcement stage, participants stated thatcollaboration between subject teachers can improve understanding of numeracy concepts and developnumeracy-based learning designs in various subject areas. The results of the activity showed an increase in teachers' understanding of numeracy concepts, as well as their ability to design numeracy-based learning, and the ability to collaborate between subject teachers. This activity is expected to be a sustainable effort to strengthen numeracy literacy at the junior high school level.

SYSTEMATIC LITERATURE REVIEW: IMPLEMENTASI BRAIN-BASED LEARNING TERHADAP HASIL BELAJAR ALJABAR DAN LEARNING LOSS PADA PEMBELAJARAN MATEMATIKA SEKOLAH MENENGAH Christian, Michael Bobby; Rahayu, Wardani; Meiliasari, Meiliasari
Pedagogy: Jurnal Pendidikan Matematika Vol. 11 No. 1 (2026): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/kyxa9306

Learning loss dalam pembelajaran matematika pascapandemi menjadi permasalahan serius di jenjang sekolah menengah, khususnya pada materi aljabar yang menuntut pemahaman konseptual dan kemampuan berpikir tingkat tinggi. Kondisi ini mendorong perlunya pendekatan pembelajaran yang tidak hanya bersifat remedial, tetapi juga selaras dengan cara kerja kognitif siswa. Salah satu pendekatan yang berkembang adalah Brain-Based Learning (BBL), yang menekankan pembelajaran bermakna sesuai prinsip neurosains. Penelitian ini bertujuan untuk mengkaji secara sistematis temuan-temuan penelitian terkait penerapan BBL dalam pembelajaran matematika sekolah menengah serta kontribusinya dalam mendukung pemulihan learning loss. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan menganalisis 19 artikel ilmiah nasional dan internasional yang dipublikasikan pada rentang tahun 2020–2025. Proses kajian dilakukan melalui penelusuran literatur terstruktur, seleksi berdasarkan kriteria inklusi, serta analisis tematik terhadap temuan penelitian. Hasil kajian menunjukkan bahwa penerapan BBL secara konsisten berdampak positif terhadap peningkatan hasil belajar matematika, penguatan pemahaman konsep aljabar, serta peningkatan motivasi dan keterlibatan siswa dalam pembelajaran. Selain itu, BBL mendukung proses pembelajaran yang lebih reflektif, kontekstual, dan berorientasi pada pengelolaan emosi belajar, yang berperan penting dalam memitigasi dampak learning loss. Dengan demikian, dapat disimpulkan bahwa Brain-Based Learning merupakan pendekatan pedagogis yang relevan dan potensial untuk diterapkan dalam pembelajaran matematika guna mendukung pemulihan learning loss di sekolah menengah, serta layak dikaji lebih lanjut melalui penelitian empiris pada konteks kelas nyata.

KEMAMPUAN BERPIKIR KRITIS SISWA SMP DALAM MENYELESAIKAN SOAL HOTS MATEMATIKA Hutagalung, Lastri; Meiliasari, Meiliasari
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 11, No 2 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v11i2.7914

Kemampuan berpikir kritis adalah kompetensi esensial bagi siswa dalam menghadapi tantangan abad ke-21. Namun, hasil PISA 2018 menunjukkan rendahnya kemampuan berpikir kritis siswa di Indonesia, khususnya dalam matematika, yang berdampak pada pencapaian hasil belajar di bawah Kriteria Ketuntasan Minimal (KKM). Penelitian ini bertujuan untuk menganalisis tingkat kemampuan berpikir kritis siswa dan faktor-faktor yang memengaruhinya. Dengan menerapkan metode Systematic Literature Review (SLR), studi ini mengkaji literatur relevan untuk mendefinisikan berpikir kritis matematis, mengidentifikasi indikator pengukurannya, serta merumuskan upaya peningkatan kemampuan tersebut. Diharapkan, temuan penelitian ini dapat memberikan rekomendasi pembelajaran yang lebih efektif untuk mengembangkan kemampuan berpikir kritis siswa.

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.

Pengembangan Video Pembelajaran Berbasis Contextual Teaching and Learning (CTL) Pada Materi Eksponensial dan Logaritma Bagus Tria Graha; Meiliasari Meiliasari; Flavia Aurelia Hidajat
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.v7i2.67089

Penelitian ini bertujuan untuk mengembangkan media video pembelajaran berbasis Contextual Teaching and Learning (CTL) pada materi eksponensial dan logaritma untuk siswa kelas X SMA serta mengetahui kelayakannya sebagai media pembelajaran. Penelitian ini menggunakan model pengembangan 4D yang terdiri atas tahap Define, Design, Develop, dan Disseminate. Produk yang dikembangkan berupa video animasi yang mengintegrasikan tujuh komponen CTL, seperti konstruksi pengetahuan, pemodelan, dan keterlibatan siswa secara aktif melalui soal kontekstual. Hasil validasi menunjukkan bahwa video memperoleh persentase kelayakan sebesar 87,5% dari ahli media, 88,3% dari ahli materi, dan 95,8% dari ahli bahasa, seluruhnya berada pada kategori “sangat layak”. Uji coba dilakukan di SMA Negeri 49 Jakarta pada siswa kelas X, dengan jumlah 6 siswa dalam kelompok kecil dan 34 siswa dalam kelompok besar, yang menghasilkan persentase kelayakan sebesar 88,2%. Uji coba kepada guru menghasilkan skor 90,63% dengan kategori “sangat layak”, menunjukkan bahwa video ini mendukung proses pembelajaran, sesuai kurikulum, dan selaras dengan pendekatan CTL.

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.

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/djm.v9i2.32442

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.

Systematic Literature Review: Gamification as a Strategy to Enhance Motivation in Learning Mathematics Rizky Budi Prasetyo; Meiliasari
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 1 (2025): JRPIPM SEPTEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n1.p88-100

This study aims to identify and analyze the implementation of gamification in mathematics learning as a strategy to enhance students' learning motivation. The method used is a Systematic Literature Review (SLR) with the SALSA approach (Search, Appraisal, Synthesis, and Analysis) to obtain a comprehensive and systematic synthesis of findings. A total of 17 scholarly articles published between 2015 and 2025 were analyzed based on four main focuses: the effectiveness of gamification, implementation challenges, types of learning media used, and gamification components that contribute to increased learning motivation. The analysis results show that gamification generally has a positive impact on learning motivation in the context of mathematics education. The application of elements such as points, levels, badges, leaderboards, challenges, immediate feedback, and visual narratives has been proven to enhance students’ attention, self-confidence, engagement, and learning satisfaction. However, the effectiveness of this strategy highly depends on the learning context, student characteristics, types of media used, and the quality of gamification design. Identified challenges include infrastructure limitations, low teacher competence in educational technology, misalignment of materials with the curriculum, and potential social and psychological impacts from the competitive systems implemented.

Meta-Analysis : The Influence of the Game Based Learning (GBL) Model On Students' Mathematics Learning Outcomes Ade Dwi Oktaviani; Meiliasari; Wardani Rahayu; Makmuri; Tian Abdul Aziz
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 2 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i2.2388

Mathematics learning outcomes remain a challenge across various educational levels, highlighting the need for instructional approaches that enhance student engagement and understanding. One of the widely implemented approaches is Game Based Learning (GBL). This study aimed to examine the overall effect of GBL on students’ mathematics learning outcomes and to identify differences in effect sizes based on game type, sample size, and educational level through a meta-analysis approach. The study employed a meta-analysis method following the PRISMA guidelines. A total of 25 primary studies published between 2019 and 2026 that met the inclusion criteria were analyzed using JASP software. Effect sizes were calculated using Hedges’ g and synthesized through a random-effects model. The results revealed that GBL had a very large positive effect on mathematics learning outcomes, with a pooled effect size of 2.184 (95% CI [1.101, 3.268]; p < 0.001). Heterogeneity analysis indicated substantial variation among studies (Q = 1129.72; I² = 98.89%), leading to moderator analyses. The findings showed that game type (F = 0.1125; p = 0.740) and sample size (F = 0.073; p = 0.930) were not significant moderators of effect size variation. In contrast, educational level was found to be a significant moderator (F = 4.563; p = 0.009), with the largest effect size observed at the higher education level (g = 10.630). Publication bias analyses using Funnel Plot, Fail-Safe N (9076), and Trim and Fill indicated that the meta-analytic findings were highly robust and minimally affected by publication bias. These findings suggest that Game Based Learning is an effective instructional approach for improving students’ mathematics learning outcomes across different educational levels.

Co-Authors Abdul Azis, Tian Ade Dwi Oktaviani Ade Dwi Oktaviani Oktaviani Adinda Cahyani Adzima, Khaola Rachma Agus Agung Permana Ambarwati, Lukita Amelia, Restie Andreani, Frisca Anny Sovia Bagus Tria Graha Bahasa Indonesia Barus, Janna Sri Bina Br Christian, Michael Bobby Darmastuti, Lintang Desti Sapitri Dhianti, Leny Dwi Antari Wijayanti Eka Pratiwi, Vivied Eko Siswanto Ellis Salsabila, Ellis Faiza Izzati Mufti Faizah Tasya Nabila Flavia Aurelia Hidajat, Flavia Aurelia Gharitza Zahira Shofa Gita Silvia Dewi Hakim, Lukman El Heilinda Esther Simanjuntak Herlina Yuriska Hutagalung, Lastri Inayatusufi, Chairunnisa Juniar, Berlian Bella Khoirunnisa, Mustika Kurniawaty, Rina Laely Astafiani Azima Lakshita, Argha Larasati Rizky Putri Lidia Lidia, Lidia Lubis, Risa Nursamsih Lukman El Hakim Lukman El Hakim Lukman Fakhmi Lupita, Lita Makmuri Makmuri Makmuri Marweli, Marweli Meilani, Ajeng Nabil Makarim Nahdah Khairun Najibah Nurhasanah, Heni Nurjannah Orbitha Khaillasiwi Padmakrisya, Maria Rosariona Pinta Deniyanti Sampoerno Prasetyo, Rizky Budi Pratiwi, Vivied Eka Prayuti, Amarta Puspita Sari Putri Inggriyani Putri, Citra Nurani Rahmi, Usma Junia Ramal Fitra Ramal Ratna Maryam Resi Ratna Suminar Rizky Budi Prasetyo Robiah Adawiyah Rofifah, Jihan RR. Ella Evrita Hestiandari Sarah Nauli Isabel Septiani Dwi Astuti Shofa, Gharitza Zahira Silvira Hakim Siti Nur Cholifah Sulthon Nur Risky Swida Purwanto Syari, Aulia Kartika Tahnia Nafra Tamira Tian Abdul Aziz Tika Kurnia Amaliyah Tri Cahya Mulia Trian Fajrianto Tuti Haryati Wardani Rahayu Wardani Rahayu Wardhani Rahayu Wardhani Rahayu WT, Wiranti Yuni Krisnawwati Yunianingsih, Elih Zita Trisni Rahmawati Putri

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