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All Journal Journal of Education and Learning (EduLearn) Pancaran Pendidikan JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Pendidikan Progresif

Budi Usodo

Sebelas Maret University

Author-ID : 2469553

Humanities Chemistry Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

Published : 6 Documents Claim Missing Document

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Articles

The use of discovery learning model with rme approach viewed from interpersonal intelligence Desty Ratna Permatasari; Heribertus Soegiyanto; Budi Usodo
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasi-experimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.

The Comparison of Learning Model Viewed from the Students Thinking Style Mohamad Nur Fauzi; Budi Usodo; Sri Subanti
Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017
Publisher : Intelektual Pustaka Media Utama

The aim of the research was to determine the effect of learning models with scientific approach, characteristics thinking style, the interaction between learning model with scientific approach and characteristics thinking style toward mathematics achievement. This research was quasi-experimental research with factorial design 2 x 4. The population of research was all students of the seven graders of junior high school in Surakarta city in academic year 2016/2017. The sample of research consists of 190 students. The data in the research was two ways analysis of variance with unequal cells, with the 5% level of significance. The results of the research were as follow: (1) SFEs Learning model gave better mathematics achievement than direct instruction model: (2) Characteristics of Sequential concret (SK), sequential abstract (SA), random concret (AK), and random abstract (AA) thinking styles give the same effect on mathematics learning achievement; (3) In each learning model with SK, SA, AK, and AA thinking style characteristics have the same mathematics learning achievement. (4) In each of the SK, SA, AK, and AA thinking styles that are subject to the SFEs learning model and direct learning have the same mathematical learning achievement.

The Effect of Problem-Based Learning Model Using Contextual Teaching Learning Approach Viewed from Logical Mathematical Intelligence Vivi Astuti Nurlaily; Heribertus Soegiyanto; Budi Usodo
Journal of Education and Learning (EduLearn) Vol 12, No 4: November 2018
Publisher : Intelektual Pustaka Media Utama

This research is aimed at determining 1) the difference of learning achievement using problem-based learning through contextual teaching learning and direct learning in Mathematics learning; 2) the difference of learning achievement among high, medium, and low logical Mathematical intelligence; and 3) the interaction between learning model and logical Mathematical intelligence on the students’ learning achievement in Mathematics. The research was designed using quasi-experimental study of 2x3 factorial design. The population of this research was the third-grade students of elementary school. The data of students’ learning achievement in Mathematics and their logical-Mathematical intelligence was obtained using test. The data were analyzed using two-way ANOVA. The results of the research show that 1) Problem-based learning model using contextual teaching approach makes the students obtain better learning achievement than direct learning model; 2) the students having high logical Mathematic intelligence get better learning achievement than those having medium and low logical Mathematic intelligence, the students having medium logical Mathematic intelligence gets better learning achievement than those having low logical Mathematic intelligence; 3) there is no interaction between learning model and logical Mathematic intelligence on the students’ learning achievement.

The Need of Bringing Discovery Learning Models Based Traditional Games in Mathematics of Teaching Materials Sam Isnardiantini; Budi Usodo; Soegiyanto Soegiyanto
Pancaran Pendidikan Vol 7, No 2 (2018)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

Mathematics has not been a finished product given to students, but it is the process constructed by students. Selecting the mathematic teaching material effectively by means of combining traditional game, will help students understand the mathematic content their teachers teach. The objectives of research were: (1) to package traditional game in mathematiclearning content significantly, (2) to include Javanese cultural traditional game into mathematic teaching discovery learning model. This study was a qualitative descriptive research based on interview, observation and document analysis. The result of research shows that discoveryof learning model and traditional game that can be considered as the innovation source in mathematic teaching material development for elementary school students. The topic of mathematics with unique traditional game for the development of discovery learning model for mathematic teaching material is important to develop as an effective learning source for elementary school students.

Differentiation, technology, creativity, and equity in gifted mathematics education: A systematic review Zahara Yuyun Nailufar; Budi Usodo; Riyadi Riyadi; Farida Nurhasanah
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 11, Issue 1, January 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v11i1.14045

Gifted students in mathematics possess advanced cognitive abilities that often require instructional approaches beyond conventional classroom practices. However, existing mathematics education practices frequently fall short in addressing both the intellectual and affective needs of this population. This study aims to systematically map and synthesize mathematics learning strategies for gifted students reported in the literature over the past decade. Employing a Systematic Literature Review (SLR) guided by the PRISMA protocol, this study analyzed 17 empirical articles published between 2015 and 2025 in Scopus-indexed journals. The analysis combined thematic synthesis and bibliometric techniques to identify dominant instructional approaches, emerging trends, and research patterns. The findings reveal that technology-enhanced learning and differentiated instruction are the most frequently adopted strategies, followed by creativity-oriented instruction, enrichment, self-regulated learning, and acceleration. In addition, recent studies increasingly emphasize equity-sensitive and culturally responsive approaches, particularly in addressing the needs of twice-exceptional students and those from diverse socioeconomic backgrounds. These results highlight the multidimensional nature of mathematical giftedness and underscore the importance of flexible, inclusive, and evidence-based instructional designs. This review provides a conceptual foundation for curriculum development, educational policy, and teacher professional development aimed at optimizing meaningful mathematics learning for gifted students across diverse educational contexts.

Analysis of Epistemological Obstacles Experienced by Indonesian Junior High School Students in Solving Mathematical Literacy Problems viewed from Algebraic Thinking Skills Millenia Nadhea Nansiana; Budi Usodo; Laila Fitriana
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Analysis of Epistemological Obstacles Experienced by Indonesian Junior High School Students in Solving Mathematical Literacy Problems viewed from Algebraic Thinking Skills. The low level of mathematical literacy skills can happen due to learning obstacles. There are various learning obstacles, one of which arises from students' errors or limitations in understanding a particular concept and context of the material, known as epistemological obstacles. One effort to improve mathematical literacy skills is by optimizing algebraic thinking abilities. This is why algebraic thinking is considered a focus of review. However, many students who transition from concrete to abstract thinking experience obstacles in algebraic thinking, including students in grade VIII. This study aims to analyze the epistemological obstacles junior high school students face in solving mathematical literacy problems from the perspective of their algebraic thinking skills. The research method is descriptive qualitative with research subjects of grade VIII junior high schools in Jaten who were then selected two students from each group of high, medium, and low algebraic thinking. The research data includes algebraic thinking ability tests, mathematical literacy tests, and interviews. The study results show that students with medium and low algebraic thinking abilities experienced epistemological obstacles in solving mathematical literacy problems. In contrast, students with high algebraic thinking abilities did not have experienced epistemological obtacles. This study concluded that there are differences in the characteristics of epistemological obstacles between students in the medium and low algebraic thinking ability groups, as identified by the indicators of epistemological obstacles. Keywords: epistemological obstacles, mathematical literacy, algebraic thinkingDOI: http://dx.doi.org/10.23960/jpp.v14.i2.202495

Co-Authors Anggoro Canggih Pinilih Chrisnawati, Henny Ekana Desty Ratna Permatasari Farida Nurhasanah Fitriana, Laila Heribertus Soegiyanto Kuswardi, Yemi Millenia Nadhea Nansiana Mohamad Nur Fauzi Riyadi Riyadi Sam Isnardiantini Soegiyanto Soegiyanto Sri Subanti Sutopo Sutopo Vivi Astuti Nurlaily Zahara Yuyun Nailufar

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