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All Journal Journal of Educational Science and Technology JURNAL PROFESI KEGURUAN JIPMat (Jurnal Ilmiah Pendidikan Matematika) AKSIOMA QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama MATEMATIKA DAN PEMBELAJARAN JUPE : Jurnal Pendidikan Mandala Unnes Journal of Mathematics Education Research Integral : Pendidikan Matematika Interdisciplinary Social Studies Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Hipotenusa: Journal of Mathematical Society Research Journal on Teacher Professional Development
Budi Waluya
Universitas Negeri Semarang
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Analysis of the Creative Thinking Process of Kineesthetic Students in Solving Arritmatic Sequences and Series Problems with the Help of Congklak Media Based on Wallas Stages Nuranita Adiastuty; Budi Waluya; Iwan Junaedi; Masrukan Masrukan; Evi Herayani; Nunu Nurhayati
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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

Abstract

This study aims to describe the creative thinking process of kinesthetic students in solving arithmetic sequences and series problems with the help of congklak media based on the Wallas stages. The research method used is descriptive qualitative. The subjects of this study consisted of four students of class XI MIPA 5 SMAN 3 Kuningan who were selected using a purposive sampling technique based on the highest kinesthetic learning style questionnaire score. Data was collected through questionnaires, tests, interviews, and observations. The triangulation used is time and technique triangulation. The results showed that: (a) at the preparation stage the four subjects were able to identify problems carefully, completely, and accurately; (b) at the incubation stage, one subject asked the researcher about the concept of an arithmetic sequence, this activity is a stage where the subject looks for a relationship between the concept of an arithmetic sequence and the information contained in the problem so that the subject is able to generate other solutions that are different from what the three thinkers think. another subject; (c) at the illumination stage, the four subjects have a strong will and effort to find alternative solutions to the problems given; and (d) at the verification stage, two subjects were able to get more than one alternative answer idea for each given question, while the other two subjects had not been able to find alternative ideas/other solutions to some of the questions given.
Analysis of Science Literacy Skills in Stad (Student Team Achievement Division) Model Assisted by Animation Video Reviewed from Curiocity of Class V Students Agus Kharir; Budi Waluya; Suratinah Suratinah
Interdisciplinary Social Studies Vol. 4 No. 3 (2025): Interdisciplinary Social Studies
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/iss.v4i3.824

Abstract

Scientific literacy is essential for students, yet many struggle with low levels of these skills, highlighting the need for quality learning. This research aims to evaluate learning quality and analyze scientific literacy in relation to student curiosity within classes using the STAD model supported by animated videos. Employing a mixed-methods sequential exploratory design, the study involved planning, implementation, and assessment phases. Participants included students from the VA class as the experimental group and the VB class as the control group at MI Luqman Al Hakim Slawi. Instruments comprised scientific literacy test questions, curiosity questionnaires, and learning tools. Quantitative data were gathered through literacy tests, while qualitative data were collected via interviews, questionnaires, and documentation. Data analysis included assessing the validity and practicality of learning tools, implementation, and assessment results, alongside normality and homogeneity tests. The study found that the average validity of learning tools was 77%, practicality was 92%, and implementation reached 92.17%. Hypothesis testing revealed that students in the experimental group demonstrated more than 75% mastery in scientific literacy and exceeded the KKM average. Additionally, their average literacy abilities and improvements surpassed those of the control group. Furthermore, student curiosity positively influenced their scientific literacy. Qualitatively, students with high curiosity met all literacy indicators, while those with low curiosity failed to meet any. Overall, learning via the STAD model with animated videos significantly enhances students' scientific literacy skills.
CRITICAL THINKING AND GEOMETRIC IMAGINATION DEVELOPMENT THROUGH ANALYTIC GEOMETRY: A STUDY ON CIRCLES AND TANGENT LINES Harris Adi Wibowo; Budi Waluya; Walid
MATEMATIKA DAN PEMBELAJARAN Vol. 14 No. 1 (2026): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v14i1.12595

Abstract

Analytic geometry functions as a cognitive bridge between visual and algebraic representations, particularly in the topics of circles and tangent lines. This qualitative descriptive study aims to map high school students’ thinking processes when solving non-routine analytic geometry problems and to identify how critical thinking and geometric imagination emerge through the coordination of visual and symbolic representations. The participants were 25 Grade XI Natural Science students at SMA Santa Maria Cirebon, selected purposively because they had studied the prerequisite material and the target topic and represented varied levels of ability. Data were collected through four non-routine essay problems, students’ written work, classroom observation, and semi-structured interviews with six selected subjects. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, supported by theory-based coding indicators adapted from Facione and Ennis for critical thinking and from Duval for visual representation. The results show that only 8 of 25 students (32%) solved all problems correctly and completely. Successful students demonstrated a structured thinking flow consisting of initial visualization, algebraic reasoning, and evaluation through visual verification. In contrast, less successful students tended to use formulas procedurally without connecting geometric meaning to algebraic forms. The findings indicate that, in conventional learning, critical thinking and geometric imagination are more likely to appear when students are explicitly accustomed to constructing sketches, translating geometric conditions into equations, and checking results visually. Practically, teachers need to scaffold initial sketching and visual verification; however, because this study is limited to one class and uses a qualitative descriptive design, the findings should be interpreted as a contextual mapping of thinking processes rather than a broad claim of instructional effectiveness.   Keywords: Analytic Geometry; Critical Thinking; Geometric Imagination; Circles and Tangent Lines; Visualization..
Analyzing Mathematical Creative Thinking Processes in Higher Education: A Learning Style Perspective in Graph Problem Solving Noviana Dini Rahmawati; Budi Waluya; Mulyono; Iqbal Kharisudin
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 1 (2025): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i1.4186

Abstract

This study aims to determine the process of mathematical creative thinking in solving graph problems based on students' learning styles. This research method เว็บสล็อต uses descriptive qualitative. This study was conducted on 5th semester students of the Mathematics Education Study Program, Universitas PGRI Semarang in the 2024/2025 Academic Year. Subjects were taken by purposive sampling. The research instruments were in the form of mathematical creative thinking tests, learning style questionnaires and interview guidelines. R4shub Data analysis techniques included validity, reliability, discriminatory power and difficulty level tests. Furthermore, data validity tests were carried out using the technical triangulation method and qualitative data analysis using an interactive analysis model. The results of the study showed that the mathematical creative thinking process of the average of the four students' learning styles at the preparation stage did not meet the indicators of flexibility and originality. The incubation and illumination stages still need assistance to bring up the originality indicators. เว็บสล็อต While the verification stage has met the four indicators of mathematical creative thinking ability completely. Thus, the findings of this study can be used as a consideration for lecturers in understanding the differences in students' learning styles. Lecturers can provide appropriate scaffolding to make it easier for students to solve graph problems.
Critical Thinking Abilities of Prospective Mathematics Teachers Based on Learning Styles Rina Dwi Setyawati; Budi Waluya; Isnarto; Putriaji Hendikawati
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 2 (2025): Hipotenusa: Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i2.4481

Abstract

This research attempts to describe the critical thinking abilities of prospective fifth-semester mathematics education teachers at PGRI University Semarang through a qualitative approach. The researcher, as the primary instrument, employed a learning style questionnaire, a Group  Theory  critical thinking test, and an interview guide with purposively selected subjects. Data were analyzed through flow diagrams which included data reduction, data presentation, and drawing conclusions. Data credibility is obtained through triangulation of sources and time. The research result show that the average critical thinking ability test for visual and audotory styles is relatively higher than for kinsestetic learners. At the stages of focus, reasoning, and inference, all three stylesthe stages of saturation, clarity, and overview, a clear distinction emerges, with the visual style demonstrating greater effectiveness by producing answer that are both accurate and complete, unlike the auditory and kinesthetic counterparts. The ability of the three learning styles to express valid arguments to clarify the truth of the answers they make is still very low. Providing training with open-ended problem-based questions and problem-based learning as well as honing the arguments of prospective mathematics teachers are the alternative solutions chosen to improve critical thinking skills.
Implementing Differentiated Learning to Enhance Mathematical Reasoning Readiness for University Entrance Assessment: A Classroom Action Research in Madrasah Aliyah Rizvi Uzza Awwawina; Budi Waluya; Iqbal Kharisudin
Research Journal on Teacher Professional Development Vol. 4 No. 01 (2026): Geographical distribution of the author: Indonesia, Gabon, Peru, and Morocco.
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i01.33576

Abstract

This classroom action research aims to test the implementation of differentiated learning in improving the readiness of grade XII students to face the mathematical reasoning component in the Computer-Based Written Examination (UTBK), especially in madrasah schools. The study used a classroom action research design according to Arikunto et al. which was carried out through two cycles that included planning, implementation, observation, and reflection. The research subjects consisted of 34 grade XII science students at MA Sunan Prawoto Pati in the even semester of the 2025/2026 academic year. Differentiated learning was implemented through adjusting content, processes, and products based on students' readiness levels (high, medium, and low). Data were collected through learning outcome tests, observation sheets, and student perception questionnaires, then analyzed descriptively. The results showed a consistent increase in all indicators. The average student score increased from 58.4 at the initial condition to 69.2 in Cycle I and 81.5 in Cycle II, while learning completeness increased from 35.3% to 61.7% and finally reached 88.2%. Teachers' implementation of the learning model increased from 82% to 94%, while 85% of students reported that learning tailored to their level of readiness made them more comfortable and confident in solving mathematical reasoning problems. These findings suggest that differentiated learning improves academic achievement while strengthening learning engagement and reasoning skills by aligning learning strategies with students' learning needs. This study contributes by providing empirical evidence that differentiated learning within a classroom action research framework is an effective strategy for preparing students for reasoning-based mathematics assessments such as the Computer-Based Test (UTBK) and offers an adaptive learning model that can be applied to classes with heterogeneous student abilities
Systematic Literature Review: Educational Curriculum in Finland Nina Faoziyah; Mulyono Mulyono; Budi Waluya
JUPE : Jurnal Pendidikan Mandala Vol 10 No 4 (2025): JUPE : Jurnal Pendidikan Mandala (Desember)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v10i4.9782

Abstract

This study examines the Finnish curriculum through a systematic literature review to explore its strengths, challenges, and implications for education. The Finnish curriculum emphasizes a holistic approach, supporting multilingualism, broad literacy, competence development, teacher autonomy, collaboration, interdisciplinary integration, and pedagogical continuity from early childhood to higher education. Multilingualism is recognized as an educational resource that promotes linguistic diversity and social equity, while literacy encompasses critical thinking, science, health, music, soft skills, and entrepreneurship. Teachers are granted significant flexibility to design multidisciplinary learning and collaborate with local communities, although variations in practice persist. Integration of subjects and experiential learning enhances holistic understanding and critical thinking skills. Despite challenges such as language hierarchies, uneven teacher implementation, and the need for additional pedagogical support, the Finnish curriculum represents an inclusive, progressive, and future-oriented model of education. The findings provide valuable insights for policymakers and educators aiming to implement effective curriculum reforms in diverse educational contexts.
Co-Authors Agus Kharir Amalliyah, Nor Arief Agoestanto Aulia Firdaus Ayu Andira Danuri Danuri Dr. Masrukan, Dr. Elis Fitria Herliani Ema Butsi Prihastari Endang Retno Winarti Evi Herayani Fahmi Rizqi Nashrullah Hardi Suyitno Harris Adi Wibowo Iqbal Kharisudin Isnarto Isnarto Isnarto Iwan Junaedi Lusi Rachmiazasi Masduki, Lusi Mohammad Asikin Mulyono Mulyono Mulyono Nina Faoziyah Noviana Dini Rahmawati Nunu Nurhayati Nuranita Adiastuty Nuriana Rachmani Dewi Nuriana Rachmani Dewi Paridjo Putriaji Hendikawati Rina Dwi Setyawati Rizvi Uzza Awwawina Rochmad - Rochmad Rochmad Salahuddin Akbar Agus Panuntun Hsm SRI LESTARI Sugiman Sugiman Suratinah Suratinah Syamsul Arifin Wahyudi Walid Wardono Wardono Zaenuri Mastur