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All Journal Jurnal Infinity Jurnal Karya Pendidikan Matematika Jurnal Elemen KALAMATIKA Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika Wacana Akademika : Majalah Ilmiah Kependidikan SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Teorema: Teori dan Riset Matematika COMPTON: Jurnal Ilmiah Pendidikan Fisika EDUKATIF : JURNAL ILMU PENDIDIKAN Hipotenusa : Journal of Mathematical Society Southeast Asian Mathematics Education Journal Ethnomathematics Journal Jurnal Warta Desa (JWD) Edumatika Kanigara Jurnal Infinity
Betty Kusumaningrum
Universitas Sarjanawiyata Tamansiswa
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Development of Tri-N (niteni, nirokke, nambahi) based e-modules on linear equations material for junior high school students Betty Kusumaningrum; Istiqomah Istiqomah; Petrus Damianus Sapan Langobelen
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 3 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i3.17203

Abstract

This study was motivated by the need to enhance student understanding of linear equations through innovative and practical learning resources. The primary aim was to develop and evaluate the validity and practicality of a Tri-N-based E-Module specifically designed for linear equation material. Utilizing a research and development (R&D) approach, the study followed the Four-D model, comprising Define, Design, Develop, and Disseminate stages. Conducted at SMP Negeri 3 Yogyakarta, the research involved 26 eighth-grade students as participants, with data collected through interviews and questionnaires, including validation surveys by material experts, media specialists, and students. The resulting E-Module, tailored to the learning needs of eighth-grade students, was validated with high scores from experts in material and media. Student feedback strongly affirmed its practicality and efficacy in facilitating learning. These findings confirm the Tri-N-based E-Module as a valid and practical tool for teaching linear equations, with significant potential to improve learning outcomes and instructional quality in mathematics education.
Development of ICT and Tri-N teaching materials for both in-class and online learning Miftakhul Huda; Betty Kusumaningrum; I Nyoman Arcana; Mohd Syarull Azlan Yaakub
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.18641

Abstract

This research aimed to develop ICT and Tri-N teaching materials suitable for both in-class and online learning environments and assess their feasibility and effectiveness. The study employed the Research and Development (R&D) method with the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. The research was conducted at SMA N 5 Yogyakarta, involving class X1 (in-class learning) and X2 (online learning) with a total of 72 students. Data were collected through student response questionnaires and tests. The developed teaching materials included videos, PowerPoint (PPT) presentations, and handouts. The videos were published on YouTube, providing links to specific sub-materials. The validation results indicated high validity, and student response analysis classified the materials as good. Furthermore, a positive and significant correlation between student responses and learning outcomes tests was observed. The developed teaching materials can serve as effective tools for student learning, and it is recommended for teachers to explore similar approaches for other subjects. This study contributes to the growing body of research on digital pedagogy by providing empirical evidence that ICT-integrated Tri-N teaching materials not only improve student learning outcomes but also offer a scalable and adaptable framework for enhancing instructional quality across varied educational contexts.
The relationship between mathematical anxiety and learning motivation on mathematics learning outcomes of seventh-grade students in Tamansiswa environment Elisabeth Ina Wee Logho; Istiqomah Istiqomah; Betty Kusumaningrum; Luc Bergman
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.18944

Abstract

This study investigates the relationship between mathematical anxiety, learning motivation, and mathematics learning outcomes among seventh-grade students in the Tamansiswa environment. Employing a quantitative ex-post facto method, data were collected from 56 students across two schools using questionnaires and academic performance records. The results revealed a significant and negative correlation between mathematical anxiety and learning outcomes, highlighting the detrimental effects of heightened anxiety on students' academic performance. Conversely, learning motivation demonstrated a significant positive influence, emphasizing its crucial role in fostering engagement and persistence in mathematics learning. The combined analysis of these variables showed that 52.2% of the variance in mathematics learning outcomes could be explained by the interaction between anxiety and motivation. Interestingly, despite high levels of anxiety, some students achieved strong learning outcomes, suggesting the presence of mitigating factors such as resilience or effective coping strategies. These findings underscore the importance of reducing anxiety and enhancing motivation through targeted educational interventions, such as supportive teaching practices and motivational strategies, to optimize mathematics learning outcomes. In conclusion, mathematics learning outcomes are shaped by a complex interaction between emotional and motivational factors. Reducing mathematical anxiety while simultaneously strengthening learning motivation is crucial for optimizing students’ achievement in mathematics. The study contributes empirically by providing evidence of the combined influence of anxiety and motivation within the Tamansiswa context, and practically by offering insights for educators to design instructional strategies that are both emotionally supportive and motivationally engaging. These findings reinforce the importance of integrating psychological considerations into mathematics instruction to promote more effective and inclusive learning environments.
The role of peer interaction in fostering student motivation in mathematics education Amima Wulandari; Betty Kusumaningrum; Istiqomah Istiqomah; Tri Astuti Arigiyati; Luc Bergman
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19481

Abstract

Mathematics is often seen as a challenging subject that demands not only cognitive ability but also sustained motivation. This study investigates how peer interaction can act as a catalyst for enhancing students’ motivation to learn mathematics. Adopting a qualitative approach with a survey design, data were collected from 40 high school and vocational students in Gunungkidul, Indonesia. Thematic analysis of open-ended questionnaire responses revealed that 72% of students reported higher motivation when learning alongside peers. Key motivational drivers included emotional support, collaborative problem-solving, and peer-driven encouragement. Interestingly, the study also highlighted potential setbacks such as interpersonal conflicts, which may reduce motivation. These findings affirm the transformative role of peer relationships in academic contexts and suggest that fostering supportive peer networks can be a strategic tool in improving students’ engagement with mathematics. This study contributes to educational psychology and mathematics education by demonstrating that peer interaction not only fosters emotional well-being but also improves students’ cognitive engagement with complex mathematical concepts. The findings offer practical insights into how structured peer collaboration can be integrated into instructional design to support diverse learner needs. By highlighting the dual role of peer interaction, as both an academic and affective resource, the study provides a foundation for developing socially responsive and student-centered learning environments aimed at improving mathematical achievement.
A study on mathematics anxiety and its manifestations in vocational high school students Nur Sahidah; Betty Kusumaningrum; Annis Deshinta Ayuningtyas; Zainnur Wijayanto; Patrick Bergman
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19509

Abstract

Mathematics is often perceived as a difficult subject that triggers anxiety, especially among students facing academic pressure. This study aims to analyze and describe the level of mathematics anxiety experienced by final-year vocational high school students. Employing a descriptive qualitative approach, data were collected through a questionnaire distributed to six randomly selected Grade XII students from a vocational school in Gedangsari. The instrument consisted of 23 statements: 6 positive and 17 negative using a Likert scale to assess students’ anxiety. Data analysis followed the Miles & Huberman model, which includes data reduction, display, and verification. The results showed varying levels of mathematics anxiety: 2 students were categorized as having very high anxiety, 3 were in the moderate category, and 1 student experienced very low anxiety. Students with high anxiety reported symptoms such as trembling hands, increased heart rate, mental blocks, and a lack of confidence during mathematics tasks. Meanwhile, students with lower anxiety demonstrated greater emotional control, focus, and proactive engagement in learning activities. The findings indicate that mathematics anxiety can significantly hinder students’ cognitive and emotional capacity to learn effectively. This study contributes to educational psychology by providing insight into how mathematics anxiety manifests among vocational high school students. It highlights the importance of recognizing emotional factors in learning, particularly in high-pressure academic contexts. The results can inform teachers, counselors, and curriculum designers in developing supportive strategies to reduce anxiety and enhance mathematical engagement in vocational education. In conclusion, addressing mathematics anxiety is crucial for fostering a positive and supportive learning environment that empowers students to perform better academically. This research contributes to the understanding of mathematics anxiety in vocational education and emphasizes the need for empathetic, emotion-sensitive teaching approaches that support both cognitive and emotional student development.
Machine learning integrated virtual and augmented reality in education: A systematic literature review and bibliometric analysis (2015–2025) Denik Agustito; Esti Harini; Trisniawati Trisniawati; Eka Yulia Sari; Mohamad Basri Nadzeri; Krida Singgih Kuncoro; Betty Kusumaningrum; Dhimas Nur Setyawan
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.21319

Abstract

The integration of machine learning (ML) with immersive technologies—Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), and Extended Reality (XR)—has generated significant momentum in educational innovation over the past decade. ML-enhanced immersive environments now support adaptive feedback, multimodal sensing, pose estimation, automated performance evaluation, and real-time learning analytics, offering new pathways for personalized and experiential learning. Despite rapid growth, existing research remains fragmented across domains such as engineering, health, arts, and language education, with limited synthesis explaining how these studies connect, evolve, and shape the knowledge structure of ML–VR/AR research. To address this gap, this study conducted a combined Systematic Literature Review (SLR) and bibliometric analysis of Scopus-indexed publications from 2015 to 2025. Eligibility assessment resulted in 58 studies included in the final analysis. Bibliometric findings show consistent growth in ML–VR/AR educational research, with publications spread across diverse journals and domains. This review offers a comprehensive mapping of scientific influence, thematic structure, and developmental trajectories in ML–VR/AR educational research. Findings provide a foundation for advancing adaptive immersive learning models, strengthening theoretical integration, and guiding future ML-driven XR innovations across educational contexts.
Mapping the global landscape of Roblox-based learning research in a bibliometric analysis Trisniawati Trisniawati; Nelly Rhosyida; Krida Singgih Kuncoro; Devi Septiani; Fitria Sulistyowati; Betty Kusumaningrum; Sony Yunior Erlangga; Dhimas Nur Setyawan; Zohaib Hassan Sain
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.21333

Abstract

Roblox has emerged as a prominent platform-based learning environment that bridges gamification, immersive virtual worlds, and interactive pedagogies. Despite its growing adoption in educational contexts, the global research landscape on Roblox Education has not yet been systematically mapped. This study aims to analyze the structure, dynamics, and thematic evolution of scholarly publications related to Roblox-based learning within the Scopus database from 2020 to 2025. Using a bibliometric approach supported by performance analysis and science mapping techniques in Biblioshiny, this study examines 37 documents indexed in 26 sources, involving 214 authors and an annual growth rate of 58.49%. The findings reveal high collaboration intensity (8.78 co-authors per document) and considerable academic influence, with an average of 69.97 citations per publication. Korea, the United States, Indonesia, India, Spain, and China emerged as leading contributors to the field. Science mapping shows four dominant thematic structures: (i) metaverse and virtual reality as motor themes; (ii) Roblox, education, artificial intelligence, and e-learning as basic themes; (iii) educational alternatives and niche digital environments as highly developed but isolated themes; and (iv) emerging or declining themes, including avatars, computational theory, and video games. Trend analysis indicates a strong shift from conventional e-learning toward immersive, metaverse-driven, and game-based pedagogies between 2022 and 2024. Reference spectroscopy highlights 2020–2023 as a pivotal period marked by rapid theoretical expansion following global pandemic-related digitization. Overall, the findings demonstrate that Roblox Education represents a rapidly maturing and multidisciplinary research domain, with substantial potential to support experiential learning, digital creativity, and the remediation of learning loss. Implications for future research include the integration of adaptive AI, immersive assessment frameworks, and curriculum-level adoption of platform-based learning.
Analisis Kesalahan Mahasiswa Teknik Komputer dalam Memecahkan Masalah Limit Fungsi Risko Naibaho; Fitria Sulistyowati; Istiqomah Istiqomah; Denik Agustito; Betty Kusumaningrum; Patrisius Afrisno Udil; Wikan Budi Utami
Teorema: Teori dan Riset Matematika Vol 10, No 2 (2025): September
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v10i2.21595

Abstract

Tujuan penelitian ini adalah untuk mengidentifikasi kesulitan mahasiswa teknik komputer dalam menyelesaikan materi limit fungsi aljabar dengan berbagai teknik penyelesaian dalam limit fungsi serta menemukan faktor-faktor penyebab kesulitan mahasiswa dalam menyelesaikan soal limit fungsi aljabar. Jenis penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif  yang mendeskripsikan kesulitan mahasiswa dalam menyelesaiakn materi limit fungsi aljabar. Subjek penelitian ini yaitu mahasiswa teknik komputer. Teknik pengumpulan data yang digunakan dalam penelitian ini teknik triangulasi yaitu dokumentasi, observasi, dan wawancara. Kesimpulan yang diperoleh dari penelitian ini adalah subjek mengalami kesulitan dalam memahami dan menerapkan konsep limit fungsi aljabar, kesulitan ini disebabkan oleh kurangnya pemahaman terhadap konsep dasar limit, yang merupakan pondasi penting untuk bisa memahami limit. Akibatnya subjek menggunakan teknik penyelesaian yang tidak tepat seperti hanya mengandalkan teknik subtitusi langsung. Selain itu subjek tampaknya tidak mampu menterjemahkan soal yang memerlukan penyederhanan lanjutan untuk menemukan penyelesaian dari soal limit tersebut.Kata kunci: Limit Fungsi Aljabar, Kesulitan Mahasiswa, Teknik Komputer
Analyzing critical thinking enhancement and moment of inertia understanding through inquiry based virtual labs Sony Yunior Erlangga; Sarwanto; Harlita; Isnanik Juni Fitriyah; Resti Yektyastuti; Krida Singgih Kuncoro; Betty Kusumaningrum
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 11 No 2 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v11i2.19628

Abstract

This study examines the effectiveness of inquiry-based virtual laboratory modules in improving civil engineering students' conceptual understanding of moment of inertia, with critical thinking skills as a moderating factor. Using a quasi-experimental 2x2 factorial design, 60 students were divided into experimental and control groups. The experimental group engaged with virtual lab modules featuring interactive simulations and case-based learning, while the control group received conventional lecture-based instruction. Results indicated significantly higher learning outcomes in the experimental group (mean score = 58.9) compared to the control group (46.5), with critical thinking skills further amplifying this effect. ANOVA analysis confirmed the significant impact of the intervention (F = 21.83, p < 0.001). The study highlights the importance of integrating technology with pedagogical strategies that foster critical analysis and self-directed exploration. These findings contribute to engineering education by demonstrating how virtual labs, when combined with inquiry-based learning, can bridge the gap between theoretical knowledge and practical application while accommodating diverse learning needs. Recommendations include curriculum integration of such modules and professional development for educators in implementing technology-enhanced, inquiry driven approaches.
Kesalahan Siswa dalam Menyelesaikan Soal Cerita Sistem Persamaan Linear Dua Variabel Ade Ayu Dwiguningtyas; Betty Kusumaningrum; Denik Agustito; Istiqomah Istiqomah; Tri Astuti Arigiyati; Annis Deshinta Ayuningtyas
Wacana Akademika: Majalah Ilmiah Kependidikan Vol 9 No 2 (2025): November 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/wacanaakademika.v9i2.19876

Abstract

Students' errors in solving mathematical problems reflect their level of understanding and systematic thinking skills. This qualitative study aims to identify the types of errors and factors causing students' difficulties in solving the System of Linear Equations in Two Variables (SPLDV). The subjects were three eighth-grade junior high school students in Banjarnegara who were selected purposively. Data were obtained through written tests, in-depth interviews, and documentation. The results showed three main error categories: errors in modeling problems, calculations, and incomplete answer structures. The contributing factors include weak conceptual understanding, minimal contextual practice, the habit of solving problems instantly, and a lack of thorough problem interpretation. These findings are expected to provide an empirical basis for teachers and curriculum developers in designing effective learning and emphasizing conceptual understanding, contextual practice, reasoning, and systematic communication in SPLDV material
Co-Authors Aan Julia Hanub Ade Ayu Dwiguningtyas Agustin Zakkia Amanda Putri Listia Amima Wulandari Annis Deshinta Ayuningtyas Aprilia Nurul Chasanah Ayung Yeni Prihatin Bahadir Ozsut Cicilia Jaga Hera Dafid Slamet Setiana Dafid Slamet Setiana Setiana Denik Agustito Devi Septiani Dewi Anggreini Dhimas Nur Setyawan Eka Wahyuni Novianti Eka Yulia Sari Elang Amadeus Poort Elisabeth Ina Wee Logho Elvira Anjelia Ely Fauziah Elyas Djufri Esti Harini Fitria Sulistyowati Fitria Sulistyowati Harlita I Nyoman Arcana Indah Ayu Rukmana Indira Early Indro Purnomo Irma Leny Maysaroh Isnanik Juni Fitriyah Istiqomah Istiqomah Jamiu Temitope Sulaimon K. S. Kuncoro Krida Singgih Kuncoro Luc Bergman Luc Bergman Miftakhul Huda Mohamad Basri Nadzeri Mohd Syarull Azlan Yaakub Muhammad Irfan Muhammad Irfan Muhammad Irfan Muhammad Tri Wijaya Nelly Rhosyida Niken Hajar Indah Sari Nur Sahidah Pahmi, Samsul Patrick Bergman Patrisius Afrisno Udil, Patrisius Afrisno Petrus Damianus Sapan Langobelen Putri Anugrah Ayuning Pratiwi Rani Puspita Resti Yektyastuti Riawan Yudi Purwoko Risko Naibaho Santi Lestari Sarwanto Septin Atikarini Sony Yunior Erlangga Sony Yunior Erlangga Sri Adi Widodo Sukiyanto Sukiyanto Taufik Hidayat Tri Astuti Arigiyati Trisniawati Trisniawati Welly Yumarsa Wikan Budi Utami Yova Ayu Puspita Yuyun Yulia Zainnur Wijayanto Zohaib Hassan Sain