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Edwin Musdi

Universitas Negeri Padang

Author-ID : 2512804

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Development of Geometry Learning Tools Integrated Transformation of Ethnomathematics of Jambi Batik Marsya, Tiya; Fauzan, Ahmad; Musdi, Edwin
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.6096

This research was motivated by low student learning outcomes, learning tools that did not provide a positive relationship to students' mathematical abilities, and learning tools that did not include the surrounding culture. This research aims to produce an integrated learning tool for Jambi Batik ethnomathematics that meets the valid, practical, and effective criteria for transforming geometry material in class IX junior high schools. The method used in this research is a combination of ethnographic research and development research with the Plomp model which consists of the Preliminary, Prototyping, and Assessment Phases. The subjects of this research were class IX students of SMP Negeri 21 Batanghari. The results of this research show that the Jambi Batik Ethnomathematics integrated Transformation Geometry learning tool in Class IX Middle School is valid. The device also meets practical criteria based on the results of questionnaires and interviews. Based on the final tests carried out, it shows that the device is in the effective category. So, it can be concluded that the resulting device is valid, practical, and effective.

Bibliometric Analysis: Collaboration Networks In Discovery Learning Research Suparjo, Andi; Musdi, Edwin; Yerizon, Yerizon; Arnawa, I Made
Jurnal Penelitian Pendidikan IPA Vol 10 No 2 (2024): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i2.7002

This research identifies publications related to Discovery learning. Discovery learning is a learning model that encourages active learning in students through self-discovery and research so that the results achieved are long-lasting and difficult to forget. This research aims to identify and analyze articles researching Discovery Learning that have been published in several reputable international journals published in the 2014-2023 period, which was carried out using bibliometric studies. Bibliometric analysis produced four findings: publications about Discovery Learning in Scopus-indexed journals have been in a fluid and balanced pattern every year for the last ten years; 328 of the ten journals producing the most articles have been published. The top-ranked journal published 15 articles, and the tenth-ranked journal published five articles; The most citations occurred in articles published in 2020 with a total of 1101 citations. The most cited article was written by B.R. Goldsmith with 241 citations; The author's keywords that are most frequently used in the top three are discovery, machine, and machine learning

Hypothetical Learning Trajectory Sistem Persamaan Linear Dua Variabel Dengan Pendekatan Realistic Mathematics Education Deciku, Belia; Musdi, Edwin; Arnawa, I Made; Suherman, Suherman
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 1: Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 1 Tahun 2023
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v7i1.1781

Materi Sistem Persamaan Linier Dua Variabel (SPLDV) menjadi materi prasyarat untuk ke tingkatan yang lebih tinggi. Alasan dilakukannya eksplorasi ini adalah untuk membuat suatu teknik pembelajaran/ Hipothetical Learning Trajectory (HLT) SPLDV dengan pendekatan Realistic Mathematics Education (RME). Penelitian ini menggunakan teknik perbaikan pemeriksaan yang terdiri dari 3 tahap, yaitu persiapan investigasi, rencana eksplorasi, dan pemeriksaan review. Subyek penelitian ini adalah 3 siswa SMPN 3 Lareh Sago Halaban. Ketiga siswa ini mewakili siswa dengan kapasitas tinggi, sedang, dan rendah. Hasil penelitian menunjukkan bahwa kerangka kondisi arahan pembelajaran spekulatif (HLT) yang dicobakan menunjukkan adanya strategi pembelajaran SPLDV yang dapat dilakukan dengan pendekatan RME. Demikian pula, strategi pembelajaran SPLDV berbasis RME dimulai dengan mempelajari peluang pertumbuhan dan ide-ide baru yang akan diperkenalkan. Selain itu, dalam pelaksanaan pembelajaran siswa menerapkan penemuan-penemuan ide materi baru terhadap masalah-masalah nyata yang diberikan. Dengan tujuan agar siswa dapat melibatkan ide materi SPLDV dalam berbagai situasi. Siswa memperoleh pemahaman tentang materi yang mereka atasi peluang pertumbuhan mereka sendiri. Peluang untuk berkembang seperti ini akan memperkuat pemahaman siswa yang mungkin menafsirkan materi SPLDV.

Hypothetical Learning Trajectory Berbasis Realistics Mathematics Education Maria Magdalena Zagoto; I Made Arnawa; Edwin Musdi; Firman Edi; Oskah Dakhi; Unung Verawardina
Edumaspul: Jurnal Pendidikan Vol 6 No 2 (2022): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v6i2.5263

The purpose of this research was to produce a Hypothetical Learning Trajectory (HLT) for the addition of fractions with the same denominator using the context of löma typical food of Nias region. The learning approach used was Realistics Mathematics Education (RME). The research method used was design research. The research subjects were three fourth grade students of SDN 071104 Botohilitano with heterogeneous ability levels, namely low, medium and high ability. The research focused on designing HLT which was validated, revised and tested one-to-one with students. Data collection was carried out by collecting the results of the NLPD given, and interviewing students. Retrospective analysis of the one to one implementation showed that the context of the instrument used in the form of HLT and learner worksheets using the RME approach through literature study. The data collected was analyzed qualitatively. Based on the results of the analysis, it was found that students with medium and high abilities could understand the material quite well, while low ability students had difficulty in understanding the problems given.

PENGEMBANGAN MODUL AJAR BERBANTUAN E-LKPD BERBASIS CREATIVE PROBLEM SOLVING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS Mahendra, Annisa; Armiati, Armiati; Musdi, Edwin; Suherman, Suherman
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.13986

Kemampuan pemecahan masalah sangat penting untuk menghasilkan ide dan strategi untuk mengonstruksi pengetahuan. Faktanya, kemampuan pemecahan masalah matematika peserta didik masih kurang akibat kurangnya perangkat pembelajaran dan keterlibaatan belajar yang tidak memadai. Penelitian ini memiliki tujuan untuk mengembangkan modul ajar dan E-LKPD berbasis Creative Problem Solving untuk meningkatkan kemampuan pemecahan masalah matematis peserta didik kelas X SMA. Penelitian pengembangan ini dilakukan dengan mengikuti tiga tahapan model Plomp yang meliputi fase investigasi awal, pengembangan, dan penilaian. Investigasi awal mencakup analisis kebutuhan, kurikulum, konsep, karakteristik peserta didik, dan studi literatur. Fase pengembangan mencakup perancangan modul ajar dan E-LKPD berbasis CPS, diikuti evaluasi formatif melalui self evaluation, expert review, one to one evaluation, dan small group evaluation. Fase penilaian melibatkan field test dan analisis soal tes kemampuan pemecahan masalah. Data dikumpulkan melalui lembar validasi, pedoman wawancara, angket, daftar ceklis, dan soal tes kemampuan pemecahan masalah. Hasil penelitian menunjukkan modul ajar berbantuan E-LKPD berbasis CPS memenuhi kriteria “sangat valid” dengan nilai validitas sebesar 3,51 untuk modul ajar dan 3,50 untuk E-LKPD pada aspek kelayakan isi, penyajian, kegrafikan, dan bahasa. Praktikalitasnya dikategorikan “sangat praktis” dengan nilai praktikalitasnya 91,67% (modul ajar) dan 85,59% serta 86,28% (E-LKPD). Efektivitasnya terlihat dari peningkatan kemampuan pemecahan masalah dengan persentase peserta didik yang tuntas adalah 71,88%. Disimpulkan bahwa modul ajar dan E-LKPD berbasis CPS pada materi perbandingan trigonometri valid, praktis, dan efektif dalam meningkatkan kemampuan pemecahan masalah matematis peserta didik.Problem-solving ability plays a crucial role in developing ideas and strategies to construct knowledge. However, students’ mathematical problem-solving skills remain low due to limited active learning and the absence of learning tools specifically designed to support this skill development. This study aims to develop a teaching module and an electronic student worksheet (E-LKPD) based on Creative Problem Solving (CPS) to improve the mathematical problem-solving ability of tenth-grade high school students.The research follows the Plomp development model with three phases: preliminary investigation, development, and assessment. The preliminary investigation includes needs analysis, curriculum study, concept review, student characteristics analysis, and literature review. The development phase involves designing the teaching module and CPS-based E-LKPD, followed by formative evaluations through self-evaluation, expert review, one-on-one evaluation, and small group evaluation. The assessment phase consists of field testing and analyzing problem-solving test results.Data were collected via validation sheets, interview guides, questionnaires, checklists, and problem-solving tests. The results show the CPS-based teaching module and E-LKPD are “very valid,” with validity scores of 3.51 for the module and 3.50 for the E-LKPD, covering content feasibility, presentation, graphics, and language. Practicality is rated “very practical,” with scores of 91.67% for the module and 85.59% and 86.28% for the E-LKPD. Effectiveness is indicated by an increase in problem-solving skills, with 71.88% of students achieving mastery. In conclusion, the CPS-based teaching module and E-LKPD on trigonometric ratios are valid, practical, and effective in improving students’ mathematical problem-solving abilities.

Efektivitas Perangkat Pembelajaran Berbasis Flipped Classroom untuk Meningkatkan Kemampuan Penalaran Matematis Peserta Didik Ridia Fedistia; Edwin Musdi
Didaktik Matematika Vol 7, No 1 (2020): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v7i1.14371

This study was aiming at determining the impact of mathematics learning instruments based on flipped classroom in improving students' mathematical reasoning abilities. This is development research adapting the Plomp development model. This research was conducted in three stages: preliminary research, prototyping phase, and assessment phase. The subjects of this study were students one of the senior high schools in Padang, Indonesia. The instrument used was a test of mathematical reasoning ability. Data were analyzed by quantitative methods. The results showed the number of students achieving the minimum criteria of mastering learning concerning mathematical reasoning ability, increasing from 47.22% to 75%. The mathematical reasoning ability of students in groups increased from the first to the fifth meeting, and the level of implementation of learning by the teacher was in a good category. This means that the learning tools based on Flipped Classroom were effective in improving students' mathematical reasoning abilities.

Literature Science Analysis on the Validity and Practicality Criteria of GeoGebra-Supported Mathematics Learning Modules Nelvy Yunita; Suherman; Edwin Musdi; Zusti Jamaan
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12355

This study presents a systematic literature review analyzing the validity and practicality of GeoGebra-supported mathematics learning modules. The purpose is to evaluate the scientific quality and classroom feasibility of these modules based on empirical evidence from published research between 2013 and 2023. A total of 27 studies were synthesized using PRISMA guidelines to assess content, construct, and instructional design validity, as well as ease of use, time efficiency, and user response. Findings indicate that most modules demonstrate high content validity through expert validation and curriculum alignment, and are perceived as practical and engaging by teachers and students. However, gaps exist in empirical validation of learning constructs and in the integration of cognitive load principles within instructional design. Challenges such as extended implementation time, technical barriers, and insufficient teacher training affect practicality in real classroom settings. The study concludes that while GeoGebra-supported modules hold strong potential for enhancing mathematics learning, their effectiveness depends on pedagogical soundness, systematic development, and contextual support. Standardized evaluation frameworks and improved teacher readiness are recommended for sustainable implementation.

Integration of Everyday Life Science Context in RME-Based Social Arithmetic Learning Rangkuti, Muth Mainnah; Musdi, Edwin; Fauzan, Ahmad; Yerizon; Arnellis
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14269

This study develops and validates a Hypothetical Learning Trajectory (HLT) integrating everyday life science contexts within Realistic Mathematics Education (RME) framework for teaching social arithmetic to seventh-grade students. Through design research methodology involving three students with varying mathematical abilities, the research examined how contextually rich learning activities scaffold students' progression from informal to formal mathematical reasoning. Results demonstrated significant improvements in conceptual understanding across all ability levels, with most substantial gains observed among lower-ability students (143.8% improvement). Qualitative analysis revealed students' transformation from procedural memorization to conceptual reasoning, with contextual barriers rather than cognitive limitations identified as primary impediments to mathematical understanding. The HLT successfully facilitated students' development of meaningful connections between mathematical procedures and real-world applications, particularly in profit-loss scenarios and taxation calculations. These findings indicate that RME-based contextual integration creates effective pathways to conceptual mastery, offering inclusive learning opportunities that address persistent gaps between classroom mathematics and practical application. The research contributes to both theoretical understanding of mathematics learning trajectories and practical instructional design for meaningful mathematics education.

The Effect of Project Activity Cooperative Exercise (PACE) Learning Model on Students’ Mathematical Communication Skills in Science Integrated Mathematics Education Zeni, Reka Afrillia; Musdi, Edwin; Laswadi; Nasution, Eline Yanty Putri; Kurniawan, Romi
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14450

This quasi-experimental study examined the effect of the Project, Activity, Cooperative Learning, and Exercise (PACE) model on eighth-grade students' mathematical communication ability in solid geometry. Forty students from SMPN 6 Model Kota Sungai Penuh were assigned to an experimental group (PACE model) and a control group (conventional instruction). Both groups received six learning sessions on cubes and cuboids, followed by a six-item essay test assessing three communication indicators: written text, drawing, and mathematical expressions. Data analysis using independent samples t-test revealed the experimental group achieved a significantly higher mean score (81.25, high category) compared to the control group (73.125, moderate category); t(38) = 2.899, p = 0.006. The rejection of the null hypothesis confirmed that PACE implementation positively influenced students' ability to express mathematical ideas through verbal explanations, accurate visual representations, and appropriate symbolic notations. The model's project-based and collaborative components effectively scaffolded students' articulation of geometric concepts, demonstrating its pedagogical value for enhancing mathematical discourse in Indonesian lower secondary classrooms.

Mathematics Instructional Model Based on Realistic Mathematics Education to Promote Problem Solving Ability at Junior High School Padang Musdi, Edwin
AT-TA'LIM Vol 23, No 1 (2016)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

This research aims to develop a mathematics instructional model based realistic mathematics education (RME) to promote students' problem-solving abilities. The design research used Plomp models, which consists of preliminary phase, development or proto-typing phase and assessment phase. Â At this study, only the first two phases conducted. The first phase, a preliminary investigation, carried out with a literature study to examine the theory-based instructional learning RME model, characteristics of learners, learning management descriptions by junior high school mathematics teacher and relevant research. The development phase is done by developing a draft model (an early prototype model) that consists of the syntax, the social system, the principle of reaction, support systems, and the impact and effects of instructional support. Early prototype model contain a draft model, lesson plans, worksheets, and assessments. Tesssmer formative evaluation model used to revise the model. In this study only phase of one to one evaluation conducted. In the ppreliminary phase has produced a theory-based learning RME model, a description of the characteristics of learners in grade VIII Junior High School Padang and the description of teacher teaching in the classroom. The result showed that most students were still not be able to solve the non-routine problem. Teachers did not optimally facilitate students to develop problem-solving skills of students. It was recommended that the model can be applied in the classroom.

Co-Authors A.A. Ketut Agung Cahyawan W Abdur Rahman As’ari Adityawarman Hidayat Afriyanto Afriyanto Agung Setia Budi Ahmad Fauzan Ahmad Fauzan Ahmad Fauzi Aidatul Ira Harahap Ali Asmar Anggrawati, Ari Armiati Armiati Armiati Armiati Armiati Arnawa, Made Arnellis Arnilawati Arnilawati Asmar, Ali Azwir Anhar Beta Indo Putra Bintang, As Chintya Novelia Deciku, Belia Dony Permana Dwi Putri Amilia Eline Yanty Putri Nasution Elita Zusti Jamaan Elza Nora Yuliani EZ Jamaan Fadila Suciana Faisal Amri Tanjung Fauzi Ahmad Muda Firman Edi Fitriana Fitriana Gunawan, Rilla Gina Hamdani Syaputra Hamidah . Harahap, Adek Nilasari Hendra Syarifuddin Hendra Syarifuddin I Made Arnawa IMade Arnawa Indang Dewata Indri EkaYulia Sari Irwan Irwan Irwan Irwan Irwan Jihe Chen Kelly Angelly Hevardani Khairani, Devi Kurniawan, Romi Laksono Trisnantoro Laswadi Laswadi Leni, Nofri Made Arnawa Mahendra, Annisa Marsya, Tiya Mega Anggraini Meria Ultra Gusteti Mudjiran Muthia Rahmi Muthia Rahmi, Muthia Nelvy Yunita Nidaul Himmah Nidya Oktadila Nola Nari Nola Nari Nonong Amalita Novia Safitri Nurlaili Nurlaili Oskah Dakhi Permana, Dony Putri, Wina Friliza R.Iska Meiliputri Rahmadila, Rahmadila Rahmiati Rahmiati Rahmiati Rahmiati Rahmiati Rangkuti, Muth Mainnah Ranny Putri Yoma Rasli, Amran Md. Rendi Hidayat Ridha Fajria Ridia Fedistia Ronal Rifandi Rozika, Eri Rusdinal Rusdinal Rusyda, Nurul Afifah Safitri, Winda Sakinah, Hanifatus Shafira, Vindi Siltima Wiska Silvia Silvia Suci Aisyah Putri Suherman Suherman Suherman Suherman, Suherman Suparjo, Andi Suparman Suparman Suri Srima Eled Susanti Susanti Syafriandi Syafriandi Syaputra, Hamdani Syarifuddin*, Hendra Syarifuddin, Hendra Tamur, Maximus Ulfi Waddani Yuni Ummul Huda Unung Verawardina Wahyuni Aflah Rambe Yanrizawati Yanrizawati Yarmaina Yarmaina Yerizon Yerizon Yerizon Yerizo Yerizon Yerizon Yerizon Yerizon Yerizon Yerizon Yulia Utami Putri Yulyanti Harisman Yusri Wahyuni ZAGOTO, MARIA MAGDALENA Zahrun Zeni, Reka Afrillia Zulhendri Zulhendri Zulhendri Zusti Jamaan

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